Which is a medical assistant NOT responsible for when working in a physician office laboratory

Page 2

include any short-term training activities and/or related services that promote the transition of persons with disabilities to competitive working life and may be targeted to persons with a wide range of disabilities, such as learning disabilities, mental retardation, mental illness, and/or physical disabilities. Services may be offered through secondary or postsecondary schools or community-based programs and facilities for adult clients. The manual provides information about the background and purposes of the RRX, identifies the scope of the RRX project, lists the prerequisites and criteria for validation, describes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness, evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information completing the Information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for transitional services is included. (CML)

scribes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness, evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information on completing the Information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for independent living services is included. (CML) ED 315 568

CE 054 029 Supported Employment Services. Validation Man

ual for Exemplary Programs and Practices. Re

gional Rehabilitation Exchange. Southwest Educational Development Lab., Austin,

Tex. Spons Agency-National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ton, DC. Pub Date—89 Grant-H133D80006 Note-44p.; For related documents, see CE 054

026-030. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Vocational Education, *Dem

onstration Programs, *Disabilities, *Employment Services, Performance Factors, *Rehabilitation Centers, Success, *Supported Employment, *Val

idated Programs, Vocational Rehabilitation Identifiers-Arkansas, Louisiana, New Mexico,

Oklahoma, Texas

This manual was prepared by the Regional Rehabilitation Exchange (RRX) project to assist rehabilitation and independent living organizations and programs in submitting information to gain recognition as an exemplary program model for supported employment services. The manual is intended for programs and organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Such services generally provide training, placement, and longterm support that is necessary for clients to continue employment. RRX supported employment services are designed to enable clients with severe disabilities to secure and maintain employment. Such programs are designed for persons with disabilities so severe that they are not eligible for traditional vocational rehabilitation services. The manual provides information about the background and purposes of the RRX, identifies the scope of the RRX project, lists the prerequisites and criteria for validation, describes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness,

evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information on completing the information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for supported employment services is included. (CML) ED 315 569

CE 054 030 Transitional Services. Validation Manual for Ex

emplary Programs and Practices. Regional Re

habilitation Exchange. Southwest Educational Development Lab., Austin,

Tex. Spons Agency–National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ton, DC Pub Date—89 Grant-H133D80006 Note—39p.; For related documents, see CE 054

026-029. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Vocational Education, *Dem

onstration Programs, *Disabilities, Education Work Relationship, Performance Factors, *Rehabilitation Centers, Success, *Transitional Programs, *Validated Programs, Vocational

Rehabilitation Identifiers-Arkansas, Louisiana, New Mexico,

Oklahoma, Texas

This manual was prepared by the Regional Rehabilitation Exchange (RRX) project to assist rehabilitation and independent living organizations and programs in submitting information to gain recognition as an exemplary program model for transitional services. The manual is intended for programs and organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. RRX transitional services

ED 315 570

CE 054 032 Research in Agricultural Education: A Foundation

for Excellence. Proceedings of the National Agricultural Education Research Meeting (15th,

St. Louis, Missouri, December 2, 1988). American Vocational Association, Alexandria, VA.

Agricultural Education Div. Pub Date—2 Dec 88 Note—364p. Pub Type - Collected Works - Proceedings (021)

Reports - Research (143) EDRS Price - MF01/PC15 Plus Postage. Descriptors—* Agricultural Education, Agricultural

Engineering, Agricultural Production, Agricultural Trends, Cooperative Education, Decision Making Skills, Educational Research, Elementary Secondary Education, Enrollment Trends, Occupational Aspiration, *Outcomes of Education, Postsecondary Education, Research Methodology, Safety Education, Student Organizations, Student Recruitment, Teacher Attitudes, Teaching Methods, *Vocational Educa

tion, Work Experience Programs Identifiers—4 H Programs

This document contains 36 papers, most with critiques. Selected titles include "Qualitative Evaluation of the Strengths and Weaknesses of Pennsylvania's 4-H Program" (Etling); "Cognition Level of Instruction and Student Performance among Selected Ohio Production Agriculture Programs” (Cano, Newcomb);

"Critical Thinking Skills of Agriculture Students" (Rollins, Miller, Kahler); "Factors Influencing the Decline in Enrollment of Junior High 4-H Club Members" (Burnett, Louque); “Factors Influencing the Occurrence of Adult Agricultural Education Programs" (Christmas, Warmbrod); "Factors Related to the Deci. sions of Rural Public High School Students to Participate in Vocational Education” (Elliot, McCracken); “Faculty Development Needs of Nevada Cooperative Extension" (Walters, Haskell); "How Practicing Agricultural Education Teachers View Preservice Courses with Implications for Teacher Education Reform" (Hillison, Burke); “Impact of Teacher Personality on Classroom Environment" (Barrett, Walla); “Integrating Biology and Agriculture" (Roegge, Russell); “Learning Styles Preferred by Students in Agriculture” (Rollins, Miller, Kahler); “Longitudinal Study of Undergraduate Agriculture Majors" (Tayson, Lee, Bowen); “Mission and Obstacles for Research in Agricultural Education" (Shinn, Buriak); “Participation and Persistence in Continuing Lifelong Learning Experiences of the Ohio Cooperative Extension Service" (Van Tilburg); “Perceptions of Secondary Agricultural Science Teachers toward Proposed Changes in Agricultural Curricula in Texas" (Norris, Briers); “Perceived Impact of Educational Reforms on High School Vocational Agriculture Programs" (Byler, Lamberth, Fletcher); “Preparedness for Teaching Vocational Agriculture" (Moss, Borne); “Problem-Solving Skills of Agricultural Education Undergraduates when Completing Mathematical Word Problems in Agricultural Mechanics" (Gliem, Elliot); “Relationship of Supervised Occupational Experience Program Scope to Student Achievement in Vocational Agriculture" (Arrington, Cheek); "Student Misbehavior in Vocational Agriculture and Other Vocational Programs: A Comparison" (Moore, Burnett); "Teaching Critical Thinking as Perceived by lowa Vocational Agriculture Instructors" (Ware, Kahler); "Impact of an Ex

perienced-Based School Enrichment Program in Plant Science on Third Grade Students' Self-Esteem” (Cantrell, Goodson); “Vocational Enrollment Patterns and Occupational Aspirations of American High School Students in 1982: A Causal Analysis” (Smick, Camp); “Vocational Supervisor Burnout and Job Satisfaction" (Barrick, Clark, Newcomb); and “Directing Future Research Efforts in Agricultural and Extension Education through a Matrix" (Crunkilton). (KC) ED 315 571

CE 054 034 Brand, Betsy Vocational Technical Education at the Crossroads. Pub Date—Dec 89 Note—9p.; Paper presented at the Annual Confer

ence of the American Vocational Association

(Orlando, FL, December 1989). Pub Type— Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Demonstration Programs, Educa

tional Administration, #Educational Policy, *Federal State Relationship, Functional Literacy, Government Role, *Labor Force Development, Role of Education, Success, *Technical Educa

tion, *Vocational Education Identifiers–Office of Vocational and Adult Edu

cation

In a nation where only about half of high school students go on to 4-year postsecondary institutions, vocational-technical education plays a critical role in preparing thousands of people for their first work experience and in retraining thousands more to take full advantage of new job opportunities. As part of the educational reform movement of the 1980s, vocational-technical education is making significant inroads into restructuring the education delivery system. The second phase of reform has now begun. Of the seven priorities identified at President Bush's "education summit" in September 1989, those for assuring functional literacy and ensuring a level of training necessary to guarantee a competitive work force have particular significance for vocationaltechnical education. Over the next few years, vocational-technical education should be: (1) firmly established as an essential ingredient of the nation's human resource development policy through the replication of successful techniques and practices already developed; (2) recognized for the contributions that it has already made to the education reform movement; and (3) benefiting from its role as a full partner in expanding economic opportunity. To establish that role, the U.S. Office of Vocational and Adult Education must do at least four things. It must: (1) make sure vocational education gets recognized for its contributions; (2) continue to recog. nize

that vocational-technical education has extensive interrelationships with other service providers; (3) help business and industry recognize the value of vocational-technical education in meeting its needs for skilled workers and at the same time continue to help define requirements of a world-class work force; and (4) it must be extremely responsive to the needs of the states where vocational-technical education is administered. (CML) ED 315 572

CE 054 038 Rietveld, Richard And Others Partnership with Industry: Film Production Tech.

nology. Pub Date—Dec 89 Note—9p.; Paper presented at the American Voca

tional Association Convention (Orlando, FL, De

cember 1989). Pub Type- Reports Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Vocational Education, Com

munity Colleges, Cooperative Programs, Corporate Support, Curriculum Development, *Education Work Relationship, Film Industry, *Film Production, Film Production Specialists, Job Training, Occupational Information, School Business Relationship, *School Community Relationship, *Technical Education, Two Year Col

leges Identifiers—*Florida, MGM Studios, Universal

Studios Florida, Walt Disney World

The 1988 final report of a task force from the Florida Postsecondary Education Planning Commission stated that in order to ensure continued growth of the motion picture film industry in the state, the postsecondary community must provide a well-trained and competent work force adept in all aspects of the industry. The film industry is a grow

ing presence in Florida, where Walt Disney World-MGM Studios and Universal Studios Florida are expected to invest more than $650 million, It became Valencia Community College's goal to find the resources necessary to train "below the line" technicians such as grips, camera technicians, and dolly operators. Valencia and Disney received a Sunshine State Skills grant to provide training for specialized skills in the areas of grip, gaffer-electrical, sound, set construction, and camera assisting. Matching funds provided by Disney included equipment, personnel, and facilities. During the 2-month training period, 121 students were trained. Since there were no extant models or curriculum, the instructors developed their own training components. The long-term goal is that this curriculum will form the basis of a film option in Valencia's Theater and Entertainment Technology, Associate Science Degree Program. A close working relationship

developed between those at the college and the Disney personnel. The training was successful. Graduates are being hired. In fact, they are being given prefer. ence. Valencia is repeating the program, this time with Universal Studios. (CML) ED 315 573

CE 054 039 Love, Gene M. Yoder, Edgar P. An Assessment of Undergraduate Education in

American Colleges of Agriculture. Part I: Perceptions of Faculty. Part II: Perceptions of Graduating Seniors. Part III: Perceptions of

Other University Students. Pennsylvania State Univ., University Park. Coll. of

Agriculture. Spons Agency-Department of Agriculture, Washington, D.Č. Science and Education Administra

tion. Pub Date -Jun 89 Note-107p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Agricultural Education, College

Faculty, *College Students, Educational Assessment, *Educational Objectives, Higher Education, Institutional Mission, *Mission Statements, Program Evaluation, Student Attitudes, Student Evaluation of Teacher Performance, Teacher Attitudes, *Undergraduate Study, Universities

A study documented agriculture faculty members' and students' perceptions regarding statements of undergraduate educational mission and objectives. The study involved a stratified random sample of 50 universities that offer undergraduate degree agriculture programs. A purposive sample of faculty members at each was asked to rate the importance of seven objectives, the objectives' attainment by students, and their own and their colleagues' ability to help students achieve the objectives. A random sample of up to 50 graduating senior agriculture students at each university was asked to rate the extent to which they had achieved the objectives and the degree to which the college/school of agriculture activities had help them achieve the objectives. A random sample of nonagriculture students at each university was asked how they perceived the nature and importance of agriculture, agriculture degrees, and agriculture careers. The following are among the findings reported: (1) faculty agree that all seven of the objectives are important; (2) many faculty lack a mission orientation; (3) few comprehensive assessments of students' attainment of educational objectives are being made; (4) responses from agricultural students indicate that agricultural colleges are contributing significantly to the competency achievements of baccalaureate degree graduates but that many graduates are not receiving a well-rounded undergraduate education; and (5) nonagriculture students seem to equate agriculture with farming and ranching. (The document includes a 15-item bibliography and appendices that contain a statement of undergraduate educational mission, undergraduate objectives, and copies of the faculty and student questionnaires.) (CML)

ticulation (Education), Developmental Continuity, Educational Mobility, *Equivalency Tests, * Industrial Arts, Institutional Cooperation, Postsecondary Education, Secondary Education, *Transfer Policy, Two Year Colleges, Vocational

Education
Identifiers-Arkansas Articulation Program

The Arkansas Articulation Program is the process used since 1986 to supervise the coordination between secondary and postsecondary levels of vocational, technical, and technology education courses whose content has been standardized as the result of competency identification specific to each subject area. The program aims to strengthen the curriculum and to shorten the technology and vocational training process by eliminating duplication of course work. The program will achieve its purpose through the formation of partnerships between secondary and postsecondary technology educators, and the process it will use has the following phases: (1) identification of schools by regional articulation coordinators, assignment of interested administrators to a regional articulation committee, and selection of technology subject matter areas targeted for articulation; (2) classroom teacher identification of any duplication among courses between levels and development of articulation agreements between schools so that students do not re-learn material in which they are already competent; (3) review of the agreements by representatives of all schools involved; and (4) implementation of the agreements, including informing students, teachers, and counselors that the agreements, which provide for direct credit transfers, advanced placement standings, and/or credit by examination, exist. By December 1989, 19 agreements had been implemented for drafting, 42 for electronics and electricity, 8 for computers, and 13 for welding programs. (The document includes a sample agreement and an application for advanced placement.) (CML) ED 315 575

CE 054 042 Thompson, Cecelia Thompson, Dale E. A Personnel Development Program for Non-De

greed Post Secondary Vocational Instructors. Pub Date—2 Dec 89 Note-10p.; Paper presented at the Annual Confer

ence of the American Vocational Association

(Orlando, FL, December 2, 1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Career Ladders, Continuing Educa

tion Units, *Inservice Teacher Education, Postsecondary Education, *Professional Development, *Professional Training, *Teacher Improvement, Vocational Education, Vocational Schools Identifiers—* Arkansas, Nondegreed Teachers

The Vocational-Technical Division of the Arkansas Department of Education has developed a personnel development program for nondegreed instructors employed in postsecondary vocational-technical schools in Arkansas. A professional development committee made up of the instructor, a supervisor of instruction, and a university teacher educator helps the instructor organize and implement an individualized personnel development plan that addresses the following areas: (1) teaching skill development; (2) technical work experience; (3) related professional activities; and (4) participation in a bachelor's degree program. As the instructor works within the four areas, he or she moves up the career ladder and becomes eligible for promotions and pay increases. All instructors enter the teaching field at the bottom of the career ladder, which is the provisional instructor level. To move up through the levels of instructor, senior instructor, and master instructor, persons must complete the Professional Development Institute during the first year of teaching, demonstrate competence in varying numbers of performance-based instructor education program modules, attend professional meetings, become active in community service projects, complete a bachelor's degree, accumulate continuing education units (CEUS), and teach at the postsecondary level. To remain at the level of mas. ter instructor, one must accumulate an additional 4 CEUs every 8 years. (CML)

Pub Date-2 Dec 89 Note-9p.; Paper presented at the Annual Meeting

of the American Vocational Association (Or

lando, FL, December 2, 1989). Pub Type Speeches/Meeting Papers (150)

Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors-Access to Education, Economically

Disadvantaged, Educational Administration, *Educational Change, Educational Finance, *Educational Policy, *Employment Potential, *Labor Force Development, *Vocational Educa

tion Identifiers—*Job Training Partnership Act 1982

A number of factors have led to the crisis of work force unpreparedness that the United States now faces, including revolutionary changes that mean businesses now succeed on the qualities of their human rather than material resources. Jobs are demanding better reading, writing, and reasoning skills, and mental agility has replaced manual dexterity as a required skill. Yet 70 percent of all high school seniors cannot write a basic letter seeking employment. The work force is growing at the slowest rate in 40 years, and as a result an increasing number of businesses are facing a shortage of skilled workers. These problems and challenges are so big that no single agency, no single individual, no single group can solve them on its own. The proposed amendments to refocus the Job Training Partnership Act (JTPA) would redirect funds to the least skilled and most economically disadvantaged citizens, those facing such barriers to employment as basic skills deficiencies, homelessness, teenage parenting, or a poor school record. Each trainee would be assessed for needs, and goals would be set that focus on achievement and growth rather than on filling job slots. The JTPA program could provide job-seeking and job-readiness skills. Vocational programs could provide youth with the technical occupational skills that lead to a whole career field, not just a job. The result would be an integrated, comprehensive system that would turn young lives around and provide employers with a skilled work force. (CML) ED 315 577

CE 054 048 Equivalent Credit. A Guide for Local Discussion

and Implementation. Alaska State Dept. of Education, Juneau. Div. of

Adult and Vocational Education. Pub Date-88 Note—58p. Available from-Alaska Department of Education,

Adult and Vocational Education, Alaska Vocational Materials Library, Box F, Juneau, AK

99811. Pub Type— Guides - Non-Classroom (055) EDRS Price · MF01/PC03 Plus Postage. Descriptors—* Academic Education, Academic Re

cords, Academic Standards, * Articulation (Education), Credit Courses, *Credits, *Graduation Requirements, High Schools, Integrated Curricu

lum, Required Courses, *Vocational Education Identifiers—* Alaska

This guide was developed in Alaska to help high school administrators and teachers determine why and how to grant equivalent credit graduation requirements for vocational courses. The guide is organized in four sections. The first section provides a rationale for the use of equivalent credits, explaining how they benefit students, teachers, administrators, and employers. The second section addresses some common concerns about equivalent credit, in a question-and-answer format. Some of the concerns examined include the relationship between equivalent credit and high school graduation requirements; the awarding of equivalent credit versus lowering standards; colleges and equivalent credits; polarization of the teaching staff; curriculum updating and staff development; the at-risk student; needs for additional space and staff; and recording equivalent credit on transcripts and in course descriptions. In the third section, a model process for setting up an equivalent credit system is outlined. Steps include reviewing local policies and guidelines; beginning with programs for which a strong case for equivalent credit can be built; establishing support groups; building connections between vocational and academic teachers; determining credit possibilities; disseminating information; and monitoring the process. The final section lists 20 references, and appendixes provide information on Alaskan graduation requirements and examples of the system in other areas. (KC)

ED 315 574

CE 054 041 Thompson, Dale E. And Others Technology Education Partnerships: Arkansas Ar

ticulation. Pub Date—5 Dec 89 Note—14p.; Paper presented at the Annual Confer

ence of the American Vocational Association

(Orlando, FL, December 5, 1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Advanced Placement Programs, .Ar.

ED 315 576

CE 054 044 Dorn, Jenna Remarks Prepared for Delivery to the American

Vocational Association [by the Assistant Secre

tary for Policy, U.S. Department of Labor.] Department of Labor, Washington, D.C.

American Medical Technologists, Park Ridge, IL.
Pub Date—Mar 88 Note 4p. Journal Cit—AMT Events; p35-37 Mar 1988 Pub Type - Journal Articles (080) — Reports - Re-

search (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Certification, Competence, *Labo

ratories, Laboratory Procedures, Medical Services, "Medical Technologists, Professional Services, Research Problems, Test Reliability,

*Test Results Identifiers—*Illinois

An attempt to replicate a study of the accuracy of test results of medical laboratories was unsuccessful. Limitations of the obtained data prevented the research from having satisfactory internal validity, so no formal report was published. External validity of the study was also limited because the systematic random sample of 78 licensed laboratories (of 222) in Illinois did not include hospital laboratories, which were not licensed. The independent variable was the proportion of individuals of a given certification affiliation to the total number of personnel employed in a given laboratory. The dependent variable was reported accuracy on the College of American Pathologists proficiency tests. Data were collected from the Illinois Department of Public Health. Proficiency test data, from 1986, were available for only 27 of the laboratories in the original random sample. Personnel data were from September 1987. The time lag between proficiency test and personnel data was of primary concern regarding the internal validity of the study, as it was possible that currently employed laboratory personnel were not responsible for testing performed at a given laboratory 18 months earlier. In addition, certification status on employment records was not required by the State of Illinois. Solid evidence for the accuracy of laboratory results should be derived from comparisons made at the level of the individual, since individuals actually perform tests. (Two references are included in the document.) (CML)

EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Allied Health Occupations Educa

tion, Competence, Curriculum Guides, *Educational Objectives, Medical Technologists, *Occupational Information, Postsecondary Education, Professional Associations, *Professional Training

This document is intended to assist educators in the development of medical laboratory technician training programs. The following elements are included in the document: (1) an introduction; (2) the American Medical Technologists' Code of Ethics; (3) suggested curricula for medical laboratory technician programs for a 12-month course and an 18-month course; (4) model curricula for junior or community college programs; (5) synopses of selected medical laboratory subjects; (6) descriptions of competency-based, criterion-referenced certifi. cation examinations; (7) descriptions of the development and

of the medical laboratory practitioner competency outline; (8) outline of laboratory practitioner competencies (clinical chemistry, hematology, coagulation and hemostasis, immunohematology, immunology and serology, bacteriology, parasitology, and urinalysis); (9) quality and safety concerns in the clinical laboratory (quality control, proficiency testing, precautions against laboratory-related infections, laboratory safety, and Occupational Safety and Health Act requirements); (10) requirements for certification as a medical laboratory technician and medical technologist by American Medical Technologists; (11) settings eligible for approved laboratory experience; and (12) suggested reference material, including 4 items that introduce medical technology, 6 sets of review questions for medical technology, 5 references for general medical technology methodology, and 40 items of more specific subject matter. (CML)

ED 315 578

CE 054 049 Parents as Instructional Support, 1990. Adult

Education Chapter I Staff Development. Dorchester School District 2, Summerville, SC. Pub Date89 Note-33p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Adult Basic Education, *Adult Liter

acy, *Disadvantaged, Elementary Education, *Family Programs, *Intergenerational Programs, *Literacy Education, Parent Child Relationship, *Parent Participation, Parent School Relationship, Program Implementation, Reading Instruc

tion, School Involvement Identifiers—353 Project, *South Carolina (Dor

chester County)

A project was developed in Dorchester County, South Carolina's fastest-growing county, to help parents who lack basic skills become full partners in the education of their children, and to assist children in reaching their full potential as learners, by providing basic skills training for the parents. The program, called Parents as Instructional Support (PAIS), is the first in the state to involve both parents and children in acquiring basic reading skills. PAIS is designed to provide parents with the information and skills to help their children with homework and to prepare them for teacher-made and standardized tests. PAIS also provides training for a cadre of teachers to serve as instructors of the parents. Twenty-four teachers participating in PAIS enrolled in a 3-hour graduate/undergraduate course in teaching literacy skills to adults. Parents of disadvantaged students enrolled in a 2-day per week course for 6 weeks, from 5:30 to 8:00 p.m. Dinner, child care, and transportation were provided. Instruction in reading skills was given using traditional instruction and computer-assisted instruction. Children also participated in activities to strengthen their reading skills while their parents took classes. Parents, students, and teachers all reported positive outcomes of the program. (Includes 9 references and an appendix of program forms.) (KC) ED 315 579

CE 054 050 AMT's Position on Physician's Office Laborato

ries. American Medical Technologists, Park Ridge, IL. Pub Date-Apr 86 Note—3p. Journal Cit-AMT Events; p63-64 May-Jun 1986 Pub Type— Opinion Papers (120) — Journal Arti

cles (080) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Certification, *Laboratory Proce

dures, Medical Technologists, Physicians, Position Papers, Professional Associations, *Quality

Control, *Standards
Identifiers—*American Medical Technologists

The following standards are affirmed by the American Medical Technologists organization: (1) regardless of the size of the laboratory setting, the patient deserves the highest quality of laboratory service available; (2) certified personnel should be employed by physicians in office laboratories; (3) quality control should be mandatory and supported by an appropriate proficiency-testing program; (4) regardless of the setting, all laboratories should be measured against one set of regulations; (5) the kind and amount of testing done in a physician's office laboratory should determine the type of certified personnel necessary to do the job; (6) those responsible for the management of the physician's office laboratory should recognize and acknowledge testing limitations and use the resources of reference laboratories when necessary; (7) medical technologists should be used as consultants to physician's office laboratories when the scope of testing performed and equipment utilized go beyond the capability of the individuals employed in the facility; and (8) the laboratory should be directed and supervised by a physician, a recognized Medicare laboratory director, or a certified medical technologist. Five important issues are: (1) type of tests to be performed and by whom; (2) quality control and proficiency testing; (3) minimum personnel qualifications; (4) suggestions on how criteria could or should be enforced and by whom; and (5) in-house testing or the use of reference labs. (CML) ED 315 580

CE 054 051 Boe, Gerard P. Fidler, James R. “Certified" Laboratory Practitioners and the Ac

curacy of Laboratory Test Results.

ED 315 581

CE 054 052 American Medical Technologists' (AMT) Position

on Licensure for Medical Laboratory Personnel. American Medical Technologists, Park Ridge, IL. Pub Date—88 Note-8p. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Accountability, *Certification, Gov

ernment School Relationship, Laboratories, *Licensing Examinations (Professions), *Medical Technologists, Position Papers, Professional As

sociations, Professional Services, *Standards Identifiers—* American Medical Technologists

The American Medical Technologists organization opposes licensure for medical laboratory personnel unless there is consensus among all the groups representing generalist laboratory practitioners as to qualifications, titles, accreditation, and certification policies. Licensure is a restrictive and protectionistic measure, and American Medical Technologists recoma ds certification of medical laboratory personnel as an acceptable alternative to licensure that can ensure quality in laboratory testing at less cost to the consumer. American Medical Technologists believes that certification is a cost-effective measure that regulatory agencies can readily adopt and implement to assure the public that competent practitioners are supplying high quality laboratory testing to health care providers and consumers. It reaffirms its belief that academic preparation at the technician and medical assistant levels is mandatory, but that the technician, either through additional education and/or experience and examination and through continuing education, be able to advance within the profession to a director position. Lack of an academic degree should not be a barrier to individuals who have initiative, interest, and an innate ability to learn on the job and who desire to advance in their chosen profession of medical technology. (The document includes a brief history of the certification/licensure debate, nine statements of affirmation, and six statements of the issues.) (CML)

ED 315 583

CE 054 054 Training Hispanics: Implications for the JTPA

System. Special Report Number 27. National Commission for Employment Policy

(DOL), Washington, D.C. Pub Date—Jan 90 Note—93p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adult Basic Education, Community

Programs, Compliance (Legal), .Disadvantaged, *Eligibility, *Employment Programs, Federal Legislation, *Federal Programs, *Hispanic Amer. icans, *Job Training, Minority Groups, Postsecondary Education, Program Implementation, Program Improvement, Standards, State Pro

grams Identifiers—*Job Training Partnership Act 1982

This report (1) focuses on issues that have caused Hispanics to be underserved by training programs funded under the Job Training Partnership Act (JTPA); (2) discusses the implications of these is. sues for the success of the JTPA system in meeting its goal of training economically disadvantaged people; and (3) presents specific recommendations for improving the system's ability to meet this goal. Based on six national hearings, the report describes how the system operates from the perspectives of those who run it at the state and local levels. Following an introduction to the problem, the report begins by discussing how the amount of JTPA funds and the formula for distributing them across the nation have affected Hispanics' opportunities for participating in training. The next section explains how the law's criteria for determining eligibility unintentionally make many economically disadvantaged Hispanics ineligible for Title IIA programs. This section also discusses the documentation required to verify eligibility and how these requirements affect Hispanics' interest in participating. The next two sections turn to decisions made at the state and local level. These sections make two points. First, the presence of Hispanics (or others willing to act as their advocates) in policymaking positions can be critical to the direction the programs take. Second, the ways states and localities implement several of the functions assigned to them by JTPA strongly affect the likelihood that economically disadvantaged Hispanics will enroll. The final section provides conclusions and recommendations. Appendices contain: (1) a list of the six hearings with names of the witnesses who appeared at the hearings; (2) a discussion of data problems as a possible explanation for Hispanics' underrepresentation; and (3) a description of “The Hispanic Factor" in the performance standards adjustment models of the U.S. Department of Labor. (KC)

ED 315 582

CE 054 053 Guide for Training Medical Laboratory Techni.

cians. Fourth Edition. American Medical Technologists, Park Ridge, IL. Pub Date-89 Note-48p. Pub Type— Guides - Classroom · Teacher (052)

Marketing Cooperative Education. The Role of the

Regional Co-op Training Center in Assisting Colleges and Universities. Cooperative Educa

tion Marketing Digest Series No. 2. Cooperative Education Marketing, Inc., Kalama

ED 315 584

CE 054 055
Gray, Kenneth And Others
Comparative Analysis of High School Graduates in

Central Pennsylvania from Vocational, Aca-
demic and General Curricula for the Years

1984-88. Final Report. Pennsylvania State Univ., University Park. Spons Agency_Pennsylvania State Dept. of Edu

cation, Harrisburg. Bureau of Vocational and

Adult Education. Pub Date—Jun 89 Note—71p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Academic Aspiration, Academic

Education, *Employment Level, *High School Graduates, High Schools, *Outcomes of Education, Postsecondary Education, Regional Schools, *Secondary School Curriculum, Unemployment, *\': cational Education, Vocational Followup, Vo

cational Schools Identifiers—*Pennsylvania (Central)

A study compared the high school, postsecondary, and work experience records of graduates from four different high school programs-academic, general, area vocational technical school (AVTS) and home school vocational programs (HSVOC)-for the years 1984-88. The research was conducted during the 1988-89 school year in the attendance area of the Altoona, Pennsylvania, AVTS. The sample for the study (3,125) was stratified to include equal numbers of vocational and nonvocational programs. Review of high school transcripts and a mailed ques· tionnaire revealed the following: (1) between 1984 and 1988, the percentage of students completing the academic program grew steadily at the expense of the general and vocational curriculum; (2) 43 percent of the graduates in 1988 completed a vocational education curriculum, HSVOC attendance increased as AVTS lost students; (3) enrollment data for the period indicates a dramatic shift in girls' preference for the academic curriculum; (4) about half were currently students, and 68 percent had attended some higher education, especially 4-year colleges; (5) less than half the sample was in the labor market, with only 31 percent working full time and 7 percent working half time; (6) the unemployment rate for those in the labor force was 6.7 percent, with vocational graduates least likely to be unemployed; and (7) respondents work mainly in very small firms. (Includes 49 data tables.) (KC) ED 315 585

CE 054 056
Lesht, Faye L.
Turning Challenge into Opportunity. Securing In-

stitutional Support for Continuing Higher Edu-
cation. The Guide Series in Continuing

Education.
Illinois Univ., Urbana. Office of Continuing Educa-

tion and Public Services. Report No.-ISBN-1-877847-03-8 Pub Date—89 Note—29p. Available from Office of Continuing Education

and Public Service, University of Illinois, 302 East

John Street, Suite 202, Champaign, IL 61820. Pub Type— Guides - Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*College Programs, Continuing Ed

ucation, *Departments, #Educational Finance, *Faculty College Relationship, Higher Education, Human Relations, Institutional Mission, *Program Development, Public Relations

This guide is one in a series of publications addressing a variety of topics related to both management and instruction in continuing education. Based on an earlier study, the guide shows how a number of effective continuing education managers have turned the challenge of survival into opportunities to become valued parts of their institution. Of the themes developed in the publication, one is central: understanding the problems of other units and managers in the institution and determining how a continuing education division is particularly suited to addressing these problems. The guide is organized in six short sections that outline the important steps in building support for continuing education within the institution: (1) presenting the “self,” i.e., showing how the self-interest of the continuing education division serves the self-interest of other university divisions; (2) maintaining regular contact with influential members of the institution; (3) adapting to the institutional context; (4) serving the institution through collaboration; (5) building relationships in the institution; and (6) turning chal

lenge into opportunity by relating division

strengths to institutional problems and priorities. Ten references are included in the booklet. (KC) ED 315 586

CE 054 057 Students At-Risk: An Occupational Education Per

spective. A Compilation of Information Relating

to Students At-Risk, New York State Education Dept., Albany. Div. of

Occupational Education Programs. Pub Date-89 Note—33p. Pub Type - Information Analyses (070) — Guides

Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Dropout Characteristics, *Dropout

Prevention, *Dropout Programs, *Dropout Research, Education Work Relationship, *High Risk Students, High Schools, Out of School Youth, *Potential Dropouts, Research Reports, Resources, Truancy, Vocational Education Identifiers– New York

This compilation pulls together the most recent resources concerning students at risk, summarizing and displaying a number of sources dealing with this issue. The articles represent two major areas: (1) policy and studies and (2) programs and projects. This information includes summaries of studies done at a national level as well as programs developed in New York State. Profiles of the student at risk, labor market concerns, and sociological issues are included. Possible solutions are developed by the Board of Regents in their statements of policy and prevention. Innovative projects are described at both state and national levels. National centers are described, and New York State programs and efforts are highlighted. In addition, a number of resources are cited: a bibliography, a listing of ERIC resources, and a listing of state and national sources that may be contacted. (Information for this report was extracted from issues of “The Benchmark,” a bimonthly report on occupational and continuing education in New York State.) (KC) ED 315 587

CE 054 062 Grimm, Fritz Born, Sigrid Agriculture Breaks New Ground. How Biotechnol

ogy and Regrowing Materials Are Being Used in the Federal Republic of Germany. Sonderdienst

Special Report S01. Inter Nationes, Bonn (West Germany). Pub Date—90 Note—41p. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Agribusiness, * Agricultural Produc

tion, Agricultural Trends, *Biochemistry, Foreign Countries, "Genetic Engineering, Industry, Sci

entific Research Identifiers—*Biotechnology, Raw Materials, *West

Germany

This document provides an overview of the major research priorities of biotechnology and the use of what is known as “regrowing raw materials” in agriculture in the Federal Republic of Germany. Following an introduction, section 2 addresses biotechnology in agriculture, including biotechnology and genetic engineering, the significance of biotechnology in the agricultural and food sectors, new developments in plant breeding, examples of genetically engineered mutations in plants, biotechnology in animal production, and biotechnology and foodstuffs. Section 3 describes the state and future prospects of biological research and development West Germany, including main research centers and international cooperation. Section 4 explains the risks and dangers involved in genetic engineering and discusses the Genetic Engineering Act to become law on January 1, 1991. Section 5 explores the future prospect of “regrowing”, i.e., renewable, materials. Section 6 discusses industrial of regrowing raw materials, including nonpolluting natural oils and fats, starch, sugar, plant fibers such as flax, and wood. Section 7 addresses regrowing raw materials as energy sources, including alcohol that is fit for transport, vegetable oils as fuels and lubricants, and heat and electricity produced from biomass for developing countries. Section 8 considers the future development of regrowing raw materials. The document concludes with addresses of relevant ministries and research institutes in West Germany and a bibliography of seven resources written in German. (CML)

Pub Date—Feb 90 Note—7p.; Brown ink on buff paper reduces con-

trast.
Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cooperative Education, Higher Ed-

ucation, Marketing, Regional Programs, *Resource Centers, Technical Assistance, *Training, *Work Experience Programs

Many college and university cooperative education or work experience programs fail to recognize the valuable training and professional resources located in their geographic regions. At present, there are 11 federally funded national and regional training and resource centers whose job it is to assist colleges, universities, and employers to develop, enhance, and expand coopreative education. All the centers provide at least the following basic services: on-site training on cooperative education; off-site training for employers and academic personnel; Title III grant-writing clinics and proposal review services; printed marketing resources on cooperative education, including coordinator guides, employer guides, faculty guides, student guides, and standard or customized posters; and individualized consulting and program evaluation services. Each of the centers is staffed by some of the most experienced and nationally recognized cooperative education trainers and administrators. Among the topics on which training is provided are computerizing cooperative education programs, developing a cooperative education program in

academic environment, the benefits of cooperative education for faculty, staff, students, and employers, and the essentials of public relations for cooperative programs. The centers should be seen as allies who can work hand in hand with their academic partners to help facilitate consistent program growth using a variety of training methods, topics, and marketing resources. (The document includes the addresses, phone numbers, and directors' names of the centers, and an 11-item bibliography.) (CML) ED 315 589

CE 054 064 International Trade Curriculum. A Joint Voca

tional Education Curriculum Project of Alaska,

Oregon & Washington. Oregon State Dept. of Education, Salem. Div. of

Vocational Technical Education. Pub Date—89 Note-100p. Available from Publication Sales, Div. of Voca

tional Technical Education, Oregon Dept. of Education, 700 Pringle Pkwy., SE, Salem, OR

97310-0290 ($7.50). Pub Type— Guides - Classroom - Teacher (052) EDRS Price · MF01/PC04 Plus Postage. Descriptors—*Business, Competency Based Edu

cation, *Educational Objectives, Entrepreneurship, *International Trade, *International Trade Vocabulary, Monetary Systems, *Occupational Information, Postsecondary Education, Secondary Education, Vocational Education

This document is intended to help instructors and administrators develop secondary and postsecondary instructional programs on international trade that are based on competencies identified as those needed in international business by companies in Alaska, Oregon, and Washington. The first section introduces competency-based curriculum and includes a discussion of student performance assessment; curriculum delivery systems; the role of the instructor in curriculum planning, implementation, and evaluation; and the benefits of competency. based curriculum. The second section contains a chart that shows the scope of the competencies, including those for appropriate background preparation, for a core curriculum in international trade, and for specialized or advanced courses in the areas of trade documentation, entrepreneurship, and advanced international trade. The third section contains course descriptions intended to provide a conceptual framework for the design and implementation of a program in international trade. Section 4 contains the competencies and tasks associated with each of the following areas: state and regional profiles, world profile, import and export basics, international trade, international marketing and transportation, international finance, laws and regulations, communications, entrepreneurship, trade

remaining 43 states and 7 territories, of which 36 states, the District of Columbia, and the Virgin Islands responded. Findings reported concern the following areas:

JTPA administrative configuration, including state JTPA configuration, management of set-aside programs, the 3 percent set-aside program, the 8 percent set-aside program, and the 10 percent set-aside program; (2) state policy makers, including the state job training coordinating councils, and state legislatures; (3) state management practices, including policy, planning, and coordination; (4) state quality assurance functions, including performance standards, manage. ment information systems, compliance and fiscal controls, training and technical assistance, and communication. The text is supplemented by 10 data tables, and an appendix contains 3 additional tables on the characteristics of the states. (CML)

documentation, and employability skills. Section 5 provides a list of competencies by course offering. Section 6 contains a sample skills card, which is an example of an instrument for evaluating student performance. Section 7 consists of a comprehensive list of resources organized by media type and providing addresses and phone numbers of each source. (CML) ED 315 590

CE 054 065 New Directions for a New Decade. A Report to the

Cooperative Extension System. Extension Service (DOA), Washington, D.C.; Na

tional Association of State Universities and Land

Grant Colleges, Washington, D.C. Pub Date-Nov 89 Note-17p.; Document contains colored type. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Agricultural Education, Agricultural

Production, At Risk Persons, Climate, *Cooperative Programs, *Extension Agents, Extension Education, Federal Programs, Health Promotion, Nutrition, Research Needs, Research Projects,

Rural Extension, Waste Disposal, Water Quality Identifiers—*Strategic Planning

This document, the first joint annual report issued by the Extension Service, U.S. Department of Agriculture (ES-USDA), and the Extension Committee on Organization and Policy (ECOP), summarizes the decisions made by the two organizations in November, 1989, and includes descriptive highlights of the process implemented by the cooperative extension system to arrive at these decisions. Following a short introduction, the first section describes the following projects: (1) national initiatives identified for continuation or refocus, including projects on water quality; revitalizing rural America; youth at risk; improving nutrition, diet, and health; and competitiveness of U.S. agriculture; (2) current national initiatives identified for transition to core programs; (3) emerging issues and candidates for national initiative development, including waste management and global climate change projects; (4) systemwide programming beyond national initiatives; and (5) communication planning for the information age. The second section discusses the role of the strategic planning council, the role of scanning, and the roles of ECOP and ES-USDA. The third section announces that the top priority of the Strategic Planning Council will be to develop a conceptual framework that will provide a basis for ECOP and ES-USDA to consider recommendations and make decisions on future program priorities. Appendices 1 and 2 state the cooperative extension system's mission and vision and give the criteria for initiative status; the rest of the appendixes consist of the following lists: 1989 members of ECOP; members of the ES-USDA executive council; members of the 1988-89 Strategic Planning Council; members of the Program Leadership Committee; members of the Personnel and Organizational Development Committee; members of the Budget Committee; and members of the Legislative Committee. (CML) ED 315 591

CE 054 066 Figueroa, Jose R. And Others Study of the State Management of the Job Train

ing Partnership Act. National Governors' Association, Washington, DC.

Center for Policy Research and Analysis. Spons Agency-Employment and Training Admin

istration (DOL), Washington, D.C. Pub Date-Jul 89 Contract—99-6-2189-77-064-02 Note-139p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Case Studies, Cooperative Programs,

Economically Disadvantaged, *Employment Programs, *Federal State Relationship, Planning, *Program Administration, *Program Evaluation,

*State Government, *Work Experience Programs Identifiers-Arizona, Georgia, Idaho, Illinois, *Job

Training Partnership Act 1982, Maryland, Nebraska, Vermont

This document reports a study that investigated state management of the Job Training Partnership Act (JTPA) Title II-A programs and the Wagner-Peyser 10 percent set-aside for program years 1985 and 1986 to identify the most effective and efficient state JTPA management practices. Following an executive summary and introduction, section 1 contains case studies of Vermont, Nebraska, Idaho, Arizona, Maryland, Georgia, and Illinois. Section 2 contains the results of a mail survey of the

ED 315 592

CE 054 067 Priorities for the

New Administration Work-Learning Issues. Edited Proceedings of the National Meeting of the Labor/Higher Education Council (Linthicum Heights, Maryland,

November 30-December 2, 1988). Labor/Higher Education Council, Washington,

DC. Pub Date—88 Note—79p.; Charts and photographs will not repro

duce clearly. Pub Type- Collected Works - Proceedings (021)

Reports - Descriptive (141) – Opinion Papers

(120) EDRS Price · MF01/PC04 Plus Postage. Descriptors—Construction Industry, *Cooperative

Programs, *Education Work Relationship, Employed Women, Employment Projections, *Higher Education, *Labor Force Development, *Labor Utilization, Manufacturing Industry, *Outcomes of Education, Unemployment, *Un.

ions Identifiers-Older Workers

Following the format of the conference, the presentations in these proceedings are organized in three sections, titled "Introduction"; "National Trends"; and "Labor/Higher Education Initiatives: Finding Common Grounds." The following presentations are included in the introductory section: "Why We're Here" (Donahue, Atwell, Mohler, Grecco). The following presentations are included in the "National Trends" section: "What We Can Expect from the New Administration" (Germond); “Year 2000 Work Place/Work Force Projections” (Oswald, Feistritzer, Kelly); “Work Force/Work Place Projections and Implications for Education-By Sector: White Collar/Professional Sector" (Golodner), “Public Sector" (Bilik), “Manufacturing/Blue Collar Sector" (Kovac); “Construction Sector" (Carlisle); and “Forging a Legislative Agenda for the Labor/Higher Education Council" (Saunders, McGlotten). In the section on labor/ higher education initiatives, the following are included: “Facilitating Leaders: Encouraging Talk and Common Action in Democratic Organizations" (Barber); “A Challenge to the Council” (Bernstein); "The State of the Council and Guiding Principles" (Shields); and “Labor/Higher Education Partnerships that Work" (Kaplan, Matusek). A listing of the 56 conference participants is provided, 10 charts, and 2 pages of photographs are included. (CML) ED 315 593

CE 054 068 Review of the Report of the Commission To Assess

Veterans' Education Policy and the Response of the DVA. Hearing before the Subcommittee on Education, Training and Employment of the Committee on Veterans' Affairs, House of Representatives, One Hundred First Congress, First

Session. Congress of the U.S., Washington, D.C. House

Committee on Veterans' Affairs. Pub Date—2 Aug 89 Note—202p.; Serial No. 101-24. Frequent re

duced-image pages. Available from—Superintendent of Documents,

Congressional Sales Office, U.S. Government

Printing Office, Washington, DC 20402. Pub Type— Legal/Legislative/Regulatory Materi

als (090) EDRS Price · MF01/PC09 Plus Postage. Descriptors—*Access to Education, Compensa.

tion (Remuneration), Educational Administration, Educational Policy, Education Work Relationship, *Fringe Benefits, *Government School Relationship, Military Personnel, Public Agencies, Retirement Benefiis, *Veterans, Vet.

erans Education Identifiers-Congress 101st

This document describes a hearing to review a report of the Commission to Assess Veterans' Education Policy, which was established by Congress in 1986, and the initial response from the Department of Veterans Affairs (DVA), which administers education and training programs. Following the opening statements by Congressmen Timothy J. Penny and Christopher H. Smith, statements by the following individuals appear: (1) Janet D. Steiger, Commission to Assess Veterans' Education Policy; (2) Grady W. Horton, DVA; (3) Lynn Denzin, National Association of Veterans Program Administrators; (4) Samuel J. Walsh, American Legion; and (5) John C. Bollinger, Paralyzed Veterans of America. The document's appendix contains the written testimony of Janet D. Steiger; recommendations of the Commission to Assess Veterans' Education Policy; a statement by Grady W. Horton; and “An Interim Report on Veterans' Education Policy," prepared by the Veterans Benefits Administration of the DVA. The interim report contains appendices that include comments from the Administrator's Educa. tional Assistance Advisory Committee, cost estimates for positions with which the Veterans Administration is in agreement, and draft legislation. Next in the document are testimony from Lynn Denzin; statements from the American Legion delivered by Samuel J. Walsh and Richard S. Christian; a statement from John C. Bollinger; the testimony of Congressman Douglas H. Bosco; a statement by Robert L. Alvarez, Military Order of the Purple Heart; written committee questions from Timothy J. Penny and Christopher Smith and responses to them; and responses from Lynn Denzin to questions that resulted from the hearing. (CML) ED 315 594

CE 054 071
Koen, Susan Study of Adult Literacy Curricula. Literacy Assistance Center, New York, NY. Pub Date—86 Note-43p. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, *Adult Liter-

acy, Adult Programs, •Curriculum Design, Cur. riculum Development, Educational Philosophy, Instructional Materials, *Literacy Education, *Program Design, Program Improvement, *Teaching Methods

Identifiers—*New York (New York)

A study was conducted to describe and analyze the types of curricular and instructional approaches currently being used in adult literacy programs in New York City. A small representative sample of 16 programs and 48 staff members were selected for study. Information was gathered through onsite observation and interviews with 39 staff members. Re. sults were reported in three areas-general program features, curricular practices, and instructional approaches. A primary finding of the study was the absence of a defined educational philosophy in the majority of adult literacy programs. Intended outcomes also varied by program and staff. The struc. tural arrangements among the programs were found to be similar, and staff and students were more similar than different. The study found a noticeable discrepancy between the conceptual definitions of curriculum given by program staff and the actual descriptions they gave of their own curriculum. A curriculum resource center was reported to be a need of many of the staff. Teacher-made and published materials were the dominant resources, although a few used student-made materials; few used computers. The study recommended that the city's programs develop a clear philosophy, require more curriculum uniformity, establish a curriculum center, and refrain from presenting curriculum development workshops, which appeared to be of little value. (KC)

Page 3

ED 315 597

CE 054 074 New York City Adult Literacy Initiative. Final

Report for Fiscal Year 1986. Literacy Assistance Center, New York, NY. Spons Agency–New York City Office of the Mayor, N.Y.; New York State Education Dept.,

Albany. Pub Date—87 Note—67p.; For related documents, see CE 054

072-073 and CE 054 076. Pub Type— Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors— Accountability, Adult Basic Educa

tion, Adult Literacy, Basic Skills, Community Organizations, Cooperative Programs, Educational Administration, English (Second Language), Functional Literacy, *Library Extension, *Literacy Education, Program Effectiveness, *Program Implementation, Public Libraries, Universities Identifiers—*New York (New York), *New York

City Adult Literacy Initiative

Following an introduction, this final report presents the bulk of its information in sections on (1) the literacy services of the City University of New York, community-based organizations, and the New York City Board of Education; and (2) the literacy services of the New York City public li. brary. Within the first section, the following subjects are addressed: (1) provider agencies; (2) student information such as their numbers, type of instruction, level of instruction, types of programs, race, ethnicity, gender, age, and employment status; (3) amount of instruction students receive; (4) student achievement, including posttest information, students who showed test gains, evaluation of students in basic education programs, evaluation of students in English-as-a-second-language education programs, other student achievements, and students' reasons for leaving instructional programs; (5) the numbers and type of staff and the hours and type of staff development; (6) a self-analysis of program performance, including features, accomplishments, and difficulties; and (7) program expenditures. The section on the literacy services of the public library provides information on services offered; amount of instruction received by students; locations; print, audiovisual, and computer materials; staff development; and expenditures. Fifty tables appear in the narrative sections of the document. A one-page summary and an appendix of summary data conclude the document. (CML)

EDRS Price - MF01/PCO3 Plus Postage. Descriptors – Accountability, Adult Basic Educa

tion, *Adult Literacy, Basic Skills, Data Collection, Educational Administration, Functional Literacy, *Literacy Education, Management Information Systems, Program Effectiveness, *Program Implementation, Records (Forms) Identifiers-Adult Literacy Information and Eval

uation System, *New York (New York)

This document describes the Adult Literacy Information and Evaluation System (ALIES), which is the management information system for New York City's citywide adult education program expansion effort begun in 1984. Chapter 1 describes the organization's creation in order to provide timely and reliable information to funders about the effects of the literacy programs. Chapter 2 explains the conceptual framework on which ALIES was developed, including its provision of information to funders, its provision of information to local program managers, and its research function. Chapter 3 describes the processes used during the system's development and includes sections on development, testing, and implementation during the years 1984-85, 1985-86, 1986-87, and 1987-88. Chapter 4 describes the data elements, forms, collection procedures, entry procedures, files, and reports that compose the system. (Sets of data reported by each literacy program include projected services, schedule of services, individual student registration, student posttests, student impact data, and program hours. Among the reports that are available are individual student verification, lists of classes, class rosters, final aggregate agency report, longitudinal test histories, address lists, mailing labels, and aggregated impact reports.) Chapter 5 reports future plans for ALIES in the areas of training and technical support, system development, and ongoing research. More than half the document consists of samples of forms to be completed to put information into ALIES, instructions for completing them, and sample documents generated by ALIES. (CML) ED 315 596

CE 054 073 Design for Data Collection and Analysis for the

New York City Adult Literacy Initiative. The Adult Literacy Information and Evaluation Sys

tem (ALIES). Literacy Assistance Center, New York, NY. Spons Agency-New York City Office of the

Mayor, N.Y.; New York State Education Dept.,

Albany. Pub Date—Sep 85 Note—45p.; For related documents, see CE 054

072-074 and CE 054 076. Pub Type— Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Accountability, Adult Basic Educa

tion, *Adult Literacy, Basic Skills, *Data Analysis, *Data Collection, Educational Administration, Functional Literacy, *Literacy Education, *Management Information Systems,

Program Effectiveness, Program Implementation Identifiers-Adult Literacy Information and Eval

uation System, *New York (New York)

This document describes the data collection and analysis design used by the Adult Literacy Information and Evaluation System (ALIES), which is the management information system for New York City's citywide adult education program expansion effort begun in 1984. Chapter 1 describes the system's background. Chapter 2 explains five issues that affected its development, including the fact that literacy providers already had systems in place; the length of time necessary for preparing to collect data; the range of questions about New York City's literacy program needing answers; progress made in integrating the city and state reporting requirements; and the need for keeping student identities confidential. Chapter 3 addresses the system's conceptual framework, including its functions for tracking, monitoring, conducting research, evaluating, and conducting in-depth investigations. Chapter 4 describes the system's methodology by describing its component parts, including its data sets; forms, documents, and supplements; data collection and entry procedures; and reports that may be generated through the system. Chapter 5 describes the development of the system by displaying by year the input, processing, output, and summaries the system produced from 1984-85 through 1987-88. Appendix A contains sample forms used to enter data into the system and reports generated by the system. Appendix B contains a list of supplemental materials available about the ALIES design. (CML)

staff development; (6) a self-analysis of program performance, including features, accomplishments, and difficulties; and (7) program costs. The section on the literacy services of the public library provides information on services offered; locations; print, audiovisual, and computer materials; staff development; and expenditures. Fifty tables appear in the narrative sections of the document. A one-page summary and an appendix of summary data, including a map showing the distribution of literacy programs within the city, conclude the document. (CML) ED 315 599

CE 054 130 Morse, Betty R. DeBenedetti, Janice A Study of Counselors' Perception of Home Eco

nomics Education. Final Report. California State Univ., Long Beach. Spons Agency-California State Dept. of Educa

tion, Sacramento. Pub Date—May 89 Note—66p.; Charts, pages 9-10, will not reproduce

well. Available from—Department of Home Economics,

California State University, 1250 Bellflower

Blvd., Long Beach, CA 90840 (3.05 per page). Pub Type- Reports Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Basic Skills, *Counselor Attitudes,

*Counselor Characteristics, •Counselors, Counselor Training, Daily Living Skills, Employment Potential, *Home Economics, Outcomes of Edu

cation, Secondary Education Identifiers—*California

A study examined California secondary public school counselors' perceptions of the value of secondary home economics courses; the degree to which the counselors provided students with information on home economics courses and careers; and the counselors' views as to what extent home economics courses reinforce basic academic skills, prepare students for the world of work, and provide students with life management skills. Questionnaires were mailed to 1,862 schools, and 937 counselors provided usable data. The following are among the findings reported: (1) female counselors perceived the need for home economics at a statistically higher level than did male counselors; (2) counselors who majored in home economics perceived the need for home economics at a statistically higher level than did other counselors; (3) counselors who had majored in home economics rated home economics' ability to reinforce academic skills, provide work skills, and provide life management skills significantly higher than did counselors who had other majors; and (4) although most students in the schools surveyed had opportunity to take home economics courses, only 68 percent of the counselors encourage them to do so because college-bound students have time for only a limited number of electives. Four appendices making up the greater part of the document contain copies of introductory letters to respondents, the questionnaire, a compilation of raw data, tables of statistical data by group, and tables of statistical analysis. (CML) ED 315 600

CE 054 135 Lynch, Richard L. The Teachers of Vocational Education Teachers. Spons Agency-Office of Vocational and Adult Ed.

ucation (ED), Washington, DC. Pub Date—4 Dec 89 Note—23p.; Paper presented at the Annual Meet

ing of the American Vocational Association (Or

lando, FL, December 4, 1989). Pub Type - Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Higher Education, *Postsecondary

Education as a Field of Study, *Preservice Teacher Education, Schools of Education, Teacher Background, *Teacher Characteristics, *Teacher Education Programs, *Teacher Educators, Teacher Qualifications, *Vocational Education

A study aimed to establish baseline data about where, when, what, how, to whom, and by whom preservice vocational teacher education is provided so that more informed decisions can be made in the current climate of educational reform. Usable data, collected through two questionnaires, were provided from 78 colleges and universities and from 633 vocational teacher educators. The institutional

ED 315 598

CE 054 076 New York City Adult Literacy Initiative. Final

Report for Fiscal Year 1985. Literacy Assistance Center, New York, NY. Spons Agency–New York City Office of the Mayor, N.Y.; New York State Education Dept.,

Albany. Pub Date—86 Note—74p.; For related documents, see CE 054

072-074. Appended charts have broken dot ma

Pub Type— Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Accountability, * Adult Basic Edu-

cation, Adult Education, Adult Literacy, Basic Skills, Community Organizations, Cooperative Programs, Educational Administration, English (Second Language), Functional Literacy, *Library Extension, *Literacy Education, Program Effectiveness, *Program Implementation, Public

Libraries, Universities Identifiers—*New York (New York), *New York

City Adult Literacy Initiative

Following an introduction that states the Adult Literacy Initiative's objectives for fiscal year 1985, this final report presents the bulk of its information in sections on (1) the literacy services of the City University of New York, community-based organizations, and the New York City Board of Educa. tion; and (2) the literacy services of the New York public library. Within the first section, the following subjects are addressed: (1) provider agencies; (2) student information such as their numbers, type of instruction, level of instruction, types of programs, race, ethnicity, gender, age, and employment status; (3) amount of instruction students receive; (4) student achievement, including posttest information, students who showed test gains, evaluation of students in basic education programs, evaluation of students in English-as-a-second-language education programs, other student achievements, and students' reasons for leaving instructional programs; (5) the numbers and type of staff and the hours of

Education, Outcomes of Education, Postsecondary Education, *Program Attitudes, Program Im. plementation, *Program Improvement, Student Attitudes, Teacher Attitudes, Teacher Character

istics, Technical Education, Vocational Schools Identifiers—*Taiwan

An evaluation was made of the third phase of a curriculum development program conducted in Taiwan, Republic of China. This phase of the program, scheduled to run from 1986 to 1990, emphasized the implementation of a new cluster-based vocational curriculum and focused on teacher inservice programs, purchase of laboratory equipment, and improvement of instructional materials and methods. Three questionnaires were developed and mailed to 1,859 school administrators, teachers, and mechanical major students at 12 schools. A total of 271 professional teachers, 118 administrators and 1,470 students returned usable questionnaires for an overall return rate of 8790. Analysis of the data found that after the new mechanical curriculum was implemented, most teachers and administrators rated such influential factors as facilities and equipment, teachers' effectiveness, curriculum imple. mentation, and students' academic achievement lower than or not different from what they were before the implementation of the new curriculum. Teachers and administrators in schools offering both agricultural and industrial programs were less in favor of the mechanical curriculum than teachers in schools offering industrial programs and those in schools offering both business and industrial programs. Students ranked technical knowledge, skills, and computer applications as priorities in the curriculum, and curriculum implementation had the greatest effect on the learning effects of students. Recommendations for further communication about the theory of the curriculum and more implementation efforts conclude the document. (KC)

questionnaire was used to obtain information from institutions that provide preservice vocational teacher education about the characteristics of their institutions, characteristics of their teacher educa. tion program, the requirements for student entrance and exit, and the respondents' perspectives on any educational reform taking place at the institution. The teacher questionnaire collected data from professors of vocational teacher education on their demographic and professional characteristics, occupational experiences, education experiences, time spent on professional activities, future plans in higher education, and courseload and advising duties. In addition, the teachers were asked to describe any recent important changes in vocational teacher education at their institutions. Among other findings, the data indicate that the typical teacher educator is white, male, a full professor, tenured, 49 years old, earning $35,745 for 9 months' employ. ment, and that he earned a doctoral degree in vocational education in vocational education 14 years ago. It was also found that of the 20 universities awarding such degrees, the largest percentage was awarded by Ohio State University. (The document contains 14 tables and 1 figure.) (CML) ED 315 601

CE 054 136 Lynch, Richard L. And Others Vocational Education Work Programs: Providing

Ample Time for Quality Work Experiences in Response to the Virginia General Assembly

House Joint Resolution No. 359. Pub Date-2 Dec 89 Note—29p.; Paper presented at the Annual Meet

ing of the American Vocational Association (Or

lando, FL, December 2, 1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Apprenticeships, Cooperative Educa.

tion, *High Risk Students, On the Job Training, Program Length, *Scheduling, Secondary Education, *Time Blocks, *Time Factors (Learning), *Time on Task, Vocational Education, *Work Experience Programs Identifiers—*Virginia

A study investigated the feasibility and advisability of restructuring Virginia public vocational education programs to provide blocks of time larger than those traditionally provided for on-the-job, cooperative, and apprenticeship training. Data were collected through a review of research and of education-work models; telephone and personal interviews with vocational education administrators, special program directors, Virginia Department of Education staff, and industry representatives; and the examination of nontraditional vocational education programs in the state. Education and industry personnel reviewed and critiqued the first draft of the study's recommendations. The following major recommendations are reported: (1) vocational education should be restructured to include a culminating, supervised on-the-job educational experience not to exceed 20 hours per week while school is in session for those students likely to enter full-time employment immediately after high school; and (2) scheduling supervised on-the-job experience should be a local decision and should include ample time for students to receive quality work experience. Four supporting recommendations were also made, including one suggesting the provision of a comprehensive program incorporating a vocational education component that begins in middle school for "at-risk" students. (The document contains a 24-item bibliography and two appendices, the first describing nontraditional vocational education work programs in Virigina and the second citing facts and statistics that provide evidence of the nature of the "at-risk” problem in the schools.) (CML) ED 315 602

CE 054 139 Wu, Robert T. Y. An Evaluation of the Influences of the New Curric.

ulum Implementation in the Vocational Technical Schools' Mechanical Group on Their Students' Learning Effects in Taiwan, Republic

of China. Pub Date—2 Dec 89 Note-13p.; Paper presented at the Annual Meet

ing of the American Vocational Association (Or.

lando, FL, December 2, 1989). Pub Type- Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Attitudes, *Curricu

lum Development, Foreign countries, *Industrial

Monographs No. 26. Manchester Univ. (England). Centre for Adult and

Higher Education. Report No.-ISBN-0-902252-09-7 Pub Date—May 86 Note—56p. Available from Haigh and Hochland Ltd., Pre

cinct Centre, Oxford Road, Manchester M13

9QA, England (2.50 pounds). Pub Type- Information Analyses (070) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Adult Education, #Educational En

vironment, Foreign countries, *Independent Study, "Intellectual Freedom, Outcomes of Edu

cation, *Personal Autonomy Identifiers-Great Britain

"Autonomy” is an ambiguous term that can denote either the right of adults to manage their own affairs or their actual or potential ability to do so. These various senses of the word are regularly, and often indiscriminately, employed by adult educators. Personal autonomy is probably developed most effectively in a traditional kind of instructional situation, since people who initially lack the confidence or ability to undertake the management of their own education are likely to find the traditional situation a less threatening context in which to learn. A process of education that embodies the principles of individual choice, democratic control, rationality, and respect for persons in a realistic way can help adults to become more self-directing and more self-determining both in their thinking and in their behavior. However, there is very little scope for compulsion in adult education. Attendance is essentially voluntary and means of punishment or coercion generally do not exist. People who are not already autonomous and independent are unlikely to become so unless they feel they are learning in an environment where the process of personal change and its results will be accepted. Teachers seeking to promote the development of personal autonomy must be ready to challenge and provoke intellectually; to provide sympathetic emotional support; to provide additional educational help, such as basic study skills; and to consider the use of learning contracts. (A 58-item bibliography is included in the document.) (CML) ED 315 605

CE 054 144 Olivier, Peggy And Others Educational Excellence through Career-Vocational

Education. Introduction, Goals, and Outcomes. Pub Date—Dec 89 Note—13p.; Paper presented at the American Vo

cational Association Convention (Orlando, FL,

December 1989). Pub Type - Speeches/Meeting Papers (150) — Re

ports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors Academic Persistence, *Career Edu

cation, *Dropout Prevention, Dropout Programs, Dropouts, *High Risk Students, *Integrated Curriculum, School Holding Power, Secondary Education, *Special Needs Students, State

Curriculum Guides Identifiers—*California

The Special Needs Unit of the Career-Vocational Education Division, California State Department of Education, began sponsoring a secondary school project in 1985 to combat California's high dropout rate. Eight secondary school sites in six districts were selected to develop schoolwide, integrated, career-oriented curriculum that would use the State Model Curriculum Standards and Frameworks for both academic and vocational subject areas. Technical assistance, guidance, and inservice workshops were provided by personnel from the University of California and the State Department of Education. School philosophies changed, curriculum review occurred in all areas, and business and industry and other community representatives became more involved in local education. Each school's main emphasis was to improve career-vocational education programs for disadvantaged students, although school personnel accurately anticipated that this would also benefit all students. Project personnel expected that by improving academic and career preparation, students would remain in school and thereby attain sufficient skills for higher education, employment, personal growth, citizenship, and ethical development. These expectations were met best at the schools that completed most of 42 project objectives and are evidenced by statistics such as the following from one school: (1) dropout rates decreased from 16 percent to 11 percent; (2) attendance rates increased by 1.8 percent; (3) teen

ED 315 603

CE 054 140 Wiri, John G. Presentation to the American Vocational Educa.

tion Research Association and the University

Council on Vocational Education. Revised. Pub Date–24 Dec 89 Note—21p.; Paper presented at the Annual Meet

ing of the American Vocational Association (Or

lando, FL, December 1, 1989). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Administration, *Edu

cational Finance, Educational Objectives, *Educational Policy, *Federal State Relationship, Outcomes of Education, Postsecondary Education, Secondary Education, Standards, Teacher

Education, *Vocational Education Identifiers—*Carl D Perkins Vocational Education

Act 1984, National Assessment of Vocational Education, *National Board for Professional Teaching Standards

This document, by the director of the National Assessment of Vocational Education, has the following purposes: (1) to explain proposed amendments to the Carl D. Perkins Vocational Education Act; to relate any of the proposed changes to such issues as vocational teacher education, graduate ed. ucation, and research on vocational education; and to point out any contributions to the proposed new policy that were the result of the National Assessment of Vocational Education; (2) to point out some of the implications of the Carnegie Corporation's National Board for Professional Teaching Standards for vocational teacher education and for research on vocational education; and (3) to discuss the idea of the federal government working with all state governors to set national goals for education. The first section explains the proposed federal legislation's impact on secondary vocational education, pointing out that it dramatically alters the structure of funding at that level. The second section addresses the proposed legislation's changes in postsecondary vocational education funding and draws attention to the fact that these changes represent a first-time recognition by Congress that the problems of postsecondary vocational education are different from those at the secondary level and that they require different solutions. The third and fourth sections discuss respectively the National Board of Professional Teaching Standards and the issue of national goal setting and performance accountability in education. (CML)

ED 315 604

CE 054 143 Hostler, John Student Autonomy in Adult Classes. Manchester

of the funding system, transportation conflicts, inadequate attention to extracurricular activities, and incompatible governance structures. The most sig. nificant explanation was considered to be the combination of independent governance with "win/lose" funding system that created competition for students that greatly inhibited cooperation and coordination among districts. It was felt that without forceful state action, enrollments at the shared-time schools would almost certainly continue to decline; however, conversion to full-time schools was not considered a guaranteed improvement. (The document includes an eight-page appendix of simulation summaries.) (CML)

pregnancies decreased by 50 percent; and (4) suspension days decreased by 84 percent. High school came to be viewed as a preparation for careers either at the completion of high school or through further education. (CML) ED 315 606

CE 054 146 Van Ast, John Workplace Basics: The Skills Employers Want...

Can We Change the Way We Operate? Pub Date—2 Dec 89 Note-57p.; Paper presented at the American Vo

cational Association Convention (Orlando, FL,

December 2, 1989). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Basic Skills, Community Colleges,

Competency Based Education, Educational Change, *Employer Attitudes, *Employment Qualifications, Faculty Recruitment, *Outcomes of Education, *Quality of Working Life, Two

Year Colleges, Vocational Education Teachers Identifiers-1 Workplace Literacy

This document considers whether postsecondary education can change the way it operates. The introduction identifies six challenges of the 1990s, including heterogeneous student populations; quality of working life competence, basic competence, employability competence, learning-to-learn competence, common core competencies, and the arts and science/vocational and technical gap; a maturing faculty; teacher effectiveness; the significance of associate degree and certificate technical education; and curriculum alignment and accountability. Two areas that will be affected by these challenges are identified: instructors' competence in dealing with curriculum and instruction and the necessity for community college administrators to develop the skills of faculty. The four subsets of basics that employers want, such as conventional basic skills and group process skills, are summarized. The paper describes three research studies designed to determine Iowa's vocational technical educators' perceived needs in two areas: (1) their need for curriculum resource materials in basics, quality of working life, and employability; and (2) their perceived need for inservice seminars on how to implement those materials. The document concludes with 11 references and a set of 34 transparency masters. (CML) ED 315 607

CE 054 147 Hoachlander, E. Gareth Tuma, John E. Shared-Time versus Full-Time Vocational High

Schools in Delaware: An Assessment. National Center for Research in Vocational Educa

tion, Berkeley, CA. Spons Agency-Delaware State Dept. of Public Instruction, Dover.; Office of Vocational and Adult

Education (ED), Washington, DC. Pub Date—30 Nov 89 Grant-VOS1A80004-89A Note—78p. Available from National Center for Research in

Vocational Education Materials Distribution Service, Horrabin Hall 46, Western Illinois Univer

sity, Macomb, IL 61455 (Order No. MDS-204). Pub Type— Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Curriculum Design, *Dual Enroll

ment, Educational Administration, Governance, High Schools, Institutional Cooperation, *Regional Schools, Resource Allocation, *Shared Resources and Services, Student Transportation,

Vocational Education, *Vocational High Schools Identifiers—*Delaware

A study was undertaken to determine whether Delaware should attempt to

maintain two shared-time area vocational schools or whether the schools should be converted to full-time vocational high schools. A number of state and local officials, including all of the superintendents in Kent and Sussex Counties, were interviewed and documents were reviewed. Among the findings were that the arrangements for operating shared-time vocational-technical schools were not working and enrollments at both vocational-technical schools were down more than 40 percent from peak levels in 1977-78. Factors contributing to the declining enrollments included a general decrease in secondary school enrollments of approximately 20 percent, increased graduation requirements, higher rates of students' failing required courses, structure of the curriculum, lack of communication and integration between sending schools and area schools, structure

dieri); and "Comparison of Rehabilitation Clients Tested and Self-Estimated Vocational Aptitudes and Interests" (Bond et al.). (CML) ED 315 609

CE 054 151 Smick, Regina A. Crunkilton, John R. Enabling Behaviors Exhibited by Selected Virginia

Postsecondary Vocational Technical Instructors. Pub Date—5 Dec 89 Note-5p.; Paper presented at the American Voca

tional Association Convention (Orlando, FL, De

cember 5, 1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF0i/PC01 Plus Postage. Descriptors—*Community Colleges, Critical

Thinking, *Instructional Effectiveness, *Modeling (Psychology), Postsecondary Education, *Questioning Techniques, *Teacher Effectiveness, Teacher Role, Teaching Models, Teaching

Styles, *Vocational Education Teachers Identifiers—Flanders System of Interaction Analy

sis, Virginia

Thirty postsecondary vocational technical instructors from five community colleges in Virginia were observed using the Flanders Interaction Analysis System for 30 minutes to detect their use of three of four behaviors determined to be enabling to learners. The additional enabling behavior of modeling was determined through 15 minutes of passive observation. The enabling behavior of questioning was found to be used in approximately 4 percent of class time, whereas for 80 percent of class time, instructors were exhibiting structuring behavior. Responding behaviors were practiced by the instructors for about 11 percent of total class time. The study concluded that (1) the community college instructors observed are not using the enabling behavior of questioning that "best" stimulates critical thinking or modeling behaviors that will enhance students' abilities to think critically; (2) the amount of pedagogical course work taken by the teachers did not seem to influence the teachers' use of enabling behavior; and (3) the students thought their instructors were stimulating critical thinking. Further research and more training for college instructors in using enabling behaviors recommended. (KC)

ED 315 608

CE 054 149 Fry, Ronald R., Ed. The Issues Papers. National Forum on Issues in

Vocational Assessment (4th, St. Louis, Missouri,

March 9-11, 1989). Wisconsin Univ.-Stout, Menomonie. Stout Voca

tional Rehabilitation Inst. Spons Agency-Vocational Evaluation and Work

Adjustment Association, Washington, D.C. Report No.-ISBN-0-916671-92-5 Pub Date—Mar 89 Note—253p.; Reduced size type throughout. Available from—Materials Development Center,

Stout Vocational Rehabilitation Institute, University of Wisconsin-Stout, Menomonie, WI 54751. Pub Type-Collected Works - Proceedings (021)

Reports - Research (143) EDRS Price - MF01/PC11 Plus Postage. Descriptors—Adult Education, Alcoholism, Apti

tude Tests, *Disabilities, Educational Assessment, Ethics, Evaluators, Job Placement, Marketing, Occupational Therapy, Personnel Evaluation, Postsecondary Education, Robotics, Secondary Education, Special Needs Students, Student Placement, *Vocational Education, *Vocational Evaluation, Vocational Interests, *Vocational Rehabilitation

Of the 50 papers, selected titles include “Redefining the Client, Expanding the Evaluator's Role" (Weldon, Gibson); “Professional Contacts for Evaluator's Expanding Roles” (Dowd); “Vocational Evaluators and the Law” (Kass); "Ethics in Vocational Evaluation” (Early); “Professional Advocacy in Vocational Evaluation and Assessment” (Bowers et al.); "Pre-Employment Placement Screening" (Taylor); “Career Assessment to Facilitate Adult Life Transitions” (Mullins); "On-the-Job Evaluations” (Kell); “Considerations for Job Selection and Placement of Persons with Cumulative Trauma Disorder" (Lopez); “Forensic Vocational Evaluation" (McDaniel); “Marketing Plan Development” (Grissom, Nelson); “Understanding the Unique Contributions of Occupational Therapy within Vocational Assessment” (McCracken); “Rehabilitation Counseling and Occupational Therapy Working Hand in Hand” (Fryman, Melickian); “Non-Relational Databases in Rehabilitation Facilities” (Prachyl); "New Gameplan for Vocational Evaluators" (Williamson); "What WAT Is and What WAT Is Not" (Ayella); “Four Perspectives of Vocational Evaluation" (Nolte); “Marketing the Non-Profit Evaluation Service to Private Industry” (Vohlken); "Model for Vocational Evaluation in Community-Based Employment" (Botterbusch); "Toward Consensus” (Ayella et al.); “Job Matching Systems” (Truthan); “The Trial and Tribulations of a First Time Vocational Expert” (Magrega); “Vocational Evaluation of Closed Head Trauma” (May, Wilkins); “Vocational Assessment for the Severely Physically Challenged” (Peterson, Oliveira); “Illinois Vocational Interest Survey and Assessment" (Sprengel, Moradian); “Vocational Evaluation of Persons with Combined Hearing and Visual Impairments” (Kaskel); "Integrating Vocational Assess. ments with Special Education Triennial Reevaluations" (Levinson); “Role of School Psychology in Vocational Assessment” (Levinson); "Curriculum Based Vocational Assessment at the Middle and Secondary School" (Swisher); “Role of Assessment in the Transition/Education Process" (Schmitz); "Concurrent Validation of the Abbrevi. ated McCarron-Dial System for Students with Mental Retardation and Learning Disabilities” (Kimmel); “Use of a Robotic System in Vocational Assessment” (Robbins et al.); “Analysis of Private Sector Rehabilitation Case Managers' Opinions Regarding Work Hardening and Work Capacity Evaluation Programs” (May); “Vocational Patterns and Work Concepts of Recovering Alcoholics” (Ridlehoover); “Correlates of Consumer Satisfaction with Vocational Evaluation Services” (Early, Bor

ED 315 610

CE 054 152 Grodman, Randy H. Ways in which Vocational Education and Training

Institutions Can Establish Effective Linkages

with Employers. Pub Date—4 Dec 89 Note-14p.; Paper presented at the Annual Meet.

ing of the International Vocational Education and Training Association (Orlando, FL, December 4,

1989). Pub Type— Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Advisory Committees, Alumni Asso

ciations, Developed Nations, Developing Na. tions, Educational Planning, *Education Work Relationship,

Foreign countries, Internship Programs, *Job Training, Networks, *Nonprofit Or. ganizations, Postsecondary Education, School Business Relationship, Technical Assistance, Technological Advancement, *Vocational Educa

tion Identifiers—*Organization for Rehabilitation

through Training, Uruguay

The Organization for Rehabilitation through Training (ORT) is a private, nonprofit, nongovernmental organization that operates a worldwide network of vocational education and technical assistance programs. ORT has provided training to more than 2 million people around the world. There are two facets of ORT: a network of educational institutions and technical assistance programs. Examples can be drawn from ORT's educational networks in the United States and Uruguay to examine how their institutions establish and maintain effective linkages with employers. Linkages include ad. visory committees, internship programs, alumni committees, and planning commissions. These linkages keep ORT aware of the specific needs of the economy in order to provide the training needed by workers; they are the key to the success of ORT's worldwide training efforts. (KC) ED 315 611

CE 054 158 Malmberg, Harvey History of Adult Vocational Education in Canada. New Brunswick Dept. of Education, Fredericton

Torbert, Brison Age Learning Factors Affecting Pilot Education. Pub Date—[89] Note-16p. Pub Type - Information Analyses (070) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Adjustment (to Environment), Adult

Development, * Aging (Individuals), * Aircraft Pilots, Air Transportation, Classroom Environment, Educational Gerontology, *Flight Training, *Hearing Impairments, Physical Mobility, *Vi. sual Impairments

This document, intended for pilot education and flight safety specialists, consists chiefly of a review of the literature on physiological factors that affect pilot education and an examination of environmental factors that should be scrutinized in order to improve the effectiveness of aviation learning facilities. The physiological factors addressed in the literature review are vision, hearing, and body mobility. The section on environmental factors includes an Environmental Factors Checklist and advice on its use. Included in that advice are a table of findings gathered when the checklist was used in the author's workplace, conclusions formulated from the find. ings, and sample recommendations. A summary, a 13-item bibliography, and information about the author conclude the document. (CML)

(Canada) Pub Date [89] Note—22p.; For a related document, see CE 054

203. Pub Type— Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Vocational Education, *Edu

cational Demand, Educational Finance, *Educational History, *Educational Trends, Enrollment Trends, Foreign Countries, *Government School Relationship, Postsecondary Education Identifiers—*Canada

This review of adult vocational education in Canada includes an introduction, highlights in the history of adult vocational education in Canada, and a summary. The introduction considers what adult vocational education is and explains the relationship between Canada's constitution and education. The highlights section covers these periods: before Confederation, Confederation to the First World War, World War I and the Depression years, the Second World War and the post-war period, and the coming of age of adult vocational education thereafter. A section called Summary, Issues, and Conclusion provides statistics on Canadian participation in adult education and information about government support for adult education. (In 1982, a survey indicated that 34 percent of Canadian adults were learn. ers. In 1983, a comprehensive survey revealed that one in every five Canadians aged 17 and over was enrolled in at least one adult education course, making the size of the adult education population almost as large as the elementary and secondary populations. The Council of Ministers of Education, Canada, and the Secretary of State sponsored a National Forum on Post-Secondary Education in Saskatoon in 1987 that drew a wide representation from governments, universities, industry, and interest groups.) The document concludes with a 21-item reference list. (CML) ED 315 612

CE 054 159 Gaudet, Alphonse Adult Education at a Distance. New Brunswick Dept. of Education, Fredericton

(Canada) Pub Date—[89] Note-17p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Access to Education, * Adult Educa

tion, *Distance Education, Educational Radio, *Educational Technology, Educational Television, Foreign Countries, Nontraditional Education, Open Education, Science and Society, *Technological Advancement, Telecommunica

tions, Telecourses Identifiers—*Canada

This document, which examines the use of educational technologies for distance education for adults in Canada, consists of five narrative sections and a bibliography. The first section introduces the topic and the document's objectives (to describe those technologies used in Canadian adult distance education, paying particular attention to those most widely used; to identify current trends; and to locate centers of excellent practice). The second section describes the use of educational technologies in Canadian higher education, government, private enterprise, and social services. A table lists by province and by type of technology the number of distance learning activities at universities, colleges, school boards, provincial ministries of education, and educational communication authorities. The third section focuses on those technologies most used (for instance, audio conferencing, television, cable systems, satellite, and telephone). Section 4 reports a trend toward cooperation and intergovernmental arrangements for sharing distance education programs and states that Ontario and Quebec use all communication technologies more than do provinces in eastern Canada. Several collaborative distance education projects are discussed, among them the Open Learning Agency, the Canadian Distance Learning Development Center, and the Nova Scotia Educational Communication Agency. Section 5 lists eight agencies and projects arbitrarily chosen for excellence." The document concludes with a 25-item resource list. (CML) ED 315 613

CE 054 161 Gill, Douglas H. Can Vocational Education Make a Difference for

the Mildly Handicapped? Pub Date-Dec 89 Note-32p.; Paper presented at the American Vo

cational Association Convention (Orlando, FL,

December 1989). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Consortia, *Cooperative Programs,

Mainstreaming, Mild Mental Retardation, Outcomes of Education, Program Content, Program Effectiveness, Program Implementation, Secondary Education, *Special Education, *Vocational

Education
Identifiers—*Pierce County Cooperative WA

The Pierce County Cooperative is a vocational and special education consortium of 12 school districts in the western part of Washington State. The Cooperative strives to improve the job entry capability and postsecondary educational opportunity for mildly handicapped learners within the participating districts by facilitating functional partnerships between vocational and special education. The program includes data collection, staff development, and onsite consultative assistance. Effective collaboration has been demonstrated by ongoing staff and administrator communication. Effective programming within the district/building seems to be characterized by attempts to provide preplacement planning, individual educational plan (IEP) collaboration, instructional support, and postplacement planning. An evaluation of program effective

was conducted by comparing 120 mildly handicapped Cooperative graduates to a baseline group of 120 similar students who graduated during the 3 years before program implementation, as well as to a group of 564 high school graduates. The study showed that the students who graduated from the Cooperative were either finding employment or were enrolling in postsecondary programs at signifi. cantly higher rates than the comparison groups. This was especially true for learning disabled students-mildly retarded students showed little change pre- and post-Cooperative. The study concluded that vocational education can be useful for special education students if care and resources are used in developing a cooperative program. (KC) ED 315 614

CE 054 162 Jarvis, Phillip S. Career Planning: Developing the Nation's Primary

Resource. Pub Date-Dec 89 Note_9p.; Paper presented at the American Voca

tional Association Convention (Orlando, FL, De

cember 1989). Pub Type- Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Development, Career Choice,

*Career Development, *Career Planning, Decision Making Skills, Foreign countries, Futures (of Society), Occupational Information, *Policy Formation, Postsecondary Education, *Productivity, *Public Policy, Quality of Working Life, Second

ary Education Identifiers—*Canada, United States

Career planning is the most critical ingredient in developing a nation's primary resource, its workers. A 1988 Gallup Poll showed that 62 percent of U. workers had no career goal when they began their first job, and more than 50 percent felt they were in the wrong job. The same results probably could be applied to Canada. Career planning skills are not instinctive. Young people and adults need to be taught basic skills they can use in evaluating their needs, identifying their options, and making good career choices. Job changing is thought to cost business and government in Canada about $7.5 billion in costs and lost wages per year. Lost productivity is no doubt the greatest economic cost of inappropriate career decisions. However, Canadian youth receive little help in making these decisions. Counselors are involved with many other problems besides career planning. A new vision is required, one that sees career planning as a community responsibility, rather than just an educational, or worse, a counselor responsibility. More attention must be paid to the career-related developmental needs of clients across the full spectrum of community service agencies. People must be taught how to locate and process information that has personal relevance. Community goals should be set to reduce school dropout rates, increase productivity of area firms, and increase career awareness. Such programs will ensure brighter futures for the citizens and the communities. (KC)

ED 315 616

CE 054 166 White, Jesse W. Developing a Competency-Based Test Item Bank. Pub Date—Dec 89 Note—7p.; Paper prepared for presentation at the

American Vocational Association Convention

(Orlando, FL, December 1989). Pub Type- Guides Non-Classroom (055)

Speeches/Meeting Papers (150) EDRS Price MF01/PC01 Plus Postage. Descriptors—*Competency Based Education, Field

Tests, Item Banks, Postsecondary Education, Pretests Posttests, Secondary Education, *Task Analysis, *Test Construction, *Test Items, Test

Reliability, Test Validity Identifiers—*Vocational Technical Education Con

sortium States

The premise of this document is that trade instructors and incumbent workers can work together as a writing team to develop test items for vocational education. The development process used by the Vocational-Technical Education Consortium of States (V-TECS) is described as follows: (1) identify and validate a task list; (2) conduct task analysis; (3) write test items; (4) review and edit test items; and (5) aid in validating items (field test). Procedures are itemized for task analysis and test item writing, and tips are provided for field testing and validity. A list of 13 references is included. (KC)

ED 315 617

CE 054 167 Dunn, Kathy Arizona's Capstone for a Competitive Edge–1989.

Executive Summary. Pub Date—Dec 89 Note—5p.; Paper presented at the American Voca

tional Association Convention (Orlando, FL, De

cember 1989). Pub Type— Reports Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Education Work Relationship, *Em

ployment Potential, High Schools, *Job Skills, Quality Circles, Rural Education, Rural Schools Rural Urban Differences, *Rural Youth, *Summer Programs, Supplementary Education, Technical Education, *Technological Advancement, *Vocational Education

Capstone for a Competitive Edge Summer Camp-1989 was a pilot program formed with input by business and industry, rural vocational educators, and the rural advisory council in conjunction with the Arizona Department of Education and the Arizona Center for Vocational Education. The program's primary intent was to meet the needs of rural vocational students in competency areas that could not be met in the rural schools; assist in the development of transitional skills to prepare students for the world of work; increase awareness of high-tech employment opportunities; and promote leadership skills through personal development. A total of 52 students, 21 males and 31 females, primarily Hispanic and Caucasian, attended Capstone. Students were given a problem to solve that would use the latest technologically advanced equipment. Students worked in teams and were assigned to workstations that matched their occupational goal and

vocational program (auto technician, desktop publishing, manufacturing, agribusiness management, and concrete farm work). Students participated in group learning activities to promote transitional skills and personal growth. Quality circle training promoted continuous improvement by giving students feedback and linking cognitive and transitional skills. Initial evaluation of the project showed positive change in both the affective and cognitive domains. (KC)

patterns of part-time studies, and the study programs are roughly comparable to those in regular institutions of higher education. The survey was conducted in 1983 in 10 workers' colleges. The following topics were examined across colleges: (1) background and training objectives; (2) entrance requirements; (3) size; (4) curriculum; (5) teaching faculty; (6) building and facilities; (7) expenditures; and (8) leadership and management. Analyses tended to show that workers' colleges had played an important role in China in that they are a means of improving the existing labor force through a form of inservice training; are sensitive to real work force needs; provide a viable “second route" to higher education; mobilize local resources; and provide for efficient use of resources. (The report begins with a general description of adult education in China, including at least eight types of recognized adult higher education; the higher education system in China; the complex framework of adult higher education; and workers' colleges in general. A brief statement of recent developments in adult education is included. The report, which included 39 tables, concludes with two appendices. The appendices contain a list of information collected on graduates and a list of innovations introduced by graduates of one workers' college.) (CML)

ED 315 618

CE 054 170 Preparation for Productivity. Vocational-Techni

cal Education in Ohio. Twentieth Annual Report.

Fiscal Year 1989. Ohio State Council on Vocational Education, West

erville. Pub Date—89 Note-32p. Pub Type - Reports - General (140) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Adult Education, Advisory Commit.

tees, Agency Cooperation, Enrollment Trends, Government School Relationship, *Outcomes of Education, Postsecondary Education, Secondary Education, *State Programs, *Vocational Educa

tion Identifiers—*Ohio, *State Councils on Vocational

Education

This annual report includes a list of the members of the 1989 Ohio Council on Vocational Education; a summary of Ohio vocational education statistics on employment, access, enrollment, academic, and citizen involvement; a letter from the council to the Ohio State Board of Education; and the following seven major sections: (1) a description of the structure and program of the Ohio Council on Vocational Education, 1988-89; (2) information on statewide planning and evaluation; (3) commendations, recommendations, and priorities; (4) the council's mission statement; (5) statistical and budgetary reports; (6) descriptions of coordination activities; and (7) a list of research and other publications. (Among the employment statistics reported were that 95 percent of the students who graduated from a vocational program in Ohio's secondary schools in 1988 were employed, with over three-fourths of them employed in jobs related to their training; 98.6 percent of the students who completed postsecondary and full-time adult programs in 1988 were employed, with 93.5 percent of them employed in jobs related to their training, and federal income tax records showed that Ohio vocational and technical graduates have predominately higher incomes and lower rates of unemployment 4 and 5 years after graduation than others in the general population with the same age, schooling, and residential-location characteristics. Among the enrollment statistics reported were that 1,432,237 students were enrolled in vocational and career education programs in Ohio; more than 55.8 percent of Ohio's 11th- and 12th-grade secondary students were enrolled in vocational education; 306,930 adults were enrolled in Ohio vocational education programs in 1989; and more than 1,777 Ohio youth and adults were served through vocational education programs for the in- . carcerated in Ohio.) (CML)

ED 315 620

CE 054 176 Educational Elements of a Comprehensive State

Policy on Aging. New York State Education Dept., Albany. Center

for Educational and Cultural Opportunities for

the Aging. Pub Date— Nov 89 Note-56p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Adult Education, #Aging (Individu

als), * Aging Education, Cooperative Programs, Developmental Stages, *Educational Gerontology, *Older Adults, Postsecondary Education, Research Projects, Social Services, Social Support Groups, State Agencies Identifiers—*New York

This document, a policy statement adopted by the New York State Board of Regents in 1986, describes program options to implement each of six policy directions adopted by the Regents and to be coordinated by the Center for Educational and Cultural Opportunities for the Aging. The six policy directions are (1) involve the elderly as active participants in society; (2) provide education and training opportunities for older persons; (3) enhance the coordination of services for the elderly; (4) educate students at all levels about aging; (5) train needed service providers for older persons; and (6) increase the research potential of -postsecondary institutions to address the needs of the elderly. The first section describes the aging society and discusses its implications for health maintenance services, personal financial security, and personal development. The second section addresses educational policy issues and elaborates on the six policy directions adopted by the Regents. Section 3, “Framework for Action," also elaborates on the six policy directions. Section 4 describes specific program proposals that address each policy direction. A short conclusion and four appendices complete the document. The appendices contain 11 statistical tables, sample ongoing programs for the elderly, 'major organizations that form the service network for older persons in New York, and a 36-item bibliography. (CML) ED 315 621

CE 054 178 Scope and Sequence Chart for Use with Adult

Readers. SCALE Project. South Carolina State Dept. of Education, Columbia.

Office of Adult Education. Pub Date—89 Note—39p. Pub Type - Guides - Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Adult Liter

acy, Adult Reading Programs, Adult Students, Beginning Reading, Critical Thinking, Daily Living Skills, Decoding (Reading), High Interest Low Vocabulary Books, *Literacy Education, Phonics, Reading Comprehension, *Reading Instruction, *Reading Materials, *Reading Material Selection, Tutoring Identifiers-South Carolina

This scope and sequence chart was developed in South Carolina to aid adult literacy tutors. The chart is divided into four strands that represent the major components of reading: phonics; comprehen

sion/critical thinking; communication; and life skills. Each strand is divided into skill areas that were considered to be major areas of need for adult students. Each skill area is divided into five levels, and codes indicate appropriate instructional materi. als for each level. A list of instructional/reading materials with codes and publishers is provided. (KC) ED 315 622

CE 054 179 Callender, Willard D., Jr. Self-Education: The Founding of Adult Educa.

tion-Part I. Pub Date- Oct 89 Note--27p.; Paper presented at the Annual Meet

ing of the American Association for Adult and Continuing Education (Atlantic City, NJ, Octo

ber 1989). For part II, see CE 054 180. Pub Type - Speeches/Meeting Papers (150) — In

formation Analyses (070) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Adult Edu

cation, Adult Learning, Adult Programs, *Andragogy, *Definitions, *Educational Philosophy, *Foundations of Education, Higher Education, Teaching Methods

Based on the assumption that something is fundamentally wrong at its definitional roots about the concept of adult education upon which the profession is organized, this paper identifies seven troubling characteristics of the profession. These characteristics, which stem from failure to root the definition in philosophical foundations, are (1) the claim that adult education preexists its formation as a profession; (2) use of an existing tacit definition of adult education; (3) giving power to third parties with roots outside the profession; (4) loss of social ethics; (5) loss of focus on the person and failure to achieve universality; (6) continuing use of the terms of children's education; and (7) explanations and theories that become ideological and distanced from the concept of education. It then offers a theory to account for these characteristics and describes a design problem for the invention of a new concept of adult education. The paper suggests a definition of adult education as “self-education" as an appropriate response to the design problem, one on which a more substantial profession could be founded. (Author/KC) ED 315 623

CE 054 180 Callender, Willard D., Jr. Self-Education: The Founding of Adult Educa

tion-Part II. Pub Date Oct 89 Note—29p.; Paper presented at the Annual Meet

ing of the American Association for Adult and Continuing Education (Atlantic City, NJ, Octo

ber 1989). For part I, see CE 054 179. Pub Type — Speeches/Meeting Papers (150) — In

formation Analyses (070) EDRS Price · MF01/PC02 Plus Postage. Descriptors-Adult Basic Education, *Adult Edu

cation, Adult Learning, Adult Programs, •Andragogy, *Definitions, *Educational Philosophy, *Foundations of Education, Higher Education, Models, Teaching Methods

After recapitulating certain problems with current conceptions of the profession of adult education and stating a design problem for the reinvention of the field, this paper argues that adult education can best be seen as "self-education." A beginning definition and concept of that term is described, along with a model and supporting guides for conducting self-education. The paper concludes with an examination of why the profession of adult education would be founded more soundly on this basis than upon its current assumptions. (Author/KC)

ED 315 619

CE 054 174 Bo, Yu Yan, Xu Hong Adult Higher Education. A Case Study on the

Workers' Colleges in the People's Republic of

China. United Nations Educational, Scientific, and Cul

tural Organization, Paris (France). International

Inst. for Educational Planning. Report No.-ISBN-92-803-1132-8 Pub Date—88 Note—117p. Available from Unesco International Institute for

Educational Planning, 7-9 rue Eugene-Delacroix,

75116 Paris, France. Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Adult Education, Foreign

Countries, Higher Education, Industrial Education, *Inservice Education, *Labor Force Devel

opment Identifiers—*China, *Workers Colleges (China)

A case study of the workers' colleges in China was undertaken by the Central Institute for Educational Research in Beijing and the Unesco International Institute for Educational Planning in Paris. Workers' colleges provide formal higher education for inservice workers with either full-time or diverse

ED 315 624

CE 054 184 Building Educational Foundations: A Survey of the

Literacy Initiatives Undertaken by the Job Training Partnership Act, Title IV, Section 402

Grantees. Association of Farmworker Opportunity Programs,

Washington, DC. Spons Agency-Employment and Training Admin

istration (DOL), Washington, D.C. Pub Date-Jun 88 Note—25p. Pub Type - Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Adult Basic Education, * Adult Liter

acy, Adult Programs, Compliance (Legal), *Fed. eral Legislation, Federal Programs, *Literacy

Page 4

Education, •Migrant Adult Education, *Migrant Programs, Migrant Workers, *Program Imple

mentation Identifiers—*Job Training Partnership Act 1982

This report examines the literacy-related activities of organizations funded under Title IV, Section 402 of the Job Training Partnership Act (JTPA). Section 402 is a special program within JTPA that delivers training, employment, education, and support services to migrant and seasonal farmworkers. The survey: (1) documents the various literacy and basic educational programs available to migrant and seasonal farmworkers; (2) examines the level and extent of the programs offered by each grantee; and (3) highlights special literacy initiatives being undertaken by some grantees. The review found that all or some of the 53 Section 402 grantees contacted offer the following literacy-oriented activities: testing aptitude and achievement potential; adult basic education; General Educational Development (GED) test preparation; English-as-a-Second-Language courses; and other literacy initiatives. The study also found that program grantees feel that they could accomplish more with students if regulations were more flexible and less emphasis was placed on cost of training in each case. The appendixes include: literacy survey results; a list of educational testing instruments; and a survey question form. (KC) ED 315 625

CE 054 186 Adult Literacy Action Campaign: Projects around

Australia. A Review of State and Territory Level Adult Literacy Projects Funded under the Adult Literacy Action Campaign of the National Policy

on Languages. Occasional Paper Number 3. Australian Advisory Council on Languages and

Multicultural Education, Canberra. Pub Date-89 Note-32p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Adult Liter

acy, Adult Programs, Disabilities, Distance Education, Educational History, Educational Philosophy, Educational Policy, *Educational Practices, Foreign countries, *Literacy Education, Outcomes of Education, Program Descriptions, Program Development, Program Effectiveness, * Program Implementation, *Teaching Methods, Videotape Recordings,

Womens Education Identifiers-Aboriginal People, Australia, *Work

place Literacy

This collection of papers is a review of the adult literacy projects in Australia funded under the 1987-89 Adult Literacy Action Campaign (ALAC) of the National Policy on Languages. Fourteen authors describe various literacy projects and, often, their outcomes. The projects described are grouped in seven areas. On the subject of Literacy Training and the Workforce are "New Start" (Neil Baudinette); “Taking Basic Education to Work" (Elizabeth Compton); "Nature of Communication in the Workplace" (Jean Searle); "Literacy Competence of Young School Leavers” (Specific Learning Disabilities Queensland Inc.); and “Expansion of Literacy Services" (Linda Are). The topic of Literacy Training and the Electronic Media includes “Adult Literacy through Video” (Marie Persson) and "Community Service Advertisement for Regional Television" (Ursula Stephens). The next two sections cover “Literacy Training in Isolated Areas" (Cherrie Hawke) and “Literacy Training in Residence" (Chris Stewart, Rosa McKenna). A section on Literacy Training and Aborigines contains “Aboriginal Reading Resources" (Susan Sim) and “Project Read” (Julia Knight). The topic Literacy Training and Women is represented by "Women and Work Literacy Resources" (Susan Sim). The final section, Literacy Training and the Disabled, contains “Literacy for the Intellectually Disabled" (Julia Knight) and "A Student Group Support Project" (Sharon Coates). Appendixes list national and state-level ALAC projects and names and addresses of the authors. (KC) ED 315 626

CE 054 187 Morey, B. E. Review of Adult Literacy Activities: A Common

wealth Perspective. Australian Dept. of Employment, Education and

Training, Canberra. Pub Date-Jan 89 Note-85p.

Pub Type- Information Analyses (070)

EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adult Basic Education, * Adult Liter

acy, * Adult Programs, Educational Finance, Educational Philosophy, Educational Policy, Federal Programs, Federal State Relationship, Foreign Countries, "Government Role, *Literacy Education, Minority Groups, Outcomes of Education, Program Descriptions, Program Effectiveness, *Program Implementation, State Programs Identifiers-Aboriginal People, Australia

This review provides a background summary of the Commonwealth's involvement in the field of adult Literacy in Australia. The review is not research based and does not make recommendations, but it highlights the issues that are important for the future direction of the Commonwealth's involve. ment in the field. The review is organized into seven sections: (1) terms of reference and purpose of the review; (2) background and government policies; (3) a summary of the provision of adult literacy programs-state based and Commonwealth funded; (4) issues in adult literacy; (5) an overview of adult literacy programs, organized into the Commonwealth programs, labor market programs, aboriginal programs, and adult migrant education programs; (6) state programs; and (7) summary of issues for future directions. Following 26 references, appendixes report literacy education policies, expenditures, and statistics. (KC) ED 315 627

CE 054 189 The Nepal National Literacy Program. World Education, Inc., Boston, MA. Pub Date-[89] Note-111p. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC05 Plus Postage. Descriptors—Adult Basic Education, *Adult Liter

acy, Adult Programs, Community Development, Developing Nations, *Economic Development, Educational Philosophy, Educational Policy, *Educational Practices, Foreign countries, *Instructional Materials, *Literacy Education, Nonformal Education, Program Development, Program Implementation Identifiers—*Nepal, Numeracy

World Education, with a small grant from the U.S. Agency for International Development, began an experimental pilot project in nonformal education at a university research center, a pilot project that eventually became the Government of Nepal's national literacy program. The program evolved grad. ually over 12 years (1977-89) and was molded in response to local conditions and the needs of learners, facilitators, government officials, and private development organizations. Gradually, a strategy for linking literacy training to development emerged. This strategy includes a series of learning materials that cover a broad range of development issues, a set of learning activities and training meth. ods characterized by participatory learning, and a process of individual and collective growth that make literacy an appropriate starting point for self-help community development. The staff of the literacy program was always open to learning from experience as well as from experts. Many options were tried and various processes were used to mod. ify and change the design of the program elements. The interplay between the ideal proposed by the staff and the real reaction from learners produced a very effective literacy program. (Examples of learning materials and lesson plans as well as discussion of the underlying theories are presented in this report.) (KC) ED 315 628

CE 054 192 McCune, Shirley D. And Others Preparing Them All. Future Directions of Ca.

reer-Vocational Preparation Services for Califor

nia Students with Special Needs. Sonoma State Univ., Rohnert Part. CA. California

Inst. on Human Services. Spons Agency-California State Dept. of Educa

tion. Div. of Career-Vocational Education. Pub Date—Jun 89 Note-57p.; For related documents, see CE 054

193-194. Pub Type- Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Career Education, Disabilities, Dis

advantaged, Educational Change, Educational Improvement, Educational Needs, Educational Trends, Education Work Relationship. *Futures (of Society), Job Skills, Limited English Speaking, *Role of Education, Secondary Education, *Social Responsibility, *Special Needs Students,

State Programs, Vocational Education Identifiers—California

This report describes conditions related to California's growth, diversity and economic development; assesses the current status of California's educational systems for students with special needs; suggests a conceptual framework for the employment preparation of children and youth; and speci. fies strategies for using the special needs program of the Career-Vocational Education Division as a leverage point for promoting broad change in vocational education. The report argues

for comprehensive view of quality in career-vocational education consistent with the state's needs as the first truly multicultural state in the nation. Finally, the report examines the role of career-vocational education programs in ensuring valued social roles for children with special needs. (74 endnote references.) (KC) ED 315 629

CE 054 193 Apolloni, Tony, Ed. VERS Handbook for Administrators on Ca

reer-Vocational Education Services for Disadvantaged Students and Students with Handicapping Conditions. Fourth Revision. Im

pact Programs, Sonoma State Univ., Rohnert Part. CA. California

Inst. on Human Services. Spons Agency-California State Dept. of Educa

tion. Div. of Career-Vocational Education. Pub Date—90 Note_223p.; Pages 163-166 have small, broken

print. Pub Type— Guides - Non-Classroom (055) EDRS Price · MF01/PC09 Plus Postage. Descriptors—*Career Education, Career Planning,

Cooperative Programs, *Disabilities, *Disadvantaged, Educational Finance, Federal Regulation, *Guidelines, Individualized Education Programs, Job Development, Job Placement, Labor Needs, Learning Modules, *Limited English Speaking, Mainstreaming, Program Development, Program Evaluation, Program Implementation, School Community Relationship, Secondary Education, *Special Needs Students, Staff Development, Student Evaluation, Units of Study, Vocational Edu

cation, Vocational Followup Identifiers-California, Vocational Education Re

source System

This handbook was produced by the California Vocational Education Resource System (VERS) to assist administrators in planning, implementing, and monitoring career-vocational education services for students with special needs (disabled, disadvantaged, or limited English proficient) in regular vocational education classrooms. The guide is organized in 17 modules covering the following: ideology; federal and state regulations, program planning; fund. ing and fiscal management; personnel development; community relations; coordination with community support agencies; student identification; student assessment; development of Individualized Education Programs (IEPs); classroom/program placement; instructional accommodations; learning centers; job market analysis; job development; job placement; and follow-up services. Each module is prefaced by a "time-saver” cover page that briefly defines the vocational education topic or process covered in the module, lists the sections of the module, and suggests ways in which it might be used. Supplementary materials are appended to some modules. (KC) ED 315 630

CE 054 194 Apolloni, Tony And Others Specially Yours. Free and Inexpensive Resources

for Assisting Handicapped, Disadvantaged and Limited-English-Proficient Students in Career

Vocational Preparation, Impact Programs. Sonoma State Univ., Rohnert Part. CA. California

Inst. on Human Services. Spons Agency-California State Dept. of Educa

tion. Div. of Career-Vocational Education. Pub Date—Jan 90 Note—386p.; For related documents, see CE 054

192-193. Pub Type— Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC16 Plus Postage. Descriptors—*Career Education, Career Planning,

*Disabilities, *Disadvantaged, *Educational Re. sources, Education Work Relationship, Instruc. tional Materials, *Limited English Speaking, Secondary Education, *Special Needs Students,

Vocational Education Identifiers—California

This resource manual is designed to assist educators to serve handicapped, disadvantaged, and limited-English-proficient students in secondary career-vocational education programs. It provides information in a concise format regarding materials, services, and equipment that are available at low or no cost to school personnel. Emphasis is on key elements such as transition from school to work, employability skills, infusion of academic core competencies, career awareness, and job-specific skills training. The first nine sections of the manual list materials on administration and accountability; assessment/career planning and counseling; community services and business; curriculum adaptations and instructional modifications; equal education; employability skills and job development; professional development news and networks; facility access; and child care for teenage parents. The format of the first nine sections includes title of resources, area of special needs, program areas, description, and availability from the Vocational and Occupational Information Center for Educators (VOICE) of the California Department of Education. The final section is an alphabetical index of resources by subject and title. (KC) ED 315 631

CE 054 197 McLean, Gary N. Facilitation of Case Studies Workshop and Paki

stan-Specific Case Development for the Advanced Management Course in Public Administration Phase 2 at the National Institute of Public Administration (NIPA) (Lahore, Pakistan, January 18-February 3, 1990). Final Re

port. Spons Agency-Academy for Educational Devel

opment, Inc., Washington, D.C.; Agency for International Development (Dept. of State), Washington, D.C. Pub Date Feb 90 Note-32p.; For related documents, see ED 277

892-895 and ED 313 506-507. Pub Type - Reports - Research (143) Tests/

Questionnaires (160) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Case Studies, Institutes (Training

Programs), Postsecondary Education, *Public Administration, Public Administration Educa

tion, *Teacher Developed Materials Identifiers—*Pakistan (Lahore)

This document describes the implementation and evaluation of a 2-week workshop designed to help the faculty of the National Institute of Public Administration (Lahore, Pakistan) develop case studies and accompanying teaching notes for use in their classes. The workshop, which was facilitated by the author, resulted in the development of nine case studies and notes, with three more cases and notes near completion. The document contains an executive summary; description of the scope of work; description of revision of cases developed under similar circumstances the previous year; description of development of the new cases; description of the case facilitation workshop, including its objectives; description of the workshop evaluation; seven recommendations; and eight appendices. The appendices consist of a list of the author's activities in support of the scope of work; agenda for the case study workshop; outline of the case study facilitation workshop; six references; workshop handouts; instrument for formative evaluation of the workshop; formative evaluation results; instrument for summative evaluation of the workshop; and the results of summative evaluation. (CML)

tional Education Act of 1984, recognizes the urgent national need for vocational programs that adequately serve limited-English-proficient (LEP) persons. In order to meet the need, vocational teacher education programs must be adapted to train preservice teachers to work with LEP persons in vocational education programs. Because requiring additional coursework is undesirable, curricular infusion is regarded as the most effective and realistic method to achieve this. The Bilingual Vocational Instructor Training (BVIT) Train the Trainers Project was conducted to provide inservice training to preservice trainers (vocational teacher educators) to help them infuse LEP-related content into their existing courses. During the project, content for such courses was identified, and a manual for infu. sion and adaptation was written. Guidelines were developed for adapting: foundations courses; methods courses; course construction/curriculum planning courses; and special needs courses. (A 22-item annotated bibliography was developed and is contained in this document along with the guidelines.) (KC) ED 315 633

CE 054 202 Tammer, Anthony M. Machine-Tool Technology Instructor's Source

book. Pub Date—89 Note-143p. Pub Type- Reference Materials - Bibliographies

(131) EDRS Price · MF01/PC06 Plus Postage. Descriptors—Instructional Materials, *Machine

Tool Operators, *Machine Tools, Manufacturing Industry, Resource_Materials, Skilled Occupations, Standards, *Trade and Industrial Education, Trade and Industrial Teachers

This document lists and annotates commercial and noncommercial resources pertaining to machine-tool technology. Following an introduction that explains how the document came to be written, the subjects of succeeding chapters are (1) periodicals; (2) associations; (3) audiovisual resources, including a subject index; (4) publishers, including a subject index for texts; (5) literature from private corporations, including a table of contents and addresses of the companies; (6) information systems and services; (7) miscellaneous resources, including comprehensive machining resources, selected American National Standards Institute (ANSI) standards, selected military specifications and standards, seminars, and other instruction; (8) resources prepared for the instructor, including periodicals, associations, information systems and services, and hardware; and (9) a selected machine-tool technology noncommercial curriculum resource bibliography. The document concludes with an index keyed to the processes used in machine-tool technology. (CML)

saw its potential and were determined to realize it. Early legislation and programs were sufficiently broad and flexible to allow the service to grow and adapt to changing circumstances as more resources became available, training needs changed, and technology offered varied delivery systems. Finally, the paper states that funding has been and will continue to be a challenge for adult vocational education and that delivery methods for adult programs will grow with new technology to meet future needs. (KC) ED 315 635

CE 054 205 White, Barbara Technology Education: Industrial Arts in Transi

tion. Hawaii Univ., Honolulu. Office of the State Direc

tor for Vocational Education. Pub Date—Feb 90 Note—35p. Pub Type - Information Analyses (070) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Curriculum Development, Demon

stration Programs, #Educational Change, Educational History, *Educational Philosophy, *Industrial Arts, *Models, Postsecondary Education, Program Improvement, Secondary Education, Technical Education, Technological Advancement, *Technology, Vocational Educa

tion Identifiers—Jacksons Mill Industrial Arts Curricu

lum

During the past 10 years, the field of industrial arts, stimulated by rapid technological changes, has changed its name and its focus to technology education. Industrial arts goals chronicled from the 1920s to the present indicate an increased emphasis on the study of industry and technology, critical consumer. ism, and the development of intellectual processes and interpersonal behavioral skills. A study of these changes by 20-year increments reveals how the discipline has changed from one that emphasized problem solving for a particular project to one that requires the application of problem-solving skills to global situations. Although there is still considerable disagreement among teachers, teacher educators, and technologists regarding what should be the content of technology education programs, a great number of content designs expand on the four technical systems of communication, transportation, manufacturing, and construction identified in the Jackson's Mill Industrial Arts Curriculum Theory document (1981). Some exemplary programs have gained the national spotlight. Some are statewide (New York, Virginia, Illinois); some are limited to specific areas within a state, and some school-specific. The best programs are those in which problem-solving and critical thinking experiences are provided for students. For teachers, this is a time for renewed professional commitment and growth to ensure that the technology education program takes its rightful place in the curriculum. (KC) ED 315 636

CE 054 209 Fahy, Patrick J. Adult Basic Education in Alberta: To and Beyond

1990. Pub Date—Nov 89 Note—16p.; Based on an address to the Alberta

Business Educators Association Annual Confer

ence (Edmonton, AB, October 20, 1989). Pub Type- Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Basic Education, •Adult

Learning, *Adult Literacy, *Adult Students, Cur. riculum Development, Educational Change, Ed ucational Improvement, *Educational Needs, Educational Philosophy, Educational Trends, Foreign countries, Futures (of Society), *Literacy Education, Program Development, Program Im

plementation Identifiers—* Alberta

The problem of adult illiteracy in Canada is now accepted as socially significant, whether defined in terms of numbers, impact on the economy, or implications for the future. A reasonable estimate would be that one in five Canadian adults has a severe enough problem with reading, writing, or arithmetic that his or her functioning in society is to some degree impaired. Some misgivings have arisen about present treatments of the illiteracy problem: financial resources have not been equitably available to adult basic education and literacy training, major resources have been dedicated to the upper end of the educational spectrum, and there does not seem to be a consistent philosophy for curriculum or pro

ED 315 632

CE 054 198 Friedenberg, Joan E. Ciccone, Janet K. Modifying Preservice Vocational Teacher Educa

tion Curricula: Preparing Teachers To Serve

Limited English-Proficient Students. Ohio State Univ., Columbus. Center on Education

and Training for Employment. Pub Date89 Note-40p. Pub Type-- Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Curriculum Development, Educa

tional Needs, English (Second Language), Fused Curriculum, Higher Education, *Integrated Curriculum, *Limited English Speaking, Non English Speaking, *Preservice Teacher Education, Second Language Learning, Teacher Education Programs,

*Teacher Educator Education, *Vocational Education Teachers

Federal legislation, such as the Education Amendments of 1976 and the Carl D. Perkins Voca

ED 315 634

CE 054 203 History of Adult Vocational Education in New

Brunswick. New Brunswick Dept. of Education, Fredericton

(Canada). Pub Date—89 Note—16p.; For a related document, see CE 054

158. Pub Type— Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Programs, *Adult Vocational

Education, Educational Change, *Educational History, *Educational Legislation, #Educational Philosophy, Educational Practices, Educational Trends, Foreign Countries, Futures (of Society), Postsecondary Education, *Program Develop

ment Identifiers—*New Brunswick

This paper traces the development of adult vocational education in New Brunswick from its beginning in 1918 to the present. Highlights summarize the adult vocational history before confederation and to World War I, when the first Vocational Education Act was passed in 1918. The paper then summarizes the events of World War I and the Depression years, World War II and the post-war years, and the 1960s to the present. A comparison of the 75 years shows that in 1918, 1,434 students were served, whereas in 1989, the number was more than 46,000. Courses increased from 26 to 162, and the number of full- or part-time teachers increased about 25 times. The budget went from $26,056 in 1918 to more than $88 million in 1989. The paper concludes that the pioneers of adult vocational education were strong, forward-looking persons who

Basic Education

This 2-year project attempted to improve local employment prospects of young adult Inuit in seven communities in the Keewatin Region in the Canadian Northwest Territories by providing them computer-assisted instruction (CAI) in adult basic education and high school equivalency upgrading programs; business, financial, and telecommunications software applications; and advanced topics such as higher math, physics, and chemistry. The programs operated at the level and pace of each learner. Data were gathered using a variety of qualitative and quantitative methods in order to address the five anticipated results of the project. The anticipated results of the project and whether they were achieved were as follows: (1) the training did attract and maintain the interest of a greater segment of the target population, as evidenced by enrollment increases in all programs, including typically lowprestige compensatory education programs upon which the computer technology seemed to confer prestige; (2) the training did not produce faster progress in academic training in that there were no differences between the Tests of Adult Basic Education scores of the computer-assisted students and those of Inuit students in other regions who did not have access to CAI; (3) the training did provide job readiness skills, including improved reading and speaking skills, greater awareness of and realism regarding their goals, skill at using software applications programs, and greater writing ability; (4) the training did increase students' chances of obtaining employment, with 46 percent of graduates employed 6 months after the course ended and the most common reason given for unemployment being the pursuit of more training; and (5) the training did develop an effective new educational model for the North, of which computers will be part. (The document contains copies of instruments and 24 tables.) (CML)

gram development or for instruction of adults at the literacy level

. These perceptions of needs lead to the argument that the development of more effective literacy training programs and delivery systems must start with the needs and preferences of the students, addressed innovatively. Future programs should take into account the functional, the personal, and the cultural/social reasons for attendance in training, and they should attempt to provide learning opportunities in all of these areas for those who wish them. Finally, effective programs must respect the fact that the learners are adults and therefore must provide choices and be extremely flexible in terms of pace and location of training; in other words, they should treat students as "customers." (KC) ED 315 637

CE 054 212 Clarke, Mallory Goodwill Literacy Tutor Handbook. Fourth Edi

tion. Goodwill Literacy Adult Learning Center, Seattle,

WA Pub Date—Jan 89 Note—88p.; Last section contains some pages with

poor type quality. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adult Basic Education, * Adult Liter

acy, Basic Skills, Functional Literacy, *Language Experience Approach, *Literacy Education, *Reading Strategies, Reading Writing Relationship, Tutoring, *Voluntary Agencies Identifiers—*Goodwill Industries of America

This document consists of eight sections. The first section contains the mission statement of the Goodwill Literacy program, a description of the program, statistics on literacy, and the answers to questions tutors are commonly asked. Section 2 contains statements from students in the program obtained in February 1988, a description of students in the program, a page designed to help identify learning styles during a workshop, and a graphic that shows the relationship between different reading methods. Section 3 explains a method called Language Experience Stories that is frequently used in the program, strategies for helping students read aloud, the use of taped books, how to teach sight words, how to teach word patterns, and how to use phonics in reading instruction. Section 4 addresses how to teach writing, including spelling, poetry, making lists, and using cinquains (five-line patterns for developing poems) as a teaching technique. Chapter 5 is about how to increase students' comprehension and critical thinking as it pertains to reading. Section 6 contains guidelines for assessing adult literacy materials. Section 7 contains information on lesson planning and includes forms on which lesson plans can be developed. Section 8 contains a 20-item bibliography and six narratives reprinted from articles, speeches, and books. The narratives are “The Concept of the Active Words,” by Jonathan Kozol; a speech on the Highlander Citizenship Schools by Bernice Robinson; “Empowerment and Tutoring" by Kathleen Phillips; the summary section of “A Look at Illiteracy in America Today-The Problem, the Solutions, the Alternatives" by Michael Fox; "Literacy/Illiteracy in an International Perspective" by Carman St. John Hunter; and “Popular Education: Concept and Implications” by Francisco Vio Grossi. (CML) ED 315 638

CE 054 215 Fahy, Patrick J. Keewatin Region Educational Authority Pilot

Adult Education Project: Computer-Assisted

Learning. Final Report. Alberta Vocational Centre, Edmonton. Spons Agency-Canada Employment and Immi

gration Commission, Ottawa (Ontario).; Keewatin Regional Education Authority, Rankin Inlet

(Northwest Territories). Pub Date-Jul 89 Note-145p.; For related reports, see ED 298 297,

ED 303 611, and ED 305 461. Pub Type - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Academic Achievement, Adult Basic

Education, Chemistry, *Computer Assisted Instruction, Computer Software, *Computer Uses in Education, *Education Work Relationship, Employment Potential, *Eskimos, Foreign Countries, *Individualized Instruction, *Job Skills, Mathematics Education, Physics, Science

Curriculum, Student Attrition Identifiers—Northwest Territories, Tests of Adult

tary Secondary Education, Outcomes of Educa. tion, *Relevance (Education), School Business Relationship, Special Needs Students, *State Cur

riculum Guides, *Statewide Planning Identifiers—Ohio

This document describes Ohio's career education model in six sections. Section 1 explains the educational philosophy on which the model is based. Section 2 lists the seven developmental areas (self, individual and environment, economics, world of work, education and training, employability and work adjustment skills, and decision making) the model covers and the general goal statements for each. Section 3 lists the four grade-level components (motivation for grades K-6, orientation for grades 7 and 8, exploration for grades 9 and 10, and preparation for grades 11 and 12) and learner objectives for each. Section 4 describes the seven core functions that must be provided in every Ohio career education program (career assessment, career information, staff development, community involvement, curriculum, career-related instructional materials, and coordination of staff and activities). Section 5 describes the five special concerns that career education programs must address: combating sex-role stereotyping and sex bias; equitably addressing the career education needs of disadvantaged, minorities, women, persons who speak limited English, handicapped persons, and talented and gifted students; developing effective linkages with guidance counselors; initiating cooperative programs with job placement personnel; and providing awareness of major societal trends. Section 6 describes the career education delivery system in terms of student outcomes and the roles of teachers, counselors, and administrators. (CML) ED 315 641

CE 054 222 Banks, J. A. G. And Others The Single European Market and Its Implications

for Educational and Vocational Guidance Ser

vices. CRAC Occasional Paper. Careers Research and Advisory Centre, Cambridge

(England). Report No.-ISBN-1-85324-286-1 Pub Date-89 Note-25p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cooperative Programs, *Educational

Mobility, Foreign Countries, Guidance Programs, Higher Education, International Cooperation, International Education, "International Educational Exchange, International Programs, *Occupational Mobility, *Second Language In

struction Identifiers—*Common Market (Europe)

By 1992, the Single or Common Market in Europe will provide freedom of movement of goods, persons, services, and capital. From the viewpoint of educational and vocational guidance services, the most important effect of the Single Market is its likely impact on educational and occupational mobility. The two major obstacles toward freedom of movement within the European community that remain are nonrecognition of qualifications froni one member state to another and inadequate mastery of foreign languages. Two major education and training programs, COMETT and ERASMUS, have been established by the European Community. COMETT provided funds for the development of university-industry partnerships nationally and transnationally, and for a range of exchanges, joint projects, and joint development work designed to promote gradual Europeanization of universitylevel technical training. The aim of ERASMUS is to ensure that all students in higher education are able to study for part of their course in another member state. A new program, LINGUA, has been adopted to improve the qualifications and competence of modern language teachers, develop interuniversity cooperation in modern language teaching, and support the development of modern language learning in firms. The following are three practical implications of these trends for educational and vocational guidance services: (1) the need for extended information on educational and occupational opportunities across the European community; (2) the need for improved support services for those who move across national boundaries; and (3) the raising of expectations for guidance services in countries where they are currently ill developed. (Initiatives are described and six references are included in the document.) (CML) ED 315 642

CE 054 224

ED 315 639

CE 054 216 Heslop, Yvonne, Ed. Strategies and Innovations for Nonformal Educa

tion for Women. ASPBAE Courier No. 46. Asian - South Pacific Bureau of Adult Education. Pub Date-Jul 89 Note—96p. Journal Cit—ASPBAE Courier; n46 Jul 1989 Pub Type- Collected Works - Serials (022) — Reports - Descriptive (141) – Collected Works

Proceedings (021) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Administrators, Adult Education,

Civil Rights, Comparative Education, Developing Nations, Foreign Countries, *Nonformal Education, *Nontraditional Education, Rural Education, Rural Population, *Womens Educa

tion Identifiers—* Asia, *Pacific Region

This document contains papers that were pres. ented at a 1988 conference on nonformal education for women held in Guangzhow, China, and organized by the Asian South Pacific Bureau of Adult Education in association with the Chinese Federation for Women, the Guangzhou Adult Education Association, and Caritas Hong Kong. The following 12 papers are included: “The Prospects for Women's Adult Education in China" and "A Brief Account

Chinese Institute for Women Administrators" (China Institute for Women Administrators); “Educational Situation of Women in Thailand" (Skrobanek); "The Situation of Education for Women in the Philippines" (de Vera); "Problems and Solutions for Women's Education in China" (Min); “Non-formal Education for Women in Korea" (Cheong); “Women's Education in Singapore" (Lum); “Women in Sri Lanka: Current Status and Alternative Programs in Education" (Gunawardena); “Women in Hong Kong-Adult Education" (Wong); “Fiji-Women, Education, Development" (Bola Bola); “Some Thoughts on Education and Women's Legal Rights" (Bradley); and “Explorations of Adult Education for the Rural Women of Sichuan Province" (Ming). (CML)

Rugumayo, Edward B., Comp. Ibikunle-Johnson,

Victor O., Comp. Environmental Education through Adult Educa

tion. A Manual for Adult Educators, Instructors,

Teachers and Social Extension Workers. African Association for Literacy and Adult Educa

tion, Nairobi (Kenya). Spons Agency-German Adult Education Association, Bonn (West Germany).; United Nations En

vironment Programme, Nairobi (Kenya). Pub Date—87 Note-148p. Available from African Association for Literacy

and Adult Education, P.O. Box 50768, Nairobi, Kenya ($10.00 plus postage; 10 copies or more: $7.50 plus postage). Pub Type— Guides · Non-Classroom (055) EDRS Price · MF01/PC06 Plus Postage. Descriptors—* Adult Education, Community Edu

cation, Developing Nations, Economic Development, *Environmental Education, · Extension Education, Foreign countries, Forestry, *Health Education, Industrialization, *Population Educa

tion, *Rural Development Identifiers—*Kenya

The purpose of this manual is to make available to adult educators and field extension workers in Kenya resource material that may be used in formal and nonformal training programs for the environmental education of a wide range of target groups. The document begins with a 26-item glossary, an introduction, a section on the document's use, background and context material, a philosophy and rationale section, and a section on perspectives on adult education. Thereafter come four sections that contain concepts, principles, processes, problems, issues, and ideas that are relevant to the themes of environmental health; agroforestry and rural development; population, environment, and development; and urban/industrial development. Within these four sections are bibliographies with a total of 79 references. A section on methodologies and instructional aids concludes the document. (CML) ED 315 643

CE 054 225 Miller, Minor R. Apprenticeship/Training in Correctional Institu

tions. Pub Date—5 Dec 89 Note—11p.; Paper presented at the American Vo

cational Association Convention (Orlando, FL,

December 5, 1989).
Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Apprenticeships, *Correctional Ed.

ucation, *Correctional Rehabilitation, Federal Programs, Federal State Relationship, Futures (of Society), Job Training, Labor Market, Labor Needs, Outcomes of Education, Postsecondary Education, *Program Effectiveness, *Program Implementation, Skilled Occupations, Skilled

Workers, State Programs, Trainees Identifiers—*Bureau of Apprenticeship and Train

ing

Apprenticeship training is structured on-the-job training combined with related classroom instruction. Most apprenticeship training is paid for by private businesses, with some training paid for by organized labor. Some apprenticeship programs have been developed in correctional facilities, both federally operated and state-operated institutions. Currently, more than 125 apprenticeship programs, with several thousand participants, have been set up throughout the country with help from the Bureau of Apprenticeship and Training of the U.S. Department of Labor. Some of the programs are for inmates only, some for corrections facilities staff, and many for both. Some prisoners have successfully completed apprenticeship programs and have gone on to become successful employees of private businesses or industries. Some of the problems of implementing a correctional apprenticeship program include getting minimum wage waivers, giving related instruction outside of vocational education or community college facilities, administration, and transfer of inmates from one facility to another. Although setting up an apprenticeship program can be difficult, it is worth the effort. One study showed that the recidivism rate for prisoners who had completed an apprenticeship program was one-third the rate of others released. Such programs can help prepare prisoners while helping to prepare the work force needed for the future. (KC) ED 315 644

CE 054 228

Prepare for a Community Survey. Second Edition.

Module A-1 of Category A-Program Planning, Development, and Evaluation. Professional

Teacher Education Module Series. American Association for Vocational Instructional

Materials, Athens, Ga.; Ohio State Univ., Columbus. Center on Education and Training for Em

ployment. Spons Agency–Department of Education, Wash

ington, DC. Report No.-ISBN-0-89606-268-6 Pub Date—90 Note—77p.; For a related module, see ED 302 689. Available from-American Association for Voca

tional Instructional Materials, 120 Driftmier Engineering Center, University of Georgia, Athens,

GA 30602. Pub Type— Guides - Classroom - Learner (051) —

Tests/Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Community Cooperation, *Commu

nity Surveys, *Competency Based Teacher Education, Educational Objectives, *Occupational Information, *Program Development, Program Evaluation, Vocational Education, *Vocational Education Teachers

One of a series of 127 performance-based teacher education modules, this document teaches how to conduct a community survey. The modules are based on competencies identified and verified through research as being important to successful vocational teaching at the secondary and postsecondary levels. In addition, they have been found useful in the preparation of other occupational trainers. The document consists of the following elements: (1) foreword that describes the development of the modules; (2) an introduction; (3) a section that explains the module's contents; (4) the five learning experiences; (5) the terminal (sixth) experience, which requires students to prepare for a community survey while working in an actual teaching situation and includes a form on which their competence can be documented; (6) a page that explains how to use the module series; and (7) a list of all modules in the series. In order to achieve the objectives in the learning experiences, students must develop a plan to obtain administrative approval for conducting a community survey, develop a plan to organize a steering committee to assist with a hypothetical survey, identify the geographical area in which to conduct a hypothetical survey, write letters to hypothetical people in local and state agencies and critique the performance of a teacher in a case study, and develop a complete plan for conducting a community survey using the background information given. All learning experiences include information sheets, case situations, and feedback in the form of model responses or checklists. Some experiences include samples and additional student activities such as letter-writing and budget-preparation. (CML) ED 315 645

CE 054 229 Office Workers Stress Survey Results. North Carolina Communications Workers of Amer

ica.; North Carolina Occupational Safety and

Health Project, Durham. Pub Date-Mar 85 Note—23p.; The three-page survey instrument has

extremely small type which will not reproduce

well. Pub Type- Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adults, Data Processing Occupa

tions, Health Conditions, Human Factors Engineering, Injuries, Keyboarding (Data Entry), *Labor Conditions, Microcomputers, *Occupational Safety and Health, Online Systems, Safety, *Special Health Problems, Stress Variables, *Tel. ephone Communications Industry, *Video Display Terminals, Word Processing, Work

Environment
Identifiers-North Carolina

A survey of office workers employed by North Carolina telephone companies was conducted to de. termine the extent and types of health problems experienced by office workers who use video display terminals (VDTs). Data were gathered by ques. tionnaires mailed to 2,478 office workers, with 966 responses. Questions concerning a wide range of health effects and working conditions were asked. Ninety-five percent of the respondents were women, most aged 20-40 years. Some of the results of the survey were as follows: (1) VDT users who use a VDT for more than half of their work day

experienced significantly higher rates of health problems than non-VDT users, including increased rates of eyestrain; back, neck, arm, and hand pain; stress-related problems; and chronic health problems-hypertension and angina; (2) poor workstation design factors, including lack of adjustable controls for VDT screen angle, brightness, glare, and chairs providing inadequate back support, were associated with increased rates of health problems for both VDT and non-VDT office workers; (3) these health problems were further aggravated by jobs that involved low job control and/or high job demands; and (4) there was a significant relationship between angina and VDT use. Recommendations were made for improvements in the following areas: VDT and workstation design; workplace design; stress reduction; training; research; and government action. The survey instrument is included. (KC) ED 315 646

CE 054 230 Kirchner, Charles, Ed. A Business Plan Outline. Illinois State Dept. of Commerce and Community

Affairs, Springfield. Pub Date—Jun 89 Note—18p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Business Adminis

tration, Business Education, *Business Skills, *Credit (Finance), Marketing, Money Management, Planning

This document identifies the information that should be included in a business plan, and in what order, to make it an effective management tool and an effective tool to communicate a proposed or existing company's strengths and potential to potential financiers. Following an introduction, the document explains the following sections of a business outline: (1) a plan summary; (2) description of the company and its industry; (3) description of the product or service; (4) market analysis; (5) marketing strategy; (6) description of operations; (7) description of management and organization; (8) schedule of activities; (9) list of critical risks and problems; (10) financial information; and (11) conclusion. Five appendices provide a sample projected cash flow statement, a sample projected income statement, sample income statement explanations, a sample projected balance sheet, and sample balance sheet explanations. (CML) ED 315 647

CE 054 231 Lamb, Melissa, Ed. And Others Small Business Information Bibliography. Re

vised. Illinois State Dept. of Commerce and Community

Affairs, Springfield. Pub Date—Oct 89 Note—98p. Pub Type Reference Materials - Bibliographies

(131) EDRS Price - MF01/PC04 Plus Postage. Descriptors_*Business Administration, Citations

(References), Databases, Employer Employee Relationship, «Entrepreneurship, Marketing, *Money Management, *Personnel Management, Postsecondary Education, Publications, Resources, *Small Businesses

This annotated bibliography lists a wide variety of print materials that may be helpful to small business owners in acquiring the knowledge necessary to manage their businesses. The bibliography is arranged in chapters by main functional topics. In each chapter, subcategories of interest are then listed, and entries are arranged alphabetically within each subcategory. Most entries include publishers' addresses and prices. The 11 chapters of the bibliog. raphy list the following: (1) general resources, directories, periodicals, trade journals, statistical reports, and other information; (2) publications of the U.S. Small Business Administration; (3) textbooks, handbooks, manuals, and workbooks on business management, theory, and planning; (4) publications that provide guidance on getting into or out of a business; (5) information sources for legal and insurance issues; (6) publications on financing a new business and managing money in a business; (7) marketing and promotion resources; (8) personnel management publications; (9) day-to-day business management information; (10) references on computers and data processing; and (11) databases, online services, and database vendors. (KC)

computer programs, and making full use of Unesco's participation program.) Appendix 1 provides the seminar agenda and program. National reports on international education at the adult education level are provided in Appendix 2. They include "International Education in the Framework of Adult Educa. tion in Austria" (Gisinger); "International Education: Fresh Impulses to Lifelong Learning, a German View" (Schoefthaler); "International Education and Finnish Adult Education" (Akerlund, Seligman, Kajanto, Ayras, and Berndtson); “Education for International Understanding in Informal Adult Education in Hungary" (Maroti); “Principal Elements of Basic Adult Education" (AndelaBaur); “Education for International Understanding, Cooperation, and Peace in the Polish Adult Education System" (Cieslak); and "International Education for Adults in Yugoslavia" (Radic). Appendix 3 contains "Information Paper on the Unesco's Pilot Project in Sweden" (Thelin). Two addresses by the Unesco representative, C. Okai, that were delivered at the seminar are included in Appendix 4. Appendix 5 provides a list of participants. Appendix 6 lists "The Meeting in Finland 1987" recommendations for Unesco. (CML)

Resource Guide to Supplemental Services. Colorado State Univ., Ft. Collins. School of Occu-

pational and Educational Studies. Spons Agency-Colorado State Community Coll.

and Occupational Education System, Denver. Pub Date Oct 88 Note 466p.; Appendixes printed on colored stock. Available from-Occupational Special Needs,

School of Occupational and Educational Studies, Colorado State University, Fort Collins, CO

80523 ($20.00). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Advisory Committees, Community

Programs, *Disabilities, *Disadvantaged, Educational Resources, English (Second Language), Federal Legislation, Limited English Speaking, Postsecondary Education, Program Evaluation, *Pupil Personnel Services, Pupil Personnel Workers, Secondary Education, State Legislation, State Programs, Student College Relationship, Student Evaluation, *Student Personnel Services, Student Personnel Workers, Student School Relationship, Two Year Colleges, *Vocational Education, Vo

cational Evaluation Identifiers—*Colorado

This resource guide establishes guidelines for the effective development, implementation, and management of a supplemental services program to serve disadvantaged, handicapped, and limited-English-speaking students in vocational education programs (especially in Colorado). The guide provides an overview of the necessary components of a supplemental services program, including recommended practices. In addition, sample forms, brochures, and lists of materials and community resources are included to assist in the development and operation of the program. The nine chapters of the guide cover these facets of a supplemental services program: (1) overview of supplemental services; (2) related legislation; (3) role and function of supplemental services coordinators; (4) vocational assessment; (5) secondary-level program implementation; (6) postsecondary-level program implementation; (7) advisory commitiees; (8) public relations; and (9) program evaluation, reporting, and funding. An 81-item bibliography concludes the guide. Relevant appendixes are attached to each chapter. (KC) ED 315 649

CE 054 235 Dean, Gary J. Factors Affecting Participation of Displaced

Workers in Retraining: A Literature Review. Pub Date-89 Note-52p. Pub Type-- Information Analyses (070) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Adult Education, Adult Programs,

Career Development, * Dislocated Workers, Industrial Psychology, Job Layoff, Job Training, *Motivation, *Participant Characteristics, *Participation, Postsecondary Education, *Retraining, *Structural Unemployment, Unemployment

This document offers a selected review of literature relevant to retraining displaced workers. A description of the economic conditions leading to the displacement of workers, the nature and scope of the displaced worker problem, and factors potentially affecting displaced workers' participation in adult education and training programs is presented. These factors are categorized into four areas: the psychological impact of involuntary job loss, career development issues, the motivational basis for participation in adult education and training programs, and the logistical factors concerning the reemployment and retraining of displaced workers. Some of the factors favorable toward dislocated workers' participation in retraining include the following: (1) ability to work through psychological stages of job loss; (2) higher self-esteem; (3) encouragement from family and counselors; (4) a future orientation; (5) having an understanding of the reason for job loss; (6) having a high internal motivation for career change; (7) being in the “late establishment" stage of career development; (8) having career aspirations; (9) awareness of the process of career planning; (10) having a high value placed on education by family of origin; (11) success in previous educational activities; (12) participation in previous adult education; (13) additional sources of family income; (14) having lower-level skills; (15) having information about training sources; and (16) being a younger and less educated worker. Thirty-three references are included. (KC)

ED 315 650

CE 054 248 Thompson, Lawrence H. Job Training Partnership Act: Participants, Ser.

vices, and Outcomes. Statement before the Committee on Education and Labor, United States

House of Representatives. General Accounting Office, Washington, D.C. Div.

of Human Resources. Report No.-GAO/T-HRD-88-31 Pub Date-29 Sep 88 Note—25p. Pub Type— Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Accountability, *Adult Vocational

Education, Educational Assessment, *Education Work Relationship, Employment Opportunities, Employment Potential, Job Skills, Labor Force Development, *On the Job Training, *Outcomes of Education, Program Evaluation, Work Expe

rience Programs Identifiers—*Job Training Partnership Act 1982

The U.S. General Accounting Office studied the characteristics of individual participants in training provided by the Job Training Partnership Act (JTPA), the kinds and intensity of services they received, and the occupations in which they were employed after leaving the program. Visits to 63 randomly selected service delivery areas provided information on 5,500 adult participants, which was included in a database for one complete program year that is projectable to JTPA service delivery areas and program enrollees nationwide. Two significantly different groups of participants and nonparticipants eligible for participation-those who experience less difficulty in the labor market and those who experience more difficulty-were constructed from demographic statistics, employment data, the results of previous research, expert opinion, and multiple regression analysis on Current Population Survey data. The following major findings are reported: (1) the study found little evidence that service was being targeted to those eligible adults whose demographic characteristics suggest they may have been least ready to obtain employment on their own when they came into the program; (2) the least job-ready group tended to receive less intensive services than those who were more job ready; (3) participants obtained jobs with skill levels similar to the skill level of their training, which may indicate that outcomes could be improved if more people were trained for more highly skilled jobs; and (4) some long-term contracts with employers for excessive on-the-job training periods may indicate that they were actually receiving wage subsidies. (CML)

ED 315 652

CE 054 253 Frick, Martin Williams, David L. Keeping Up-to-Date through an Agricultural Sci

ence and Technology Periodical. Pub Date—Dec 89 Note-8p.; Paper presented at the American Voca.

tional Association Convention (Orlando, FL, De

cember 1989). Pub Type - Speeches/Meeting Papers (150)

Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Agricultural Education, *Instruc

tional Materials, Lesson Plans, *Periodicals, Resource Materials, Scientific and Technical Information, *Technology Transfer Identifiers-Future Farmers of America, Science of

Food and Agriculture (Journal)

Because new developments in agriculture occur daily, periodicals, not textbooks, contain the most up-to-date information available about agricultural topics. Developing lessons from applicable periodicals will facilitate the delivery of a modern agricultural

program. The periodicals should view agriculture from a global perspective and focus on science and technology current to agriculture, not just on production agriculture. The periodical should build upon the philosophical principles-experiential learning, problem solving, and decision making that have been the foundation of vocational agriculture. The periodical that meets that criterion is “Science of Food and Agriculture," published by the Council for Agricultural and Science Technol. ogy (CAST) as a resource for classroom use. The comments and suggestions of teachers have shaped the publication into an easy-to-read, ready-to-use resource. Complex subjects have been "boiled down" so that the general public can understand them. The articles focus on subjects adaptable to various classroom situations. Articles are accompanied by related study questions, a learning activity, and/or an experiment. A 1988 workshop at lowa State University resulted in the development of 15 complete agricultural science lesson plans using articles from "Science of Food and Agriculture" as references. The next issue will be distributed by the National Future Farmers of America to all chapters, state supervisors, state officers, and university agriculture education departments. The publication can be used at both the high school and university levels. (CML)

ED 315 651

CE 054 250 International Education for Adults. Sub-Regional

European Seminar on International Education for Those Responsible for Non-Formal and Adult Education (Murikka, Finland, June 7-12, 1987). Final Report. Publications of the Finnish Na.

tional Commission for Unesco No. 43. Finnish National Commission for UNESCO, Hel.

sinki. Report No.-ISBN-951-47-1531-4 Pub Date—88 Note—97p.; Reduced size type throughout. Pub Type - Reports - Descriptive (141) Col

lected Works - Proceedings (021) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Adult Education, Comparative Ed

ucation, Foreign Countries, International Education, International Educational Exchange,

Nonformal Education Identifiers-Austria, Finland, Germany, Hungary,

Poland, Sweden, Yugoslavia

This document includes three parts and six appendixes. Part 1 is the general report of the 1987 Unesco seminar on international education for adults held in Finland. Among the topics covered are key issues and the role of leaders of nonformal education and of adult educators in international education. Part 2 provides the reports of four working groups: (1) adult educators' training; (2) methodology; (3) educational equipment and materials; and (1) research and experimentation. Part 3 provides 11 recommendations for Unesco to imple. ment. (The recommendations center around assisting adults and fostering international exchange and cooperation, developing concepts of continuing education and inservice training, establishing networks, offering workshops, promoting public libraries, supporting and encouraging the translation of literature, improving the supply of database and

ED 315 653

CE 054 254 Bjorkquist, David C. Corporate Takeovers: Assessment of Resulting

Training Needs. Training and Development Re

search Center Project Number Thirty-Three. Minnesota Univ., St. Paul. Dept. of Vocational and

Technical Education. Pub Date-Dec 89 Note-27p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adults, *Corporate Education, *Industrial Training, *Organizational Climate, Resource Allocation, Staff Development, Standards,

*Trainers, Training Objectives Identifiers—*Corporate Takeovers

This document reports on a study of the training needs that result from actual or impending corporate takeovers, based on needs assessments at three

Page 5

tests). The resource section contains a 13-page list of curriculum guides, textbooks, and references; lists of periodicals, publishers, media sources, resource centers, suppliers, and associations; and sample forms. (CML)

corporations conducted by students as part of a university class over a period of 10 weeks. The first section describes the study's background and methodology. The qualitative research methodology used in the needs assessments involved framing the problem, gathering data, interpreting it, restating the problem, and cycling through the other processes again to improve reliability and validity. This recycling process occurred several times in each needs assessment. Follow-up interviews were conducted with training personnel in the firms in which the needs assessments initially took place. The second section describes the purposes of the document, which include reporting on changes in the training staff and financial resources provided, newly assigned training goals, and the perspective toward the takeover of those who are directing the training effort. Section 3 describes incidents associated with unwanted and friendly threatened takeovers and addresses possible implications and questions raised. Section 4 deals with the period of adjustment after the takeover, highlighting changes in function, changes in scope and focus, changes in performance standards, potential problems, and changes in corporate culture. Section 5 explores decisions to be made by the trainer, including whether to act or react. Section 6 poses continuing research questions. Section 7 is a short conclusion. (CML)

256. Pub Type - Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Adult Basic Education, Adult Liter

acy, •Correctional Rehabilitation, Criminals, *High School Equivalency Programs, Literacy Education, *Participant Satisfaction, *Program Attitudes, Program Implementation, *Program Improvement, Tutoring, Vocational Rehabilita

tion Identifiers—*Exoffenders, General Educational

Development Tests, *Project PROVE

Project PROVE (Parolees and Probationers Realize Opportunities via Education) provides adult literacy and General Educational Development (GED) test preparation for paroled offenders in Louisville, Kentucky. Released offenders are either required or encouraged to attend the program by their parole officers. Interviews with 12 program participants, age ranging from 20 to 39-selected so that half of the group was male and half female, half white and half black-were conducted to assess the program and provide input for recommendations for improvement for the second project year. Program participants were generally positive about the teachers, the opportunities to acquire the GED, and their increased self-esteem and ability to think about the future. They, along with their teachers and the project director, noted that they often lead chaotic lives, going from crisis to crisis, which prevented them from getting the full benefit from the program. Recommendations for strengthening the program included that: (1) attendance be mandatory; (2) judges, correctional officers, and “significant others” of participants be included in receptions and kept aware of participant progress; (3) child care be provided; (4) locations and access be considered; (5) more materials be provided, especially consumables for lower-reading students; (6) a clinical psychologist be hired to help participants solve their immediate problems and make lasting life changes; and (7) a vocational training component be added. (KC)

ED 315 654

CE 054 256 Project PROVE. Parolees and Probationers Real

ize Opportunities via Education. Final Report 1988-89. A National Adult Education Discretion

ary Program. Jefferson County Public Schools, Louisville, Ky. Spons Agency-Department of Education, Wash

ington, DC. Pub Date—89 Note—67p.; For a related document, see CE 054

257. Pub Type- Reports - Research (143) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Adult Basic Education, *Adult Liter

acy, Attitude Change, Computer Assisted Instruction, *Correctional Rehabilitation, Demonstration Programs, Group Instruction, High School Equivalency Programs, Individualized Instruction, *Instructional Effectiveness, Peer Teaching, Teaching Methods, Tutors, Vol

unteers Identifiers—*Exoffenders, General Educational

Development Tests, Kentucky (Louisville)

Project PROVE was a 1-year research project that determined the effectiveness of specific adult basic education (ABE) instructional techniques compared to those used in traditional ABE programs. The effectiveness of a strong communication linkage between the Jefferson County Probation and Parole Office (JCPPO) and Jefferson County Public Schools in increasing the participation and success of the clients was also examined. Beginning in November 1988, clients referred by the JCPPO to the public schools received systematic, individualized instruction involving teacher-directed group instruction, individualized self-instruction, computer-aided instruction, volunteer tutors, and peer tutors. Each student spent 3 hours in class each day. Of the 215 probationers and parolees referred to Project PROVE, 123 individuals were assessed and enrolled. Thirty of the enrollees were women, and 93 were men. Seventy enrollees were black, and 53 were white. During the year of project operation, 13 General Educational Development (GEDs) diplomas were awarded, and 12 other individuals had begun the GED testing process. Quantitative data showed grade-level increases and GED passing rates significantly greater than those customarily seen in a traditional adult education setting. A monitoring process was found essential to ensure enrollment and ongoing participation with this population. Qualitative information indicated that the teaching philosophy and techniques implemented in this project had a positive effect in changing attitudes and perceptions. (Eleven appendices contain an instructional preference scale, two graphic explanations of the project's instructional design, a referral form, an education plan form, a weekly progress report, and three charts and a table that report the study's findings.) (CML) ED 315 655

CE 054 257 Polis, Meta Tichenor, Jean Project PROVE: Research Report. Jefferson County Public Schools, Louisville, Ky. Pub Date—[89] Note-30p.; For a related document, see CE 054

ED 315 656

CE 054 295 Missouri Introduction to Materials and Processing

Technology. Instructor Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency-Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date—89 Note-442p. Available from-Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 60

0290-1: $31.80). Pub Type— Guides - Classroom - Teacher (052) EDRS Price · MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Construction (Process), High

Schools, Industrial Arts, *Manufacturing, *Technology Transfer, *Trade and Industrial Education Identifiers—*Materials Processing, Missouri, Pro

cessing Technology

This guide is intended to support a high school specialization course in materials and processing technology. The document contains three sections: (1) information on using the material; (2) a set of instructor guides for eight instructional units; (3) 15 technological activity modules and teacher and student instructions for their use; and (4) resources. The set of instructor guides contains instructional units on an overview of materials and processing technology, technological procedures, materials technology fundamentals, construction technology fundamentals, manufacturing technology fundamentals, materials and processing technology, ca

and leadership roles in materials and processing technology. Each guide contains a sample set of competencies, subject matter content, teacher plans and activities, student activities, and a list of resources and references. The technological activity modules are a set of representative activities that may be used to address each instructional unit's goals. The guide includes modules on problem solving, fiberglass fabrications, nondestructive testing, bridge construction, construction projects, concrete processing, jigs and fixtures, automated manufacturing, robotics, mass production, forming and managing a company, and

and leadership development. Each module includes an instructor component (objectives, com: span, materials list, teaching suggestions, and pa

posttests with answers) and a student component (competencies, glossary, materials list, activities, and pre

ED 315 657

CE 054 303 Brzozowski, Dick Admire, Myron Agricultural Construction Volume I. Arc Welding

Project Construction. Instructor's Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency-Missouri State Dept. of Elemen

tary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date—May 89 Note—295p.; For a related document, see CE 054

304. Available from-Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 10

7141-1: $21.75). Pub TypeGuides - Classroom - Teacher (052) —

Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—* Agricultural Education, Agricultural

Safety, Competency Based Education, Construction (Process), Educational Objectives, Metal Working, Occupational Information, Secondary

Education, *Skilled Occupations, *Welding Identifiers—* Agricultural Construction

This guide contains instructor's materials for teaching a secondary agricultural construction course consisting of instructional units on arc welding (8 lessons) and project construction (14 lessons). The materials for each unit include student objectives, a list of competencies from which the objectives were derived, suggestions for motivating students to study the unit, lists of references for the student and teacher, a competency profile on which student performance can be recorded, and the lessons. The lessons typically include study questions; student handouts, including job sheets and work sheets; questions to be used to evaluate student performance; teaching procedures, including some content material; and answers to evaluation questions. The appendices contain a checklist for accidents, a sample student accident report form, and software programs on trailer axle placement that can be used an IBM, Radio Shack, and Apple computers. (CML) ED 315 658

CE 054 304 Admire, Myron Maricle, Gary Agricultural Construction Volume II. Oxy-Gas and Other Cutting

Welding Processes. Woodworking, Metals, Finishing. Instructor's Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency-Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date-Jul 89 Note—362p.; For a related document, see CE 054

303. Available from-Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 10

7142-1: $19.75). Pub Type— Guides - Classroom - Teacher (052) –

Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—* Agricultural Education, Agricultural

Safety, Competency Based Education, Construc. tion (Process), Educational Objectives, «Finishing, *Metal Working, Occupational Information, Secondary Education, Shop Curriculum, *Skilled Occupations, *Welding, *Woodworking Identifiers—* Agricultural Construction, Cutting

Tools

This guide contains instructor's materials for teaching a secondary agricultural construction course consisting of instructional units on oxy-gas and other cutting and welding processes (10 lessons), woodworking (6 lessons), metals (10 lessons), and finishing (4 lessons). The materials for each unit include student objectives, a list of competencies from which the objectives were derived, suggestions for motivating students to study the unit, lists of references for the student and teacher, a competency profile on which student performance can be recorded, and the lessons. The lessons typically contain study questions; student handouts, including job sheets and other work sheets; questions to be

used to evaluate student performance; teaching procedures, including some content material; and answers to evaluation questions. (CML) ED 315 659

CE 054 316 Tharp, Bill Electronics. Module 1: Electronic Safety. Instruc

tor's Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency-Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date-89 Note-91p.; For related documents, see CE 054

317-319. Available from Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 703701-1: $10.30; student reference $3.45; worksheets $2.35). Pub Type— Guides - Classroom - Teacher (052) –

Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Competency Based Education, Edu

cational Objectives, *Electricity, *Electronics, * Electronic Technicians, *Hand Tools, Industrial Arts, Occupational Information, *Occupational Safety and Health, Secondary Education, *Shop

Curriculum Identifiers-Alternating Current

This guide contains instructor's materials for a three-unit secondary school course on electronic safety. The units are shop safety principles, hand tools, and alternating current safety and protection devices. The document begins with advice on its use and a cross-referenced table of instructional materials that show which materials in the guide (transparency masters, handouts, assignment sheets, and test items) are directed at which competency and instructional objectives. Each unit contains the unit objective, student objectives, a list of references, notes to the instructor, lesson plans, a unit test, and answers to the unit test. The lesson plans may include a glossary, information sheets, transparency masters, job sheets, assignment sheets, and test items. (CML) ED 315 660

CE 054 317 Everett, Jim Electronics. Module 2: Fundamentals of Electron

ics. Instructor's Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency–Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date_89 Note—341p.; For related documents, see CE 054

316-319. Available from-Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 705002-1; $36.50; student reference $8.70; work

sheets $13.10). Pub Type- Guides - Classroom - Teacher (052) —

Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Competency Based Education, Edu

cational Objectives, *Electric Circuits, Electricity, Electronics, *Electronic Technicians, Industrial Arts, * Measurement Equipment, Occupational Information, Secondary Education, *Shop Curriculum Identifiers-Electromagnetic Theory, Ohm Law of

Electricity This guide contains instructor's materials for a nine-unit secondary school course on fundamentals of electronics. The units are conductors, insulators, semiconductors, and atomic structure; basic concepts and sources of electrical quantities; Ohm's Law; units and conversions; use of multimeters; circuits; electromagnetics and electrostatics; alternating current signals and measurements; and reactive and resonant circuits. The document begins with advice on its use and a cross-referenced table of instructional materials that show which materials in the guide (transparency masters, handouts, assignment sheets, and test items) are directed at which competencies and instructional objectives. Each unit contains the unit objective, student objectives, a list of references, notes to the instructor, lesson plans, a unit test, and answers to the unit test. The lesson plans may include a glossary, information

sheets, transparency masters, job sheets, assignment sheets, and test items. (CML) ED 315 661

CE 054 318 Carter, Ed Murphy, Mark Electronics. Module 3: Digital Logic Application.

Instructor's Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency-Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date—89 Note—216p.; For related documents, see CE 054

316-319. Available from Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 705003-1: $17.25; student reference $7.50; work

sheets $6.80). Pub Type— Guides - Classroom - Teacher (052) —

Tests/Questionnaires (160)
EDRS Price - MF01 Plus Postage. PC Not Avail-

able from EDRS. Descriptors—Competency Based Education, Digi

tal Computers, Educational Objectives, *Electric Circuits, *Electricity, Electronics, *Electronic Technicians, Industrial Arts, Logic, Occupational Information, Secondary Education, *Shop Curric-

ulum Identifiers—*Digital Logic, Integrated Circuits,

Random Access Memory, Read Only Memory This guide contains instructor's materials for a 10-unit secondary school course on digital logic application. The units are introduction to digital, logic gates, digital integrated circuits, combination logic, flip-flops, counters and shift registers, encoders and decoders, arithmetic circuits, memory, and analog/digital and digital/analog conversions. The document begins with advice on its use and cross-referenced table of instructional materials that show which materials in the guide (transparency masters, handouts, assignment sheets, and test items) are directed at which competencies and instructional objectives. Each unit contains the unit objective, student objectives, a list of references, notes to the instructor, lesson plans, a unit test, and answers to the unit test. The lesson plans may include a glossary, information sheets, transparency masters, job sheets, assignment sheets, and test items. (CML) ED 315 662

CE 054 319 Slack, Don Electronics. Module 4: Circuit Construction Tech

niques. Instructor's Guide. Missouri Univ., Columbia. Instructional Materials

Lab. Spons Agency-Missouri State Dept. of Elemen

tary and Secondary Education, Jefferson City.

Div. of Vocational and Adult Education. Pub Date-89 Note-92p.; For related documents, see CE 054

316-318. Available from-Instructional Materials Labora

tory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (Order No. 705004-1: $9.70; student reference $5.45; work

sheets $2.90). Pub Type-Guides - Classroom - Teacher (052) —

Tests/Questionnaires (160)
EDRS Price - MF01 Plus Postage. PC Not Avail-

able from EDRS. Descriptors—Competency Based Education, Edu

cational Objectives, Electric Circuits, *Electricity, *Electronics, Electronic Technicians, Industrial Arts, Occupational Information, Re

pair, Secondary Education, *Shop Curriculum Identifiers—*Circuit Boards, *Soldering

This guide contains instructor's materials for a three-unit secondary school course on circuit construction techniques. The units are breadboarding circuits, solder/desolder circuits, and printed circuit board repair. The document begins with advice on its use and a cross-referenced table of instructional materials that show which materials in the guide (transparency masters, handouts, assignment sheets, and test items) are directed at which competencies and instructional objectives. Each unit contains the unit objective, student objectives, a list of references, notes to the instructor, lesson plans, a unit test, and answers to the unit test. The lesson plans may include a glossary, information sheets, transparency masters, job sheets, assignment sheets, and test items. (CML)

ED 315 663

CE 054 810 Fellenz, Robert A. Conti, Gary J. Learning and Reality: Reflections on Trends in

Adult Learning. Information Series No. 336. ERIC Clearinghouse on Adult, Career, and Voca

tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date89 Contract-R188062005 Note—44p. Available from-Publications Office, Center on Ed

ucation and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order

no. IN336: $5.25). Pub Type Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, * Adult Learning,

*Adult Students, Cognitive Processes, Cognitive Psychology, Cognitive Style, Critical Thinking, Cultural Context, Educational Research, Educational Trends, *Learning Strategies, Memory, Metacognition, Participatory Research, Social Action, *Social Environment

The focus of the adult education field is shifting to adult leaming. Current trends are the continued development of the concepts of andragogy and self-directed leaming, increased emphasis on learn. ing how to leam, and real-life learning. Cognitive psychology is influencing work in adult learning. The concept of intelligence as it relates to adults is moving away from the notion of IQ toward a recog. nition that intelligence has multiple aspects. Application of the concept of learning style has been hindered by confusion over terminology and lack of appropriate measurement instruments for adults. The teaching of learning strategies to adults tends to emphasize metacognition, memory, and motivation. Critical thinking is becoming more important in an environment complicated by an information explosion and rapid social and technological change. The influence of the social environment and culture upon learning is also being examined. The goal of learning in the social environment is action, often intended to cause social change. One method increasingly being used is participatory research, the ultimate goal of which is empowerment. Current trends in adult learning research point to a new image of the adult learner as an empowered learn. er-one who understands the learning process and the social environment and who can respond to the challenges of improving that setting. Adult educa. tors must take a more active stance to meet learner needs for individual development and social reconstruction. The shift of research focus to the adult learner holds potential for mending the fragmented nature of the field of adult education. (145 references.) (SK) ED 315 664

CE 054 811 Ross-Gordon, Jovita M. Adults with Learning Disabilities: An Overview for

the Adult Educator. Information Series No. 337. ERIC Clearinghouse on Adult, Career, and Voca

tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—89 Contract-R188062005 Note—64p. Available from-Publications Office, Center on Ed

ucation and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order

no. IN337: $7.00). Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Adult Basic Education, Adult Educa

tion, * Adults, *Cognitive Processes, Cognitive Psychology, Coping, Diagnostic Tests, #Educational Diagnosis, Independent Living, *Learning Disabilities, Neurological Impairments, *Psychoeducational Methods, Underachievement

Learning disabilities among adults are more prev. alent than was once believed, although estimates of numbers are difficult to make. Problems faced by adults with LD include difficulties with academic and information processing and adult life adjustment. Many adults with LD exhibit strengths that enable them to compensate for their disabilities and function successfully without supportive services. Key issues in assessment include the following: (1) assessment should be a means of helping the adult live more fully; (2) formal diagnostic tools appropri

ate for use with adults should be used with caution; and (3) assessment should consider the adult's ability to provide information about strengths, weaknesses, and goals. The following principles guide selection of diagnostic instruments: (1) consult standard guides to measurement to determine whether test norms apply to adults; (2) read reviews of test reliability and validity; (3) consider whether timed tests are appropriate; and (4) use input from intake interviews to determine a test's relevance for individual goals and needs. Intervention approaches should take into account principles of adult learn. ing. Policy concerns include increasing public and professional awareness; early intervention; training and staff development; a system of interinstitutional coordination of services; funding for assessment, diagnostic, and prescriptive services; and the impact on the family of an adult member with LD. Systematic research on LD causes, assessment, rehabilita. tion needs, and effectiveness of intervention approaches is needed. A comprehensive, holistic approach to assisting adults with LD should move away from a deficit focus and shift toward identifying talents, skills, and resources that can aid success in adult life. (184 references) (SK) ED 315 665

CE 054 812 Lytle, Susan L. Wolfe, Marcie Adult Literacy Education: Program Evaluation and

Learner Assessment. Information Series No.

338. ERIC Clearinghouse on Adult, Career, and Voca

tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—89 Contract—R188062005 Note86p. Available from-Publications Office, Center on Ed

ucation and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order

no. IN338: $8.75). Pub Type Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adult Basic Education, Adult Educa

tors, Adult Learning, *Adult Literacy, Competency Based Education, Educational Policy, *Evaluation Methods, *Evaluation Research, Functional Literacy, *Literacy Education, Measures (Individuals), *Program Evaluation, Reading Tests, Standardized Tests, *Student Evaluation, Student Participation

Adult literacy programs need reliable information about program quality and effectiveness for accountability, improvement of practice, and expansion of knowledge. Evaluation and assessment reflect fundamental beliefs about adult learners, concepts of literacy, and educational settings. Resources for planning program evaluations include surveys, handbooks, instruments, and policy studies. Evaluation issues include the following: (1) program goals and mission are subject to scrutiny and change; (2) data about teaching and learning are essential; (3) expanded outcome measures for learner progress are needed; and (4) the roles of staff, managers, learners, and external evaluators affect the evaluation process and outcomes. Four major approaches to learner assessment are considered: (1) standardized testing is norm referenced and cost effective; (2) materials-based assessment is commercially available and follows a systems management model; (3) competency-based assessment involves real-life tasks, predetermined performance standards, a continuum of difficulty, and a range of strategies; and (4) participatory assessment allows learners an active role and involves a range of texts, tasks, contexts, and strategies. Evaluation should: (1) be both external and internal; (2) be both formative and summative; (3) involve learners and staff; (4) generate design questions from theory, research, evaluation, and practice; (5) involve critical reflection on program philosophy and goals; (6) give prominence to the processes of teaching and learning; (7) capture a range of learner and program outcomes; (8) require a variety of longitudinal data collection methods; (9) be integrated with program functions; and (10) be systematic and systemic. (131 references) (SK)

Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—89 Contract-R188062005 Note—86p. Available from—Publications Office, Center on Ed

ucation and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order

no. IN339: $8.75). Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adolescents, .Agency Cooperation,

*Coordination, Curriculum Development, *Delivery Systems, Disabilities, Disadvantaged Youth, *Éducation Work Relationship, Federal Legislation, *High Risk Students, Individualized Education Programs, Job Training, Limited English Speaking, Secondary Education

School-to-work transition helps at-risk youth secure and_maintain employment and an adult life-style. Transition focuses on individual characteristics, training needs, and choices that result in the development of realistic long-range goals and selection of appropriate programs and services. Effective school-to-work transition necessitates a wide array of transition options, articulated services, systematic prescription procedures, and an information tracking system. The following program and service barriers compound the societal barriers faced by at-risk youth: lack of systematic service delivery, lack of case managers, lack of career exploration programs, lack of agency coordination, underuse of parents as resources, and shortage of adult service programs. The unemployment and underemployment problems of at-risk youth are significant enough to the nation's economy to merit mandating a systematized school-to-work transition process for all at-risk youth. Major policy concerns include lack of an advocated transition model, trained personnel, and longitudinal information about the outcomes of transition processes. Recommendations for improvement include identification and training of case managers, especially for youth with disabilities and limited English proficiency; integration of career development/exploration in middle schools; research on outcomes; funding for the development of a standardized and computerized management information system to improve decision making and provide outcome measures about the cost effectiveness of programs and services. (74 references) (SK)

stages of retirement. The sixth and lengthiest sec. tion discusses financial security. Sources of retirement income, expenses in retirement, coping with inflation, bridging the gap between income and expenses, investment questions to consider, and income taxes and investments are described. The guidebook concludes with a discussion of legal affairs and estate planning with advice on where to go for help, estate planning devices, estate taxes, and estate planning checkups. A list of additional resources is included. (ABL) ED 315 668

CG 022 247 America's Changing Work Force: Statistics in

Brief. American Association of Retired Persons, Washing

ton, D.C. Pub Date-88 Note—23p. Available from American Association of Retired

Persons (AARP) Fulfillment, 1909 K Street, N.W., Washington, DC 20049 (Stock No.

D12633, single copy free). Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—Change, Demography, *Employment

Patterns, *Employment Statistics, Futures (of society), Labor Force, Middle Aged Adults, Older Adults, Profiles, Sex Differences

This booklet provides information about the demographics of the changing work force. It offers an at-a-glance profile of workers age 45 and older and considers likely changes in the work force of the future. The document includes topics such as the composition of the work force of today and tomor. row by age and sex, labor force participation rates, industrial and occupational employment, and general characteristics of this group of employees. The following tables on employment status are provided: (1) profile of Americans over age 45; (2) employment by age and gender; (3) employment by age, sex, and race; (4) labor force participation rates by sex and year in 1950, 1975, and 1988; (5) employment by major industry group; (6) employment by occupation, age, and sex; (7) employed and unemployed full- and part-time workers by sex and age; (8) weekly earnings by age and sex; (9) unemploy. ment by sex, age, and duration of unemployment; (10) age discrimination charges; (11) employment by age, sex, and union affiliation; (12) monthly pension income of retirement pension recipients by age and sex; (13) wage and salary of workers 25 years and over; (14) projections of labor force participation; (15) jobs of the future; and (16) projections of the future of the work force. (ABL) ED 315 669

CG 022 248 How To Manage Older Workers. American Association of Retired Persons, Washing

ton, D.C. Pub Date—88 Note-20p. Available from American Association of Retired

Persons (AARP) Fulfillment, 1909 K Street, N.W., Washington, DC 20049 (Stock No.

D13288, single copy free). Pub Type— Guides - General (050) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Achievement Need, •Administra

tion, Change, Conflict Resolution, *Employees, *Employer Employee Relationship, Motivation, *Older Adults, Stereotypes

Most older workers continue to work hard and perform well; those who do not often perceive that their opportunities for promotion and increased earnings are limited. Six principles of management particularly apply to older workers: (1) recognize that needs can be powerful motivators; (2) link need satisfaction to job performance; (3) set specific, challenging, but reachable goals for the employee; (4) make sure employees have means to achieve goals; (5) reward achievement; and (6) improve motivation by changing the nature of the work. Older worker stereotypes can negatively influence management decisions. Managers can try to change attitudes through education or involvement, or by eliminating unfair treatment based on age stereotypes. Managers should be aware of problems associated with younger workers managing older workers. These include communications breakdowns, status uncertainty, obsolescence problems, overcoming resistance to change, and conflict management. These problems can be overcome through frank discussion and goal setting; tapping the older

ED 315 667

CG 022 246 Planning Your Retirement. American Association of Retired Persons, Washing

ton, D.C. Pub Date—89 Note—25p. Available from American Association of Retired

Persons (AARP) Fulfillment, 1909 K Street, N.W., Washington, DC 20049 (Stock No.

D12322, free for single copies). Pub Type— Guides - General (050) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Employment,

Financial Support, Health, Housing, Life Style, *Older Adults, *Planning, Relationship, *Retirement, Retirement Benefits, Role Perception, Time Manage

ment Identifiers—*Retirement Planning

This guidebook on retirement planning helps potential retirees by raising important issues in such areas as changing roles and relationships, health and fitness, meaningful use of time, working options, financial and estate planning, and housing and lifes. tyle. The first section, on attitude and role adjust. ments, discusses support systems, changing roles for partners, single living, responsibility for an aging parent or child, bonds with the young, and self-identity. The second section discusses healthy lifestyles, including exercising, eating well, dealing with stress, and being in charge of one's own health. The third section discusses meaningful use of time, including hobbies, adult continuing education, travel, contemplation, and volunteering. The fourth section focuses on working options, discussing ways to evaluate what the individual has to offer, a self-directed job search, and self-employment. The fifth section describes changing housing needs relative to stages of the active, slowdown, and dependent

ED 315 666

CE 054 813 Feichtner, Sheila H. School-to-Work Transition for At-Risk Youth. In

formation Series No. 339. ERIC Clearinghouse on Adult, Career, and Voca

tional Education, Columbus, Ohio.

menting programs to utilize older workers more fully; (4) the largest companies continued to display the least positive attitudes toward older workers; (5) there was an increased role for third party institutions other than the employers and older employees themselves; and (6) the perspective of older workers themselves closely mirrored gatekeepers' attitudes. Background information and highlights are given first, followed by an exposition of detailed research findings, with data displayed in 17 figures. The research suggests that older employees will have a vital role to play in the workplace; the challenge is to enable them to make a contribution. (ABL)

of victims. For each of these topics a paper is included which states the issue involved and gives the background of the issue, current status of the issue, and staff commentary. The issues are: (1) victims' bill of rights; (2) funding to support victim assistance programs; (3) victim compensation; (4) restitution; (5) victim impact statements; (6) victim participation at key points of judicial processes; (7) protection from intimidation; (8) amendments to bail laws; (9) restriction of victims' address information; (10) confidentiality of victim counseling; (11) funding for treatment of victims of sexual assault; (12) admissibility of hearsay testimony at preliminary hearings; (13) speedy disposition/trial; (14) notification to victims of court schedule changes; (15) secure waiting areas in court settings; (16) victim attendance at trial; (17) employer/creditor intercession; (18) return of property; (19) victim participation in parole hearings; and (20) prohibitions on profit from criminal activity. Sources of information are included. (ABL)

person's experience; retraining older employees; understanding resistance through change, motivating employees to accept change, and building acceptance for new procedures; and conflict management through avoiding conflict, compromising, forcing resolution, and problem solving. (ABL) ED 315 670

CG 022 249 How To Train Older Workers. American Association of Retired Persons, Washing

ton, D.C. Pub Date—88 Note-20p. Available from American Association of Retired

Persons (AARP) Fulfillment, 1909 K Street, N.W., Washington, DC 20049 (Stock No.

D13287, single copy free). Pub Type- Guides - General (050) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Administration, Change, * Employ

ees, *Employer Employee Relationship, *Job Training, Motivation, *Older Adults, Stereotypes

Because of the aging of the labor force and legislation designed to keep older workers on the job, employers will have to deal with increasing numbers of older workers. For this transition to be as smooth as possible, employers must first overcome age-related stereotypes that have taken hold since the 1930s. Dealing with older workers involves two conflicting philosophies: that of “depreciation,” which views the employee as an asset with a decreasingly productive work life, and that of “conservation," which sees a person's value to the organization as developing gradually and, if possible being maintained at a high level to the end of his or her career. Career management can be the first level of defense against three common problems: career burnout, plateauing, and obsolescence. Training needs can be identified by organizational analysis, task analysis, and personal needs analysis. Effective training and development programs can be designed by building long-range plans, reviewing performance appraisals, and surveying traning needs. Programs offered by companies may include scientific and technical training, management development, training for production and administrative employees, informal training approaches, and retirement preparation. Older employees need to be motivated by building their self-confidence. Instructional techniques include preparation of the learner, presentation of material, performance try-out, and follow-up Challenges include designing effective performance appraisal systems, integrating career management, providing comprehensive training and development, offering tuition assistance, providing training information, offering alternatives to full retirement, and keeping employees posted on workplace expectations. (ABL) ED 315 671

CG 022 250 Business and Older Workers. American Association of Retired Persons, Washing

ton, D.C. Pub Date—89 Note—28p.; Color coded graps will not reproduce

meaningfully. Available from American Association of Retired

Persons (AARP) Fulfillment, 1909 K Street, N.W., Washington, DC 20049 (Stock No.

D13827, single copy free). Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PĆ Not Avail

able from EDRS. Descriptors-Administration, Attitude Change,

Change, *Employees, *Employer Employee Relationship, Job Training, *Older Adults, * Perception, Stereotypes

This study updates a 1985 study which examined the perceptions, policies, and practices of American business regarding older workers, and placed them in the context of larger economic, demographic, and social trends shaping the business climate. The new survey was conducted in July 1989 among a random sample of 400 companies, with 100 each in 4 size groupings, representing the universe of all companies with 50 or more employees. In each company the person interviewed was the executive with senior responsibility for making human resource decisions. The analysis of changing business attitudes and practices revealed that: (1) positive attitudes toward older workers remained high; (2) obstacles to utilization of older workers included lingering questions about adaptability to new technology and the cost issue, particularly health insurance; (3) companies had made little or no progress in imple

ED 315 672

CG 022 251 Action for a Healthier Life: A Guide for Mid-Life

and Older Women. American Association of Retired Persons, Washing

ton, D.C. Pub Date—88 Note—11p. Available from-American Association of Retired

Persons (AARP), 1909 K Street, N.W., Washington, DC 20049 (Stock No. D13474, single copy

free). Pub Type— Guides - General (050) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Females, *Health, *Medical Ser

vices, *Older Adults, *Prevention, *Quality of Life

Women must assert their special concerns and take action to control their health care and improve their health. Healthy practices throughout life, including the later years, can have a significant positive impact on the quality of life. Improvement of women's health means taking action through prevention, detection, and treatment. Preventive actions include: (1) eating right through sufficient intake of calcium and fiber, and limiting intake of fat and sodium; (2) getting exercise through finding a form of exercise that meets one's physical abilities, such as walking in the neighborhood, joining a fitness club or class, and looking for senior swim activities; (3) quitting smoking, first through changing to a brand lower in tar and nicotine and reducing the number of cigarettes smoked and then by joining a support group to kick the habit for good; and (4) keeping a healthy frame of mind through group participation, making regular visits to a community center, taking a class, volunteering, maintaining friendships, and reaching out to other women. Detection actions include an annual check-up and screening for blood pressure, cholesterol levels, colon cancer, breast cancer, and uterine cancer. Of special importance to older women is the ability to use the health care system effectively. Acting as a wise and assertive consumer of health care includes finding out about services available through Medicare/Medicaid, getting a second opinion if surgery is recommended, and expressing needs to one's doctor and insisting that he or she listen. (Additional resources are listed.) (ABL)

ED 315 674

CG 022 253 National Survey of Caregivers: Summary of Find

ings. American Association of Retired Persons, Washing

ton, D.C.; Travelers Companies Foundation,

Hartford, CT. Pub Date—Oct 88 Note—79p. Available from American Association of Retired

Persons (AARP), 1909 K Street, N.W., Washington, DC 20049 (Stock No. D13203, first 50 copies

free). Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Caregivers, Costs, Employment, *Family Caregivers, Incidence, National Surveys, *Older Adults, Services

Most older Americans who have impaired ability to function avoid institutionalization because of personal care and financial assistance received from family members or friends. However, there is a void in terms of national data on the magnitude of the phenomenon, the financial costs associated with providing care, the use of services especially developed for caregivers, and the effects of caregiving on employment. To fill the void, a national caregivers survey was conducted through a random sample of U.S. telephone households (N=754). The results indicated that about 7.8 percent of all households contained a caregiver, translating into about 7 million households. Three-quarters of the caregivers were women with an average age of 45. Reasons given for becoming a caregiver included living close (33 percent); no choice because no one else would do it (25 percent); and closer relationship with recipient than others (18 percent). Care recipients were most often mothers, grandmothers, fathers, or spouses. The average time commitment was 12 hours a week. Two-thirds of the caregivers provided assistance with one or more activities of daily living. Most caregivers used at least one support service, such as home health aides. The most mentioned caregiver needs related to information about developments in medicine and health care. Most caregivers surveyed had made lifestyle changes since becomming caregivers. (ABL) ED 315 675

CG 022 254 Heath, Angela Caregivers in the Work Place. American Association of Retired Persons, Washing

ton, D.C. Pub Date-87 Note-150p. Available from-American Association of Retired

Persons (AARP), P.O. Box 19269, Station R, Washington, DC 20036 (Stock No. D12933, $16.00 prepaid for complete set; components not

available separately). Pub Type- Guides - General (050) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—Caregivers, Counseling Services, Em

ployee Assistance Programs, *Employees, *Employer Employee Relationship, *Family Caregivers

This group of six documents has been developed to help employers focus on the growing needs of employees who are concerned about and/or are caring for older relatives. The materials have been designed so that each component can be used individually, allowing employers to tailor programs to their needs. This kit includes information on how

ED 315 673

CG 022 252 Issues Affecting Crime Victims: Background, Cur

rent Status, and Implications for Older Persons. American Association of Retired Persons, Washing

ton, D.C. Pub Date—89 Note—59p. Available from-American Association of Retired

Persons (AARP), 1909 K Street, N.W., Washington, DC 20049 (Stock No. D13707, first 50 copies

free). Pub Type- Reports - General (140) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS, Descriptors—*Courts, Justice, Laws, Older

Adults, *Victims of Crime

This packet contains summaries of issues concerning provisions of law affecting victims and their involvement in the criminal justice system. The packet opens by stating that unless victims and witnesses come forward and report criminal activity to law enforcement authorities and are subsequently willing to testify and endure cross-examination in court, the criminal justice system cannot function. A major problem has been that as the law evolved criminal justice authorities unintentionally began to place emphasis on offenders with the result that victims were underserved. Since 1982, however, there has been some restoration of balance to the justice system in the United States and the issue summaries contained in this packet reflect the status of federal and state efforts to respond to the needs

time be of special value to sizable segments of the elderly population. Factors which would be required to promote further development and acceptance were considered. Five themes emerged: (1) how to define “frail” and the implications of various definitions for focus; (2) the distinction between medical care for disease and injury and medical care for. routine slow degeneration of aging; (3) adapting technology for use by the frail elderly themselves as distinct from adapting technology for use by caregivers; (4) American cultural attitudes toward the frail elderly as compared with those of other cultures; and (5) reliance on personal experience in relating to the subject. (ABL)

to organize and implement the following program components: (1) a caregivers survey which can be administered to employees to gather statistical information regarding the number of caregivers at the worksite and to identify areas of stress; (2) a care management guide which is designed for employee counselors to help them assist employees in identifying problem areas, services needed, and organizations to contact for supportive services; (3) a guide to running a caregivers fair-an information fair at which local organizations providing services to older people are invited to distribute literature and answer employees' questions during a planned time period, usually the lunch hour; and (4) a planning guide and trainer's manual for caregivers educational seminars-a series of 10, 1-hour training mod. ules, which companies may offer to employees. The companies which have used the program kit have found it to be a highly effective way to offer low-cost supportive programs for employees faced with the dual responsibilities of employment and care for an elder. (ABL) ED 315 676

CG 022 255 German, Karalee T. Home Is Where the Care Is-A Community Course. American Association of Retired Persons, Washing

ton, D.C. Pub Date—87 Note-203p. Available from American Association of Retired

Persons (AARP) Fulfillment, 1909 K Street, N.W., Washington, DC 20049 (Stock No.

D12892, free of charge). Pub Type - Guides - Classroom · Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Community Resources, Community

Services, *Consumer Education, Decision Making, *Family Caregivers, *Older Adults, Program Guides

This community home care program for family caregivers is designed to provide information to family caregivers on ways to provide care more easily in the home by making changes in the home, and drawing on resources from outside the home. It provides guidelines for volunteer "hosts,” i.e., persons who coordinate and run the course, on how to assist family caregivers in making important decisions for themselves or their loved ones. These topics are discussed: (1) the decision to host this program; (2) information for the host, such as creating a calendar, publicity for the program, and evaluation of the program; (3) detailed outlines for the host on nine modules including personal care, finances, home environment, mobility, medications, and family interactions; (4) information for caregivers, such as directions for using the caregiver questionnaire and a program overview for the caregiver; and (5) information for guest presenters, including tips for group facilitation, discussing emotions with caregivers, and outlines for the presenters for each of the modules. Two optional resource booklets for use with this program are listed at the conclusion of the manual. (ABL) ED 315 677

CG 022 256 Katzowitz, Lauren Adapting New Electronic Technologies To Serve

the Frail Elderly Living at Home. Report of an Aspen Institute Conference (4th, Queenstown, Maryland, March 8-10, 1989). Communications

and Society Forum Report #10. Aspen Inst. for Humanistic Studies, Truro, MA. Spons Agency—John and Mary R. Markle Founda

tion, New York, N.Y. Pub Date—89 Note-19p. Pub Type— Reports - General (140) Collected

Works - Proceedings (021) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Aging (Individuals), * Appropriate

Technology, Communication (Thought Transfer), Computers, *Frail Elderly, Futures (of Society), *Information Technology, *Older Adults, Television

The emphasis of this report is on the words “frail" and "home.” Previous conferences in this inquiry concentrated on the needs and interests of the aging well population. This meeting focused on those whose full enjoyment of life is hampered by impairments to mobility, vision, hearing, memory, etc. The main interest was in the cognitive and psychological requirements that arise out of such impairments or the threat of them. The charge was to identify and assess new technology applications that might in

ED 315 678

CG 022 257 Bollier, David 1989 Review Conference on New Electronic Tech

nologies for the Elderly: Issues and Projects. Report of an Aspen Institute Conference (5th, Queenstown, Maryland, March 8-10, 1989). Communications and Society Forum Report

#11. Spons Agency–John and Mary R. Markle Founda

tion, New York, N.Y. Pub Date—89 Note—37p. Pub Type— Reports - General (140) — Collected

Works - Proceedings (021) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Aging (Individuals), * Appropriate

Technology, Communication (Thought Transfer), Computers, *Electronics, Futures (of Society), *Information Technology, *Older Adults, Televi. sion

This document presents summaries of conference presentations which attempted to assess how computer and communications technologies can be har. nessed to meet the special needs of elderly people. Each of the eight sessions of the conference opened with experts discussing their respective research projects and electronic technologies: their origins, current status, research implications, lessons learned, and likely future applications. These presentations are summarized: (1) “Downstreaming' New Technologies to Older Americans” (James Gollub); (2) “Prodigy, a New Electronic-text Information Service" (Suzanne Biegel); (3) “Audiotex Services and the Elderly" (Bruce Kushnick); (4) "Computers as a Tool Facilitating Transition to Retirement" (Tora Bikson); (5) “Electronic Mail and the Elderly” (Sara Czaja); (6) “Videotape "Visits" with Institutionalized Individuals" (Karen Warburton); and (7) “Employment Prospects for the Elderly" (H. R. Moody). The final session was devoted to exploring participants' special hopes for how new electronic technologies would evolve to serve the elderly. The report concludes that although the conference did not come up with clear conclusions about the future, it did illuminate some of the issues that must be dealt with if new electronic technologies are to be successfully designed, marketed, and effectively used by elderly Americans. (ABL)

assured that the majority of employment applicants will probably not report major objections to taking honesty tests. Additional research is warranted in this relatively new area of inquiry. Very little research exists on how job applicants react to taking any type of employment test. (Author/ABL) ED 315 680

CG 022 259 Jones, John W. And Others Protecting Job Applicants' Privacy Rights When

Using Pre-Employment Honesty Tests. Pub Date--13 Dec 89 Note—22p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Speeches/Meeting Papers (150) — Re

ports · Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Job Applicants, Job Application,

*Privacy, *Screening Tests Identifiers—*Honesty

The estimates of employees who steal range from approximately 20 percent to 40 percent. While researchers are still attempting to quantify both the total frequency and cost of employee theft, the existence of meaningful amounts of theft by employees is widely accepted. Professionally developed pre-employment honesty tests do not appear to infringe upon the privacy rights of job applicants. Privacy issues are relevant to instrument selection, administrative procedures, accuracy of results, confidentiality and security, and groups with special concerns, such as minorities and unions. Honesty tests are one of many loss control programs that can help companies control their theft-related losses and better avoid negligent hiring lawsuits. Honesty tests need to be job relevant, appropriately adminis. tered, valid and fair. They should comply with all relevant legal and professional standards for psychological tests. Finally, many workplace privacy issues, such as inappropriate search and seizure, and wrongful discharge are not relevant to pre-employment honesty tests. Companies should make sure they use professionally developed and validated honesty tests. In an age where companies must control theft-related losses while at the same time avoiding privacy-related law suits, pre-employment honesty testing programs appear to be an acceptable strategy on both fronts. (ABL) ED 315 681

CG 022 260 Rokach, Ami Loneliness: The Experience and Its Antecedents. Pub Date-13 Aug 89 Note—21p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Alienation, Foreign countries, *In

fluences, *Loneliness, *Models, Social Isolation Identifiers-Canada

The present research attempted to contribute to the study of loneliness by examining the factors that comprise the phenomenological construct of what is referred to as loneliness and by aiding in identification of its antecedents. Subjects (N=526) included 228 males and 298 females from all walks of life and varied demographic backgrounds. Data collection was conducted in a group setting, in which subjects who had been assured of their anonymity were asked to describe their loneliest experience with their thoughts, feelings, and coping strategies. Subject responses were categorized. A model of loneliness was constructed on the basis of study data. The model consists of four major elements (self-alienation, interpersonal isolation, agony, distressed reactions) which can be described as "super structures.” Ten factors define and differentiate the major elements. Factors are further differentiated by 23 components.

The content analysis yielded multi-clustered model of the antecedents of loneliness with the clusters of relational deficits, traumatic events, and

characterological and developmental variables. Four factors were found to be most common in causing loneliness: loss, inadequate social support system, personal shortcomings, and crisis. (ABL)

ED 315 679

CG 022 258 Jones, John W. Joy, Dennis Empirical Investigation of Job Applicants' Reac

tions to Taking a Pre-Employment Honesty

Test. Pub Date—31 Aug 89 Note—24p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Job Applicants, *Job Application,

*Responses, *Screening Tests Identifiers—*Honesty

Employee theft is widespread and difficult to detect. Many companies have attempted to control the employee theft problem through pre-employment screening. The use of paper-and-pencil honesty tests in this process has become increasingly common. These two studies empirically investigated job applicants' (N=450) reactions to taking a pre-employment honesty test. Contrary to common perceptions, the majority of applicants had no objection to taking an honesty test. Moreover, in both studies the applicants' reactions toward the honesty test were significantly related to their honesty test scores. That is, applicants who objected to taking the test were reliably more likely to have scored below standards than applicants who did not object. These results imply that organizations can feel more

ED 315 682

CG 022 261 De Placido, Joanne And Others Identity Status and Relationships with Parents. Pub Date-Aug 89 Note-10p.; Paper presented at the Annual Meeting of the American Psychological Association

Page 6

(97th, New Orleans, LA, August 11-15, 1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adolescents, Longitudinal Studies,

*Parent Child Relationship, *Young Adults Identifiers—*Identity Formation

Failure to establish an adequate identity during adolescence may lead to role confusion, where the individual experiences uncertainty and anxiety, and overly relies on others for guidance and support. It can be argued that identity achievers, by going through a crisis and becoming committed to a career, have gone through the process of separating from their family in order to make their own decision, and are thus better able than individuals in other statuses to reconnect with parents in a more mature way. In this study interview data were examined to determine the relationship between identity development (i.e., identity achievement, identity non-achievement) and relationship maturity with parents. Unmarried individuals (N=53) who participated in a larger longitudinal study examining family relationships in young adults were given Marcia's Ego Identity Interview and the Family Relationship Interview. Individuals' identity statuses were determined as well as levels of relationship maturity with parents. A one-way analysis of variance indicated that identity achieved individuals had higher relationship maturity with their mothers than did the non-achieved individuals. A relationship between identity status and relationship maturity with fathers was not found. It could be that in today's society the maternal relationship is more important than the paternal relationship, especially when it involves issues of separation. (ABL) ED 315 683

CG 022 262 Polkinghorne, Donald E. The Use of Natural Language in Counseling Psy

chology Research. Pub Date-Aug 89 Note—30p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type- Opinion Papers (120) Speeches/

Meeting Papers (150) EDRS Price - MFÒ1/PC02 Plus Postage. Descriptors—Counseling, *Research Methodology,

*Research Needs Identifiers—*Counseling Psychology, *Natural

Languages

Compelling reasons for diversification of research methods in counseling psychology must exist in order to overcome natural academic inertia. The two most common arguments for implementing diversity-inapplicability of quantitative research to counseling practice and a need to derive research methods from the "new paradigm” of human knowledge-are too weak to warrant major revisions to current instructional programs. Another rationale which could be used, that of a natural-language approach, is solidly rooted in the knowledge goal of counseling psychology and envisions an understanding of the full range of human experience and behavior. The primary reason for adding natural-language research methods to the field of counseling psychology is that important questions are not easily addressed by quantitative methods alone. Two areas of particular utility for natural-language methods are the generation of categories for understanding human phenomena and the investigation of the interpretation and meaning that people give to events that they experience. An inventory of diverse research methods-those which use numeric data formats as well as those which use natural-language data formats-is required to address the spectrum of questions relevant to the field of counseling psychology. (Author/ABL) ED 315 684

CG 022 263 Gerler, Edwin R., Jr., Ed. Ciechalski, Joseph C.,

Ed Parker, Larry D., Ed. Elementary School Counseling in a Changing

World. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-ISBN 1-56109-000-X Pub Date—90 Contract-R188062011 Note—414p.; For individual chapters, see CG 022

264-273. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259 ($26.95 each). Pub Type

- Collected Works - General (020) Information Analyses - ERIC Information Analy

sis Products (071) — Books (010) EDRS Price - MF01/PC17 Plus Postage. Descriptors—Behavior, Change, Child Abuse,

Child Neglect, Counseling Techniques, Counselor Role, Cultural Differences, Drug Abuse, Elementary Education, *Elementary Schools, Employment, Exceptional Persons, Family Life, Human Relations, Learning Strategies, *School Counseling, *School Counselors, Technology

This book of readings was developed to increase the reader's awareness of the cultural and social issues which face children and their counselors. It draws attention to environmental factors which impinge on both teaching and counseling techniques, and encourages counselors to re-examine their roles and interventions for the 1990s. The readings show counselors in elementary schools how to help children grow and develop in a changing world. Each chapter of the book contains articles that have been published in counseling journals during the 1980s. Each chapter begins with an introduction by the editors and concludes with a set of issues designed to stimulate thinking about the current state of elementary school counseling. Individual chapters focus on: (1) cultural diversity; (2) changing families; (3) drug abuse; (4) child abuse and neglect; (5) exceptional children; (6) technology; (7) the changing world of work; (8) learning in a changing world; (9) children's behavior in a changing world; and (10) human relations. (NB) ED 315 685

CG 022 264 Pedersen, Paul And Others A Culturally Diverse World. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—38p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Counseling Techniques, *Counselor

Role, *Cultural Differences, Elementary Education, Elementary Schools, *School Counseling,

*School Counselors, Self Esteem Identifiers—*Multicultural Counseling

This first chapter in "Elementary School Counseling in a Changing World" offers elementary school counselors help in understanding cultural bias and provides practical strategies to promote child development in a multicultural society. Four journal articles are included in this chapter. "Ten Frequent Assumptions of Cultural Bias in Counseling" by Paul Pedersen helps elementary school counselors challenge culturally based assumptions about what constitutes normal behavior on the part of individuals, what importance individuals place on independence, and what requirements should be placed on individuals to adapt to institutions. "Fostering the Self-Esteem of African-American Children" by Don Locke gives counselors practical suggestions for implementing multicultural programs with elementary school students and their parents. “Cultural Diversity and the School Environment” by Barbara Shade examines how environmental conditions at school may have negative effects on children from various cultures. “An Annotated Bibliography in Cross-Cultural Counseling for Elementary and Middle School Counselors” by Larry Parker provides elementary school counselors with resources for improving cultural awareness and understanding. The chapter concludes with a set of issues for elementary school counselors to consider about a culturally diverse world. (NB)

Contract—R188062011
Note-40p.; In: Elementary School Counseling in a

Changing World, see CG 022 263.
Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Counseling Techniques, *Counselor

Role, *Divorce, Elementary Education, Elementary Schools, *Family Life, Family Structure, Group Counseling, Latchkey Children, One Parent Family, Parent Education, *School Counseling, *School Counselors

This second chapter in "Elementary School Counseling in a Changing World" covers a variety of topics related to helping children and parents function effectively within changing family situations. Four journal articles are included in the chapter. “A Multimodal Intervention for Group Counseling with Children of Divorce" by Margaret Crosbie-Burnett and Laurel Newcomer presents both classroom and small-group components of an eight-session model of group intervention for children of divorce. “A Parent Group Training Program for Single Parents" by Nancy Cunningham and Joe Brown outlines a group training program in parenting skills for single parents that emphasizes parent-child communication, child management, and problem-solving skills. "Helping Latchkey Children: A Group Guidance Approach" by Michael Bundy and Judith Boser describes “Being in Charge," a six-session guidance unit designed to provide intermediate and middle-grade children with the skills to cope more effectively with taking care of themselves while home alone. "Strategic Interventions with Children of Single-Parent Families" by Wade Lewis focuses on the school-related problems of children of single-parent families, presents a way of conceptualizing such problems from a family systems perspective, and describes examples of interventions based on strategic family therapy. The chapter concludes with a set of issues for ele. mentary school counselors to consider about a world of changing families. (NB) ED 315 687

CG 022 266 Horan, John J. And Others A World of Drug Abuse. American School Counselor Association. Alexan.

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—51p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Adolescents, Alcoholism, Counseling

Techniques, *Counselor Role, *Drug Abuse, Drug Education, Elementary Education, Elementary Schools, Prevention, *School Counseling, *School Counselors, Substance Abuse

This third chapter in "Elementary School Counseling in a Changing World" contains five journal articles which focus on substance abuse prevention. "Perspectives on Substance Abuse Prevention" by John Horan, Andres Kerns, and Christine Olson emphasizes how important it is for children to be able to say "no" to drugs and provides a review of substance abuse prevention programming over the past 20 years. “Putting It All Together: Quest's Skills for Growing Program" by Hank Resnik describes a program developed by Quest International to provide substance abuse prevention to students in kindergarten through fifth grade. “Dilemma Discussion in Drug Education" by Edwin Gerler, Jr. describes a 10-session program to help middle school students progress in their reasoning about using drugs. "Moral Reasoning in Early Adolescence: Implications for Drug Abuse Prevention" by Phyllis Mohr, Norman Sprinthall, and Edwin Gerler, Jr. presents a study examining adolescent thinking as it relates to judgments about abusing drugs. "Helping Children of Alcoholic Parents: An Elementary School Program" by Ruth Davis, Patricia Johnston, Lena DiCicco, and Alan Orenstein describes a therapeutically oriented alcohol education group in elementary schools to help children cope with family

ED 315 686

CG 022 265 Crosbie-Burneti, Margaret And Others A World of Changing Families. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90

alcoholism and prevent them from abusing alcohol themselves. The chapter concludes with a set of issues for elementary school counselors to consider about a world of drug abuse. (NB)

ED 315 688

CG 022 267 Downing, C. Jerry And Others A World of Child Abuse and Neglect. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—37p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type - Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Child Abuse, Child Neglect, Coun

seling Techniques, Counselor Role, Elementary Education, *Elementary Schools, *School Counseling, *School Counselors, Sexual Abuse

This fourth chapter in “Elementary School Counseling in a Changing World" contains four journal articles which focus on the issues of child abuse and neglect. “Parent Support Groups to Prevent Child Abuse" by C. Jerry Downing describes a training and supervision model developed by a parent support group for potentially abusive parents in collaboration with a training and supervision team consisting of a counselor educator, two school counselors, and a nurse practitioner. “A Profile of the Physical Abusers of Children" by Pat Alford, Don Martin, and Maggie Martin reviews the literature to develop a profile of a child abuser and discusses implications for school counselors. “A Preventative Approach to Child Sexual Abuse" by Ann Vernon and Jill Hay describes a sexual abuse prevention program which includes lessons on six different components of sexual abuse and which was designed for children in grades one through six. “Counseling Child Sexual Abuse Victims: Myths and Realities" by Lynn England and Charles Thompson describes the nature and prevalence of child sexual abuse, examines myths and realities about the topic, and presents recommendations for interviewing suspected victims of child sexual abuse. The chapter concludes with a set of issues for elementary school counselors to consider about a world of child abuse and neglect. (NB) ED 315 689

CG 022 268 Conroy, Elizabeth H. And Others A World of Exceptional Children. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—30p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Counseling Techniques, Counselor

Role, Disabilities, Elementary Education, *Elementary Schools, *Exceptional Persons, Gifted, *School Counseling, *School Counselors, Special Education

This fifth chapter in "Elementary School Counseling in a Changing World" contains four journal articles which focus on exceptional children and helping elementary school counselors build a supportive learning environment for exceptional children. “Primary Prevention for Gifted Students: A Parent Education Group" by Elizabeth Conroy describes a counseling group for parents of exceptional children. “Parent Counseling in Special Education: Case Description of a Novel Approach” by Charles Humes explains the conceptualization and evolution of a parent facilitation program for parents of special education students in one school district. “A Program for Training Teachers as Counselors of Parents of Children with Disabilities" by Judy Berry presents the basic components of an in-service training program that can be used by counselors to train

teachers to work more effectively with parents through integration of counseling theory and special education practice. “Books Can Break Attitudinal Barriers Toward the Handicapped” by Carolyn Bauer discusses the use of books to help children become increasingly sensitive to the needs of handicapped students. Practical suggestions are given for helpful books in such areas as visual, handicaps, speech handicaps, learning disabilities, auditory impairments, intellectual handicaps, and orthopedic impairments. The chapter concludes with a set of issues for elementary school counselors to consider about a world of exceptional children. (NB) ED 315 690

CG 022 269 Walz, Garry R. And Others A Technological World. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract—R188062011 Note—43p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Uses in Education, Coun

seling Techniques, Counselor Role, Elementary Education, *Elementary Schools, *School Counseling, *School Counselors, *Technology

This sixth chapter in “Elementary School Counseling in a Changing World" contains four journal articles which focus on technological advances. The articles help elementary school counselors explore their own feelings about technology and learn how technology may be used as a counseling tool. “Role of the Counselor with Computers” by Garry Walz notes that the computer has the potential to affect significantly the role of the counselor and examines changing counselor roles in light of recent computer innovations. “High Touch and High Technology: The Marriage That Must Succeed” by JoAnn Harris-Bowlsbey assists counselor educators, supervisors, and practicing counselors to determine conditions under which high technology alone, high touch alone, or the purposeful combination of the two may be the preferred mode of treatment. "Counselor Computer Competencies” by Don Dinkmeyer, Jr. and Jon Carlson suggests competencies the counselor needs to acquire and provides an introduction to computers and their uses. “Getting Comfortable with Computers" by Richard Nelson and Gerald Krockover lists the benefits of different computer uses for counselors. The chapter concludes with a set of issues for elementary school counselors to consider about a technological world. (NB) ED 315 691

CG 022 270 Gysbers, Norman C. And Others A Changing World of Work. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note-46p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Career Awareness, Change, Coun

seling Techniques, Counselor Role, Elementary Education, *Elementary Schools, Employment, *School Counseling, *School Counselors

This seventh chapter in "Elementary School Counseling in a Changing World" discusses theoret. ical and practical issues related to career development and offers suggestions to help elementary school counselors promote students' career exploration. Four journal articles are included. “Major Trends in Career Development Theory and Practice" by Norman Gysbers looks at predominant trends that may have substantial impact on the future of career development theory and practice.

Four major trends are traced and summarized and then brought together to create a clearer picture of the future of career development. “The Impact of Technology on Occupational Change: Implications for Career Guidance" by Kenneth Hoyt presents basic facts on a number of aspects of the impact of technology on occupational change, and looks at this situation in the United States. “Using Books to Enhance Career Awareness" by Nancy Staley and John Mangieri provides a bibliography of suggested readings to enhance career awareness, which

should be useful to teachers and counselors. "The Art of Career Exploration: Occupational Sex-Role Stereotyping Among Elementary School Children" by Mary Bowe Hageman and Samuel Gladding describes a study conducted to obtain further information in the field of occupational sex-role stereotyping among elementary school children. The chapter concludes with a set of issues for elementary school counselors to consider about a changing world of work. (NB) ED 315 692

CG 022 271 Gerler, Edwin R., Jr. And Others Learning in a Changing World. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note-45p.; In: Elementary School Counseling in a

Changing World, see CĞ 022 263. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PCO2 Plus Postage. *Descriptors-Academic Achievement, Counseling

Techniques, Counselor Role, Educational Objectives, Elementary Education, *Elementary Schools, *Learning Strategies, School Counseling, *School Counselors, Teaching Methods

This eighth chapter in "Elementary School Counseling in a Changing World” presents four journal articles concerned with the back to the basics" movement and with programs to help elementary school counselors promote academic achievement among students. “The Effects of Classroom Guidance on Children's Success in School” by Edwin Gerler, Jr. and Ronald Anderson describes a large-scale, experimental study of classroom guidance in North Carolina. “Working with Young Procrastinators: Elementary School Students Who Do Not Complete School Assignments" by Linda Morse discusses changing the attitudes and work habits of elementary school students who procrastinate. “Multimodal Counseling: Motivating Children to Attend School Through Friendship Groups" by Donald Keat, Kathy Metzgar, Deborah Raykovitz, and James McDonald illustrates how to approach the humanistic goal of improved personal relationships by multimodal means. “Elementary School Counseling Research and the Classroom Learning Environment” by Edwin Gerler, Jr. reviews the research published in "Ele ary School Guidance and Counseling" from 1974 to 1984, exploring research evidence of elementary school counselors' effectiveness in helping children to improve classroom behavior, explore feelings, improve socially, and enhance sensory awareness and mental imagery. The chapter concludes with a set of issues for elementary school counselors to consider about learning in a changing world. (NB)

ED 315 693

CG 022 272 Myrick, Robert D. And Others Children's Behavior in a Changing World. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—36p.; In: Elementary School Counseling in a

Changing World, see CĞ 022 263. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type - Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Behavior Problems, Counseling Tech

niques, Counselor Role, Elementary Education, *Elementary School Students, *School Counseling, *School Counselors, *Student Behavior

This ninth chapter in “Elementary School Counseling in a Changing World" contains four journal articles on ways that counselors can work to change children's misbehavior and foster productive behavior. "Changing Student Attitudes and Behavior Through Group Counseling” by Robert Myrick and R. Wiley Dixon presents results of a study showing that fifth- and sixth-grade students who participated in a structured counseling group improved their attitudes toward school and their academic achievement. “Project Explore: An Activity-Based Counseling Group" by Kevin Duncan, David Beck, and Richard Granum reports on a 9-week activity group that was effective in improving behaviors related to problem solving, communications, and group cooperation. “Efficacy of Counseling Services in Decreasing Behavior Problems of Elementary School Children" by Harriet Cobb and Herbert Richards examines a series of interventions that elementary school counselors can implement to decrease behavior problems of children. “The Effects of Classroom Meetings on Self-Concept an Behavior" by Sandra Sorsdahl and Robert Sanche concludes, from a 20-week study, that classroom meetings may be effective as both a treatment technique for students with behavior problems and as a technique for the prevention of problem behavior. The chapter concludes with a set of issues for elementary school counselors to consider about children's behavior in a changing world. (NB) ED 315 694

CG 022 273 Morse, Carol Lynn And Others Human Relations in a Changing World. American School Counselor Association. Alexan

dria, VA.; ERIC Clearinghouse on Counseling

and Personnel Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—37p.; In: Elementary School Counseling in a

Changing World, see CG 022 263. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Change, Counseling Techniques,

Counselor Role, Elementary Education, *Elementary School Students, Human Relations, Interpersonal Competence, Interpersonal Relationship, *Peer Relationship, *School Coun

seling, *School Counselors Identifiers-Adult Child Relationship

This 10th chapter in "Elementary School Counseling in a Changing World" describes ways that counselors can build positive relationships among children and between children and adults. It asserts that elementary school counselors play a major part in developing and maintaining a healthy social climate for children. Four journal articles are included. “Effects of DUSO-2 and DUSO-2-Revised on Children's Social Skills and Self-Esteem" by Carol Lynn Morse, Jerry Bockoven, and Alex Bettesworth'describes a study conducted to examine the effects of the DUSO (Developing Understanding of Self and Others)-2 treatments on children's self-esteem and social skills levels 6 months after exposure to the programs. "Peer Counseling: More on an Emerging Strategy” by Alan Downe, H. A. Altmann, and lone Nysetvold looks at the use of peer counseling in the elementary school setting. “Successful Training for Elementary and Middle School Peer Helpers” by Chari Campbell examines the characteristics of successful peer helper programs and considers the need to tailor peer helper programs to the individual school setting. "Classroom Use of Selected Children's Books: Prosocial Development in Young Children" by Mary Trepanier and Jane Romatowski describes a study which involved the reading of selected children's books and the use of planned critical thinking questions by kindergarten and first-grade classroom teachers during regularly scheduled story-telling times. The chapter concludes with a set of issues for elementary school counselors to consider about human relations in a changing world. (NB) ED 315 695

CG 022 274 Barnard, Spencer How To Engage the Parents of Your Students at

Risk. Winnerscorp, Kankakee, IL. Pub Date—90 Note-25p. Pub Type - Guides - General (050) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Elementary School Students, Ele

mentary Secondary Education, Intervention, *Parent Child Relationship, *Parent Education, Parent Participation, Parent Role, *Parent School Relationship, *Secondary School Students

Educators of students at risk need to engage the students' parents in the educational process. Many parents do not know how important they are to their children's success in school. Parents should be encouraged to spend time with their children; read to their children; discipline their children; and expect their children to succeed. Educators can engage parents by suggesting that parents provide structure; offering writing activities for the home; recommending that parents reward positive conduct; suggesting specific ideas for goals for the children; and preparing parents for the parent/teacher conference. Parents can help to build their children's confidence by learning about their children's strengths; complimenting their positive behavior; being patient; never ridiculing their children; and making them feel important to the family. Children can be taught good discipline by being given responsibilities in the home; being given encouragement;

and by being allowed to participate in decisions. Parents can give their children good values by explaining right and wrong; making clear rules; not permitting children to "hang out” with children who may be a bad influence; and by setting a good example. Learning can be encouraged at home through making sure schoolwork comes before television; complimenting children when they do well on their schoolwork; visiting places such as museums with the children; offering assistance with schoolwork; and talking to children about the importance of education. (ABL) ED 315 696

CG 022 275 Help at Home for Learning in School. New Jersey State Dept. of Education, Trenton. Div.

of General Academic Education. Report No.-NJSDE-PTM-500.44 Pub Date Oct 86 Note—41p. Pub Type- Guides - General (050) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Child Development, *Elementary

School Students, Elementary Secondary Educa- tion, Intervention, *Parent Child Relationship, Parent Participation, Parent Role, *Parent School Relationship, Secondary School Students

This booklet has been prepared primarily to assist parents as they strive to be active partners with the school in the education of their children. It is designed to provide information and practical suggestions on how this teamwork can be accomplished. The introduction cautions parents that, when noting the characteristics of a particular age group, they should keep in mind that each child is unique, even within his or her own family. It is emphasized that this booklet contains general guidelines for parents and that children grow and develop at individual rates. The guide is divided into five major units: (1) early elementary; (2) middle elementary; (3) later elementary; (4) junior high; and (5) senior high. Each unit contains descriptions of general characteristics and typical behaviors of that age group; what shool is like for the child at that age; and some ways in which parents can actively involve themselves in school activities, thereby learning more about the school and building rapport with the . school staff. In addition, a final section is devoted to some issues and strategies important to parents of children of any age. The booklet concludes that the goal of raising a healthy, happy, well-educated child is one shared by educators and parents. Resources for further information are listed. (ABL) ED 315 697

CG 022 276 Sangster, Sandra CHOICES: The Perspective of Participating Stu

dents and Staff. Year II, North York Board of Education, Willowdale (On

tario). Pub Date—Aug 86 Note-66p.; For first year evaluation report, see ED

277 714. Pub Type— Reports - Research (143) EDRS Price · MF01/PCO3 Plus Postage. Descriptors—*Career Exploration, *Career Guid

ance, Computer Assisted Instruction, *Counselor Attitudes, Foreign countries, *High School Students, Occupational Information, Participant Satisfaction, *Program Effectiveness, Secondary

Education Identifiers—Canada, *CHOICES (Program), On

tario (North York)

CHOICES (Computer Heuristic Occupational Information and Career Exploration Systems), was implemented in eight secondary schools in the fall of 1984. Two additional secondary schools acquired the CHOICES program in the fall of 1985, subsequent to the reporting of the results of the first evaluation, in February 1985. This study evaluated the perceptions of counselors and teachers regarding the effectiveness of the CHOICES program and the effectiveness of the career counseling process involving CHOICES in achieving objectives of increasing career awareness and self-awareness, developing decision-making skills, and developing motivation. Interviews were conducted with guidance counselors in 10 schools and counselors provided statistics for the use of CHOICES in the 1985-1986 academic year. Students (N=65) evaluated the usage, implementation, advantages, and disadvantages of CHOICES. The results of the evaluation suggest that CHOICES has achieved wide-spread use, with about 588 students participating in the full CHOICES career counseling process. Students using CHOICES showed greater career maturity than students not participating in CHOICES. Most of the feedback from guidance counselors and students was positive, with a considerable number of advantages identified. Although guidance counselors listed a number of disadvantages of the CHOICES program, the majority of guidance staff indicated that the benefits of the program outweighed the disadvantages. (ABL) ED 315 698

CG 022 278 Carbone, Dominic J. Informal Social Support: A Close Look at a

Community-Based Volunteer Aftercare Program

for the Emotionally Disturbed. Spons Agency-National Inst. of Mental Health

(DHHS), Bethesda, Md. Pub Date—Aug 89 Note-17p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Counseling, *Emotional Disturb

ances, *Helping Relationship, *Nonprofessional Personnel, *Social Support Groups, *Volunteers

Due to the high cost of professional services for the emotionally disturbed it is often the case that community-based aftercare programs for this population rely heavily on the use of volunteers to provide direct supportive functions. This study used a structured interview to attempt to describe the perceptions of volunteers of the informal helping relationship in a community-based aftercare program for the emotionally disturbed. The participants were 18 volunteer informal helpers. The results of the interview were in accordance with expectations, and are almost identical to prescriptions of the helping role found in the social support literature. The majority of the volunteers were in the

program from between 4 months to 1 year; there was not, therefore, much difference between the participants based on length of time in the program. All of the volunteers found out about the program through a radio or newspaper ad that appealed to them personally. For the most part the volunteers perceived their role in a way that was consistent with the expectations that society, the service delivery system, and their helpees would hold for them. All of the participants described themselves as having one of the following traits: empathy, warmness, sensitivity, or helpfulness. More elaborate descriptive findings are needed regarding the helping relationship. (Author/ABL)

ED 315 699

CG 022 280 Ellis, Thomas I. The Missouri Comprehensive Guidance Model.

Highlights: An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich.
Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract—R188062011 Note—3p.

Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Counseling Objectives, Counseling

Theories, Counselor Performance, *Counselor Role, Counselor Teacher Cooperation, *Curriculum Design, Elementary Secondary Education, *Guidance Objectives, Guidance Programs, In

tegrated Curriculum Identifiers—*Comprehensive Guidance Model,

ERIC Digests, Gysbers (Norman)

This digest describes the structural and programmatic components of the Missouri Comprehensive Guidance Program Model, a model designed to help school districts develop comprehensive and systematic guidance programs oriented toward overall student development. It discusses the content of the model (based on the concept of life career development) and provides a seven-step process for implementing the model. References are included. (TE) ED 315 700

CG 022 281 Thompson, Rosemary Suicide and Sudden Loss: Crisis Management in

the Schools. Highlights: An ERIC/CAPS Di.

gest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract—R188062011 Note—3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type - Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Coping, Counseling Techniques, Counselor Role, *Crisis Intervention, *Death, *Depression (Psychology), Elementary Secondary Education, *Grief, School Involvement,

School Role, Stress Management, *Suicide Identifiers—*Crisis Management, ERIC Digests,

*Grief Counseling

This digest considers how counselors and educators can cope with the emotional needs of suicide survivors and prevent future suicides among students. It discusses self-destructive tendencies in youth and behavioral manifestations of loss; offers suggestions to counselors for managing the first 48 hours following a suicide or loss and lists critical questions to consider after a suicide or sudden death. Tasks of mourning and grief counseling are discussed along with special treatment issues for adolescents. (TE)

Ellis, Thomas I.
Invitational Learning for Counseling and Develop-

ment. Highlights: An ERIC/CAPS Digest, ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract—RI88062011 Note-3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses · ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors Counseling Theories, Counselor

Role, *Educational Environment, *Educational Objectives, Elementary Secondary Education, Humanistic Education, *Models, School Policy, *School Responsibility, Self Concept, *Student

School Relationship, Teacher Responsibility Identifiers-ERIC Digests, *Invitational Learning

Model

This digest describes the Invitational Learning model developed by William W. Purkey, an approach that emphasizes mutual respect and human potential in every aspect of schooling. It presents a brief overview of the invitational learning concept and discusses the theoretical foundations of the model. It describes characteristics of an inviting school, inviting school policies and programs, inviting behavior in the classroom, and the invitational approach to school counseling. Advice is provided for incorporating the invitational model among principals, teachers, and counselors. (TE)

activity and discusses conceptual and programmatic approaches to pregnancy prevention. It discusses a pregnant adolescent's choices for resolving an unplanned pregnancy (i.e. abortion, adoption,

keeping the baby, and marriage), and the challenges faced by teenage parents. The final section touches on efforts to include young men in efforts to prevent pregnancy, help young parents, and promote more responsible adolescent behavior. (TE) ED 315 705

CG 022 286 Golden, Larry Brief Family Consultation in Schools. Highlights:

An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavior Problems, Counselor Role,

Elementary Secondary Education, «Family Counseling, *Family Environment, Family Problems, Family Relationship, *Milieu Therapy, Parent Child Relationship, Parent Counseling, Parent

School Relationship, *Systems Approach Identifiers—*Brief Family Consultation, ERIC Di

gests

This digest describes brief family consultation, a short-term strategy that enlists the home and school in an attempt to solve childhood behavior problems. Five criteria are given for assessing the functional status of a family: (1) parental resources; (2) chronicity; (3) communication between family members; (4) parental authority; and (5) rapport with professional helpers. Limitations of this approach are considered. (TE) ED 315 706

CG 022 287 McFadden, Emily Jean Counseling Abused Children. Highlights: An

ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract—R188062011 Note—3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type - Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Child Abuse, Childhood Needs,

*Child Neglect, Child Welfare, Counseling Techniques, Counselor Attitudes, *Counselor Role, *Family Violence, Play Therapy, *Sexual Abuse,

Social Workers, Teamwork Identifiers-ERIC Digests

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

ED 315 703

CG 022 284 Ellis, Thomas I. Counselors and Teachers as Student Advisors.

Highlights: An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note-3p. Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Counselor Teacher Cooperation,

Curriculum Design, Elementary Secondary Education, *Guidance Programs, Program Descriptions, School Guidance, *Teacher Guidance, *Teacher Role, *Teacher Student Relationship Identifiers-ERIC Digests, Myrick (Robert),

*Teacher Advisor Program This digest summarizes the essential aspects of Myrick's Teacher Advisor Program (TAP) concept, discussing: (1) why schools need a teacher advisor program; (2) whether teachers are qualified to provide counseling; (3) what a teacher advisor program would involve; (4) what should be included in a guidance curriculum; (5) the counselor's role in TAP; (6) teacher support of TAP; and (7) the advantages and limitations of teachers as advisors. (TE) ED 315 704

CG 022 285 Danziger, Sandra Farber, Naomi Adolescent Pregnancy and Parenthood. High

lights: An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note-3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Abortions, * Adolescents, Birth Rate,

Contraception, *Early Parenthood, Elementary Secondary Education, Family Planning, Illegitimate Births, Population Trends, *Pregnancy, *Pregnant Students, Prevention, Sex Education,

*Unwed Mothers Identifiers-ERIC Digests

This digest reviews trends in adolescent sexual

ED 315 701

CG 022 282 Sprik, Jeanette Counseling and Guidance Software. Highlights: An

ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type - Information Analyses · ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Software, *Computer

Software Reviews, Computer Uses in Education, *Counseling, *Counseling Services, Educational Technology, Expert Systems, Information Sys

tems Identifiers-ERIC Digests

This digest describes the "Counseling Software Guide" (Walz and Bleuer, 1989). It summarizes the contents of the guide: (1) general information about the use of computers in counseling; (2) practical guidelines on what to look for in software; (3) an overview of trends and developments in availability and use of software; (4) an overview of the range of software programs available on a particular topic; and (5) information on specific software programs. (TE)

ED 315 707

CG 022 288 Pulliams, Preston The Emerging Role of the Community College

Counselor. Highlights: An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note-3p. Available from-ERIC/CAPS, 2108 School of Ed.

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071)

Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Failure, Academic Stan

dards, Cost Effectiveness, *Educational Policy, Elementary Secondary Education, *Grade Repetition, Grades (Scholastic), Reliability, Student Promotion, Validity

Retention of pupils results in a need for additional teachers, facilities, and materials at a rate approximating the rate of retention. Retention is a more serious problem for the state, which needs to pay most of these increased costs. This paper reviews the research evidence to assess the cost-effectiveness of student retention policies. Following a short review of the history of retention, the paper reviews the literature on the effectiveness of retention, then addresses the issue of retention as a means of maintaining the integrity of the curriculum. It also considers the use of standardized tests or locally developed tests as important elements of promotion standards, and the reliability and validity of letter grades or marks, which provide the professional judgment on which retention may be based. The conclusion is drawn that retention in grade has virtually no benefits for the pupils retained, their classmates, their teachers, or their schools. References are included. (Author/TE)

EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Education, *Career Guid

ance, Community Colleges, Counselor Client Relationship, * Counselor Role, Educational Planning, Learning Strategies, Nontraditional Stu

dents, Study Skills, Two Year Colleges Identifiers-ÉRIC Digests

The increase in adult, minority, women, parttime, and displaced students attending community colleges has caused the roles of community college counselors to shift from an "in loco parentis" emphasis on personal counseling, vocational guidance and social support to new roles as student developers and learning agents. As student developers, counselors must communicate the importance of academic skill-building, and help students understand the value of their academic endeavors. As learning agents, counselors must assist, manage, and encourage students to build a pattern of success. (TE) ED 315 708

CG 022 289 Thompson, Rosemary Post-Traumatic Loss Debriefing: Providing Imme

diate Support for Survivors of Suicide or Sudden

Loss. Highlights: An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note—3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-At Risk Persons, Coping, Counseling

Techniques, Counselor Role, *Death, *Depression (Psychology), Elementary Secondary Education, *Emotional Adjustment, *Grief, High Risk Students, School Involvement, School Role,

Stress Management, *Suicide Identifiers—ERIC Digests, *Grief Counseling

This digest describes post-traumatic loss debriefing, a structured group process approach to help survivors manage their physical, cognitive, and emotional responses to a traumatic loss. It discusses seven stages of debriefing: (1) Introductory Stage; (2) Fact Stage; (3) Life Review Stage; (4) Feeling Stage; (5) Reaction Stage; (6) Learning Stage; and (7) Closure Stage. References are included. (TE) ED 315 709

CG 022 290 Huey, Wayne C. Remley, Theodore P., Jr, Ethical and Legal Issues in School Counseling.

Highlights: An ERIC/CAPS Digest. ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—90 Contract-R188062011 Note-3p. Available from-ERIC/CAPS, 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI

48109-1259. Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors_*Behavior Standards, *Codes of Eth

ics, Compliance (Legal), Confidentiality, Counselor Role, Counselors, Elementary Secondary Education, Ethics, *Legal Responsibility, Moral Issues, Moral Values, School Counselors, School

Law Identifiers—ERIC Digests

This digest summarizes ethical and legal issues affecting school counselors. It emphasizes the importance of ethical standards, and of knowing the content, purposes, and limitations of professional codes of conduct as general guidelines for addressing difficult issues. Advice is offered on how to address colleagues' unethical behavior, and on counselors' legal responsibilities in the areas of confidentiality and privileged communication. (TE) ED 315 710

CG 022 291 Balow, Irving H. Schwager, Mahna Retention in Grade: A Failed Procedure. California Educational Research Cooperative, Riv

erside. Pub Date-Feb 90 Note—46p. Pub Type-- Information Analyses (070) – Opinion

ED 315 711

CG 022 293 Felix-Ortiz, Maria Newcomb, Michael D. Risk/Protective Factors for Alcohol Use among

Hispanic and White Teenagers. Pub Date - Apr 89 Note-34p.; Two papers (with identical titles) pres

ented at the Annual Meeting of the Western Psy. chological Association (Reno, NV, April 27-30, 1989); and at the Annual Meeting of the American Psychological Association (97th, New Or

leans, LA, August 11-15, 1989), respectively. Pub Type-Speeches/Meeting Papers (150) - Nu

merical/Quantitative Data (110) EDRS Price MF01/PCO2 Plus Postage. Descriptors—* Adolescents, * Alcohol Abuse, * At

Risk Persons, Cocaine, *Drug Abuse, Females, *Hispanic Americans, Males, Marijuana, Smoking, Statistical Analysis, Substance Abuse, To

bacco Identifiers-Protective Factor Index, Risk Factor

Index

Changing alcohol and drug use patterns among women and ethnic minorities, such as the over-representation of Hispanics in alcohol-related deaths, drunk driving arrests, and treatment facilities, emphasize the importance of understanding substance use patterns in these populations. This study attempted to identify a single cause of substance abuse by considering a wide range of potential risk and protective factors. Data from a large sample of Caucasian and Hispanic teens (117 Hispanic, 560 Caucasian) were collected on 12 factors associated with substance abuse. Scores were summed into a Protective Factor Index (PFI) and a Risk Factor Index (RFI). Bivariate and multivariate correlation analyses were used to examine the relationship of the RFI and PFI with cigarette, alcohol, cannabis, cocaine, and hard drug use. Across time, the PFI predicted frequency and quantity of alcoholic beverage use for White females. The RFI predicted quantity of alcohol use for Hispanic males and White females, and frequency of liquor use for White males. These indices accounted for significant percentages of drug use variance across all groups; however, the Rsquared values were highest for Hispanic males and lowest for Caucasian males. The RFI and PFI can accommodate a seemingly diverse range of hypotheses about the cause of substance use/abuse and can be helpful in identifying populations at risk who would benefit from prevention/intervention programs. (References are included, and statistical tables and charts are appended.) (TE) ED 315 712

CG 022 295 Chambers, Alycia A. And Others Client Judgement of Therapist Characteristics: A

Factor in Treatment Outcome. Pub Date-11 Aug 89 Note—18p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Reports - Research (143) — Speeches/.

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Affective Measures, Anxiety, Atti

tude Measures, *Counselor Characteristics, *Counselor Client Relationship, Counselor Eval. uation, Counselor Performance, Interpersonal At

traction, Interpersonal Relationship, Outcomes of

Treatment, Relaxation Training, "Therapy Identifiers—*Progressive Relaxation Training

This study, based on Strong's (1968) model of therapy as social influence, focused on the relationship between clients' judgments of therapists' characteristics and the outcomes of their treatment for generalized anxiety. Thirty subjects and 15 therapists met in 12 individual therapy sessions using Progressive Relaxation Training combined with either cognitive or nondirective therapy procedures. After three sessions and also at the end of the sessions, clients' judgments of their therapists' expertise, attractiveness, and trustworthiness assessed with the Counselor Rating Form (CRF) and their judgments of therapists' empathy, regard, and congruence were assessed by means of the Relationship Inventory (RI). Four measures of client anxiety were administered before and after treatment. Significant inverse correlations were found between measures of clients' judgment of their therapists' characteristics and of their anxiety levels after treatment. (Other trends, limitations in the study, and implications for future research are discussed. References are included.) (TE) ED 315 713

CG 022 296 Thompson, Bruce Borrello, Gloria M. Different Views of Love: Deductive and Inductive

Inquiry and the Implications of Research Find

ings for Counseling. Pub Date-Mar 90 Note-16p.; Paper presented at the Annual Meet

ing of the American Association of Counseling and Development (Cincinnati, OH, March 16-19,

1990). Pub Type- Information Analyses (070)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Book Reviews, *Counseling, *Inter

personal Attraction, 'Interpersonal Relationship, *Love, Scientific Methodology, *Sexuality

The fact that love is so fundamental to the human experience and can affect clients in so many ways suggests that counselors may frequently encounter clients seeking assistance with problems involving love, and that counselors may consequently be interested in scientific inquiry regarding the nature and experience of love. This paper reviews two distinct scenarios of inquiry (deductive and inductive) regarding the nature of love. Findings of the two scenarios are summarized, and references include citations for the related studies. Selected seminal readings of potential interest to counselors are also identified and briefly annotated. (Author/TE) ED 315 714

CG 022 307 Wandersman, Lois Pall The Role of the Clinical Supervisor in Empowering

Students To Work Effectively in Child Maltreat.

ment. Pub Date-13 Aug 89 Note-6p.; Paper presented at the Annual Meeting

of the American Psychological Association (97th,

New Orleans, LA, August 11-15, 1989). Pub Type— Opinion Papers (120) — Reports - De

scriptive (141) — Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Child Abuse, *Child Neglect, Chil

dren, *Counselor Training, Family Problems, *Graduate Students, Higher Education, *Interdisciplinary Approach, *Supervision, Supervisors

The University of South Carolina (USC) Child Abuse and Neglect Interdisciplinary Training Project provides students with the opportunity to gain advanced knowledge and skills for work with maltreated children and families through didactic courses, practica, and community placements. The project involves interdisciplinary collaboration between students and faculty from social work, psychology, nursing, education, criminal justice, public health, law, and medicine. A unique aspect of the USC project has been the development of an assess. ment clinic for providing comprehensive multidisciplinary evaluations of maltreated children and families. In this project the clinical psychology supervisor is part of the assessment team and assists directly in guiding the multidisciplinary process as needed. The supervisor also meets with the psychology students individually and as a group to provide direct teaching and supervision of psychology train. ing. Students need a strong theoretical background in normal child development before they can understand maltreatment. Issues such as maltreatment require a multidisciplinary approach in university settings. By exposing bright and concerned graduate

Page 7

students early in their professional development to questions about how children cope with maltreatment, what treatment approaches help, what placement alternatives work best, and how to prevent future maltreatment, research and applied programs will be stimulated. (ABL)

ED 315 715

CG 022 308 Moskowitz, Debbie S. Crawley, Michael E. Adult Criminal Activity among Adolescents Who

Were Aggressive and Withdrawn. Pub Date-Aug 89 Note-17p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Reports - Research (143) —Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Adolescents, * Aggression, *Crime, Criminals, Foreign Countries, Grade 7, *Longitudinal Studies, Predictor Variables, Secondary Education, Secondary School Students, Social Behavior, Social Problems, *Withdrawal (Psychology) Identifiers-Canada

Longitudinal studies of the effects of aggression and social withdrawal on later development contribute to an understanding of how socially deviant behaviors may affect future adaptation. This study is concerned with how aggression and social withdrawal are related to criminal activity approximately 10 years after individuals were initially identified. Further, this study examined whether academic achievement provides supplementary or overlapping prediction of crime to that provided by knowledge about social behavior. Information was collected for boys and girls (N=1,704) in grade 7 (time one) about aggression, withdrawal, and academic achievement. Based on their scores, students were divided into aggressive, withdrawn, aggressive-withdrawn, and control groups. Adult criminal activity was assessed 10 years after first assessment (time two). Men who had been aggressive were four times more likely than control males to have committed a crime, and they committed crimes more frequently. As a group, women committed few crimes, and even women who had been aggressive were unlikely to commit crimes. Knowledge about social behavior in early adolescence was a more potent predictor of number and seriousness of crimes than knowledge about academic achievment. (ABL)

ED 315 717

CG 022 310 Tucker, M. Belinda Mitchell-Kernan, Claudia Psychological Well-Being and Perceived Marital

Opportunity. Pub Date—13 Aug 89 Note—19p.; Paper presented at the Annual Meet.

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type— Reports - Research (143) —Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Anxiety, * Attitudes, *Blacks, Cul

tural Differences, Depression (Psychology), 'Females, Latin Americans, Life Satisfaction, Loneliness, *Marriage, *Mate Selection, *Percep

tion, Well Being, Whites Identifiers—*Mate Availability

The psychological consequences of limited marital opportunity have recently received attention. It has been argued that American women were facing a shortage of potential partners and that this situation was associated with a range of social phenomena, including changes in the value of marriage and family. This study examined the relationship between perceived marital opportunity and psychological well-being, as measured by depression, anxiety, loneliness, life satisfaction, and relationship satisfaction, using women's data from the 1989 Southern California Social Survey. Data from approximately 300 single women were included. Partial correlations between mate availability and well-being indicators, controlling for age, income, education, and value placed on marriage demonstrated that perceptions of mate availability were significantly and negatively correlated with well-being. A perceived lack of availability was associated with greater depression, anxiety, loneliness, and less satisfaction with life. The effect was strong and per. vasive for Latino women and White women, but somewhat weak for Black women. Findings were interpreted as indicating that when the perception of mate availability was viewed as rooted and driven, the consequences for psychological well-being were negative. When mate availability was viewed as a systemic feature of the environment over which one had little control, mental health was not affected. (ABL)

ing of the American Association for Counseling and Development (Cincinnati, OH, March 16-19,

1990). Pub Type— Reports - Research (143) —Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Age Differences, *Anxiety, Atti

tudes, Counselors, Counselor Training, *Death, *Educational Needs, *Graduate Students, Higher

Education, Masters Programs, Sex Differences Identifiers—*Death Anxiety

Only recently have mental health professionals realized the importance and impact of death and death anxiety in the lives of individuals, particularly clients. Indeed few empirical studies have examined the levels of death anxiety among clients, much less among counselors or counselors-in-training. The purpose of this study was to examine whether gender, age, and experience with death and/or suicide would influence reported levels of death anxiety, manifest anxiety, and attitudes toward suicide among counselors-in-training (N=55). Significant differences were found between male and female trainees in levels of death anxiety, with females reporting higher levels. When attitudes toward suicide were examined, trainees who had had a direct experience with a friend or family member attempting or committing suicide had a more negative view of the acceptability of suicide than did those without this direct experience. No differences were found between male and female trainees in suicide attitude and manifest anxiety. A possible way to begin dealing with the death anxiety and attitudes toward suicide experienced by counselors-in-training is through educational exposure, specifically with death and dying and the various aspects of suicide. Regardless of the method, the topics of death, dying, and suicide need to be integrated into existing counselor training programs. (ABL) ED 315 720

CG 022 313 Dansby, Virginia Smejkal Second Generation Effect of Vietnam: Adolescent

Children of Combat Veterans. Pub Date—Mar 90 Note—13p.; Paper presented at the Annual Meet

ing of the American Association for Counseling and Development (Cincinnati, OH, March 16-19,

1990). Pub Type— Reports - Research (143) —Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage.

escriptors—* Adjustment (to Environment), * Adolescents, Children, Depression (Psychology), Emotional Problems, High School Students, Parent Child Relationship, Secondary Education, Social Problems, *Vietnam Veterans

Although extensive research has focused upon the adjustment problems of the veterans of the Vietnam conflict, little data is available concerning their children. The purpose of this study was to provide a description of the adolescent children who have lived with Vietnam combat veteran fathers, compar. ing them (on the basis of social and personal adjustment, relationship with their parents, personality development, and a few personal choices and opinions) with a control group of children whose fathers were not in Vietnam. The experimental group, consisting of 14 girls and 14 boys from a high school in West Virginia, and a control group of equal size, age, and gender were compared on grade point average, school absences, achievement test scores, the Behavior Rating Profile, the Beck Depression Inventory, the Child's Attitude Toward Father and Mother, the High School Personality Questionnaire, and a demographic questionnaire. The results indicated that the children of combat veterans were significantly more troubled. More specific information concerning the child's perceptions of the problem

and family dynamics would be particularly valuable. Just as their fathers deserve special recognition for the sacrifices which they have made, so their children are entitled to careful observation to detect possible impairment and a more comprehensive investigation into the issue of secondary traumatization. (ABL)

ED 315 716

CG 022 309 Tucker, M. Belinda Mitchell-Kernan, Claudia The Decline of Marriage among African Ameri.

cans: Attitudinal Dimensions. Pub Date—13 Aug 89 Note—20p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type-Reports - Research (143) —Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Attitudes, *Blacks, Latin Ameri

cans, *Marriage, *Mate Selection, «Perception Identifiers—*Mate Availability

The structure of the “American family” has undergone dramatic change in recent times. This study examined the differential relationship between perceived mate availability and aggregate assessments of sex-ratio in broadly distinctive socio-cultural groupings to determine whether the primary theoretical conceptualizations concerning the role of mate availability are differentially relevant for those groups. One-half of the contents of the 1989 Southern California Social Survey (SCSS) was devoted to the issue of mate availability and its attitudinal and psychological correlates. The sample consisted of adults (N=1,116) with Blacks and Latinos oversampled to provide numbers sufficient for analytical purposes. Two indicators of perceived mate availability were used: perceived availability of the opposite sex and perceived sex ratio. A series of items concerning factors considered by the respondent to be important for a successful marriage were asked. The results suggest that the roots of African American marital decline are more likely to be structural, rather than the result of the devaluing of the institution of marriage. Economic as well as demographic indicators were salient for Blacks. Although multivariate analysis did not provide support for the primacy of economic indicators for Latino marital behavior and expectations, the bivariate comparisons indicated a very dominant male concern with economic readiness for marriage. (ABL)

ED 315 718

CG 022 311 Mitchell-Kernan, Claudia Tucker, M. Belinda Perceived Mate Availability and Marital-Familial

Values: A Cross-Cultural Analysis. Pub Date-14 Aug 89 Note-11p.; Paper presented at the Annual Meet

ing of the American Psychological Association

(97th, New Orleans, LA, August 11-15, 1989). Pub Type-Reports - Research (143) - Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Attitudes, *Blacks, Cross Cultural

Studies, Females, Latin Americans, *Marriage, *Mate Selection, *Perception, Racial Differences Identifiers—*Mate Availability

Traditionally the sex ratio has been the domain of demographers and social biologists. This study takes the societal phenomenon of sex ratio imbalance as context, but focuses on the social psychological impact of perceived mate availability. One-half the contents of the 1989 Southern California Social Sur. vey was devoted to the issue of mate availability and its attitudinal and psychological correlates. Subjects (N=1,116) were adults, with Blacks and Latinos oversampled. Two indicators of perceived mate availability were ascertained: availability of opposite sex and sex ratio. The results indicated that each of the groups could be classified in terms of perceived opposite sex availability: Black women were in a situation of severe undersupply; Black men in great oversupply; Latino women in relative undersupply; Latino and White men in relative balance. For most groups the perception was a relative reflection of the actual situation. The White female situation was a bit more ambiguous. In terms of actual sex ratio, White women were far more advantaged than Black women, but perceived their situation to be one of male shortage. The root of this perception may be more reflective of gender role issues than structural conditions. (ABL)

ED 315 719

CG 022 312 Maglio, Christopher J. Death Anxiety and Attitudes toward Suicide

among Counselors-In-Training. Pub Date-18 Mar 90 Note-15p.; Paper presented at the Annual Meet.

Note—39p.; M.A. Thesis, Kean College. Six tables

have small print Pub Type - Dissertations/Theses - Masters Theses

(042) - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Beginning Reading, Distinctive

Features (Language), Grade 1, *Letters (Alphabet), Primary Education, *Reading Instruction,

Reading Research, *Word Recognition Identifiers—Emergent Literacy, Harris Jacobson

Core List, New Jersey, Print Awareness This study investigated the effect on word recognition of supplementing a beginning reading program with instruction in distinctive features of alphabet letters. Subjects, 11 first grade students in the experimental sample and 10 first grade students in the control sample in Short Hills, New Jersey, were administered a test of word recognition (20 first grade words from the Harris-Jacobson Core List) as a pre- and posttest. The experimental group received 5 weeks of instruction (15 minutes a day, 5 days a week) in distinctive features of 23 lowercase confusable pairs of letters. Results indicated that instruction in distinctive features of alphabet letters did not improve scores on the word recognition test. (Nine tables of data are included, and 19 references are attached.) (SR) ED 315 722

CS 009 893 Volpe, Myra Elaine Do Current Basal Series Use Clear Explanations

and Correct Exemplars in Teaching Prefixes? Pub Date-Dec 89 Note—37p.; Requirements for a Master's degree,

Kean College. Pub Type- Reports - Research (143) — Disserta

tions/Theses - Undetermined (040) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Basal Reading, Beginning Reading,

*Definitions, Elementary Education, *Reading

Materials, Reading Research, Textbook Content Identifiers—*Prefixes

A study (replicating a similar 1977 study by S. Stotsky), exaniined whether current basal series teach prefixion clearly. Teacher's guides, student texts, and workbooks of nine popular basal reader series were examined to ascertain whether they offered a clear definition of the term "prefix” and whether that definition was reinforced by the use of correct exemplars. The series examined were published by D.C. Heath; Harcourt-Brace-Jovanovich; Holt Rinehart and Winston: Houghton Mifflin; Macmillan; McGraw-Hill; Open Court; Scott Foresman; and Silver-Burdett and Ginn. Results showed that confusion exists in the definition of "prefix" and that this confusion is frequently compounded by the use of exemplars which mix prefixed words with words with etymological elements which are therefore noncomposite in English. (Five tables of data are included; 24 references and an appendix listing the reading series used in the Stotsky suty are attached.) (SR) ED 315 723

CS 009 896 McHugh, Caroline A Study of the Effects of Sustained Silent Reading

and Oral Reading on Reading Attitudes and

Interests. Pub Date—Dec 89 Note—40p.; M.A. Thesis, Kean College. Pub Type- Reports - Research (143) Disserta

tions/Theses Masters Theses (042)

Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Grade 3, Oral Reading, Primary Ed

ucation, Reading Aloud to Others, * Reading Attitudes, *Reading Interests, Reading Research,

*Sustained Silent Reading Identifiers-Estes Attitude Scale

To investigate the effects on students' reading attitudes and interests of sustained silent reading as opposed to reading aloud, a study divided 50 urban third graders into two groups, with 25 in each group. One group of students engaged in an 8-week period of sustained silent reading which was teacher directed before and after the reading process. The other group was read to aloud by the teacher for 8 weeks using carefully selected books of varying genres. The Estes Attitudes Scale of reading attitudes was used as a pre and posttest measure for both groups. No significant differences in attitudes or interests were found between the two groups. (One table of data is included, 28 references are attached, and the scores and test instruments are appended.) (SR)

ED 315 724

CS 009 921 Jimenez, Robert T. The History of Reading and the Uses of Literacy in

Colonial Mexico. Technical Report No. 494. Bolt, Beranek and Newman, Inc., Cambridge,

Mass.; Illinois Univ., Urbana. Center for the

Study of Reading. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date Feb 90 Contract—G0087-C1001-90 Note—27p.; Illustrations (figures 1-3) will repro

duce poorly. Pub Type- Reports - Research (143) — Historical

Materials (060) – Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Clergy, Cultural Context, *Educa

tional History, Educational Practices, Foreign Countries, *Indigenous Populations, *Latin American History, *Literacy, *Reading Instruc

tion, Reading Research Identifiers—Catholic Church, *Colonial History

(Mexico), *Mexico, Spain

Contrary to common wisdom, the authorities of Colonial Mexico (1521-1600) were vitally concerned with the teaching of reading to the indige. nous people. Alphabetic literacy was introduced in Mexico with the coining of the Franciscan friars, who brought with them many innovations and heartily set about the task of education. Some of the friars' innovations included using the Indians' hieroglyphic picture writing and transcribing the Nahuatl language into Roman letters. Fray Pedro de Gante wrote a trilingual primer (published in 1569) and thus pioneered the use of vernacular language in education. The teaching and learning of reading and writing seems to have flourished under these conditions. Later, the teaching of literacy became fossilized in an unchanging text that was used almost exclusively, with only minor changes, for two centuries. Literacy always had a definite purpose in Mexico-to perpetuate the system of government in power and to convert the native population to Catholicism. The decline of education in Mexico can be accounted for by opposition from Spanish colonists to education of the indigenous population, and to the cutting off of adequate funding for education. (Four figures are included and 38 references are attached.) (SR)

ports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cognitive Processes, Elementary Ed

ucation, Models, * Reading Difficulties, Reading Instruction, *Reading Processes, Reading Re

search, *Reading Strategies, *Remedial Reading Identifiers—*Interactive Model, Interactive Read

ing

Even though reading is a complex process, cognitive psychologists generally agree that reading is an active thinking process. Four aspects of the interactive view of reading can help define this process: (1) readers use both what they know and information from the text to construct meaning; (2) readers elaborate what and how they read; (3) readers continually monitor their understanding to see if it makes sense; and (4) readers use the situational context to focus their purposes and frame their attitude toward the literacy event. The interactive model of reading can form a framework for analyzing reading difficulty. Reading difficulty occurs when one of the aspects of the reading process is excluded for an extended period of time. When there is a mismatch between the students' reading behaviors and reading instruction, readers use compensatory strategies to construct meaning. With each of the four aspects of the interactive model of reading, reasons for reading difficulty can be explained in terms of an interaction between student behaviors and classroom instruction, thus illustrating the powerful influence teachers and schooling have on remedial reading. (Two figures representing the interactive reading model and a model of reading difficulty are included; 38 references are attached.) (RS) ED 315 727

CS 009 930 McCoy, Linda Jones Suggested Steps in Language Experience Ap

proach Instruction. Pub Date—(90) Note—23p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Beginning Reading, Class Activities,

Elementary Education, Language Arts, *Language Experience Approach, Learning Activities, Lesson Plans, *Preservice Teacher Education, Reading Comprehension, *Reading Instruction, Reading Programs, Reading Readiness, Student Developed Materials

Undergraduate education students can often discuss the language experience approach intelligently, listing advantages and disadvantages with ease, but express bewilderment when it comes time in a reading practicum class to actually use the approach with a child. A teaching guide can serve as an aid to those students who have previously studied the approach. In a practicum setting where limited time and space are available, the story dictation and story writing portion of a total language experience program receives emphasis. Since the approach differs somewhat depending on whether the child is at readiness level, is a beginning reader, or is reading at second or third grade level, method sheets can be used for each category. In kindergarten or first grade, the language experience approach can be used alone or along with a basal readiness program. Once the teacher has made a decision on grouping the students, he or she may choose from one of three alternative instructional methods. Language experience procedures for the beginning reader include story writing and story dictation activities in a variety of settings using a variety of stimuli. The child who is already reading can follow the same basic procedures outlined for the beginning reader but does not need as much direct instruction. Emphasis should be on comprehension, vocabulary building, on expanding writing skills, and on editing the completed story in preparation for publication. (RS) ED 315 728

CS 009 931 Mullis, Ina V. S. Jenkins, Lynn B. The Reading Report Card, 1971-88: Trends from

the Nation's Report Card. Educational Testing Service, Princeton, N.J.; Na

tional Assessment of Educational Progress,

Princeton, NJ. Spons Agency–National Center for Education Sta

tistics (ED), Washington, DC. Report No.-ISBN-0-88685-095-9; NAEP-19-R

01 Pub Date—Jan 90 Grant-G008720335 Note69p.; For Writing Report Card, see CS 212

220. Tables in data appendix contain small print. Available from-National Assessment of Educa

ED 315 725

CS 009 928 Christensen, K. Eleanor Whole Language in Perspective: A Teacher's Con

tinuum. Pub Date—[90] Note-11p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Beginning Reading, Classroom En

vironment, Educational Philosophy, Elementary Education, *Reading Instruction, Reading Writ. ing Relationship, Teacher Behavior, Teaching

Methods, *Whole Language Approach Identifiers-Emergent Literacy

Whole language represents only one of many good concepts about teaching reading to children, but it is not for everybody. Because whole language is a philosophy rather than a specific method, educational practitioners can incorporate different as. pects of this philosophy to different degrees. If teachers think of a continuum of theoretical bases underlying the teaching of reading, then they can move along the continuum headed toward an integrated language approach (or whole language approach) at their own speed and in their own style. The strength of the whole language philosophy-its emphasis on language and language usage, both oral and written, used in real-life situations-cannot help but influence the everyday classroom environment for many children. As teachers consider the continuum of an integrated language approach, the teaching of reading will take a significant new step forward into the twenty-first century. (A chart designed to help teachers place themselves on the theoretical continuum is included.) (RS)

ED 315 726

CS 009 929 Walker, Barbara J. The Interactive Model of Reading: Deciding How

Disability Occurs. Pub Date- Apr 89 Note—23p.; Paper presented at the Annual Meet

ing of the International Reading Association

(34th, New Orleans, LA, April 30-May 4, 1989). Pub Type— Speeches/Meeting Papers (150) — Re

and Kenneth Resch); (13) “Evaluating_Literacy Processes on Listening to Children Thinking" (Stephen B. Kucer); (14) “Personal Response to Literature, Film, and Life” (Carole Cox); (15) “A Developmental-Structural Model for Understanding Children's Interpretations of Texts" (Kip Tellez); (16) “Sundaes, Reading, and Education Philosophy” (Russ S. Hubbard); (17) “Understanding Fiction/Understanding Ourselves: Learning without Teachers” (Carol Holder and Harold Levitt); (18) “The Role of Parental Perceptions in Learning to Read” (Thomas Leon Cory); and (19) “Maternal Drug Usel

Abuse and Subsequent Learning Problems in Offspring: Is There a Connection?" (Clement E. Papazian). (MG)

tional Progress (NAEP), Educational Testing Ser

vice, Rosedale Rd., Princeton, NJ 08541-0001. Pub Type - Reports - Research (143) — Informa

tion Analyses (070) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Educational Assessment, *Educa

tional Trends, Elementary Secondary Education, *Reading Achievement, *Reading Instruction, Reading Research, Reading Skills, *Reading

Strategies Identifiers—*National Assessment of Educational

Progress

Intended to serve as a resource for the many and varied groups concerned with improving students' reading proficiencies, this report from the Nation's Report Card provides a long-term perspective on students' reading skills and strategies based on a series of five national assessments conducted from 1971 to 1988. Each chapter of the report provides a different perspective on trends in students' reading abilities. The first chapter describes changes in the average reading performance of 9., 13., and 17-year-olds across the five reading trend assessments conducted by the National Assessment of Educational Progress (NAEP) between 1971 and 1988. The second chapter defines levels of reading proficiency and presents the percentages of students attaining these successive levels in each assessment. The third chapter summarizes trends in students' responses to questions on their reading instruction and experiences and investigates the relationships between these background factors and reading proficiency. Overall, the findings described in the report reveal generally positive but subtle changes in reading performance at the national level since 1971: (1) nine-year-olds assessed in 1988 read sig. nificantly better than their counterparts assessed in 1971, but this progress was made in the 1970s; (2) thirteen-year-olds' reading achievement has fluctuated slightly over the years; and (3) seventeenyear-old students assessed in 1988 read significantly better than their counterparts assessed in either 1971 or 1975. A procedural appendix and an appendix of data are attached. (RS) ED 315 729

CS 009 932 Douglass, Malcolm P., Ed. Reading: A Literary Feast: Proceedings of the

Claremont Reading Conference (56th, Claremont, CA, March 10-11, 1989). Fifty-Third Year

book. Claremont Graduate School, Calif. Report No.-ISBN-0-941742-07-5 Pub Date89 Note—260p.; Title represents the special confer

ence theme for 1989. The continuing theme is listed as “Reading, The Process of Creating

Meaning for Sensed Stimuli.” Available from—Claremont Reading Conference

Yearbook, Harper 200, Claremont Graduate School, Claremont, CA 91711-6160 ($20.00 plus

$1.00 handling). Pub Type - Collected Works - Proceedings (021) Document Not Available from EDRS. Descriptors—Childrens Literature, Curriculum De

velopment, Elementary Secondary Education, Language Arts, Literacy, *Literature Appreciation, Parent Participation, Reader Response, *Reader Text Relationship, *Reading, Reading Instruction, Reading Materials, Story Reading Identifiers—Aesthetic Reading, Claremont Read

ing Conference, Text Factors Articles in this yearbook address the issue of emphasizing the basics in reading development, and also focus on the literary experience. Articles, listed by their authors, include: (1) “A Second Helping" (Myra Cohn Livingston); (2) “Not Only a New Curriculum but a New Teacher" (Marilyn Hanf Buckley); (3) “Reading-A Literary Feast" (Lil Thompson); (4) “A World of Horizons beyond Horizons" (Spencer G. Shaw); (5) "For Spiritual or Pleasurable Ends: The Portrayal of Children's Reading in Children's Books, 1670-1785" (E. Jennifer Monaghan); (6) “Recognition of Merit Award" (Carolyn Angus); (7) “Acceptance Statement” (Marilyn Sachs); (8) “The Story as It Is Spoken” (Joanne Greenberg); (9) “The Psychiatrist and the Teddy Bear: A Modern Author's Search for the Key to Creating Classical Children's Literature" (Gale Cooper); (10) “A Tale of Two Practices: A Cautionary Look at the Teaching of Literacy in the U.S. and the U.K.” (John S. Caputo and Robin Wynyard); (11) "A Lesson from Leichester and London: The Case against Formal Reading Lessons" (Nancy Pine); (12) “The Role of Imagination in Creating Literary Discourse" (J. Dixon Hearne

ED 315 730

CS 009 933 Nelson, Robert L. College Students' Views of Reading. Pub Date—26 Oct 89 Note-15p.; Paper presented at the Annual Meet

ing of the Great Lakes Regional Reading Associa

tion (8th, Cincinnati, OH, October 26-28, 1989). Pub Type - Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*College Students, Elementary Sec

ondary Education, Family Environment, Higher Education, Oral Reading, Parent Student Relationship, Reading Habits, *Reading Instruction, *Reading Interests, Reading Research, School Surveys, Sex Differences, *Student Attitudes,

*Teacher Role Identifiers-Reading Motivation, University of

Wisconsin LaCrosse

In order to get some idea of how 18- to 25year-olds felt about some of their reading moments in school, a reading interest survey was given to 189 college students at the University of Wisconsin, LaCrosse. Females reacted more positvely to ques. tions about the impact of teachers, home life, and methods on their feelings for reading. Oral reading was disliked by these students when they were in elementary school, and assigned readings were disliked most in high school. The factor listed most often as influencing the development of a real love of reading was caring teachers who were models of reading to their classes, and whose love for reading was apparent. Recommendations based on the survey include: (1) reading materials need to be interesting and life-like; (2) reading groups should be modified and possibly changed frequently enough so that a student is not stigmatized; (3) oral reading should be carefully watched and purposefully used; (4) an attempt should be made to promote reading in the home; (5) teachers must care about students and show that they care; and (6) teachers need to be models of reading. (The survey results and a list of books that left a lasting impression on the students are attached.) (RS)

neither of which identifies sounds directly, do not refer to blending. An omission in all five series is suggestions for teaching children how to use letter-sound correspondences with flexibility. Four of the five series teach a few generalizations for dividing words into syllables; the fifth series omits generalizations for syllabication. All five programs fail to deal with phonics in a way that makes its value for reading apparent to children. Instead, the programs succeed in demonstrating how phonics instruction can be a waste of time. Findings reveal the wide gap that exists between the phonics that is taught and the recommendations that are made for dealing with new vocabulary. (Seven tables of data and five figures are included.) (MG) ED 315 732

CS 009 935 Palmer, Barbara C. And Others An Investigation of the Effects of Newspa

per-Based Instruction on Reading Vocabulary, Reading Comprehension, and Writing Performance of At-Risk Middle and Secondary School

Students. Final Report. Pub Date —Aug 89 Note—171p.; Project supported by the Knight

Foundation. Several reprints in appendices will

not reproduce clearly. Pub Type— Reports - Research (143) EDRS Price MF01/PC07 Plus Postage. Descriptors—Class Activities, Classroom Research,

Educational Research, *High Risk Students, *Instructional Effectiveness, Learning Activities, Media Adaptation, Middle Schools, *Newspapers, Reading Comprehension, Reading Materials, Secondary Education, Sex Differences, *Vocabulary Development, Whole Language Ap

proach, *Writing Evaluation Identifiers—Newspaper in Education Program,

Whole Language Approach

A study investigated the effects of using daily newspapers to supplement normal classroom in. struction with at-risk secondary school students. Subjects, 627 at-risk 8th- through 12th-grade students in 41 intact classes, were assigned to one of three conditions of newspaper usage over an 18-week period. The first group received newspapers three times per week and were given related instruction using a whole language approach. The second group received newspapers three times per week without related instruction. The third group served as the control and received no newspaper supplement to normal classroom instruction. Analyses of pretest and posttest scores indicated: (1) students who received newspapers with instruction improved their reading vocabulary, reading comprehension, and writing performance more than students who received newspapers without instruction and students who received no newspapers; (2) secondary school males benefited most from newspaper usage; (3) benefits of newspaper usage increased with time; and (4) 1-day training (which had been given to the teachers of all the students) did not produce uniformly effective classroom use of newspapers among all teachers. (Nine tables of data are included; newspaper and journal articles related to at-risk students, teacher and student questionnaires, and charts of test score data are attached.) (RS) ED 315 733

CS 009 937 Olson, Mary W. and Others Improving Reading and Test Taking Performance

of Minority and Majority Students. Pub Date—[88] : Note—13p. Pub Type— Reports - Research (143) EDRS Price MF01/PC01 Plus Postage. Descriptors-Higher Education, Inferences,

*Reading Comprehension, *Reading Improvement, Reading Research, Reading Skills, Reading Strategies, *Remedial Instruction, Remedial Programs, Remedial Reading, Scores, *Test Coach

ing, Testing, *Test Wiseness, Tutoring Identifiers—Pre Professional Skills Tests, Recipro

cal Teaching, Southwest Texas State University

A study was conducted to increase students' passing rates on the reading subtest of the Pre-Professional Skills Test (PPST) by increasing their ability to answer reading items correctly, increasing their comprehension speed, and increasing their confidence in their test-taking abilities. Subjects were 27 students at Southwest Texas State University who responded to notices announcing tutoring sessions. Tutoring groups formed an augmented sample for which matched pairs were created, for a total of 54 subjects. All subjects were students who had failed th reading subtest by 1 to 10 points and had already

ED 315 731

CS 009 934 Durkin, Dolores Phonics Instruction in New Basal Reader Pro

grams. Technical Report No. 496. Bolt, Beranek and Newman, Inc., Cambridge,

Mass.; Illinois Univ., Urbana. Center for the

Study of Reading. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Feb 90 Contract—G0087-C1001-90 Note-47p. Pub Type- Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Basal Reading, Basic Vocabulary,

Beginning Reading, Decoding (Reading), Elementary Education, Instructional Effectiveness, Phoneme Grapheme Correspondence, *Phonics, *Reading Instruction, Reading Programs, Reading Research, *Reading Skills

A study examined th phonics instruction that five basal reader series provide from kindergarten through grade six. The five basal programs (designated as Series A through E) that were examined are both similar and dissimilar in the recommendations they make for phonics. One series covers as many as 129 letter-sound correspondences; another covers 87. All five series pay considerable attention to consonant sounds in their kindergarten manuals and to numerous ways to spell long vowel sounds. Two of the five series deal with blending as a means for identifying words; another uses blending to emphasize whatever sound is receiving attention. Either way, the blending is done mostly by the teacher, not the children. The other two programs,

opment and acquisition of knowledge. The curriculum was designed to create a rich, shared environment that generates interest and enables students to identify and define problems while they explore the content from many perspectives. Based on what is known about effective teaching, anchored instruction was developed to provide opportunities for teachers and students to work cooperatively in shared experiences. For example, the film "The Young Sherlock Holmes" (on videodisk) was used as a primary anchor or focus for relating content across subject areas. The use of a focus (i.e., the film) encourages students to view anchors from their own perspectives, to link learning across subject areas, to find information to explore problems that they identify, and to experience changes in their comprehension as they are introduced to new ideas from the teacher, from the texts, and from their peers. The seven key decision points which guided the development and implementation of anchored instruction relate to: (1) choosing an appropriate anchor; (2) developing shared expertise around the anchor; (3) expanding the anchor; (4) using knowledge as tools for problem solving; (5) teaching with the an. chor; (6) merging the anchor with literacy experiences; and (7) allowing student exploration. (Seventeen references are attached.) (RS)

images or in writing paraphrases as they read difficult

material. Posttests of abstract reading comprehension indicated no significant increases in reading comprehension for either group nor significant differences between groups. Findings suggested that further research is warranted because of a higher number of unanswered questions on the posttest for the group that used visualizing. (One table of data is included.) (Author/RS) ED 315 739

CS 009 945 Johns, Jerry Krickeberg, Sandy Post-Secondary Developmental Reading. Focused

Access to Selected Topics (FAST) Bibliography

No. 43. ERIC Clearinghouse on Reading and Communica

tion Skills, Bloomington, IN. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date Mar 90 Contract—RI88062001 Note—5p. Pub Type - Information Analyses - ERIC Informa

tion Analysis Products (071) — Reference Mate

rials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Higher

Education, Learning Disabilities, "Reading Difficulties, *Reading Instruction, *Reading Processes, Reading Research, *Reading Strategies, *Remedial Reading, *Study Skills, Two Year Colleges

Intended to provide current sources of information about college reading selected from the many citations of material in the ERIC database, this 22-item bibliography offers research about college reading, the reading process, and strategies of instruction. The bibliography also includes references to discussions of specific content area study skills, and to problems of students with special needs. The selections date from 1986 through 1988. (SR)

used the available resources on campus to no avail. Students in the experimental group met in groups of no more than seven students for 1-hour sessions three times a week for nine weeks. During these sessions the students completed speed comprehension exercises, read passages and completed multiple-choice inference questions, discussed the passages and their choices, and discussed test-taking strategies. Of the tutored students, 63% passed the reading subtest at the next PPST testing session, and 37% failed the subtest. Of the matched students only 25% passed the reading subtest, and 74% failed. The type and quality of the remediation provided for the tutored students was different from the remediation efforts typically available for collegelevel students. The study used effective teaching practices with reciprocal teaching. The remediation emphasized instruction on identified weaknesses, and the small group instruction model also allowed for affective support of high teacher expectations and confidence based on students' graphed progress. (Twenty-five references are attached.) (MG) ED 315 734

CS 009 940 Abraham, Katherine Reading and Mathematics: The Twain Shall Meet. Pub Date—[83] Note-15p. Pub Type- Guides - Classroom - Teacher (052)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors Content Area Reading, Elementary

Secondary Education, Learning Activities, *Mathematics Curriculum, *Mathematics Instruction, *Reading Skills, Teacher Role, Teach

ing Methods, Vocabulary Skills Identifiers—*Reading Mathematics Relationship

In today's mathematics classroom there is much concern about the students' lack of success. Mathematics teachers can successfully incorporate reading into their classrooms by: (1) promoting in-class reading activities; (2) teaching vocabulary; (3) emphasizing mathematical symbols; and (4) ensuring understanding of mathematical sentences. Reading and mathematics are inextricably intertwined. Taught together they can advance the student to higher levels of success. (Author/RS) ED 315 735

CS 009 941 Renegar, Sandra L. Reading and Music: Take Note. Pub Date—[86] Note—9p. Pub Type- Information Analyses (070) – Opinion

Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors Elementary Secondary Education, .*Music Activities, *Music Reading, *Reading Instruction, *Reading Skills, Singing, Skill Develop

ment, Visual Literacy Identifiers—Whole Language Approach

Music can exert a positive effect on a reading program both in complementary skill development and as a means of forcing task attention. These positive effects have been documented in research. Both music and reading require skills such as auditory and visual discrimination, reception, and association; eye-motor coordination; interpretation; word meanings in and out of context; and language reception. The integration of music and reading provides an excellent instrument for the whole language approach. Thus, music is a natural ally of the reading teacher both as a motivational tool and a vehicle for instruction. (Eleven references are attached.) (Author/SR) ED 315 736

CS 009 942 McLarty, Kim And Others Implementing Anchored Instruction: Guiding

Principles for Curriculum Development. Pub Date-2 Dec 89 Note—18p.; Paper presented at the Annual Meet

ing of the National Reading Conference (39th,

Austin, TX, November 28-December 2, 1989). Pub Type— Speeches/Meeting Papers (150)

Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors Curriculum Design, Curriculum Development, Grade 5, Instructional Innovation, Intermediate Grades, Literacy, *Teacher Student Relationship, Teaching Methods, Theory Practice Relationship Identifiers_* Anchored Instruction

A curriculum based on "anchored instruction" was developed to enhance students' literacy devel

ED 315 737

CS 009 943 Ehlinger, Jeanne Thinking-Aloud: An Examination of Its Transfer

To Other Learning Situations. Pub Date—Nov 89 Note—15p.; Paper presented at the Annual Meet

ing of the National Reading Conference (39th,

Austin, TX, November 28-December 2, 1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Processes, Grade 8, Ju

nior High Schools, *Learning Strategies, Middle Schools, Protocol Analysis, Skill Analysis,

*Thinking Skills, Transfer of Training Identifiers—Think Aloud Program, Thinking across

the Curriculum

A study examined whether students were able to transfer the learning of a modeled “think-aloud" strategy to comprehension monitoring in other learning situations. Sixty-four eighth grade students in a midwestern town were identified as average proficiency readers based on a cloze test. There were no significant differences among the groups (passive, active, and fullrange modeling conditions) in reading proficiency or in ability to monitor comprehension. All students were administered a questionnaire designed to answer the transfer questions of the study. Results indicated that the majority of the students used the think-aloud strategy in other classes at school. Fewer students reported using the think-aloud strategy out of school, with no significant differences among groups for transfer of the strategy to non-school situations. Results indicated significant differences among groups for use of the strategy in school, with the active and fullrange modeling groups reporting significantly more transfer situations. These students also had a greater percentage of responses than the passive group when asked “How has the think-aloud helped you?” They commented on how it helped them understand what they were reading and how it helped them deal with confusions that arose during reading. Students from all groups explained that they learned to slow down and take time to think aloud about what they were reading. Students in the active and fullrange modeling conditions were the only ones who made comments exemplifying their sense of self-efficacy. (One figure and three tables are included.) (MG) ED 315 738

CS 009 944 McGlinn, James E. The Use of Visualizing in Comprehending Difficult

Abstract Prose. Pub Date—[85] Note-17p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, *Reading Com

prehension, *Reading Instruction, Reading Research, Reading Strategies, *Remedial Reading,

*Visualization Identifiers—North Carolina, Writing Strategies

A study investigated the use of visualizing in remembering or understanding difficult abstract prose. Subjects, 40 students in two freshman devel. opmental reading classes in a state college in North Carolina, received either instruction in drawing out

ED 315 740

CS 009 946 Stahl, Steven A. And Others “Beginning To Read: Thinking and Learning about

Print" by Marilyn Jager Adams. A Summary. Bolt, Beranek and Newman, Inc., Cambridge,

Mass.; Illinois Univ., Urbana. Center for the

Study of Reading. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC, Pub Date—90 Contract—G0087-C1001 Note-159p. Available from University of Illinois, Summary,

P.O. Box 2276, Station A, Champaign, IL 61825-2276 ($5.00 a copy, up to 50; $200 for box

of 50). Pub Type— Books (010) — Information Analyses

(070) EDRS Price - MF01/PC07 Plus Postage. Descriptors—*Beginning Reading, Educational

Trends, *Literature Reviews, Phonics, Primary Education, *Reading Instruction, *Reading Research, Research Utilization, State of the Art Reviews, Theory Practice Relationship

Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams' “Beginning to Read: Thinking and Learning about Print" selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of useful, research-based information on beginning reading. Both the book and the summary review, evaluate, and integrate information from the fields of cognitive psychology, developmental psychology, educational psychology, education, linguistics, computer science, and anthropology. Chapters in the summary include: (1) "Words and Meanings: From an Age-Old Problem to a Contemporary Crisis"; (2) Research about Readers: Two Perspectives"; (3) “Preparing Young Children to Read”; (4) “Moving into Reading"; and (5) "Words and Meaning: Toward a Resolution." Nineteen pages of references and notes are attached. (RS) ED 315 741

CS 009 947 van Kraayenoord, Christina E. And Others Reading Difficulties, Metacognition and Affect. Pub Date—Nov 89 Note—25p.; Paper presented at the Annual Meet

ing of the National Reading Conference (30th,

Austin, TX, November 28-December 2, 1989). Pub Type - Reports - Research (143) — Speeches/

Meeting Papers (150)

EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Foreign Countries, Grade 2, Longitu

dinal Studies, *Metacognition, Primary Education, *Reading Achievement, Reading Attitudes, Reading Diagnosis, *Reading Difficulties, Reading Failure, *Reading Processes, Reading Research, Reading Skills, Self Efficacy Identifiers—* Australia (Brisbane), Concepts about

Print Test

A study examined reading performance, metacognitive knowledge about reading, awareness of the conventions about print, perceptions of reading ability, and causal attributions for success and failure in reading of children with reading difficulties in Year 2 in Australia. One hundred children from the Brisbane region were involved in the study-half with reading difficulties. Children were tested individually on three separate occasions at approximately 2-month intervals. Results indicated that children with reading difficulties were less able to identify letters and words when compared to their peers. They also had lower reading ages for reading accuracy and comprehension than the children without reading difficulties. Children with reading difficulties showed less awareness of the concepts about printed language than their peers. Self-beliefs and causal attributions indicated that the children with reading difficulties perceived their attainment to be higher than their actual achievement might indicate. In accounting for their failure in reading, children with reading difficulties made reference to a lack of ability and to being unlucky. (Six tables of data are included and 37 references are attached.) (MG)

ED 315 742

CS 009 950 Kelly, Patricia R. Farnan, Nancy Effects of a Reader Response Approach on Stu

dents' Ways of Thinking about Text. Pub Date—Nov 89 Note—14p.; Paper presented at the Annual Meet

ing of the National Reading Conference (39th,

Austin, TX, November 28-December 2, 1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Cognitive Development, Cognitive

Processes, Comparative Analysis, *Critical Reading, Grade 4, Intermediate Grades, *Reader Response, *Reading Instruction, Reading Research, Student Writing Models, *Thinking Skills

A study examined whether the higher-order thinking patterns elicited by a reader response approach would carry over and become part of students' ways of thinking about literature, even in the absence of reader response prompts. Subjects were fourth-grade students (48 in all) in two intact, heterogeneously grouped classrooms in the same elementary school in a medium-sized, middle-class, southwestern community. Both teachers carried out the same reading curriculum: a basal reading program; a literature strand using whole-class sets of tradebooks; a schoolwide storytelling program; and independent reading of self-selected books. As a pretest and posttest, students wrote for 5 minutes to the nonreader response prompt, “Tell me about your book.” Over a 12-week period, one teacher proceeded with the regular reading program. The other teacher used reader response prompts in classroom activities approximately twice a week as students read, talked, and wrote about what they had read. Pretest results showed that control and experimental groups evidenced similar concrete, literal thought patterns (using categories developed by Arthur Applebee and based on Piagetian categories of cognitive development). Posttest results showed significant differences between the two groups: while the control group remained fairly consistent with earlier results, the experimental group showed significantly more evidence of higher-order thinking (specifically, Applebee's Category 3-analysis). (SR)

*Library Role, Occupational Surveys, Public Schools, Reading Instruction, *Reading Programs, Reading Research, Reading Skills, Recreational Reading, "School Libraries, School

Surveys, State Surveys
Identifiers-Alabama, Reading Motivation

A study examined the role of elementary and secondary school librarians/media specialists in Alabama in promoting reading growth, assisting classroom teachers, and teaching reading skills. Sur. veys were sent to all public school librarians in Alabama, and to their administrators. Results, based on 250 randomly selected surveys from librarians and 36 surveys from administrators, indicated that: (1) teaching library-related skills and encouraging recreational reading ranked high in the priorities of both librarians and administrators; (2) librarians would like to be more involved in planning with teachers for the coordination of reading programs, the use of content area resources, and selection of basal reading materials-and administrators agreed; (3) administrators' and librarians' perceptions differed regarding the percentage of time spent in various activities. Overall, the survey indicated that librarians would like to be more involved in the planning and evaluation of the reading program and and would like to spend less time in the instruction of specific reading skills. (Eight tables of data are included.) (SR) ED 315 744

CS 009 952 Link, Gordon H. The Reading Connection. Pub Date—16 Feb 90 Note—28p.; Paper presented at the Annual Meet

ing of the Eastern Educational Research Associa

tion (Clearwater, FL, February 14-17, 1990). Pub Type - Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price · MF01/PC02 Plus Postage. Descriptors—Case Studies, Family Environment,

Grade 5, Intermediate Grades, *Parent Attitudes, *Parent Responsibility, Parent Role, Parent Student Relationship, Reading Ability, *Reading Attitudes, *Reading Instruction, Reading Programs, Reading Research, *Reading Skills, Remedial Reading, Rural Environment, *School Responsi. bility

A study examined the beliefs of parents in relation to their responsibilities and the school's responsibilities in the area of teaching reading. Parent interviews were conducted with three sets of parents of children receiving remedial instruction and two sets of parents of gifted children, all in fifth grade. All parents were from a rural area and were involved in farming or employed in service functions supporting the rural community. Analysis of the data suggests that parents see themselves as providers of reading models, reading materials, and reading opportunities. They expressed concern over lack of knowledge about the school reading program. The parental perceptions of school responsibilities revolved around teaching specific reading skills and identifying and helping children with reading difficulties. The parents also provided suggestions concerning further parental involvement in the school's programs. (Author/MG) ED 315 745

CS 009 954 Askov, Eunice N. Penn State Adult Literacy Courseware: Impact on

Parents and Children. Final Report. Pennsylvania State Univ., University Park. Inst. for

the Study of Adult Literacy. Pub Date-10 Sep 87 Note—18p. Pub Type- Reports - Evaluative (142) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Adult Basic Education, Adult Liter

acy, * Adult Reading Programs, *Courseware, Instructional Effectiveness, Literacy Education, Man Machine Systems, *Parent Student Relationship, Program Descriptions, *Reading Attitudes, Sight Vocabulary Identifiers—Apple lle, Education Consolidation

Improvement Act Chapter 1, *Intergenerational Learning, Pennsylvania State University

The Penn State Adult Literacy Courseware project uses a "whole word” approach with some word-building activities in teaching 1,000 high frequency and functional words to adult beginning readers whose children participate in Chapter I programs. The aim of the project is to counteract the intergenerational effects of illiteracy. The courseware runs on an Apple Ile microcomputer and is interactive, branching, and responsive to the user's

answers and needs. The objectives for the 1986-87 fiscal year were: (1) summative evaluation and monitoring of the courseware in parent literacy sites; (2) revision of the teacher's manual to include various models for using the courseware in parent literacy sites; (3) further development of teaching activities to facilitate the transfer of words recognized on a computer screen to recognition in print; and (4) completion of the interactive audiodisk version with formative evaluation in sites serving non-native speakers. In meeting the first objective, a group of parents and their children participated in the program. Comparison of pretests and posttests indicated that the 52 parents completing 20 hours of instructional time gained more than 1 year in reading level, compared to at least 50 hours of instructional time to make comparable gains in traditional programs. The remaining three objectives were met. Teachers in the program have noted significant attitudinal shifts in both parents and children. (RS) ED 315 746

CS 009 955 Hillerich, Robert L. Whole Language: Looking for Balance among

Dichotomies. Pub Date-1 Feb 90 Note—20p.; Paper presented at the Annual Meet

ing of the Colorado Council of the International Reading Association (Denver, CO, January

31-February 2, 1990). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Basal Reading, Childrens Literature,

Educational Philosophy, Integrated Curriculum, Language Acquisition, Language Arts, Primary Education, *Reading Instruction, Reading Material Selection, *Reading Programs, Reading Teachers, Reading Writing Relationship, *Theory Practice Relationship, *Whole Language Ap

proach Identifiers—Child Centered Education

Like so many slogans, “Whole Language" is a dangerous term because its meaning varies with each educator. Whole Language is not a method of teaching, nor is it a program; it is a philosophy or viewpoint. Nine major characteristics of a Whole Language approach as culled from a variety of sources, with most agreed upon by a majority of authors, are: (1) fun in reading; (2) oral language as a bridge to print; (3) risk taking; (4) use of rich literature; (5) developmental versus preconceived sequence; (6) integrating the language arts; (7) reading whole texts versus excerpts; (8) meaningful use of language versus isolated drill; and (9) reading is a natural act. While bits and pieces of method associated with the philosophy have been supported by research, little research has been done on the total. Educators are obviously in a state of flux. Educators must make every effort to ensure that the effective elements are here to stay, especially: the encouragement to modify curriculum to fit kids instead of trying to fit kids into preconceived molds; the emphasis on children doing a lot more real reading and writing; and the practice of children doing both reading and writing as communicative acts rather than devoting the majority of time to skill exercises. If children are to become independent readers, the skills they do learn need to be used in real reading. Educators need to recognize that both skill and interest are essential. (Thirty-four references are attached.) (MG)

ED 315 743

CS 009 951 Piersma, Mary L. Allen, Diane D. Librarians: The Key to a Comprehensive Reading

Program. Pub Date—28 Nov 89 Note—21p.; Paper presented at the Annual Meet

ing of the National Reading Conference (39th,

Austin, TX, November 28-December 2, 1989). Pub Type-Speeches/Meeting Papers (150) — Re.

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Administrators, Elementary Second

ary Education, •Librarians, Library Research,

ED 315 747

CS 009 957 Corcos, Evelyne Willows, Dale M. A Developmental Study of the Processing of Or.

thographic Information in Children with Varying

Reading Ability. Pub Date 29 Nov 89 Note—22p.; Paper presented at the Annual Meet

ing of the National Reading Conference (39th,

Austin, TX, November 28-December 2, 1989). Pub Type— Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Analysis of Variance, Cognitive De

velopment, Comparative Analysis, Elementary Education, Grade 2, Grade 4, Grade 6, Letters (Alphabet), Multiple Regression Analysis, *Reading Ability, Reading Research, *Reading Skills, *Visual Learning, Visual Stimuli, *Word Recogni

tion Identifiers—*Orthography

A study investigated the development of information processing as it relates to the development of reading skills by studying how good readers and

Page 8

A study investigated whether presenting scientific information about seasonal change in a narrative which is also a refutation text will promote learning of the information more than presenting it in an expository text which is either a considerate refutation text or an inconsiderate non-refutation text. Subjects, 123 seventh grade students and 129 fifth-grade students in gifted and talented programs of two large urban school systems, read either a text that made no mention of misconceptions about seasonal change, or a text that directly refuted misconceptions, or narrative which addressed misconceptions about seasonal change. Subjects were administered a vocabulary test, a misconception test, and an application test. Results indicated: (1) subjects who read the narrative text consistently scored higher than subjects who read either of the other types of texts; (2) the expository text which considered misconception was only better than the expository text which did not consider misconceptions on the measure of immediate misconception test; and (3) fewer seventh graders than fifth graders held misconceptions of seasonal change. (Three tables of data are included; 19 references are at. tached.) (RS)

Wilsted, Joy Now Johnny CAN Learn To Read. Pub Date-87 Note—78p. Available from-Reading SUCCESS Unlimited, P.O. Box 215, Gallatin, MO 64640 ($7.00 each, 10 copies for $63.00 plus $3.00 shipping and handling, 20 copies for $119.00 plus $5.00 shipping and handling, 25 copies for $140.00 plus $5.00

shipping and handling). Pub Type— Guides Non-Classroom (055)

Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—Elementary Education, Holistic Ap

proach, Language Acquisition, Parents as Teachers, Reading Ability, Reading Attitudes, Reading Difficulties, *Reading Improvement, *Reading Instruction, *Reading Processes, Reading Skills, *Reading Strategies, Reading Teachers, Whole

Language Approach Identifiers—Reading Motivation

"Now Johnny CAN Learn to Read” is an easy-to-read book intended for anyone involved in helping others learn to read. An initial section of the book focuses on how to make reading a socially stimulating, successful activity. In this section, viewpoints are shared from a child and a parent, and a reading specialist tells of the successes which reading specialists experience by giving children support as they learn to read. Chapter titles include: "Johnny's Story"; "Johnny's Mother's Story"; "Why Did Johnny Have Trouble Learning to Read?”; “A Specialist's Story"; "The Story of SUCCESS”; “Reading Is a Language Process"; "The Keys to SUCCESS in Reading: Modeling, Participating, and Interaction"; and “Why Use WholeLanguage Strategies to Teach Reading?" The second section tells how to use the Five Success Reading Strategies, which will motivate students to become actively involved in the reading process. Chapter titles include: “What is SUCCESS?"; "Read-Spell-Read Games"; "Oral Reading Participation"; "Clozing Blanks and Riddling"; "Peer Questioning"; and “We Have Given Them Wings-Now Let Them Fly." (MG)

poor readers utilized orthographic information. Subjects, 90 good and poor readers from grades 2, 4, and 6, participated in four 30-minute sessions in which they were required to make a same/different judgment after the presentation of two letter-strings were displayed successively on the computer monitor. An analysis of variance on the accuracy and latency measures indicated: (1) orthographic information continued to develop throughout grades 4 and 6; (2) poor readers were less skilled than good readers in orthographic information usage and made more phonemic, visual, and letter-order errors; (3) all subjects were affected to some degree by the greater load placed on working memory by longer letter-strings; and (4) the role of visual processing in orthographic information usage was further supported by the results obtained on a multiple regression which included cognitive, linguistic, visual processing, and memory test measures. (Six tables and 12 figures of data are included; 15 references are attached.) (RS) ED 315 748

CS 009 958 Pollock, John S. Language Development Component Compensatory

Language Experiences and Reading, CLEAR-Reading Recovery Program, 1988-89.

Final Evaluation Report. Columbus Public Schools, OH. Dept. of Evaluation

Services. Pub Date-Dec 89 Note—87p.; For 1987-88 report, see ED 313 668. Pub Type- Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Compensatory Education, Early In

tervention, Grade 1, Individualized Reading, Primary Education, Reading Achievement, Reading Comprehension, *Reading Diagnosis, *Reading Improvement, *Reading Instruction, Reading Programs, Reading Research, *Remedial Read

ing, Underachievement Identifiers—*CLEAR Reading Recovery Program,

*Columbus Public Schools OH, Education Consolidation Improvement Act Chapter 1

The 1988-89 Compensatory Language Experiences and Reading-Reading Recovery (CLEARRR) Program of the Columbus, Ohio, public schools was implemented to provide early intervention to 283 underachieving first-grade pupils who appeared unlikely to learn to read successfully without intensive instruction. The program's two major goals were to develop and provide CLEAR-RŘ for the first grade pupils and to adapt and apply the inservice program for teachers. Specially trained teachers provided one-on-one half-hour daily lessons during the school year. Pupils included in the final pretest-posttest analysis had received 60 or more instructional lessons. Activities included reading and rereading books while the teacher maintained a record of strategies and errors, writing and reading stories, identifying letters, and analyzing sounds in words. The major evaluation effort was to be accomplished through the administration of the Metropolitan Achievement Tests (MAT6). Due to the inappropriateness of the pretest and posttest levels and incomplete test data for a number of students, caution is advised in reviewing the results of the study. The evaluation sample was comprised of only 104 pupils. Tables are provided for the posttest scores, but no interpretation of the data is undertaken. Findings support continuation of the CLEAR-RR program. (Eight additional recommendations and 23 tables of data are included; survey instruments are attached.) (RS) ED 315 749

CS 009 961 Maria, Katherine Johnson, Joanne Mons Correcting Misconceptions: Effects of Type of

Text. Pub Date—Nov 89 Note-17p.; Paper presented at the Annual Meet

ing of the National Reading Conference (39th, Austin, TX, November 28-December 2, 1989).

Best available copy. Pub Type - Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Analysis of Variance, Content Area

Reading, Gifted, Grade 5, Grade 7, Intermediate Grades, Junior High Schools, Middle Schools, *Misconceptions, Reading Comprehension, Reading Research, Scientific Concepts, *Text

Structure Identifiers—*Expository Text, *Narrative Text,

Text Factors

ED 315 750

CS 009 964 Shaffer, Susan, Comp. 101 Books for Summer Reading (pre-K-2). American Univ., Washington, DC. Mid-Atlantic

Equity Center Pub Date—82 Note—25p. Available from—The Mid-Atlantic Equity Center,

The American University, 5010 Wisconsin Ave., N.W., Suite 310, Washington, DC 20016 ($1.50 each within service area-ĎE, MD, VA, PA, WV,

DC; limited copies available outside service area). Pub Type

- Reference Materials - Bibliographies (131) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Books,

*Childrens Literature, Disabilities, Ethnic Groups, Minority Groups, Nontraditional Occupations, •Primary Education, *Racial Balance, *Reading Materials, Recreational Reading, Sex

Fairness Identifiers—*Trade Books

This annotated reading list of 101 books for children (grades pre-kindergarten through second) contains books selected for being race and sex fair and for portraying children and adults who are disabled. The list also includes books representing various ethnic groups and showing males and females in nontraditional roles. Although the list was written for summer reading, it is appropriate for use by teachers, parents, librarians, and students throughout the year. Most of the books included in this list can be found in local libraries. (SR)

ED 315 753

CS 212 134 Applebee, Arthur N. · The Teaching of Literature in Programs with

Reputations for Excellence in English. Report

Series 1.1. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency-National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date-89 Grant-G008720278 Note-45p. Available from-Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222

($6.00). Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Class Activities, Classroom Observa

tion Techniques, Educational Development, Educational Improvement, Educational Research, *English Curriculum, English Instruction, *High Schools, Interviews, Language Arts, *Language Teachers, *Literature Appreciation, Reading Writing Relationship, Theory Practice Relation

ship Identifiers—*Educational Issues

A study was designed to provide an initial context for framing the most pressing questions in the teaching of literature. To do this, the teaching of English in the high school classrooms of teachers whose departments were considered excellent by other professionals in education was examined. The issues that emerged in the programs with reputations for excellence should help to define how well current theory and practice in the teaching of literature work, as well as areas that may need further development. The study involved 17 schools in diverse communities throughout the United States. In addition to monitoring classes at each school, the observers interviewed teachers, librarians, and department heads, and collected completed questionnaires from each of these groups. Results suggest that the emphasis on literature instruction has remained relatively constant since the middle 1960s in programs with reputations for excellence in English. Fifty-two percent of the class time observed was devoted to literature. The emphasis on writing

ED 315 751

CS 009 965 Shaffer, Susan, Comp. 101 Books for Summer Reading (K-6). American Univ., Washington, DC. Mid-Atlantic

Equity Center. Pub Date—86 Note—25p. Available from The Mid-Atlantic Equity Center,

The American University, 5010 Wisconsin Ave., N.W., Suite 310, Washington, DC 20016 ($1.50 each within service area-DE, MD, VA, PA, WV,

DC; limited copies available outside service area). Pub Type- Reference Materials - Bibliographies

(131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, *Books,

Disabilities, Elementary Education, Ethnic Groups, *Racial Balance, Recreational Reading,

*Sex Fairness Identifiers—*Trade Books

This annotated reading list of 101 books for children (grades kindergarten through sixth) contains books selected for being race and sex fair and for portraying children and adults who are disabled. The list also includes books representing various ethnic groups and showing males and females in nontraditional roles. The list is divided into books appropriate for grades K-2 and 3-6, with possible overlaps depending on children's reading levels. Although it was written for summer reading, the list is appropriate for use by teachers, parents, librarians, and students throughout the year. Most of the books included in this list can be found in local libraries. (SR)

instruction has increased, with instruction now focused on literature 75% of the time. The data gathered serve to highlight a series of important issues that arise in schools where the teachers and the department as a whole have given careful thought and attention to what and how they teach. Four issues which emerged represent the growing edges of current theory and practice; they concern the need to: (1) provide institutional support for literature programs; (2) revitalize literature instruction for nonacademic students; (3) reconcile approaches to literature with approaches to writing; and (4) develop a theory of learning/teaching literature that will guide the rethinking of high school instruction. (Twenty-two tables of data are included.) (MG)

A qualitative study examined the ways in which middle school and high school students create meanings when they are reading literary and non-literary texts. Subjects, 18 seventh-grade and 18 eleventh-grade students attending schools in an inner city or a suburban school district and judged by their teachers to be either above, at, or below average for their grade level, produced think-aloud protocols as they read two short stories, two poems, a science text, and a social studies text. The think-aloud protocols were analyzed and a set of patterns of student concerns were identified. Results indicated that the process of reading literary and non-literary texts is one that involves a four broad recursive stances that the reader takes toward the text: (1) being out and stepping into an envisionment; (2) being in and moving through an envisionment; (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the experience. (Fifty-three references and a selection from one student's think-aloud protocol are attached.) (RS)

State University of New York, Albany, NY 12222

($4.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Classroom Communication, Class

room Research, Classroom Techniques, *Discussion (Teaching Technique), Grade 12, High Schools, *Literature Appreciation, Qualitative Research, *Reader Text Relationship, *Teacher Attitudes, *Teacher Behavior, *Teacher Student Relationship, Teaching Models Identifiers-Craven (Margaret), I Heard the Owl

Call My Name, Teacher Researchers

One of a series of six portraits of high school literature classrooms, this paper gives a detailed, evocative characterization of how one “master teacher" introduced, undertook, and guided the study of literature, focusing in particular on how the teacher interacted with students in the context of discussion of a literary work in class. The paper recounts how a teacher-researcher observed an instructional unit of literature by (1) conducting taped interviews with the teacher as well as with her students; (2) gathering lesson plans, study guidelines, and assignments related to the instructional units to be observed; and (3) making videotapes of the classes involved; and finally (4) writing a narrative account of what had been observed in the class and what its significance appeared to be. This account describes a class of 12 seniors at a private academy for girls reading Margaret Craven's “I Heard the Owl Call My Name,” and led by their teacher to make personal connections with literature, to express and maintain their beliefs while allowing others their opinions-how in short, they are coming to view literature as one of life's amenities. (SR)

ED 315 754

CS 212 135 Walmsley, Sean A. Walp. Trudy P. Teaching Literature in Elementary School: A Re

port of a Project on the Elementary School Antecedents of Secondary School Literature In

struction. Report Series 1.3. Center for the Learning and Teaching of Literature,

Albany, NY Spons Agency-National Endowment for the Arts,

Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date--89 Grant-G008720278 Note——54p. Available from-Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222

($6.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Childrens Literature, Classroom Re

search, Elementary Education, Reading Aloud to Others, *Teacher Attitudes, Teacher Response,

Teaching Methods
Identifiers—New York (Albany)

A study investigated how elementary teachers use literature in their classrooms, focusing on what instructional philosophies drive elementary literature programs; elementary teachers' knowledge of children's literature; and which books are being read to children and which books they are reading on their own, so that their "literary” knowledge can be ascertained. Seventy-four subjects-46 classroom teachers; 15 reading, special education and gifted and talented specialists; 5 librarians; and 8 administrators from 6 schools in Albany, New York, two each from urban, suburban, and rural settings-were interviewed. Lists of books, school or districtwide policy, individual teachers' weekly schedules for language arts activities, and student writing samples were also analyzed. Results indicated that: (1) the subjects expressed a strong belief in the importance of literature in the elementary curriculum; (2) reading aloud to students was the most widely used activity for involving elementary students in literature, followed by independent reading by students and by guided reading; (3) almost all students of the teachers interviewed spent half an hour a week in the school library; and (4) poorer readers were treated the same as better readers in terms of read-aloud and independent reading activities. (Three tables of data are included; 26 references and 3 lists of interview questions are attached.) (RS)

ED 315 756

CS 212 137 Knoblauch, C. H. Brannon, Lil Teaching Literature in High School: A Teach

er-Research Project. Report Series 2.2. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency-National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—Apr 89 Grant—G008720278 Note-16p.; For the six teacher research reports,

see CS 212 138-143. Available from—Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222

($3.00). Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Classroom Environment, Educa

tional Research, *High Schools, Literature, Narration, *Research Methodology, Teacher

Behavior, Teaching Methods Identifiers—New York (Albany), *Teacher Re

searchers

This report introduces a yearlong teacher research project, planned and implemented by a group of high school English teachers from districts in and around Albany, New York, which resulted in six reports that serve as “portraits” of high school literature classrooms. The question directing the research was: how do the "best" high school English teachers introduce, undertake, and guide the study of literature in their classrooms? The question of the seeming “subjectivity” of teacher inquiry is addressed, and it is argued that while there are real differences of philosophy and method between teacher research and empirical educational inquiry, it is erroneous to suggest that only one of the two can claim reliability. The following features of teacher research are examined in detail: (1) teacher research presumes that its knowledge is “interpretive” rather than "objective” or “subjective"; (2) teacher research is phenomenological in its aim, not abstractive or generalizing; (3) teacher research views the cultural reality of the classroom from a vantage point within it instead of outside it; and (4) teacher research depends on narrative as its means of articulating what it has come to understand. Based on the results of the six research projects, the report describes some common themes that recurred in the teacher research narratives and suggests their implications. (RS)

ED 315 758

CS 212 139 Hansbury, Tricia A Journey with “Great Expectations": Charles

Dickens Meets the Ninth Grade; A Teacher Researcher Discovers Life in Another Class

room. Report Series 2.4. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency–National Endowment for the Arts,

Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—89 Grant-G008720278 Note—28p.; For other reports in this series, see CS

212 137-143. Available from-Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany, State University of New York, Albany, NY 12222

($4.00). Pub Type- Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Classroom Environment, Classroom

Research, Classroom Techniques, *Discussion (Teaching Technique), Grade 9, High Schools, *Literature Appreciation, Qualitative Research, *Reader Text Relationship, *Teacher Attitudes, Teacher Behavior, *Teacher Student Relationship, Teaching Models Identifiers—*Dickens (Charles), Great Expecta

tions, Teacher Researchers

One of a series of six portraits of high school literature classrooms, this paper gives a detailed, evocative characterization of how one “master teacher" introduced, undertook, and guided the study of literature, focusing in particular on how the teacher interacted with students in the context of discussion of a literary work in class. The paper recounts how a teacher-researcher observed an instructional unit of literature by (1) conducting taped interviews with the teacher as well as with his students; (2) gathering lesson plans, study guidelines, and assignments related to the instructional units to be observed; and (3) making videotapes of the classes involved; and finally (4) writing a narrative account of what had been observed in the class and what its significance appeared to be. The paper describes a lively class of 13 rural ninth-graders in an encounter with Charles Dickens' “Great Expectations," and discusses the teacher's attempt to find a balance between a student-centered approach and a teacher's authority and view of a literary “classic.” (SR) ED 315 759

CS 212 140 Forman-Pemberton, Carol “Being There" with Kevin Tucker. Report Series

2.5. Center for the Learning and Teaching of Literature, Albany, NY.

ED 315 755

CS 212 136 Langer, Judith A. The Process of Understanding Literature. Report

Series 2.1. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—89 Grant-G008720278 Note-32p. Available from—Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222

($5.00). Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Critical Reading, Grade 7, Grade 11,

Prose, Protocol Analysis, Qualitative Research, Reader Response, *Řeader Text Relationship, *Reading Processes, Reading Research, Second

ary Education, Text Structure Identifiers—Text Factors

ED 315 757

CS 212 138 Connolly, Ann Taking the Fear Away from Learning: Observations of Contemporary Fiction Taught by Carol Johnson at the Chestnut Hill School in a City in

New York. Report Series 2.3. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency-National Endowment for the Arts,

Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date-Apr 89 Grant-G008720278 Note—26p.; For other reports in this series, see CS

212 137-143. Available from-Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany,

appeared to be. The paper describes eleventh and twelfth graders in a suburban, upstate New York high school in a course in Mythology studying the play "Antigone." The paper discusses the teacher's role as mentor and guide, his experience and adeptness at making the myriad decisions a teacher must make in class, his alertness to students which allows him to make split-second changes in a lesson plan in order to adapt it to students' interests and concerns, and his researching and experimenting to find teaching styles and strategies that work for him. (SR)

Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—Apr 89 Grant-G008720278 Note-23p.; For other reports in this series, see CS

212 137-143. Available from-Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany, State University of New York, Albany, NY 12222

($4.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Classroom Environment, Classroom

Research, Classroom Techniques, *Discussion (Teaching Technique), Grade 11, Grade 12, High Schools, *Literature Appreciation, Qualitative Research, *Reader Text Relationship, *Teacher Attitudes, *Teacher Behavior, Teacher Student

Relationship, Teaching Models Identifiers—Being There (Kosinski) Teacher Re

searchers

One of a series of six portraits of high school literature classrooms, this paper gives a detailed, evocative characterization of how one “master teacher" (Kevin Tucker) introduced, undertook, and guided the study of literature, focusing in particular on how the teacher interacted with students in the context of discussion of a literary work in class. The paper recounts how a teacher-researcher observed an instructional unit of literature by (1) conducting taped interviews with the teacher as well as with his students; (2) gathering lesson plans, study guidelines, and assignments related to the instructional units to be observed; and (3) making videotapes of the classes involved; and finally (4) writing a narrative account of what had been observed in the class and what its significance appeared to be. The paper de. scribes an elective for juniors and seniors entitled “Literature and Politics,” noting the teacher's remarkable consistency in stated goals and actual methodology, his very structured work in class while creating an atmosphere of total freedom, and students' absorption in the class effort. (SR) ED 315 760

CS 212 141 Marhafer, David The Heart and Soul of the Class. Report Series 2.6. Center for the Learning and Teaching of Literature,

Albany, NY Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—Apr 89 Grant-G008720278 Note—26p.; For other reports in this series, see CS

212 137-143. Available from-Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany, State University of New York, Albany, NY 12222

($4.00). Pub Type- Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Classroom Environment, Classroom

Research, Classroom Techniques, *Discussion (Teaching Technique), Grade 12, High Schools, *Literature Appreciation, Qualitative Research, Reader Text Relationship, *Teacher Attitudes, *Teacher Behavior, Teacher Role, *Teacher Stu

dent Relationship, Teaching Models Identifiers—*Steinbeck (John), Teacher Research

ers

One of a series of six portraits of high school literature classrooms, this paper gives a detailed, evocative characterization of how one “master teacher" introduced, undertook, and guided the study of literature, focusing in particular on how the teacher interacted with students in the context of discussion of a literary work in class. The paper recounts how a teacher-researcher observed an instructional unit of literature by (1) conducting taped interviews with the teacher as well as with his students; (2) gathering lesson plans, study guidelines, and assignments related to the instructional units to be observed; and (3) making videotapes of the classes involved; and finally (4) writing a narrative account of what had been observed in the class and what its significance appeared to be. The paper describes a class studying John Steinbeck's "The Grapes of Wrath,” and discusses the teacher's role as guide, moderator, and facilitator in a teacher-led classroom in which students feel that they play an important and valued part. (SR)

ED 315 761

CS 212 142 De Fabio, Roseanne Classroom as Text: Reading, Interpreting, and

Critiquing a Literature Class. Report Series 2.7. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date —Apr 89 Grant-G008720278 Note-28p.; For other reports in this series, see CS

212 137-143. Available from—Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222

($4.00). Pub Type— Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Classroom Environment, Classroom

Research, Classroom Techniques, Discussion (Teaching Technique), Grade 11, High Schools, •Literature Appreciation, Qualitative Research, *Reader Text Relationship, Teacher Attitudes, Teacher Behavior, Teacher Effectiveness, Teach

ing Models Identifiers—Teachers Researchers

Presenting a portrait of a high school literature classroom, this paper gives a detailed, evocative characterization of what one particular and well-regarded high school literature teacher actually does in her classroom. The paper describes how the teacher-researcher chose a colleague whose experience and expertise were generally thought to be exceptional. The researcher conducted taped interviews with the teacher and the students, gathered lesson plans, study guidelines, and assignments related to instructional units, and made videotapes of the classes involved. The paper concludes that the classroom observed was both teacher-directed and student-centered: the teacher direction was so skillful as to be almost invisible, and the teacher's organizational skills provided a classroom environment in which students actively engaged in the process of reading, interpreting, and criticizing texts. It was also observed that the teacher's focus on student-generated responses and questions kept the classroom discussion centered on issues of genuine concern to the readers. (RS) ED 315 762

CS 212 143 Quick, Doris The Teacher as Mentor-Guide: Joe Allen on “An

tigone." Report Series 2.8. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency-National Endowment for the Arts,

Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date/Apr 89 Grant-G008720278 Note—27p.; For other reports in this series, see CS

212 137-142. Available from-Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany, State University of New York, Albany, NY 12222

($4.00). Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Classroom Communication, Class

room Research, Classroom Techniques, *Discussion (Teaching Technique), Grade 11, Grade 12, High Schools, *Literature Appreciation, Mythology, Qualitative Research, Reader Text Relationship, *Teacher Attitudes, Teacher Behavior, *Teacher Student Relationship, Teaching Models Identifiers—Antigone, New York, Teacher Re

searchers

One of a ser of six portraits of high school literature classrooms, this paper gives a detailed, evocative characterization of how one "master teacher" introduced, undertook, and guided the study of literature, focusing in particular on how the teacher interacted with students in the context of discussion of a literary work in class. The paper recounts how a teacher-researcher observed an instructional unit of literature by (1) conducting taped interviews with the teacher as well as with his students; (2) gathering lesson plans, study guidelines, and assignments related to the instructional units to be observed; (3) making videotapes of the classes involved; and finally (4) writing a narrative account of what had been observed in the class and what its significance

ED 315 763

CS 212 144 Brody, Pamela And Others The Current State of Assessment in Literature.

Report Series 3.1. Center for the Learning and Teaching of Literature,

Albany, NY Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. . Pub Date—89 Grant-G008720278 Note-57p. Available from—Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222

($7.00). Pub Type— Reports - Research (143) EDRS Price · MF01/PC03 Plus Postage. Descriptors—Content Analysis, *Educational As

sessment, * Evaluation Methods, *Literature, National Surveys, Reading Comprehension, Secondary Education, Student Evaluation, Test Format

A study examined state-mandated literature assessment procedures and undertook a content analysis of tests produced by proprietary testing companies and textbook producers in order to ascertain how literature achievement is assessed in the United States. Results indicated that 61% of the school systems assess literature as part of an assessment of reading and that the main focus of these assessment programs is on comprehension rather than cultural literacy. The content analysis indicated that a majority of items in proprietary testing programs deal with comprehension of the content of the text rather than any literary aspects such as language, structure, or voice and that tests in commercial anthology series also focus on comprehension. The results also indicated that the one exception to the overall assessment picture occurred in university placement examinations which contained a higher number of items calling for knowledge of literature and literary skills. (Six tables and 15 figures of data are included; 16 references, an interview schedule, a list of commercial achievement tests reviewed, a classification scheme for test items, and 8 tables of data are attached.) (Author/RS)

ED 315 764

CS 212 145 Beach, Richard Hynds, Susan Research on the Learning and Teaching of Litera

ture: Selected Bibliography. Resource Series

R.1. Center for the Learning and Teaching of Literature,

Albany, NY Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—Apr 89 Grant-G008720278 Note—57p. Available from—Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany, State University of New York, Albany, NY 12222

($7.00). Pub Type- Reference Materials - Bibliographies

(131) EDRS Price · MF01/PC03 Plus Postage. Descriptors-Annotated Bibliographies, Discourse

Analysis, Educational Research, Elementary Secondary Education, Higher Education, *Literary Criticism, *Literary Genres, *Literature Appreciation, *Reader Response, *Reader Text Relationship, Reading Writing Relationship, Research Methodology, Sex Differences Identifiers—Text Factors

Including only selections that have employed some systematic analysis of readers' responses to literary texts, this annotated bibliography lists 203 research studies. The selections date from 1970

through 1988. The bibliography is divided into sections on the following topics: (1) reader variables (subdivided into orientation, development, and gender variables); (2) text variables (listing studies on the influence of text); (3) response processes (subdivided into general, engagement, and interpretation responses); (4) instruction (listing studies on the influence of instruction); and (5) research methodology (listing studies on research methodology). (NKA) ED 315 765

CS 212 146 Bradley, James Selected Bibliography of Materials and Ap

proaches in the Learning and Teaching of Litera

ture, Resource Series R.2. Center for the Learning and Teaching of Literature,

Albany, NY. Spons Agency–National Endowment for the Arts, Washington, D.C.; Office of Educational Re

search and Improvement (ED), Washington, DC. Pub Date—[89] Grant—G008720278 Note—42p. Available from—Center for the Learning and

Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University at Albany, State University of New York, Albany, NY 12222

($5.00). Pub Type- Reference Materials - Bibliographies

(131) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Annotated Bibliographies, Creative

Writing, Cultural Differences, Elementary Secondary Education, Exceptional Persons, Instructional Materials, Interdisciplinary Approach, Language Arts, Literary Criticism, *Literature, *Literature Appreciation, Oral Interpretation, *Reader Response, Sex Differences A survey of professional publications concerned with curriculum and instruction in the learning and teaching of literature at the elementary and secondary levels, this annotated bibliography derives principally from the ERIC database. The 207-item bibliography includes titles dating from 1980 through 1988. The selections are divided into sections on: (1) adolescent literature; (2) booklists (elementary, secondary, and general); (3) cultural diversity; (4) curriculum materials; (5) drama and oral interpretation; (6) exceptional children; (7) gender issues; (8) interdisciplinary approaches; (9) literature instruction (elementary, secondary, and general); and (10) writing and literature. (NKA) ED 315 766

CS 212 183 Ridout, Susan Ramp And Others An Integrated Language Arts Practicum. Pub Date—[90] Note—50p. Pub Type - Guides - Classroom - Teacher (052) —

Guides - Classroom Learner (051) Tests/

Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction,

Higher Education, *Integrated Activities, Intermediate Grades, *Language Arts, Lesson Plans, *Reading Instruction, *Reading Writing Relationship, Teacher Education, *Writing Instruc

tion Identifiers—Indiana University Southeast

This document is a collection of materials used in a pre-student teaching practicum in language arts, in which each pre-student teacher is assigned to work with two or three children in the fourth or fifth grade for six lessons combining reading and writing with the use of the computer. The document also includes forms and questionnaires used in collecting data on the practicum from both pre-student teachers and grade school students, and explanatory papers sent to participating elementary school teachers. (SR) ED 315 767

CS 212 185 Reese, Diane J. Zielonka, Paula S. Writing to Comprehend in the Content Areas. Pub Date-14 Oct 89 Note-12p.; Paper presented at the Annual Meet

ing of the Florida Reading Association (27th, Port

Lauderdale, FL, October 13-16, 1989). Pub Type— Speeches/Meeting Papers (150)

Guides - Non-Classroom (055) Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication Research, Higher

Education, Metacognition, Reader Text Relationship, *Reading Writing Relationship, Text Struc

ture, *Writing Across the Curriculum, *Writing Exercises, Writing Skills, Writing Strategies Identifiers Writing Functions, Writing to Learn,

Writing to Read

A review of current research in writing to learn in the content areas provides a basis for focusing on instructional strategies, use of text structure frames, and metacognitive writing strategies. Students can use writing to comprehend to learn content area text in a variety of ways based on their particular leaming objectives for that particular content area assignment or activity. By establishing a repertoire of strategies and techniques for incorporating writing into the reading/study process, students are able to increase the quality of their encoding, retrieval, and application of content area knowledge. Writing to learn can be applied in many situations including notetaking, writing paragraphs and longer passages, understanding diagrams and visual/graphic aides, summarizing, and recalling. (Thirty-eight references are attached.) (KEH) ED 315 768

CS 212 200 Strenski, Ellen, Ed. Possibilities: Scenarios and Scripts To Help

Teaching Assistants Respond to Student Writing

in All Disciplines. California Univ., Los Angeles. Pub Date—86 Note_45p.; Samples of students' handwritten pa

pers will not reproduce clearly. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Content Area Writing, Higher Edu

cation, Individual Instruction, *Questioning Techniques, Student Writing Models, *Teacher Developed Materials, *Teaching Assistants, Teaching Guides, Teaching Methods, Writing Im

provement, *Writing Instruction, Writing ProIdentifiers—*Process Approach (Writing)

Intended for teaching assistants and non-writing specialists to whom students come for help in preparing assigned writing papers, this guide suggests questions and comments to ask such students to help them clarify what is happening, or not happening, in their writing, and in the thinking which this writing reveals. The guide roughly parallels steps in the writing/thinking process-from choosing a topic and conceptualizing a beginning response to revising a final draft. The guide pairs samples of student writing (at various steps in the writing process, and taken from a range of disciplines such as chemistry, anthropology, sociology, political science, and biology) with a corresponding scenario and script of questions a teaching assistant can appropriately ask the student about his/her writing at that point. The guide's seven sections and the steps they address in the writing process are as follows: (1) To the Teaching Assistant; (2) Getting Started (assignment sheet, "writer's block," and brainstorming doodles); (3) Collecting Information (journal entry, lecture notes, reading, note cards, and lab notes); (4) Developing and Organizing Ideas (matrix, outline, and beginning ramble); (5) Revising a Draft (ESL problems, unclear syntax, unclear diction, choppiness, undigested quotations, and requiring rearrangement and transitions); (6) Test-taking (page from a midterm); and (7) Preventing Plagiarism. (SR)

rules. Lesbian novels focus on many sex-related concerns; the sleuth is often drawn into the action because a friend or lover needs help, and lovers often work together to combat prejudice. In theory, and in the practice of the best writers, sexuality is not only a major component of characterization but also a statement of humanitarian values and lesbian feminism. The question then is not how sexy the lesbian detective novel is, but how well it is written and integrated. These novels present positive views of women loving women and provide positive models validating various choices for women. (A 22-item bibliography of lesbian mystery novels is attached.) (SG) ED 315 770

CS 212 203 Bridges, Phyllis Katherine Anne Porter on Her Contemporaries. Pub Date -Jun 89 Note-11p.; Paper presented at the Annual Meet

ing of the National Women's Studies Association

(Towson, MD, June 14-18, 1989). Pub Type - Opinion Papers (120) Speeches/

Meeting Papers (150) Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Authors, Biographies, Feminism,

*Literary Criticism, Literary History, Role Perception, Self Expression, *Twentieth Century Lit.

erature, *United States Literature Identifiers—Feminist Criticism, *Porter (Katherine

Anne)

Personal experiences with and critical judgments of leading artists and intellectuals of the twentieth century are recorded in Katherine Anne Porter's essays, letters and conversations which provide snapshots of her attitudes and encounters. Porter's commentaries about such contemporaries as Ernest Hemingway, William Faulkner, Saul Bellow, Flannery O'Connor, Virginia Woolf, D. H. Lawrence, Eudora Welty, Norman Mailer, and Betty Friedan communicate her own values, biases, perspectives; and sometimes betray her own egotism, insecurity, or even duplicity. Especially noteworthy are the anti-feminist sentiments expressed by Porter which seem inconsistent with her actions and struggles during a long, arduous literary career. Her public rejection of the movement to assure women's rights seems a contradiction for a woman whose experiences had surely taught her the realities of inequities. Still, these attitudes reflect another of the enigmas of Katherine Anne Porter, a woman who on the personal level aided the careers of other women, a woman whose fierce independence carried her through the rugged ups and downs of eighty years of this century, and an artist whose works show the roles of women to be meaningful, even heroic. (KEH) ED 315 771

CS 212 204 Allen, Julia M. Fictional Narrative as Resistant Argument in

Early Twentieth-Century Feminist Writing. Pub Date—Jun 89 Note-13p.; Paper presented at the Annual Meet

ing of the National Women's Studies Association

(Towson, MD, June 14-18, 1989). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors—Civil Rights, Discourse Analysis,

*Females, *Feminism, *Narration, *Rhetorical Criticism, Self Expression, Short Stories, Social Discrimination, *Twentieth Century Literature,

*United States Literature Identifiers—Feminist Criticism, Rhetorical Strate

gies, Women in Literature

Helen Forbes, in her short story "The Hunky Woman," written in 1916 for “The Masses,” an eclectic Socialist magazine, undermines particular categorical propositions. By using narration with a shifting of narrative voice, Forbes calls into question the validity of the traditional teaching of argumentation. Forbes demonstrates the danger in women's acceptance of the dominant ideology cast in the form of propositions. She also shows how these propositions, buttressed by money, power (in the form of the police), and the institution of marriage can, in effect, cause themselves to become partially true. Although the main conflict in the story seems to be whether one character, Mrs. Atwood, will accept her husband's oppressive general statements, in fact, the story is itself an argument, and the primary conflict is in the mind of the reader. (KEH) ED 315 772

CS 212 208

ED 315 769

CS 212 202 Marchino, Lois A. Transforming the Detective Novel: Sex and the

Single Sleuth. Pub Date-Jun 89 Note-13p.; Paper presented at the Annual Meet

ing of the National Women's Studies Association

(Towson, MD, June 14-18, 1989). Pub Type- Opinion Papers (120) - Speeches/

Meeting Papers (150) Reference Materials

Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Characterization, *Feminism, Inter

personal Relationship, *Lesbianism, Literary Criticism, *Literary Genres, *Novels, Sex Bias,

Twentieth Century Literature Identifiers—*Detective Stories, *Homosexual Lit

erature, Mysteries (Literature), Nancy Drew, Sexual Attitudes

The lesbian detective of current fiction may be single, but she is not alone; she has a lover. In varying degrees of realism and fantasy, sexuality is part of her character. While some writers in the field argue that romances involving the protagonists of feminist detective fiction distract from the plot, these critics themselves sometimes break their own

Brantley, Helen Washington, Sarah M.
Using Higher Level Questioning as a Method To

Improve Evaluation of Language Skills. Pub Date—[90] Note-14p. Pub Type— Guides - Non-Classroom (055)

Opinion Papers (120) – Guides Classroom

Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Class Activities, Cognitive Processes,

Critical Thinking, Elementary Secondary Education, Inquiry, *Language Arts, *Language Skills, Learning Processes, *Models, *Questioning Techniques, *Teaching Methods, *Thinking

Skills Identifiers-Questions, *Taba (Hilda) Teaching

Strategies

Higher level questions can link evaluation directly to language related class activities. Utilizing higher level questions is a powerful pedagogical technique and serves many direct purposes in the class environment. One of the models most commonly taught to teachers is Hilda Taba's levels of questions. Taba's model delineates four related teaching strategies: concept development, interpretation of data, application of generalizations, and resolution of conflict. At each of these levels, teachers must encourage participation; stimulate higher-lever thinking, and ask a variety of open-ended questions of all students. Students must be encouraged to respond, to provide evidence or reasoning to support inferences at all levels, and be taught how to evaluate their own questions and thinking habits. The four kinds of questions from this model include: focusing questions, questions calling for variety, questions calling for clarification or extension, and questions calling for reasons or support for ideas. How the model can be used is demonstrated with a poem. In teaching higher-level questions in the language arts, teachers can monitor progress through observational techniques and evaluation of class questions to determine appropriate modification of their lessons. Higher-level thinking questions can ensure success in all phases of cognitive, intuitive, affective and physical development of the total student. Students will then be more capable of demonstrating skills and knowledge in self-evaluation and directing their own thinking and learning. (MG) ED 315 773

CS 212 209 Dwyer, John, Ed. A Sea of Talk. Primary English Teaching Association, Rozelle

(Australia). Report No.-ISBN-0-909955-87-5 Pub Date-89 Note-115p. Available from-Primary English Teaching Associ

ation, P.O. Box 167, Rozelle, NSW 2039, Austra

sponse-Centered Literature Curriculum. Report No.-ISBN-0-8013-0382-6 Pub Date—[90] Note-189p. Available from-Order Dept., Addison-Wesley

Longman, Jacob Way, Reading, MA 01867

($16.95). Pub Type-Guides - Classroom - Teacher (052)

Opinion Papers (120) - Books (010) Document Not Available from EDRS. Descriptors-Adolescents, Classroom Environ

ment, English Curriculum, *English Instruction, Evaluation Methods, *Literature Appreciation, *Reader Response, Reader Text Relationship, Secondary Education, Theory Practice Relation

ship, Visual Learning Identifiers-Cultural Literacy, Literary Canon

Written in the same spirit as the earlier edition but thoroughly revised and updated, this book is designed to make teachers aware of reader-response theory and its implications for literature instruction and curriculum. The book demonstrates how a response-centered curriculum brings students to a greater understanding of all forms of literature in today's culture and helps them engage in clearer, sharper thinking. The edition includes new chapters on the nature of adolescence; the cultural literacy movement and the insistence on teaching theory; the effects on literacy of television, video recorders, and computers; and more attention to standardized tests and how teachers can deal with them. (RS)

writing of sixth graders, and specifically, to describe the effects of corresponding with pen pals who were students in a language arts methods course during their professional teacher education year. Twenty-seven sixth-grade students attended a school in a lower middle-class area close to the campus of the university where the teacher education students were enrolled. Each sixth grade student was paired with a teacher education student. Letters were exchanged weekly from September until December. The effect of writing to a real audience was gauged by comparing the first letters with later let. ters. Changes of the following kinds were most noticeable: length, syntactic complexity, paragraphing, and various communicative features (such as: openings and closings, questions, taking up topics, and expressions of appreciation). The education students found the correspondence personally rewarding and learned important things about the writing of sixth graders including an appropriate balance between formal matters and content. For the sixth-graders, the experience was rewarding both personally and as a learning experience as was evident in comments they made in their letter and in journal entries to their teacher. Both the students and their teacher considered writing to their pen pals a highly motivating activity. The sixth-graders were eager to adopt strategies that would help them communicate more clearly and effectively. (Seventeen references are attached.) (MG) ED 315 777

CS 212 214 Butler, Sydney J. Bentley, T. Roy Lifewriting: Literacy and Self-Awareness through

Autobiographical Writing. Pub Date—90 Note-15p. Pub Type— Opinion Papers (120) - Guides .

Non-Classroom (055) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Autobiographies, Foreign Countries,

Interpersonal Communication, *Lifelong Learning, *Literacy, *Personal Narratives, Self Concept, *Self Expression, *Writing Instruction, Writing Readiness, Writing Skills, Writing Strate

gies Identifiers—Canada, Program Objectives, Writing

Functions, *Writing Groups

Lifewriting is a form of autobiographical composition in which the non-expert, or even the beginning writer, tries to capture on paper the raw experiences of a lifetime. The intersections between family history and social or political events provide one set of starting points for the lifewriter who sets out on the neverending journey to capture a life in words. The focus on topics of deep personal interest and a process approach to writing in the supporting environment of a lifewriting group make even the first attempts worthwhile. The initial emphasis of a writing "induction" program on lifewriting is on the participants' experiences, on talking about the experiences with others, and on responding to the questions of the other members of the group as a means to clarify and shape the experience, to give it a beginning and an ending suitable for a story form. Use of the word "induction" instead of instruction can give the leader of a writing group a greater vision of the task, which evolves around three dicta: start, sustain, and propagate. "Start" refers to work on idea-generation and motivation. "Sustain" provides continuing encouragement in the production of artifacts. "Propagate" builds in follow-up activities and resources. The entire process gradually evolves into the joy of self-expression and authorship. (KEH) ED 315 778

CS 212 216 Eastman, Susan Tyler And Others Writing with Computers: Accommodation,

Achievement, and Attitudes. Pub Date—May 89 Note—31p.; Paper presented at the Annual Meet

ing of the International Communication Associa

tion (39th, San Francisco, CA, May 25-29, 1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Classroom Research, Comparative

Analysis, Computer Assisted Instruction, Grade 8, Junior High Schools, Microcomputers, Middle Schools, *Models, *Student Attitudes, Writing Improvement, *Writing Instruction, *Writing Processes, Writing Research, *Writing Skills Identifiers-Computer Users, *Writing Attitudes,

Writing Functions, Writing Implements

A three-year study examined the efficacy of microcomputers in the teaching of writing in the regu

ED 315 775

CS 212 212 Pappas, Christina C. And Others An Integrated Language Perspective in the Ele

mentary School: Theory Into Action. Report No.-ISBN-0-8013-0175-0 Pub Date—90 Note—344p. Available from-Order Dept., Addison-Wesley

Longman, Jacob Way, Reading, MA 01867

($29.95). Pub Type— Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Classroom Environment, Educa

tional Change, Elementary Education, *Integrated Curriculum, *Language Arts, Teacher Role, Teaching Methods, Thematic Approach, *Theory Practice Relationship, Whole Language

Approach Identifiers-Learning across the Curriculum

An integrated language perspective on teaching in the elementary school is outlined in this book. The text provides the theory on which the perspective is based and provides many examples of how it may be translated into practice. Chapter one provides the general principles of the integrated language perspective. Chapter two describes the characteristics of children and teachers in the integrated language classroom. Chapter three shows how to plan thematic units, while chapter four demonstrates how to implement these units by presenting eight prototypes in action at various grade levels and school settings. Chapter five provides a model of written genres and explains more about the reading and writing processes. Chapter six covers a range of “kid watching" procedures and techniques. Chapter seven goes into more detail about how to integrate language across various curricular areas. Chapter eight discusses in much greater detail many of the activities and routines mention in earlier chapters. Chapter nine deals with evaluation and accountability, while chapter ten provides suggestions for changing present programs in elementary schools along the integrated language perspective. (RS) ED 315 776

CS 212 213. Crowhurst, Marion Sixth-Graders Learn from Letter Writing. Spons Agency-British Columbia Univ., Vancou

ver. Pub Date-[90] Note—25p. Pub Type - Reports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Audience Awareness, • Audience

Response, College School Cooperation, Grade 6, Higher Education, Intermediate Grades, *Letters (Correspondence), Student Attitudes, Student Writing Models, *Writing Improvement, Writing

Processes, Writing Research, *Writing Skills Identifiers—Childrens Writing, *Pen Pals, Purpose

(Composition), Writing Contexts, *Writing Development

This study was conducted to determine some of the effects of dyadic writing interactions on the

Pub Type- Guides - Classroom - Teacher (052) —

Books (010) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Child Language, *Classroom Envi

ronment, Classroom Observation Techniques, Classroom Research, Elementary Education, Foreign Cou tries, *Language Arts, Speech Communication, *Speech Habits, Speech Skills, Teaching Methods Identifiers-Aboriginal People, Australia, *Conver

sation

Arguing that talk has an important place in the English language arts curriculum and across the whole curriculum, this book presents examples of children and teachers talking together, talking about what they are doing "here and now," and talking about what they know and feel about events shaping the world beyond the classroom. Chapter titles include: (1) “He Wants to Write" (Naida Dwyer); "Talking in Class” (John Dwyer); “Talking and Listening in Year One” (Margaret Hetherington); "Talking in the Reading Conference" (Jan D'Arcy); "Talking in the Writing Conference” (Dian Van Dijk); "Exploring Talk in a Year Five Classroom" (Steve Stronach); “Talking with Aboriginal Children” (John Dwyer); “Talking When English Is a Foreign Language" (Betty Murray); “Navigating a Sea of Confusion” (Joy Schloss); "Talking about Teacher Talk” (John Dwyer); “They Put Kisses All Over Your Book” (John Dwyer); and “Assessing Oral Language" (John Dwyer). Thirty-seven references are attached. (RS) ED 315 774

CS 212 211 Purves, Alan C. And Others How Porcupines Make Love II: Teaching a Re

Page 9

tional Progress (NAEP), Educational Testing Ser

vice, Rosedale Rd., Princeton, NJ 08541-0001. Pub Type- Reports - General (140) - Reports

Evaluative (142) EDRS Price - MF01/PCO5 Plus Postage. Descriptors—*Educational Assessment, Elemen

tary Secondary Education, Expository Writing, Grade 4, Grade 8, Grade 11, Grammar, Instructional Effectiveness, *National Surveys, Persuasive Discourse, Punctuation, Spelling, Student Attitudes, Trend Analysis, *Writing Evaluation Identifiers—National Assessment of Educational

Progress, *Writing Attitudes

Based on two national assessments of the writing proficiency of representative samples of students in grades 4, 8, and 11 conducted during the school years ending in 1984 and 1988, this report assesses the informative, persuasive, and imaginative writing performance of the nation's students and tracks changes in performance over time. The first three chapters of the report describe student performance on the informative, persuasive, and imaginative writing tasks included in the writing trend assessments, based on the results of the primary trait and holistic analyses. The fourth chapter summarizes trends in average task accomplishment for the nation and various demographic subpopulations. In the fifth chapter, trends in students' grammar, punctuation, and spelling are discussed. The sixth chapter discusses factors that appear to be related to writing performance, such as students' instructional experiences and home environment. The report concludes that despite some progress on some tasks, students' writing performance across tasks remains low and has changed little across time. The report also finds that the extent to which students at all grade levels value writing, use it in their own lives, and engage in writing process activities remains quite limited. (A procedural appendix and an appendix of data are attached.) (RS)

ED 315 782

CS 212 222 Morrow, Jean Keyboarding, Word Processing, and Middle School

Language Arts: A Bibliography. Pub Date—7 Mar 90 Note—9p. Pub Type- Reference Materials - Bibliographies

(131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Assisted Instruction, Ho

listic Evaluation, Intermediate Grades, Junior High Schools, *Keyboarding (Data Entry), Language Arts, Middle Schools, Typewriting, *Word Processing, "Writing (Composition) Identifiers—*Middle School Students, Writing At

titudes

This 64-item bibliography focuses on the effect of keyboarding on middle school students' composition writing, using word processing. The bibliography (which surveys selections dating from 1956 through 1989) includes those studies describing the feasibility of teaching touch typing keyboarding skills to middle school students, the value of acquiring this skill, and the place of the computer and word processing programs in the elementary school language arts program. Additionally, studies that have attempted to measure the effect of word processing on middle school students' writing performance, studies of students' attitudes toward computers and writing, and studies that have attempted to validate holistic scoring methods for qualitative assessment of writing ability are included. (Author/MG)

lar school classroom and combined experimental and observational methods to develop a model of effective application of computers to the eighthgrade writing skills situation. Divided into control, mixed, and experimental classes, 281 students in six classes using computers were compared with 231 students in nine classes using paper and pencil and 212 students in- nine classes in a mixed treatment, using computers as well as paper-and-pencil. Results showed that a computer was needed for each individual student during every class meeting to maximize the value of using word processing. In the fully computerized treatment, students demonstrated greater use of high-level editing than in the paper-and-pencil or mixed treatments, and students who used computers developed more positive attitudes toward revision, drafting, and learning to use computers than those who had only brief or no exposure. Results suggested 14 design criteria to weigh in effective computerization of writing classrooms, and writing instruction was most effective in brief, immediately applied “mini-units” rather than in longer lessons. Student work was initially slower and more asynchronous among members of a class, and teaching was most effective using process-based and cooperative learning strategies. Student use of printers was key to increased feedback from others, leading to increased revising and editing of their work. The model illustrates the contributions of computers, printers, lessons, and learning environment to the development of mature writing skills. (One figure and four tables of data are included; 40 refrences are attached. (KEH) ED 315 779

CS 212 219 Bishop, Wendy Something Old, Something New: College Writing

Teachers and Classroom Change. Conference on Coll. Composition and Communica

tion, Urbana, Ill. Report No.-ISBN-0-8093-1601-3 Pub Date—90 Note-166p. Available from-Order Dept., Southern Illinois

University Press, P.O. Box 3697, Carbondale, IL 62902-3697 ($10.95 plus $2.00 postage and han

dling). Pub Type— Guides - Classroom - Teacher (052)

Books (010) — Reports - Research (143) Document Not Available from EDRS. Descriptors—Case Studies, College Faculty,

Higher Education, *Professional Development, *T cher Education, Teacher Effectiveness, Teaching Models, *Writing Instruction, Writing Processes, Writing Research, *Writing Teachers Identifiers—*Teacher Needs, Teacher Writing

This book explores the complex world of the college writing teacher at work and is intended as a balance to current composition research that focuses almost exclusively on student writers, often ignoring the role the teacher plays in classroom development. The book contains data elicited from observation, surveys, and interviews with college teachers enrolled in a doctoral seminar on teaching basic writing. Also included in the book are case studies of five of these teachers in their college writing classrooms, which investigate how their teaching practices changed and how their professional and personal histories influenced their ability to make those changes. A full chapter is devoted to each teacher's efforts to implement new practices based on the seminar. The first chapter describes the graduate seminar in rhetoric, the next five chapters include the individual case studies, while the final chapter discusses teachers as learners and investigates classroom change. The appendix contains a discussion of data collection strategies and detailed analysis of four figures of data. Also included are 109 references. (KEH)

ED 315 781

CS 212 221 LaBonte, Karen The Language Arts Link: A Sourcebook for HIV

/AIDS Education in the English Classroom,

Grades 11-12. Putnam and Northern Westchester Counties Board

of Cooperative Educational Services, Yorktown Heights, N.Y. Spons Agency– New York State Education Dept.,

Albany. Bureau of Health and Drug Education

and Services. Pub Date—Sep 89 Note—72p. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Acquired Immune Deficiency Syn

drome, Class Activities, *English Instruction, Grade 11, Grade 12, *Health Education, High Schools, *Language Arts, *Learning Activities, Public Health, Teaching Methods Identifiers—Health Communication, New York

(Westchester)

Since exploration of thoughts, feelings, attitudes, opinions, and beliefs about Acquired Immune Deficiency Syndrome (AIDS) is crucial to teenagers' ability to develop healthy attitudes and behaviors, and since the language arts classroom is a natural arena for such exploration, this sourcebook presents ideas on how to bring this kind of discussion about AIDS into the 11th- and 12th-grade language arts classroom while continuing to focus on reading, writing, and speaking skills. The sourcebook contains eight major activities (each including an overview, objectives, follow-up assignments, and comments) which can be adapted to an individual teacher's needs or interests and the particular classroom situation. Following an introduction, the eight activities in the sourcebook are as follows: (1) “The News Journal: Making Current Events Real," and an example of scheduling; (2) “The Ad Campaign"; (3) “You and Your Community: An Interview"; (4) “The Message in the Media"; (5) “Writing a Poem or Song"; (6) “Writing a Short Story or One Act Play”; (7) “AIDS and Literature"; and (8) “HIVTAIDS and the Writing RCT" (the Regents' Competency Test's written form deals with the writing of a business letter, a report, and a composition). Appendixes contain a student handout on what high school juniors and seniors need to know about HIVTAIDS; an AIDS myth-fact sheet; current information on HIV infection, for teachers; a compendium of teacher vocabulary; a list of New York State regional AIDS education training centers; and a bibliography of books and information sources. (SR)

ED 315 783

CS 212 223 Cousin, Patricia Tefft Stires, Susan Remembering Our Students. North Dakota Univ., Grand Forks. Center for

Teaching and Learning. Pub Date—Mar 90 Note-15p.; Printed on colored paper. Figures 6-13

will copy poorly. Journal Cit-Insights into Open Education; v22 n6

March 1990 Pub Type— Guides - Classroom - Teacher (052) —

Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, Elementary Education,

Learning Problems, Reading Skills, *Reading Writing Relationship, *Teacher Response, Teacher Role, *Teacher Student Relationship, Writing Exercises, *Writing Improvement, Writing Instruction, *Writing Processes, Writing

Readiness Identifiers—*Emergent Literacy, Teacher Re.

searchers, Writing Contexts, *Writing Development

There are students whom teachers always seem to remember, primarily because they provide special insight into teaching and learning. These students, most of whom usually have learning difficulties in school, teach important lessons to teachers about determination, survival, and about becoming readers and writers. One such student is Kimberly, whose first grade year had been disastrous due to health problems and difficulties with language. The teacher and Kimberly began working together in second grade by drawing pictures and matching them with texts. Gradually Kimberly produced independent writing. By the sixth grade she had learned the appropriate use of conventions and found reading to be a recreational activity. Another such student is Andrea, a fifth grader who had experienced language development problems evidenced by her brief incoherent prose. The teacher collaborated with Andrea over idea generation and revi. sion. Andrea had to be shown that rehearsal (making lists, taking notes, sketching, and especially talking) was necessary. Through extensive process/conferencing with the teacher, Andrea was gradually ready to take charge of her learning. Both students provide insight on how struggling students are able to reposition their view of themselves and to create a new image of themselves as reader and writer. (Thirteen figures containing writing samples from both students are included.) (KEH) ED 315 784

CS 212 224 Collaborative Writing Project Product Evaluation

1988-1989. Evaluation Report. Saginaw Public Schools, Mich. Dept. of Evaluation

Services. Pub Date/Oct 89 Note—99p. Pub Type Reports - Evaluative (142)

ED 315 780

CS 212 220 Applebee, Arthur N. And Others The Writing Report Card, 1984-88: Findings from

the Nation's Report Card. Educational Testing Service, Princeton, N.J.; Na

tional Assessment of Educational Progress,

Princeton, NJ. Spons Agency-National Center for Education Sta

tistics (ED), Washington, DC. Report No.—ISBN-0-88685-096-7; NAEP-19-W.

01 Pub Date—Jan 90 Grant-G008720335 Note-111p.; For Reading Report Card, see CS 009

931. Available from-National Assessment of Educa

The guide has four major sections. The first section, Middle School English Language Arts, presents acknowledgements, rationale and purpose, philosophy, goals and objectives, basic assumptions, points to consider, and prerequisites/entry criteria for honors courses. The guide's second section, English Language Arts 6, includes objectives, recommended course sequence, scope and sequence, and activities. The guide's third and fourth sections, Honors English Language Arts 6 and Honors English Language Arts/Reading 6, list objectives for these areas. An addendum contains a 25-item bibliogra. phy; an outline of essential elements in English language arts; a 48-page section on resources, strategies, and planning; and a teacher response form. (SR)

EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Cooperative Learning, Grade 10,

*Group Discussion, Reading Writing Relationship, United States Literature, *Writing (Composition), Writing Attitudes, Writing Improvement, Writing Processes, Writing Research, Writing

Skills Identifiers-California Achievement Tests, Collab

orative Inquiry, *Collaborative Learning, *Collaborative Writing, Writing Development, Writing Groups

A study was conducted to evaluate the final outcome of the Section 98 writing project, a 3-year collaboration between the School District of the City of Saginaw and the University of Michigan, and to successfully employ the gap reduction design with the pre- to post-test results stemming from the writing project. Students in six sections of 10th-grade American literature, inquiry and expression, were chosen as subjects to field test the writing curriculum during year 3 of the project. The treatment represented writing techniques found successful from study and piloting over the first 2 years of the project. The treatment had two different levels of intensity: a single teacher level (97 students) and a team teacher level (50 students). The 1985 national norming group from the California Achievement Test (CAT) served as the comparison group. Overall, it was found that the writing project produced notable achievement gains in excess of the national norming group in the areas of total reading, language mechanics, language expression, total language, and spelling. Results indicated that the single teacher situation was as good as, and in a couple instances even better than, the team teacher condition. (Three figures and four tables of data are included. Appendixes include components of field testing, graphs of the relative growth indexes, calculations of the relative growth indexes, and comparisons of the number tested for the comparison and experimental groups.) (MG) ED 315 785

CS 212 225 Hyslop, Nancy B. Evaluating Student Writing: Methods and Mea

surement. ERIC Digest. ERIC Clearinghouse on Reading and Communica

tion Skills, Bloomington, IN. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Mar 90 Contract-R188062001 Note-4p.

Pub Type— Guides - Classroom - Teacher (052)

Information Analyses - ERIC Information Analy.

sis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Elementary Secondary Education,

*Evaluation Methods, Higher Education, Instructional Effectiveness, *Student Evaluation, Teacher Role, *Writing Evaluation, *Writing Instruction, Writing Processes, Writing Research,

*Writing Teachers Identifiers-ERIC Digests

This digest offers an overview of current research in the ERIC database on methods and me ments for evaluating student writing. The digest considers: (1) methods of response to students' written products; and (2) the measurement of quality as represented by effective classroom teaching methods. (SR) ED 315 786

CS 212 231 Middle School English Language Arts: English

Language Arts 6, Honors English Language Arts

6, Honors English Language Arts/Reading 6. Fort Worth Independent School District, Tex. Pub Date—89 Note—81p.; For other curriculum guides in this se

ries, see CS 212 232-233. Occasional small print. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors Curriculum Guides, *English Instruc

tion, Grade 6, *Honors Curriculum, Instructional Development, Intermediate Grades, *Language Arts, Middle Schools, Public Schools, *Reading

Instruction Identifiers-Fort Worth Independent School Dis

trict TX

Intended as a resource for instructional planning, this grade 6 language arts curriculum guide purposes to promote greater student achievement through alignment of the written, the taught, and the tested curriculum, and to promote broader and higher levels of thinking through objectives, activities, and strategies which integrate content and cognition.

ED 315 787

CS 212 232 Middle School English Language Arts: English

Language Arts 7, Honors English Language Arts

7, Honors English Language Arts/Reading 7. Fort Worth Independent School District, Tex. Pub Date—89 Note—92p.; For other curriculum guides in this se

ries, see CS 212 231-233. Document contains oc

casional small print. Pub Type- Guides • Non-Classroom (055) EDRS Price · MF01/PC04 Plus Postage. Descriptors-Curriculum Guides, *English Instruc

tion, Grade 7, *Honors Curriculum, Instructional Development, Junior High Schools, *Language Arts, Middle Schools, Public Schools, *Reading

Instruction Identifiers-Fort Worth Independent School Dis

trict TX

Intended as a resource for instructional planning, this grade 7 language arts curriculum guide purposes to promote greater student achievement through alignment of the written, the taught, and the tested curriculum, and to promote broader and higher levels of thinking through objectives, activities, and strategies which integrate content and cognition. The guide is in four major sections. The first section, Middle School English Language Arts, presents acknowledgements, rationale and purpose, philosophy, goals and objectives, basic assumptions, points to consider, and prerequisites/entry criteria for honors courses. The guide's second section, English Language Arts 7, includes objectives, recommended course sequence, scope and sequence, activities, a sample unit, and suggested core literature pieces. The guide's third and fourth sections, Honors English Language Arts 7 and Honors English Language Arts/Reading 7, list objectives for these areas. An addendum contains a 25-item bibliography; an outline of essential elements in English language arts; a 48-page section on resources, strategies, and planning; and a teacher response form. (SR)

glish Language Arts 8 and Honors English Language Arts/Reading 8, list objectives for these areas. The fifth section, English I, contains objectives, recommended course sequence, scope and sequence, activities, and a sample unit. An addendum contains a 25-item bibliography; an outline of essential elements in English language arts; a 48-page section on resources, strategies, and planning; and a teacher response form. (SR) ED 315 789

CS 212 234 Lawson, Bruce, Ed. And Others Encountering Student Texts: Interpretive Issues in

Reading Student Writing. National Council of Teachers of English, Urbana,

Ill. Report No.-ISBN-0-8141-1340-0 Pub Date-89 Note-251p. Available from National Council of Teachers of

English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 13400-0015; $10.95 members, $14.95

non-members). Pub Type— Books (010) – Guides - Classroom

Teacher (052) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Grading, Higher Education, Reader

Text Relationship, Student Evaluation, Student Needs, *Teacher Role, Teacher Student Relationship, *Theory Practice Relationship, *Writing

Evaluation, *Writing Teachers Identifiers-Author Reader Relationship

Designed to raise the full range of hermeneutic concerns regarding evaluation of student writing, and to spur further research and discussion, this collection of essays focuses on a reconsideration of the interpretation and evaluation practices of writ. ing teachers. Essays include: "A Reflective Conversation: 'Tempos of Meaning'” (Margaret Himley); "The Drama of the Text” (W. Ross Winterowd); “A Hero in the Classroom” (James Thomas Zebroski); “Learning to Read Student Papers from a Feminine Perspective, I” (Elizabeth A. Flynn); “An Analysis of Response: Dream, Prayer, and Chart” (Tilly Warnock); “Teachers as Readers, Readers as Teachers” (Patricia Y. Murray); “Asking for a Text and Trying to Learn It" (Jim W. Corder); "On Intention in Student Texts" (Sharon Crowley); “Reading Intention" (Norm Katz); “Interpreting Student Writing" (Janice M. Lauer); “Learning to Read Student Papers from a Feminine Perspective, II” (John F. Flynn); “Reading Student Texts: Proteus Grabbing Proteus" (Charles Bazerman); “On Writing Reading and Reading Writing” (Lisa Ede); “Reading a Text: Does the Author Make a Difference?" (Stephen B. Kucer); “Paper Grading and the Rhetorical Stance" (James S. Baumlin and Tita French Baumlin); “Evaluating Writing to Learn: Responding to Journals” (Richard Beach); “Imagining the Past and Teaching Essay and Poetry Writing" (Anthony Petrosky); and “Responding to Responses: Good News, Bad News, and Unanswered Questions" (Lee Odell). (RS)

ED 315 788

CS 212 233 Middle School English Language Arts: English

Language Arts 8, Honors English Language Arts 8, Honors English Language Arts/Reading 8,

English I. Fort Worth Independent School District, Tex. Pub Date89 Note-118p.; For other curriculum guides in this

series, see CS 212 231-232. Occasional small print

and some drawings will copy marginally. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Curriculum Guides, English Instruc

tion, Grade 8, *Honors Curriculum, Instructional Development, Junior High Schools, *Language Arts, Middle Schools, Public Schools, *Reading

Instruction Identifiers-Fort Worth Independent School Dis

trict TX

Intended as a resource for instructional planning, this grade 8 language arts curriculum guide purposes to promote greater student achievement through alignment of the written, the taught, and the tested curriculum, and to promote broader and higher leve els of thinking through objectives, activities, and strategies which integrate content and cognition. The guide is in five major sections. The first section, Middle School English Language Arts, presents acknowledgements, rationale and purpose, philosophy, goals and objectives, basic assumptions, points to consider, and prerequisites/entry criteria for honors courses. The guide's second section, English Language Arts 8, includes objectives, recommended course sequence, scope and sequence, activities, a sample unit, and suggested core literature pieces. The guide's third and fourth sections, Honors En

ED 315 790

CS 212 235 Alwell, Nancie In the Middle: Writing, Reading, and Learning

with Adolescents. Report No.-ISBN-0-86709-163-0 Pub Date—87 Note-295p. Available from-Heinemann Educational Books,

316 Hanover St., Portsmouth, NH 03801 ($16.00 paperback, ISBN-0-86709-163-0; $21.95 hard

cover, ISBN-0-86709-164-9). Pub Type- Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors-Adolescents, *Classroom Environ

ment, Journal Writing, Junior High Schools, Reader Text Relationship, *Reading Attitudes, Reading Interests, Reading Processes, *Reading Writing Relationship, *Teaching Methods, *Writing (Composition), Writing Across the Curriculum, Writing Attitudes, Writing Improvement, *Writing Laboratories, Writing Processes, Writ

ing Skills Identifiers—*Childrens Writing, Writing about Lit

erature

With important implications for all language arts teachers, grades kindergarten through 12, this book is about what one teacher and her eighth grade students learned together as collaborating writers and readers. It is also a book about adolescents themselves: how they leam, what they believe and value, and what others can learn from and about them. It offers practical details for establishing the classroom

as a writing and reading workshop. Section one is explanatory and describes how the teacher questioned and changed what was happening in her classroom and began to leam from the students. Section two discusses the writing workshop, with chapters titled: “Getting Ready"; "Getting Started”; “Responding to Writers and Writing"; and "Writing Mini-Lessons.” Section three discusses the reading workshop, with chapters titled: "Building a Dining Room Table, Part One-Reading Workshop"; "Building a Dining Room Table, Part Two-Responding to Readers and Reading"; and “Reading Mini-Lessons.' Section four demonstrates how writers learn to write from other writers and shares five stories that show the writing and reading development of eighth grade students. Appendixes include information on materials for writing and publishing, ways to publish student work, kinds of writing from writing workshops, writing and reading surveys, favorite adolescent fiction, various forms of dialogue in journals about reading, strategies for introducing the writing process in other schools, and a list of 10 things which are happening in the best writing workshop classrooms. Sixty-six references are attached. (MG) ED 315 791

CS 212 239 Strickland, James Computers and the Classroom: A Look at Changes

in Pedagogy. Pub Date—18 Mar 89 Note—26p.; Paper presented at the Annual Meet

ing of the Conference on College Composition and Communication (40th, Seattle, WA, March

16-18, 1989). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) - Reports - General (140) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Classroom Design, Classroom Envi.

ronment, *Computer Uses in Education, Educational Technology, Higher Education, *Instructional Innovation, *Microcomputers, Teaching Methods, Word Processing, *Writing Instruction, Writing Teachers Identifiers—*Computer Integrated Instruction, En

glish Teachers The use of computers in the writing classroom changes the actual activities used in class, adapting some present activities and creating new paradigm activities, and also changes the arrangement of the classroom, forcing a radical rethinking of spatial design. The computer classroom is not a passive room, one where information goes out from the teacher to passive receptors; it is an active room where the information flows from writer to computer to readers in the room or on the network. Computers in the classroom change the location of authority, directing focus away from the teacher and the chalkboard and onto the screen, onto the text generated on the computer. In this setting, the teacher acts as facilitator, helping the information flow. Finally, computers in the classroom change the way teachers teach, encouraging veteran teachers to reconsider old ways of teaching composition while they cope with the new technology. (Two appendixes containing illustrations of computer classroom designs and a capsulated comparison between the traditional and computer classrooms are attached.) (KEH) ED 315 792

CS 212 241 Vultaggio, Barbara Writing Exercises for High School Students.

Teaching Resources in the ERIC Database

(TRIED) Series. ERIC Clearinghouse on Reading and Communica

tion Skills, Bloomington, IN. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.—ISBN-0-927516-09-8 Pub Date—89 Contract—R188062001 Note—910. Available from-ERIC Clearinghouse on Reading

and Communication Skills, Indiana University, Smith Research Center, Suite 150, Bloomington, IN 47408-2698 ($9.95 plus $2.00 postage and

handling). Pub Type - Guides - Classroom - Teacher (052) —

Information Analyses - ERIC Information Analysis Products (071) - Reference Materials - Bibli

ographies (131) EDRS Price · MF01/PC04 Plus Postage. Descriptors-Audience Awareness, •Class Activi.

ties, Creative Writing, Descriptive Writing, Expository Writing, High Schools, Lesson Plans, *Teacher Developed Materials, Teaching Meth

ods, Writing Assignments, *Writing Skills

Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans offers practical suggestions for developing high school students' writing skills. The 37 lesson plans in this book are divided into four sections: (1) descriptive; (2) audience/voice; (3) expository; and (4) creative. A user's guide, activity chart, and a 22-item annotated bibliography of related sources in the ERIC database are included. (RS) ED 315 793

CS 212 242 Piazza, Stephen, Comp. Suhor, Charles, Comp. Trends and Issues in English Instruction, 1990-Six

Summaries. Summaries of Informal Annual Discussions of the Commissions of the National

Council of Teachers of English. Spons Agency–National Council of Teachers of

English, Urbana, Ill. Pub Date—90 Note—15p.; For the 1989 Trends and Issues Re

port, see ED 305 656. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Development, *Educa

tional Trends, Elementary Secondary Education, Language Arts, Literacy, *Mass Media Role, Mass Media Use, Minority Groups, Politics of Education, Postsecondary Education, *Reading Instruction, Whole Language Approach, Writing (Composition), Writing Evaluation, *Writing In

struction Identifiers—*Educational Issues, *Teacher Empowerment, Teacher Researchers

Information on current trends and issues in English instruction, compiled by the directors of six National Council of Teachers of English commissions, is presented in this report, the seventh annual report by the commissions. The commissions and their directors are as follows: (1) Reading Commission (Constance Weaver); (2) Commission on Literature (John Pfordresher); (3) Commission on Media (William V. Costanzo); (4) Commission on Composition (Sharon Crowley); (5) Commission on Language (Jesse Perry); and (6) Commission on Curriculum (Linda Shadiow). Some of the subjects discussed in the document include whole language, concerns about the widespread increase of legislative actions regarding teaching, narrow concepts of literacy, the literary canon, literature instruction and evaluation, the dangers of “performance goals," teacher education, teacher as researcher projects, the role and use of mass media and new technologies in the classroom, writing assessment and the politics thereof, language arts textbooks and their assumptions about teaching and learning, the use of computers in the classroom, ability grouping, and local curriculum development. (SR) ED 315 794

CS 212 243 Grade 9 English Language Arts 1989-90 School

Year. Student Achievement Testing Program

Bulletin. Alberta Dept. of Education, Edmonton. Student

Evaluation and Records Branch. Pub Date—Sep 89 Note—52p. Pub Type - Guides · Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Achievement Tests, Educational As

sessment, English Instruction, Foreign Countries, *Grade 9, Junior High Schools, *Language Arts, Literature Appreciation, *Reading Skills, *Stu

dent Evaluation, *Writing Skills Identifiers—Alberta, *English Examinations

This guide provides general information about the Achievement Testing Program as well as specific information about the design, the composition, and the scoring of the Grade 9 English Language Arts Achievement Test. The guide contains samples of writing assignments and reading selections contained in the test, as well as objectives, explanation of cognitive levels, and scoring guides for each item. The guide also presents an analysis of the target group students, explains the emphases of the language arts curriculum in Alberta (Canada) and defines acceptable and excellent levels of performance. Attached to the guide are two appendixes containing information about achievement tests and why they are administered. (KEH)

Note—71p.
Pub Type-- Guides - Non-Classroom (055) – Re-

ports - Research (143) — Reports · Descriptive

(141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Educational Assessment, «Grade 8,

Junior High Schools, Middle Schools, *State Surveys, Student Evaluation, Student Writing Mod

els, *Writing Evaluation Identifiers–Oregon

This report reviews and analyzes the results of the third statewide analytical writing assessment of Oregon eighth graders. Following an introduction, the report is in five chapters: (1) The Oregon Writing Assessment Interpretive Panel: Comments and Recommendations; (2) Strengths and Weaknesses in Student Writing-A Trait-by-Trait Analysis (giving specific results from the assessment on each of the six traits-ideas and content, organization, voice, word choice, sentence structure, and conventions-together with sample papers illustrating strong and weak performance across traits); (3) Substudy Comparing 1987 and 1989; (4) Factors Affecting Student Writing; and (5) A Brief History of Writing Assessment in Oregon. Appendixes contain student directions, a guide to revision, a summary of teachers' responses from the teacher survey form, a list of the 1989 Interpretive Panel members, and a table of writing performance 1985-1989. (SR) ED 315 796

CS 506 620 Fulmer, Hal W. Ronald Reagan's Civil Religion. Pub Date - Apr 89 Note—16p.; Paper presented at the Annual Meet

ing of the Southern States Communication Asso

ciation (Louisville, KY, April 6-8, 1989). Pub Type Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Audience Awareness, Democracy,

*Discourse Analysis, Mythology, *Persuasive Discourse, *Presidents of the United States, *Re

ligion, Rhetorical Invention Identifiers-Heroes, *Reagan (Ronald), Rhetorical

Devices, Rhetorical Effectiveness, Rhetorical Strategies

Ronald Reagan's rhetorical presidency can be summarized as a leader attempting, at virtually ev. ery occasion, to stem the dissolution of the American spirit by celebrating the country's mythic past. Such attempts were Reagan's celebration of nationalism through a particular discussion of the interrelationships between liberty, freedom, democracy, and Providence. Such efforts reveal Reagan's celebration of his own understanding of the country's civil religion. The relationship between the presidency and civil religion is an important one, where the elected official becomes the vehicle for articulating and preserving America's particular mythic understanding of itself. Reagan's presidential discourse was filled with examples of civil religion, such as discussion of sacred origins and sacred destinies for America, his recounting the deeds of heroic figures, and his definition of democracy. Other presidents have paid homage to that fusion of nationalism and mythology called America's civil religion. However, Reagan's rhetoric concerning civil religion is important for two reasons. First, Reagan was a president who used the elements of civil religion often; they permeated his rhetoric. Second, such epideictic celebrations were not without pragmatic implications, for such rhetoric ran through virtually all of the president's discourse. Ronald Reagan made very consistent and apparently very successful use of various elements of America's civil religion, reminding the people of their “divine legacy" and calling the people to fulfill their “divine destiny.” (Thirty-four notes are included.) (MS) ED 315 797

CS 506 885 Yang, Jian A Theoretical Model of Intrapersonal Agenda. Pub Date-Aug 89 Note—35p.; Paper presented at the Annual Meet

ing of the Association for Education in Journalism and Mass Communication (72nd, Washington,

DC, August 10-13, 1989). Pub Type - Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—* Agenda Setting, Interpersonal Com

munication, *Mass Media Effects, Media Research, *Models, *Political Campaigns, *Political

Influences, Public Policy, Regression (Statistics) Identifiers-Electorate, *Issue Salience, Personal

ED 315 795

CS 212 245 Oregon Statewide Writing Assessment, Grade 8:

Results and Analysis. Oregon State Dept. of Education, Salem. Pub Date—Dec 89

"holistic” mean; (2) the theoretical bases of the two scoring approaches; and (3) the rather limited experimental studies both in written and oral discourse which compare the two methods of using rating scales. The paper's six sections are as follows: (1) Understanding the Terms; (2) Use of Terms in Writing and Speaking Literature; (3) Theoretical Bases for Holistic and Analytical Scoring; (4) Holistic and Analytic Scoring and Purpose of Evaluation; (5) Reliability and Validity of Holistic and Analytic Scoring; and (6) Empirical Studies of Reliability and Validity of Two Methods. Sixty-one references are attached. (SR) ED 315 800

CS 506 943 Corder, Lloyd E. Taylor, Graicunas, Worthy, Likert, and Thayer:

Span of Control and Organizational Structure-Where They Fit on the “Leadership Contin

Experiences, Political Rhetoric, Texas (Travis County)

Prior research has shown that the media play an agenda-setting role in political campaigns. A theoretical model was developed to investigate intrapersonal agenda's relationship with certain contingent factors. To test the model a study of the intrapersonal agenda (personally perceived salience of public issues) was then conducted as part of the 1988 presidential primary in Travis County, Texas. Four hundred and four registered voters (63% of those asked) completed interviews. Results demonstrated clear relationships among the political campaign, attention to newspaper campaign stories, and interpersonal discussion of the issues. Nonetheless, and contrary to earlier research, the findings showed no relationship between the personally perceived salience of all the issues and personal experience of them. In addition, the findings suggest that political affiliation, a factor that has not been given proper attention in previous agenda-setting studies, has some impact on intrapersonal agenda. The effects of political affiliation and personal experience on people's perceived salience of particular issues warrant further study. (One diagram and 14 tables of data are included; 25 references and an appendix containing operational definitions of the variables of the study are attached.) (SG) ED 315 798

CS 506 901 German, Kathleen M. Majority and Minority Women in Communication

Departments: Expectation, Experience, and Ex

ploitation. Pub Date—20 Nov 89 Note-17p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) – Information Analyses

(070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Faculty, Equal Opportuni

ties (Jobs), Faculty Mobility, *Females, Higher Education, Minority Groups, Minority Group Teachers, Nontenured Faculty, *Part Time Employment, *Speech Communication, *Teacher

Supply and Demand Identifiers—*Educators, *Speech Departments

Since the early 1970s the composition of faculty in communication departments and in higher education in general has changed dramatically. A review of the literature shows that increasingly, part-time instructors have come to dominate faculties in roles that have shifted from occasionally offering an outside specialty to regularly replacing full-time faculty members. Women and minorities currently comprise the majority of this part-time faculty, most often found in lower ranks at less prestigious institutions. Based on current trends, the prevalent prediction for the next 20 years is that women will continue to inundate lower and part-time faculty ranks and suffer the brunt of economic constraints in education. The challenge of the future is to integrate part-time faculty, tapping their talents and energies, while providing them with institutional support and commitment to the extent allowed by the marketplace. (Thirty-four references are attached.) (KEH) ED 315 799

CS 506 910 Goulden, Nancy Rost Theoretical and Empirical Comparisons of Holistic

and Analytic Scoring of Written and Spoken

Discourse. Pub Date-Nov 89 Note—27p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) Re

ports - Evaluative (142) — Information Analyses

(070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Comparative Analysis, Higher Edu

cation, *Holistic Evaluation, *Rating Scales, Secondary Education, Speech Communication, Test Reliability, *Test Theory, Test Validity, Verbal

Communication Identifiers—Analytical Scoring

Since speech communication evaluators are beginning to adapt the analytic and holistic instruments and methods used for rating written products to oral products and performance, this research review investigated: (1) what the labels “analytic" and

Pub Date--[85] Note-20p. Pub Type - Opinion Papers (120) Reports

Evaluative (142) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Administrator Effectiveness, Com-

munication Research, *Decision Making, Employer Employee Relationship, *Horizontal Organization, Individual Power, Interpersonal Relationship, *Leadership Responsibility, "Leadership Styles, *Models, Organizational Commu

nication Identifiers-Leadership Effectiveness, Manage

ment Analysis, Management Styles, *Span of Control

The “Leadership Continuum" model developed in 1961 by R. Tannenbaum, I. Weschler, and F. Massarik clearly illustrates the ideas that management scholars like Frederick Taylor, V. A. Graicunas, James Worthy, Rensis Likert, and Frederick Thayer have posited concerning span of control and organizational structure. Each of these scholars fits at some point on the "leadership continuum" scale. The model (the underlying assumption of which is that leadership is not always centered with the “boss") provides an important contrast between what scholars thought several years ago versus what they think

now, and provides insight into how ideas about management have changed. The model successfully portrays how the authority of the manager has moved to a more subordinate-centered authority, delineating how those who hold the knowledge make the actual decisions. This shift can be seen as the first step toward an end to hierarchy. Also, the natural progression of management theory was and is toward more personal leadership, where more employees have a greater impact on organizational decisions and outcomes. (One figure containing the “Leadership Continuum" model, and 16 notes are included.) (KEH) ED 315 801

CS 506 952 Comeaux, Patricia Aitken, Joan E. Assuring Quality and Standard Evaluation in the

Basic Course: Training and Supervising Graduate

Students. Pub Date—20 Nov 89 Note—11p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Speeches/Meeting Papers (150)

Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Graduate Students, Higher Educa.

tion, *Speech Communication, *Speech Instruction, *Teacher Evaluation, , *Teacher Improvement, Teacher Supervision, *Teaching Assistants, Teaching Methods, Training Objec

tives Identifiers-Murray State University KY, *Speech

Communication Education

In outline agenda form, this guide addresses the issue of training and supervising graduate students teaching the basic undergraduate speech course in university speech departments. The sections are as follows: (1) Introduction of staff and participants; (2) Rationale for assuring quality and standardization in the basic course by systematically training graduate teaching assistants (GTAs); (3) Problems/challenges of training graduate students and directing the basic course; (4) Concerns and training needs of GTAs: a survey; (5) Ways to achieve standardization in the basic course; and (6) Systematic program for training and supervising GTAS (includ. ing criteria for selection and placement process, uni

versity-wide orientation for GTAs, department orientations for GTAs of the basic course, a sample graduate methods class at Murray State University: Communication in Instructional Environments, and ongoing feedback and assessment in training GTAs). The paper's final page offers a case study intended to stimulate discussion about a real-life teaching situation. Fourteen references are attached. (SR) ED 315 802

CS 506 961 Taylor, K. Phillip Speaking and Listening Skills Assessment: Where

Do We Go from Here? Pub Date-Nov 89 Note-9p.; Paper presented at the Annual Meeting

of the Speech Communication Association (75th,

San Francisco, CA, November 18-21, 1989). Pub Type— Speeches/Meeting Papers (150)

Opinion Papers (120) EDŘS Price · MF01/PC01 Plus Postage. Descriptors—Communication Skills, Evaluation,

•Evaluation Methods, Evaluation Problems, Higher Education, Listening, *Listening Skills, *Required Courses, *Speech Communication,

*Speech Curriculum Identifiers-Florida, Professional Concerns

The challenge facing the speech communication profession is finding appropriate assessment procedures that are acceptable to administrators of state testing programs. The first option is simply to do nothing. A second alternative is standardized assessment. Speech communication professionals prefer a third testing procedure, performance-based evaluation. A fourth option emphasizes the importance of speech communication instruction and provides a viable, if not standardized, assessment method. This method would incorporate assessment of speaking and listening skills as part of a required course in the fundamentals of oral communication. The task for speech communication specialists is simply to continue their efforts to make a “Fundamentals of Oral Communication" course required in all higher education institutions. When students have the opportunity to take one or more courses in speaking and listening, competency in these skills can be assessed as part of the classroom activities. The issue of speech communication assessment is traced for the state of Florida. (Fifteen endnotes are attached.) (MG) ED 315 803

CS 506 968 Tompkins, Phillip K. Kenneth Burke's "Missing" Ethic. Pub Date—Nov 89 Note—14p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Opinion Papers (120) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Ethics, Rhetorical Criticism, Sci

ence and Society, *Symbolic Language, *War Identifiers—*Burke (Kenneth), Passivity, Relativ

ism, Symbolic Action

In examining Kenneth Burke's maxim “ad bellum purificandum" (translated as "the purification of war"), it seems plausible to infer that Burke's entire system of thought was based on his outrage toward war and the misuse of symbols that makes war possible. Burke saw his criticisms of war not as mere passiveness but rather as symbolic action. Burke's writings also reflect warrantable outrage at the counter-nature created by technology. This suggests that Burke's failure to compile his views into a single form or “ethic" can be traced to his belief that Richard Weaver had already incorporated Burke's ideas into a work of his own. Although Burke left no ethic to which to appeal for answers, it is inconceivable that he would have his work read as an amoral call for ethical relativism. (SG) ED 315 804

CS 506 976 Neff, Bonita Dostal The Most Desirable Preparation for Public Rela

tions Professionals: Fit of Existing and Model Curriculum with Theoretical and Philosophical

Developments. Pub Date—Nov 89 Note 15p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Speeches/Meeting Papers_(150)

Opinion Papers (120) — Reports - Evaluative

(142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Instruction, Curriculum De

sign, Curriculum Problems, Higher Education, *Models, *Public Relations, Speech Communica

tion, Theory Practice Relationship Identifiers-Professional Concerns

This paper examines existing and model curriculums from all disciplines offering public relations courses in terms of the philosophical and theoretical developments relevant to public relations. First, the paper outlines the model curriculum derived from the 1987 study cosponsored by the Public Relations Society of America and the Association of Educators in Journalism and Mass Communication. Second, the paper analyzes, in terms of the “ideal" curriculum model, a review of 3,201 U.S. university and college catalogues, identifying 578 undergraduate departments offering public relations courses. Third, the paper focuses on P. Hamilton's survey of theory and curriculum, especially on journalism/mass communication and communication/ speech communication respondents' views of theories in terms of awareness, validity, and usefulness. Lastly, the paper examines the M. Fitch-Hauser survey of public relations programs for program characteristics and confirms the large number of public relations programs in speech communication departments. The paper integrates the results into a new curriculum proposal, one that best fits a multicultural, multifunctional, and integrating model of public relations. In conclusion, the paper suggests a movement away from publics to a more cohesive approach toward the public relations professional creating a sense of community. Fifteen references are attached. (Author/SR) ED 315 805

CS 506 978 Lippard, Paula V. Communicative Imagery: A Qualitative Investiga

tion of the Effectiveness of a Behavior Change

Strategy on the Chronically Mentally III. Pub Date-Apr 88 Note—25p.; Paper presented at the Annual Meet

ing of the Eastern Communication Association

(79th, Baltimore, MD, April 27-May 1, 1988). Pub Type— Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavioral Objectives, *Behavior

Change, Behavior Disorders, Behavior Patterns, *Change Strategies, Communication Research, Locus of Control, Mental Disorders, *Mental Health, *Self Efficacy, Visualization Identifiers-Health Communication, Rotter Inter

nal External Locus of Control Scale, *Self Defeat. ing Behavior, Small Group Communication

An exploratory study investigated the success of a small group behavior change program in eliminating self-defeating behavior (SDB) in outpatients with chronic mental illness. Four of the six subjects were outpatients at the local mental health center but were currently not exhibiting psychotic behavior. The remaining two subjects were student interns at the mental health center who were working toward master's degrees in social work. The program utilized a variety of methods of behavior change within the vehicle of the small group. All subjects completed the following instruments: (1) Rotter's Internal-External Locus of Control Scale; (2) a specific behavior locus of control scale; and (3) an efficacy expectation scale. All subjects attended 8 weekly sessions and participated in 12 activities which were carried out each week. Follow-up scores indicated that the program was partially effective. One subject succeeded in eliminating and replacing her SDB. Three subjects reported some positive change in their SDB's at the 3-week follow-up. One subject reported an increase in frequency of her SDB. Follow-up scores did not necessarily coincide with subsequent behavior. The data of test scores, subject participation, and follow-up were examined qualitatively in the manner of a set of case studies; results were not compared statistically. (One table of data is included and fourteen references are at. tached. Three appendixes include: Specific Behavior Locus of Control Scale, Efficacy Expectation Scale, and follow-up Scale on Self-Defeating Behavior Workshop.) (MG) ED 315 806

CS 506 988 Keyton, Joann Groups in Action on Prime-Time TV. Pub Date—Nov 89 Note—44p.; Paper presented at the Annual Meet

ing of the Speech Communication Association

(75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) — Re.

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Communication Research, Employer

Employee Relationship, *Ethics, Multivariate Analysis, Organizational Climate, *Organizational Communication, Personnel Evaluation,

Surveys Identifiers-Corporate Culture, Message Percep

tion, *Organizational Culture

A study examined public perceptions of unethical employee acts as a function of variations in a corporation's cultural image, with emphasis upon the effect of congruent and incongruent organizational messages upon the perception of the degree of unethicality. Subjects, 200 adults approached at public locations, were asked to: (1) read one of three narrative descriptions of a fictitious organization (which included a review of eight unethical acts by an assistant manager); (2) respond to 11 dependent measures; (3) provide an verall evaluation of the company and of the assistant manager; and (4) compare their likely behavior with the assistant manager's behavior, given an employer like the one described in the narrative. The narratives described conditions in which: (1) the company was highly supportive of its employees, and external/internal messages were congruent; (2) more average in its support of its employees, and internal/external messages were somewhat incongruent; or (3) not supportive of its employees and internal/external messages were clearly incongruent. Results indi. cated that the congruency or incongruency between external and internal message systems may significantly impact employee perceptions of the organization's cultural image, which in turn may foster or inhibit unethical employee acts against the employer. (One table of data is included; 27 references, the 3 narratives, and the survey instrument are attached.) (RS) ED 315 809

CS 507 033 Hebert, Patrick J. Television Reporting of the Bereaved: A General

Semantics Approach. Pub Date—Nov 89 Note—28p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Critical Thinking, *Diffusion (Com

munication), Freedom of Information, Mass Media Role, Mass' Media Use, Models, *News Media, *News Reporting, *Semantics, Television

Viewing Identifiers—*Bereavement, General Semantics Par

adigm (Korzybski), *Semantic Features, Semantic Integration

Knowledge and application of basic general semantics principles when interviewing the bereaved can heighten social sensitivity, reduce misinterpretations, and minimize misevaluations. General semantics is concerned with the need to make transformations between sensory input and language output more isomorphic. It is an attempt to produce the best possible match between behavior and the facts, between language and reality. It is a system of evaluation based on mental flexibility, and lack of “allness" reactions, and can lead to personal integration and objectivity which come from adequate evaluation. General semantics formulations can improve critical reading/writing skills, enhance self-concept, reduce prejudice, increase creativity, help facilitate effective communication within organizations, increase problem-solving skills while fostering personal-social adjustments, develop critical thinking skills, develop extensional thinking in jour. nalism students, and improve counseling and therapy skills. Some of the basic formulations of general semantics as applied to mass media treatment of the bereaved are: time-binding, critical thinking, intensional orientation, polarization, indiscrimination, non-additivity, and fact-inference confusion. The influence of television reporting is further magnified when faced with the public's fascination with pain and death. General semantics could be fertile ground for training the reporter in matters pertaining to the bereaved. (Fifty-seven notes are included.) (MG)

(75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors--Communication Research, Demogra

phy, *Group Dynamics, Interaction Process Analysis, *Interpersonal Communication, *Popular Culture, Television Research, Television

Viewing Identifiers—Cosby (Bill), Prime Time Television,

Situation Comedies, *Small Group Communication, Television Criticism

A study analyzed six prime-time television shows-"The Cosby Show," "Cheers,” “Dear John," “Designing Women,” “Golden Girls,” and “Roseanne"-to examine group communication as it is portrayed on a daily basis in these shows, or how groups interact in the sitcom genre. One episode of each of the six 30-minute shows was selected for analysis, in each case an episode that centered around a group of characters and their interaction. Sequentially fragmented, edited versions that contained only the scenes where group interaction occurred were diagrammed and accompanied by a synopsis of the scene, an identification of the group unit, and an identification of the apparent group purpose. Several general themes came through in the episodes examined: (1) even though the shows use a group context for interaction, group interaction generally means personal problem solving; (2) while there are differences in the dominance of the members, the differences in friendly and unfriendly behaviors are the ones that give the groups their flavor; (3) non-central characters in the story lines are the ones most often in the swing area between the dominant subgroups of the story; and (4) work is romanticized. Future research on group communication might work toward new definitions of the nature of group goals and group tasks; more detail about group interaction is needed. (Thirty-seven references, six diagrams, two tables of data, and a chart are included, and an appendix detailing group shows considered for analysis is attached.) (SG) ED 315 807

CS 507 001 Williams, David E. Rhetoric of the Temperance Movement: Ohio's

Contribution. Pub Date-Sep 89 Note—16p.; Paper presented at the Annual Meet

ing of the Speech Communication Association of

Ohio (Cincinnati, OH, September 1989). Pub Type Speeches/Meeting Papers (150)

Opinion Papers (120) — Information Analyses

(070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Communication Research, Interper

sonal Communication, Models, Persuasive Discourse,

Research Methodology, "Rhetoric, Rhetorical Criticism Identifiers—Nineteenth Century Rhetoric, *Ohio,

Rhetorical Community, *Social Movements, Temperance Movement

Instead of adopting or developing a theoretical or methodological approach to social movement study, researchers might benefit from gathering an understanding of a particular movement's history by narrowing the focus of the study for rhetorical analysis. Convention papers and journal articles should identify a specific stage, sub-group, person, or speech for rhetorical analysis. The changing needs and constraints of a social movement necessitate this approach. Differing stages or rhetors in a movement will present differing rhetorical strategies. For example, the Temperance Movement in the United States provides communication scholars with a complete protest movement. One approach would be to use a narrowed focus on a particular issue, such as Ohio's contribution to the Temperance Movement, particularly that of the two significant rhetorical forces of: (1) the Anti-Saloon League's American Issue Publishing Company; and (2) the Women's Christian Temperance Union's roots in Ohio. These two factors illustrate the rhetorical impact on the inception and growth of the movement. (KEH) ED 315 808

CS 507 021 Murdock, Johnny I. Leipzig, John S. The Impact of Corporate External and Internal

Message Congruency upon the Acceptance of

Employee Unethical Acts. Pub Date-Nov 89 Note—36p.; Paper presented at the Annual Meet

ing of the Speech Communication Association

Page 10

tionship, *Older Adults, Physical Health, Recre

ational Activities, Self Expression Identifiers-Iowa

Dancing is not only a means to insure the activity and involvement of growing numbers of seniors, it is also a viable choice for the stimulation of health, self-worth, belonging, and joy in aging. Two successful programs in southeastern Connecticut and one in Washington, D.C. illustrate the effectiveness of dancing for the aging. Each program is carefully designed for a specific group of elderly people: program is more mobile and internally reflective; another is less mobile and more socially purposive; while the third stresses the benefit of intergenerational dancing and includes a mix of younger and older dancers. The “Vintage Life" dance program developed in Iowa represents physically well, mobile elderly people interested in broadening social and physical horizons. Classes meet 1 hour weekly and vary in size up to 20 students. Warm-up sessions consist of chair exercises followed by standing stretches; activity sessions consist of rhythm exercises, movement across the floor with basic ballroom steps, repetition of dances already learned, and work on new dances. The cool-down period consists of seated stretches and a discussion of the day's accomplishments. Classes are characterized by warmth, enthusiasm, mutual sharing, and learning. (An appendix contains detailed guides for activities, records, manuals, a dance class survey, a consent form, and a Health Risk Analysis form.) (KEH)

Borchardt, Donald A.
Humor and Critical Thinking: An Application of

the Visual in Analysis, Synthesis, Evaluation. Pub Date - Oct 89 Note-21p.; Paper presented at the Annual Meet

ing of the International Society for Exploring Teaching Alternatives (Fort Collins, CO, October

1989). Pub Type— Guides - Classroom - Teacher (052) —

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Cartoons, Class Activities, *Critical

Thinking, Feedback, Higher Education, *Humor,

Teaching Methods, Television Commercials Identifiers—Broadcasting Curriculum, Guided De

sign Approach (Teaching), *Higher Order Skills, Television Criticism, *Thinking Skills

In a Development and Criticism of Broadcasting course, humorous cartoons and television commercials were used to stimulate critical thinking about course content. Students were taught to use the higher order thinking skills of analysis, synthesis, and evaluation to turn passive viewing or listening skills into active thinking activities. Humor adds dimension to the higher order skills in that humor in itself is critical and an integral part of the presentation. Analyzing visual examples, getting critical feedback from imaginative portrayals and exaggerations, and self-actualizing through inventive suggestions are ways to enhance active learning. There is usually an underlying serious problem to be found in humor, so that in identifying the problem, the higher order thinking skills can be put into practice. (An appendix which contains a "thinking it over" diagram is attached.) (SG) ED 315 811

CS 507 037 Derryberry, Bob R. The Nature of the “Total” Forensic Program: The

1990's and Beyond. Pub Date—Nov 89 Note—24p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) — Reports - Descriptive

(141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Audience Awareness, Communica

tion Skills, Debate, Extracurricular Activities, *Goal Orientation, Higher Education, *Persuasive Discourse, *Program Evaluation, *Public Speaking, Relevance (Education), Speech In

struction Identifiers-Debate Tournaments

To bridge the gap between broad philosophical claims about the value of forensics and actual current practices and experiences, the concept of the "total” forensic program offers critical components that are educationally valid with numerous advantages for participants and sponsoring departments, The total approach is defined as the most comprehensive program that can be designed, managed, and supported by a particular college or university. It includes involving participating students in forensic experiences that are planned, developed, and evaluated by internal and external standards. Students are afforded numerous opportunities to develop multifaceted skills in research, organization, and presentation as they work toward achieving individual and team goals. For example, at Southwest Baptist University (Missouri) students are challenged to prepare for events they have not previously tried, and other approaches are emphasized at other schools. The total forensic program also involves students in a variety of audience settings, provides evaluative feedback for students, and remains sensitive to the problem of access in admission, theory, and practice. (KEH) ED 315 812

CS 507 040 Talty, Joan K. Dance and the Aging-Beyond the Porch, Beneath

the Lights: Outlets for Self-Expression in the

Aging. Pub Date-20 Nov 89 Note—29p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type— Speeches/Meeting Papers (150)

Opinion Papers (120) — Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Aging (Individuals), Cultural Activi

ties, *Dance, Dance Therapy, Interpersonal Rela

Debates

A study suggests a new approach for evaluating debate techniques. Previously used paradigms all have some disadvantages. Application of the policy-making paradigm, which involves isolating a problem, having one side propose a solution, then having the opponent point out the solution's disadvantages, is difficult because the paradigm does not require a participant to offer a specific plan. The hypothesis-testing paradigm is problematical in that attempting to superimpose scientific method upon academic debate is difficult and may result in a superficial discussion of issues. The tabula rasa paradigm is unworkable because it requires critics to put aside biases and to be guided by the directions of inexperienced debaters. A new paradigm based on the skills exhibited by participants would allow the critic to render a decision and assist in the educational development of each student. Debaters could choose arguments while demonstrating understanding of relevant theories and debate techniques. This could improve the level of argument. (SG) ED 315 815

CS 507 050 Hogg, Mary Creative Dramatics and the Elderly-Beyond the

Porch, Beneath the Lights: Outlets for

Self-Expression in the Aging. Pub Date-Nov 89 Note-20p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) – Reports - Descriptive

(141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Age Discrimination, * Aging (Individ

uals), *Creative Dramatics, Cultural Activities, *Interpersonal Relationship, *Older Adults, Physical Health, Recreational Activities, Self

Concept, Self Esteem, *Self Expression Identifiers-Age Bias, Program Objectives

Ageism exists and is prevalent in American society, but attitudes are slowly changing and new public policies are affecting the lives of elderly Americans. Awareness of and participation in the arts is one solution to the far-reaching problem of increasing self-esteem and physical health among the elderly. One method of involving older people in artistic activity is to create an arts program in creative dramatics that could be used in the senior citizen setting. The five elements of drama (conflict, characterization, action, sense awareness, and dialogue) can be worked into a program to help the elderly communicate ideas; this, in turn, would enhance their positive self-concept. In all activities involving creative drama, the human development of the players both individually and as a group is the goal, rather than the satisfaction of an audience. The program must include ways for the elderly to learn and demonstrate skills in interpersonal and intrapersonal communication, listening, group communication and problem-solving, observation, and finally, concentration. These goals can be pursued through a variety of techniques: rhythmic/musical activities, sense awareness exercises, pantomimes, improvisations and narratives, and story dramatization. (Specific suggestions for activities are included.) (KEH)

ED 315 813

CS 507 045 Pratt, James W. the NIET and the NFA: What Is Their Impact on

Event Descriptions and Conflict Patterns? Pub Date—18 Nov 89 Note—7p.; Paper presented at the Annual Meeting

of the Speech Communication Association (75th,

San Francisco, CA, November 18-21, 1989). Pub Type- Opinion Papers (120) Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Debate, Higher Education, *Persua

sive Discourse, Speech Communication, Speech

Instruction Identifiers-American Forensic Association, *De

bate Formats, *Debate Tournaments, National Forensic Association

The existence of the American Forensic Association's National Individual Events Tournament (NIET) and the National Forensic Association (NFA), two strong and well-established national tournaments with essentially similar events descriptions, has certainly contributed to a very substantial amount of uniformity of events descriptions and conflict patterns in the contemporary intercollegiate forensics world. As a case in point, a comparison of the current events descriptions of the Twin Cities Forensic League with those of the NIET and the NFA tournaments reveals a substantial similar. ity among the three. Moreover, there is a more widespread understanding of the differences which do exist in events descriptions and, in some cases, the principles which those differences represent. Although non-uniform events descriptions and events continue to exist, for a variety of specific reasons and benefits, the greater uniformity of events benefits students who are preparing for a variety of tournaments. However, no set of rules, no matter how uniform, will ever resolve the really central questions of whether a speech must be problem/solution to be persuasive, or what constitutes a serious point, or what the difference is between acting and interpretation. (KEH) ED 315 814

CS 507 046 Clark, J. S. Candy The Exercise of Argument in Debate: Constructing

Decision Parameters. Pub Date-Nov 89 Note—12p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Information Analyses (070)

Speeches/Meeting Papers (150) — Reports - Re

search (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication Research, Commu

nication Skills, *Debate, *Models, *Persuasive Discourse, Public Policy Identifiers—Cross Examination Debate Associa

tion, Debate Theory, National CEDA Tournament, Policy Negotiation Simulation, Value

ED 315 816

CS 507 051 Brinkle, Lydle Anton Chekhov: Yalta Years, 1899-1904. Pub Date—[89] Note-8p. Pub Type-Opinion Papers (120) — Historical Ma

terials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Authors, *Biographies, Foreign

Countries, Playwriting, *Russian Literature, Short Stories, *Twentieth Century Literature Identifiers—*Chekhov (Anton Pavlovich), Russia

Anton Pavlovich Chekhov spent 6 of the last 7 years of his life at Yalta (located on the Crimean Peninsula) where he had a house constructed in order that he might live in a climate favorable to his failing health. During these years Chekhov married the actress Olga Knipper and met Leo Tolstoy, who was near the end of his life. Chekhov also exchanged letters with Maxim Gorky concerning writing style and technique. As he became more ill with tuberculosis, Chekhov was able to work less, but he recovered sufficiently to work on a number of short stories and to finish his play, “The Cherry Or. chard.” On a visit with Olga to a spa in Baderweiler, Germany in 1904, Chekhov became seriously ill and died. His house in Yalta is now a museum. (KEH)

Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Catholics, Communication Research,

Community Characteristics, Community Surveys, *Group Membership, Higher Education, *Interpersonal Communication, *Organizational Communication, Peer Relationship, "Religious

Organizations, Social Behavior, Young Adults Identifiers—*Campus Ministry

This study investigated college student involvement in campus religious organizations to determine the functioning of organizational and interpersonal communication. Data were elicited through open-ended interviews with 16 members of a Catholic student center at a state university in the Midwest. Interviews were also conducted with the director, assistant director, and secretary to obtain background information about the center and its purpose. Results revealed two layers of relationships within the organization: a member identity cluster and a member authority cluster. The first consisted of the social/emotional relationships that made up the community and allowed it to achieve its goal of emotional and spiritual development of community members. These relationships revolved around indi. vidual member identity which was influenced by a number of factors, and, in turn, influenced a number of others. The second concerned the task structure and functioning of the organization. The key appeared to be the use of member authority in the delegation of tasks and establishment of task role expectations. Task role expectations differed a great deal among members, which led to differing emphases on effective completion of tasks. Findings suggest practical applications for college student personnel concerned with new student retention and for individuals involved in campus ministry. Additional research into student dissatisfaction appears to be called for. (Two figures depicting the Member Identity and Member Authority clusters are included.) (KEH)

ED 315 817

CS 507 053 Larson, Charles U. Teaching Burke Using Advertisements. Pub Date—Nov 89 Note—44p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Appended sample advertisements present

reproduction problems. Pub Type- Opinion Papers (120) Speeches/

Meeting Papers (150) Guides - Classroom

Teacher (052) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Advertising, Ambiguity, `Audience

Response, Communication Research, *Cultural Context, Discourse Analysis, Higher Education, *Mass Media Effects, •Persuasive Discourse, Popular Culture, Social Influences, Teaching

Methods Identifiers—*Advertisements, *Burke (Kenneth),

Market Segmentation, Perceived Reality, Voice (Rhetoric)

Kenneth Burke's concepts of identification, the five terms of dramatism, and strategic uses of ambiguity can be successfully taught to undergraduates if appropriate and familiar examples are used. Print and electronic advertising offer the instructor an up-to-date, familiar, and abundant source of classroom examples. Market segmentation models such as the V.A.L.S. system developed by Arnold Mitchell and advertising techniques used to create manipulative messages about topics like the modem woman, an extraordinary automobile, or an exotic fragrance are all very useful in teaching these concepts which, while apparently simple at first glance, are revealed as complex in the course of in-depth discussion. For all three concepts, advertising exam. ples developed as classroom examples can be used not only to facilitate lecture material but also as a basis for individual learning projects. (Suggested student assignments for each concept are included, as are 20 sources; market segmentation reports and advertisements discussed in the paper are attached.) (KEH)

ars can play an active role in campus-wide peace education by teaching peace courses, working to establish a peace studies program, and incorporating communication courses into peace studies curricula. (MG) ED 315 821

CS 507 060 Hopper, Robert Drummond, Kent Telephone Openings: Analyzing “Stranger" Calls

and “Acquaintance" Calls. Pub Date—20 Nov 89 Note-26p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Reference list may not reproduce legibly. Pub Type- Reports - Research (143) — Speeches/.

Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Communication Research, *Interper.

sonal Communication, *Models, *Verbal Com

munication Identifiers—*Telephone Conversation

This paper investigates routine “opening turns" in telephone conversations, examining their variety and adaptability, and extending E. A. Schegloff's model to account for them. Following a review of previous research on telephone openings, the paper describes the notion of "reduction" as offered by M. R. Whalen and D. H. Zimmerman, and discusses tests of the resulting model against a data sample (not presented in the paper) of 25 calls between acquaintances and 34 calls between strangers in non-emergency situations. The paper concludes with a statement of the "reversal of sign” model, emphasizing that what may best explain reductions and expansions to models of telephone openings is not the exigency of the occasion, but the extent to which the two speaking parties share a conversational history. Two tables of data are included, and 29 references and an "extending the openings” model are attached. (SR)

ED 315 818

CS 507 056 Dowling, Ralph E. The Contributions of Speech Communication

Scholarship to ine Study of Terrorism: Review

and Preview. Pub Date-Mar 88 Note—41p.; Paper presented at the Conference on

Communication in Terrorist Events: Functions, Themes, and Consequences (Boston, MA, March

3-5, 1988). Pub Type - Speeches/Meeting Papers (150) — In

formation Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Communication Research, Foreign

Countries, Mass Media Role, *News Media, Political Attitudes, Political Power, Research Design, Research Methodology, *Rhetoric, Rhetorical Criticism, *Speech Communication,

*Terrorism Identifiers—*Media Coverage, Political Rhetoric,

Rhetorical Theory

Based on the premise that existing research into terrorism shows great promise, this paper notes that, despite widespread recognition of terrorism's communicative dimensions, few studies have been done from within the discipline of speech communication. The paper defines the discipline of speech communication and rhetorical studies, reviews the few existing rhetorical studies of terrorism, and goes on to show the ways in which a rhetorical perspective would alter and improve research carried out from other perspectives. The paper concludes that the rhetorical perspective has much to offer the future interdisciplinary study of terrorist phenomena. A 119-item bibliography of basic sources in rhetoric and the rhetorical dimensions of terrorism is attached. (Author/SR)

ED 315 820

CS 507 058 Walker, Gregg B. Peace Communication Research and Scholarship

Opportunities in Related Disciplines and Fo

rums. Pub Date—Nov 89 Note-17p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Speeches/Meeting Papers (150) — Re

ports - General (140) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Communication Research, Conflict

Resolution, Interdisciplinary Approach, Organizations (Groups), *Peace, Publications, Research Needs, Resources, Scholarly Journals Identifiers—Forums, Interdisciplinary Coopera

tion, *Peace Education, *Peace Studies

A number of academic and professional organizations offer peace communication scholars opportunities for cross-disciplinary dialogue. These include the: Consortium of Peace Research, Education, and Development (COPRED); Peace Studies Association; International Peace Research Association; Peace Science Society (International); International Studies Association; and International Association of Conflict Management. In addition to academic organizations, specialized conferences which may interest peace communication researchers are regularly listed in the "COPRED Peace Chronicle." A variety of academic journals appear receptive to interdisciplinary peace studies work, including peace communication scholarship. These include: "Peace and Change", a Journal of Peace Research, Nor. way's “Journal of Peace Research” and “Bulletin of Peace Proposals," "International Journal on World Peace,” “International Studies Quarterly," "Internatonal Journal of Conflict Management,” Canada's "Peace Research,” Australia's "Pacific Research," and Sweden's “Bulletin of Peace Research.” Major issues and contexts of peace and conflict generate other publications which can be identified. The "Peace Research Abstracts Journal” also provides the peace scholar with a unique source of information. A few of the professional enrichment opportunities for peace communication scholars include the: University of California Institute on Global Conflict and Cooperation's Summer Seminar, MIT/Harvard Program, Five College Program in Peace and World Security Studies, University of Wisconsin's Center for International Cooperation and Security Studies, and University of Hawaii's Pacific Peace Seminar. Peace communication schol

ED 315 822

CS 507 061 Anderson, Tracy M. "According to...": Toward Standards for the Ethi.

cal Use of Evidence in Individual Events. Pub Date - 20 Nov 89 Note-19p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Opinion Papers (120) Guides

Non-Classroom (055) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Citations (References), Communi.

cation Research, *Debate, *Evaluation Methods, Guidelines, Higher Education, Judges, Measurement Techniques, *Persuasive Discourse, "Plagiarism, Speech Instruction Identifiers-Communication Competencies, *De

bate Ethics, *Debate Tournaments, Style Manu. als

Guidelines for citing sources in forensic competition are needed for use by students, as well as by coaches and judges. The first step toward developing standardized guidelines could be an adaptation of the Modern Language Association's American Handbook for Writers of Research Papers, which provides clear-cut definitions of plagiarism, fabrication, and distorted evidence and includes examples of incorrect as well as acceptable ways of citing and using sources. The next step would be for the profession to create its own standardized publication which speakers, coaches, and judges would use. This publication should have individual events-oriented and debate-oriented authors, to allow for all essential information needed by the forensic community to be placed in one reference. (Detailed examples of direct plagiarism, fabrication, and distorted evidence most likely to be found in speeches are included.) (KEH)

ED 315 819

CS 507 057 Myers, Karen A. Bailey, Cheryl L. Member Involvement in a Student Religious Orga

nization: A Qualitative Analysis. Pub Date—Nov 89 Note—28p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type— Reports - Research (143) —Speeches/

ED 315 823

CS 507 063 Murphy, John Narrative and Social Actions: "The Making of the

President 1960." Pub Date—Nov 89 Note—32p.; Paper presented at the Annual Meeting of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Opinion Papers (120) — Speeches/

Meeting Papers (150) Reports Evaluative (142) EDRS Price · MF01/PCO2 Plus Postage.

ulty, Enrollment, Faculty Recruitment, Higher Education, Minority Groups, *Racial Composition, *School Demography, School Surveys, *Speech Communication, Student Recruitment Identifiers—Communication Arts

This study investigated the inclusion of minorities in Basic Course Programs, undergraduate degree programs, and graduate degree programs in the field of Communication. A survey was completed by representatives from 27 institutions in 16 states, including private and public institutions, rural and urban, commuter and residential. Specifically, the survey addressed the issues of minority enrollments, the distribution of minorities among the faculty, the efforts of each program to recruit and retain minority undergraduate and graduate students, and hiring, recruitment, and mentoring practices for minority faculty. Results revealed that minority students are not in the "pipeline" in sufficient numbers to have any noteworthy impact on the availability of minority faculty in the coming years. Data also indicated that there has been a decline in the proportion of minority students in Communication since 1978-80, making the potential supply appear even more meager in the face of growing demand. Findings suggest that colleges and universities are losing ground concerning affirmative action. (KEH)

Descriptors-Authors, Cultural Context, *Dis

course Analysis, Persuasive Discourse, Political Science, * Presidential Campaigns (United States), *Rhetorical Criticism, Social Action, United

States History Identifiers—Frye (Northrop), Kennedy (John F),

*Narrative Theory, Political Communication, Political History, Quest, Twentieth Century History, *White (Theodore H)

Theodore H. White's “The Making of the President 1960” is widely acknowledged to be a classic of contemporary political history. Using the concepts of Northrop Frye, a study examined the narrative structure of White's work and contends that the book's power derives from its form as a quest story in a high mimetic mode. As such, the book functions to legitimate the political system and the results of the election. Analysis shows that the study of narrative in human communication can profit from an examination of the social action performed by specific types of narratives. Such a perspective would answer charges that narrative theory is too general to provide the pragmatic tools needed for effective criticism. (Thirty-seven references are attached.) (Author/SG) ED 315 824

CS 507 064 Burke, Julie A. And Others Activating Interpersonal Influence in Health Pro

motion: A Field Test of Iowa's Program Against

Smoking. Spons Agency-National Institutes of Health

(DHHS), Bethesda, Md. Pub Date—Nov 89 Grant-RI8-HL32847 Note-39p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Reports Evaluative (142)

Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adolescents, Analysis of Variance,

Communication Research, Grade 7, *Health Programs, Interpersonal Communication, Intervention, Junior High Schools, Middle Schools, Path Analysis, *Peer Influence, Peer Relationship, Physical Health, *Smoking, *Social Values Identifiers—Health Communication, *Health Moti

vation, *Iowa

This study examined a smoking intervention program, which employed group competitions with rewards, to determine its effects on adolescents' smoking-relevant beliefs, their subjective norms, and peer influence. Initially, 1,187 seventh graders in Burlington, Clinton, and Muscatine, Iowa were surveyed in 1984. Data were gathered from a re-survey administered to 964 of these seventh graders attending seven middle schools in 1986. Two communities participated in a smoking prevention curriculum as well as in a knowledge competition and a nonsmoking competition while students in the third community received only the educational unit. Results revealed that the effects of the intervention on self-reported smoking interacted with the amount adolescents had smoked prior to the intervention. Those who had never smoked and occasional smokers who participated in the competition reported smoking less frequently than those in the control group. The opposite was found for adolescents who were already weekly smokers before the intervention; weekly smokers who were in the competition increased their frequency of smoking more ihan those who were not and had higher salivary thiocyanate levels. When self-described smoking was the dependent variable, this boomerang effect was found for girls but not for boys. Results also indicated that the competition affected subjects' beliefs about the bad effects and short-term good effects of smoking, as well as their perceptions of their friends' attitudes toward smoking, and these, in turn, affected smoking behavior. (Six tables and two figures of data are included; 39 references are attached.) (KEH) ED 315 825

CS 507 065 Robinson, William L. Who's Out There...And Why Not? Pub Date-Nov 89 Note_9p.; Paper presented at the Annual Meeting

of the Speech Communication Association (75th,

San Francisco, CA, November 18-21, 1989). Pub Type - Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Affirmative Action, College Fac

ED 315 826

CS 507 066 Seibert, Joy Hart Sypher, Beverly Davenport The Importance of Internship Experiences to

Undergraduate Communication Students. Pub Date-Nov 89 Note—25p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Employment Opportunities, *Field

Experience Programs, Higher Education, *Internship Programs, On the Job Training, *Practicums, Practicum Supervision, Professional Education, Skill Development, *Speech Communication,

Undergraduate Students, *Undergraduate Study Identifiers—*Speech Communication Education

Participation in an internship program offers many benefits to an undergraduate communication student. First, it allows a student to both make and develop professional contacts. Second, both full and part-time employment offers become available. Third, students can develop greater understanding of their own strengths and weaknesses. Fourth, students can refine their career goals. Internship programs also hold benefits for the field supervisors and sponsoring organizations, such as providing motivated workers at no or relatively low cost to an organization and furnishing the opportunity to train possible future employees for the organization. Participation in internship programs allows the field supervisor and organization to maintain a working relationship with the university in which the students are enrolled. In several cases, special projects can be accomplished more inexpensively by using student expertise. Departments and universities benefit by providing a different mode of career education to their students and attracting attention to and the enrollment of majors in the department. Administration of the internship also keeps faculty in touch with the needs of the working world. At one large Southern university, student eligibility for internships is determined by the major and minor of the student, grade point average, and participation in the pre-major requirements. Interested students follow specific procedures to enter the program and to meet the internship requirements. Students are enrolled on a pass/fail basis. The grade is determined by the use of a journal kept by the student, a final paper analyzing communication in the organization, and a written evaluation by the field supervisor. (MG) ED 315 827

CS 507 072 Williams, Sheryl L. The Characteristics of an Effective Performance

Appraisal Interview: A Rules Approach. Pub Date—Nov 89 Note—48p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type— Speeches/Meeting Papers (150) – Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Administrators, Analysis of Variance,

Clerical Workers, Communication Research, Employees, Employer Employee Relationship, *Interviews, *Organizational Communication, *Personnel Evaluation, Questionnaires, Speech

Communication, Surveys Identifiers—*Communication Rules, Descriptive

Research, *Organizational Culture

A study was conducted to answer the following research questions: (1) to what extent there consensus in the organizational culture on basic rules for an effective performance; (2) to what extent are there variations in rule consensus for an effective performance appraisal interview among groups within the organization; and (3) to what extent do the elicited rules reflect the experiences of the organization? A field descriptive study uncovered the participants' formal and informal rules that guided their behaviors in the context of their organization. Four hypothetical scenarios were constructed using the rules as structural guidelines. Scenarios were designed to elicit naturally occurring reactions on the subsequent set of 16 scalar items and various demographic questions. This two-step procedure facilitated inclusion of the “actors' meanings into the research materials. Results solidly validated this method of gathering information about a particular organizational culture and the relative rule knowledge of the members in the context of that culture. The clerical employees and their managers agreed on several fundamental rules for the appraisal interview. The most potentially harmful disagreement between the two groups was the difference in the stated purpose of the appraisal session. The clerical employees saw the session as a chance to get performance feedback; the supervisors enlarged the purpose of the session to include mutual goal setting through employee participation. (Two tables of data are included and 23 references are attached. Appendixes list interview protocol, interview scenarios and questions, Survey Scalar Items, Survey Demographic Items, and ANOVA Results.) (MG) ED 315 828

CS 507 074 Manusov, Valerie The Biased Perceiver: Correlations of Nonverbal

Message Valence and Intent. Pub Date—Nov 89 Note-35p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Affective Behavior, Analysis of Var

iance, Communication Research, Emotional Response, Higher Education, Inferences, Intention, *Interpersonal Communication, Interviews, *Nonverbal Communication, Perception, *Social

Cognition Identifiers-Communication Behavior, *Message

Perception, Message Responses

A study examined whether a perceiver would distinguish between nonverbal messages sent with greater or lesser intent and the extent to which this correlated with the messages' general affect. Sixty-two students were recruited from communication courses at a large southwestern university to participate in a "conversation study." None had taken a course in nonverbal communication. Each student participated in a two-person interview in which a confederate, whom students thought was merely another participant, was instructed to manipulate both the intent and the valence of his or her nonverbal messages. Results indicated that participants saw most negative messages as intentionally sent while positive messages were seen as more unintentional. Positive behaviors were also viewed as directed toward the perceiver and resulted in more socially favorable evaluations of the message sender. Likewise, intent did not affect the readability of nonverbal messages, and perceivers were able to distinguish equally between positive and negative messages that were encoded with greater or lesser intent. Individuals sending positive messages, however, were interpreted as being more competent and evaluated more favorably than those sending negative messages. Intent had no significant impact on social perceptions. (Forty references are attached.) (Author/KEH)

ED 315 829

CS 507 075 Benoit, Carol Jensen, Ana E. Performance Appraisal Development in a Volun

teer Program. Pub Date—Nov 89

Note—21p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication Research, Feedback,

Interpersonal Communication, *Job Perfor mance, Library Personnel, Multivariate Analysis, Occupational Surveys, *Organizational Communication, *Personnel Evaluation, Questionnaires, Social Environment, *Volunteers, *Work Atti

tudes, *Work Experience Identifiers—Coorientation, Supervisor Subordinate

Relationship

A project conducted in the volunteer program of a county library system in a midwestem city assisted the volunteer coordinator in assessing the tibrary's performance appraisal process for volunteers and in identifying ways to make the process more effective. Factors in performance appraisal which were most applicable and effective to the context of volunteerism were uncovered, and interviews with selected staff and volunteer personnel identified the system then in place for training and evaluating volunteers. The information obtained in these interviews was then used to construct a questionnaire that was administered to 100 of the program's volunteers and the staff working with volunteers to assess how each group viewed the system and to elicit feedback about what each group wanted to see included in a performance appraisal mechanism. Thirty-six volunteers and 54 staff members completed questionnaires. After evaluating the surveys and questionnaires, a new performance appraisal system was developed and recommended. In addition, in response to staff requests for feedback from volunteers about their experience, another form was developed to permit volunteers to provide

their opinion of their experience in the library. (Three tables of data are included; 23 references are attached.) (Author/KEH)

tive. Pub Date-Nov 89 Note—24p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type- Speeches/Meeting Papers (150)

Opinion Papers (120) — Reports - General (140) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Freedom, Faculty Col

lege Relationship, Faculty Publishing, *Freedom of Speech, Higher Education, Personal Autonomy, *Scholarly Journals, *Speech Communication, Writing for Publication Identifiers-American Association of University

Professors

Traditional conceptions of academic freedom in higher education are based on the 1940 statement of the American Association of University Professors. Sanctions were most typically administered hierarchically: administrators, perhaps pressured by forces outside the institution, punished offending faculty by denying or revoking tenure. Based on the experiences of one editor, classic assaults on academic freedom have not been a problem. In the culture of scholarly publication, the gatekeeping process results in the rejection of 80% to 90% of manuscripts submitted. The issue of merit, even with a process of blind reviewing, can and does result in decisions in which political judgments are invoked: (1) In speech communication, although a variety of politically correct sentiments may be expressed, there is a tendency to actively discourage the statement of political views. (2) In a field full of diverse and developing research and epistemological paradigms, manuscripts may be rejected for what their authors might regard as having to do with the politics of inquiry. It is not clear whether these should be regarded as potential violations of academic freedom or as matters of legitimate professional practice about which differences must continue to exist. In general, it appears that limits upon academic freedom in speech communication are either self-imposed or are administered by colleagues and peers through the process of blind reviewing, rather than by being imposed from without by administrators or the external society. (Fifteen notes and 25 references are attached.) (Author/ MG)

sessments appears to be called for, due to the considerable variance in methodological soundness and conclusions of current assessments. (Two figures illustrating phases of crusade organization and a crusade counselor's card are included; 52 notes are included.) (KEH) ED 315 833

CS 507 081 Phipps, Maurice The Myth and Magic of “Star Wars": A Jungian

Interpretation. Pub Date—83 Note—13p. Pub Type - Opinion Papers (120) — Reports - Re

search (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Fairy Tales, Fantasy, *Film Criticism,

Imagery, Motifs, Mythology, Psychology, Sci

ence Fiction Identifiers-Archetypes, Fantasy Theme Analysis,

Film Aesthetics, *Jung (Carl G), Lucas (George), *Star Wars (Film)

The “Star Wars" trilogy is a fairy tale projected into the future which exemplifies in a clear-cut manner many of the archetypes of Jungian psychology. These films are modern retellings of ancient myths. Carl Jung has described myths as “fundamental expressions of human nature.” In the films, fairy tale motifs such as typical clothing, helpful animals, knights, princess, emperor, Millenium Falcon, combined with primordial settings, are projected into the future with star ships, death stars and light swords. Although the films take the spectator far into the future, connections to an unconscious past are never forgotten. The popularity of these films could be attributed not only to the actors, special effects, and adventure but also to the connections with the collective and personal unconscious which the trilogy continually provokes. (SG) ED 315 834

CS 507 082 Rudnick, Janine Roth, Nancy Communication about Uncomfortable Topics: A

Test of Goffman. Pub Date—Nov 89 Note—24p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Acquired Immune Deficiency Syn

drome, Analysis of Variance, *Communication Problems, Communication Research, Death, Diseases, Drug Use, Homosexuality, *Interpersonal Communication, Questionnaires, Sex Differences, Sexuality, Social Cognition Identifiers—Controversial Topics, Goffman (E),

*Indirect Speech, Taboos

A study investigated the extent to which members of a state agency reported that they are comfortable talking about Acquired Immune Deficiency Syndrome (AIDS) and the attendant topics of sex, homosexuality, intravenous drug use, death, and disease and the extent to which they use direct talk and indirect talk when they communicate about these topics. Three hundred seventy-three members of a state agency in a small southwestern city completed a questionnaire prior to receiving a 2-hour training session about AIDS. Subjects reported relative comfort in talking about all of these topics when directly asked to rate their level of comfort. In talking about AIDS, 81% of the subjects reported using direct forms of communication, and 43% used indirect forms. Analysis of variance yielded statistically significant differences between men and women on their comfort levels in discussing AIDS. There were no significant gender differences on the other taboo topics. Significant differences also existed between religious attenders and non-attenders. There were no significant patterns with other demographic variables. Correlations between comfort level and use of direct and indirect communication revealed that men reported significantly less comfort in talking about AIDS and reported significantly greater use of indirect forms of communication than women. (Three tables of data are included and 32 references are attached.) (MG) ED 315 835

CS 507 083 Bach, Betsy Wackernagel Communication in New Faculty Socialization: An

Extension of Teacher Communication Concern. Pub Date—Nov 89 Note—23p.; Paper presented at the Annual Meet

ED 315 830

CS 507 076 Isenhart, Myra W. Combining Divergent Organizational Cultures. Pub Date—Nov 89 Note—29p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price · MF01/PC02 Plus Postage. Descriptors—Change Strategies, Communication

Research, *Interpersonal Communication, Job Satisfaction, Occupational Surveys, Organizational Change, Organizational Climate, *Organizational Communication, Personnel Evaluation,

Power Structure Identifiers—Communication Behavior, *Organiza

tional Culture

A study examined the creation of a new division within an organization, where members of management were primarily from an "immigrant" or regulatory culture, to determine the effects management and professional satisfaction. Data were elicited through both a survey instrument and in-depth interviews with 26 current employees and 12 former employees of a national organization in the business of managing large tracts of land along with associated resources, which two years earlier had created a new division. (The organization in question employs thousands of people and has a sizable annual operating budget.) The dominant culture of the parent organization stressed a family style culture while, in contrast, the “immigrant" managers prided themselves on hiring the most qualified candidates and not being part of the network which had historically controlled destiny for the parent organization. Results revealed significant differences between management and professional perceptions with regard to teamwork, local and national management, consistency with mission, and productivity. Findings illustrate a profile of a divi. sion which was demoralized and alienated from all but one manager. Findings also suggest practical steps consultants may take to ensure more successful reorganization or mergers. (Two figures of data are included; 25 references are attached.) (KEH) ED 315 831

CS 507 078 Benson, Thomas W. Academic Freedom and Scholarly Journals in

Speech Communication: An Editor's Perspec.

ED 315 832

CS 507 080 Keefe, Carolyn Preserving the Beneficial Effects of Evangelistic

Preaching: Billy Graham's Follow-Up Strate

gies. Pub Date—20 Nov 89 Note—26p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type - Speeches/Meeting Papers_(150)

Opinion Papers (120) Reports - Evaluative

(142) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—* Audience Response, Beliefs, Clergy,

Communication Research, "Interpersonal Communication, *Organizational Communication, *Persuasive Discourse, Popular Culture, Protestants, Religion, Religious Organizations Identifiers—Descriptive Research, *Graham

(Billy), *Religious Fundamentalism

A study investigated evangelist Billy Graham's numerical success in using "the invitation" and the Billy Graham Evangelistic Association's (BGEA) follow-up plan to preserve the beneficial effects of Christian commitment and to minimize commitment attrition. Statistics on audience response gathered throughout Graham's ministry attest to the evangelist's unusual persuasive ability. Over two million “inquirers" have responded to the invitation for Christian commitment. Lay persons, clergy, Billy Graham, and his associates successfully use oral and written communication strategies to encourage "inquirers" to join a church, study the Bible, pray, and witness. The eight-component program includes personal counseling, Bible study correspondence, church follow-up, literature fol. low-up, the popular magazine “Decision,” nurture groups, telephone follow-up, and a special follow-up tailored to the needs of a particular crusade area. Through the instructional components, Graham and his associates have become temporary teachers, and through their messages of encouragement they have become temporary pastors. These functions are then passed on to the local churches. A critical, summarizing study of commitment durability as

the country offices of education from 13 provinces and cities. Additionally, a literature review on the topic was conducted and seminars were held to open the process of study to a wide range of input. Suggestions generated by the findings include minimizing evaluations and inspections by administrative authorities to encourage self-evaluation by the schools' operation evaluation committees, liberalizing control over financial matters, and automating administrative tasks so teachers and administrators are able to devote more time and effort to the improvement of professional competency. (54 references) (KM)

The history of the basic course in speech communication in college shows that it has maintained a continued emphasis on public speaking and that change has been slow. A review of the literature revealed that the course has been typically viewed as a public speaking course taught in self-contained sections with one instructor responsible for teaching 20-25 students. While theoretical rifts abound, major deviations from the predominance of public speaking are found in isolated situations only. Throughout the 1960s and 1970s, the emphasis did not change; however, a significant change has taken place in the basic course as a result of pragmatic issues. Economics, in particular, have encouraged the use of more graduate assistants and have forced departments to look for ways to increase enrollments without sacrificing quality. In the 1980s experimentation was done with a new teaching technique called Personalized System of Instruction (PSN)-a format which uses large groups of students (often 70 or more) with one instructor. Continued experimentation with new formats for instruction and research into optimal learning of communication skills appear to be called for. (Thirty-seve references are attached.) (KEH) ED 315 838

CS 507 086 Speaking and Listening Activities in Illinois

Schools: Sample Instructional and Assessment

Materials. Illinois State Board of Education, Springfield. Pub Date—[89] Note—61p.; Page 53 contains light, broken type. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Class Activities, Educational Assess

ment, Elementary Secondary Education, *Listening, Listening Comprehension, Listening Comprehension Tests, Listening Skills, Speech Communication, *Speech Instruction, Speech

Skills, Student Evaluation Identifiers—*Illinois

This guide, intended to assist school districts as they implement classroom activities and assessment procedures related to student learning objectives (for all grades) in the language arts areas of speaking and listening, reflects what students should know and be able to do in language arts as a consequence of their schooling. The guide is in seven sections: (1) Introduction; (2) Speaking Instruction: Sample Goals, Skills, Objectives, and Activities; (3) Speaking Performance Assessment; (4) Listening Instruction: Sample Goals, Skills, Objectives, and Activities; (5) Assessing Listening; (6) Curriculum Development, Assessment, and Activity Sources (containing 40 items); and (7) Annotated Resources (containing 32 items). (SR)

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Reports - Research (143) - Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, College Faculty, Com

munication Research, Communication Skills, Faculty College Relationship, Faculty Development, Higher Education, Teacher Effectiveness, *Teacher Role, Teacher Student Relationship, Teaching Skills Identifiers Communication Strategies, Communi

cation Styles, New Faculty

A study on teacher communication concerns explored the following questions: (1) to what extent is communication concern expressed after the first quarter of college teaching, and (2) does the type of communication concern expressed vary by quarter? The experiences of two new faculty members at a western university provided the data source for the study. The first data source was a measurement of the faculty members' concerns about communication. The second source of data ws a series of 1- to 2-hour interviews with the new faculty members, conducted at approximately 2- to 3-week intervals. A total of 103 communication concerns were identified during the academic year by the two new faculty. While the number of concerns expressed during the autumn quarter were significantly greater, the expression of concern continued after the initial quarter of teaching. Concerns about self, task, and impact were expressed during all three quarters and not in a systematic or sequential manner. (MG) ED 315 836

CS 507 084 Buerkel-Rothfuss, Nancy L. Gray Pamela L. Why Johnny (and Joanny) CAN Teach Speech

Communication: A Comparison of Graduate Teaching Assistant (GTA) Training in Speech and Nonspeech Departments in the United

States. Pub Date 19 Nov 89 Note-46p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Assistantships, Communication Re

search, Comparative Analysis, *Graduate Students, Graduate Study, Higher Education, Occupational Surveys, Questionnaires, *Speech Communication, *Teaching Assistants, Teaching

Experience
Identifiers—*Training Effectiveness

A study was conducted to solicit information about Graduate Teaching Assistants' (GTA) training from all academic levels within graduate institutions and to make comparisons both down the hierarchical ladder and between speech communication and nonspeech graduate programs. Subjects were department chairs/heads from 270 nonspeech and 69 speech departments that routinely hire GTAs to teach courses. A 46-item questionnaire containing both open- and closed-ended questions and dealing with eight major GTAs training issues was mailed to department chairs/heads during winter semester 1987. Results indicated that speech departments were leading the way in the number of departments that train teaching assistants but not in the breadth or scope of that training. (Ten tables of data are included, and 96 references are attached.) (MG) ED 315 837

CS 507 085 Gray, Pamela L. The Basic Course in Speech Communication: An

Historical Perspective. Pub Date—20 Nov 89 Note—30p.; Paper presented at the Annual Meet

ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21,

1989). Pub Type-Speeches/Meeting Papers (150) — In

formation Analyses (070) — Historical Materials

(060) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Communication Research, Course

Content, Course Evaluation, Curriculum Development, Higher Education, Public Speaking, *Speech Communication, Teacher Effectiveness, Teaching Methods Identifiers-Speech Departments

ED 315 840

EA 021 228 Anderson, Mary B. Improving Access to Schooling in the Third World:

An Overview. BRIDGES Research Report Se

ries No. 1. Harvard Univ., Cambridge, MA. Inst. for Interna

tional Development. Spons Agency-Agency for International Develop

ment (IDCA), Washington, DC. Bureau of Sci

ence and Technology. Pub Date-Mar 88 Contract—DPE-5824-A-5076 Note—34p.; Project BRIDGES is directed by the

Harvard Institute for International Development and the Harvard Graduate School of Education. Other participants are the Institute for International Research, Michigan State University, the Research Triangle Institute, and Texas State Uni

versity. Pub Type- Opinion Papers (120) Information

Analyses (070) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Access to Education, *Developing

Nations, Educational Demand, Educational Supply, Elementary Secondary Education, Foreign

Countries, *School Holding Power Identifiers—*Africa, * Asia

Literature on access to education in Africa, Asia, and Latin America is reviewed. Policymakers face the choices and issues raised by limited economic resources. Variables are identified that educational policymakers can manipulate to achieve desired outcomes in access and retention levels. The determinants and contextual conditions that support or impede the achievement of these outcomes are specified. This booklet is divided into three parts: (1) Educational Goals and Access; (2) Factors Influencing Access; and (3) Policies to Improve Access. The third section is directed toward policies that affect the supply of education and the effective demand for education. A brief overview of the discussion and a perspective on further work in the area of access are included. The bibliography contains 91 citations and a supplementary bibliography contains 44 entries. (SI)

ED 315 839

EA 021 178 Chung, Chan-young And Others A Study on the Autonomy of Educational Adminis

tration. Regular Report 86-21. Korean Educational Development Inst., Seoul. Pub Date—88 Note-145p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Decentralization, #Educational Ad

ministration, Educational Finance, Elementary Secondary Education, Foreign Countries, Government School Relationship, Institutional Autonomy, Politics of Education, *Professional Development, *School Administration, *School

Based Management, School Supervision Identifiers—*South Korea

Excessive centralized control begets uniformity, which denies local need and school uniqueness. Further, control, order, and supervision create impassivity and work against autonomy.

The decentralization of authority to lower echelons more familar with local needs may provide a more relevant administration that encourages local initiatives; school and education development are facilitated when the administration caters to local and school needs. To probe the system of educational administration in Korea and to present measures for assisting with the realization of school-centered administration in the country, in June and July 1986, questionnaires were mailed to 500 supervisors and administrators working for the provincial boards of education, 750 teachers, and 150 administrators of

ED 315 841

EA 021 276 Mitchell, Douglas And Others How Changing Class Size Affects Classrooms and

Students. California Educational Research Cooperative, Riv

erside. Pub Date—May 89 Note-101p. Pub Type- Reports - Evaluative (142) — Reports

Research (143) Information Analyses (070) EDRS Price · MF01/PC05 Plus Postage. Descriptors— * Academic Achievement, *Class

Size, * Educational Policy, Elementary Secondary Education, *Research Problems, *Small Classes, *Teacher Student Ratio

Finding an unequivocable answer to the class size issue is vitally important to the future of American public education. Sorting out conflicting viewpoints and determining supportable conclusions are this report's primary purpose. Three factors-research motivation, the effects of confounding variables, and problems related to distinguishing between student achievement and other classroom process changes-are largely responsible for the divergent, sometimes conflicting views expressed in the literature. For all student populations, class size research shows an important link between lowered student/teacher ratios and higher achievement. This conclusion can be reached by using appropriate complex statistical methods and research designs promoted by the National Education Association. An extensive literature review yields seven related conclusions: (1) class size research has had a history of limited research design, inappropriate methodology, and biased literature reviews; (2) the most seriously misleading conclusions have often been

Page 11

repeated in subsequent analyses; (3) development of a theoretical framework for determining class size influences on learning has been slow; (4) various studies have shown that achievement effects are me. diated by changes in teachers' handling of classroom responsibilities; (5) alternative cost-effective strategies for reducing effective group size are available; (6) redeployment of existing school staff offers the most promising strategy for reducing instructional group size; and (7) me class reduction benefits can be gained by creative redistribution of students and incorporation of small-class techniques into routine classroom practice. One statistical appendix is included. (269 references) (MLH)

Note—66p.; Project paper of the Ohio LEAD Cen

ter, Westerville, OH, and the Center for Educational Leadership at the University of Northern Colorado. Poor print quality and filled-in letters

may affect legibility. Pub Type- Guides - Non-Classroom (055) EDRS Price · MF01/PC03 Plus Postage. Descriptors—* Administrator Education, Administrator Qualifications, *Administrators, Elemen

Secondary Education, "Interprofessional Relationship, *Management Development, *Mentors, *Program Implementation

This manual provides planners of professional development programs for practicing and aspiring school administrators with basic background information related to mentoring. Fundamental concepts that underlie mentoring in education are examined as well as many of the most frequently discussed issues concerning the actual implementation of mentor programs.

Mentoring is a powerful tool to be utilized as a way to assist beginning administrators in surviving their first years in office. Ways to construct formal mentoring relationships are described. This manual is divided into five sections: (1) what mentoring is; (2) what is needed to begin a mentoring program; (3) how a mentoring program gets started; (4) a model for training mentors; and (5) some concluding thoughts. (49 references) (SI)

ED 315 842

EA 021 494 Wilson, Joan B. Four Goals of School Reform in the Soviet Union,

1984-1989: A Bumpy Journey for "Perestroika”. Pub Date-Aug 89 Note—44p.; Paper presented at the Annual Meet

ing of the National Council of Professors of Educational Administration (Tuscaloosa, AL, August

13-18, 1989). Pub Type - Reports Evaluative (142)

Speeches/Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Change Strategies, Decentraliza

tion, *Educational Change, * Educational Development, Educational Improvement, Elementary Secondary Education, Excellence in Education, Foreign Countries, Teacher Role, Vocational Ed.

ucation Identifiers—*Educational Restructuring, *USSR

Examined is the progress of four major goals of school reform in the Soviet Union as an integral part of Soviet leader Mikhail S. Gorbachev's call for a monumental restructuring (perestroika) of society. With the adoption of Fundamental Directions of General Education and Vocational School Reform (1984), four important goals were set in motion; (1) the entrance of six year olds into the primary school to begin the educational process at a more formative point; (2) the incorporation of a universal vocational educational core in the general education program to prepare students for their prescribed roles in the world of work; (3) the strengthening of the role of the teacher in Soviet education and society to improve the effectiveness of instruction and guidance of youth; and (4) the reorganization and decentralization of school administration to make the deliv. ery system more incisive as well as responsive to needs in a multinational school system. (19 references) (SI) ED 315 843

EA 021 505 Heggins, Martha Jean Adams Management by Objectives: A Guide for Starting

an Independent School. Spons Agency-Reid Chapel African Methodist

Episcopal Church, Columbia, SC.; V.V. Reid Ele

mentary School, Columbia, SC. Pub Date—Mar 89 Note—41p. Pub Type -- Guides - Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Administrator Guides, Curriculum

Development, Educational Facilities, *Educational Strategies, Elementary Secondary Education, Faculty Recruitment, Management by Objectives, Private Education, *Private Schools,

School Administration, School Personnel Identifiers-South Carolina

Because education itself is a business, starting an independent school is much like starting a private business. This guide, designed to provide a sound basis for planning, implementing, and evaluating an independent school, focuses on various objectives, tasks, and other operational concerns that are essential in the initial planning process. Specifically, various strategies, as well as space for a time table and the names of the persons responsible for completing the tasks, are included within this document for the areas of governance, personnel, facilities, recruitment, finance, course of study, evaluation, parents, and accreditation. An assessment of the use of this guide in the development of the V.V. Reid Elementary School, the only independent African-American elementary school in South Carolina, showed that this instrument was a very successful tool. (KM) ED 315 844

EA 021 506 Daresh, John C. Playko, Marsha A. Administrative Mentoring: A Training Manual. Pub Date—Oct 89

ED 315 845

EA 021 509 Alberts, William G. And Others The Effective School Board Member: An Introduc

tion to the Work of Boards of Education in

Illinois. Illinois Association of School Boards, Springfield. Pub Date—89 Note-35p. Pub Type-- Reports - Descriptive (141) — Reports

Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Boards of Education, Collective Bar

gaining, Educational Finance, Elementary Secondary Education, *Job Skills, *Public Education, *Responsibility, *Staff Orientation Identifiers—*Illinois

This booklet sets forth the responsibilities and challenges facing Illinois school board members. As the first section on general responsibilities shows, the school board takes action only as a body and speaks only through the written record of its meetings. Individual members lack the authority to commit the school board to a particular action, expenditure, or policy, and must perform their community leadership role in a manner consistent with the law and with procedures agreed upon by the full board. Members must also adhere to the Illinois Association of School Boards Code of Conduct. Section 2 explains the structure of Illinois school government, and section 3 discusses the local school board structure, board officials' responsibilities, and the kinds and purposes of various meetings. Section 4 outlines the board's powers and duties. Section 5 provides a sample agenda and explains meeting rules and conduct. Section 6 discusses educational finance, including funding sources and accounting procedures. Section 7 discusses board duties regarding collective bargaining and labor relations issues. Members are particularly advised not to confuse labor relations with human relations. Appendices provide tips on communicating and dealing with conflict, procedural policies and plans to increase meeting effectiveness, resources for further reading, and a statement of principles and procedures for effective cooperation between a board member and the chief administrator. (MLH) ED 315 846

EA 021 510 Anderson, Stuart A. Successful School Board Meetings. 1989 Revised

Edition, Illinois Association of School Boards, Springfield. Pub Date-89 Note—81p.; For earlier edition, see ED 226 479. Pub Type- Reports - Descriptive (141) — Legal/

Legislative/Regulatory Materials (090) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Board of Education Policy, *Boards

of Education, *Decision Making, Educational Development, *Educational Improvement, Elementary Secondary Education, Participative Decision Making, *Problem Solving School

Districts Identifiers—*Illinois

A school board meeting serves several purposes. It is important that school boards be successful and

effective governing bodies. This means becoming more efficient in conducting routine business; improving their ability to reach constructive decisions and to solve problems; making their meetings a source of good will among members, students, and community; and developing written policy and procedures for conducting board meetings and following them. This handbook is intended to help school boards become more effective governing bodies and introduces the school board member to the laws regulating the conduct of school board meetings in the state of Illinois. The book is divided into 10 sections: (1) organizing the school board; (2) some legal requirements in Illinois; (3) planning the meeting; (4) conducting the meeting; (5) duties and responsibilities; (6) recording the meeting; (7) making and monitoring school board decisions; (8) dealing with the public; (9) dealing with the news media; and (10) evaluating the school board meeting. A table of exhibits, a table of sample policies, and 10 related articles are appended. (SI) ED 315 847

EA 021 514 Billings, Jessica C., Ed. Creating Schools for the Twenty-First Century.

New Horizons for Local School Leaders. Illinois Association of School Boards, Springfield. Pub Date—89 Note—167p. Available from-Publication Sales, Illinois Associa

tion of School Boards, 1209 South Fifth Street, Springfield, IL 62703 ($12.00 plus $2.00 postage

per order). Pub Type - Collected Works - Proceedings (021)—

Information Analyses (070) Opinion Papers

(120) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors Administrator Guides, Educational

Finance, Educational Innovation, *Educational Trends, Elementary Secondary Education, «Futures (of Society), «Global Approach, *Long Range Planning, Moral Development, School Community Relationship, Social Change, Technological Advancement, Technology, World Af

fairs Identifiers-Illinois

The student population in the 21st century will be distinctly different both in culture and in need; the American educational system must prepare future generations for a global society. Recreating the excitement of the Education for the Twenty-First Century Symposium held in April 1989, this book is more than mere reprints of the speeches made by the 19 speakers; instead, it synthesizes the speakers' remarks-in some cases supplemented by additional research-and places them into context. The speakers at the symposium, carefully chosen to present the full array of issues and challenges that face today's school officials, did not offer blueprints for the schools of the 21st century; rather, they suggested visions of schooling for the future and they provided information and ideas to help school leaders back up the visions with long-range plans. Unlike the format of the symposium, where the speeches fell into three categories, this book is divided into five sections: "Futurevisions," "Current Issues," "Getting from Here to There," "Teaching and Learning,” and “Technology.” The appendix contains a list of contributors, the names of symposium committee members, and a list of the authors. (KM) ED 315 848

EA 021 516 A View from the Inside: Addressing the Impedi

ments to Shared Decision Making. Report of the Select Seminar on Addressing the Impediments

to Shared Decision Making. Capital Area School District Association, Albany,

NY. New York State Leadership in Educational

Administration Development Center. Spons Agency–New York State Education Dept.,

Albany. Pub Date—Dec 89 Note-34p.; Photographs may not reproduce well. Available from Publication Sales, CASDA-LEAD

Center, Husted 211, University at Albany, School of Education, State University of New York, 135

Westem Avenue, Albany, NY 12222 ($10.00). Pub Type - Collected Works - Proceedings (021)

Reports - Descriptive (141) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Decision Making Skills, Discussion,

*Educational Administration, Educational Change, Elementary Secondary Education, Instructional Leadership, *Intergroup Relations, *Participative Decision Making, Problem Solv.

ing, Trust (Psychology) Identifiers—New York

In April 1989, a group of 30 educators from across New York State met for 3 days' intense discussion of impediments to shared decision making in schools. The seminar format modeled the communication and group dynamics considered an essential part of the shared decision-making process. The facilitator's role quickly changed from directive to supportive and the group assumed governance of discussions and presentations. Relying upon the expertise of seminar members and arranging the facilities and time to allow for both reflection and discussion are hallmarks of the approach. Major impediments to the shared decision-making process include individual and institutional fear of change and role divisions. The changes needed and the process itself are examined on an individual basis as well as on an institutional basis. A recurrent theme throughout the discussions dealt with the issue of developing a sense of trust between and among educators. The appendix includes an article entitled "LEAD Center's Select Seminar Participants Consider Ways to Implement Shared Decision Making." (SI) ED 315 849

EA 021 536 Trochinski, Gerald L. Teacher Attitudes toward Evaluation. Pub Date-Oct 88 Note—8p.; Paper presented at the Fall conference

of the Association of Wisconsin School Adminis

trators (Lake Geneva, WI, October 26-28, 1988). Pub Type- Reports - Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Elementary Secondary Education,

Excellence in Education, Instructional Improvement, *Teacher Administrator Relationship, *Teacher Attitudes, Teacher Effectiveness, *Teacher Evaluation, Teacher Improvement, *Teacher Placement

The purposes of evaluation are to improve instruction and to make administrative decisions about teacher retention and placement. The administrative reasons for evaluation are overshadowed by the charge to improve instruction, which in turn improves student learning. Teachers who have negative or neutral attitudes toward evaluation are less likely to profit from evaluation than teachers who have a favorable attitude toward evaluation. The interaction between teachers and supervisors, the knowledge of the criterion to be used in evaluation, the frequency of evaluation, and the awareness of motivational factors are key elements in the development of teacher attitudes toward evaluation. Teacher attitudes toward evaluation significantly affect the impact evaluation has on improvement of instruction. (SI) ED 315 850

EA 021 538 Stromquist, Nelly P. The State and Gender Equity in U.S. Education. Pub Date-Jul 89 Note—51p.; Revised version of paper presented at

the Annual Meeting of the Comparative and International Education Society (Cambridge, MA,

March 31-April 2, 1989). Pub Type-Speeches / Meeting Papers (150) — Re

ports - Research (143) — Legal/ Legislative/Reg

ulatory Materials (090) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Course Content, Educational Admin

istration, #Educational Legislation, Elementary Secondary Education, Equal Education, *Federal Legislation, *Females, Laws, School Organization, *Sex Discrimination, *Sex Fairness, Teacher Education

To improve the condition of women in education, women have utilized legislation, particularly federal legislation. Three main federal statutes have protected women's rights in education since 1972. These are the Title IX of the Educational Amendments Act of 1972, the Women's Educational Equity Act passed in 1975, and the Vocational Amendments Act of 1976. In addition, 13 states have enacted legislation that parallels Title IX, and 31 states have some legislation prohibiting sex discrimination in primary and secondary education programs. The implementation of the three federal laws dealing with gender equity are reviewed in detail. The specific changes and achievements have occurred in the areas of textbook materials, curriculum content, teacher training, access of women to advanced educational programs, presence of women in educational institutions as faculty and adminis

trators, and incentives for students. Several ele. ments exist between the legislation and the observed outcomes; these elements focus on inputs in place, transformations in educational organizations, and transformations in students. Ten tables are appended. (34 references) (SI) ED 315 851

EA 021 539 English, Fenwick W. School-Site Management. National Association of Secondary School Princi

pals, Reston, Va. Pub Date-Dec 89 Note-8p. Available from Publications, National Associa

tion of Secondary School Principals, 1904 Associ. ation Drive, Reston, VA 22091 ($1.50 prepaid;

quantity discounts). Journal Cit—The Practitioner; v16 n2 Dec 1989 Pub Type- Collected Works - Serials (022) — Re

ports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors–Centralization, *Decentralization,

*Decision Making, Elementary Secondary Education, *Principals, *School Based Management, *School Organization

School-site management embodies the concept that decisions should be made at the lowest possible level in organizations and intends that no decision be made without the input of those affected by them. The concept also suggests the empowerment of individual units of the system, particularly, the teachers. Centralization versus decentralization is a crucial issue in the school-site management controversy, because a school district cannot move overnight from a highly centralized system to one of school-site management. Several areas are within the sphere of school-site management: (1) school scheduling; (2) instructional delivery; (3) instructional support; (4) curricular alternatives; (5) student wellness; (6) school

climate; (7) parent/community involvement; (8) facility cleanliness and security; and (9) financial priorities. A strategy to implement school-site management is presented as well

as exemplary programs now work. ing at Kenmore-Tonawanda Schools (Buffalo, New York) and West Potomac High School (Alexandria, Virginia). (3 references) (SI) ED 315 852

EA 021 540 Schwartz, Myron Moskowitz, Jay Fiscal Equity in the United States, 1984-85. Decision Resources Corp., Washington, DC. Spons Agency-Department of Education, Wash

ington, DC. Office of Planning, Budget, and Eval

uation. Pub Date-26 Feb 88 Contract-300-86-0094 Note-41p. Pub Type- Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Assessed Valuation, Census Figures,

Comparative Analysis, Correlation, Court Litigation, Economic Factors, Educational Equity (Finance), Elementary Secondary Education, *Equal Education, Expenditure per Student, Family Income, Finance Reform, Measurement, Operating Expenses, Poverty, *Public Schools, *Resource Allocation, State Aid, Tables (Data), Teacher Stu

dent Ratio Identifiers—*School District Wealth

This paper contributes to the recovery of finance reform by providing a rough gauge that will allow individual states to evaluate their positions among their peers regarding several basic equity principles and measures. Changes in these equity measures over an 8-year period are assessed, and some of the correlates of equity at the state level are evaluated. This report uses consistently calculated equity mea. sures: "horizontal equity" and "equal opportunity.” Given any pupil resource, horizontal equity asks, "Do students receive equal amounts of this resource?" Equal opportunity raises the question, “Is the distribution of pupil resources independent school district wealth, as measured by a given indicator?" The two student resource variables used are per pupil operating expenditures and the teacher-student ratio. Also examined are per pupil revenues by major sources of revenues (local, state, and federal). In the analysis of the relationship between district wealth and equal opportunity, three variables are used: median family income, poverty concentration, and property wealth. Two methods of assessing equal opportunity are used in this analysis: the simple correlation coefficient measures the asso

ciation between wealth and resource levels within a state; the second method is the display of separate averages of the student resource variables by groups of school districts, classified into one of four quar. tiles of wealth. Data are displayed in 16 tables and 7 figures. (MLF) ED 315 853

EA 021 541 Accessibility Requirements Manual. Florida State Dept. of Community Affairs, Tallahas

see. Board of Building Codes and Standards. Pub DateJan 90 Note-109p. Pub Type - Guides - Non-Classroom (055) Le

gal/Legislative/Regulatory Materials (090) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Accessibility (for Disabled), Archi

tecture, Building Design, Design Requirements, Disabilities, Educational Facilities Design, Elementary Secondary Education, Facility Require. ments, Physical Disabilities, *Physical Mobility, State Legislation, Structural Elements (Construc

tion) Identifiers—Florida

Accessibilty features of buildings and facilities provide the opportunity for handicapped persons in the community to become more self-reliant and independent; barrier-free design can enable a person with disabilities to achieve his or her potential for contributions to society. In 1989, the Florida Legislature passed a bill mandating changes to the requirements for accessibilty for the physically handicapped. The bill also stipulated that the Department of Community Affairs be required to prepare a manual that fully explains the relationship and requirements of the American National Standards Institute (ANSI) standard and Part V of Chapter 553, Florida Statutes, relating to handicapped accessibility. This publication will be useful to many groups throughout the state in determining the minimum requirements for providing accessibility. Included within this manual are the requirements of Part V, Chapter 553, Florida Statutes; the mandatory portions of ANSI A117.1, 1986; definitions; interpretive illustrations; special notes; and three appendixes containing copies of the relevant legislation. The special notes contain additional data that should help to clarify the minimum requirements of the code. The text is laid out in concert with the interpretive illustrations so that a verbal and graphic representation of the subject matter is presented together. (KM)

ED 315 854

EA 021 551 Garmston, Robert J. Is Peer Coaching Changing Supervisory Relation

ships? Pub Date—[89] Note-18p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavior Patterns, Elementary Sec

ondary Education, *Leadership Styles, *Motiva. tion, Peer Relationship, Principals, *Teacher Administrator Relationship, *Teacher Response,

Teacher Supervision Identifiers—*Coaching

To discover whether peer coaching is altering the teacher-supervisor relationship, teachers, supervisors, and staff developers in several states were surveyed concerning principals' attitudes and motivations concerning this innovative approach. For some teachers, peer coaching seems to stimulate transformations in self-perception and relations with supervisors. For others, not much seems different. During discussions with survey participants, three classifications of principal leadership styles emerged; teachers viewed their principals as either neglecters, resisters, or supporters of peer coaching. The first group was motivated by central office expectations; the second resisted peer coaching inservice training in an effort to protect administrative power and authority; and the third group was knowledgeable, involved in the program, and eager to identify problems and seek solutions. Teachers with neglecter principals frequently bypassed the administration and adopted a somewhat paternalistic attitude toward these principals. Teachers with resister principals became creative at releasing each other for class observations without permission from the principal and carried out peer coaching functions in an atmosphere of secrecy. Teachers with supporter principals felt empowered. These teachers experienced an ever-deepening profess sional relationship with the principal that blurred lines of influence and stressed shared authority and accountability. Implications for strategy decisions based on these findings are summarized. (16 references) (MLH)

ED 315 855

EA 021 553 Mertz, Norma T. McNeely Sonja R. Principal Selection in a Time of Change. Pub Date—Nov 89 Note—18p.; Paper presented at the Annual Meet.

ing of the Mid-South Educational Research Asso

ciation (Little Rock, AR, November 7-10, 1989). Pub Type— Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Administrator Characteristics, Ad

ministrator Effectiveness, * Administrator Role, * Administrator Selection, Educational Change, High Schools, *Instructional Leadership, *Princi

pals Identifiers—*Tennessee

Criticism of the schools has been linked to calls for change and demands for school improvement. While much of the attention has focused on curriculum content, student knowledge and skills, and school duration, considerable attention has been directed to the school principal and the importance of school leadership. Strong, effective leadership provided by the building administrator-specifically, instructional leadership-has been identified as a key characteristic of effective schools. To determine whether principal selection has been influenced by this new focus on the instructional leadership aspect of educational administration, a questionnaire was sent to 187 of the 337 public high school principals in Tennessee; returns were received from 144 subjects for a response rate of 77%. The study sought to distinguish principals chosen at an earlier time from those chosen more recently in order to assess whether principal selection criteria had changed, the type of selection criteria used; and whether these criteria reflected new conceptions of the role. Findings indicate that no standard or systematic process is in use for principal selection. Further, the absence of differences between new and old hires in areas such as background, preparation, and experience suggest that new conceptions of the role of principal have not-or not yet changed selection criteria, at least in Tennessee. (35 references) (KM) ED 315 856

EA 021 555 Mertz, Norma T. McNeely, Sonja R. Student Perceptions of Their Preparation: A Focus

on Departments of Educational Administration. Pub Date—Nov 89 Note-10p.; Paper presented at the Annual Meet

ing of the Southern Regional Council on Educational Administration (Columbia, SC, November

11-14, 1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Education, * Admin

istrator Qualifications, Educational Administration, Higher Education, Instructional Leadership, Management Development, *Program Evaluation, *School Administration

Insights and perspectives of participants in administrator preparation programs can provide valuable information concerning what is and should be going on in administrator preparation. A questionnaire was sent to 40 participants of the first UCEA Grad. uate Student Research Seminar, and 28 (70 percent) responded. In responding to why they had chosen a particular program, 61 percent of the students cited reasons related to practical issues, for example, physical proximity to the institution, inexpensive tuition, availability of financial support, the only program in the area, an easy program. Thirty-nine percent cited specific professors, the reputation of the program, or the reputation of the institution as a reason for choosing the program. Twenty respondents cited location as a primary reason for program selection; only seven cited program excellence as a reason. (3 references) (SI) ED 315 857

EA 021 562 Thomas, Terry, Ed. And Others 106 Programs/Ideas for Reducing Student Absen

teeism and Dropouts. READ Resource Hand

book for School Administrators, Volume XI. Oakland County Schools, Pontiac, Mich. Pub Date-Apr 85 Note_98p. Available from-Publications, Pupil Personnel Ser

vices, Oakland Schools, 2100 Pontiac Lake Road, Pontiac, MI 48054 ($10.00 prepaid).

Pub Type - Reports - Descriptive (141) — Guides

Non-Classroom (055) — Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Academic Failure, * Attendance,

* Dropout Prevention, *Dropout Programs, *Dropouts, Foreign Countries, High School Equivalency Programs, High Schools, Out of School Youth, Suspension, Truancy, *Withdrawal (Education) Identifiers—*Oakland Schools MI

This resource handbook was developed to provide constituent school district personnel with a variety of strategies for improving student attendance and for reducing the dropout rate. A significant number of studies completed during the last 5 years have identified attendance as the critical issue confronting school administrators. Further, recent statistical data emanating from the U.S. Department of Education, state departments of education, and local education agencies indicate that the number of pupils who are withdrawing prior to completing high school is also a critical issue. Chapter 1 of this handbook provides information about 106 programs/ ideas that are being implemented throughout the United States and Canada and are having a positive effect on improving attendance or on reducing the dropout rate. The appendix contains the 1981-82 average daily attendance rates for 47 states; dropout statistics by race/ethnicity, socioeconomic status, community type, geographic area, and high school programs; a program information form; and a sample program information form. (KM) ED 315 858

EA 021 563 Thomas, Terry. Ed. Sykes, Roger, Ed. 187 Alternative Educational Programs for Reduc

ing Absenteeism and the Dropout Rate. READ: A Resource Handbook for School Administra

tors, Volume XIII. Oakland County Schools, Pontiac, Mich. Pub Date-Mar 86 Note-164p.; Light, broken type at bottom of most

pages. Available from—Publications, Dept. of Pupil Per

sonnel Services, Oakland Schools, 2100 Pontiac

Lake Road, Pontiac, MI 48054 ($10.00 prepaid). Pub Type-- Reports . Descriptive (141) – Guides

Non-Classroom (055) — Tests / Questionnaires (160) EDRS Price · MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Academic Failure, *Attendance,

*Dropout Prevention, *Dropout Programs, *Dropouts, Foreign countries, High School Equivalency Programs, Out of School Youth, Secondary Education, Suspension, Truancy, *With

drawal (Education) Identifiers-Oakland Schools MI

To furnish constituent school district personnel with a number of alternative educational programs for reducing the dropout rate, this resource handbook was published by the Oakland Schools (Michigan) Department of Pupil Personnel Services. Provided within this second handbook discussing various strategies for improving student attendance and for reducing the dropout rate are 187 programs obtained from school districts locally, statewide, nationally and from Canada) that appear to be successful. For each of the programs detailed, information on the target audience, a brief description, and the address and phone number for the contact person are given. A program information form is also included in this document. (KM) ED 315 859

EA 021 564 Thomas, Terry, Ed. Student Absenteeism-School Dropouts: The

Cause-How To Resolve? Interviews with 205 Persons Representing Students, Educational and Community Agencies. READ: A Resource Hand

book for School Administrators, Volume XIV. Oakland County Schools, Pontiac, Mich. Pub Date—Dec 86 Note-51p. Available from Publications, Dept. of Pupil Per

sonnel Services, Oakland Schools, 2100 Pontiac

Lake Road, Pontiac, MI 48054 ($10.00 prepaid). Pub Type— Reports Descriptive (141)

Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Academic Fail:.. Arministrator At.

titudes, * Attendance, *Dropout Attitudes, Dropout Research, *Dropouts, Foreign countries,

High Schools, *High School Seniors, Out of School Youth, Reentry Students, Suspension, Teacher Attitudes, Truancy, Withdrawal (Educa

tion) Identifiers—*Oakland Schools MI

This resource handbook was designed to assist constituent school district personnel with the critical issues of student absenteeism and dropouts. From July 1982 through February 1983 and in May 1986, members of the Oakland County (Michigan) Attendance/Dropout Task Force met with educational and community agency personnel, graduating high school students, and student dropouts for the purpose of exchanging views regarding student absenteeism and dropouts. Contained within chapter 1 of this document are comments taken from the minutes of each meeting with community agency members and school personnel; no attempt was made to substantiate or to change any of the comments. Chapter 2 focuses on the information obtained from the student dropouts and the graduating seniors. In addition to reporting some of the comments these individuals made during the unstructured, open-ended interviews, this chapter provides a committee report, a questionnaire guide for dropouts, and a guide for current senior interview questions. (KM) ED 315 860

EA 021 567 Fink, Marcy Arnove, Robert F. Current Issues and Tensions in Popular Education

in Latin America. Pub Date—Mar 89 Note—25p.; Paper presented at the Annual Meet

ing of the Comparative and International Education Society (Cambridge, MA, March 31-April 2,

1989). Pub Type Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Educational Strategies, "Educa

tional Trends, Elementary Secondary Education, Foreign Countries, International Education, International Studies, *Nonformal Education, Pub

lic Education, *Womens Education Identifiers—*Latin America

Popular education issues in Latin America-particularly issues manifested in work with women-are examined. Observations are based on work with health education projects in Chile and a regional community organizing program in Honduras, Costa Rica, and Guatemala, as well as research into the impact of popular education programs on Latin American women overall. The case study of Nicaragua was selected to determine to what extent a simi. lar pattern of tensions exists. The six tensions discussed are: (1) methodology vs. content; (2) micro- vs. macro-level focus; (3) reinforcing traditional gender roles oraltering them; (4) women-only vs. mixed groups; (5) alternative sector vs. work within the system; and (6) quality vs. quantity. Popular education in Nicaragua is tied to a national political project that aims at the transformation of society. The impact of popular education programs is discussed on an individual level, group level, national level, and the macro level. (24 references) (SI) ED 315 861

EA 021 570 Osborne, Willie D., Jr. Seaberg, John J., Jr. A Statewide Plan for School Improvement. The

Oklahoma LEAD Project. Pub Date—Nov 89 Note—13p.; Paper presented at the Annual Meet

ing of the National Council of States on Inservice Education (San Antonio, TX, November 17-21,

1989). Pub Type-Speeches/Meeting Papers (150) — Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Education, Adminis

trator Effectiveness, Administrators, Elementary Secondary Education, "Inservice Education, *Leadership Training, *Management Development, Professional Development, *Professional

Training, School Based Management Identifiers—*Oklahoma LEAD Project

Various organizations in Oklahoma that had an interest in administrator preparation, certification, and professional development pooled their efforts and worked collegially to apply for and use the state Leadership in Educational Administration Development (LEAD) grant for the professional improve. ment of state school administrators. The LEAD Project's service focus was to develop and implement a research-based leadership skills training

model to improve practicing administrators' effectiveness with preference given to beginning principals, women, and minority group members. Areas of concern addressed by the project are processes for administrative leadership, and procedures for professional development. The first year of operation of the LEAD Project led to the development of the framework of two instructional modules that complement the state-mandated "Oklahoma Minimum Criteria for Effective Administrative Performance." In the fall of 1988, the first completed instructional module, "Site-Based School Management," was used to train 55 Oklahoma administrators in 11 sites; these administrators will be furnished with materials to train others from their respective regions this year. An example of success in using current research to design and implement training strategies for school administrators, the Oklahoma LEAD Project uses quality circle concepts by involving in the process those who will use the end product. (6 references) (KM) ED 315 862

EA 021 572 Kiernan, Henry Team Building: Connecting Substance to Educa.

tional Leadership. Pub Date-Nov 89 Note-14p.; Paper presented at the Annual Meet

ing of the National Council of States on Inservice Education (San Antonio, TX, November 17-21,

1989). Pub Type- Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors - Administrative Organization, Coop

eration, *Cooperative Planning, Decision Making, Elementary Secondary Education, Interpersonal Competence, *Leadership, *Management Teams, Participative Decision Making, Power Structure, *Teamwork

Making substance the leading edge of educational leadership means building a team committed to developing strategies for achieving a vision of change; thus, the team becomes a motivating implementation network of individuals who choose to support the vision and follow it through to reality. For team building to succeed, interpersonal skills must matter. The danger exists, however, that too much emphasis will be placed interpersonal relationships-particularly cooperation at the expense of achieving substance. Because of increased interdependence, our vision of school leadership needs a much larger number of people who have both cognitive and interpersonal leadership skills. These skills involve the ability to perceive differences in goals and beliefs among people and the ability to implement change by motivating a network of diverse groups of individuals. But beyond increasing the substance of leadership, a degree of turbulence is necessary and expected in order to develop an effective team. Rarely are all individuals equally invested in team effort and equally prepared to plan strategies to achieve the vision; however, effective teams utilize levels of individual differences and commitment and develop an efficient unit that is both powerful and affiliative. (17 references) (KM) ED 315 863

EA 021 573 Ruscoe, Gordon C. Miller, Stephen K. Implementing a Data-Based School Effectiveness

Improvement Model: Dilemmas and Lessons

Learned. Pub Date—Nov 89 Note—31p.; Paper presented at the Annual Meet

ing of the National Council of States on Inservice Education (San Antonio, TX, November 17-21,

1989). Pub Type— Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Change, Educational

Improvement, *Educational Quality, Elementary Secondary Education, *Inservice Education,

*School Effectiveness, School Organization Identifiers—*Kentucky

A school improvement effort that provided individually tailored reports on school effectiveness to 93 schools across the Commonwealth of Kentucky is analyzed. Dilemmas confronted by the individualized school reports explain why so little change was generated. The background for the research project from which the individual school reports were derived, is described, and perspectives on school effectiveness that guided the research are explained. The purpose and format of the individual

school reports are described. The dilemmas encountered in attempting to encourage schools to use these reports hinged on practical/technical issues, managerial/administrative issues, and organizational/conceptual issues. A recounting of the failure can be organized around two major themes: (1) school improvement is not "natural" to schools; and (2) outcomes-based school evaluation may run counter to the current reward system in education. Inservice programs focusing on the purposes of these school reports might help to ensure that the reports are useful. A sample page from individual school reports is appended. (27 references) (SI) ED 315 864

EA 021 578 Aurnague-DeSpain, Jean Marie Baas, Alan Censorship of Curriculum Materials. ERIC Digest

Series Number EA44. ERIC Clearinghouse on Educational Management,

Eugene, Oreg. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date89 Contract—R188062004 Note-4p. Available from Publication Sales, ERIC Clearing

house on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403

($2.50 prepaid postage and handling). Pub Type - Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Freedom, *Censorship,

Curriculum Evaluation, Elementary Secondary Education, "Instructional Effectiveness, *Instruc

tional Materials, Intellectual Freedom Identifiers-ERIC Digests

What schools should teach and what materials they should use are fundamental questions. Censorhsip of K-12 curriculum materials threatens academic freedom, diversity of thought, and other important educational values. The definition of censorship is itself the subject of disagreement. Censorship cannot be clearly distinguished from the gatekeeping function that is exercised by those who select materials for use in schools. The legal trends in censorship issues, as they can be deduced from Supreme Court cases, are very broad and appear to be allowing schools broad discretion with respect to curriculum materials, methods, and programs. Good internal communications and public relations offer the best way to avoid unnecessary controversy. The district must specify criteria for making curriculum judgments, identify personnel to make those decisions, and provide written rationales for including or excluding potentially controversial materials. Educators should follow clearly defined procedures from initial response to a complaint through to its resolution. (8 references) (SI)

suicide, and teenage dropout rates continue to challenge school districts. School officials can investigate demographic changes in their district in several ways, but it is recommended to compare enrollment by grade level to establish migration rates. As a result of shifting cultural makeup of student enrollment, the nation's schools will have to create productive, multicultural environments and address issues of racism and ethnicity. Comprehensive help to at-risk and low-achieving students is recommended. (11 references) (SI) ED 315 866

EA 021 586 Daresh, John C. Playko, Marsha A. A Resource Guide To Assist Local Schools Support

Beginning Administrators. Pub Date—Nov 89 Note-14p.; Paper presented at the Annual Meet

ing of the National Council of States on Inservice Education (San Antonio, TX, November 17-21,

1989). Pub Type - Speeches/Meeting Papers (150) — Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Effectiveness, *Ad

ministrators, Elementary Secondary Education, *Employment Experience, *Entry Workers, Experiential Learning, *Mentors, Professional Development, Social Networks, Social Services,

*Social Support Groups Identifiers—Ohio LEAD Project

To ensure that first-time educators in any of Ohio's 615 school systems have access to a supportive environment that would make their professional success more likely, in 1987 the state's Department of Education enacted a policy requiring all school districts to plan and implement programs that provide support to newly employed educators. Because no single "Entry Year Model” was mandated for adoption across the state, and because little direction was provided to school districts regarding the precise nature of the Entry Year Program, the project naturally became an activity of the Ohio Leadership in Educational Administration Development Center. To date, work related to the Entry Year Standard has revolved around two specific areas. First, a resource guide, which is summarized within this document, was developed containing nine chapters, each directed toward an important element of the standard to assist those persons responsible for the implementation of the program in the state's local school systems. And second, training activities designed to enable people to learn more about the concept of mentoring for beginning principals a significant part of the Entry Year Standard-are being conducted around the state during this present year. The Ohio Entry Year Standard is appended. (KM)

ED 315 865

EA 021 579 Klauke, Amy Coping with Changing Demographics. ERIC Di

gest Series Number EA45. ERIC Clearinghouse on Educational Management,

Eugene, Oreg. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date-89 Contract-R188062004 Note-4p. Available from-Publication Sales, ERIC Clearing

house on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403

($2.50 prepaid postage and handling). Pub Type- Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cultural Differences, *Educational

Development, Educational Improvement, Elementary Secondary Education, Enrollment Rate, Migration, Migration Patterns, Public Schools, School Demography, *School Effec

tiveness, Sociocultural Patterns Identifiers-ERIC Digests

Studying local and national population distribution, as well as economic and social patterns, is becoming crucial for educators who serve rapidly changing communities. School officials should take into consideration the tremendous diversity in cultures, economic and family situations, and educational levels existing within an ethnic group. Several social and economic patterns characterize today's student population: (1) low income, two-income, single-parent, and homeless families are all on the rise; and (2) drug and alcohol abuse, pregnancy,

ED 315 867

EA 021 588 Academic Internship Program: Curriculum Guide.

The Great Exchange. Grades 10-12. Charlotte-Mecklenburg Public Schools, Charlotte,

N.C. Pub Date-Sep 86 Note-104p.; For related documents, see EA 021

590-591. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Clinical Experience, Course Content,

Curriculum, Curriculum Development, Curriculum Guides, High Schools, *High School Students, *Internship Programs, Program Content,

*Program Descriptions, Student Experience Identifiers—*Charlotte Mecklenburg Public

Schools NC

This curriculum guide provides the framework for the Academic Internship Program (AIP) that is available to Charlotte-Mecklenburg (North Carolina) Public Schools' high school students. In each career area, information is provided to describe the purpose of the internship, the qualifications for the intern, the content/scope and competency goals for the internship, and vocabulary applicable to the internship. A preliminary section describes the three types of development that occur in a successful internship, the procedures used in developing internships, and the benefits of the AIP. Internship placement areas include accounting, advertising and public relations, art, architecture, banking, child development, computer services, dentistry, engineer. ing, fashion merchandising, government, interior design, investment banking, journalism, laboratory technology, law, nursing, pharmacy, photograpy, physical therapy, physician, radio-television, radiology and emergency medical services, respiratory therapy, and veterinary medicine. Examples of how various community sponsors have scheduled their student interns are appended. (SI)

ED 315 868

EA 021 590 Academic Internship Program: Intern's Hand

book. Charlotte-Mecklenburg Public Schools, Charlotte,

N.C. Pub Date [89] Note—35p.; For related documents, see EA 021

588 and 591. Pub Type Guides - Classroom - Learner (051)

Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Awareness, Cooperative Ed. ucation, *Field Experience Programs, High Schools, *High School Students, *Internship Programs, *School Business Relationship, School Community Programs, Student Evaluation, *Stu

dent Experience, Student Journals Identifiers—*Academic Internship Program NC

Since its beginning in 1975 at the West Charlotte High School in North Carolina, the Academic Internship Program has joined over 6,000 high school students in partnership with sponsors from the business community. The program, created as a supplement to formal Classroom instruction, is intended to: (1) provide opportunities for high school students to explore areas of academic, career, or service interests through the development of internship programs within local governmental and civic agencies, businesses, industries, and individuals; (2) establish a positive relationship between the internship program, the school, and the community; and (3) enable students to earn extra credit for extracurricular experiences of an academic nature. This handbook was prepared to help the student intern understand the objectives and organization of the program, his or her responsibilities as an intern, and how to have a successful internship. Additionally, forms are provided for the academic internship student commitment, intern time sheets, evaluation of the intern, the internship journal, and the internship project. Examples of how three community sponsors scheduled their student interns are appended. (KM) ED 315 869

EA 021 591 Academic Internship Program: Sponsor's Hand

book. Charlotte-Mecklenburg Public Schools, Charlotte,

N.C. Pub Date—Oct 87 Note—33p.; For related documents, see EA 021

588 and 590. Pub Type— Guides - Non-Classroom (055) — Re

ports - Descriptive (141) — Tests/Questionnaires

(160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Awareness, Cooperative Ed

ucation, *Field Experience Programs, High Schools, High School Students, *Internship Programs, *School Business Relationship, *School Community Programs, Student Evaluation, *Stu

dent Experience, Student Journals Identifiers—* Academic Internship Program NC

Since its beginning in 1975 at the West Charlotte High School in North Carolina, the Academic Internship Program has joined over 6,000 high school students in partnerships with more than 600 sponsors from the business community. The program is intended to: (1) provide opportunities for high school students to explore areas of academic, career, or service interests through the development of internship programs within local governmental and civic agencies, businesses, industries, and individuals; (2) establish a positive relationship between the internship program, the school, and the community; and (3) enable students to earn extra credit for extracurricular experiences of an academic nature. Although some sponsors have completely outlined excellent internships in advance, others have had success in "feeling their way,” especially in first-time situations. In response to many sponsor requests for guidelines and suggestions, this handbook was compiled containing an outline of the objectives and organization of the program, ideas for developing the intership, and hints on preparing for the student intern's arrival. Additionally, forms are provided for the academic internship student commitment, intern time sheets, evaluation of the intern, the internship journal, and the internship project. Examples of how three community sponsors scheduled their student interns are appended. (KM)

ED 315 870

EA 021 593 Moore, Donald R. Voice and Choice in Chicago. Draft. Designs for Change, Chicago, III.; National Center

on Effective Secondary Schools, Madison, WI. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date Mar 89 Grant-G008690007 Note 41p.; Paper prepared for the Conference on

Choice and Control in American Education

(Madison, WI, May 17-19, 1989). Pub Type Reports - Descriptive (141) - Reports

Evaluative (142) Speeches/Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Accountability, Change Strategies,

Consultants, Elementary Secondary Education, *Equal Education, *Governance, High Risk Students, Parent Participation, Policy Formation, *School Based Management, *School Choice,

*Urban Education Identifiers—*Educational Restructuring, *Illinois

(Chicago)

The Chicago Public Schools have recently been restructured by the Illinois General Assembly, radically altering patterns of governance (voice) and patterns of choice in Chicago. This paper analyzes the history of the Chicago restructuring campaign and the specific conception of school-based governance enacted into law. The paper also analyzes the school choice system that has existed in Chicago, its inequities for students at risk, and the effect of Chicago's past experience with choice on the content of the new school restructuring law. The paper then advances conclusions based on the Chicago experience and relevant research applicable to voice and choice issues in big cities. One ential feature of effective school-based management is giving major. ity control of school policy-making councils to parents and citizens, not to principals and teachers. Genuine educational improvement depends on the presence of other features, such as training for participation on these councils provided by groups independent of the school system, significantly increased principal accountability and authority, limitations on central administration's role, and availability of advisory resources for assisting schools in the change process. In Chicago and other big cities, choice programs have typically operated to increase the isolation of at-risk students, and have thus become a new form of discriminatory tracking. Creating equitable choice programs is not just a "program design” issue. Unless a school system makes and implements a fundamental commitment to improve educational services in all schools and for all student subgroups, school choice increases inequality. Choice is best viewed as a subsidiary strategy to augment the effectiveness of school-level governance reform characteristics described in this paper. (30 references) (MLH) ED 315 871

EA 021 595 Cline, H. D. Richardson, M. D. The Reform of School Administrator Preparation:

The Kentucky Principal's Internship Model. Pub Date-Aug 88 Note—29p.; Paper presented at the Annual Meet.

ing of the National Council of Professors of Educational Administration (Kalamazoo, MI, August

1988). Pub Type— Reports Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrator Role, Elementary

Secondary Education, *Instructional Leadership, *Internship Programs, *Principals, *School Effec

tiveness Identifiers—*Kentucky

In response to the growing need for highly competent school administrators, Kentucky has mandated an administrator preparation program to reflect recommendations specified by the University Council for Educational Administration and reforms advocated by other national organizations. Designed to provide prospective principals with an appropriate knowledge base, the Kentucky Assembly's set of 1988 guidelines requires 3 years' teaching experience, a master's degree, and a minimum of 18 semester hours of coursework in 8 major areas. Candidates are required to complete an internship or employment as a practicing principal. After completing a certification program at the university, a candidate is issued a permit for the internship. Dur. ing the internship, the candidate is monitored by the

local school district and the university and given temporary certification for 1 year to complete the internship. Unsuccessful candidates are given another chance, if school districts are willing to hire them as principals. Successful completion entitles the candidate to certification for an additional 4 years. During this time, supplemental coursework must be completed. The primary focus of the intership program involves the opportunity for supervised practice and the framework for demonstration of competence. The program provides prospective principals with employment opportunities, allows closer coordination between school districts and universities, and establishes a network benefiting all parties. (Four references) (MLH) ED 315 872

EA 021 596 Gersten, Russell Dimino, Joseph Reading Instruction for At-Risk Students: Impli

cations of Current Research. Oregon School Study Council, Eugene. Pub Date Jan 90 Note—33p. Available from-Publication Sales, Oregon School

Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 prepaid; add

$2.00 handling charge on billed orders). Journal Cit-OSSC Bulletin; v33 n5 Jan 1990 Pub Type— Information Analyses (070) Col

lected Works - Serials (022) EDRS Price · MF01/PC02 Plus Postage. Descriptors Elementary Secondary Education,

*High Risk Students, *Reading Achievement, *Reading Difficulties, Reading Programs, Read. ing Research, Reading Skills, Reading Strategies, Reading Writing Relationship

Much debate is concerned with providing quality reading instruction to students who experience difficulty. This bulletin explores the various approaches advocated for teaching reading instruction to at-risk students, discusses the research underpinnings of these approaches, and examines the practical implications of the models. Two approaches toward read. ing instruction for at-risk students are quite divergent. The first approach tends to stress systematic instruction in phonics and word-attack strategies. The second approach, the "whole language" approach, emphasizes unity between reading and all other forms of communication. The whole-language approach is the subject of chapter 1, and the direct-instruction tradition is discussed in chapter 2. Then chapter 3 is devoted to a survey of emerging trends in commprehension instruction, including story grammar, framing, and reciprocal teaching. Finally, the conclusion presents a synthesis of the contributions of the whole-language and direct-instruction traditions. (59 references) (SI)

ED 315 873

EA 021 597 Scannell, Dale And Others Who Sets the Standards? The Need for State

Professional Standards and Practices Boards.

Occasional Paper Series. Association of Colleges and Schools of Education in

State Universities and Land Grant Colleges and

Affiliated Private Universities. Pub Date—Dec 89 Note—34p. Available from—Dale G. Andersen, Secretary, As

sociation of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities, College of Education, University of Nevada, 4505 Maryland Park

way, Las Vegas, NV 89154 ($3.00). Pub Type— Reports - Evaluative (142) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Certification, Elementary Second

ary Education, Higher Education, Organizational Objectives, *Schools of Education, *State Standards, *Teacher Education, *Teaching (Occupation) Identifiers—*Professionalization, *Professional

Standards and Practices Boards

Four states-California, Minnesota, Oregon, and Nevada-have autonomous Professional Standards and Practices Boards (PSPBs) accountable only to the legislature of the state; 44 other states have PSPBs with advisory prerogatives relative to setting licensure/certification standards and/or policing the conduct of teachers. This report is the product of a task force appointed by the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities. The charge to the task force was to determine the impact of the boards on institutional curriculum autonomy, program development, and

Page 12

Environmental Protection Agency, Washington,

DC. Office of Radiation Programs. Report No.-EPA-520/1-89-010 Pub Date-Mar 89 Note—38p.; For related document, see EA 021 607. Pub Type— Guides - Non-Classroom (055) — Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Air Flow, Air Pollution, *Educa

tional Facilities, Elementary Secondary Education, *Environmental Standards, Government Publications, Guidelines, *Measurement Tech

niques, *School Buildings, *School Safety Identifiers—*Radon

Radon-222 is a colorless, odorless, tasteless, radioactive gas that occurs naturally in soil, rocks, underground water, and air. The United States Environmental Protection Agency (EPA) and other scientific organizations have identified an increased risk of lung cancer associated with exposure to elevated levels of radon in homes. Schools in many states have also been tested for radon, and rooms with elevated concentrations have been found. EPA has developed this interim report for measuring ra. don in schools. The first sections of this document contain facts about radon and the health risks associated with radon exposure. The next sections summarize what is known about radon in school, and provide guidance for conducting radon measurements. The last sections describe how to interpret the measurement results and suggest techniques that can be used to reduce radon concentrations if elevated levels are found. An appendix suggests methods for placing two types of radon measurement devices so that results obtained from room to room and from school to school can be compared. State Radiation Control offices and EPA Regional Radiation office are listed. (MLF)

teacher licensure, and to formulate a policy position for the members of the Association. As a result of the study, the Association adopted a resolution supporting the concept of autonomous PSPBs with the following characteristics: (1) established by statute; (2) provided an independent staff and budget; (3) membership reflecting various professional components and the general public; (4) members charged to represent the profession and to base decisions on the welfare of children and youth and thus the society at large; and (5) required to provide public access to issues considered and actions contemplated. The report proper provides background information plus the detailed task force recommendations and recommended strategies. Appendixes describe the nature and composition of the boards of the four autonomous states. The Association supports the concept of national certification and will develop a plan for coordination among states of efforts to achieve legislation establishing autonomous PSPBs. (MLF) ED 315 874

EA 021 599 The Importance of Being Pluralistic. Improving

the Preparation of School Administrators. Notes

on Reform, No. 6. National Policy Board for Educational Administra

tion, Charlottesville, VA. Pub Date—Dec 89 Note-47p. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Education, Cultural

Differences, Elementary Secondary Education, Higher Education, Instructional Leadership, Management Development, *Racial Differences, *Sex Differences, *Social Differences, *Student Attitudes

To improve preparation of school administrators, attention must be given the issues of race, ethnicity, gender, and social class. Two studies are presented. One, entitled “Preparation of Educational Administrators for the 21st Century: Graduate Student Voices on Issues of Diversity” (Joan Poliner Shapiro, Laurence Parker) captures the perspectives of graduate students regarding their own experiences in graduate preparation programs for school administrators. Students of different racial, social, and gender backgrounds discuss their reflections and perspectives on the condition of diversity as it affects their own education and on their work situations. The second study, entitled "Race, Ethnicity, Culture, and Values: A New Emphasis Needed in Administrator Preparation Programs," (Barbara Jackson) describes the urgency of revising preparation programs to include study and reflection about our pluralistic society and schools. Suggested instructional techniques are included. (33, and 51 references, respectively) (SI) ED 315 875

EA 021 601 A Game Plan for National Championship for

Ohio's Public Schools: A Report to Governor Richard F. Celeste by the Ohio Education 2000

Commission. Ohio Education 2000 Commission, Columbus. Pub Date—[89] Note—50p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Accountability, College School Cooperation, *Educational Finance, *Educational Objectives, Educational Quality, *Educational Trends, Elementary Secondary Education, *Excellence in Education, *Futures (of Society), Higher Education, National Surveys, Public

Schools, Teachers, Testing, Vocational Education Identifiers—*Ohio

On February 3, 1988, the Citizens Commission set forth the Ohio Challenge: Education 2000, an overall plan to move Ohio's public education system into the 21st century. This report reviews the findings of the Ohio Education 2000 Commission and numerous national studies. The members have attempted to define for the citizens of Ohio the specific steps that need to be taken to reach the goal. Specific topics discussed include accountability, college preparation, testing, deregulation, teachers, disadvantaged children, pregnant teens, school finance, vocational education, business/school collaborations, higher education, precollegiate education, and school organization. (SI)

ED 315 877

EA 021 603 Finks, Harry Middle School Handbook, National Association of Independent Schools, Bos

ton, Mass. Report No.-ISBN-0-934338-71-X Pub Date—90 Note—70p. Available from-Publication Sales, National Asso

ciation of Independent Schools, 75 Federal Street,

Boston, MA 02110 ($20.00). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors_* Administrator Characteristics, * Ad

olescent Development, Grading, Junior High Schools, *Middle Schools, Parent Role, Physical Education, Scheduling, School Effectiveness, Sex Education, Student Behavior, *Teacher Characteristics

The middle school provides a planned transition from childhood to young adulthood: it moves a student from the protective nurture of elementary school to the more depersonalized high school setting gradually, sensitively, and by design. Composed of the ideas from middle school education that each of the educators who choose this wonderful level of educational concentration seem to discover over and over again, this handbook is divided into six sections. The first and second sections introduce the middle schooler and cover the history and focus of middle schools. Section 3 discusses such topics associated with the middle school curriculum as sexuality and physical education, evaluation and grading, and scheduling. Sections 4 and 5 are dedicated to middle school educators-teachers and the principal-and the middle schooler's parents. The sixth section highlights important middle school is-. sues including advisors, behavior, leadership and participation, mixed-age groups, multicultural education, networking, and transition. Intended to become a workbook for each of its readers, this document has wide margins to make room for personal stories and anecdotes. Topics covered in the appendices include learning and learners, boldness, middle school teachers, parent peer groups, middle and upper school cooperation, and the resources used for this document. (KM)

Available from—Order Department; National As

sociation of Independent Schools, 75 Federal Street, Boston, MA 02110 ($10.00; quantity dis

counts). Pub Type - Numerical/Quantitative Data (110)

Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Administrators, Boarding Schools,

Coeducation, Day Schools, Elementary Secondary Education, Foreign countries, *Private Schools, Profiles, *Salaries, *School Personnel, *School Statistics, School Surveys, Single Sex

Schools, Tables (Data), Teacher Salaries, Tuition Identifiers—Canada

This report summarizes information provided by 854 National Association of Independent Schools (NAIS) active member schools surveyed in the spring of 1989. It includes tuition, teacher salary, and administrator salary data for the 1989-90 school year. Data are reported in an aggregate manner according to common classifications of school type, school size, and geographic region. The report also discusses and analyzes tuition and salary trends, adjusting for changes in the cost of living over time. The base year for analysis has been set at 1981-82. Other trend years include 1985-86 and 1987-88 through 1989-90. Median figures are used to summarize trend data in this report. Tuition and salary data from the survey of 33 Canadian member schools are summarized in 4 tables out of a total of 42. Among the report highlights are the following: (1) the day student median tuition of 1989-90 is $5,987, representing an aggregate increase of 8.3 percent over the past year; (2) teacher median salaries rose 7.1 percent to $24,413 in 1989-90; and (3) head median cash salaries increased by 8.3 percent to $65,000 for 1989-90. (MLF) ED 315 879

EA 021 605 Evaluation of the Administrative Flexibility Legis

lation Affecting the Department of Education and the University of Hawaii, Acts 320 and 321, SLH 1986: Final Report, No. 89-18. A Report to the Governor and the Legislature of the State of

Hawaii. Hawaii State Office of the Legislative Auditor, Ho

nolulu. Pub Date-Feb 89 Note-45p. Pub Type- Legal/Legislative/Regulatory Materi

als (090) — Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Accountability, *Educational Ad

ministration, Educational Assessment, *Educational Legislation, *Educational Quality, Elementary Secondary Education, Higher Educa

tion, *Money Management, State Legislation Identifiers—* Administrative Flexibility, *Hawaii

Acts 320 and 321, SLH 1986, temporarily granted broadened administrative flexibility to Hawaii's two educational agencies-the Department of Education (DOE) and the University of Hawaii (UH). Under these two acts, the Office of the Legislative Auditor was directed to assess and evaluate the impact of the flexibility legislation-especially its impact on the quality of education rendered by the two agencies-and report back to the legislature, particularly with regard to whether the legislation should be kept in effect or allowed to expire on June 30, 1989, as provided for in the two acts. This report is divided into four chapters. Chapter 1 consists of an introduction and some background information, including summary

of the findings and recommendations contained in the two preceding interim reports. Chapter 2 discusses the executive and educational agency perspectives on administrative flexibility. Chapter 3 is the central chapter and provides an update on the actual implementation of Acts 320 and 321, SLH 1986, within each of the two educational agencies. This is followed by a review in chapter 4 of educational assessment activities in the UH and DOE. Recommendations to the 1989 Legislature are made regarding extension or nonextension of the legislation beyond the June 30, 1989, expiration date. (18 references) (SI)

ED 315 878

EA 021 604 NAIS Statistics, Fall 1989: Tuitions, Teachers

Salaries, Administrator and Staff Salaries,

1989-90. National Association of Independent Schools, Bos

ED 315 880

EA 021 607 Radon Reduction Techniques in Schools: Interim

Technical Guidance. Environmental Protection Agency, Washington, D.

C. Report No.-EPA-520/1-89-020 Pub Date Oct 89 Note-54p.; For related document, see EA 021 602. Pub Type— Guides - Non-Classroom (055) — Re

ED 315 876

EA 021 602 Radon Measurements in Schools: An Interim Re

port.

ports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Air Flow, Air Pollution, Climate Con

trol, *Educational Facilities Improvement, Elementary Secondary Education, Environmental Standards, *Facility Requirements, Government Publications, Guidelines, *Prevention, *School Buildings, *School Safety, Ventilation Identifiers—*Radon

This technical document is intended to assist school facilities maintenance personnel in the selection, design, and operation of radon reduction systems in schools. The guidance contained in this document is based largely on research conducted in 1987 and 1988 in schools located in Maryland and Virginia. Researchers from the United States Environmental Protection Agency (EPA) adapted radon reduction techniques proven successful in residential housing and installed them in eight schools. Results indicate that radon mitigation and diagnostic techniques developed for houses can be applied successfully in these schools. Corrective actions and costs for radon reduction will be school specific and will depend on the initial radon level; the extent of the radon problem in the school; the school design and construction; and the design and operation of the heating, ventilating, and air-conditioning (HVAC) system. Covered in the document are background information on radon and radon mitigation experience, important school building characteristics relative to radon entry and mitigation, problem analysis, radon diagnostic testing, and radon mitigation system design and installation. Appendices include technical information, studies, and lists of State Radon Offices and EPA Regional Radiation Program Offices. (MLF)

tional program and to set minimal standards for types of spaces and for sizes of spaces. Standards, comments, and recommendations are provided for the following educational spaces: (1) school sites; (2) regular classrooms; (3) science classrooms; (4) small group rooms; (5) rooms for exceptional children; (6) arts education (music, visual arts, theatre arts, and dance); (7) vocational education; (8) media centers; (9) physical education; (10) administration; (11) commons, circulation, and entries; (12) dining room and kitchen and (13) building support areas. The appendix provides selected general statutes that relate to public school construction in the state; basic education formulas for maximum legal class size and teacher allotments; recommended minimum facilities by size of school for arts, physical, and vocational education; and the school facility standards policy of the North Carolina State Board of Education. The appendix also contains a form required from boards of education that submit plans with deviations from the standards. (MLF)

grams/courses, student achievement, teachers, educational finance, and public policy changes, and public opinion. Some highlights of the current education-related trends in Alberta include: (1) an increase in private school enrollment and in the number of private schools; (2) the enhancement of equitable access to educational programs and courses by students living in rural communities and in remote areas of the province; (3) a decline in the dropout rate and an increase in the high school completion rate; (4) more teachers in the labor force than the number of teaching positions available; and (5) an increase in educational expenditures. The format of this document was designed to encourage users to note-in the course of planning-the potential implications a particular trend or trends may have on his or her operation. A glossary of terms is also provided. (KM) ED 315 885

EA 021 617 A Resource Guide for Oregon Educators on Devel

oping Student Responsibility: 1989. Oregon State Dept. of Education, Salem. Pub Date-89 Note—75p. Available from—Publications Sales Clerk, Oregon

Department of Education, 700 Pringle Parkway

SE, Salem, OR 97310-0290 ($3.50). Pub Type - Guides - Non-Classroom (055) EDRS Price · MF01/PCO3 Plus Postage. Descriptors—Discipline Policy, *Discipline Prob

lems, #Educational Environment, Elementary Secondary Education, Prevention, *Student Behavior, *Student Responsibility, *Student School

Relationship Identifiers-Oregon

Student reponsibility and self-disipline can be facilitated and learned in the school environment, regardless of existing negative influences in a student's life. By focusing on problem prevention and teaching students alternative ways to behave and meet their needs when they do exhibit behavior problems, schools will achieve a high degree of responsible student behavior and dramatically reduce the level of discipline problems in their student boides. A guide is presented that provides a framework to effectively encourage and facilitate responsible student behavior while emphasizing problem prevention and effective teaching. The continuum of services for managing student behavior (interventions) has five steps: (1) classroom adjustments; (2) referral activities with building resources; (3) documented plan with district resources; (4) referral for special education services; and (5) district placement with community resources. The appendixes include four samples of policies and programs. (33 references) (SI)

ED 315 883

EA 021 611 Doyle, Walter Classroom Management Techniques and Student

Discipline. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Dec 86 Note—42p.; Paper prepared for the Student Disci

pline Strategies project. Pub Type— Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Class Activities, Classroom Tech

niques, *Discipline, Elementary Secondary Education, Punishment, *Research Needs, *Student Behavior, Suspension, *Theory Practice Relationship

This paper reviews concepts and research findings on classroom management techniques and explores how these techniques are related to student discipline strategies. The first section surveys descriptive and experimental research recently accumulated on classroom management practice, concentrating on strategies for monitoring and guiding classroom activity systems. Classroom activities research confirms the relationship of different activity types, classroom physical characteristics, and student choice and mobility to student (mis)behavior and the classroom management demands made on teachers. Management is a cognitive activity based on a teacher's knowledge of classroom event trajectories and the way certain actions will affect situations. Specific management skills are useless without this basic understanding of classrooms. The second section focuses on classroom rules, procedures, and common discipline forms, particularly reprimands and other "desists” to keep order. Research suggests that classroom rules and procedures must be both announced and enforced, and that rule making involves complex interaction processes and negotiations of meaning. The third section examines punishment and supension's effectiveness as discipline strategies for serious classroom disruptions. Also discussed is the applicability of behavior modi. fication procedures to classroom settings. The concluding section evaluates the state of classrooom management and discipline research and identifies implications for research and practice. (92 references) (MLH)

ED 315 881

EA 021 609 Study Hall Policy and Practice among Illinois

Public High Schools. Illinois State Board of Education, Springfield. Pub Date—Sep 89 Note-23p. Pub Type Tests/Questionnaires (160) — Reports

Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Attitudes, Educa

tional Trends, High Schools, Independent Study, *School Policy, School Statistics, *Study Centers Identifiers—IVinois

In response to questions raised by the Pupil Accounting System Advisory Group concerning the criteria for determining a day of attendance and whether study hall time should be counted when measuring attendance, the Illinois State Board of Education conducted a comprehensive survey to ascertain current study hall policy and practice among the state's public high schools. A questionnaire was mailed on April 26, 1989, to a random sample of 251 of the 681 public high schools in Illinois asking the school administrators to comment about study halls or the personnel who supervise them; the response rate was 95 percent. An analysis of the results indicates that: (1) 47 percent of the students had only one study hall per day while 37 percent had no study halls; (2) 80 percent of the schools did not allow the scheduling of back-to-back study halls; (3) for the most part, students were not permitted to skip a scheduled study hall; (4) students usually used study hall time for independent study; (5) only 31 percent of the schools had a policy that required each student to have at least one daily study hall; and (6) school administrators did not want to have students scheduled for more study halls. (KM) ED 315 882

EA 021 610 North Carolina Public Schools Facility Standards:

A Guide for Planning School Facilities. North Carolina State Dept. of Public Instruction,

Raleigh. Div. of School Planning. Pub Date—Dec 88 Note—70p. Pub Type Guides - Non-Classroom (055) — Le

gal/Legislative/Regulatory Materials (090) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Classroom Design, Compliance (Le

gal), *Educational Facilities Planning, Elementary Secondary Education, *Facility Guidelines, *Facility Requirements, Public Schools, School Construction, Site Selection, *Specifications,

State Legislation, *State Standards Identifiers—*North Carolina

In July 1987, North Carolina enacted legislation to provide funds for public school construction. This document defines and describes the educational spaces needed to support a comprehensive educa.

ED 315 884

EA 021 615 Education in Alberta: Some Major Educational

Trends. Revised. Alberta Dept. of Education, Edmonton. Planning

and Policy Secretariat. Pub Date- May 89 Note-112p. Pub Type- Guides - Non-Classroom (055) — Re

ports · Descriptive (141) EDRS Price · MF01/PC05 Plus Postage. Descriptors—*Academic Achievement, *Educa

tional Finance, *Educational Trends, Elementary Secondary Education, *Enrollment Trends, Foreign Countries, School Demography, School Statistics, School Surveys, Teacher Distribution, Teacher Student Ratio Identifiers—*Alberta

The environment in which education operates is changing, and information about major environmental changes and educational developments is an important tool for planning and decisionmaking. Presented within this document, which was prepared by the Planning Section of the Planning and Policy Secretariat of Alberta, are educational trends in the areas of student enrollment, student pro

ED 315 886

EA 021 618 Johnson, Frank H. Key Statistics for Public Elementary and Second

ary Education: School Year 1989-90. Early Esti.

mates. Survey Report. National Center for Education Statistics (ED),

Washington, DC. Report No.-NCES-90-032 Pub Date—89 Note—14p.; Data Series: DR-CCD-89/90-7.1. Pub Type - Numerical/Quantitative Data (110) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Educational Finance, *Educational

Trends, Elementary School Teachers, Elementary Secondary Education, Enrollment, Enrollment Projections, Expenditure per Student, Government Publications, High School Graduates, National Surveys, *Public Schools, School District Spending, School Funds, School Statistics, School Surveys, Secondary School Teachers, Tables (Data), Teacher Student Ratio

The estimates in this publication are key statistics reported early in the school year and include the number of students in membership, teachers, and high school graduates and the total revenues and expenditures for the operation of public elementary and secondary schools. These estimates are either preliminary actual counts for individual states, estimates derived by the states for the National Center for Education Statistics (NCES), or imputed values developed by NCES using a combination of state-specific and national data. Early estimates for private schools are included in this report. The highlights of the report include the following estimates for the 1989-90 school year: (1) total student membership in all the Nation's Schools (public and private) is estimated to be 46 million students; (2) 2.7 million students will graduate from high school (3)

Pub Date—Aug 88 Contract-400-85-1004 Note—142p. Available from-Book Order Department, National

Conference of State Legislatures, 1050 17th Street, Suite 2100, Denver, CO 80265 ($10.00

prepaid). Pub Type- Reports - Research (143) — Informa

tion Analyses (070) EDRS Price · MF01/PC06 Plus Postage. Descriptors—Change Strategies, Early Childhood

Education, Educational Change, *Educational Equity (Finance), *Educational Finance, Educational Legislation, #Educational Policy, Elementary Secondary Education, National Surveys, State Officials

During the period from 1976 through 1988, the National Conference of State Legislatures and the United States Department of Education's Office of Educational Research and Improvement collaborated to develop a program supporting educational policy studies for state legislatures. The program contributed 69 studies on a variety of topics. This report is divided in 10 sections. Section headings are as follows: (1) general education finance adequacy and equity; (2) responses to federal education aid policies; (3) educational costs for children with special learning requirements; (4) early childhood special education; (5) property tax revision and alternative sources of local school support; (6) education, job training, and economic development; (7) improvements in schools, teaching, and learning;(8) higher education finance reform and reorganization; (9) management information systems for overseeing school finance policies; and (10) general education reforms and oversights. A listing of cost-sharing award summaries (1976-1988) and a master list of project directors and contact persons are appended. (SI)

there are 2.4 public school teachers and (4) the cost of public education is $4,448 per student. (AA) ED 315 887

EA 021 623 Greene, Brenda Z. AIDS Education-More To Be Done? Pub Date-Feb 90 Note5p. Journal Cit-Updating School Board Policies; v21

n2 Feb 1990 Pub Type - Journal Articles (080) Reports

Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—* Access to Information, Board of Ed

ucation Policy, Community Involvement, Elementary Secondary Education, High School Students, *Information Sources, Information Utilization, Inservice Teacher Education, Program Evaluation, Public Schools, School Districts, Training Methods, Videotape Recordings

According to a June 1989 report by the Council of Chief State School Officers, 41 states have adopted model human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) prevention programs and curricula for use in local school districts. Effective HIV/AIDS education takes a comprehensive approach that includes teacher training, community involvement, program evaluation, and ongoing policy review. Ongoing training assistance usually is the responsibility of a curriculum administrator. School policies and education programs should reflect the change in terminology that applies to HIV/AIDS education. For instance, HIV has replaced AIDS as the term of choice because it covers the full range of illness, from asymptomatic infection with the virus (HIV) to the onset of clinical disease (AIDS). State education departments and the Centers for Disease Control will be conducting surveys of a sample of school districts to measure a comprehensive set of priority health risk behaviors among students, including behaviors that can result in transmission of HIV. (MLF) ED 315 888

EA 021 624 Johnson, T. Page Procedural Due Process and Fairness in Student

Discipline. A Legal Memorandum. National Association of Secondary School Princi

pals, Reston, Va. Pub Date—Jan 90 Note-10p. Available from-Publication Sales, National Asso

ciation of Secondary School Principals, 196+ Association Drive, Reston, VA 22091 ($1.75;

quantity discounts). Pub Type - Collected Works - Serials (022) — Le

gal/Legislative/Regulatory Materials (090)

Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Compliance (Legal), Constitutional

Law, *Court Litigation, Disabilities, * Discipline Policy, *Due Process, Elementary Secondary Education, Expulsion, Federal Courts, *Hearings, Principals, School Law, State Legislation, Student

Behavior, *Student Rights, Suspension Identifiers—*Supreme Court

When the Supreme Court decided that the Constitution requires public school principals to follow procedural due process in suspension and expulsion cases, the Justices recognized a link between procedural due process and the fairness of effective discipline. This report reviews the constitutional due process required when public school officials are investigating allegations of student misconduct and determining disciplinary sanctions, and advocates its use, even when not legally required, as a step toward ensuring fairness in every disciplinary decision. The following topics are discussed: (1) codes and student conduct; (2) constitutional due process and fundamental fairness; (3) constitutional due process for long-term suspensions and expulsions; (4) suspension or expulsion of handicapped students; and (5) conclusion and recommendations. (78 endnotes) (MLF) ED 315 889

EA 021 626 Legislative Studies in State Education Policy,

1976-1988: A Final Summary. National Conference of State Legislatures, Denver,

CO. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-ISBN-1-55516-320-3

ED 315 890

EA 021 629 Rosow, Jerome M. And Others Allies in Educational Reform; How Teachers, Un

ions, and Administrators Can Join Forces for

Better Schools. Jossey-Bass Education Series. Work in America Inst., Scarsdale, N.Y. Report No.-ISBN-1-55542-158-X Pub Date—89 Note-353p. Available from-Jossey-Bass, Inc., Publishers, 350

Sansome Street, Floor 5, San Francisco, Califor

nia 94104 ($24.95). Pub Type- Reports - Evaluative (142) Document Not Available from EDRS. Descriptors—*Cooperation, Creative Teaching,

*Educational Change, Elementary Secondary Ed. ucation, *Labor Relations, School Based Management, *Teacher Administrator Relationship,

*Unions, *Urban Education Identifiers-Educational Restructuring, *Empow

erment

This book-presenting the results of a 2-year policy study by the Work in America Institute-reveals how teachers and administrators can work together to raise educational standards and achieve continual improvement in grading, curriculum, instructional techniques, discipline, hiring and evaluation procedures, and inservice training. Part 1 summarizes the Work in America Institute's policy study, "The Teacher: Ally in Educational Reform," and offers 21 recommendations. The second part, written by 12 contributing authors, consists of 11 case studies of exemplary schools and school districts. The report in part 1 guides decision-makers in educational management and teachers' unions through the process of building new labor-management alliances for urban schools. Chapter 1 argues the need for such alliances; chapter 2 refutes the belief that teachers and unions are obstacles to reform. Chapter 3 details ways to alter traditional teacher-administrator relationships. Chapter 4 outlines procedural lessons from private-sector experience. Chapter 5 warns about the perils of sloganizing about educational reform, while chapter 6 designates state legislators and boards of education as "management" capable of forming alliances with teachers. Chapter 7 offers concluding remarks, and chapters 8 through 18 fully describe the exemplary reform cases. An index is provided, along with 78 references. (MLH)

Available from-Books for Educators, P.O. Box

20525, Village of Oak Creek, AZ 86341 ($12.50

plus $3.00 postage and handling). Pub Type- Guides Non-Classroom (055)

Opinion Papers (120) EDŘS Price - MF01/PC05 Plus Postage. Descriptors-Administrator Characteristics, *Ad

ministrator Effectiveness, Change Strategies, *Educational Change, *Educational Innovation, Elementary Secondary Education, Learning Motivation, Learning Theories, Pilot Projects, School Organization, Teacher Role, *Team Teaching

Whatever the past achievements of our schools, very few today bring about student learning even remotely up to the minimum requirements of a nation such as the United States; small improvements in the educational system will be of little consequence in light of the huge deficits and the country's increasing needs. Most of the large, complex plans for reform or improvement now being advocated or implemented do not address the key

element of educational success: student learning. The new understanding of the human brain, "the organ for learning," enables education to have-and to work from-a comprehensive theory of learning. The concept of brain-compatible education offers a clear, practical guide for applying learning theory and for obtaining enormously better learning outcomes from all students. Additionally, educators are able to plan and to bring about school change of the magnitude necessary to produce positive learning results by using the practical and least risky "pilot method"; still better organizational structures and methods can be developed with the help of teacher and principal contributions. Finally, when students learn reliably, the other problems in education, including discipline, teacher burnout, high costs, absenteeism, and public dissatisfaction, tend to evaporate. (KM) ED 315 892

EA 021 635 Keedy, John L. Norm Setting by Principals in Effective Schools;

Implications for School Restructuring. Pub Date—Feb 90 Note—28p.; Paper presented at the Annual Meet

ing of the Eastern Educational Research Associa

tion (Clearwater, FL, February 17, 1990). Pub Type— Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Administrator Characteristics, *Ad

ministrator Effectiveness, * Administrator Role, Elementary Education, *Leadership Qualities, Norms, *Principals, School Effectiveness, *School Restructuring, *Teacher Administrator

Relationship, Teacher Supervision Identifiers-Tennessee

In successful schools, a significantly larger percentage of students graduate with knowledge, skills, and a positive attitude toward citizenship and work than students in other schools of comparable socioeconomic status. Using data from the “Tennessee Looks at Its Schools” project, which was based on fourth-grade Stanford Achievement Tests administered in May 1980 to six selected Tennessee elementary schools, this study addressed the norm-setting behavior of principals in effective schools. Behaviors collected from principals and teachers at the 6 schools were categorized into 13 ways that principals set norms. For analysis, any of the 13 categorized behaviors used by at least 4 of the principals

considered instrumental in norm-setting. A total of four norm-setting techniques occurred and were classified as “Human Relations," "Resource Provider," "Authority of Position," and "Modeling." Of these, Resource Provider may have the most potential for principals' effectiveness. Additionally, 35 norms identified in a review of effective school literature were compiled into a checklist; the principals and teachers of the six schools were asked to check the norms they perceived were occurring in their schools. The norm groupings indicated that principals fulfilled their obligations to teachers, respected teachers' professional autonomy,

and helped define high expectations for students. (25 references) (KM) ED 315 893

EA 021 637 A View from the Inside: High Schools in the 1990s.

Report of the Select Seminar on Excellence in Education (Rensselaerville, New York, Decem

ED 315 891

EA 021 633 Hart, Leslie A. Guide to School Change. Report No.-ISBN-0-933-125-01-1 Pub Date—85 Note-105p.

Note—39p.; Photographs may not reproduce

clearly. Available from—Publication Sales, Capital Area

School Development Association, Husted 211, University at Albany, State University of New York, 135 Western Avenue, Albany, NY 12222

($10.00) Pub Type - Reports - Descriptive (141) Col

lected Works - Proceedings (021) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Academic Achievement, *Curricu

lum Development, *Educational Improvement, Educational Objectives, English Curriculum, *Excellence in Education, Futures (of Society), *High Schools, Mathematics Education, Relevance (Education), School Restructuring, Science

Education, Social Studies
Identifiers—New York, School Restructuring

Beginning in December of 1988, and continuing through March 1989, 24 educators (20 teachers and 4 administrators) met for a series of 5 full-day sessions in the Capital Region of New York State to discuss selected themes regarding the state's high schools in the 1990s. Part of the significance of this report, which contains the results of the educators' deliberations including their observations and recommendations, rests on the fact that it came primarily from those who, on a daily basis, experience the reality of schools and classrooms. Focused on mov. ing toward academic excellence, four sections discuss science, mathematics, social studies, and English, while an additional section reports on ideas for restructuring the secondary school organization and curriculum. The document emphasizes the interdisciplinary learning and cross-disciplinary skills that point the way toward the more sensible use of student time and proposes that knowledge be comprehensively demonstrated rather than traditionally tested. Further, the report asserts that the instrument for educational change is itself a process, not just the static culmination of a process. A list of participants and numerous black and white photographs are included. (KM) ED 315 894

EA 021 640 Hay, LeRoy E., Ed. Roberts, Arthur D., Ed. Curriculum for the New Millennium: Trends Shap

ing our Schools. Report of the 1987-1988 Study

Committee, Fall 1988, A Position Paper. Connecticut Association for Supervision and Cur

riculum Development, Southport. Pub Date—Aug 89 Note—38p. Pub Type- Reports - Descriptive (141) – Opinion

Papers (120) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Educational Change, *Educational

Trends, Elementary Secondary Education, Enrollment Influences, Enrollment Trends, *Futures (of Society), Global Approach, Nontraditional Education, Participative Decision Making, School Based Management, School Demography,

Technological Advancement, Trend Analysis Identifiers—*Connecticut

Beginning in May 1987, a committee formed by the Connecticut Association for Supervision and Curriculum Development met regularly for over a year to identify and analyze the important trends in U.S. society that are projected to occur by the start of the 21st century. From the analysis, the committee selected and organized 10 trends that the members thought would most affect education in Connecticut and the nation; the trends are presented in this document. For each trend, a background summary and projections for its future are included. Additionally, the impact that each may have on the school curriculum and the curriculum delivery are discussed. Among the predicted trends are the following: (1) technology will become even more powerful, convenient, and complex; (2) the world will continue to become more globally interdependent; (3) U.S. society will continue to demand an even more convenient lifestyle, expecting all institutions to deliver their services with ease and speed; (4) alternatives to public education will continue to grow in popularity and to gain public support; and (5) a shortage of qualified teachers and administrators will necessitate alternative approaches to training, recruiting, and certifying professional educators. Additional sources for trend followup are provided. (KM) ED 315 895

EA 021 641 Frels, Kelly Horton, Janet L. A Documentation System for Teacher Improve

ment or Termination: Revised. National Organization on Legal Problems of Educa

tion, Topeka, Kans. Pub Date—88 Note_27p. Available from Publication Sales, National Orga

nization on Legal Problems of Education, 3601 S.W. 29th Street, Suite 223, Topeka, KS 66614 ($4.95 plus $2.00 postage and handling; quantity discounts). Pub Type— Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—* Administrator Responsibility, *Doc

umentation, *Due Process, Elementary Secondary Education, *Principals, *Teacher Dismissal, *Teacher Evaluation

The primary objective of a school district's teacher evaluation system is to improve teachers' performance so they can become more successful and contribute to district goals. If the evaluation fails to produce this result, the teacher must be replaced either by resignation or termination. To provide support for the principal and help ensure fair treatment of evaluated teachers, a simple, effective documentation system that can be used in conjunction with virtually any district's evaluation system has been developed. This system gives a principal an opportunity to communicate effectively with teachers and develop the proper documentation for improvement or termination. If no improvement occurs, the system provides an incentive for voluntary resignation. If that does not happen, the system provides the necessary documentation to prepare the principal for a hearing before the board of education. The documentation system components include: (1) memoranda to the file; (2) specific incidents memoranda; (3) visitation memoranda; (4) summary memoranda; (5) the assessment or evaluation document; and (6) the close out memorandum. When preparing any memorandum, reliance should be made on the facts; conclusionary statements unsupported by the facts should be avoided. The system encourages fair and reasonable treatment of all parties. Examples of the various documentation memoranda are included in appendices. (MLH) ED 315 896

EA 021 644 Hough, David L. Vertical Articulation for the Middle Grades. California Educational Research Cooperative, Riv

erside. Pub Date—89 Note—61p. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Age Grade Placement, Classes

(Groups of Students), Curriculum Enrichment, Educational Development, Educational Environment, Grade 6, Grade 7, Grade 8, Grouping (Instructional Purposes), Instructional Program Divisions, Junior High Schools, *Middle Schools, *Preadolescents, *School Organization, *Transitional Programs The junior high school, typically grades 7-8 or 7-9, offers a program that is “not-quite-yet-but-trying-to-be" a high school. The organization of the middle school (commonly the grades 6-8), however, is based on a philosophy of education that was specifically designed to meet the special needs of a preadolescent learner; middle schools incorporate unique curricula to better effect the transition between elementary and high school programs, rather than attempt to approximate one or the other. Many educators, perceiving junior highs as a “failed” promise, have turned to the middle school philosophy as an affirmation of a higher level of commitment. Indeed, since 1964, the number of new middle schools replacing traditional junior highs has progressively increased. A review of research on middle-level education indicates that: (1) although primarily an administrative concern driven by attendance boundaries, grade level organization had little impact on middle-level students' academic achievement; and (2) the terms “junior high school" and "middle school" do not define a school's program. Additionally, the effective schools research has given rise to discriminant analyses of effective middle school variables and allowed researchers to identify those characteristics most commonly found within "exemplary" middle schools. (159 references) (KM) ED 315 897

EA 021 645 Hough, David L.

Middle Level Education in California: A Survey of

Programs and Organization. California Educational Research Cooperative, Riv

erside. Pub Date—Feb 89 Note53p. Pub Type Reports - Evaluative (142) EDRS Price · MF01/PC03 Plus Postage. Descriptors—*Curriculum, *Extracurricular Activ

ities, *Grouping (Instructional Purposes), Hidden Curriculum, *Instructional Program Divisions, Junior High Schools, *Middle Schools, *Pilot

Projects
Identifiers—California

The second in a four-phase research project, this report presents data from a stratified random sample of California middle schools using four grade span configurations (K-8, 6-8, 7-8, and 7-9). This phase, a pilot study, is designing a methodology to help researchers discriminate among the number, percentage, and types of programs offered by the various organizational patterns. The research is intended to assist policymakers confronted with implementation decisions regarding middle level programs. Report data were developed through telephone interviews; 37 schools participated, for a response rate of 92.5 percent. The middle school program components studied included personnel, curricular practices and offerings, clubs and activities, athletics, and facilities. Results showed that the needs of children "caught in the middle" ('transescents") must be considered in relation to studies and activity programs, the services offered, and certain intangible or "hidden" program elements (social interactions, teachers's implied actions, and physical environment effects). Numerous grade organization patterns have proved successful. What works in one location may not succeed in another. Only the school community can decide the "best" grouping. Future research should focus on program effectiveness relative to “transescents' needs and to goals established by the individual school. Policymakers should explore various alternative programs and practice modifications, regardless of the grade spans adopted. (Eight references) (MLH) ED 315 898

EA 021 652 Textbook Selection: A Master of Local Choice. A

Position Paper. New York State School Boards Association, Al

bany. Pub Date—88 Note—31p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Board of Education Policy, *Boards

of Education, Elementary Secondary Education, *Textbook Content, *Textbook Selection, *Text

book Standards Identifiers– New York

Textbooks have come under a barrage of criticism ranging from overall textbook quality to changing costs. Litigation in the federal courts has challenged textbook content. New York State school boards need to examine the issues in the textbook problem. This paper explains New York State's textbook selection process, which is based on local control; compares it with other states; and shows why New York State should retain local choice. Factors that influence publishers are explored, as are reasons for including values and character education in textbooks. It is maintained that local boards should decide how to incorporate character education into their curricula. The importance of developing selection policies is emphasized, and suggestions for designing such policies are offered. Finally, the paper addresses the role of parents in the process, offering advice on how to involve them. The appendixes include a checklist of criteria, a sample textbook selection and adoption policy, and a simple policy for dealing with public complaints about curricula or instructional material. (31 references) (SI)

ED 315 899

EA 021 653 The Principalship. A Position Paper. New York State School Boards Association, Al

bany. Pub Date—89 Note—34p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Board Administrator Relationship,

Boards of Education, Elementary Secondary Education, Instructional Leadership, *Management Development, *Principals, School Administration Identifiers-New York

strategies should be tailored to the purposes they are intended to serve. Encouraging school improvement and alleviating regulatory burden may require different approaches to varied treatment, for example. In addition, continued work on educational indicators and attention to state agency resources are suggested. To understand the potential of differential treatment, it is necessary to study differential treatment at the state and local level; the personnel requirements and other costs these strategies embody; and the effects of such strategies on schools, districts, and states and the relationships among them. (SI)

The position of principal is due for a fundamental reevaluation. Several aspects of the position are discussed: (1) history of the position; (2) impact and self-perceptions of the principal; (3) current challenges of the principal; and (4) role and style of the principal. Central to the utilization of the principal in the district is the choice of superintendent. As a result, board and staff roles need to be clarified. A major concern for school boards is the supply, training, and certification of applicants for administrative positions. The document offers steps to improve the supply, recruitment, development, and evaluation of principals. (41 references) (SI) ED 315 900

EA 021 655 Butler, Jocelyn A. Batey, Anne School Improvement Network: 1989 Directory

[2nd Edition). Northwest Regional Educational Lab., Portland,

Oreg. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Sep 89 Contract-400-86-0006 Note-168p. Available from Publication Sales, Northwest Re

gional Educational Laboratory, 101 S.W. Main

Street, Suite 500, Portland, OR 97204 ($20.95). Pub Type Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Academic Achievement, Educational

Objectives, *Educational Practices, Elementary Secondary Education, *Excellence in Education, *Improvement Programs, School Effectiveness, Student Attitudes, Student Behavior, Student Educational Objectives, *Student Improvement, Teaching Methods Identifiers *Onward to Excellence

This directory includes information about schools that are working to improve student performance through the school-based management process “Onward to Excellence." Nearly 500 schools were sent an extensive questionnaire asking for detailed information about activities using “Onward to Excellence" and about results of that work. Data received from 235 schools are featured, including information from 130 elementary schools, 44 middle/junior high schools, 34 high schools, and 27 schools with multiple levels of students. Each responding school is included once in the alphabetical listings in one of four sections of the directory. Three indices are provided: (1) the list of practice clusters from “Effective Schooling Practices: A Research Synthesis"; (2) a chart noting which schools selected which practice clusters in creating their prescriptions for improvement; and (3) an index of schools organized by goal content area. (MLF) ED 315 901

EA 021 656 Firestone, William A. And Others The Progress of Reform: An Appraisal of State

Education Initiatives. CPRE Research Report

Series RR-014. Center for Policy Research in Education. Spons Agency=Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date- Oct 89 Grant-OERI-G008690011 Note—71p. Available from Publications, Center for Policy Re

search in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey,

New Brunswick, NJ 08901 ($7.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Change Strategies, Curriculum, *Ed

ucational Change, *Educational Development, *Educational Finance, *Educational Improvement, Elementary Secondary Education, *State Government, Teacher Improvement Identifiers—*Educational Restructuring

More state activity aimed at improving public education took place in the 1980s than ever before. Many of their efforts concentrated on three themes: increasing academic content, upgrading the teaching force, and enhancing state and local financial support for schools. In addition to examining reform activities in Arizona, California, Florida, Georgia, Minnesota, and Pennsylvania, the research is drawn from other reports and studies on the status of reform and from conversation with national association representatives and reform leaders in other states. First an overview of the reform movement, its goals, and major accomplishments is reported. The overview identifies three themes in the current

reform movement and highlights state and district action in each area. Second, state policies on raising academic standards are examined. Included here is a discussion of the most widespread reform found in the six states studied: increased high school graduation requirements. Third, policies directed at enhancing the supply and quality of teachers are examined. Next, the fiscal side of reform, including trends in school finance during the 1980s, is reviewed, followed by a look at future steps that might be taken and the political factors likely to influence their direction. (75 references) (SI) ED 315 902

EA 021 657 Carnoy, Martin MacDonell, Jean School District Restructuring in Sante Fe, New

Mexico. CPRE Research Report Series RR-017. Center for Policy Research in Education. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Dec 89 Grant-OERI-G008690011 Note31p. Available from-Publications, Center for Policy Re

search in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey,

New Brunswick, NJ 08901 ($7.00 prepaid). Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Change, Elementary

Secondary Educatica, Principals, School Based Management, School Districts, *Teacher Admin

istrator Relationship Identifiers—*Educational Restructuring, Santa Fe

Public Schools NM

The administration of the Santa Fe, New Mexico, School District is gradually moving toward school-based management. The document describes how these changes occurred and what impact they have on the way teachers deliver education. This paper draws from interviews of Santa Fe personnel conducted in April 1987 and March 1988. The information was updated in the spring of 1989. The analysis shows that school-based management in Santa Fe has meant reducing significantly the number of district office administrators and changing the nature of teacher-principal roles. There is support for such change among teachers and parents. Teacher innovation seems to produce an atmosphere of excitement about learning and may increase the effectiveness of educational resources in producing learning. But there is also resistance, not only because of existing hierarchies but because school-based management requires voluntary time from teachers and principals on top of already heavy demands. If, in addition, the restructuring begins shifting educational resources to at-risk pupils, the more vocal, higher-income parents may push to alter the nature and spirit of such change. (Author/SI)

ED 315 904

EA 021 659 Drug-Free Schools and Communities Act of 1986,

Part 2, Handbook (Anti-Drug Abuse Act of 1988,

Part B). Hawaii State Dept. of Education, Honolulu. Office

of Instructional Services. Pub Date-Nov 89 Note—64p. Pub Type - Reports - Descriptive (141) — Guides

Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Agency Cooperation, *Drug Abuse,

*Drug Rehabilitation, Elementary Secondary Education, *Federal Legislation, Guidelines, High Risk Students, *Institutional Cooperation, Needs

Assessment, *Prevention Identifiers—*Drug Free Schools and Communities

Act 1988 Part B, *Hawaii The purpose of the Drug-Free Schools and Communities Act of 1988, Part B, is to establish, implement, and improve programs of drug abuse prevention, early intervention, rehabilitation referral, and education programs in elementary and secondary schools. The act also aims to support innovative, community-based programs of coordinated services for high-risk youth. In enacting Part B, Congress recognized that prompt action by schools, families, and communities can promote the goals of a drug-free generation and a renewed commitment to excellence in education. Part B, providing state assistance, can play an important role in these efforts. To carry out the purpose of Part B, states must use their federal grants to make subgrants to local districts for establishing, operating, and improving local anti-drug efforts in schools; make subgrants to, and contracts with, like-minded community-based organizations; and engage in development, training, technical assistance, and coordination activities. This booklet explains the scope of Part B, including state eligibility requirements, and activities supported by the governor and the state of Hawaii. Information is also provided about grant allocations, needs assessment and improvement plans, target student populations, grant applications and amendment procedures, the administration of Part B programs, and the District Advisory Council's role. Four appendices furnish appropriate forms, including a grant application. (MLH) ED 315 905

EA 021 660 Bailey, Gerald D. How To Improve Curriculum Leadership-Twelve

Tenets. Tips for Principals from NASSP. National Association of Secondary School Princi

pals, Reston, Va. Pub Date-Jan 90 Note-4p. Pub Type- Collected Works Serials (022)

Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—* Administrator Effectiveness, Curric

ulum, *Curriculum Development, *Curriculum Enrichment, Elementary Secondary Education, *Instructional Leadership, Instructional Materials, Leadership Qualities, Principals

Twelve basic tenets can be used to guide administrators who want to become effective curriculum leaders. The following tenets are not formulas for success, but represent different ways of looking at curriculum leadership: (1) curriculum leaders' actions are guided by a curriculum model; (2) leaders use curriculum governance documents to identify and clarify the directions, roles, and responsibilities of all stakeholders in the curriculum monitoring process; (3) leaders create and use curriculum materials that are tied to school district guiding documents; (4) curriculum leaders know the difference between curriculum construction and curriculum monitoring and employ leadership skills accordingly; (5) curriculum leaders see curriculum devel

ED 315 903

EA 021 658 Fuhrman, Susan H. Diversity Amidst Standardization: State Differen

tial Treatment of Districts. CPRE Research

Report Series RR-016. Center for Policy Research in Education. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Dec 89 Grant-OERI-G008690011 Note—38p. Available from Publications, Center for Policy Re

search in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey,

New Brunswick, NJ 08901 ($7.00 prepaid). Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Analysis, #Educational

Finance, *Educational Policy, Elementary Secondary Education, *Federal State Relationship, Grants, State School District Relationship, State Standards, State Surveys

When exploring the relationship between states and the federal government, analysts have examined the strategic value of a differential approach as well as the political issues involved. This paper explores those themes in examining state differential treatment of districts under four major headings: (1) the tensions between uniformity and differential treatment in the evolution of the state role in education policy; (2) the various forms of differential treatment; (3) new pressures leading to the use of differential treatment strategies; and (4) the effectiveness of differential treatment. The fifth, concluding section addresses implications for policy and research. It is implied that differential treatment

Page 13

opment as a continuous process; (6) curriculum leaders empower others in curriculum construction and monitoring; (7) curriculum leaders see the interconnectedness of curriculum supervision and staff development; (8) curriculum leaders are trained, not bom; (9) curriculum leaders are guided by research in the decision-making process; (10) curriculum leadership emerges from the ranks of all the stakeholders in the school district and school building; (11) curriculum leaders believe in self-improvement, staff development, and supervision as tools of improvement; and (12) curriculum leaders operate as facilitators and seek consensus rather than compromise. (SI)

change schools. Further, current research data within the district indicate a decline in both major conduct code violations and in the cost of vandalism. The district, in developing programs that successfully retrieve, reintegrate, and redirect disruptive or potentially disruptive students to more appropriate standards of behavior, shows potential for the resolution of the problem within the public school community. (13 references) (KM) ED 315 908

EA 021 666 Purkey, Stewart C. A Culture-Change Approach to School Discipline:

Reaction Paper to “School Orgarization and

Student Behavior". Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Nov 86 Note—23p.; Paper presented at the Working Meet

ing on Student Discipline Strategies Analysis of the Office of Research, Office of Educational Research and Improvement, U.S. Department of Ed.

ucation (Washington, DC, November 6-7, 1986). Pub Type- Opinion Papers (120) — Speeches/

Meeting Papers (150) Information Analyses

(070) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Behavior Standards, Curriculum De

velopment, *Discipline Policy, Elementary Secondary Education, Instructional Improvement, *Organizational Change, *Relevance (Education), School Organization

Organizational changes, within the existing structure of public schooling, have the potential to decrease the oppositional behavior of students and to foster humane, positive learning and working enviroments. It has been documented that managers can create organizational structures that promote positive behaviors and facilitate people's willingness and ability to assume responsibility for what they do within the organization. Applied to schools, this approach assumes it is far easier to change organizational structure and culture than it is to "fix" the people within schools. Additionally, a structural-cultural approach attacks the sources-for most students

of oppositional behavior and thereby increases school authorities' ability to respond appropriately to the relatively few students whose serious misbehavior demands exceptional disciplinary treatment. Thinking about school discipline as a problem of organizational structure and culture is a more useful and pragmatic approach than searching for a one-best technology or single strategy that probably does not exist. Moreover, improving discipline by altering the dominant forms of curriculum and instruction within schools-a strategy that ad. dresses significant sources of student opposition to schooling-is likely to be a more enduring strategy than the historically bankrupt effort to end misbehavior by relying on instructional control via closer monitoring and stricter punishment. (56 references) (KM)

ED 315 906

EA 021 661 Rubel, Robert J. Student Discipline Strategies: School System and

Police Response to High Risk and Disruptive

Youth. Draft. Pub Date—Sep 86 Note43p.; Paper presented at the Working Meet

ing on Student Discipline Strategies Analysis of the Office of Research, Office of Educational Research and Improvement, U.S. Department of Ed

ucation (Washington, DC, November 6-7, 1986). Pub Type- Reports - Descriptive (141) - Informa

tion Analyses (070) — Speeches/Meeting Papers

(150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Crime Prevention, *Discipline, Disci

pline Policy, Elementary Secondary Education, *Police School Relationship, School Policy, School Role, School Security

Disciplinary violations, the violations of school rules, are rightfully censured solely by school district employees. Crimes, however, represent violations of federal, state, or local laws and concern law enforcement agencies as well as school system officials. Since the mid-1970s, there has been a refining of police-school roles; interagency coordination and cooperation ranging from the local to the national level have steadily increased. This document reviews the literature regarding strategies developed between police agencies and school systems aimed at preventing, reducing, or controlling serious student misbehavior and crime. The findings indicate that there are substantial differences between the types of programs that result from police wanting to work with school systems and school systems wanting to help police. When police agencies consider working in a school setting, either with primary or secondary school youth, the emphasis is on education. But when school district officials solicit the police for cooperative programs, the emphasis appears to be upon using the police to help with special patrols or security-related assignments. The programs examined typically did not rely on data collection and analysis for planning, guidance, and success verification with the one exception of the "Safer Schools-Better Students" program. (47 references) (KM) ED 315 907

EA 021 663 Sang, Herb A. Student Discipline Strategies: A Discipline Frame

work for Improved Student Behavior. Pub Date—Nov 86 Note-10p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Behavior Standards, Codes of Ethics, *Discipline Policy, Elementary Secondary Education, *Public Schools, School Counseling, School Policy, *Student Behavior, *Student Im

provement Identifiers—*Duval County Public Schools FL

As a result of the alarming increases in student disruption, vandalism, drug abuse, and other forms of deviant behavior, school districts are becoming increasingly aware of the complexity of the problem and the numerous deficiencies of traditional approaches. For students to achieve their maximum potential, a strong framework of behavioral expectations must be established, widely communicated, and consistently enforced. In 1978, the Duval County Public School System, which provides educational services to a population of more than 600,000 people within a geographic area of 827 square miles, created the Code of Student Conduct as a foundation upon which all disciplinary decisions could be based. The code delineates three classes of student offenses (minor, intermediate, and major) and defines consequences for each. Because the code is administered throughout the district, students have fewer problems adjusting when they

agent, lasting change requires more than the efforts of a single person. Pat L. Cox and her colleagues found that change can be successfully implemented within a school only if it has been institutionalized at both the individual and organizational levels. Once an innovation has been initiated, the principal becomes a key player in the change process, as shown in two articles originating from a year-long study of schools where innovations had been initiated at the district level. Shirley M. Hord and Leslie Huling-Austin found that successful program implementation hinged on the principal's actions in four support function areas. Gene Ē. Hall argues that successful implementation of innovation is also de.. termined by principals' use of an "initiator" leadership style. Roland Vandenberghe's study of educational innovation in Belgian elementary schools corroborates Hall's leadership style thesis and suggests that proposed innovations should be made meaningful to those (primarily teachers) who must expedite the change. Finally, Kent D. Peterson views the school as a culture whose shape and direction can be powerfully influenced by the principal's action or inaction. (MLH) ED 315 910

EA 021 669 Gottfredson, Denise C. Promising Strategies for Improving Student Be

havior. Spons Agency–National Inst. of Education (ED),

Washington, DC.; Office of Juvenile Justice and Delinquent Prevention (Dept. of Justice), Wash

ington, D.C. Pub Date-Nov 86 Note—40p.; Paper prepared for the Conference on

Student Discipline Strategies of the Office of Educational Research and Improvement (Washing

ton, DC, November 6-7, 1986). Pub Type— Reports Evaluative (142)

Speeches/Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Change Strategies, *Cooperation,

*Discipline Problems, Elementary Secondary Ed. ucation, *Intervention, *Student Behavior, The

ory Practice Relationship, *Urban Schools Identifiers—*Maryland (Baltimore)

In response to growing public concern over declining educational quality and discipline problems in today's schools, this paper reviews research on the causes of school disruption and student misbehavior, identifies promising ameliorative strategies, and examines specific research-practitioner collaborations that have successfully reduced school disorder. Schools with discipline problems lack fair, clearly stated, and firmly enforced rules and respond ambiguously to student misbehavior or ignore it. Such schools are large, located in urban areas, lack teaching resources and close teacher-administrator cooperation, and have teachers with punitive attitudes. Disruptive students generally do not attend school regularly, are low achievers with low educational expectations, have delinquent friends, dislike school, lack belief in the validity of rules, and have little adult supervision. The risk factors for schools and individuals converge in suggesting the need for clear, fair, and consistent rule enforcement that promotes a more positive attitude toward school and the validity of rules. Bringing about beneficial school change requires an organizational development approach, as used in a national Delinquency Prevention Through Alternative Education project using a tool called Program Development Evaluation. The Effective Schools Project in Baltimore, Maryland, is an example of a successful collaborative process working toward classroom management and instructional innovations aimed at improving student outcomes. (Unfortunately, the improvement was never institutionalized.) Other specific program models and instructional strategies are summarized, along with recommendations for further researc (40 references) (MLH)

ED 315 909

EA 021 668 Bowers, Bruce Initiating Change in Schools. ERIC Clearinghouse on Educational Management,

Eugene, Oreg.; National Association of Elemen

tary School Principals, Alexandria, VA. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date - Apr 90 Contract-OERI-R188062004 Note-5p. Available from Publication Sales, ERIC Clearing

house on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403

(free; $2.50 prepaid postage and handling). Journal Cit—Research Roundup; v6 n3 Apr 1990 Pub Type- Information Analyses - ERIC Information Analysis Products (071) — Collected Works

Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Administrator Role, *Change

Agents, Cooperation, Educational Change, Elementary Education, Elementary Secondary Education, *Leadership Styles, *Principals, Program

Implementation Identifiers—*Institutionalization (of Goals),

*School Culture

Schools are expected not only to conserve society's values and standards, but to be dynamic organizations with built-in mechanisms for incorporating rapid, far-reaching change. Although change is unlikely unless at least one highly motivated individual assumes the role of initial change

ED 315 911

EA 021 673 Buffie, Edward G. The Principal and Leadership. Elementary Princi.

pal Series No. 1. Phi Delta Kappa Educational Foundation, Bloo

mington, Ind. Report No.—ISBN-0-87367-444-8 Pub Date-89 Note_27p.; For other documents in the series, see

EA 021 674-678. Available from-Publication Sales, Phi Delta Kappa

Educational Foundation, 8th and Union, Bloo

mington, IN 47402 ($2.00). Pub Type- Reports - Evaluative (142) — Guides

Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Role, *Beliefs, Edu

cational Improvement, Elementary Education, *Instructional Leadership, *Leadership Qualities,

*Principals, *Staff Orientation Identifiers—*Beginning Principals

The first of six volumes in the "Elementary Principal Series,” this booklet identifies three major components of the building administrator's role (as chief administrator, operations manager, and instructional leader) and concentrates on instructional leadership as the key to educational excellence. Research shows that principals spend most of their time on administrative or managerial tasks. Obstacles to exercising instructional leadership may be overcome by clarifying expectations regarding the knowledge, skills, and beliefs associated with this concept. Today's knowledge base is substantial, thanks to research on effective schools, effective teaching, school improvement, and effective business organizations. Essential instructional leadership skills include envisioning, communicating, developing trust, motivating others, decision-making, planning, and promoting collegiality. Equally important are leaders' belief systems, especially their self-concept and treatment of others. The effective principal blends knowledge, skills, and beliefs when working with teachers and parents to develop an educational philosophy that shapes decisions regarding the school's goals and objectives. The principal is also responsible for fostering a high quality staff development program, a positive school climate, and active community involvement. Principals' greatest leadership challenge will be dealing with a newly restructured teaching force with greater professional autonomy. (13 references) (MLH) ED 315 912

EA 021 674 Webster, William E. The New Principal: Learning about Your School

and Community. Elementary Principal Series

No. 2. Phi Delta Kappa Educational Foundation, Bloo

mington, Ind. Report No.-ISBN-0-87367-439-1 Pub Date—89 Note—33p.; For other documents in the series, see

EA 021 673-678. Available from Publication Sales, Phi Delta Kappa

Educational Foundation, 8th and Union, Bloo

mington, IN 47402 ($2.00). Pub Type— Reports - Evaluative (142) — Guides

Non-Classroom (055) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Administrative Organization, *Ad

ministrator Responsibility, *Community Relations, Elementary Education, *Principals, *Staff

Orientation Identifiers—*Beginning Principals, School Culture

The second of six volumes in the "Elementary Principal Series," this booklet presents a framework to help beginning principals learn about their schools and the communities they serve. Principals should begin by reviewing key school documents, meeting with office staff, touring the physical plant, and getting to know the teaching staff through informal interviews and class visits. Principals must make a special effort to know new and itinerant teachers, aides and volunteers, substitutes, and other staff. Knowing students is central to understanding a school's social system. Principals must also become familiar with evaluation and monitoring systems governing staff, curriculum and instruction, the school testing program, special programs, class assignments, discipline, faculty meetings, parent conferences, supply distribution procedures, major school activities, money-handling methods, and policies conerning emergencies and special drills. Learning about the total school system involves understanding the district's formal organizational structure, district goals and objectives, and performance evaluation criteria; attending central office and board meetings; handling visiting VIPs; and managing personnel, the teacher union contract, and teacher evaluation and dismissal. Other administrative responsibilities are outlined, along with ways to learn about, and communicate with, the commmunity. Finally, a well-organized work plan and timetable for learning about school and community are presented. (MLH) ED 315 913

EA 021 675 Pawlas, George Meyers, Kenneth The Principal and Communication. Elementary

Principal Series No. 3. Phi Delta Kappa Educational Foundation, Bloo

mington, Ind. Report No.-ISBN-0-87367-440-5 Pub Date89 Note—28p.; For other documents in the series, see

EA 021 673-678. Available from-Publication Sales, Phi Delta Kappa

Educational Foundation, 8th and Union, Bloo

mington, IN 47402 ($2.00). Pub Type - Reports - Evaluative (142) — Guides

Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Role, Communica

tion Skills, Elementary Education, *Feedback,

*Principals, *Public Relations, *Staff Orientation Identifiers—*Beginning Principals

The third of six volumes in the “Elementary Principal Series," this booklet is intended for beginning elementary principals desiring to develop an effective communications plan for reaching their various publics. The principal plays a key role in controlling both the quantity and quality of school communications. Although principals may feel more comfortable using one-way communication methods (newsletters, bulletins, and media announcements), they should also employ survey questionnaires, conferences, and other means to obtain feedback. Effective school communication plans are continuous, open, and frequent and involve staff and students. Elements characterizing healthy communications with staff include honesty, attentiveness, clarity, and consistency. The tone used in written or oral communications should reflect purpose and desired outcome. The principal must use every available avenue to communicate positive messages about the school tailored to different constituencies. Various communication methods (speaking engagements, newspaper and television coverage, and school newsletters), carry certain advantages and disadvantages. Telephone calls (both positive and problem) and conferences can be effective, if used appropriately. Tips are provided for communicating with peers and the central office. (12 references) (MLH) ED 315 914

EA 021 676 Luehe, Bill The Principal and Supervision. Elementary Princi

pal Series No. 4. Phi Delta Kappa Educational Foundation, Bloo

mington, Ind. Report No.-ISBN-0-87367-443-X Pub Date—89 Note—39p.; For other documents in the series, see

EA 021 673-678. Available from Publication Sales, Phi Delta Kappa

Educational Foundation, 8th and Union, Bloo

mington, IN 47402 ($2.00). Pub Type- Reports - Evaluative (142) — Guides

Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Responsibility, "Col

legiality, Elementary Education, *Principals, *Professional Development, *Teacher Administrator Relationship, *Teacher Supervision Identifiers—*Beginning Principals

The fourth of six volumes in the "Elementary Principal Series," this booklet offers new principals a set of ideas, procedures, and examples associated with effective teacher supervision. The principal-teacher supervisory relationship has changed dramatically over recent years. The principal is no longer an inspector, but a colleague working with teachers to identify instructional problems, serve as a resource person, and assist in effecting change where appropriate. Although instructional supervision is a principal's most important responsibility, research indicates that building administrators spend less than 20 percent of their time in this endeavor. Principals' supervisory repsonsibilities in. clude setting goals and objectives, deploying staff, observing teachers' instructional techniques, knowing the formal and informal curricula, overseeing special funded programs, maintaining staff morale, and managing staff development and teacher functions. The best instructional supervision approach is a five-step clinical supervision model featuring a preconference with the teacher, lesson observation, lesson analysis, the teacher conference, and the postconference analysis. When supervising instruction, the principal must consider cetain elements fundamental to the teaching/learning process: (1) student learning outcomes; (2) teaching behaviors; (3) teaching strategies; and (4) differing levels of teacher sophistication. Tips for managing time are

provided, along with two appendices (a principal-peer evaluation form and a conference planning form) and a bibliography of 75 references. (MLH) ED 315 915

EA 021 677 Meyers, Kenneth Pawlas, George The Principal and Discipline. Elementary Princi.

pal Series No. 5. Phi Delta Kappa Educational Foundation, Bloo

mington, Ind. Report No.-ISBN-0-87367-441-3 Pub Date—89 Note-32p.; For other documents in the series, see

EA 021 673-678. Available from-Publication Sales, Phi Delta Kappa

Educational Foundation, 8th and Union, Bloo

mington, IN 47402 ($2.00). Pub Type - Reports - Evaluative (142) — Guides

Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Corporal Punishment, Discipline,

*Educational Environment, Elementary Education, *Participative Decision Making, *Principals,

*Self Control, *Teamwork Identifiers—*Beginning Principals

The fifth of six volumes in the “Elementary Principal Series," this booklet clarifies the principal's leadership role in developing an effective school discipline policy that stresses staff involvement and student self-control. As team leader, the principal works with staff to establish standards and insists that they be enforced. A principal sets the discipline tone by being highly visible. Developing an effective discipline plan requires staff and parent input and familiarity with relevant professional literature. The principal may also consider commercially available programs such as Assertive Discipline, the Hunter behavior management system, or William Glasser's 10-step process requiring students to evaluate their own behavior. Any plan must be tailored to a school's specific needs and be consistent with district policies. Tips are provided for helping teachers maintain effective discipline, working with parents on discipline problems, working with difficult children, and dealing with legal and parental consider. ations regarding corporal punishment. Some common-sense guidelines for schools allowing corporal punishment are also included. (18 references) (MLH)

ED 315 916

EA 021 678 Walters, James K. Marconnit, George D. The Principal and Fiscal Management. Elemen

tary Principal Series No. 6. Phi Delta Kappa Educational Foundation, Bloo

mington, Ind. Report No.--ISBN-0-87367-442-1 Pub Date_89 Note—23p.; For other documents in the series, see

EA 021 673-677. Available from-Publication Sales, Phi Delta Kappa

Educational Foundation, 8th and Union, Bloo

mington, IN 47402 ($2.00). Pub Type - Reports - Evaluative (142) — Guides

Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Accountability, *Audits (Verifica

tion), Elementary Education, Fund Raising, *Money Management, «Principals, School

Funds
Identifiers—*Beginning Principals, *Indiana

The sixth of six volumes in the "Elementary Principal Series," this booklet is designed to help principals develop sound fiscal management strategies at the building level. The first section reviews Indiana statutory provisions for handling extracurricular and booster group funds. The second section presents guidelines for managing school funds. With sound fiscal management procedures, mishandling or loss of school funds can be prevented; with a system of checks and balances, those with "sticky fingers" can be deterred. Expediency or personal convenience has no place in accounting procedures. Tips (and, in some cases, sample forms) are provided for managing everyday transactions, ticket sales, petty cash funds, cash change boxes, and money from fund-raising projects. The final section explains the importance of auditing, or opening up the school's financial records for review by outsid. ers. Audits protect principals from mismanagement charges and can help them set up a sound account. ing system. New principals should insist on an audit of building funds for their own protection. Three methods of auditing school building accounts are available: periodic audits by the state accounting agency; internal audits by personnel from the cen

ED 315 919

EA 021 699 Joyce, Bruce, Ed. Changing School Culture through Staff Develop

ment: 1990 Yearbook of the Association for

Supervision and Curriculum Development. Association for Supervision and Curriculum Devel

opment, Alexandria, Va. Report No.-ISBN-0-87120-167-4 Pub Date-90 Note—269p. Available from-Publication Sales, Association for

Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 11214 (Stock No.

610-90009; $19.95). Pub Type— Guides - Non-Classroom (055) — Col

lected Works - General (020) Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—* Administrator Role, *Change Strat

egies, Cooperation, #Educational Change, Elementary Secondary Education, Foreign Countries, Organizational Change, *Staff Development, *Teacher Role Identifiers—Australia, England, *School Culture,

Wales

It is a premise of this Association for Supervision and Curriculum Development (ASCD) yearbook, that staff development will become a human Curriculum Development (ASCD) yearbook, that staff development will become human resource development system designed to change the nature of schooling, the status of its personnel, and their relations with each other. The structure of staff development is the volume's main focus. Part I deals with the research base as it bears on the design of culture-oriented staff development programs. Part II deals with the principalship, school structure, district personnel relations, staff development organization, and the university and its relationship to the schools. Part III describes current developments in Australia, England, and Wales. Part IV describes staff development intitiatives in two very large school systems (Pittsburgh, Pennsylvania, and Los Angeles, California) and two medium-sized districts (Lincoln, Nebraska, and Anchorage, Alaska). Each of these programs was chosen because each can sig. nificantly affect the workplace itself as well as deliver services. An epilogue discusses the "curious complexities of cultural change.” The ASCD Board of Directors and other staff are listed. Each chapter includes a list of references. (MLH)

tral office or from another school; and external audits by an independent public accounting firm. Some general recordkeeping rules are provided. (Nine references) (MLH) ED 315 917

EA 021 680 Thornberry, Nancy Ann Nine Steps to a Successful Summer School. National Association of Elementary School Princi

pals, Alexandria, VA. Pub Date-Feb 90 Note-5p. Journal Cit-Here's How; v8 n4 Feb 1990 Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Administrator Role, Cooperation,

*Cost Effectiveness, Elementary Schools, *Planning, Principals, *Summer Schools, *Teaching

Conditions Identifiers—*College Station Independent School

District TX

The College Station (Texas) Independent School District spent several months improving its summer school programs, but the results have been well worth the effort. The district's first step was to create the new position of “summer school principal” at the elementary, junior high, and senior high levels. This action relieved school-year principals from summer school planning and allowed a few professionals to develop a quality program. The person hired as The elementary summer school principal was given the task of designing an effective, cost-efficient summer school program, and did so in collaboration with teachers, administrators, students, and parents. Staff were guided by a nine-step action plan involving: (1) cooperative planning; (2) developing a curriculum including both remedial and enrichment classes and field trips; (3) recruiting faculty; (4) scheduling hour-long classes for a half-day program; (5) publicizing the program; (6) registering students on a convenient Saturday and charging $25 minimum tuition; (7) streamlining program operations; (8) formatting an easily understood final report; and (9) involving teachers in program evaluation. Teachers and students benefitted from the lack of grades, the chance to build confi. dence and new friendships, discovery of ways to combine fun and learning, freedom from paperwork, and the short working day. (MLH) ED 315 918

EA 021 692 Harvey, Glen Crandall, David P. What Restructuring Is: In Search of a Definition. Regional Laboratory for Educational Improvement

of the Northeast & Islands, Andover, MA. Pub Date—88 Note—7p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Definitions, *Educational Change,

Effective Schools Research, Elementary Secondary Education, Excellence in Education, School

Based Management, *School Organization Identifiers—*Educational Restructuring

Educational restructuring, an emerging concept without a single definition or a definitive model, supports the notion of multiple alternatives. Typical school improvement and excellence initiatives do not, by themselves, constitute restructuring. Restructuring means that schools should be organized according to children's learning needs. To achieve real educational excellence for all students is likely to require significant alterations in our educational system at local, district, and state levels. Since restructuring means preserving and building upon successful educational practices and rethinking and redesigning what has failed, we must ultimately reexamine all aspects of schooling, including mission and goals, organization and management, curriculum, instruction, educator roles and responsibilities, parent and community involvement, school finance, and educational regulation and control. Several ongoing restructuring efforts provide concrete examples-the Coalition of Essential Schools, the National Network for Educational Renewal, the NEA Mastery in Learning Project Schools, the Holmes Group, and the Camegie Forum on Education and the economy. Critical restructuring components include focusing at the building level, educating all students, clarifying and raising expectations, personalizing teaching and learning, rethinking and altering educator roles, applying research and development knowledge, humanizing the organizational climate, and involving parents and the community. (MLH)

Decisions (mostly political) about desired schooling outcomes and conditions will determine the nature of any indicator system. There are numerous implementation issues, including desired level of information, the need to make fair comparisons, appropriate scope, political pressures, and reconciliation concerning priorities among policymakers and professional educators. A list of information sources is provided. (MLH) ED 315 921

EA 021 711 McDowell, Lena Morgan, Frank B. Public Elementary and Secondary Schools and

Agencies in the United States and Outlying Areas: School Year 1988-89. Final Tabulations.

E.D. TABS. National Center for Education Statistics (ED),

Washington, DC. Report No.-NCES-90-094 Pub Date—Mar 90 Note 28p.; Data Series: DR-CCD 88/89-1.1. Pub Type - Numerical/Quantitative Data (110)

Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Elementary Secondary Education,

Enrollment, Government Publications, *Institutional Characteristics, National Surveys, *Public Schools, School Demography, School Districts, School Personnel, *School Statistics, School Surveys, Statistical Analysis, Statistical Surveys, Tables (Data), Teacher Student Ratio Comparing regional and subregional division characteristics of public elementary and secondary education in the United States, this report presents selected key statistics for each of the 50 states, the District of Columbia, and 5 outlying areas. This report is based on responses to the "Public Elementary and Secondary School Universe" and the “Public Elementary and Secondary Education Agency Universe" surveys received from state education agencies in the spring and summer of 1989. Information for the school year 1988-89 is presented on the public schools by state, including: elementary and secondary schools; racial/ethnic composition of schools; students; teachers; and state agencies. A sample school universe survey form and an educational agency universe survey form are included. (KM)

ED 315 920

EA 021 709 Oakes, Jeannie Educational Indicators: A Guide for Policymakers.

CPRE Occasional Paper Series. Center for Policy Research in Education. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-CPRE-OPE-01 Pub Date Oct 86 Grant-OERI-6-86-0011 Note49p. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Trends, Elementary

Secondary Education, *Outcomes of Education, *Politics of Education, *Program Implementa

tion, •Statistical Analysis Identifiers—Indicators

An educational indicator is a statistic revealing something about the education system's health or performance. Indicators must meet certain substantive and technical standards that define the kind of information they should provide and the features they should measure. There are two types of statistical indicators. Whereas single statistics provide readings about education (such as class size or number of schools using microcomputers), composite statistics (such as the pupil/teacher ratio) provide information concerning relationships among face tors. Indicator systems measure separate components and interactions between components. Complete educational indicator systems are nonexistent. Indicators can supposedly help to: (1) report the status of American schooling and make district, state, and international comparisons; (2) monitor changes over time; (3) explain the causes of various conditions and changes; (4) predict likely changes; (5) profile system strengths and weaknessses; and (6) suggest improvement strategies for policymakers. Some of these claims can be met, while others are unrealistic, as this report shows. Indicator data are unlikely to produce unequivocably good or bad news and will be open to various interpretations.

ED 315 922

EA 021 715 Pocket Projections, 1977-78 to 1999-2000. National Center for Education Statistics (ED),

Washington, DC. Report No.—NCES-89-649 Pub Date—Dec 89 Note-5p.; For the full report, see ED 312 793. Pub Type— Numerical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors–Degrees (Academic), Demography,

*Educational Trends, Elementary Secondary Ed. ucation, *Enrollment Projections, Expenditure per Student, Futures (of Society), Government Publications, Higher Education, *High School Graduates, Population Trends, *Prediction, *School Statistics, Statistical Analysis, Tables (Data), *Teachers, Teacher Salaries, Teacher Student Ratio

Beginning with institutional data from the National Center for Education Statistics (NCES) and demographic data and projections from the Bureau of the Census, total enrollment is projected using expected enrollment rates. Tables show the 1977-88 data, the 1988-89 estimates, and the 1999-2000 projections, along with percent changes between these periods. The following categories are covered: (1) population 5-44 years old; (2) public and private elementary/secondary education by enrollment, high school graduates, classroom teachers, and pupil-teacher ratios; (3) public schools by current expenditures, current expenditures per pupil, and average annual salaries for teachers; (4) higher education by enrollment, public or private, 2-year or 4-year institution, sex of students, age of students, attendance status, level, instructional faculty, earned degrees, and expenditures. Technical notes discuss the methodology and sources of data for these projections. An address where further information may be obtained is included. (MLF)

Available from—Council for Exceptional Children,

Publication Sales, 1920 Association Dr., Reston, VA 22091 ($18.00, $14.40 members; stock no.

P333). Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Computer Software, Critical Thinking, *Disabilities, Elementary Secondary Education, Learning Strategies, Mathematics Instruction, Problem Solving, Reading Instruction, *Skill Development, Special Education, Teacher Student Rela. tionship, Teaching Methods, Word Processing

This book describes the practice of using learner-centered software in special education. Following an introductory chapter, Chapter 2 provides a discussion of software that goes beyond drill and practice and at the same time fits easily into the existing subject areas of reading/language arts and mathematics. Chapters 3 and 4 discuss using word processing software to teach writing and using software to develop problem-solving and critical thinking skills. Numerous illustrations of effective ways that teachers have used the software are included. In Chapter 5, the topic of using software to help students learn how to be better learners is addressed. Chapters 6 and 7 deal with the interaction between student, learning environment, and software-all of which is facilitated by the teacher. Chapter 6 focuses on the multiple roles of the teacher as introducer, technical advisor, arranger, visitor, silent partner, booster, mentor, and learner. The final section of Chapter 7 lists alphabetically all software identified in the book, with publisher, address, and computer type. (JDD)

Role, *Parent School Relationship, Parent Teacher Cooperation, Preschool Education

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabili. ties; focus is on parental involvement. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each module takes about 2 hours to de. liver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) describe the history of parental involvement as it relates to children with disabilities, (2) identify and understand the many roles of parental involvement, (3) develop a knowledge of the various stages of individualized programs or plans and identify ways parents can be involved in each stage, (4) analyze the role and responsibility of a case manager, (5) evaluate skills that are necessary for the many roles of parental involvement, and (6) develop a goal that leads to skill building in order to be more effectively involved. A bibliography identifies 17 books, magazines, or other resources. (DB)

Correlates of Self Esteem in Adolescents with

Spina Bifida. Pub Date—88 Note—182p.; Ph.D. Dissertation, University of

Cincinnati. Pub Type - Dissertations/Theses - Doctoral Dis

sertations (041) — Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Adolescents, Age Differences, Locus

of Control, * Physical Disabilities, Rating Scales, *Self Concept, Self Concept Measures, *Self Esteem, Self Evaluation (Individuals), Sex Differences, *Social Cognition, Young Adults Identifiers—*Spina Bifida

The study examined correlates of self-esteem in 54 adolescents and young adults (ages 12-22) with spina bifida. Core issues identified were the relationships of global self-esteem and perceived competencies in specific areas, perceptions of control, and identification with the physically handicapped. Relationships of self-esteem to age, gender, and school placement were also explored. Self-esteem was measured by both self-report rating scales and behayioral ratings by teachers and parents. An introductory chapter discusses theories on self-esteem and reviews related research. Among reported results are the following: (1) Adolescents with spina bifida, like nondisabled adolescents, rated their own self-worth in congruence with the cultural norms for their gender. (2) Ratings of physical competence and appearance correlated with a self-report measure of self-esteem, but not with parental observations. (3) Self-ratings of competence were related to self-esteem, while teacher rating were not. (4) There was no corrleation between positive attitudes toward the disabled and self-esteem. (5) Older adolescents perceived significantly less internal control over events than did younger ones. In general, there were some gender differences in the correlates of self-esteem. The findings of the study were inconclusive about trends in self-esteem. References and seven tables are provided. (JW) ED 315 924

EC 222 027 Standards for Programs Involving the Gifted and

Talented. ERIC Clearinghouse on Handicapped and Gifted

Children, Reston, Va. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.—ISBN-0-86586-191-9 Pub Date—89 Contract-R188062007 Note—17p. Available from—Council for Exceptional Children,

Publication Sales, 1920 Association Drive, Reston, VA 22091-1589 ($6.25, $5.00 members; stock no. R631). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Ability Identification, Administrative

Principles, Curriculum Development, Elementary Secondary Education, *Gifted, Program Design, * Program Development, Program Evaluation, Program Improvement, Staff Development, *Standards, *Talent

This document presents minimum standards for programs serving gifted and talented students. The first chapter discusses program design standards, with a focus on building a flexible system of program options throughout general and special education that can be matched with the needs, strengths, and interests of gifted and talented students. The second section covers standards for professional development of policy makers, administrators, teachers of gifted and talented students, support staff, and program personnel. The third section covers standards for identification of gifted/talented students, emphasizing the measurement of diverse abilities and intelligences using nondiscriminatory methods that employ both qualitative and quantitative techniques. A final section discusses curriculum design standards, including content, methodology, resources, and products of instruction. (PB) ED 315 925

EC 222 028 Russell, Susan Jo And Others Beyond Drill and Practice: Expanding the Com

puter Mainstream. Council for Exceptional Children, Reston, Va. Spons Agency–Special Education Programs (ED

TOSERS), Washington, DC. Report No.-ISBN-0-86586-190-0 Pub Date-89 Grant-G008430071 Note-130p.

ED 315 926

EC 222 038 Duganne-Glicksman, Mary Ann Parent Support Groups. Revised. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—34p.; Revision by Lynn Carlisle and Pat Les

niak. For related documents, see EC 222 039-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type- Guides Classroom Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Disabilities, Elementary Secondary

Education, *Inservice Teacher Education, *Parent Associations, *Parent Education, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Preschool Education, *SOcial Support Groups

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on parent support groups. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with the history and current concepts of parent support groups, (2) recognize the benefits of belonging to a parent support group, (3) identify some functions of a parent support group, (4) identify the elements of successful parent support groups, and (5) develop an initial plan of action to establish and/or maintain a parent support group. A bibliography identifies seven books, magazines, or other resources. (DB)

ED 315 928

EC 222 040 Doyle, Beverly West-Tackell, Marsha Placement in the Least Restrictive Environment

(LRE). California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date-88 Note—41p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Delivery Systems, *Disabilities, Ele

mentary Secondary Education, Inservice Teacher Education, Legal Responsibility, *Mainstreaming, Normalization (Handicapped), Parent Education, *Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Preschool Education, *Student Placement

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilties; focus in on placement in the least restrictive environment. The modules stress content and active ities that build skills and offer resources to promote parent-professional collaboration. Each module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with the definitions of terms related to placement recommendations, (2) identify program placement and services options, (3) examine the legal issues surrounding least restrictive environment, (4) examine barriers to placement in the least restrictive environment and possible solutions to those barriers, and (5) develop skills in contributing to the program placement recommendation process. A bibliography identifies seven books, magazines, or other resources. (DB) ED 315 929

EC 222 041 Ryan, Barbara West-Tackett, Marsha Socialization and Sexuality for the Developmen

tally Disabled. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note-49p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Compliance (Legal), *Developmental

Disabilities, Elementary Secondary Education, Inservice Teacher Education, Interpersonal Relationship, Normalization (Handicapped), «Parent Education, *Parent Participation, Preschool Edu

ED 315 927

EC 222 039 Mendoza, Jeanne And Others Parental Involvment. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—46p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type- Guides - Classroom · Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Disabilities, Elementary Secondary

Education, *Inservice Teacher Education, *Parent Education, *Parent Participation, *Parent

cation, Quality of Life, *Sex Education, *Sexuality

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on socialization and sexuality of the developmentally disabled. The modules stress content and activities that build skills and offer re

to promote parent-professional collaboration. Each training module has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become aware of issues regarding social and sexual development, (2) examine issues related to quality of life, (3) explore common myths concerning sexuality and individuals with developmental disabilities, (4) identify problems associated with withholding sex education for individuals with developmental disabilities, (5) become familiar with legal mandates for sex education, (6) share the goals of providing sex education for individuals with developmental disabilities, and (7) become familiar with some resource materials. À bibliography identifies four books, magazines, or other resources. (DB) (DB)

tion, Stress Variables

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on training for professionals working with families. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours and has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) gain an understanding of emotional issues and stresses in a family that has a child with a disability, (2) understand the stages of the coping process, (3) identify the similarities between parents and professionals, and (4) explore parent and professional differences. A bibliography identifies six books, magazines, or other resources. (DB)

use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) survey assertive interactions; (2) develop an understanding of the premise and research on which assertiveness training is based; (3) identify potential barriers to effective communication; (4) become familiar with the differences between assertive, aggressive, and nonassertive communication; (5) practice effective communication skills; (6) accept personal rights and overcome barriers to effective communication; and (7) identify dysfunctional personal messages. A bibliography identifies 15 books, magazines, or other resources. (DB)

ED 315 930

EC 222 042 Mendoza, Jeanne And Others Stress and Support in the Family, California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note-50p.; For related documents, see EC 222

038-052. Available from Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Coping, Developmental Stages, *Dis

abilities, Elementary Secondary Education, Emotional Adjustment, *Family Problems, Inservice Teacher Education, Mental Health, Parent Education, Parent Participation, Parent Teacher Cooperation, Preschool Education, Services, Social Support Groups, *Stress Management, *Stress Variables

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on stress and support in the family. The modules present content and activities that build skills and offer resources to promote parent-professional collaboration. Each module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with the Universal Family Life Cycle, (2) develop an awareness of issues and stress in the family with a child with disabilities, (3) discuss factors that determine stress for families and identify the various coping strategies, (4) select the various informal support systems that reduce family stress, and (5) understand the need for a balanced individual and family life. A bibliography identifies 12 books, magazines, or other resources. (DB)

ED 315 932

EC 222 044 Doyle, Beverly West-Tackett, Marsha Transition Planning. Revised. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note-43p.; Revision by Lynn Carlisle and Pat Les

niak. For related documents, see EC222038-052. Available from—Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Adults, *Delivery Systems, *Disabili

ties, •Education Work Relationship, Individualized Education Programs, *Parent Participation, *Parent School Relationship, Secondary Education, Services, *Transitional Programs

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilties; focus is on transition planning. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours and has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules includ. ing conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with the terms and definitions related to the transition process, (2) identify parents' roles and responsibilities in the transition process, (3) examine local adult service delivery systems, (4) recognize the need for interagency collaboration in successful transition planning, and (5) develop an awareness of the need to include transition elements in the Individualized Education Program. A bibliography identifies eight books, magazines, or other resources. (DB) ED 315 933

EC 222 045 Carlisle, Lynn Communication Skills. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—48p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Aggression, Assertiveness, Commu

nication Problems, *Communication Skills, *Disabilities, *Interpersonal Communication, *Parent Education, *Parent School Relationship, Secondary Education

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on communication skills. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to

ED 315 934

EC 222 046 Carlisle, Lynn Lesniak, Pat Community Advisory Committee (CAC) Leader

ship Training. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—36p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type- Guides · Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Advisory Committees, Community

Development, *Disabilities, Elementary Secondary Education, Group Dynamics, *Group Guidance, Interpersonal Communication, Parent School Relationship, Participative Decision Making, *Teamwork

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on community advisory committee leadership training. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) learn more about one another and what each member brings to the group, (2) gain insight into how each member functions on the team, (3) become more aware of the dynamics of effective groups, and (4) review the group's goals and plan for the group's future. A bibliography identifies four books, magazines, or other resources. (DB) ED 315 935

EC 222 047 Duganne-Glicksman, Mary Ann Dutton, Donna H. An Effective Community Advisory Committee

(CAC), Revised. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note-32p.; Revision by Lynn Carlisle and Pat Les

niak. For related documents, see EC 222 038-052. Available from Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 (S7.00). Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Advisory Committees, *Community

Development, Community Programs, *Disabilities, Elementary Secondary Education, Group Guidance, Parent School Relationship, Participative Decision Making, *Teamwork

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on effective community advisory committees (CACs). The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) understand the legal origins of CACs, (2) understand the mandated functions of CAC, (3) recognize the past accomplishments of

ED 315 931

EC 222 043 Duganne-Glicksman, Mary Ann Wurzbach, Linda Training for Professionals Working with Families.

Revised. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—40p.; Revision by Lynn Carlisle and Pat Les

niak. For related documents, see EC 222 038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Coping, *Disabilities, Elementary

Secondary Education, *Emotional Adjustment, Family Problems, *Inservice Education, *Inservice Teacher Education, Parent Participation, *Parent Teacher Cooperation, Preschool Educa

Page 14

cess: Rights and Responsibilities. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date88 Note88p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Disabilities, Due Process, Educa

tional Legislation, Elementary Secondary Education, 'Individualized Education Programs, Legal Responsibility, *Parent Education, *Parent Responsibility, *Parent Rights, Program Development, Student Participation, *Student Rights

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on rights and responsibilities in the Individualized Education Program (IEP) process. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) develop an awareness of the federal and state laws and regulations which safeguard the rights of children with disabilities and their parents, (2) develop an awareness of the IEP process, (3) examine the role and responsibilities of parents in the IEP process, (4) discuss techniques for effective parental and student involvement in the IEP process, and (5) prace tice goal writing for the IEP. A Bibliography identifies five books, magazines, or other resources. (DB)

your CAC, (4) recognize the functions of an effective CAC, (5) recognize the benefits of having an effective CAC, and (6) develop goals for your CAC. A bibliography identifies six books, magazines, or other resources. (DB) ED 315 936

EC 222 048 Dutton, Donna H. Carlisle, Lynn, Ed. Computers and Students with Special Needs: An

Introduction. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—30p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Accessibility (for Disabled), *Com

puter Assisted Instruction, Computer Uses in Education, *Disabilities, Educational Media, Elementary Secondary Education, Microcomputers, *Parent Education, Parent School Relationship, Resource Allocation

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on computers and students with special needs. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) recognize the ways in which computers can empower students with all disabilities to learn and to function in a more productive manner, (2) identify computer resources available to them, and (3) plan how computer use might be enhanced at home or at school in their specific region. A bibliography identifies 17 books, magazines, or other resources. (DB) ED 315 937

EC 222 049 Wurzbach, Linda And Others Coping with Loss and Change. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—64p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Change, *Coping, * Disabilities, Ele

mentary Secondary Education, *Emotional Adjustment,

*Parent Education, *Stress Management Identifiers—*Loss

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on coping with loss and change. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with states of coping and their commonality to all individuals, (2) discuss the states of coping relative to their own personal experiences, (3) recognize that the process of coping with loss and change is normal and each individual goes through the states in their unique manner, and (4) provide information and resources. A bibliography identifies seven books, magazines, or other resources. (DB) ED 315 938

EC 222 050 Carlisle, Lynn Lesniak, Pat The Individualized Education Program (IEP) Pro

Pub Type- Guides - Classroom · Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Disabilities, Elementary Secondary

Education, *Parent Education, Parent Role, .Par. ent School Relationship, *Parent Teacher Cooperation

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on parent professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with the history, philosophy, and definition of parent-professional collaboration, (2) identify the many professionals involved in supporting families of children with disabilities, (3) develop an awareness of the feelings which parents have toward professionals and vice versa, (4) identify the qualities of a collaborator, and (5) develop goals for skill building in collaboration. A bibliography identifies 14 books, magazines, or other resources. Eight separate handouts are provided, including a self-assessment checklist on the qualities of a collaborator. (DB) ED 315 941

EC 222 091 Mayberry, Rachel I. Deaf Children's Reading Comprehension in Rela

tion to Sign Language Structure and Input. National Institutes of Health (DHHS), Bethesda,

Md. Pub Date—A 89 Grant—NIH-NS20142 Note—13p.; Paper presented at the Society for Re

search in Child Development (Kansas City, KS,

April 1989). Pub Type- Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*American Sign Language, Compara

tive Analysis, *Deafness, Elementary Secondary Education, Family Environment, Family Influence, Language Acquisition, Language Skills, *Predictor Variables, *Reading Comprehension, *Sign Language, *Structural Linguistics Identifiers—*Manually Coded English

This study examined deaf children's reading comprehension in relation to the linguistic structures of their sign languages of fluency and the amount of sign language input they had received. Children (n=47) bom severely or profoundly deaf, in age groups from

to 15 years and all attending day classes in which the English-structured Manually Coded English (MCE) was used, were compared. Roughly half lived in deaf families where sign language (usually American Sign Language) was constantly used, while the others lived in hearing families with sporadic use of sign language (usually MCE). Reading and sign language comprehension were found to increase between the ages of 7 and 12 but not afterward. Children who used sign language constantly at home outperformed others on tests of reading and American Sign Language (ASL) comprehension, but not MCE comprehension, suggesting that deaf children's reading comprehension is based in their language comprehension regardless of linguistic structure, as is the case with hearing children. Reading comprehension was predicted equally well by ASL and MCE comprehension. Five figures and two tables are included. (PB)

ED 315 939

EC 222 051 Carlisle, Lynn Interagency Collaboration: The Parents' Role. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note 43p.; For related documents, see EC 222

038-052. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—* Agency Cooperation, *Disabilities,

Elementary Secondary Education, *Parent Education, *Parent Participation, Parent Rights, Parent Role

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on the role of parents in interagency collaboration. The modules stress content and activ. ities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer agenda, activities, summary, bibliography, and evaluation. Introductory information explains how to use the modules including conducting a needs assessment, planning the training, selecting the training module, implementation, evaluation, and followup. Objectives of this module are: (1) become familiar with the concept of interagency collaboration, (2) identify the key components of interagency collaboration, (3) examine the barriers to and benefits of interagency collaboration, (4) explore the role of parents in interagency collaboration, and (5) recognize and evaluate successful interagency collaboration strategies. A bibliography identifies three books, magazines, or other resources. (DB)

ED 315 940

EC 222 052 Doyle, Beverly Guttierrez, Margaret Parent Professional Collaboration. California State Dept. of Education, Sacramento.

Div. of Special Education. Pub Date—88 Note—44p.; For related documents, see EC 222

038-051. Available from-Resources in Special Education,

900 J St., Sacramento, CA 95814-2703 ($7.00).

ED 315 942

EC 222 092 Dworet, Donald H. Rathgeber, Arthur J. Behaviour Disorders in Canada's Schools: A Sec

ond Look. Pub Date-Apr 89 Note—49p.; Paper presented at the Annual Con

vention of the Council for Exceptional Children (67th, San Francisco, CA, April 1-4, 1989). Pub Type— Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Behavior Disorders, Definitions,

*Educational Policy, Educational Practices, Elementary Secondary Education, Eligibility, Foreign Countries, Handicap Identification, Incidence, Mainstreaming, National Surveys, Preservice Teacher Education, Program Evaluation, Questionnaires, School Funds, State Depart. ments of Education, *State Standards, Student

Evaluation Identifiers—Canada

This study assessed the state of educational law, standards, resources, and interventions for students with behavior disorders in Canada. Data were primarily gathered through a mail survey of 12 provincial and territorial departments of education. Definitions for behavior disorder are presented, as used by each province. Prevalence figures, labels and terminology used, services available, standards (such as maximum number of students per class and resource teacher caseloads), eligibility for services, reintegration criteria, and figures on successful mainstreaming are also given for each province. Assessment techniques, funding, and special teacher training requirements are discussed. Changes in government policies toward behaviorally disordered students since 1981 are examined. Recommendations are offered in the areas of personnel, research, and organization of services. (PB)

ED 315 943

EC 222 093 Gifted Education: A State Plan for New Jersey. New Jersey State Dept. of Education, Trenton. Div.

of General Academic Education. Pub Date-Jul 87 Note-35p. Available from New Jersey State Department of

Education, Distribution Services, 225 West State St., Trenton, NJ 08625 ($3.25 prepaid, make pay

able to: Treasurer, State of New Jersey). Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—* Academically Gifted, *Educational

Objectives, *Educational Planning, Elementary Secondary Education, Needs Assessment, Program Development, *State Departments of Edu

cation, State Programs, *Statewide Planning Identifiers—*New Jersey

This state plan identifies New Jersey Department of Education activities for assisting local school districts in designing educational programs to meet the needs of intellectually and academically gifted students. The plan begins with an identification of needs in the area of gifted education, focusing on the need for multiple measures for student identification, differentiated programs, staff training, and a sound evaluation design. Four department goals are then discussed, along with objectives and evaluation plans: (1) providing statewide leadership in gifted education, (2) providing assistance to districts through training and dissemination of materials, (3) assessing the current status of gifted education and providing information concerning relevant developments in the field, and (4) encouraging public support for and community awareness of gifted education. The document concludes with a timeline for plan implementation, a historical review of gifted education in New Jersey, and a bibliography. (JDD)

study. (JDD) ED 315 945

EC 222 095 Wolfle, Jane Southern, W. Thomas Teachers' Assessment of Preschool and Primary

Giftedness. Pub Date—[89] Note-22p. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Ability Identification, Creativity,

*Gifted, Preschool Education, Primary Education, *Student Characteristics, *Talent, *Teacher Attitudes, Teacher Background, Teaching Experience, Young Children

This study examined traits considered most important in identifying giftedness in young children, as reported by teachers of preschool and primary grades. Sixty-six teachers in northwest Ohio and Virginia responded to a questionnaire listing items in the following categories: cognitive, personality, physical, creativity, talent, and social. Questionnaire items consisted of characteristics, traits, and behaviors both frequently associated with giftedness and having low correlation to giftedness. Results showed that teachers' experience and training made little difference in the characteristics valued, though responses were differentiated by age level taught. Cognitive traits were rated as more indicative of giftedness than any other group of traits, though teachers also seemed aware of traits that are often linked to creativity. Traits associated with talents were not widely cited or highly rated by the respondents. Teachers of preschool children valued personality traits and social development more than teachers of primary students. Four tables and 28 references are attached. (JDD) ED 315 946

EC 222 096 Karnes, Merle Issues in Educating Young Gifted Children: Prom

ising Practices. Leadership Accessing Mono

graph: Education of Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa.

tion Resource Inst. Spons Agency—Indiana State Dept. of Education,

Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—63p. Pub Type - Reports - Descriptive (141) – Opinion

Papers (120) Collected Works - Serials (022) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Ability Identification, Curriculum,

*Delivery Systems, "Educational Practices, *Gifted, Gifted Disabled, Gifted Disadvantaged, Lesson Plans, *Models, Preschool Education, Primary Education, *Program Development, *Talent, Teaching Methods, Young Children

This monograph addresses issues and problems related to identification of and programming for gifted/talented children of preschool, kindergarten, and primary age. Barriers to early identification and programming are identified. A rationale for early identification and programming is presented, followed by administrative options including mainstreaming, pull-out programs, mentors/tutors, after-school programs, Saturday programs, and summer programs. The process of differentiating a curriculum for young gifted children is described. Elements of conceptual models used for developing an instructional program are then outlined, including a theoretical base, curriculum, instructional methods, child assessment, teacher role, teacher-child interactions, use of time, and use of space. Also addressed are methods of serving the gifted handicapped, serving the gifted from low-income and minority homes, and involving parents. Three model programs developed at the University of Illinois are described: Retrieval and Acceleration of Promising Young Handicapped Talented Children (RAPYHT), Bringing Out Head Start Talents (BOHST), and the University Primary School. The document includes sample instruments such as screening checklists, as well as lesson plans for the classroom and the home in art, music, creativity, reading, math, and psychomotor talent. (JDD)

Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note-21p. Pub Type - Information Analyses (070) – Opinion

Papers (120) Collected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Brain Hemisphere Functions, Cog

nitive Development, Elementary Secondary Education,

*Gifted, Integrated Activities, *Intelligence, Learning Strategies, Models, Teaching Methods Identifiers—Empowerment, Integrative Education

Model

Data on the development of intelligence and the concept of giftedness are interpreted for use in the classroom and are applied to the development of strategies to optimize learning. The Integrative Education Model is introduced, with its purpose of empowering the learner physically, emotionally, cognitively, and intuitively. The teacher's role is described as central to the establishment of the optimal learning environment, as the teacher sets the tone, establishes the organization, facilitates the goals, and influences the productivity of each class member. The human brain is described, and functions of the brain are discussed, with the integration of these functions seen as allowing human intelligence to express itself most fully. A number of specific activities are offered to illustrate the affective-cognitive interaction of left brain-right brain functioning. (JDD) ED 315 948

EC 222 098 Shore, Bruce Recommended Practices in the Education and

Upbringing of the Gifted. A Progress Report on an Assessment of the Knowledge Base. Leadership Accessing Monograph: Education of Gifted

and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note-25p. Pub Type - Information Analyses (070) — Refer

ence Materials - Bibliographies (131) — Collected

Works - Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Child Rearing, *Educational Prac

tices, Elementary Secondary Education, *Gifted, Literature Reviews, Research Needs, Teaching Methods

This project involves assessing the knowledge base in the education and rearing of gifted children, by developing a literature review summarizing recommended practices. A rationale for the project is presented, discussing the idea of recommended practices, the state of the knowledge base, methods for providing guidance to researchers, and the implementation of the literature review/analysis process. A draft list of 106 recommended practices in the education of the gifted, representing work in progress, is included in this report. The project is expected to culminate in a document which will review each recommended practice; indicate strengths and weaknesses in its knowledge base; and suggest research which is needed to validate, clarify, or refute a particular item. A bibliography of 98 books and reports being used in the literature review concludes the document. (JDD) ED 315 949

EC 222 099 Tannenbaum, Abraham The Gifted Movement-Forward or on a Treadmill.

Leadership Accessing Monograph: Education of

Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date-88 Note-51p. Pub Type - Opinion Papers (120) — Historical Ma

terials (060) Collected Works · Serials (022) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Ability Identification, Educational

History, Educational Philosophy, *Educational Practices, Educational Trends, Elementary Secondary Education, *Gifted, Program Development, Student Rights

The historical evolution of concern for education of ted students is traced, along with the philo

ED 315 944

EC 222 094 Guenther, John And Others Using the Newspaper with Gifted Students. American Newspaper Publishers Association Foun

dation, Reston, VA.; Kansas Univ., Lawrence. Pub Date—87 Note—60p. Pub Type— Guides - Classroom - Learner (051) —

Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Academically Gifted, Cognitive

Processes, *Enrichment Activities, Independent Study, "Newspapers, Secondary Education, *Teaching Methods

This guide on using the newspaper is designed for secondary students in gifted education programs. Activities included in the guide can be used with a full range of subject areas, as students actually use the newspaper as the learning resource. The 50 activities are organized around the sections of the newspaper (general, news, editorials, advertisements, entertainment, comics, and specials). Each activity is written directly to the student, allowing for independent and self-directed completion of activities by individual students. The activities are qualitatively different from the regular curriculum in terms of content, process, product, and learning environment. Sample activities deal with predicting lifestyle effects if newspapers disappeared, analyzing comic strips as reflections of culture, and designing a newspaper advertisement for a new product or service. A scope and sequence chart for the activi. ties and their objectives is included, as well as a list of higher level thinking skills used in newspaper

ED 315 947

EC 222 097 Clark, Barbara Optimizing Learning. A Leadership Accessing

Monograph: Education of Gifted and Talented

Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency—Indiana State Dept. of Education,

section outlines objectives and activities and provides several questionnaires, a sample teacher observation rating scale, and a sample planning sheet, as well as handouts on using a teacher consultant and on defining integration. A separate section is then given to each of the following topics: preparing an environment for a young child with special needs, teaching strategies, behavior management, dealing with parents, and characteristics of various handicapping conditions with tips for dealing with them. Included in each section are background information for the instructor, an outline for the presentation, handouts for participants, activities to use with participants, and assignments to be completed by participants. An appendix includes a variety of resources including fact sheets on many disabilities, miscellaneous forms, a glossary, the "Early Childhood Environmental Rating Scale," an inservice evaluation form, media/resource information, and a booklet containing a collection of socio-dramatic play ideas for the classroom. (DB)

pairments, Inservice Teacher Education, Intervention, Postsecondary Education, Teacher Student Relationship, *Teaching Methods, *Total Communication

A 4-year demonstration Total Communication Project was implemented at three schools (an elementary, a middle, and a high school) serving hearing impaired students. The goal of the project was for the six participating teachers to become consistent in their role modeling of English and American Sign Language (ASL), through weekly inservice on ASL and guidance in its appropriate use. Although English was the primary language of the classroom, ASL was used as an intervention tool. The paper describes: (1) techniques used for identifying classroom situations that call for the use of ASL, (2) discourse situations that influence the use of different language codes in total communication classrooms, and (3) guidelines for code-switching between English and ASL. The paper reviews the limited research on the effectiveness of ASL as an instructional tool, notes policy considerations, and offers a theoretical framework which sees ASL as a means of increasing deaf students' comprehension of instructional information. A variety of related issues are briefly addressed including the combined expression of signs and speech, the use of two languages in the classroom, attitudes toward ASL intervention, the conceptual function of signs, and the role of fingerspelling in instruction. 43 references. (DB)

sophical tides accompanying that evolution from the 1950s through the 1980s. It is argued that the public is alternatively supportive and antagonistic toward the gifted/talented. Periods of intense concern about their educational welfare are often followed with periods of apathy, antagonism, or lack of concern. The pre-Sputnik 1950s are contrasted with the post-Sputnik 1950s in terms of action on behalf of the gifted. The 1960s are viewed as a decade of turmoil during which large numbers of able students were encouraged to enroll in science programs early in the decade while attention turned to other pressures later, such as school integration, compensatory education, and Vietnam and the disenchantment of youth. The 1970s then saw renewed attention to the gifted, due to federal legislation targeting gifted students and the issuing of the Marland report which documented the deteriorated condition of gifted programs. The 1980s were marked by well-established programs for the gifted/talented in many American schools, educational provisions for underprivileged minorities, and less reliance upon Intelligence Quotients as measures of giftedness. The monograph closes with a "bill of rights" for the gifted. (JDD) ED 315 950

EC 222 100 Cox, June The Richardson Study Dissemination and Imple

mentation. A Leadership Accessing Monograph:

Education of Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—28p.; Funded by the Sid W. Richardson

Foundation Pub Type-- Reports - Descriptive (141) Col

lected Works - Serials (022) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Demonstration Programs, *Educa

tional Practices, Elementary Secondary Education, *Gifted, *Models, Program Development,

Program Effectiveness Identifiers—* Richardson Study

This monograph describes the organization, findings, and impact of a 4-year study which investigated programming options for able learners. The study had three goals: to find out what was being done in schools for able learners, to judge the effectiveness of current programs, and to recommend practices and programs which would result in excellence. To implement the results of the study, a model program called the Pyramid Project was developed. Four school districts of different sizes in the Fort Worth/Dallas (Texas) area work cooperatively to provide services that best meet the needs of able learners. The document describes demographic characteristics of the school districts, their commitment to the project, start up, staff development, and emphasis on flexible pacing of able learners. Another Pyramid Project in Ardmore, Oklahoma, is also briefly described. A summary of recommendations for the education of able learners concludes the report. (JDD) ED 315 951

EC 222 702 Lewis, Linda We're in This Together (W.I.T.). Resource Manual

for Integrating Handicapped Children into Day

Care and Preschool Programs. Spons Agency-Iowa State Dept. of Education, Des

Moines. Bureau of Special Education. Pub Date—Apr 89 Note—292p.; Paper presented at the Annual Convention of the Council

for Exceptional Children (67th, San Francisco, CA, April 3-7, 1989). Pub Type— Guides - Classroom - Teacher (052) –

Speeches/Meeting Papers (150) EDRS Price - MF01/PC12 Plus Postage. Descriptors Classroom Techniques, *Day Care

Centers, *Disabilities, *Early Childhood Education, *Inservice Education, Learning Activities, *Mainstreaming, Parent Participation, Parent School Relationship, Role Playing, Teaching Methods

The manual is intended for special educators providing inservice training to personnel who work in early childhood centers which serve handicapped children in mainstreamed day care, preschool, and Head Start settings. An introduction summarizes research on inservice training, presents an inservice delivery model, includes 7 sample forms, and lists 13 references. An introduction and planning session

ED 315 952

EC 222 703 Dybwad, Rosemary F., Ed. International Directory of Mental Retardation

Resources. Third Edition, 1986-89. International League of Societies for Persons with

Mental Handicaps, Brussels (Belgium).; President's Committee on Mental Retardation, Wash

ington, D.C. Spons Agency–National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ton, DC. Report No.-DHHS-(OHDS)-88-21019; ISBN-1

55672-051-3 Pub Date89 Note—329p.; For the Revised Edition (1977-78),

see ED 185 727. Available from-Superintendent of Documents,

U.S. Government Printing Office, Washington,

DC 20402. Pub Type— Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC14 Plus Postage. Descriptors-Adults, Agency Cooperation, Ele

mentary Secondary Education, *Foreign Countries, Government Role, *International Cooperation, International Educational Exchange, *Intemational Organizations, *Mental Retardation, Professional Associations, Voluntary Agen-,

cies Identifiers—United Nations

Intended to aid networking efforts among mental retardation professionals, parents, and persons with retardation, the directory lists international organizations and provides individual country reports on mental retardation efforts and organizations. Part I, international organizations, lists the United Nations and 5 of its specialized agencies, 3 inter-governmental (regional) organizations, 2 international coordinating agencies, and 25 international non-governmental organizations. Address, founding date, and a description are provided for each organization. The individual reports of 71 nations comprise most of the document. The following is presented for each nation: a brief description of the nation and its educational system; a listing of gov. ernment agencies with mental retardation responsibility; information about voluntary organizations, research organizations, and publications; brief descriptive notes on programs and services; dates of school holiday periods; and sources of other information. (DB)

ED 315 954

EC 222 705 Price, Lynda Aune, Betty The Secondary to Postsecondary Transition Pro

cess for Learning Disabled Adolescents and Adults: An Annotated Bibliography. Supplement

#1. A Working Paper. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date—[88] Note—31p.; For original bibliography, see ED 280

224; for second supplement, see EC 222 706. Pub Type- Reference Materials · Bibliographies

(131) — Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Delivery Systems, Developmental

Stages, Education Work Relationship, *Learning Disabilities, Postsecondary Education, Secondary Education, Student Needs, *Transitional Programs

The supplement to a previous bibliography lists 39 references concerned with the transition of learning-disabled (LD) students from secondary to postsecondary and work settings. An introduction provides a review of current issues and identifies five assumptions in the literature: (1) the transition process does exist; (2) transition is an important phase in the lives of learning-disabled individuals; (3) support is necessary during this process; (4) learning-disabled adolescents and adults will probably continue to need services throughout their lives; and (5) there are a variety of transition ideologies expressed in the literature. Eight critical questions are identified, including who should be responsible for service delivery and how transition services should be funded. Citations, dated from 1977 through 1987, are listed alphabetically by author, have extensive abstracts as well as availability information, and are coded as to whether they focus on: secondary services/LD adolescents, postsecondary services/LD adults, vocational or job-related skill development, or various other issues and theories dealing with transition. Considered in greater depth are citations considered germane to the LD Transition Project. Appendixes list a variety of related materials and their sources. (DB)

ED 315 953

EC 222 704 Stewart, David A. Rationale and Strategies for American Sign Lan

guage Intervention. Research Series No. 193. Michigan State Univ., East Lansing. Inst. for Re

search on Teaching. Spons Agency—Special Education Programs (ED

TOSERS), Washington, DC. Pub Date-Aug 89 Grant-G008730145 Note-26p. Available from-Institute for Research on Teach

ing, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824

($3.00). Pub Type - Reports - Descriptive (141) — Informa

tion Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* American Sign Language, Bilingual

Education, Classroom Techniques, Communication Skills, *Deafness, Demonstration Programs, Elementary Secondary Education, *Hearing Im

ED 315 955

EC 222 706 Price, Lynda The Secondary to Postsecondary Transition Pro

cess for Learning Disabled Adolescents and Adults: An Annotated Bibliography. Supplement #2. A Working Paper. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date [89] Note—24p.; For original bibliography, see ED 280

224; for first supplement, see EC 222 705. Pub Type- Reference Materials - Bibliographies

(131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Delivery Systems, *Education Work

Relationship, *Learning Disabilities, Postsecond

ments of Education, *State Standards, Student

Evaluation Identifiers-Canada

This study assessed the state of educational law, standards, resources, and interventions for students with behavior disorders in Canada. Data were primarily gathered through a mail survey of 12 provincial and territorial departments of education. Definitions for behavior disorder are presented, as used by each province. Prevalence figures, labels and terminology used, services available, standards (such as maximum number of students per class and resource teacher caseloads), eligibility for services, reintegration criteria, and figures on successful mainstreaming are also given for each province. Assessment techniques, funding, and special teacher training requirements are discussed. Changes in government policies toward behaviorally disordered students since 1981 are examined. Recommendations are offered in the areas of personnel, research, and organization of services. (PB) ED 315 943

EC 222 093 Gifted Education: A State Plan for New Jersey. New Jersey State Dept. of Education, Trenton. Div.

of General Academic Education. Pub Date-Jul 87 Note-35p. Available from New Jersey State Department of

Education, Distribution Services, 225 West State St., Trenton, NJ 08625 ($3.25 prepaid, make payable to: Treasurer, State of New Jersey). Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Academically Gifted, *Educational

Objectives, *Educational Planning, Elementary Secondary Education, Needs Assessment, Program Development, *State Departments of Education, State Programs, *Statew Planning Identifiers—*New Jersey

This state plan identifies New Jersey Department of Education activities for assisting local school districts in designing educational programs to meet the needs of intellectually and academically gifted students. The plan begins with an identification of needs in the area of gifted education, focusing on the need for multiple measures for student identification, differentiated programs, staff training, and a sound evaluation design. Four department goals are then discussed, along with objectives and evaluation plans: (1) providing statewide leadership in gifted education, (2) providing assistance to districts through training and dissemination of materials, (3) assessing the current status of gifted education and providing information concerning relevant developments in the field, and (4) encouraging public support for and community awareness of gifted education. The document concludes with a timeline for plan implementation, a historical review of gifted education in New Jersey, and a bibliography. (JDD)

ED 315 945

EC 222 095 Wolfle, Jane Southern, W. Thomas Teachers' Assessment of Preschool and Primary

Giftedness. Pub Date—[89] Note-22p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Ability Identification, Creativity,

*Gifted, Preschool Education, Primary Education, Student Characteristics, *Talent, *Teacher Attitudes, Teacher Background, Teaching Experience, Young Children

This study examined traits considered most important in identifying giftedness in young children, as reported by teachers of preschool and primary grades. Sixty-six teachers in northwest Ohio and Virginia responded to a questionnaire listing items in the following categories: cognitive, personality, physical, creativity, talent, and social. Question. naire items consisted of characteristics, traits, and behaviors both frequently associated with giftedness and having low correlation to giftedness. Results showed that teachers' experience and training made little difference in the characteristics valued, though responses were differentiated by age level taught. Cognitive traits were rated as more indicative of giftedness than any other group of traits, though teachers also seemed aware of traits that are often linked to creativity. Traits associated with talents were not widely cited or highly rated by the respondents. Teachers of preschool children valued personality traits and social development more than teachers of primary students. Four tables and 28 references are attached. (JDD) ED 315 946

EC 222 096 Karnes, Merle Issues in Educating Young Gifted Children: Prom

ising Practices. Leadership Accessing Mono

graph: Education of Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education,

Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—63p. Pub Type Reports - Descriptive (141) – Opinion

Papers (120) — Collected Works - Serials (022) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Ability Identification, Curriculum,

*Delivery Systems, *Educational Practices, *Gifted, Gifted Disabled, Gifted Disadvantaged, Lesson Plans, *Models, Preschool Education, Primary_Education, *Program Development, *Talent, Teaching Methods, Young Children

This monograph addresses issues and problems related to identification of and programming for gifted/talented children of preschool, kindergarten, and primary age. Barriers to early identification and programming are identified. A rationale for early identification and programming is presented, followed by administrative options including mainstreaming, pull-out programs, mentors/tutors, after-school programs, Saturday programs, and summer programs. The process of differentiating a curriculum for young gifted children is described. Elements of conceptual models used for developing an instructional program are then outlined, including a theoretical base, curriculum, instructional methods, child assessment, teacher role, teacher-child interactions, use of time, and use of space. Also addressed are methods of serving the gifted handicapped, serving the gifted from low-income and minority homes, and involving parents. Three model programs developed at the University of Illinois are described: Retrieval and Acceleration of Promising Young Handicapped Talented Children (RAPYHT), Bringing Out Head Start Talents (BOHST), and the University Primary School. The document includes sample instruments such as screening checklists, as well as lesson plans for the classroom and the home in art, music, creativity, reading, math, and psychomotor talent. (JDD) ED 315 947

EC 222 097 Clark, Barbara Optimizing Learning. A Leadership Accessing

Monograph: Education of Gifted and Talented

Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education,

Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date-88 Note-21p. Pub Type Information Analyses (070) - Opinion

Papers (120) — Collected Works - Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Brain Hemisphere Functions, Cog.

nitive Development, Elementary Secondary Education, *Gifted, Integrated Activities, *Intelligence, *Learning Strategies, Models, Teaching Methods Identifiers—Empowerment, Integrative Education

Model

Data on the development of intelligence and the concept of giftedness are interpreted for use in the classroom and are applied to the development of strategies to optimize learning. The Integrative Ed. ucation Model is introduced, with its purpose of empowering the learner physically, emotionally, cognitively, and intuitively. The teacher's role is described as central to the establishment of the optimal learning environment, as the teacher sets the tone, establishes the organization, facilitates the goals, and influences the productivity of each class member. The human brain is described, and functions of the brain are discussed, with the integration of these functions seen as allowing human intelligence to express itself most fully. A number of specific activities are offered to illustrate the affective-cognitive interaction of left brain-right brain functioning. (JDD) ED 315 948

EC 222 098 Shore, Bruce Recommended Practices in the Education and

Upbringing of the Gifted. A Progress Report on an Assessment of the Knowledge Base. Leadership Accessing Monograph: Education of Gifted

and Talented Youth, Purdue Univ., West Lafayette, IN. Gifted Educa.

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note-25p. Pub Type Information Analyses (070) — Refer

ence Materials - Bibliographies (131) - Collected

Works - Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Child Rearing, *Educational Prac

tices, Elementary Secondary Education, *Gifted, Literature Reviews, Research Needs, Teaching Methods

This project involves assessing the knowledge base in the education and rearing of gifted children, by developing a literature review summarizing recommended practices. A rationale for the project is presented, discussing the idea of recommended practices, the state of the knowledge base, methods for providing guidance to researchers, and the implementation of the literature review/analysis process. A draft list of 106 recommended practices in the education of the gifted, representing work in progress, is included in this report. The project is expected to culminate in a document which will review each recommended practice; indicate strengths and weaknesses in its knowledge base; and suggest research which is needed to validate, clarify, or refute a particular item. A bibliography of 98 books and reports being used in the literature review concludes the document. (JDD)

ED 315 944

EC 222 094 Guenther, John And Others Using the Newspaper with Gifted Students. American Newspaper Publishers Association Foun

dation, Reston, VA.; Kansas Univ., Lawrence. Pub Date—87 Note—60p. Pub Type— Guides - Classroom - Learner (051) —

Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Academically Gifted, Cognitive

Processes, •Enrichment Activities, Independent Study, *Newspapers, Secondary Education, *Teaching Methods

This guide on using the newspaper is designed for secondary students in gifted education programs. Activities included in the guide can be used with a full range of subject areas, as students actually use the newspaper as the learning resource. The 50 activities are organized around the sections of the newspaper (general, news, editorials, advertise. ments, entertainment, comics, and specials). Each activity is written directly to the student, allowing for independent and self-directed completion of activities by individual students. The activities are qualitatively different from the regular curriculum in terms of content, process, product, and learning environment. Sample activities deal with predicting lifestyle effects if newspapers disappeared, analyzing comic strips as reflections of culture, and designing a newspaper advertisement for a new product or service. A scope and sequence chart for the activities and their objectives is included, as well as a list of higher level thinking skills used in newspaper

ED 315 949

EC 222 099 Tannenbaum, Abraham The Gifted Movement-Forward or on a Treadmill.

Leadership Accessing Monograph: Education of

Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note51p. Pub Type-Opinion Papers (120) — Historical Ma

terials (060) Collected Works - Serials (022) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Ability Identification, Educational

History, Educational Philosophy, *Educational Practices, *Educational Trends, Elementary Secondary Education, *Gifted, Program Development, Student Rights

The historical evolution of concern for education of gifted students is traced, along with the philopairments, Inservice Teacher Education, Intervention, Postsecondary Education, Teacher Student Relationship, *Teaching Methods, *Total Communication

A 4-year demonstration Total Communication Project was implemented at three schools (an elementary, a middle, and a high school) serving hearing impaired students. The goal of the project was for the six participating teachers to become consistent in their role modeling of English and American Sign Language (ASL), through weekly inservice on ASL and guidance in its appropriate use. Although English was the primary language of the classroom, ASL was used as an intervention tool. The paper describes: (1) techniques used for identifying classroom situations that call for the use of ASL, (2) discourse situations that influence the use of different language codes in total communication classrooms, and (3) guidelines for code-switching between English and ASL. The paper reviews the limited research on the effectiveness of ASL as an instructional tool, notes policy considerations, and offers a theoretical framework which sees ASL as a means of increasing deaf students' comprehension of instructional information. A variety of related issues are briefly addressed including the combined expression of signs and speech, the use of two languages in the classroom, attitudes toward ASL intervention, the conceptual function of signs, and the role of fingerspelling in instruction. 43 references. (DB)

section outlines objectives and activities and provides several questionnaires, a sample teacher observation rating scale, and a sample planning sheet, as well as handouts on using a teacher consultant and on defining integration. A separate section is then given to each of the following topics: preparing an environment for a young child with special needs, teaching strategies, behavior management, dealing with parents, and characteristics of various handicapping conditions with tips for dealing with them. Included in each section are background information for the instructor, an outline for the presentation, handouts for participants, activities to use with participants, and assignments to be completed by participants. An appendix includes a variety of resources including fact sheets on many disabilities, miscellaneous forms, a glossary, the “Early Childhood Environmental Rating Scale," an inservice evaluation form, media/resource information, and a booklet containing a collection of socio-dramatic play ideas for the classroom. (DB) ED 315 952

EC 222 703 Dybwad, Rosemary F., Ed. International Directory of Mental Retardation

Resources. Third Edition, 1986-89. International League of Societies for Persons with

Mental Handicaps, Brussels (Belgium).; President's Committee on Mental Retardation, Wash

ington, D.C. Spons Agency-National Inst. on Disability and

Rehabilitation Research (ED/OSERS), WashingReport No.—DHHS-(OHDS)-88-21019; ISBN-1

55672-051-3 Pub Date—89 Note—329p.; For the Revised Edition (1977-78),

see ED 185 727. Available from Superintendent of Documents,

U.S. Government Printing Office, Washington,

DC 20402. Pub Type- Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC14 Plus Postage. Descriptors-Adults, Agency Cooperation, Ele

mentary Secondary Education, *Foreign Countries, Government Role, *International Cooperation, International Educational Exchange, *International Organizations, *Mental Retardation, Professional Associations, Voluntary Agen

cies Identifiers—United Nations

Intended to aid networking efforts among mental retardation professionals, parents, and persons with retardation, the directory lists international organi. zations and provides individual country reports on mental retardation efforts and organizations. Part I, international organizations, lists the United Nations and 5 of its specialized agencies, 3 inter-governmental (regional) organizations, 2 international coordinating agencies, and 25 international non-governmental organizations. Address, founding date, and a description are provided for each organization. The individual reports of 71 nations comprise most of the document. The following is presented for each nation: a brief description of the nation and its educational system; a listing of gov. ernment agencies with mental retardation responsibility; information about voluntary organizations, research organizations, and publications; brief descriptive notes on programs and services; dates of school holiday periods; and sources of other information. (DB)

sophical tides accompanying that evolution from the 1950s through the 1980s. It is argued that the public is alternatively supportive and antagonistic toward the gifted/talented. Periods of intense concern about their educational welfare are often followed with periods of apathy, antagonism, or lack of concern. The pre-Sputnik 1950s are contrasted with the post-Sputnik 1950s in terms of action on behalf of the gifted. The 1960s are viewed as a decade of turmoil during which large numbers of able students were encouraged to enroll in science programs early in the decade while attention turned to other pressures later, such as school integration, compensatory education,

and

Vietnam and the disenchantment of youth. The 1970s then saw renewed attention to the gifted, due to federal legislation targeting gifted students and the issuing of the Marland report which documented the deteriorated condition of gifted programs. The 1980s were marked by well-established programs for the gifted/talented in many American schools, educational provisions for underprivileged minorities, and less reliance upon Intelligence Quotients as measures of giftedness. The monograph closes with a "bill of rights” for the gifted. (JDD) ED 315 950

EC 222 100 Cox, June The Richardson Study Dissemination and Imple

mentation. A Leadership Accessing Monograph:

Education of Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—28p.; Funded by the Sid W. Richardson

Foundation. Pub Type— Reports - Descriptive (141) - Col

lected Works - Serials (022) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Demonstration Programs, *Educa

tional Practices, Elementary Secondary Education, *Gifted, *Models, Program Development,

Program Effectiveness Identifiers—*Richardson Study

This monograph describes the organization, findings, and impact of a 4-year study which investigated programming options for able learners. The study had three goals: to find out what was being done in schools for able learners, to judge the effectiveness of current programs, and to recommend practices and programs which would result in excellence. To implement the results of the study, a model program called the Pyramid Project was developed. Four school districts of different sizes in the Fort Worth/Dallas (Texas) area work cooperatively to provide services that best meet the needs of able learners. The document describes demographic characteristics of the school districts, their commitment to the project, start up, staff development, and emphasis on flexible pacing of able learners. Another Pyramid Project in Ardmore, Oklahoma, is also briefly described. A summary of recommendations for the education of able learners concludes the report. (JDD) ED 315 951

EC 222 702 Lewis, Linda We're in This Together (W.I.T.). Resource Manual

for Integrating Handicapped Children into Day

Care and Preschool Programs. Spons Agency-Iowa State Dept. of Education, Des

Moines. Bureau of Special Education. Pub Date—Apr 89 Note—292p.; Paper presented at the Annual Con

vention of the Council for Exceptional Children

(67th, San Francisco, CA, April 3-7, 1989). Pub Type- Guides - Classroom - Teacher (052) –

Speeches/Meeting Papers (150) EDRS Price - MF01/PC12 Plus Postage. Descriptors—Classroom Techniques, *Day Care

Centers, *Disabilities, *Early Childhood Education, *Inservice Education, Learning Activities, * Mainstreaming, Parent Participation, Parent School Relationship, Role Playing, Teaching Methods

The manual is intended for special educators providing inservice training to personnel who work in early childhood centers which serve handicapped children in mainstreamed day care, preschool, and Head Start settings. An introduction summarizes research on inservice training, presents an inservice delivery model, includes 7 sample forms, and lists 13 references. An introduction and planning session

ED 315 954

EC 222 705 Price, Lynda Aune, Betty The Secondary to Postsecondary Transition Pro

cess for Learning Disabled Adolescents and Adults: An Annotated Bibliography. Supplement #1. A Working Paper. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date-[88] Note—31p.; For original bibliography, see ED 280

224; for second supplement, see EC 222 706. Pub Type- Reference Materials - Bibliographies

(131) – Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Delivery Systems, Developmental

Stages, Education Work Relationship, *Learning Disabilities, Postsecondary Education, Secondary Education, Student Needs, *Transitional Programs

The supplement to a previous bibliography lists 39 references concerned with the transition of learning-disabled (LD) students from secondary to postsecondary and work settings. An introduction provides a review of current issues and identifies five assumptions in the literature: (1) the transition process does exist; (2) transition is an important phase in the lives of learning-disabled individuals; (3) support is necessary during this process; (4) learning-disabled adolescents and adults will proba. bly continue to need services throughout their lives; and (5) there are a variety of transition ideologies expressed in the literature. Eight critical questions are identified, including who should be responsible for service delivery and how transition services should be funded. Citations, dated from 1977 through 1987, are listed alphabetically by author, have extensive abstracts as well as availability information, and are coded as to whether they focus on: secondary services/LD adolescents, postsecondary services/LD adults, vocational or job-related skill development, or various other issues and theories dealing with transition. Considered in greater depth are citations considered germane to the LD Transition Project. Appendixes list a variety of related materials and their sources. (DB) ED 315 955

EC 222 706 Price, Lynda The Secondary to Postsecondary Transition Pro

cess for Learning Disabled Adolescents and Adults: An Annotated Bibliography. Supplement

#2. A Working Paper. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date—[89] Note—24p.; For original bibliography, see ED 280

224; for first supplement, see EC 222 705. Pub Type- Reference Materials - Bibliographies

(131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Delivery Systems, #Education Work

Relationship, *Learning Disabilities, Postsecond

ED 315 953

EC 222 704 Stewart, David A. Rationale and Strategies for American Sign Lan

guage Intervention. Research Series No. 193. Michigan State Univ., East Lansing. Inst. for Re

search on Teaching: Spons Agency—Special Education Programs (ED

TOSERS), Washington, DC. Pub Date-Aug 89 Grant-G008730145 Note—26p. Available from-Institute for Research on Teach

ing, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824

($3.00). Pub Type- Reports - Descriptive (141) - Informa.

tion Analyses (070) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*American Sign Language, Bilingual

Education, Classroom Techniques, Communication Skills, *Deafness, Demonstration Programs, Elementary Secondary Education, *Hearing Im.

Page 15

ments of Education, *State Standards, Student

Evaluation Identifiers—*Canada

This study assessed the state of educational law, standards, resources, and interventions for students with behavior disorders in Canada. Data were primarily gathered through a mail survey of 12 provincial and territorial departments of education. Definitions for behavior disorder are presented, as used by each province. Prevalence figures, labels and terminology used, services available, standards (such as maximum number of students per class and resource teacher caseloads), eligibility for services, reintegration criteria, and figures on successful mainstreaming are also given for each province. Assessment techniques, funding, and special teacher training requirements are discussed. Changes in government policies toward behaviorally disordered students since 1981 are examined. Recommendations are offered in the areas of personnel, research, and organization of services. (PB) ED 315 943

EC 222 093 Gifted Education: A State Plan for New Jersey. New Jersey State Dept. of Education, Trenton. Div.

of General Academic Education. Pub Date-Jul 87 Note-35p. Available from New Jersey State Department of

Education, Distribution Services, 225 West State St., Trenton, NJ 08625 ($3.25 prepaid, make pay

able to: Treasurer, State of New Jersey). Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Academically Gifted, *Educational

Objectives, *Educational Planning, Elementary Secondary Education, Needs Assessment, Program Development, *State Departments of Edu

cation, State Programs, *Statewide Planning Identifiers_*New Jersey

This state plan identifies New Jersey Department of Education activities for assisting local school districts in designing educational programs to meet the needs of intellectually and academically gifted students. The plan begins with an identification of needs in the area of gifted education, focusing on the need for multiple measures for student identification, differentiated programs, staff training, and a sound evaluation design. Four department goals are then discussed, along with objectives and evaluation plans: (1) providing statewide leadership in gifted education, (2) providing assistance to districts through training and dissemination of materials, (3) assessing the current status of gifted education and providing information concerning relevant developments in the field, and (4) encouraging public support for and community awareness of gifted education. The document concludes with a timeline for plan implementation, a historical review of gifted education in New Jersey, and a bibliography. (JDD)

study. (JDD) ED 315 945

EC 222 095 Wolfle, Jane Southern, W. Thomas Teachers' Assessment of Preschool and Primary

Giftedness. Pub Date—[89] Note—22p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Ability _Identification, Creativity,

*Gifted, Preschool Education, Primary Educa. tion, *Student Characteristics, Talent, *Teacher Attitudes, Teacher Background, Teaching Experience, Young Children

This study examined traits considered most important in identifying giftedness in young children, as reported by teachers of preschool and primary grades. Sixty-six teachers in northwest Ohio and Virginia responded to a questionnaire listing items in the following categories: cognitive, personality, physical, creativity, talent, and social. Questionnaire items consisted of characteristics, traits, and behaviors both frequently associated with giftedness and having low correlation to giftedness. Results showed that teachers' experience and training made little difference in the characteristics valued, though responses were differentiated by age level taught. Cognitive traits were rated as more indicative of giftedness than any other group of traits, though teachers also seemed aware of traits that are often linked to creativity. Traits associated with talents were not widely cited or highly rated by the respondents. Teachers of preschool children valued personality traits and social development more than teachers of primary students. Four tables and 28 references are attached. (JDD)

Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date-88 Note-21p. Pub Type - Information Analyses (070) - Opinion

Papers (120) — Collected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Brain Hemisphere Functions, Cog

nitive Development, Elementary Secondary Education, *Gifted, Integrated Activities, *Intelligence, Learning Strategies, Models, Teaching Methods Identifiers-Empowerment, Integrative Education

Model

Data on the development of intelligence and the concept of giftedness are interpreted for use in the classroom and are applied to the development of strategies to optimize learning. The Integrative Ed. ucation Model is introduced, with its purpose of empowering the learner physically, emotionally, cognitively, and intuitively. The teacher's role is described as central to the establishment of the optimal learning environment, as the teacher sets the tone, establishes the organization, facilitates the goals, and influences the productivity of each class member. The human brain is described, and functions of the brain are discussed, with the integration of these functions seen as allowing human intelligence to express itself most fully. A number of specific activities are offered to illustrate the affective-cognitive interaction of left brain-right brain functioning. (JDD) ED 315 948

EC 222 098 Shore, Bruce Recommended Practices in the Education and

Upbringing of the Gifted. A Progress Report on an Assessment of the Knowledge Base. Leader. ship Accessing Monograph: Education of Gifted

and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency—Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—25p. Pub Type - Information Analyses (070) — Refer

ence Materials - Bibliographies (131) — Collected

Works - Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Child Rearing, *Educational Prac

tices, Elementary Secondary Education, *Gifted, Literature Reviews, Research Needs, Teaching Methods

This project involves assessing the knowledge base in the education and rearing of gifted children, by developing a literature review summarizing recommended practices. A rationale for the project is presented, discussing the idea of recommended practices, the state of the knowledge base, methods for providing guidance to researchers, and the implementation of the literature review/analysis process. A draft list of 106 recommended practices in the education of the gifted, representing work in progress, is included in this report. The project is expected to culminate in a document which will review each recommended practice; indicate strengths and weaknesses in its knowledge base; and suggest research which is needed to validate, clarify, or refute a particular item. A bibliography of 98 books and reports being used in the literature review concludes the document. (JDD)

ED 315 946

EC 222 096 Karnes, Merle Issues in Educating Young Gifted Children: Prom

ising Practices. Leadership Accessing Mono

graph: Education of Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education,

Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—63p. Pub Type-- Reports - Descriptive (141) – Opinion

Papers (120) Collected Works - Serials (022) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Ability Identification, Curriculum,

*Delivery Systems, *Educational Practices, *Gifted, Gifted Disabled, Gifted Disadvantaged, Lesson Plans, *Models, Preschool Education, Primary Education, *Program Development, *Talent, Teaching Methods, Young Children

This monograph addresses issues and problems related to identification of and programming for gifted/talented children of preschool, kindergarten, and primary age. Barriers to early identification and programming are identified. A rationale for early identification and programming is presented, followed by administrative options including mainstreaming, pull-out programs, mentors/tutors, after-school programs, Saturday programs, and summer programs. The process of differentiating a curriculum for young gifted children is described. Elements of conceptual models used for developing an instructional program are then outlined, including a theoretical base, curriculum, instructional methods, child assessment, teacher role, teacher-child interactions, use of time, and use of space. Also addressed are methods of serving the gifted handicapped, serving the gifted from low-income and minority homes, and involving parents. Three model programs developed at the University of Illinois are described: Retrieval and Acceleration of Promising Young Handicapped Talented Children (RAPYHT), Bringing Out Head Start Talents (BOHST), and the University Primary School. The document includes sample instruments such as screening checklists, as well as lesson plans for the classroom and the home in art, music, creativity, reading, math, and psychomotor talent. (JDD)

ED 315 944

EC 222 094 Guenther, John And Others Using the Newspaper with Gifted Students. American Newspaper Publishers Association Foun

dation, Reston, VA.; Kansas Univ., Lawrence. Pub Date—87 Note-60p. Pub Type— Guides - Classroom - Learner (051) —

Guides - Classroom - Teacher (052) EDRS Price · MF01/PCO3 Plus Postage. Descriptors—*Academically Gifted, Cognitive

Processes, *Enrichment Activities, Independent Study, *Newspapers, Secondary Education, *Teaching Methods

This guide on using the newspaper is designed for secondary students in gifted education programs. Activities included in the guide can be used with a full range of subject areas, as students actually use the newspaper as the learning resource. The 50 activities are organized around the sections of the newspaper (general, news, editorials, advertisements, entertainment, comics, and specials). Each activity is written directly to the student, allowing for independent and self-directed completion of activities by individual students. The activities are qualitatively different from the regular curriculum in terms of content, process, product, and learning environment. Sample activities deal with predicting lifestyle effects if newspapers disappeared, analyz. ing comic strips as reflections of culture, and designing a newspaper advertisement for a new product or service. A scope and sequence chart for the activities and their objectives is included, as well as a list of higher level thinking skills used in newspaper

ED 315 949

EC 222 099 Tannenbaum, Abraham The Gifted Movement-Forward or on a Treadmill.

Leadership Accessing Monograph: Education of

Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note-51p. Pub Type - Opinion Papers (120) — Historical Ma.

terials (060) Collected Works - Serials (022) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Ability Identification, #Educational

History, Educational Philosophy, •Educational Practices, *Educational Trends, Elementary Secondary Education, *Gifted, Program Development, Student Rights

The historical evolution of concern for education of gifted students is traced, along with the philo

ED 315 947

EC 222 097 Clark, Barbara Optimizing Learning. A Leadership Accessing

Monograph: Education of Gifted and Talented

Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education,

pairments, Inservice Teacher Education, Intervention, Postsecondary Education, Teacher Student Relationship, *Teaching Methods, *Total Communication

A 4-year demonstration Total Communication Project was implemented at three schools (an elementary, a middle, and a high school) serving hearing impaired students. The goal of the project was for the six participating teachers to become consistent in their role modeling of English and American Sign Language (ASL), through weekly inservice on ASL and guidance in its appropriate use. Although English was the primary language of the classroom, ASL was used as an intervention tool. The paper describes: (1) techniques used for identifying classroom situations that call for the use of ASL, (2) discourse situations that influence the use of different language codes in total communication classrooms, and (3) guidelines for code-switching between English and ASL. The paper reviews the limited research on the effectiveness of ASL as an instructional tool, notes policy considerations, and offers a theoretical framework which sees ASL as a means of increasing deaf students' comprehension of instructional information. A variety of related issues are briefly addressed including the combined expression of signs and speech, the use of two languages in the classroom, attitudes toward ASL intervention, the conceptual function of signs, and the role of fingerspelling in instruction. 43 references. (DB)

section outlines objectives and activities and provides several questionnaires, a sample teacher observation rating scale, and a sample planning sheet, as well as handouts on using a teacher consultant and on defining integration. A separate section is then given to each of the following topics: preparing an environment for a young child with special needs, teaching strategies, behavior management, dealing with parents, and characteristics of various handicapping conditions with tips for dealing with them. Included in each section are background information for the instructor, an outline for the presentation, handouts for participants, activities to use with participants, and assignments to be completed by participants. An appendix includes a variety of resources including fact sheets on many disabilities, miscellaneous forms, a glossary, the “Early Childhood Environmental Rating Scale," an inservice evaluation form, media/resource information, and a booklet containing a collection of socio-dramatic play ideas for the classroom. (DB) ED 315 952

EC 222 703 Dybwad, Rosemary F., Ed. International Directory of Mental Retardation

Resources. Third Edition, 1986-89. International League of Societies for Persons with

Mental Handicaps, Brussels (Belgium).; President's Committee on Mental Retardation, Wash

ington, D.C. Spons Agency-National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ton, DC. Report No.—DHHS-(OHDS)-88-21019; ISBN-1

55672-051-3 Pub Date—89 Note—329p.; For the Revised Edition (1977-78),

see ED 185 727. Available from Superintendent of Documents,

U.S. Government Printing Office, Washington,

DC 20402. Pub Type- Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC14 Plus Postage. Descriptors-Adults, Agency Cooperation, Ele

mentary Secondary Education, *Foreign Countries, Government Role, *International Cooperation, International Educational Exchange, *International Organizations, "Mental Retardation, Professional Associations, Voluntary Agen

cies Identifiers—United Nations

Intended to aid networking efforts among mental retardation professionals, parents, and persons with retardation, the directory lists international organizations and provides individual country reports on mental retardation efforts and organizations. Part I, international organizations, lists the United Nations and 5 of its specialized agencies, 3 inter-governmen. tal (regional) organizations, 2 international coordinating agencies, and 25 international non-governmental organizations. Address, founding date, and a description are provided for each organization. The individual reports of 71 nations comprise most of the document. The following is presented for each nation: a brief description of the nation and its educational system; a listing of gov. ernment agencies with mental retardation responsibility; information about voluntary organizations, research organizations, and publications; brief descriptive notes on programs and services; dates of school holiday periods; and sources of other information. (DB)

sophical tides accompanying that evolution from the 1950s through the 1980s. It is argued that the public is alternatively supportive and antagonistic toward the gifted/talented. Periods of intense concern about their educational welfare are often followed with periods of apathy, antagonism, or lack of concern. The pre-Sputnik 1950s are contrasted with the post-Sputnik 1950s in terms of action on behalf of the gifted. The 1960s are viewed as a decade of turmoil during which large numbers of able students were encouraged to enroll in science programs early in the decade while attention turned to other pressures later, such as school integration, compensatory education, and Vietnam and the disenchantment of youth. The 1970s then saw renewed attention to the gifted, due to federal legislation targeting gifted students and the issuing of the Marland report which documented the deteriorated condition of gifted programs. The 1980s were marked by well-established programs for the gifted/talented in many American schools, educational provisions for underprivileged minorities, and less reliance upon Intelligence Quotients as measures of giftedness. The monograph closes with a "bill of rights” for the gifted. (JDD) ED 315 950

EC 222 100 Cox, June The Richardson Study Dissemination and Imple

mentation. A Leadership Accessing Monograph:

Education of Gifted and Talented Youth. Purdue Univ., West Lafayette, IN. Gifted Educa

tion Resource Inst. Spons Agency-Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Edu

cation. Pub Date—88 Note—28p.; Funded by the Sid W. Richardson

Foundation. Pub Type- Reports - Descriptive (141) Col

lected Works - Serials (022) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Demonstration Programs, *Educa

tional Practices, Elementary Secondary Education, *Gifted, *Models, Program Development,

Program Effectiveness Identifiers—*Richardson Study

This monograph describes the organization, findings, and impact of a 4-year study which investigated programming options for able learners. The study had three goals: to find out what was being done in schools for able learners, to judge the effectiveness of current programs, and to recommend practices and programs which would result in excellence. To implement the results of the study, a model program called the Pyramid Project was developed. Four school districts of different sizes in the Fort Worth/Dallas (Texas) area work cooperatively to provide services that best meet the needs of able learners. The document describes demographic characteristics of the school districts, their commitment to the project, start up, staff development, and emphasis on flexible pacing of able learners. Another Pyramid Project in Ardmore, Oklahoma, is also briefly described. A summary of recommendations for the education of able learners concludes the report. (JDD) ED 315 951

EC 222 702 Lewis, Linda We're in This Together (W.I.T.). Resource Manual

for Integrating Handicapped Children into Day

Care and Preschool Programs. Spons Agency-Iowa State Dept. of Education, Des

Moines. Bureau of Special Education. Pub Date—Apr 89 Note—292p.; Paper presented at the Annual Con

vention of the Council for Exceptional Children

(67th, San Francisco, CA, April 3-7, 1989). Pub Type— Guides - Classroom - Teacher (052) –

Speeches/Meeting Papers (150) EDRS Price - MF01/PC12 Plus Postage. Descriptors—Classroom Techniques, *Day Care

Centers, * Disabilities, * Early Childhood Education, *Inservice Education, Learning Activities, *Mainstreaming, Parent Participation, Parent School Relationship, Role Playing, Teaching Methods

The manual is intended for special educators providing inservice training to personnel who work in early childhood centers which serve handicapped children in mainstreamed day care, preschool, and Head Start settings. An introduction summarizes research on inservice training, presents an inservice delivery model, includes 7 sample forms, and lists 13 references. An introduction and planning session

ED 315 954

EC 222 705 Price, Lynda Aune, Betty The Secondary to Postsecondary Transition Pro

cess for Learning Disabled Adolescents and Adults: An Annotated Bibliography. Supplement

#1. A Working Paper. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date—[88] Note—31p.; For original bibliography, see ED 280

224; for second supplement, see EC 222 706. Pub Type - Reference Materials - Bibliographies

(131) – Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Delivery Systems, Developmental

Stages, Education Work Relationship, * Learning Disabilities, Postsecondary Education, Secondary Education, Student Needs, *Transitional Programs

The supplement to a previous bibliography lists 39 references concerned with the transition of learning-disabled (LD) students from secondary to postsecondary and work settings. An introduction provides a review of current issues and identifies five assumptions in the literature: (1) the transition process does exist; (2) transition is an important phase in the lives of learning-disabled individuals; (3) support is necessary during this process; (4) learning-disabled adolescents and adults will probably continue to need services throughout their lives; and (5) there are a variety of transition ideologies expressed in the literature. Eight critical questions are identified, including who should be responsible for service delivery and how transition services should be funded. Citations, dated from 1977 through 1987, are listed alphabetically by author, have extensive abstracts as well as availability information, and are coded as to whether they focus on: secondary services/LD adolescents, postsecondary services/LD adults, vocational or job-related skill development, or various other issues and theories dealing with transition. Considered in greater depth are citations considered germane to the LD Transition Project. Appendixes list a variety of related materials and their sources. (DB) ED 315 955

EC 222 706 Price, Lynda The Secondary to Postsecondary Transition Pro

cess for Learning Disabled Adolescents and Adults: An Annotated Bibliography. Supplement

#2. A Working Paper. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date—[89] Note—24p.; For original bibliography, see ED 280

224; for first supplement, see EC 222 705. Pub Type- Reference Materials - Bibliographies

(131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Delivery Systems, *Education Work

Relationship, *Learning Disabilities, Postsecond

ED 315 953

EC 222 704 Stewart, David A. Rationale and Strategies for American Sign Lan.

guage Intervention. Research Series No. 193. Michigan State Univ., East Lansing. Inst. for Re

search on Teaching. Spons Agency—Special Education Programs (ED

TOSERS), Washington, DC. Pub Date—Aug 89 Grant-G008730145 Note—26p. Available from-Institute for Research on Teach

ing, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824

($3.00). Pub Type- Reports - Descriptive (141) - Informa

tion Analyses (070) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-American Sign Language, Bilingual

Education, Classroom Techniques, Communication Skills, *Deafness, Demonstration Programs, Elementary Secondary Education, *Hearing Im

sponsible for Vocational Special Education Programs” (Carole Veir); “Support Personnel in Vocational Special Needs” (Susan Asselin); “Parents and the Transition Process" (Karen Harrell and Debra Smith); “Occupational Transition Planning: Prepa. ration of Related Services Personnel” (Kathryn Smith and Terry Smith); “Employment for Persons with Disabilities” (Lloyd Tindall); “Issues in Interagency Planning: Understanding the Impact of Job Training Partnership Act Program Activities on Special Needs Populations" (Elizabeth Getzel); "Remediation Strategies for Students in Postsecondary Institutions” (Kenneth Easom and Evelyn Brooks); and “Job Survival for Handicapped Students and the Third Dimension of the Vocational Education Curriculum" (C. Paul Scott). References are provided for most papers. (JDD)

writing samples. Results indicated that, although some writing sample scores from fifth-grade students were significantly higher for students in enrichment pull-out programs, the differences did not retain their significance when scores were adjusted for differences in ability. The sixth-grade results demonstrated that students in the self-contained classroom had significantly higher scores on the quantitative subtest and on the total DCAT when their scores were mpared to the enrichment pull-out. A qualitative study involving administrators, teachers, students, and parents found that the community preference for a delivery system was influenced by the past experiences of parents, by the affinity of parents toward the neighborhood school, and by the number of gifted/talented students in the school attendance district. Appendices contain admission policies and gifted curriculum, survey instruments, subjects' scores, and writing samples. Contains 11 references. (Author/JDD)

ary Education, Secondary Education, Student Needs, *Transitional Programs, Vocational Adjustment The supplement to a previous bibliography lists 40 references concerned with the transition of learning-disabled (LD) students from secondary to postsecondary and work settings. An introduction notes the bibliography's emphasis on the following areas: (1) the psychosocial impact of learning disabilities on adolescent and adult development; (2) research and methodology concerning the needs of LD adolescents and adults; (3) vocational issues pertinent to LD individuals; (4) transition-related ideas, methods, and models used in secondary and postsecondary settings; and (5) information of special interest to service providers for LD adolescents and adults. Citations are listed alphabetically by author, have abstracts as well as availability information, and are coded as to whether they focus on: secondary services/LD adolescents, postsecondary ser. vices/LD adults, vocational or job related skill development, or various other issues and theories dealing with transition. (DB) ED 315 956

EC 222 707 Price, Lynda A Selective Literature Review Concerning the

Psychosocial Issues of LD Adolescents and

Adults. Minnesota Univ., Minneapolis. General Coll. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date-[88] Note-21p. Pub Type-- Reference Materials - Bibliographies

(131) Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adolescents, Adults, Counseling,

*Emotional Adjustment, Interpersonal Competence, Intervention, *Learning Disabilities, Postsecondary Education, Research Needs, Secondary Education, Self Esteem, *Social Development

The literature review examines two questions: (1) what are the psychosocial implications of a learning disability; and (2) how can these socio-emotional issues be effectively addressed by various professionals in secondary and postsecondary settings. Twenty-eight references are reviewed. The review concludes that the lasting psychosocial ramifications of learning disabilities often include a pervading sense of low self-esteem and inappropriate or inadequate social skills. Common suggestions in the literature include individual and/or group counseling for learning-disabled persons to increase disability self-awareness. The lack of empirical studies in this area is noted as is the lack of trained professionals and materials/techniques for intervention efforts. (DB)

ED 315 960

EC 222 711 Siders, Jane Z. And Others Caregiver-Infant Interaction Bibliography. University of Southern Mississippi, Hattiesburg.

Univ. Affiliated Program for Persons with Devel

opmental Disabilities. Pub Date—[87] Note—60p. Pub Type - Reference Materials - Bibliographies

(131) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Attachment Behavior, Child Devel

opment, *Disabilities, *Early Intervention, *Evaluation, *Infants, *Interaction, Interaction Process Analysis, *Parent Child Relationship This bibliography focuses on the impact of caregiver-infant interaction as a basis for child development. The bibliography is divided into five sections: (1) factors which influence the quality of interactions, (2) components of parent-child interactions, (3) comparison of interaction patterns of children with normal and delayed development, (4) assessment of interactional patterns and intervention techniques, and (5) implications of findings as they relate to future research trends. Within each section, entries are arranged alphabetically by author and include citations for books, book chapters, journal articles, and dissertations. The approximately 400 entries represent English-language items produced between 1957 and 1987. (JDD)

ED 315 958

EC 222 709
Gilman, David Alan Sousa-Roy, Pramila А Formative Comparison

of Two

Formats (Self-Contained Class versus Enrichment Pull-out) for the Delivery of Gifted/Talented Instruction in the Evansville-Vanderburgh

School Corporation. Evansville-Vanderburgh School Corp., Ind. Pub Date—[89] Note—75p.; For related document, see EC 222 710. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Academic Achievement, *Delivery

Systems, Elementary Education, Enrichment Activities, *Gifted, Instructional Effectiveness, Performance Factors, *Program Effectiveness, *Resource Room Programs, *Special Classes, Student Evaluation, *Talent, Writing Improvement

In order to evaluate the most effective delivery format for providing gifted/talented education, 247 elementary students in gifted programs in Evansville, Indiana, were divided into experimental students, who received instruction in self-contained classrooms of fellow gifted students, and control students, who received instruction in a pull-out program. Pre- and post-measures (about 8 months apart) on the Developing Cognitive Abilities Test (DCÁT), writing samples, collage drawings, and post-test measures for the Indiana Statewide Test of Educational Progress (ISTEP) and the California Achievement Test (CAT) measured students' progress. Results from the DCAT and the collage drawing showed highly significant differences favoring the self-contained classroom format. Analysis of the writing samples showed some advantage for the control group. No substantive significant differences were found on the ISTEP or the CAT. Based on the number of significant differences that favored the self-contained classroom, it was concluded that this seemed to be the more effective format, but careful attention is recommended to determine how writing scores can be improved in that kind of format. It is also recommended that other delivery models, such as in-class enrichment, be considered. The major portion of the report is composed of statistical results from the assessment in-. struments and examples of student materials. Contains 10 references. (JDD) ED 315 959

EC 222 710 Gilman, David Alan. A Study of the Effects of Formats for the Delivery

of Gifted/Talented Instruction in the Southwest

Allen School Corporation. Southwest Allen School Corp., Fort Wayne, IN. Pub Date—[89] Note—99p.; For related document, see EC 222 709. Pub Type- Reports - Research (143) — Tests/

Questionnaires (160) EDRS Price · MF01/PC04 Plus Postage. Descriptors—Community Attitudes, *Delivery

Systems, Enrichment Activities, *Gifted, Instructional Effectiveness, Intermediate Grades, Parent Attitudes, Performance Factors, Program Development, «Program Effectiveness, *Resource Room Programs, *Special Classes, Student Evaluation, *Talent, Teacher Attitudes, Writing Improvement

The study investigated the effectiveness of and attitudes toward two delivery systems (an enrichment pull-out program and a self-contained classroom) for gifted/talented instruction in Southwest Allen County, Indiana. The effects on fifth-grade students (N=38) enrolled in the program and sixth-grade students (N=45) who had experienced the program 1 year prior were compared. A quantitative study compared students' performance on the Developing Cognitive Abilities Test (DCAT) and

ED 315 957

EC 222 708 Harrell, Karen L., Ed. Career Education for Transition: Critical Issues. Georgia Univ., Athens. Div. of Vocational Educa.

tion. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date—[88] Grant-G008630112 Note-125p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Administrator Role, Agency Cooper

ation, *Career Education, Cooperative Planning, *Disabilities, *Educational Legislation, #Education Work Relationship, Employment Potential, Employment Programs, Parent Participation, Postsecondary Education, Program Development, Program Implementation, Remedial Instruction, Secondary Education, *Transitional Programs, *Vocational Education This monograph presents information on critical issues in the transition of handicapped youth from the school setting to the work environment. The articles discuss the needs of handicapped youth, professional and parental competencies, employability, job settings, and legislation. Titles and authors as follows: "Career Education for Transition" (Karen Harrell); “Developing the As. surances of the Carl D. Perkins Vocational Education Act into a Comprehensive Process to Serve Handicapped Students" (Michelle Sarkees); "What is Transitional Programming?” (Lewis Allen); "Considerations for Developing and Implementing Transition Programs” (Lynda West); “The Emerg. ing Role of Special Education Administrators Re

ED 315 961

EC 222 712 The Education of Students with Disabilities:

Where Do We Stand? A Report to the President

and the Congress of the United States. National Council on Disability, Washington, DC. Pub Date—Sep 89 Note—86p. Available from National Council on Disability,

800 Independence Ave., S.W., Suite 814, Washington, DC 20591 (also available in audio tape

format) Pub Type— Reports - Evaluative (142) – Opinion

Papers (120) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Advisory Committees, *Disabilities,

*Educational Legislation, Educational Practices, Education Work Relationship, Elementary Secondary Education, *Excellence in Education, Federal Legislation, Federal State Relationship, Government Role, Preschool Education, *Program Effectiveness, Regular and Special Education Relationship, *Special Education, Special

Schools, Student Needs Identifiers—*Education for All Handicapped Children Act

This year-long study on education of students with disabilities, funded by the United States Congress, reviewed and analyzed recent studies and articles; consulted with

parents, students, professionals, and leaders in the public and private sectors; and received testimony from over 50 witnesses.

Following an introductory chapter, a profile of the Education for All Handicapped Children Act (Public Law 94-142) is offered. Study findings are then organized around the following topic areas: parental and student satisfaction with educational services; the unique needs of minority, rural, native American and military families; effective parent. school partnerships; resolving differences through due process procedures; the education reform movement; federal leadership; the federal-state partnership; the relationship between general education and special education; the role of separate schools; transition from school to adult life; employ

ment; and international issues. The report recommends that a 2-year National Commission on Excellence in the Education of Students with Disabilities be established, involving public organizations, professionals, government entities, parents, students, and private sector representatives. The report includes a statement of the mission of the National Council on Disability, a list of Council members and biographical information, a minority viewpoint concerning report issues and recommendations, and a list of witnesses who provided testimony. Contains 45 references. (JDD) ED 315 962

EC 222 713 Hollaway, Becky L. Improving Elementary LD Students' Recall of

Social Studies and Science Vocabulary Using

Mnemonic Instruction. Pub Date89 Note—77p.; Ed.D. Practicum Report, Nova Uni

versity. Pub Type - Reports - Research (143) — Disserta

tions/Theses Practicum Papers (043)

Tests/Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Elementary Education, *Learning

Disabilities, Learning Strategies, "Memory, Metacognition, *Mnemonics, Questionnaires, *Reading Instruction, Reading Strategies, *Science Instruction, Study Skills, *Vocabulary De

velopment Identifiers—*Keywords, Prereferral Intervention

This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory strategies as a means to enhance vocabulary recall. Previous production deficiency studies had suggested the teaching of mnemonic strategies and imposition of other organizational strategies as successful solutions to vocabulary recall problems in LD children. Lists of selected key terms from each content area and grade level were created, and on single sheets of paper a keyword was illustrated interacting with the meaning or attribute of the term. These sheets were used in training sessions, and students' understanding of the terms tested. Results indicated the program was effective, with LD students in the 85-116 IQ range showing both clearest ability to use the keyword system and commensurate benefits. Interviews with students showed heightened awareness of the relationship of mnemonic aids to improved recall. The teacher questionnaire and student strategy interview format are appended. Contains 46 references. (PB) ED 315 963

EC 222 715 Midlarsky, Elizabeth Hannah, Mary Elizabeth Helping as Coping by Siblings of the Disabled. Pub Date—Apr 89 Note—26p.; Paper presented at the Annual Con

vention of the Society for Research in Child De

velopment (Kansas City, MO, April 27-30, 1989). Pub Type - Speeches/Meeting Papers (150) — In

formation Analyses (070) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Coping, *Disabilities, *Emotional

Adjustment, Emotional Problems, *Helping Relationship, Mental Health, Models, Psychological Patterns, *Siblings, Stress Management

Research has shown that siblings can experience either negative or positive mental health outcomes as a result of having a brother or sister with disabilities. When maladjustment occurs, it is frequently attributed to the stress of excessive helping. This research-based paper proposes that siblings of children with disabilities, perceiving themselves as voluntarily providing moderate amounts of help, are likely to experience lower amounts of psychological distress and greater psychological well-being than siblings with different experiences within the family. A conceptual model is proposed in which helping may be associated with positive outcomes, as the sibling may derive critical benefits by alleviating emotional distress and curtailing the sense of helplessness that may result from being a victim of stressful circumstances. In the model, three antecedents impact on the voluntary adoption of a helper role: demographic factors, personality variables, and situational factors. Research in support of the model is presented, focusing on the predisposition to help, helping behaviors, and mental health outcomes. Contains 112 references. (JDD)

ED 315 964

EC 222 717 Reiman, John Bullis, Michael The Development and Validation of the Transition

Competence Battery for Adolescents and Young

Adults with Deafness. Teaching Research Infant and Child Center, Mon

mouth, Oreg. Pub Date-Aug 88 Note—7p.; Page one has art as background to text,

creating hard-to-read “marbled" effect. Journal Cit—Teaching Research Infant and Child

Center Newsletter; v16 n1 Aug 1988 Pub Type - Collected Works - Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Adolescents, *Daily Living Skills,

*Deafness, Education Work Relationship, Employment Potential, *Evaluation Methods, High Schools, *Job Skills, Postsecondary Education, Student Evaluation, *Test Construction, Transi

tional Programs, Young Adults Identifiers-Transition Competence Battery

The lack of appropriate assessment tools designed for deaf adolescents and young adults making the transition from educational programs to adult life is cited as one of the most glaring deficits in the field of deafness. The Transition Competence Battery (TCB) is being developed as an assessment tool that will guide individual training decisions and measure overall program impact. The TCB is being designed to be appropriate for adolescents and young adults with deafness, to include content that is clearly relevant to this population, to be easy to administer and score, and to retain strong psychometric properties. Development of the TCB began when 18 professionals in the field of deafness generated a list of 27 employment competencies and 28 independent liv. ing competencies and rated their importance and their presence in the target population. A national survey of 307 professionals then prioritized the importance of the competencies. Test items within each content domain were developed, and a pilot test was administered. Subsequent plans involve standardizing the TCB on a national sample, finalizing it, and disseminating it. (JDD) ED 315 965

EC 222 718 Fredericks, Bud The Teaching Research Small Residential Facili

ties Project. Teaching Research Infant and Child Center, Mon.

mouth, Oreg. Pub Date-Apr 89 Note-6p.; Page one has art as background to text,

creating hard-to-read “marbled" effect. Journal Cit—Teaching Research Infant and Child

Center Newsletter; v16 n3 Apr 1989 Pub Type- Collected Works - Serials (022) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Adolescents, Adults, Behavior Disor

ders, Deinstitutionalization (of Disabled), *Disabilities, Emotional Disturbances, *Group Homes, Moderate Mental Retardation, Multiple Disabilities, *Program Development, *Residential Programs

The Small Residential Facilities Project of Teaching Research is developing residential models targeted for six populations who have been considered difficult to serve in the community. A progress report is presented on the four established programs. The Adolescent Severely Emotionally Disturbed Program consists of an apartment program, an intensive foster care program, a classroom modeled on a resource room to serve the students, and a community-based vocational program. The Independence Group Home serves five youth with moderate retardation who also have severe behavior disorders. After 1-3 years in this home, youth are moved to foster care or other less restrictive environments. The Clackamas Group Home was established to provide a residential setting for a population of young adults who are severely multiply handicapped. This program is working to develop electronic communication systems for the residents, a day activity program, and an emphasis on resident management of the home. The Hillsboro Group Home provides a community residence for youth who are profoundly retarded, where they can attend public school and participate in age-appropriate activities. In addition to these four programs, plans call for development of residential programs for adults who are medically fragile and those who are self-injurious. Contains seven references. (JDD)

Improving the Understanding of Attention Deficit

Disorder by Parents and Teachers through

In-Service Training. Pub Date—19 Jul 89 Note-110p.; Ed.D. Practicum Report, Nova Uni.

versity. Pub Type - Dissertations/Theses · Practicum Pa

pers (043) — Reports - Research (143) EDRS Price - MF01/PCO5 Plus Postage. Descriptors—* Attention Deficit Disorders, Behav.

ior Change, Child Rearing, Classroom Techniques, Elementary Education, Eligibility, *Handicap Identification, *Inservice Teacher Education, Knowledge Level, Learning Disabilities,

*Parent Education, *Referral Identifiers-Louisiana

The practicum attempted to decrease inappropri. ate referrals to special education from parents and elementary teachers at a Louisiana elementary school through inservice training for teachers (N=19) and parents (N=43). Training focused on: (1) improving teachers' recognition of characteristics of attention deficit disorder (ADD) and learning disability (LD), (2) improving elementary teachers' general knowledge of intervention techniques for the ADD child in the classroom, and (3) improving parents' recognition of characteristics of ADD and management techniques in the home. Inservice training for teachers was conducted in groups and in dyads. Parents also received training in both large and small groups. Results indicated that both teachers and parents increased their un. derstanding of LD and ADD characteristics and behavior management techniques as measured by pre- and post-intervention measures. In addition, after training, both teachers and parents were better able to differentiate between appropriate and inappropriate referrals using sample cases. The appendixes include a job description referral and screening forms, Louisiana evaluation timelines, a definition of “exceptionality," the required components of the individual evaluation, a listing of inappropriate referral concerns, eligibility requirements for learning disabled and attention deficit disorder, and the evaluation instruments used in the study. Approximately 35 references. (DB) ED 315 967

EC 222 720 Renfroe, William And Others Special Education Postsecondary Longitudinal

Study: Preliminary Report, 1985-86. Publication

No. 482. Los Angeles Unified School District, Calif. Re

search and Evaluation Branch. Pub Date-Jul 86 Note—73p.; For related documents, see EC 222

721. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Disabilities, Employment Potential,

Graduate Surveys, High Schools, Longitudinal Studies, Postsecondary Education, Student Development, *Student Educational Objectives, Student Employment, Student Interests, *Vocational

Interests Identifiers-California (Los Angeles)

The preliminary report presents first year findings of a 5-year study on the training and employment experienced by Los Angeles high school students with disabilities and their post-high school employment and other activities. This report presents baseline data against which future annual reports will be compared. The study group consists of 945 senior high handicapped students receiving special education services. A pre-graduation data form and a survey of student plans were used to gather the baseline data. Preliminary analysis indicates that the sample contains twice as many male as female students, that most of the students are enrolled in special day classes at regular high schools, that most students are taking regular or modified vocational training, and that about half the students work. More than half the graduates plan to continue their education for which most plan to attend a 2-year college; 63% of students planning to continue their education expressed interest in vocational or technical courses; and 82% of graduates planned to be employed full or part time by the following fall. The report also includes detailed statistical analyses and the evaluation and data gathering forms used. (DB) ED 315 968

EC 222 721 Renfroe, William And Others First Follow-Up of Special Education Graduates,

1986. Publication No. 525. Los Angeles Unified School District, Calif. Re

search and Evaluation Branch. Pub Date—Dec 88 Note-157p.; For related documents, see ED 274

764 and EC 222 720. Pub Type - Reports - Research (143) — Tests/

Questionnaires (160) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Daily Living Skills, Educational

Needs, Education Work Relatioaship, Employment Level, Followup Studies, Graduate Surveys, High Schools, Individualized Programs, *Learning Disabilities, Longitudinal Studies, •Mild Mental Retardation, *Moderate Mental Retardation, *Postsecondary Education, Quality of Life

This is the first follow-up report of a 5-year longi. tudinal study which examined whether training provided handicapped students in Los Angeles high schools adequately prepares them for the world of work and independent living. Subjects were 253 handicapped (mostly learning disabled (LD), educable retarded (ER), or trainable (TMR) mentally retarded) young adults graduating from high school in 1986. Findings concerning high school preparation included that 87% of males and 52% of females had taken vocational education classes. Among findings concerning postgraduate school activities were that over half of the LD graduates had taken at least one course in a community college or technical school. Findings concerning employment included that graduates' plans for employment were fairly consistent with their actual activities and that most TMR and ER graduates are unemployed and not seeking employment. Among findings concerning independence were that almost all graduates still live in the homes of their parents or guardians and that LD and ER graduates are satisfied with their current lives. Implications for educational practice include the need to reexamine independent living courses and to institute a transitional program for each graduating student with disabilities. The appendixes include tables and the special education post-high-school activity survey. (DB) ED 315 969

EC 222 722 Mahon, Michael J. Abstracts in Adapted Physical Activity (AAPA).

Volume II. Manitoba Univ., Winnipeg. Pub Date—[89] Note—67p.; Funded by Manitoba Special

Olympics. For volume 1, see ED 309 586. Available from-Manitoba Special Olympics, 1495

St. Matthews Ave., Winnipeg, Manitoba R3G

3L3 Canada. Pub Type— Reference Materials - Bibliographies

(131) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Adapted Physical Education, Anno

tated Bibliographies, *Disabilities, *Leadership, Leadership Training, Leisure Education, *Mental Retardation, Teaching Methods

The bibliography of 151 citations focuses on leadership in adapted physical activity for the mentally handicapped or otherwise disabled. The concept of leadership as used encompasses teaching techniques, group management skills, knowledge leaders need, and leadership training programs. Each citation is provided with a unique number (for or dering purposes), author information, title, source, and a brief abstract. Abstracts are arranged alphabetically by author. Books and articles cited date from 1977 to 1989. A subject index precedes the abstracts. The appendixes include an order form for copies of articles, an abstract submission form, and an order form for this volume. (DB) ED 315 970

EC 222 723 Career/Vocational Training and Employment Re

source Guide for Students with Handicapping

Conditions. Louisiana State Dept. of Education, Baton Rouge.

Office of Special Educational Services. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Report No.—Bulletin-1786 Pub Date—30 May 86 Grant-G008300915 Note—646p.; Best available copy. Available from-Louisiana Department of Educa. tion, Office of Special Educational Services, P.O.

Box 94064, Baton Rouge, LA. Pub Type- Guides - Non-Classroom (055) EDRS Price · MF03/PC26 Plus Postage. Descriptors-Administration, *Career Education,

*Curriculum Development, *Disabilities, Education Work Relationship, Elementary Secondary

Education, Job Placement, Mild Disabilities, Program Development, Severe Disabilities, Student Educational Objectives, *Student Evaluation, Teaching Methods, Transitional Programs, *Vo

cational Education Identifiers-Louisiana

This resource guide is the result of a 3-year effort by a task force which addressed vocational and career education services for disabled students in Louisiana. Section I reports on the assessment process for students requiring special education with subsections on essential competencies recommended for vocational assessment personnel, the role of pupil appraisal, and outreach programs. Section II describes resources for the career/vocational curriculum and training model for mildly/moderately handicapped students and severely/profoundly handicapped students. There is a subsection on instructional techniques and strategies (e.g., learning styles, acquisition and production training techniques, and techniques for specific disabilities). Section III presents administration and program considerations (e.8., transitional strategies, funding aspects, high school program models, and major components of a full continuum career program). Section IV covers transitional planning and job placement including implementing a systematic transitional and job placement procedure, community analysis, community based vocational training, and the in-school work training model. Extensive appendixes provide vocational assessment forms and information, Iowa program models, sample lesson plans, administration related information, career/transitional information, and materials. A glossary is also provided. Contains 85 references. (DB) ED 315 971

EC 222 724 Bruininks, Robert H. Assessing and Developing the Adaptive Function

ing of Handicapped Children and Youth. Final

Report (October 1984-September 1987). Minnesota Univ., Minneapolis. Dept. of Educa

tional Psychology. Spon's Agency-Department of Education, Wash

ington, DC. Pub Date—[87] Grant-G008430084 Note 47p. Pub Type - Information Analyses (070) - Reports

Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Adaptive Behavior (of Disabled),

*Disabilities, Elementary Secondary Education, Environmental Influences, *Evaluation Methods, Intervention, Mainstreaming, Preschool Education, Research Methodology, *Student Evalua

tion, Student Placement Identifiers-Adaptive Behavior Scales

The project sought to clarify the nature and structure of adaptive functioning and to address methodological issues in its assessment, in order to improve placement, evaluation, and instructional decision-making related to adaptive functioning. Project components included: (1) exploration of the structure of adaptive behavior; (2) comparison of adaptive functioning performance as a function of level of disability; (3) comparison of adaptive functioning performance as a function of level of educational service placement; (4) exploration of the effects of evaluator characteristics and evaluation format on adaptive functioning assessment; (5) exploration of the influence of environmental context and opportunity on adaptive functioning; and (6) exploration of the relationship between observed behaviors in natural environments and adaptive functioning assessment. For each component, this report provides a literature review and summarizes the results of several empirical investigations carried out by the project. A list of project reports, articles, presentations, and personnel is included. (JDD) ED 315 972

EC 222 725 Haring, Norris G., Ed. Generalization for Students with Severe Handi

caps. Washington Univ., Seattle. Washington Research

Organization. Spons Agency-Department of Education, Wash

ington, DC. Report No.-ISBN-0-295-06807-9 Pub Date—88 Contract-300-82-0364 Note—219p.; For related documents, see ED 249

737-738, ED 265 695, and ED 287 270. Available from University of Washington Press,

P.O. Box 50096, Seattle, WA 98145 ($20.00). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Generalization, Instructional Effec

tiveness, Severe Disabilities, Skill Development, *Training Methods, *Transfer of Training Identifiers-Decision Rules

The first section of this book presents an overview and history of the problem of skill generalization among students with severe handicaps. Researchers review empirically based strategies proposed to remedy the problem, discuss the characteristics and foundations of decision rules which can be used to determine which strategy will work best in a given situation, describe a study which evaluated whether decision rules would increase the effectiveness of generalization strategies, and describe a study which assessed whether strategies matched to student performance via decision rules would result in more generalized skills than strategies selected counter to decision rules. The second section of the book is designed to guide practitioners in the implementation of a systematic approach to generalization, which involves carefully assessing skills for generalization and writing objectives, teaching for acquisition and generalization, probing for generalization during and after instruction, using decision rules to identify generalization problems, implementing strategies as indicated to solve problems, and reprobing until generalization is achieved. Extensive references are provided for most chapters. (JDD) ED 315 973

EC 222 726 Managing End User Computing for Users with

Disabilities. General Services Administration, Washington, DC.

Clearinghouse on Computer Accommodation. Pub Date—[89] Note—98p. Pub Type-Guides - Non-Classroom (055) — Ref

erence Materials - Directories/Catalogs (132) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Accessibility (for Disabled), Adults,

* Assistive Devices (for Disabled), *Computers, *Disabilities, Federal Government, Federal Regu·lation, Government Employees, Hearing Impairments,

Information Technology, Microcomputers, Needs Assessment, Physical Disabilities, *Public Policy, Visual Impairments

This handbook presents guidelines to assist fed. eral Information Resources Managers in applying computer and related information technology to accommodate users with disabilities. It discusses managing the end

environment, assessing accommodation requirements, and providing end user tools and support. The major portion of the document consists of 15 appendices divided into three sections. A section on accommodation resources presents checklists for assessing computer and telecommunications needs; describes information resources in the federal government sector, other governmental levels, and the private sector; describes telecommunications devices for the deaf (TDD); lists federal agency TDD numbers; and offers a ief list of computer

accommodation publications. A section on policy and regulatory information includes government regulations concerning electronic office equipment accessibility, continuity of computer accommodation when replacing automated equipment, and transfer of specialized equipment used by handicapped federal employees. A final section lists computer accommodation hardware and software add-ons available in the marketplace, including input devices, output devices, telecommunications devices, and robotic devices. (JDD) ED 315 974

EC 222 727 Osborne, Allan G., Jr. Disciplining Handicapped Students: Legal Consid

erations. Pub Date—26 Sep 89 Note—26p.; Paper presented at the National Con

ference of the Council for Exceptional Children/Council for Children with Behavioral Disorders

(Charlotte, NC, September 24-26, 1989). Pub Type Speeches/Meeting Papers (150) — Re.

ports - Descriptive (141) EĎRS Price · MF01/PCO2 Plus Postage. Descriptors—Civil Rights, "Court Litigation, Dis

abilities, *Discipline, *Discipline Policy, Due Process, Elementary Secondary Education, Federal Legislation, •Legal Responsibility, Parent Rights, Policy Formation, School Districts, "Stu

Page 16

section on State Department operations outlines how special education is administered at the State level. General assurances are given and requirements defined. The section on local education agency operations provides statute, regulation, and procedural guidelines for the local level. Administrative and procedural responsibilities of local education agencies are detailed covering such areas as local comprehensive plans, the least restrictive environment, cooperative agreements, reimbursement and finances, exceptional children enrolled in private schools, procedural due process, confidentiality, and class size and case loads. Appendices provide explanations of state policy concerning: the extended school year; a free appropriate education; the least restrictive environment; and suspension/expulsion of handicapped students. A glossary is provided as is a chart of maximum caseload by delivery model for 1989-90. (Author/DB)

dent Rights Identifiers-Education for All Handicapped Chil

dren Act, Supreme Court

Federal and state courts have held that disciplinary sanctions cannot be applied to handicapped students in such a way that they would be deprived of their legal rights to a free, appropriate public education in the least restrictive environment, as mandated by the Education for All Handicapped Children Act (EHA). This presentation outlines the due process provisions of the EHA and the "status quo" provision, which restricts changes that the school district may make in the child's placement without parental consent. Early litigation involving the EHA is described. A 1988 United States Supreme Court decision is traced through the district court and appeals court process. The decision, which ruled that handicapped students cannot be expelled for misconduct, at the same time upheld the use of normal disciplinary procedures such as suspensions. The policy implications and administrative implications of this decision are discussed. Forms for use in developing disciplinary policies and procedures and for documenting the use of disciplinary procedures are attached. 18 references. (JDD) ED 315 975

EC 222 728 Trautman, Retta C. Ryley, Anderia Trail Early Intervention and Five Years Later with an

Autistic Child and Her Family. Pub Date—Sep 89 Note-12p.; Paper presented at the National Con

ference of the Council for Exceptional Children/Council for Children with Behavioral Disorders

(Charlotte, NC, September 24-26, 1989). Pub Type— Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Autism, Behavior Development,

Case Studies, Cognitive Development, * Early Intervention, Elementary Education, Followup Studies, Home Programs, *Parent Education, *Parent Participation, Preschool Education

A case study of a 3-year-old autistic child and her family is presented, following the child through a 3-year intensive intervention program with a multidisciplinary team in a day treatment program. The day treatment program plan included academic goals, language goals, parental goals, and home training goals. A major component of the program was the family's participation in a behavior-based developmental model training course. The document presents the child's developmental history, school history, and early intervention strategies. A follow-up study 5 years after leaving the day treatment program found that the child had made apparent cognitive and behavioral improvements. Her language skills remained weak and her eye contact limited, and she exhibited little spontaneity. Her parents retained and used the skills learned from their earlier participation in the parent training course. Family counseling was recommended to aid in meeting the challenge of parenting an adolescent and to establish long-term educational and vocational goals. Seven references. (JDD) ED 315 976

EC 222 729 Clark, Isabelle M. A Shared Service Approach for Children with

Behavioral Disorders. Pub Date—Sep 89 Note-12p.; Paper presented at the National Con

ference of the Council for Exceptional Children/Council for Children with Behavioral Disorders

(Charlotte, NC, September 24-26, 1989). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Behavior Disorders, *Behavior

Problems, *Consultation Programs, *Delivery Systems, Elementary Secondary Education, Foreign countries, Inservice Teacher Education, Models, Program Development, *Rural Educa

tion, *Shared Resources and Services Identifiers—*Saskatchewan

The Saskatoon Region Shared Service was formed by one urban and three adjoining rural school divisions in Saskatchewan (Canada), to serve a small, widespread population base of special needs students. The Shared Service established the Behavior Adjustment Model to develop a continuum of services for children with social and emotional problems. The program provides videotapes on classroom management for inservice teacher education and offers support services from a behavior consultant, social worker, psychologist, school ad

ministrator, or resource teacher. The procedures for receiving these support services are described. Statistical data on the numbers of clients served and types of services are provided. The Shared Service also developed the Social Learning Centre, to meet the needs of students with severe behavioral problems who are unable to cope with, or benefit from, the regular classroom program. The document describes the Centre's service approach, student population, staff, program individualization, length of stay, student integration and reintegration, funding, and volunteer involvement. (JDD) ED 315 977

EC 222 730 Griffin, Susan L., Ed. Chandler-Kelley, Shirley K.,

Ed. Vocational Rehabilitation Counselors: Partners in

Successful Supported Employment, RRTC, Vol.

ume 5, Number 2. Virginia Commonwealth Univ., Richmond. Reha

bilitation Research and Training Center. Spons Agency–National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ton, DC. Pub Date—89 Note—9p. Available from-Virginia Commonwealth Univer.

sity, Rehabilitation Research and Training Center, VCU Box 2011, 1314 W. Main St., Richmond,

VA 23284-0001 (free, limited supply). Pub Type - Collected Works - Serials (022) - Re

ports - Evaluative (142) – Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adults, *Career Counseling, Coun

selor Role, Demonstration Programs, *Disabilities, Employment Potential, Job Placement, Knowledge Level, National Surveys, *Vocational Rehabilitation, Wages

The newsletter contains several separate sections which explore recent research on the information needs of the rehabilitation counselor or address issues counselors face when using supported employment with clients. An interview with Darlene Ackerman, a vocational rehabilitation counselor in Virginia, is include, in which she comments on barriers to support employment, communication concerns, counselor role, funding, and feedback. The next section reports on results of a national survey of rehabilitation counselors (N=790) on supported employment which includes narrative and tabular data on the rehabilitation counselor's role, counselors' knowledge of supported employment regula. tions, and counselors' training needs. Other sections of the newsletter review supported employment models (individual placements, enclaves, mobile work crew, and the small business/entrepreneurial model); monitoring and evaluating supported employment placements; emerging trends in supported employment (e.g., worker wages are below minimum for group models but are above minimum for individual placements); and advocacy for supported employment. Finally Paul Wehman of Virginia Commonwealth University answers commonly asked questions concerning supported employment (e.g., for whom should rehabilitation counselors use supported employment?). Six references. (DB) ED 315 978

EC 222 731 Rhys, Jane, Ed. Hodges, Harold, Ed. State Plan for Special Education Effective July 1,

1989. Kansas State Dept. of Education, Topeka. Special

Education Administration Section. Pub Date— 13 Jun 89 Note-174p. Pub Type- Legal/Legislative/Regulatory Materi

als (090) — Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors—* Administrative Policy, Compliance

(Legal), Delivery Systems, *Disabilities, Educational Legislation, Educational Policy, Educational Practices, Incidence, School Districts, Special Education Teachers, *State Legislation, *State School District Relationship, *State Stan

dards Identifiers–Kansas

The Kansas State Plan for Special Education is designed to trace specific special education issues through statute, regulation, and policy and to translate each issue into operational terms which can be followed by local education agencies. The informational format divides the plan into three major sec. tions. The introductory section presents current data on the number of professional and paraprofessional teaching positions and the number of students being served by special education in Kansas. The

ED 315 979

EC 222 733 Steller, Arthur W. A Study of the Costs of Special Education and

Oklahoma's Weighted Per Pupil Reimburse

ment: Recommendations for Increased Weights. Pub Date—[88] Note—45p.; Course requirements, Oklahoma City

University. Pub Type - Dissertations/Theses - Undetermined

(040) — Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Disabilities, Educational Econom

ics, *Educational Equity (Finance), Elementary Secondary Education, *Expenditure per Student, Federal Legislation, Government School Relationship, Individualized Education Programs, Resource Allocation, *State Aid, State Federal Aid, *State School District Relationship, State Stan

dards Identifiers—Education for All Handicapped Chil

dren Act, Oklahoma

This study examined the extent to which federal and state funding compensates for the excess cost of educating students under Public Law 94-142, the Education for All Handicapped Children Act. The literature is supports of the contention that the high costs of educating a handicapped child were well known prior to passage of P.L. 94-142, which mandated an “individualized education program” (IEP) for each covered child as well as varous special education services. Requirements of the Law that all needed special education and related services be included in the IEP even when such services cannot be provided by the local education agency are discussed. The Oklahoma weighting formula which partially recompenses local districts for excess costs of educating handicapped children is cited. The opinion of school superintendents across the state that the weights are generally too low is also noted. Actual costs of educating each category of handicapped student in Oklahoma City were compared with costs of educating the average nonhandicapped student and these costs were then compared with total revenues received per student. The results of the study are seen to provide a rationale as well as a quantitative basis for assigning more appropriate weights for each category. 14 references. (DB)

ED 315 980

EC 222 734 State Board of Education Rules for Special Educa.

tion Services (Texas) (Including Federal Regula

tions and State Law.) Texas Education Agency, Austin. Div. of Special

Education Programs. Report No.-TEA-AD9-330-10 Pub Date—Aug 89 Note-327p. Pub Type - Legal/Legislative/Regulatory Materi

als (090) EDRS Price · MF01/PC14 Plus Postage. Descriptors—Compliance (Legal), Confidentiality,

*Disabilities, *Due Process, Educational Legis. lation, Federal Legislation, Inservice Teacher Education, Resource Allocation, State Federal Aid, State Legislation, State School District Relationship, *State Standards, Student Evaluation, Stu

dent Placement, Student Rights Identifiers—State Regulation, *Texas

The document presents state (Texas) Board of Ed. ucation rules parallel with the relevant federal regulations and state laws concerning requirements for special education services. A detailed table of contents lists state and federal regulations separately and provides access to information concerning the following general areas: clarifications of provisions in federal regulations and state law, funding, puro pose, applicability, and general provisions; state annual program plans and local applications (including contents, applications, and public participation); services; free appropriate education; priorities in fund use; individualized education programs; direct service by the state educational agency; comprehensive system of personnel development; placement of handicapped children in private schools; due process procedures for parents and children; complaint procedures of the state; protection in evaluation procedures; additional procedures for evaluating specific learning disabilities; the least restrictive environment; confidentiality of information; the Family Educational Rights and Privacy Act; disclosure of personally identifiable information from education records; enforcement procedures; state educational agency responsibilities; state advisory panel; allocations of funds; reports; and preschool grants for handicapped children. An appendix provides policv interpretation concerning individualized education program requirements. A subject index is also included. (DB)

ature identified, and discuss research methods in transition literature. Subsequent chapters then review studies of the outcomes of youths with handicaps in the areas of education, employment, and independent living. Following the review chapters, the 120 articles reviewed are listed in an annotated bibliography. A classification system allows specific identification of articles that have a primary focus on any one of the three outcome areas or on any one of 13 handicapping conditions (learning disabilities; speech impairments; mild, moderate, and severe/profound mental retardation; serious emotional disturbance; hearing impairments; orthopedic handicaps; visual impairments; multiple handicaps; other health impairments; deaf-blindness; and educationally at risk). Appendices offer definitions of handicapping conditions and outcome area reference listings (about 250) for articles included in all three volumes of the literature review to date. The database records and programs necessary to run the retrieval system are available on computer disks for use with “dBASE III.” (JDD)

ED 315 981

EC 222 735 Kochanek, Thomas T. Friedman, Donna Haig Incorporating Family Assessment and Individual

ized Family Service Plans into Early Intervention Programs: A Developmental, Decision

Making Process. Rhode Island Coll., Providence. Dept. of Special

Education. Spons Agency-Massachusetts State Dept. of Pub

lic Health, Boston. Pub Date—88 Note-134p.; Appendixes through F present nu

merous legibility problems. Available from—Thomas T. Kochanek, Depart

ment of Special Education, Rhode Island College,

Providence, RI 02908 ($10.00). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Decision Making, *Disabilities,

*Early Intervention, *Evaluation Methods, Family Environment, Family Programs, Federal Legislation, *Identification, Infants, Planning, *Program Development, Public Policy, Screening

Tests, Services, Young Children Identifiers—Education of the Handicapped Act

Amendments 1986, *Individual Family Service Plan, Massachusetts

The monograph presents essential components of a decision making sequence used to incorporate formalized family assessment and service planning procedures into two existing early intervention programs in Massachusetts. The 1-year effort used a consultant to: (1) redefine screening and assessment processes to include both child and family centered dimensions; (2) identify and critically evaluate formalized instruments used to assess family needs and strengths; (3) develop alternative individual family service plan (IFSP) formats; and (4) develop revised intake, screening, diagnostic, and service planning processes which reflect statutory requirements, contemporary research findings, and best clinical judgement. The monograph contains six sections and appendixes. After an introduction and overview, Part II looks at the context for family assessment and intervention including Public Law 99-457 and research findings. Methods of reviewing and analyzing family assessment instruments are presented in Part III with sections on classes of available measures and criteria for test selection. Discussed in Part IV are implications of family assessment for program organization and design. Part V considers development of an IFSP format, and Part VI briefly notes training/technical assistance implications. Seven appendices provide information on measures of social support and family behavior, significant life stressor scales, and quality of caregiving environment scales. Contains a list of over 100 references. (DB). ED 315 982

EC 222 736 Taulbee, Dianne R. And Others Curriculum for the Special Education Early Child

hood Center. Jackson County Intermediate School District, MI. Pub Date—88 Note-125p. Pub Type - Guides - Classroom - Teacher (052) –

Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors— Classroom Techniques, Cooking In

struction, *Curriculum, Curriculum Development, Developmental Stages, *Disabilities, Early Childhood Education, *Early Intervention, Holi

days, *Learning Activities, Models, Music Education, Play, Story Telling, Teaching Methods Identifiers-Michigan (Jackson County)

This document presents Jackson County (Michigan) Intermediate School District's Special Education Early Childhood Center's 1988 curriculum. Sections focus on: (1) the center's program; (2) play observation; (3) eligibility; (4) classroom structure and function; (5) the importance of play; (6) developmental milestones; (7) planning and teaching strategies; and (8) four categories of activities (seasonal, cooking, special days, and music and storytelling). The early childhood program combines Piaget's theory of intellectual development, the High Scope curriculum model, and Mahoney and Powell's Transactional Intervention Program, a child-centered approach to developmental intervention that aims to increase the frequency of children's active engagement in interaction by enhancing the quality of teacher-student interactions. Teachers who implement the curriculum enhance the learning process by providing interest centers that contain a variety of stimulating materials and offer varied play opportunities. The materials used provide concrete experiences and are adaptable to a wide range of developmental levels. The teacher or facilitator develops an affective climate which is warm, caring, and accepting. (RH/DB). ED 315 983

EC 222 737 Wheeler, Nedra A Motivational Behavioral Approach to Violence

in School. Pub Date-Sep 89 Note—14p.; Paper presented at the National Con

ference of the Council for Exceptional Children/Council for Children with Behavioral Disorders

(Charlotte, NC, September 24-26, 1989). Pub Type - Speeches/Meeting Papers (150)

Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Aggression, Attitude Change, *Be

havior Change, *Behavior Problems, *Discipline, Discipline Policy, Elementary Secondary Education, Student Behavior, Student Motivation, *Teacher Attitudes, *Teacher Expectations of Students, Teacher Role, *Violence

A combination of behavioral and motivational theory is proposed to deal with the problem of violence in schools. Characteristics of persons effective in dealing with violent or aggressive students include intelligence, positive attitudes toward students, and high expectations for students. Other personal qualities that are related in general to effective interpersonal relationships and to successful teaching include cognitive flexibility; the ability to accommodate values, insights, feelings, and perceptions different from one's own; and the ability to experience and interact comfortably with others who are different. Teachers with these qualities can restructure student behavior through discipline. The motivational behavioral approach emphasizes guidance without domination and freedom without laxity. It stresses understanding the underlying causes of disruptive behavior and its possible precipitators, and recommends the development of a large repertoire of interventions. A list of guidelines for establishing discipline standards is provided. Contains 15 references. (JDD) ED 315 984

EC 222 738 Harnisch, Delwyn L. Fisher, Adrian T. Transition Literature Review: Educational, Em

ployment, and Independent Living Outcomes.

Volume 3. Illinois Univ., Champaign. Secondary Transition In

tervention Effectiveness Inst. Spons Agency–Special Education Programs (ED

TOSERS), Washington, DC. Pub Date—89 Contract—300-85-0160 Note—308p.; For volumes 1 and 2, see ED 279 122

and ED 294 383. Pub Type- Information Analyses (070) Refer

ence Materials - Bibliographies (131) EDRS Price - MF01/PC13 Plus Postage. Descriptors—*Disabilities, Education Work Rela

tionship, *Employment, *Independent Living, *Outcomes of Education, Research Methodol. ogy, Research Needs, Secondary Education, *Transitional Programs

This review focuses on both published and unpublished literature in the areas of education, employment, and independent living outcomes across 13 handicapping conditions. Preliminary chapters describe the database system used to manage the liter

ED 315 985

EC 222 739 Seta, Julie, Comp. Supported Employment in Illinois: Compendium

of Program Profiles. Volume 6, 1988-1989. Illinois Univ., Champaign. Secondary Transition In

tervention Effectiveness Inst. Pub Date—89 Contract-300-85-0160 Grant-STILMIDOR-GPC-MHD983 Note—212p.; Supersedes earlier version, ED 300

957. Pub Type- Reports - Descriptive (141) Refer

ence Materials - Directories/Catalogs (132) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Adults, *Disabilities, Employment,

*Employment Programs, Models, Outcomes of Treatment, Program Descriptions, *Program Implementation, Quality of Life, State Programs,

*Supported Employment Identifiers– Illinois

The compendium presents a view of 70 programs participating in the Illinois supported employment initiative. A preliminary chapter analyzes the implementation of supported employment in Illinois. It provides a brief history of the Illinois supported employment initiative, describes the Illinois Supported Employment Project, examines the impact of model program development, and describes research at the University of Illinois at Urbana-Champaign. Profiles of the 70 programs are then presented, describing their purpose, focus of programmatic activity, conversion plan, program-developed products, and outcomes. Ten of the programs, identified as providing exemplary supported employment services, are further described, each with information concerning integration, co-worker involvement, and degree of implementation, and each with a profile of an actual supported employment client. The client profiles offer a look at the larger impact of supported employment on the lives of the 10 individuals in order to improve understanding of what constitutes quality of life for individuals with severe disabilities. (JDD)

ED 315 986

EC 222 740 Easterbrooks, Susan R., Ed. Miller, Daniel L., Ed. Postsecondary Program for Sensory Impaired,

1989-1990. Interpreters Manual, Parents' Man.

ual, Student Handbook, and Faculty Handbook. Jacksonville State Univ., Ala. Pub Date-Jul 89 Note—70p.; The Interpreter's Manual was com

piled by Horace Carson. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Classroom Techniques, College Fac

ulty, College Programs, College Students, *Deaf Interpreting, Faculty Handbooks, *Hearing Impairments, Parent Education, Postsecondary Education, *Student Responsibility, *Teacher Role, Teacher Student Relationship, *Visual Impairments

Four handbooks from the Jacksonville State University (Alabama) Postsecondary Program for Sensory Impaired are brought together: an interpreters' manual, parents' manual, student handbook, and faculty handbook. The interpreters' manual offers guidelines and clarifies the expectations and responsibilities of interpreters/transliterators, who play a critical role in mainstreaming hearing impaired students in one or more classes. The manual contains a statement of philosophy and mission as well as information on hiring procedures, orientation, assignment to classes, the interpreter's role, inter

ences, workshops and seminars. Agencies are listed alphabetically by city within each state. Also listed by state are about 120 additional resources providing such services as special education and rehabilitation. An index is provided for products, support groups and vendors. (DB)

preter ethics, student tests, student absence, and interpreter's health and professional growth, and includes forms for evaluating interpreters. The parents' manual contains a brief history of the program, an explanation of its philosophy and mission, a statement of student responsibility, and a description of the levels of service offered. The student manual provides similar information, with more detailed information about student responsibilities involved in preparing for classes and using notetaker support, tutoring support, interpreter support, reader support, and technical equipment. The faculty handbook offers suggestions for classroom procedures for students with hearing or visual impairments. The suggestions cover: seating, notetaking, use of audiovisual materials, classroom participation, texts, assignments, field trips, internships, and testing. A glossary and a short bibliography are appended. (DD) ED 315 987

EC 222 741 Lee, Frank M., Ed. Secondary Special Education Program Manual. Michigan State Dept. of Education, Lansing. Spe

cial Education Services. Pub Date—[89] Note—284p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*Curriculum Development, *Deliv

ery Systems, *Disabilities, Interpersonal Competence, Program Development, *Program Implementation, Records (Forms), Secondary Education, Special Education, State Programs, Transitional Programs, Vocational Education,

Vocational Evaluation Identifiers—*Michigan

The purpose of this programming guide is to assist local and intermediate Michigan school districts in planning, developing, and implementing programs and services for secondary special education. The first chapter, “Delivery of Secondary Programs and Services,” outlines the program's philosophy, effective program development, a program continuum, rule considerations, curriculum development, and development of individualized education programs. Chapter II, “Guidelines for the Development of a Special Education Credit-Based Curriculum Leading to a High School Diploma," presents the secondary special education curriculum, administrative rules pertaining to special education, and requirements of Michigan general school laws. Chapter III deals with personal adjustment education. The next four chapters cover prevocational education, vocational education, vocational evaluation, and work-study services. A chapter on transition services presents a model which focuses on transition planning, community placement, referral to supportive services, and program exiting procedures. The final chapter deals specifically with programming for the trainable and severely mentally impaired. Appendices, which make up the bulk of the document, contain student progress report forms, a transition plan form, a follow-up survey form, vocational evaluation report form, other administrative forms, course information, and tables and charts to support the main text. References are provided, arranged by topic. (JDD) ED 315 988

EC 222 742 Resource Guide for Persons with Mobility Impair

ments. IBM, Atlanta, GA. National Support Center for

Persons with Disabilities. Pub Date—12 Jul 89 Note-192p., For other guides in this series, see EC

222 743-746. Pub Type- Reference Materials - Directories/Cat

alogs (132) EDRŠ Price - MF01/PC08 Plus Postage. Descriptors—Accessibility (for Disabled), Agen

cies, Assistive Devices (for Disabled), Computer Software, *Electromechanical Aids, *Electronic Control, Electronic Equipment, *Input Output Devices, *Microcomputers, Organizations (Groups), *Physical Disabilities, Physical Mobil

ity, Word Processing Identifiers—*IBM Personal Computer, Switching

Devices, Voice Recognition

The resource guide identifies products which assist individuals with mobility impairments in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help persons with mobility impairments. The main portion of the

document consists of a listing of about 325 products arranged alphabetically within the following categories: keyboard modification, alternate input, switching devices, voice

recognition, electronic environment control, alternatives to printed documentation, word processing, and the IBM PC voice activated keyboard utility. Product information includes the manufacturer and a brief description. A separate section lists approximately 250 agencies and associations which provide such services as act. ing as an information clearing house, legislative monitoring, peer counseling, and sponsoring conferences, workshops and seminars. Agencies are listed alphabetically by city within each state. Also listed by state are about 150 additional resources providing such services as special education and rehabilitation. An index is provided for products, support groups and vendors. (DB) ED 315 989

EC 222 743 Resource Guide for Persons with Hearing Impair

ments. IBM, Atlanta, GA. National Support Center for

Persons with Disabilities. Pub Date—19 Jul 89 Note—97p.; For other guides in this series, see EC

222 742-746. Pub Type- Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Accessibility (for Disabled), Agen

cies, * Assistive Devices (for Disabled), Communication

Aids

(for Disabled), *Deafness, Electromechanical Aids, Electronic Control, Electronic Equipment, *Hearing Impairments, *Microcomputers, *Organizations (Groups), Tel.

ephone Communications Systems Identifiers—IBM Personal Computer, Voice Rec

ognition

The resource guide identifies products which assist hearing impaired individuals in accessing IBM (International Business Machine) Personal Computers or the IBM PS/2 family of products. An introduction provides a general overview of ways computers can help hearing impaired persons. The document then provides descriptions of about 20 adaptive aids and related products followed by more detailed descriptions of IBM PC Augmented Phone Services and the IBM Personal System/2 Speech Viewer. Product information includes the manufacturer and a description. The next section lists approximately 235 agencies and associations which provide such services as acting as an information clearing house, legislative monitoring, peer counseling, and sponsoring conferences, workshops and seminars. Agencies are listed alphabetically by state. Also listed by state are about 115 additional resources providing such services as special education and rehabilitation. An index is provided for products, support groups and vendors. (DB) ED 315 990

EC 222 744 Resource Guide for Persons with Learning Impair

ments. IBM, Atlanta, GA. National Support Center for

Persons with Disabilities. Pub Date-19 Jul 89 Note—117p.; For other guides in this series, see EC

222 742-746. Pub Type— Reference Materials - Directories/Cat

alogs (132) EDRS Price · MF01/PC05 Plus Postage. Descriptors-Accessibility (for Disabled), Agen

cies, Cognitive Development, *Computer Assisted Instruction, Computer Software, Learning Disabilities, Mathematics Instruction, *Mental Retardation, *Microcomputers, *Organizations (Groups), Reading Instruction, *Remedial In

struction Identifiers—*IBM Personal Computer

The resource guide identifies products which assist learning disabled and mentally retarded individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help learning disabled or retarded persons. The document then provides descriptions of about 100 products arranged alphabetically within the following categories: cognitive skills, reading and writing, and educational software. Product information includes the manufacturer and a description. A separate section lists approximately 175 agencies and associations which provide such services as acting as an information clearing house, legislative monitoring, peer counseling, and sponsoring confer

ED 315 991

EC 222 745 Resource Guide for Persons with Vision Impair

ments. IBM, Atlanta, GA. National Support Center for

Persons with Disabilities. Pub Date—19 Jul 89 Note—202p.; For other guides in this series, see EC

222 742-746. Pub Type — Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC09 Plus Postage. Descriptors—Accessibility (for Disabled), Agen

cies, * Assistive Devices (for Disabled), Blindness, Braille, Computer Software, Input Output De. vices, Large Type Materials, *Low Vision Aids, *Microcomputers, Optical Scanners, Organizations (Groups), Partial Vision, Rehabilitation, Sensory Aids, Special Education, Speech Synthesizers, *Visual Impairments, Word Processing Identifiers—*IBM Personal Computer

The resource guide identifies products which assist visually impaired individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help persons with visual handicaps. The document then provides descriptions of about 300 products arranged alphabetically within the following categories: enlarged output; braille; audio output (screen reading, speech synthesizer, other audio output, IBM Personal System/2 Screen reader and related synthesizers); optical readers; alternatives to printed documentation; and word processing. Product information includes the manufacture name and a description. A separate section lists approximately 400 agencies and associ. ations which provide such services as acting as an information clearing house, legislative monitoring, peer counseling, and sponsoring conferences, workshops and seminars. Agencies are listed alphabetically by city within each state. Also listed by state are about 150 additional resources providing such services as special education, rehabilitation, recordings, and computer training. An index is provided for products, support groups and vendors. (DB) ED 315 992

EC 222 746 Resource Guide for Persons with Speech or Lan

guage Impairments. IBM, Atlanta, GA. National Support Center for

Persons with Disabilities. Pub Date—23 Aug 89 Note—89p.; For other guides in this series, see EC

222 742-745. Pub Type— Reference Materials - Directories/Cat

alogs (132) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Accessibility (for Disabled), Agen

cies, * Assistive Devices (for Disabled), Braille, Communication Disorders, Computer Software, Input Output Devices, *Language Handicaps, Large Type Materials, * Microcomputers, Optical Scanners, *Organizations (Groups), Rehabilitation, Sensory Aids, Special Education, *Speech Handicaps, Speech Synthesizers, Word Process

ing Identifiers—*IBM Personal Computer

The resource guide identifies products which assist speech or language impaired individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help persons with spee

or language handicaps. The document then provides descriptions of about 100 products arranged alphabetically within the following categories: therapy, cognitive skills, and electronic communication. More detailed descriptions provided of IBM PC Augmented Phone Services and the IBM Personal System/2 Speech Viewer. Product information includes the manufacturer and a description. A separate section lists approximately 150 agencies and associations which provide such services as acting as an information clearing house, legislative monitoring, peer counseling, and sponsoring conferences, workshops and seminars. Agencies are listed alphabetically by city within each state. Also listed by state are about 90 additional resources providing such services as special educa

Descriptor—* Athletics, Check Lists, *Competi

tion, Elementary Secondary Education, *Extramural Athletics, Legal Responsibility, *Physical Disabilities, Publicity, State Programs, Track and

Field Identifiers—Competitive Athletic Events, Louisi

This resource guide for the conduct of athletic competition for physically disabled students in Louisiana includes policies and procedures for statewide implementation, official rules for competition, and copies of all forms needed for program development. The guide contains three sections. The first section covers organizational structure for project staff, including job descriptions, eligibility and classification standards, and the structure for competitive meets, including awards guidelines and a sample activity calendar. Liability and publicity is. sues are also covered. The second section includes rules for equipment, events, and event areas, as well as rules for individual events. The final section is composed of consent forms, entry forms, checklists and other blank forms. Six references. (PB)

tion, rehabilitation, and computer training. An index is provided for products, support groups and vendors. (DB) ED 315 993

EC 222 747 A Reference Manual for Parent Training about

Supported Employment. Second Edition. Re

vised. PACER Center, Inc., Minneapolis, MN. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date--Aug 89 Note—78p. Pub Type Reference Materials - Bibliographies

(131) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Adults, Developmental Disabilities,

*Disabilities, Employment Opportunities, Employment Programs, Employment Services, Federal Programs, Mental Disorders, Neurological Impairments, *Parent Education, Parent Materials, Parent Participation, Parent Workshops, State Programs, *Supported Employment This book includes an annotated bibliography of approximately 150 journal articles, manuscripts, books, and audiovisual materials, as well as a listing of some of the parent training groups which have developed workshops and other resources for parent training on the topic of supported employment for persons with disabilities. In addition to bibliographic data, a short summary of the material's potential applicability and information on how to obtain copies are included. Parent training resources include parent perspective resources, parent training models, national and state projects for parent training, audiovisual aids, and trainer resources. Resources more specific to supported employment cover supported employment resources for persons with developmental disabilities, chronic mental illness, and traumatic brain injury, as well as social security and work incentive programs. Other groupings include resources on secondary transitions and personal futures planning. (PB) ED 315 994

EC 222 748 Swartz, Stanley L. And Others An Analysis of Case Study Methods Used to

Diagnose Mental Retardation. Pub Date—Oct 89 Note—18p.; Paper presented at the International

Conference on Mental Retardation, Council for Exceptional Children, Division on Mental Retar

dation (2nd, Davenport, IA, October 5-7, 1989). Pub Type - Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Auditory Tests, *Case Studies, Clini

cal Diagnosis, Elementary Secondary Education, *Evaluation Methods, *Handicap Identification, Interdisciplinary Approach, Medical Case Histories, *Mental Retardation, Methods Research, *Research Methodology, State Surveys, Student

Evaluation, Vision Tests Identifiers Illinois

Special education professionals in Illinois were surveyed regarding case study procedures for use with mentally retarded students, rating usefulness of procedure, modifications desired for use with different age groups and severity of retardation, and what professional should hold primary responsibility for component completion. Processes rated include child interview, parent consultation, adaptive and cultural social development studies, medical histories, vision and hearing screenings, academic history, learning environment assessment, and specialized evaluations in several therapeutic fields. Psychoeducational and medical components were generally considered more useful than social/environmental ones. A substantial reliance on specialists for assessment was observed, while both administrators and special educators were generally not considered especially important to diagnostic teams in case study work. Five references. (PB) ED 315 995

EC 222 749 GUMBO: Louisiana Games Uniting Mind and

Body. Official Rules, Policies and Procedures Governing Athletic Competition for the Physi

cally Disabled. Bulletin 1830. Louisiana State Dept. of Education, Baton Rouge. Pub Date—[89] Note—67p. Pub Type— Guides - Non-Classroom (055) — Le

gal/Legislative/Regulatory Materials (090) EĎRS Price · MF01/PCO3 Plus Postage.

ED 315 996

EC 222 750 I Can Too! Bulletin 1831. Louisiana State Dept. of Education, Baton Rouge. Pub Date—[87] Note-224p. Pub Type-- Books (010) – Guides - Classroom

Teacher (052) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Aesthetic Education, * Art Activities,

*Art Education, Art Therapy, Childrens Art, Class Activities, Classroom Techniques, Creative Art, *Disabilities, Elementary Secondary Education, Mild Disabilities, Severe Disabilities, Special Education, Student Characteristics, Teaching Methods

This resource book is intended to assist special education teachers in planning art lessons to meet specific goals. It is divided into sections covering mild and moderately handicapped students, severely and profoundly handicapped students, and student with specific sensory handicaps. Each section discusses definitions and characteristics of the disabilities in question and offers a series of art activities targeting specific cognitive processes such as color discrimination and self-concept. Art activities are provided in the form of worksheets outlining time requirements, resources needed, preparations, detailed instructions, and possible expansion activities building on what has been done. A final resource section provides a descriptive list of helpful art skills, listed alphabetically; a list of collectible materials with possible sources for obtaining them; and lists of art centers, galleries, museums and other institutional resources both in-state and nationally. A glossary and a 25-item bibliography are also included. (PB)

ondary students: Bar Ilan University, Ben Gurion University, Hebrew University of Jerusalem, Israel Institute of Technology, Tel Aviv University, Volcani Center of the Agricultural Research Authority, and the Weizmann Institute. Several other college, institute, and museum programs are briefly noted. (JDD) ED 315 998

EC 230 004 Amendments to Part 200 of the Regulations of the

Commissioner of Education, Adopted by the Board of Regents between February 27, 1987 and

March 1, 1989. New York State Education Dept., Albany. Pub Date-Mar 89 Note—16p. Pub Type — Legal/Legislative/Regulatory Materi

als (090) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adults, *Disabilities, •Educational

Policy, *Educational Practices, Elementary Secondary Education, *State Legislation, *State

Standards Identifiers– New York

Presented are the amendments to Part 200 of the regulations of New York's Commissioner of Education, adopted by the Board of Regents between February 27, 1987 and March 1, 1989. The amendments deal with: (1) the provision of consultant teacher services; (2) participation in Individualized Education Program planning conferences; (3) special education space requirements plans, and the roles of the boards of cooperative educational services and the commissioner in developing and approving the plans; (4) notification to parents and students of the end of entitlement to receive tuition-free educational services; (5) procedures for obtaining adult services; (6) due process hearings; (7) appointment of blind, deaf, and severely physically handicapped pupils to state-operated and state-supported schools; (8) notice of closing of approved private schools; and (9) state assistance for transportation of pupils with handicapping conditions. (JDD) ED 315 999

EC 230 005 Harris, Bruce And Others Challenging Gifted Elementary School Students

through Computer-Based Newspaper Produc

tion. Pub Date—30 Jan 87 Note-11p.; Paper presented at the Annual Com

puters in Education Conference (7th, Salt Lake

City, UT, January 30, 1987). Pub Type - Reports Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage.

Descriptors—Computer Software, *Computer Uses

in Education, Elementary Education, *Enrichment Activities, *Gifted, Journalism, *Language Arts, Microcomputers, *School Newspapers, Student Publications, Word Processing

Microcomputers were used by 24 gifted students in a Utah elementary school to produce a school newspaper. Students used word processing (Bank Street Writer) and desktop publishing software (The Newsroom). They met in small groups over a 3-week period to develop basic journalism skills such as interviewing, writing and editing articles. Articles were then typed and organized in general categories such as world events, sports, school events, and comics, and the layout was determined. Project evaluation indicated: students learned to use the word processor in less than an hour; and the desktop publishing software encouraged students to use creativity and organizational skills. Other results were that fourth graders were more motivated and involved than sixth graders and most of the children demonstrated a sense of ownership and intrinsic motivation. The project also increased teachers' interest in the computer lab and received the support of both administrators and parents. Five references. (DB)

ED 315 997

EC 230 001 Burg, Blanka Gifted Children and Science Oriented Youth. In

formation Booklet. Ministry of Education and Culture, Jerusalem (Is

rael). Pub Date-89 Note-37p.; Prepared by the Department for Gifted

Children and Science Oriented Youth. Translated and edited by Michele Blum Sagir and Linda Futterman. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Programs, College School

Cooperation, *Educational Policy, Elementary Secondary Education, Enrichment Activities, Foreign Countries, *Gifted, *Science Education,

*Special Programs Identifiers—*Israel

The pamphlet presents the policy of Israel's Ministry of Education and Culture for education of gifted children and science-oriented youth, and highlights the range of programs available for these students. The administrative structure of the Ministry's Department for Gifted Children and Science Oriented Youth is briefly introduced, and the historical background of gifted education is reviewed. The pamphlet offers a description of the Department's role, definitions of giftedness, testing procedures, curriculum options, programs including enrichment programs, staffing, associations, and courses for Arab and Druze pupils. Also described are courses for science-oriented youth, offered in the following institutions of higher education for the enrichment and advancement of elementary/sec

ED 316 000

EC 230 006 Christenson, Sandra L. And Others Effectiveness of Home-Based Consultation in In

creasing Student Academic Responding. Research Report No. 19. University of Minnesota

Instructional Alternatives Project. Minnesota Univ., Minneapolis. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date-Aug 89 Grant-G008430054 Note—86p.

Pub Type- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Consultation Programs, Elementary

Education, Home Programs, *Homework, *Mild Disabilities, Parent Education, Parent School Re- lationship, *Parent Student Relationship, * Parent Teacher Cooperation, Program Effectiveness, Study Habits, Time on Task

Home-based consultations about homework were conducted over a 12-week period with nine families of elementary students with mild handicaps to determine the extent to which consultations increased academic responding time, and to document home and school factors that contribute to work incompletion problems. The intervention was implemented by trained consultants who worked with parents in the home setting to achieve three goals: (1) increase students' acquisition of independent study habits; (2) promote effective parent-teacher relationships through cooperation, planning, and follow-through with assigned homework tasks; and (3) increase parental skill in providing structure and support for their child's academic work. Although comparisons of intervention and control group subjects failed to show significant differences in students' academic responding time in classroom settings, several home and school factors that contribute to work incompletion problems often demonstrated by students with mild handicaps were identified. Implications for developing effective homework policies in school are discussed. (Child and parent interview questionnaires are appended.) 35 references (Author) ED 316 001

EC 230 007 Thurlow, Martha L. And Others Social Validity of Three Interventions Targeting

Increases in Academic Engaged Time. Research Report No. 21. University of Minnesota Instruc

tional Alternatives Project. Minnesota Univ., Minneapolis. Spons Agency-Office of Special Education and

Rehabilitative Services (ED), Washington, DC. Pub Date—Aug 89 Grant-G008430054 Note-49p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Consultation Programs, Elementary

Education, *Home Programs, *Mild Disabilities, Parent Attitudes, Principals, Program Effectiveness, Program Evaluation, Remedial Reading, Student Attitudes, Teacher Attitudes, *Time on

Task, *Tutorial Programs Identifiers—*Social Validity

Social validity data vere collected for three educational interventions designed to increase the academic engaged time of elementary special education students: (i) a reading tutorial intervention, (2) a special education consultation intervention, and (3) a home-based consultation intervention. A total of 29 students, 14 parents, 21 teachers, and 5 principals completed questionnaires. All three programs were rated as good instructional interventions, overall. Aspects often noted as important included the relationships of those involved in the intervention, adequate provision of time for discussion, and the screening of participants. Principals had minimal involvement in the intervention programs. Estimates of academic improvement due to the intervention, and willingness to participate in a similar program were varied. Appended are the outline of interventions presented to teachers before implementation as well as the social validity questionnaires for students, parents, and teachers, for all three interventions. 11 references. (DB) ED 316 002

EC 230 008 Kolucki, Barbara Developing Strategies for Communications about

Disability: Experiences in the U.S., Hong Kong,

India and Pakistan. Monograph #47. World Rehabilitation Fund, Inc., New York, NY. Spons Agency-National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ton, DC. Report No.-ISBN-939986-61-5 Pub Date-89 Note—76p.; Produced by the International Ex

change of Experts and Information in Rehabilita

tion. Available from—World Rehabilitation Fund, 400

East 34th Street, New York, NY 10016 ($5.00,

quantity discount available). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage.

Descriptors—*Attitude Change, Childrens Televi.

sion, Consultation Programs, Cultural Differences, *Developing Nations, *Disabilities, *Mass

Media, Program Development, *Television Identifiers-Attitudes Toward Disabled, Hong

Kong, India, Pakistan, Sesame Street

The manual describes a variety of media approaches in the United States, Hong Kong, India, and Pakistan to changing attitudes toward the disabled. Four principles of media communications are stressed: (1) children's television is an important vehicle for changing attitudes; (2) it is vital to know the audience; (3) active participation by the target audience is the goal; and (4) begin with the indigenous structures of any culture. First, development of a disability awareness component for the American television program, Sesame Street, is reviewed. Among Hong Kong activities described are: the Festival of Arts with the Disabled, the International Arts Symposium, cable television, the Television Magazine format series, and the Children's Media Workshop. Indian programs described include: a workshop with the Central Institute for Educational Technology; a workshop on Childhood Disability; and a UNICEF consultancy. Activities in Pakistan include production of public service announcements, a photography project, a Workshop on Media and People with Disabilities, and an in-house UNICEF workshop on children and the media. Commentaries on the manual are provided by Robert Ruffner, formerly with the President's Committee on Employment of People with Disabilities, Louise Duval of the Department of Anthropology and Sociology of Fordham University, and Sandra Gordon of the National Easter Seal Society. (DB) ED 316 003

EC 230 009 Dalrymple, Nancy J. Angrist, Misha H. Students with Autism Succeed in Community Job

Settings. Indiana Univ., Bloomington. Inst. for the Study of

Developmental Disabilities. Pub Date—[87] Note—29p.; Produced by the Indiana Resource

Center for Autism. Printed on colored paper. Available from Indiana Resource Center for Au

tism, Institute for the Study of Developmental Disabilities, 2853 East 10th Street, Bloomington,

IN 47408. Pub Type- Reports - Research (143) EDRS Price · MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—* Autism, Behavior Modification,

Community Programs, Job Skills, *Job Training, Models, Secondary Education, Skill Development, Vocational Adjustment, *Vocational Education, *Work Experience Programs

The study reports on a data-based work experience model for secondary students with autism. The objectives were to increase competency and independence, provide a variety of experiences to assess skills and preferences, and modify interfering behaviors. Five autistic students, aged 16-20, were sent to community work sites providing a variety of work experiences for job training and job exploration. To prepare for the community jobs, the students learned appropriate community behavior. Data were collected on the number of cues required to complete a job, focusing on physical cues, environmental cues, and verbal cues. Results of the community work site program showed that the students were successful at more than one job experience. The number of cues required to do the jobs decreased over time. Jobs that were repetitive rather than long-sequenced tasks were easier to teach and allowed the students to gain the greatest degree of independence with the least frustration. It is concluded that students with autism respond well to meaningful jobs in integrated settings and can successfully learn jobs at the job site. (JDD) ED 316 004

EC 230 010 Andis, Kim And Others Teaching Community Skills and Behaviors to Stu

dents with Autism or Related Problems of Com

munication and Social Interaction. Indiana Univ., Bloomington. Inst. for the Study of

Developmental Disabilities. Pub Date—Mar 88 Note-127p.; Produced by the Indiana Resource

Center for Autism. Available from Indiana Resource Center for Au

tism, Institute for the Study of Developmental Disabilities, 2853 East 10th Street, Bloomington,

IN 47408. Pub Type- Guides Non-Classroom (055)

Tests/Questionnaires (160)
EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Adults, *Autism, *Communication

Disorders, Community Resources, *Daily Living Skills, Evaluation Methods, Independent Living, Individualized Education Programs, Interpersonal Competence, *Job Skills, *Leisure Education, Normalization (Handicapped), Secondary Education, Skill Development, Social Integration, Student Educational Objectives, *Student Evaluation

This sourcebook was developed to assist in systematically integrating persons with autism into the community. It offers practical methods and considerations in assessing student and family interests and needs, assessing community resources to meet the needs, and assessing students in community sites. Based on the assessments, individual student plans with goals and objectives are developed. Based on the goals and objectives, an individualized task analysis is then developed. The objectives are activity-based and reflect the domains of work, leisure, and personal management as well as the specific areas of communication and social interaction. The sourcebook contains such sample forms as an assessment of social skills/communication, survey of community resources, site-specific community survey, site specific assessment, individual assessment, task analysis, and behavior plan. (JDD) ED 316 005

EC 230 011 Sitlington, Patricia L. And Others Vocational Programming for Students with Au.

tism. Indiana Univ., Bloomington. Developmental Train

ing Center. Pub Date-86 Note-166p. Available from Indiana Resource Center for Au

tism, Institute for the Study of Developmental Disabilities, 2853 East 10th St., Bloomington, IN

47408. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—* Autism, *Evaluation Methods, *Job

Skills, Job Training, Models, Program Development, Secondary Education, Skill Development, Student Educational Objectives, Student Evaluation, *Teaching Methods, *Vocational Education, *Vocational Evaluation

This sourcebook deals with the basic work behaviors and vocational skills that should be targeted in a secondary level program for students with autism. A chapter titled "The Vocational Training Continuum" presents the theoretical basis for developing a continuum of vocational experiences needed by the autistic leamer. It describes existing vocational training models for the severely handicapped, issues and questions emerging from these models, and the vocational training continuum developed by the Transitional Autism Program at Indiana University's Developmental Training Center. “Vocational Assessment” reviews types of information needed in the assessment process, describes methods of obtaining assessment information, and provides a model for ongoing assessment tied to vocational programming phases. “Teaching Entry Level Vocational Behaviors: Identifying Individual Objectives" focuses on establishing appropriate objectives in the areas of communication, endurance/continuous working, compliance, interpersonal behavior, rate, and accuracy. "Teaching Entry Level Vocational Behaviors: Manipulating Instructional Variables" uses instructional variables as a means to teach flexibility and independence within the context of work behaviors. Specific manipulations of environment, structure/routine/schedule, materials, and expectations/reinforcement are examined. Appendices contain a summary of formal assessment instruments, student profile database forms, vocational assessment summary, sample individual educational plans, and sample behavior plans. 25 references. (JDD)

ED 316 006

EC 230 012 Summary of the National Forum on HIV/AIDS

Prevention Education for Children and Youth with Special Education Needs (Reston, Virginia,

January 31-February 2, 1989). American Alliance for Health, Physical Education,

Recreation and Dance. Reston, VA. Association for the Advancement of Health Education.;

Council for Exceptional Children, Reston, Va. Spons Agency-Centers for Disease Control

Page 17

cial Support, Foreign countries, Postsecondary Education, *School Districts, *School Responsibility Identifiers—England

This factsheet discusses England's 1988 Education Reform Act's position regarding the right of every student under 20 years of age to full-time education, regardless of disability or learning difficulty. Special emphasis is put on the responsibilities local education agencies face as a result. Summaries of other relevant legislation are also provided to help students and advocates make effective requests for education from 16 to 19 years of age. Such questions as school versus college, fees, grants and benefits, and training centers are also discussed briefly. (PB)

(DHHS), Atlanta, GA. Div. of Adolescent and

School Health. Pub Date-Feb 89

Grant-U63/CCU302780-02

Note-38p. Pub Type- Reports - Descriptive (141)

– Opinion Papers (120) — Collected Works · Proceedings

(021) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Acquired Immune Deficiency Syn

drome, At Risk Persons, *Disabilities, *Educational Policy, Educational Practices, Elementary Secondary Education, Epidemiology, Needs Assessment, «Prevention, *Public Policy, Risk, Special Needs Students, Student Needs Representatives from more than 25 national organizations and governmental offices assessed the state of education for prevention of human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) in light of the needs of special education students. This forum report provides presentation highlights and summarizes small group discussions and forum conclusions. The following presentations are highlighted: “Cente for Disease Control-Overview of the Division of Adolescent and School Health and HIV and AIDS Prevention Education" (Dave Poehler); "The Council for Exceptional Children-Overview of Exceptional Students" (Frederick Weintraub); “Association for the Advancement of Health Education-Comprehensive School Health Education" (Gus Dalis); and “Pediatric HIV/AIDS-Epidemiological Overview" (Michal Young). Small group discussions focused on determination of the extent to which children and youth with handicaps are at risk for HIV infection, identification of the most appropriate curricular delivery approaches to meeting the HIV/AIDS prevention education needs of children and youth with handicaps, and determination of the extent and methods by which prevention education needs of this population currently are being met. Conclusions and recommendations in the areas of policy, training, curriculum, and instruction are presented. A list of forum participants and a list of 25 suggested readings conclude the report. (JDD)

Banzhaf, Katie And Others
Building Effective Partnerships: A Win-Win Ap-

proach. Module II. Job Match: Together for

Good Business. Nebraska Univ., Omaha. Center for Applied Urban

Research. Spons Agency-Administration on Developmental

Disabilities (DHHS), Washington, D.C. Report No.-ISBN-1-55719-174-3 Pub Date— Feb 87 Grant-DHHS-90DJO100 Note-110p.; For related documents, see EC 230

016-020. Charts have small print. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adults, Agencies, Business, Cooper

ative Programs, Definitions, *Disabilities, Employers, *Employment Potential, Human Services, Industry, *Job Placement, Models, *Older Adults, On the Job Training, *Supported Employment, Vocational Rehabilitation, Workshops

Intended for use with personnel in business, industry, and hum service agencies, the training module is part of a kit designed to demonstrate how

a individuals with disabilities and older persons can be assimilated successfully into the labor force. This module explains partnerships between businesses and human service agencies. It emphasizes the development of working relationships between the public and private sectors. An introduction explains how to use the module, providing information on desired competency of participants in the training sessions, reader information for different target audiences, materials, and preparation for instruction. Chapters have the following titles: “Establishing a Partnership” (the traditional readiness model versus the alternative supported employment model); “Marketing the Qualified Applicant" (addressed to human service workers); “Finding, Hiring, and Keeping Qualified Workers with Special Needs" (addressed to employers); “Innovations that Work-A Guide to Successful Public-Private Partnerships" (e.g., human factors, a suggested planning process, possible program models, comparison of models, and the winning partnership between public service agencies and industry); “Planning for Results” (a problem-solving approach). About 85 references. (DB)

ED 316 007

EC 230 013 Kraus, Lewis E. Stoddard, Susan Chartbook on Disability in the United States. InfoUse, Berkeley, CA. Spons Agency-National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washing

ED 316 009

EC 230 015 Rood, Lois Introductory Guide: How To Use This Kit. Job

Match: Together for Good Business. Nebraska Univ., Omaha. Center for Applied Urban

Research. Spons Agency-Admi ation on Developmental

Disabilities (DHHS), Washington, D.C. Report No.-ISBN-1-55719-172-7 Pub Date/Feb 87 Grant-DHHS-90DJO100 Note—29p.; For related documents, see EC 230

016-020. Pub Type— Guides · Non-Classroom (055) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Adults, Audiotape Recordings, Busi

ness, *Disabilities, Employers, * Employment Potential, Industry, *Job Placement, *Older Adults, *On the Job Training, Videotape Recordings

Intended for use with business and industry personnel, the guide is part of a kit designed to demonstrate how individuals with disabilities and older persons can be assimilated successfully into the labor force. Individual sections of the guide provide information on: (1) purpose of the training kit; (2) people with special needs defined (labels are seen to serve no useful purpose so a functional approach is employed); (3) functions of the training kit (e.g., explain models and strategies a company can use); (4) development of the training kit (cooperation between individuals in the public and private sectors under the guidance of the National Advisory Committee); (5) components of the training kit (a videotape, two audiocassette tapes, four instructional modules concerning training workers, and a resource directory); and (6) use of training materials (e.g. management commitment and a team approach are required). (DB) ED 316 010

EC 230 016 Thorson, James A. Faison, Karen Workers with Special Needs: An Overview. Mod

ule I. Job Match: Together for Good Business. Nebraska Univ., Omaha. Center for Applied Urban

Research. Spons Agency–Administration on Developmental

Disabilities (DHHS), Washington, D.C. Report No.-ISBN-1-55719-173-5 Pub Date-Feb 87 Grant-DHHS-90DJ0100 Note—46p.; For related documents, see EC 230

015-020. Parts of the document have small print. Pub Type— Guides - Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Adults, Business, Definitions, *Dis

abilities, Employers, *Employment Potential, Industry, *Job Placement, *Older Adults, *On the Job Training, Workshops

Intended for use with business and industry per. sonnel, the training module is part of a kit designed to demonstrate how individuals with disabilities and older persons can be assimilated successfully into the labor force. This module provides an overview of the problems of persons with disabilities and older workers. It defines each of these groups, discusses common myths and stereotypes, provides factual information on actual performance, explains the major issues affecting these workers, and lists the benefits of hiring individuals with special needs for the individuals themselves, for employers, and for society. An introduction explains how to use the module providing information on desired competency of participants in the training sessions, the target audience, instructional objectives, materials, preparation, and sequence of instruction. An appen. dix provides definitions of major physical and mental disabilities. About 75 references. (DB)

Pub Date-Mar 89 Contract-HN-88011001 Note—67p.

Pub Type-- Numerical/Quantitative Data (110) —

Guides - Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Charts, Children, *Demography,

*Disabilities, Employment Statistics, Graphs, Older Adults, Statistical Analysis, *Statistical Data, Statistical Studies, Statistical Surveys

This chartbook is designed as a graphic reference on national statistical information about disabilities. Each page contains a content question, explanatory text, and an explanatory chart or table as well as information on sources used. Key terms are shown in boldface and defined in a glossary. Section 1 provides demographic data on Americans with disabilities. Section 2 reviews more specific data on such characteristics as age, race, income and geographic location. Diseases, injuries, and impairments causing disabilities are discussed in section 3. Section 4 focuses on the elderly and children. Work disability is discussed in section 5. An appendix covers technical issues of each survey used for the charts. Contains 54 references. (PB) ED 316 008

EC 230 014 16-19: The Right to Further Education. CSIE

Factsheet. Centre for Studies on Integration in Education,

London (England). Pub Date—[89] Note-5p.; Photographs will not reproduce. Available from-Centre for Studies on Integration

in Education, 4th Floor, 415 Edgware Rd., Lon

don, NW2 6NB, England. Pub Type— Reference Materials (130) Guides

Non-Classroom (055) – Information Analyses

(070) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Advocacy, Civil Rights Legislation,

*Disabilities, *Educational Legislation, Educational Responsibility, Federal Legislation, Finan

ED 316 012

EC 230 018 Buskey, Janet And Others Accommodating Individuals with Special Needs in

the Workplace. Module III. Job Match: To

gether for Good Business. Nebraska Univ., Omaha. Center for Applied Urban

Research. Spons Agency-Administration on Developmental

Disabilities (DHHS), Washington, D.C. Report No.-ISBN-1-55719-175-1 Pub Date—Feb 87 Grant—DHHS-90DJO100 Note—153p.; For related documents, see EC 230

016-020. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Adults, Business, *Disabilities, Em

ployers, *Employment Potential, Industry, *Job Placement, Older Adults, *On the Job Training, *Supported Employment, Training Methods, Vocational Rehabilitation, Workshops

Intended for use with supported employment job coaches and job developers as well as business and industry personnel, the training module is part of a kit designed to demonstrate how individuals with disabilities and older persons can be assimilated successfully into the labor force. This module explains the systematic process needed to successfully employ people with special needs. It is intended to allow businesses, industries, and employing agencies to work cooperatively to design training and employment programs that meet the needs of the individuals with special needs, employers, and rehabilitation personnel. An introduction explains how to use the module, providing information on desired competency of participants in the training sessions, target audience, instructional objectives, materials needed, instructions for trainers, and a choice of instructional sequences for the eight training sessions. Chapters have the following titles: "Setting a Career Goal”; “Functional Job Analysis”; “Assessing the Individual”; “Making a Successful Job Match"; “Adapting the Workplace"; "Specific Training Strategies for Integrated, Supported Workplaces”; “Effective Training Techniques"; and “Social Competence and Job Performance.” About 100

Wicke, Rainer E. "Ich hab' es getragen sieben Jahr...” Balladen im

Unterricht fur Deutsch als Fremdsprache ('I Have Suffered Seven Years...” Ballads for Teach

ing German as a Foreign Language). Alberta Dept. of Education, Edmonton. Curriculum

Support Branch. Report No.-ISBN-0-7732-0216-1 Pub Date—89 Note-98p. Language-German Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Ballads, "German, *Instructional

Materials, *Second Language Instruction, Second Language Learning, Teaching Methods

This teaching guide presents 11 classic German ballads for classroom use in the instruction of German as a foreign language. For each of the 11 ballads included in the guide, questions and exercises are provided to aid student comprehension, as well as numerous drawings and other illustrative materials. (VWL)

Wagner, Mary The School Programs and School Performance of

Secondary Students Classified as Learning Dis. abled: Findings from the National Longitudinal

Transition Study of Special Education Students. SRI International, Menlo Park, Calif. Spons Agency Special Education Programs (ED

OSERS), Washington, DC. Pub Date- Apr 90 Contract-300-87-0054 Note-43p.; Prepared for Presentation at the An

nual Meeting of the American Educational Re

search Association (Boston, MA, April 1990). Pub Type— Reports - Research (143) — Reports

Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Academic Achievement, Delivery

Systems, Dropout Characteristics, *Educational Needs, Grades (Scholastic), *Learning Disabilities, *Mainstreaming, Potential Dropouts, *Regular and Special Education Relationship,

Secondary Education, *Student Placement Identifiers—*National Longitudinal Transition

Study Spec Educ

As part of the National Longitudinal Transition Study of Special Education Students (NLTS), this study examined characteristics of and educational programs and services provided to secondary students (N=589) classified as learning disabled (LD) in the 1985-86 school year. Difficulties in performing basic functional skills were identified in about half of the students. Average student IQ was 87. LD students were more likely than others to come from economically disadvantaged households. Students spent an average of 64% of instructional time in regular education classes suggesting that the regular education initiative has limited potential in increasing the mainstreaming of these students at the secondary level. Students were more likely to be mainstreamed for nonacademic or vocational courses than for academic classes. Most LD students were held to the same grading standard as nondisabled students in regular education classes, and generally were not provided direct services (beyond their special education classes, such as tutoring assistance. Neither were regular education teachers provided with substantial direct support for instruction of these students. Grade failure and subsequent dropping out were positively correlated with amount of time spent in regular education classes, independent of student ability level, IQ, or demographic characteristics. Contains 44 references. (DB)

references. (DB) ED 316 013

EC 230 019 Bergeron, Theodore Faison, Karen Inside and outside the Corporation: Human Rela

tions Factors. Module IV. Job Match: Together

for Good Business. Nebraska Univ., Omaha. Center for Applied Urban

Research. Spons Agency-Administration on Developmental

Disabilities (DHHS), Washington, D.C. Report No.-ISBN-1-55719-176-X Pub Date Feb 87 Grant-DHHS-90DJO100 Note—23p.; For related documents, see EC 230

016-020. Portions of the document have small

print. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adults, Business, Definitions, *Dis

abilities, Employers, Employment Potential, *Human Relations, Industry, *Older Adults, On the Job Training, *Public Relations, *Supported Employment, Training Methods, Workshops Intended for use with business and industry personnel, the training module is part of a kit designed to demonstrate how individuals with disabilities and older persons can be assimilated successfully into the labor force. This module explains how a public relations program can facilitate the integration of persons with special needs into the workplace. It offers key personnel in business and industry a series of action steps to institute a program to integrate persons with special needs. An introduction explains how to use the module, providing information on desired competency of participants in the training sessions, target audience, instructional objectives, materials needed, instructions for executives, and instructional sequence. Individual sections have the following titles: "Human Relations Factors-Inside and outside the Corporation; “A Common Mission"; "Beyond Good Intentions"; "Accurate Awareness"; "Building Awareness Within the Corporation"; and “Conclusion." 15 references. (DB) ED 316 014

EC 230 020 Davis, Carole M., Comp. And Others Business Practices and Resources. Job Match:

Together for Good Business. Nebraska Univ., Omaha. Center for Applied Urban

Research. Spons Agency-Administration on Developmental

Disabilities (DHHS), Washington, D.C. Report No.-ISBN-1-55719-177-8 Pub Date—Feb 87 Grant-DHHS-90DJO100 Note121p.; For related documents, see EC 230

016-019. Portions of the document have small

print. Pub Type- Guides - Non-Classroom (055) – Ref

erence Materials (130) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adults, Business, Definitions, *Dis

abilities, Employers, *Employment Potential, Industry, *Job Placement, Models, *Older Adults, On the Job Training, *Supported Employment, *Training Methods

Intended for use with business and industry personnel, the resource directory is part of a kit designed to demonstrate how individuals with disabilities and older persons can be assimilated successfully into the labor force. The first chapter provides an overview of employment projects with specific emphasis on jobs that may provide potential for persons with special needs. This chapter also lists about 55 references and provides an appended listing of sample jobs with potential for persons with special needs. The second chapter identifies some of the programs, models, and innovations that industries have used to successfully employ persons with disabilities. These include competitive employment, supported employment, job placement programs, work stations or enclaves in industry, mobile work crews, and affirmative industries. Chapter 3 describes companies and model programs that have been successful in employing older workers. Models include part time employment, job re-design and job sharing, retraining, transition to retirement, and full time employment. Chapter 4 lists resources that can provide information about various types of adaptations and accommodations as well as companies and organizations that supply information about employment of persons with special needs. (DB) ED 316 015

EC 231 112

ED 316 018

FL 018 299 Palmer, Ian C. Yemeni Student Characteristics and Language

Progress. Pub Date—Dec 89 Note-31p. Pub Type- Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage Descriptors-Age Differences, * Attendance Pat.

terns, Cognitive Style, Dependents, *English (Second Language), Foreign countries, Grades (Scholastic), *Language Proficiency, Language Tests, Second Language Learning, Second Language Programs, Self Esteem, *Student Attitudes, *Student Characteristics, Student Improvement,

*Student Motivation Identifiers-Test of English as a Foreign Language,

Yemen, *Yemen America Language Institute

A study was undertaken to identify useful methods for measuring progress in English language proficiency among students at the Yemen-America Language Institute (YALI) in Sana'a, Yemen. The study examined factors critical to such progress as well as the profiles of student attitudes and demographic characteristics. A questionnaire was administered to the student body, and other student data were collected. Measures of English language learning progress included: gains on the Test of English as a Foreign Language (TOEFL) over two terms; YALI grades; and attendance. Factors expected to influence language learning progress were: age; number of dependents; motivation; self-esteem; learning style; and level of enrollment in YALI. Results show a negative correlation between age, number of dependents, and TOEFL gain. There was a positive correlation between motivation and self-esteem, associated with high TOEFL gain rather than low. A negative correlation between enrollment level and TOEFL gain was indicated for those with low gain. Learning style and enrollment level showed a positive correlation for those with high gain. These results suggest that students in the program who succeed in class are highly motivated and able to adjust their learning styles, characteristics that promote academic success. However, no one characteristic correlates positively with TOEFL gain. Construction of an academic readiness measure is recommended. (Author/MSE)

ED 316 016

FL 018 203 Wicke, Rainer E. Direkte Kontakte zu Deutschland aus und in der

Ferne (Direct Contact with Germany from and at

a Distance). Alberta Dept. of Education, Edmonton. Curriculum

Support Branch. Report No.-ISBN-0-7732-02-1808 Pub Date Jan 89 Note-17p.; Illustrative materials present various

legibility problems. Language-German Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Audiotape Recordings, Classroom

Techniques, Cultural Awareness, *Culture Contact, Drama, *German, Instructional Materi. als, Interviews, *Letters (Correspondence), *Realia, Second Language Instruction, Second Language Learning, Teaching Methods, Telephone Communications Systems, *Videotape Re

cordings Identifiers—*Conference Calls

This guide is a summary of ideas for enhancing the teaching of German through direct contact with Germany or German people without traveling abroad. The following ideas are highlighted: (1) correspondence (pen pals) with students in Germany; (2) audiotape recordings as an alternative to letter writing; (3) the exchange of videotape recordings with a classroom in Germany; (4) using realia; (5) inviting a native speaker to class; (6) visiting a local German institution (i.e., restaurant or business); (7) producing a German play; and (8) conference calling. (VWL)

ED 316 019

FL 018 300 Macias, Reynaldo F. Official Languages in the United States: Policies,

Polemics, and Politics. Tomas Rivera Center, Claremont, CA. Pub Date-25 Apr 87 Note—23p.; Paper presented at the Annual Na.

tional Hispanic Media Conference (5th, Los An.

geles, CA, April 25, 1987). Available from-Tomas Rivera Center, 710 N. Col

lege Ave., Claremont, CA 91711 ($2.00). Pub Type- Opinion Papers (120) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Bilingualism, English, Ethnic Groups,

*Intergroup_ Relations, *Language Planning, *Language Role, Monolingualism, Multilingualism, Official Languages, Policy Formation, Po. litical Influences, *Public Policy, United States

History
Identifiers—*United States

A framework for discussing the issues associated with language policy in the United States is offered,

highlighting the history of the country's diverse language groups and language policies. It is proposed that language politics, and often the policies themselves, reflect the social relations between groups within a society. The history of language groups looks at the distribution of major colonial languages, the influx of immigrant languages, and the incorporation of indigenous populations. Current and projected language diversity is examined. Two periods in the history of language policy are delineated, the first dating from the founding of the United States through the first quarter of the 20th century and the second from the end of the first quarter to the present day. Tolerance-oriented and oppression-oriented policies in the first period and their results are discussed. More restrictive language policies are also examined. Issues in the current debate over an official language are noted, including the constitutionality of proclaiming English as the official language, concern for the public status of non-English languages and their promotion, and interpretation of status legislation. Three winning essays in a 1987 contest on the importance of being bilingual are appended. (MSE) ED 316 020

FL 018 301 Stones, Valerie Elementary Global Education in Practice. Pub Date—[90] Note-13p. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Course Content, *Cross Cultural

Studies, Cultural Education, Curriculum Design, *Curriculum Development, Educational Objectives, Elementary Education, French, *Global Approach, Interdisciplinary Approach, Introduc. tory Courses, •North American Culture, Program Descriptions, Second Language •Instruction, *Western Civilization

This paper describes the development of an elementary school program in global culture which uses language as a vehicle for education in global citizenship. The approach to curriculum development focuses primarily on the child's needs, and secondarily on content. The curriculum was designed to be activity-oriented, child-centered, and multi-disciplinary. The objectives of the cultural component of the program were to develop understanding and respect for past and present customs of different nations, for American culture through reference to its con:ponent cultures, and for the nature of intercultural exchange. The language segment prepared for upper school language instruction in French by relating the lives and language of elementary school students to the lives and language of the people of France. Once goals and basic content area were defined, individual lesson plans were developed. Challenges encountered in implementing the lesson plans and techniques and activities used in planning, and in the classroom, are discussed briefly. (MSE)

Tacoma Community House, WA. Pub Date-85 Note—122p. Available from-Tacoma Community House Train-

ing Project, Box 3107, Tacoma, WA 98405 ($5.00 plus 10% shipping and handling). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PCO5 Plus Postage. Descriptors—*Class Activities, Community Ser

vices, Curriculum Development, *Discussion Groups, *English (Second Language), Program Administration, Program Design, Second Language Instruction, Second Language Learning, Student Centered Curriculum, Student Recruitment, Voluntary Agencies

This manual is designed to assist coordinators of an English-as-a-Second-Language discussion group program in program planning and administration. The program uses volunteers to conduct discussions on topics of interest to limited English speaking community members. The introductory section of the manual describes the program, outlines the coordinator's administrative responsibilities, and makes suggestions for program development, including recruiting, enlisting, and orienting volunteers, recruiting language learners, and managing administrative details. Part 1 of the manual is a col. lection of ideas and materials for conversation activities. The guide contains 23 sample conversation themes (i.e., friends, weather and seasons, and dreams) and includes instructional considerations, suggestions for instructional materials, and possible class activities for each theme. Two subsequent parts describe the object box conversation technique that is used to help learners to become familiar with the names of common items, and learning exercises to be used when conversation partners change. A fourth part contains suggestions for conversation aids, and two additional parts list more theme and activity ideas. (MSE)

were as academically talented as students who did. The mean freshman English GPAs of those students who studied a foreign language in high school were similarly higher than those of students who did not study a foreign language but were as academically talented. These results were found to be statistically significant. It is concluded that students who study Latin, French, Spanish, and German in high school may be expected to perform better in college than students of equal ability without high school language study. (MSE) ED 316 022

FL 018 328 Pelletier, Raymond J. Video in the Evaluation Process. Pub Date [90] Note-16p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Evaluation Methods, French, Intro

ductory Courses, *Language Tests, *Listening Comprehension, *Listening Skills, Media Selection, Second Language Instruction, Second Language Learning, Testing, *Videotape Recordings

The rationale and methodology for using videotape recordings to test foreign language listening comprehension are discussed. First, the advantages of using video in teaching and testing listening comprehension are examined and the specific listening skills to be developed at the beginning level are outlined. Issues in the selection of video segments to be used in testing are discussed, and guidelines for selection are provided. Transcripts of four video tests used for an elementary French program, representing the range of topics that can be covered and the variety of testing activities that can be gener. ated, are presented. For each transcript, the target listening skill is specified, the interaction is tran. scribed, a number of testing options are described, and considerations in using the video are discussed, including its advantages for certain stages of learn. ing and use of print materials in conjunction with the video. It is concluded that videos offer a unique way of training the specific listening comprehension skills of students if teaching and testing activities are properly structured. A one-page bibliography is included. (MSE) ED 316 023

FL 018 329 Bilingual Instruction in Michigan. A Position

Statement by the State Board of Education. Michigan State Dept. of Education, Lansing. Pub Date-Aug 89 Note-15p. Pub Type- Legal/Legislative/Regulatory Materi

als (090) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Articulation (Education), *Bilingual

Education, Educational Environment, Educational Objectives, *Educational Policy, Elementary Secondary Education, English (Second Language), Inservice Teacher Education, Native Language Instruction, Parent Participation, Program Development, School Districts, Second Language Instruction, Self Esteem, *State Boards of Education, State Legislation, *Statewide Planning Identifiers-Michigan

The bilingual education policies established by the Michigan State Board of Education as a result of four state and federal policy actions are summarized, and seven guidelines for action are presented. The seven guidelines for action include the follow. ing: (1) students receiving bilingual instruction should be encouraged and given assistance to develop native language skills while acquiring English proficiency; (2) students receiving bilingual instruction should achieve at a rate commensurate with their age, ability, and grade level in all subject areas; (3) students receiving bilingual instruction should demonstrate growth in self-esteem; (4) students receiving bilingual instruction should be provided with a coordinated and integrated learning environment through effective articulation with the regular school program; (5) all teachers and staff of schools offering bilingual education should be involved in a comprehensive inservice training program; (6) par. ents and other community members should be involved in the planning, implementation, and evaluation of bilingual instruction programs; and (7) at the beginning of every school year, local school districts should submit a report describing plans for implementation of the 1974 state law. (MSE) ED 316 024

FL 018 330 Talk Time Coordinator Handbook.

ED 316 021

FL 018 327 Wiley, Patricia Davis The Impact of High School Foreign language

Study on Academic Success in College: A 1989

Research Update. Pub Date—9 Nov 89 Note—9p.; Paper presented at the Annual Meeting

of the Mid-South Education Research Associa

tion (Little Rock, AR, November 9, 1989). Pub Type— Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, College

Freshmen, College Students, *Grade Point Average, Higher Education, High Schools, Public Col.

leges, Second Language Learning, State Surveys Identifiers—*Tennessee

This paper reports on the results of a research project that focused on the relationship between (1) high school foreign language study and college cumulative grade point average (GPA), and (2) high school foreign language study and college freshman English cumulative GPA in a random sample of Tennessee public college graduates in 1987-88. The following variables were examined: the number of high school foreign language units matriculated, cumulative high school and college GPAs, American College Testing Program (ACT) composite and English raw scores, and college freshman English GPAs. Analysis of the results shows that the mean cumulative GPAs of students taking a high school foreign language were higher than those of students who did not take high school foreign language but

ED 316 025

FL 018 331 Jacobs, George M. Dictionaries Can Help Writing-If Students Know

How To Use Them. Pub Date—[89] Note-15p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Students, *Dictionaries, Dif

ficulty Level, *English (Second Language), Foreign Countries, Higher Education, Information Utilization, Instructional Effectiveness, Language Tests, Majors (Students), Reading Instruction, *Research Skills, Second Language Learning, Testing, Writing Instruction Identifiers—Thailand

A study investigated whether instruction in how to use a dictionary led to improved second language performance and greater dictionary use among English majors (N=54) in a reading and writing course at a Thai university. One of three participating classes was instructed in the use of a monolingual learner's dictionary. A passage correction test administered before and after the instruction was used to assess instructional effectiveness. The amount and type of dictionary use on the course's final exam measured whether the instruction led to greater use of monolingual dictionaries. Results showed signifi. cant improvement on the passage correction test for the class receiving instruction in dictionary use, but none for the other classes. Also, the same class used monolingual dictionaries much more on the final exam. (MSE) ED 316 026

FL 018 333 Bell at IATEFL 2. Academic Reports. Presenta

tions at the Annual Meeting of the International Association of Teachers of English as a Foreign Language (23rd, Coventry, England, March 31-April 3, 1989). Bell Educational Trust, Cambridge (England). Report No.-ISBN-1-870969-16-2 Pub Date—89 Note—74p. Available_from-Publications Dept., Bell Educa

tional Trust, Hillcross, Red Cross Lane, Cam

bridge, CB2 2QX, England). Pub Type-- Collected Works - Proceedings (021) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Classroom Techniques, Curriculum

Development, Drama, *English (Second Language), *Idioms, Independent Study, Language Teachers, Learning Resources Centers, *Litera. ture Appreciation, Novels, Program Evaluation, Reading Instruction, Second Language Instruc

ED 316 029

FL 018 341 Vriend, Diana Lee Chinese Speakers and English Prepositions: Prob

lems and Solutions. Pub Date—15 Apr 88 Note-29p.; Paper presented at the Annual Meet

ing of the California Teachers of English to Speak. ers of Other Languages (San Francisco, CA, April

15, 1988). Pub Type Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price • MF01/PCO2 Plus Postage. Descriptors—*Chinese, Classroom Techniques,

Cloze Procedure, Contrastive Linguistics, «English (Second Language), "Error Analysis (Language), "Error Patterns, Higher Education, *Prepositions, Second Language Instruction, Un

commonly Taught Languages, Vietnamese People Identifiers—*Chinese People

English-as-a-Second-Language (ESL) students in general, and Chinese speakers in particular, often omit or misuse English prepositions in speaking or writing. A study traced the history and structure of the English preposition, using contrastive analysis and error analysis to find sources of Chinese error. To determine if Chinese speakers exceed other ESL groups in preposition error patterns, 107 college ESL students (with 14 native speakers as controls) were tested with an open cloze test for preposition use. Results revealed that Chinese speakers had only slightly greater difficulty on the test in comparison with a general ESL group. Vietnamese students scored considerably lower. The Chinese outscored the group overall on questions involving scientific content despite lower overall test scores. The control group outscored all ESL groups but scored lower than expected. The test appeared to have high reliability. A brief curriculum is presented, developed as a result of the study, for teaching prepositions. The Cloze test, test results, and interpretations are also included. (Author/MSE)

Pub Date—Feb 88 Note—275p.; Portions of Appendices C and D con-

tain marginally legible print. Pub Type- Reports Evaluative (142)

Tests/Questionnaires (160) EDRS Price · MF01/PC11 Plus Postage. Descriptors—* Achievement Gains, *Bilingual Ed

ucation Programs, Communicative Competence (Languages), *Curriculum Development, «English (Second Language), "Grouping (Instructional Purposes), *Language of Instruction, Limited English Speaking, Mathematics, Program Effectiveness, Program Evaluation, Reading, School Districts, Secondary Education, Self Esteem, Spanish Speaking, Speech Communication, Staff Development, Transitional Programs, Writ

ing Instruction Identifiers—*Los Angeles Unified School District

CA, Sheltered English

The Eastman Curriculum Design Project was intended to replicate, in seven selected schools, the modified bilingual education program implemented successfully at the Eastman Avenue Elementary School. Program features include: grouping by language proficiency for core subject instruction; separation of languages (no translation or concurrent teaching in two languages); introduction of sheltered English for limited-English-proficient (LEP) students; a balanced curriculum for all students, regardless of language proficiency; emphasis on communicative English; transitional reading program for Spanish-speakers; and emphasis on oral English for both LEP and English-speaking students. Program evaluation showed the following results: staff development was effective in helping teachers implement instructional activities; concurrent instruction decreased from 33% to 3% after one year, in comparison with 29% at other schools; academic gains are likely to be gradual, becoming apparent after 3-5 years; former LEP students transitioned into mainstream instruction (reclassified as fluent English proficient or FEP) outperformed counterparts at other schools in reading and math; project teachers and parents were more satisfied than others with the instructional program; and reclassified FEP students had the highest self-esteem scores of all language classification students at any school. Ta. bles, figures, instruments and training schedules are appended. (MSE)

tion, *Teacher Education, *Writing Instruction Identifiers-Learner Centered Instruction

A collection of reports of the presentations and workshops held at an international conference on the teaching of English as a Second Language includes: "More about Teaching Idioms to Intermediate Students" (Frank E. Bell); "Learning Language from Literature and Literature from Language" (Frank E. Bell); “Negotiating a Syllabus" (Paul Cane); “Working with Novels and Plays" (Roger Gower); “Soup and Dumplings: Tacit Knowledge in Teacher Training” (Peter Maingay); “The Setting Up and Use of a Self-Access Study Centre" (Judy McCall, Sally Bott); “Evaluating a Teacher Development Programme” (Keith Morrow); “Anything I Can Do..." (Margaret Pearson); “The Cambridge/RSA Diploma: Teaching, Testing or Development?" (Diane Phillips); "Words Texts and Feelings" (Richard Rossner); “Self-Access in Teacher Training” (Sue Sheerin); and “From Students' Writing to Students Writing” (Chris Tribble). (MSE) ED 316 027

FL 018 334 McKenzie, Marcie Ideabook for Teachers of English as a Second

Language in Adult Basic Education. Pub Date—[90] Note33p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Adult Basic Education, Class Ac

tivities, Classroom Techniques, *English (Second Language), *Instructional Materials, Lesson Plans, Needs Assessment, Questionnaires, Records (Forms), Student Motivation, Student Placement

This guide is an ideabook for teachers of English as a Second Language (ESL) to adult students. The first three sections list, respectively, specific instructional techniques and class activities, suggested materials, and questions submitted by adult basic education instructors and answers to the questions. Appended materials, which constitute the bulk of the guide, include: a sample course fact sheet to be distributed to students at the outset of the course; a student questionnaire concerning student motivation, abilities, and needs; an ESL placement instrument; a sample lesson plan; a blank lesson plan form; a sample teacher-written story containing students' names; and sample activities and exercises for students. (MSE) ED 316 028

FL 018 340 Belcher, Diane D. Is There an Audience in the Advanced EAP

Composition Class? Pub Date—[89] Note—35p. Pub Type- Reports - Evaluative (142) — Informa

tion Analyses (070) Tests/Questionnaires

(160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Advanced Courses, *Audience Re

sponse, *English (Second Language), *English for Academic Purposes, Higher Education, *Peer Evaluation, Questionnaires, *Teacher Response, Teacher Role, *Writing (Composition)

The composition teacher's role in responding to students papers is especially problematic when students are advanced English-as-a-Second-Language students at the graduate level. With limited knowledge of a student's field of study, the teacher can not simulate the audience the student needs to address. While evaluation by peers in the same field seems feasible, experience suggests little constructive criticism may result. Teachers of English for Academic Purposes (EAP) should not hesitate to assign papers on intellectually engaging topics. As experienced readers of academic prose, teachers can represent the academic interpretive community. However, while composition teachers may assist in understanding many conventions of academic texts, much content will be beyond their expertise. In this case, teachers should attempt to teach their students to act as peer reviewers and consult them as needed. Student-informed teacher response may create more realistic audiences in EAP classes and also enable teachers to teach what they know best, composing strategies, in contexts that are relevant to the needs and interests of advanced students. Appended materials include a questionnaire used in surveying content-area faculty about EAP compositions, peer review forms, and two sample student essays. (Author/MSE)

ED 316 030

FL 018 343 Computers in the Spanish Classroom. New York City Board of Education, Brooklyn, NY.

Div. of Computer Information Services. Report No.-ISBN-88315-913-9 Pub Date—89 Note-221p. Available from—Curriculum Unit, Division of

Computer Information Services, New York City Board of Education, P.S. 206 Room 310, Neck Road & E. 22nd St., Brooklyn, NY 11229

($17.00) Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Classroom Techniques, *Computer

Assisted Instruction, Copyrights, *Courseware, Elementary Secondary Education, Grammar, Introductory Courses, Lesson Plans, Second Language Instruction, *Spanish, Verbs, Vocabulary Development

This guide to the use of computer software in Spanish second language instruction contains a series of lesson plans based in part on software content. The topics covered by the lesson plans are common to Spanish level 1 and 2 courses, and are intended not as a sequential course but as a reference for teachers. All lessons involve computer use and are review lessons, designed to facilitate integration of computer-based instruction with instructor methods. Each plan indicates the features of the software used and suggests applications previously found to be effective. Each lesson plan also includes an application of the word processor in addition to the use of commercial software. An introductory section reviews classroom procedures for computer and software use. Lesson plans are organized by these topics: verbs, vocabulary, structures and forms, and the use of database, spreadsheet, and word processor software for special projects. Appended materials include software duplication guidelines, diskette care guidelines, a list of the computer Technical Assistance Centers in each of New York's five boroughs, and a list of software used in the lesson plans. (MSE) ED 316 031

FL 018 344 Salazar, Jesus Heishi, Miyeko Eastman Curriculum Design Project: First-Year

Implementation Report, 1986-87. Publication

No. 512. Los Angeles Unified School District, Calif. Re

search and Evaluation Branch.

ED 316 032

FL 018 345 Dubinsky, Stanley Modifiers, Quantifiers, and the Treatment of Japa

nese Numeral Expressions. Pub Date-Dec 89 Note-14p.; Paper presented at the Annual Meet

ing of the Linguistic Society of America (64th,

Washington, DC, December 27-30, 1989). Pub Type- Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Grammar, *Japanese, Linguistic

Theory, Structural Analysis (Linguistics), Syntax, Uncommonly Taught Languages Identifiers—*Modifiers, *Numeric Expressions,

*Quantifiers

Analysis of Japanese numeral expressions provides evidence that their two semantically distinct functions, attributive and partitive, can be associated with distinct syntactic positions within the noun phrase (NP). The attributive numeral phrase occupies the position of a modifier and is a complement to N or N'. The quantifier (partitive) numeral phrase is the head of its phrase and the NP is a complement to it. While both types of numeral phrases may occur to the right of a position, their distribution is constrained by different factors. The numeral quantifier must have as its complement a non-quantified, definite NP. These conditions being met, it may appear to the right of any postposition. On the other hand, numeral modifiers are simple modifiers of the head noun and not affected by the definiteness or quantification of the entire phrase. Their appearance to the right of postpositions is, however, constrained syntactically. Specifically, they may only move out of surface subjects and direct objects. (MSE)

ED 316 033

FL 018 346 Little, D. G. Singleton, D. M. Authentic Materials and the Role of Fixed Support

in Language Teaching: Towards a Manual for Language Learners. CLCS Occasional Paper No.

20. Trinity Coll., Dublin (Ireland). Centre for Language

and Communication Studies.

Pub Date—88 Note30p. Pub Type-- Reports - Evaluative (142) – Opinion

Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Computer Oriented Programs,

*Grammar, *Instructional Materials, Second Language Instruction, Second Language Learning, Student Interests, Student Needs, *Teaching

Guides Identifiers—* Authentic Materials

While there are powerful arguments in favor of using authentic, essentially ephemeral materials in second language learning, there may also be a significant need for fixed support in addition. Recent research in Ireland suggests a student-perceived need for instruction in grammar that, in combination with authentic materials and other kinds of information about the language, can substantially advance language learning. The proposed solution is a text exploitation kit, available to teachers and learners, with detailed, step-by-step instructions for creating didactic materials from authentic texts. Such a manual would have three sections: the first non-language-specific, dealing with learning in general and language learning in particular and offering a number of strategies for promoting more effective learning; the second language-specific and containing reference material relating to the language system in question and its principal sociocultural contexts of usage; and the third language-specific but constructed of a battery of text-exploitation “recipes” designed to mediate between the manual's first and second sections and authentic texts. The manual could be in print form or use computer technology. (MSE)

Descriptors—* Bilingual Education Programs,

*Cross Cultural Training, *Cultural Awareness, Cultural Differences, Curriculum Design, Higher Education, Multicultural Education, *Program Development, *Teacher Education

Curricular experiences in a bilingual/multicultural teacher education program should be designed around the experiential and conceptual backgrounds of multiethnic children and youth. The concepts, generalizations, content, language patterns, values, attitudes, habits, and cultural heritage familiar to all racial and cultural groups should constitute the core of an effective program. This allows the prospective teacher to acquire the competencies needed to design and implement bilingual cross-cultural programs, function effectively in ethnically diverse classrooms, and carry out “culture context teaching." Every aspect of a multicultural teacher education program (general education, area of specialization, and professional education) should be designed to help the teacher acquire a realistic understanding of a culturally diverse society and assist culturally diverse children in coping with the persistent problems of everyday living. (MSE) ED 316 036

FL 018 351 Aguirre, Adalberto, Jr. Code-Switching, Intuitive Knowledge, and the Bi

lingual Classroom. Pub Date—[88] Note—12p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type— Reports - Evaluative (142) – Opinion

Papers (120) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Behavior Patterns, Bilingual Educa

tion, *Bilingual Students, *Bilingual Teachers, *Code Switching (Language), Educational Strategies, *Student Characteristics, *Teacher Attitudes

The role of language alternation, or code-switching, in the bilingual classroom can be used as a teaching and learning strategy. Code-switching is simply a recognition of the fact that more than one language can define events and persons. Not all forms of code-switching are regarded as acceptable in the bilingual classroom. Language alternation in bilingual classrooms must be meaningful in itself and not simply reflect a language choice. A teacher who is bilingual has intuitive knowledge of bilingual behavior that can be instrumental in constructing a sociolinguistic profile of the student in the bilingual classroom. With this knowledge, the teacher can determine (1) what is being switched and how it is being switched; (2) whether a student is mixing or alternating languages in a manner that communicates confusion; and (3) criteria for separating meaningful from meaningless code-switching. Based on these discoveries, the teacher can structure classroom behavior more effectively. (MSE)

teachers dominating lesson discourse and keeping children to the topic. Such a similarity between teachers and parents is examined with regard to the language development needs of language minority students in early childhood. (Author/MSE) ED 316 038

FL 018 353 Johnson, William L. And Others A Study of the Training Needs in Preservice and

Inservice Bilingual Education. Pub Date-[88] Note-12p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education, Course Con

tent, *Curriculum Design, #Educational Needs, Educational Trends, Higher Education, *Inservice Teacher Education, Occupational Surveys, *Preservice Teacher Education, Regional Charac

teristics, Trend Analysis Identifiers—*New Mexico (East), *Texas (West)

This study investigated the priorities in preservice and inservice teacher training for bilingual education in West Texas and Eastern New Mexico. In the report, trends in the provision of bilingual teacher training are reviewed, the development of a survey for school districts to identify specific training needs is described, and the study's findings are summarized. The survey development process involved: the development of a pool of subscaled questions; the development of questionnaire forms and a pool of instrument questions; the selection of bilingual education personnel to respond to the scale; administration of the scale; the development of computer programs for scoring and classification; and reliability and validity assessments. In the study, 200 bilingual personnel rated their competence and desire for training in 40 specific areas within 6 general areas. Results indicate priority training needs are in (1) evaluation techniques, (2) language, linguistics and content; (3) curriculum and instruction; and (4) culture, with (5) staff organization and (6) human skills ranked lower. The findings suggest that bilingual personnel need and wish preservice and inservice training in bilingual education. (MSE)

ED 316 034

FL 018 349 Barona, Andres Gonzalez, Cynthia Problems in the Study of Second Language Learn

Pub Date—[88]
Note-14p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Educa-
tion, 1988. For a related document, see ED 309

002. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Definitions, English (Second Lan

guage), Language Dominance, Language Proficiency, *Language Tests, Limited English Speaking, *Research Problems, *Second Language Learning, *Student Characteristics, Testing Problems Problems related to the study of second language learners are described, and the factors affecting language development are discussed. Factors influential in second language learning include psychological, sociological, and affective aspects. Similarly, the measurement of language has been influenced by linguistic, psychological, and social theory. The rise of bilingual and English-as-a-Second-Language (ESL) programs has also resulted in new terminology for both language dominance and language proficiency with respect to limited- or non-English-speaking populations, and these terms have added to the misinterpretations and misconceptions already existing in the language field. The identification of language dominance patterns is primarily a diagnostic function, and does not necessarily indicate the language in which content should be taught. The formal language on which measures are frequently based may be unfamiliar to the student. In the press for classification, many errors are made in specifying the child's level of control of a second language. Language proficiency in one context may be inadequate in other contexts. Community and cultural group attitudes are important factors in second language learning. All these are viable considerations in language acquisition success and failure, but are often ignored in studying the language learner. (MSE)

ED 316 037

FL 018 352 Garcia, Eugene E. Interactional Style of Teachers and Parents during

Bilingual Instruction. Pub Date—[88] Note-14p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Audiotape_Recordings, *Bilingual

Education, "Bilingual Teacher Aides, *Bilingual Teachers, •Classroom Communication, Discourse Analysis, Elementary Education, English (Second Language), Kindergarten, Language Research, Parent Child Relationship, *Parent Participation, Second

Language Learning, Skill Development, Small Group Instruction, Spanish Speaking, Speech Skills, Story Telling, Student Needs, Teacher Student Relationship, *Teaching Styles, Videotape Recordings

Spanish/English bilingual kindergarten teachers and parents serving as instructional aides in the same bilingual education classrooms served as subjects in a study on classroom interaction. Audio/video recordings of small-group instruction sessions of teachers and parents were subjected to discourse analysis. A point of interest was the qualitative character of teacher/parent interaction, with specific attention to linguistic and cognitive attributes. Results indicate that both teacher and parent discourse is highly teacher-oriented, with both parents and

ED 316 039

FL 018 354 Chavez, Eliverio The Relative Importance of Bilingual Education in

Maintaining the Minority Language. Pub Date—[88] Note—17p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education, Elementary

Education, Geographic Location, Hispanic Americans, Instructional Effectiveness, Intermediate Grades, *Language Maintenance, *Language Proficiency, “Language Role, Place of Residence, Socioeconomic Status, *Spanish, Stu

dent Characteristics, Teaching Methods Identifiers—*Native Language, *New Mexico

This study investigated the Spanish language proficiency of Hispanic students in bilingual education programs in north central New Mexico to determine the relative importance of a bilingual pedagog, ical approach in the development and retention of the minority language. Students from grades 1-8 (n=105) were subjects. Measures included a Spanish availability test, a sociolinguistic questionnaire, and a standardized language dominance and proficiency test. Results indicate that factors such as rurality, linguistic and geographic isolation, socioeconomic status, and active language use are more important for Spanish language maintenance and proficiency than is bilingual education. (MSE) ED 316 040

FL 018 355 Bransford, Jim Chavez, Rodolfo L Training Minority Language Parents: Are We

Providing Them What They Want or Need? Pub Date-[88] Note-12p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education Programs, *Educational Needs, Mail Surveys, *Parent Atti

Page 18

tudes, “Parent Education, *Parent Participation,

Program Development Identifiers-Colorado, Kansas, Nebraska, New

Mexico, Utah

This study attempted to identify the skills, knowledge, and attitudes that parents of children in bilingual education programs believe are important for them to play a meaningful role in their children's education. Parent training models, some created specifically for use with language minority parents, have not resulted in increased parent involvement or continuity of involvement. A review of literature revealed almost 100 training topics that field practitioners and other specialists have identified as areas of need. These topics were consolidated into 75 items divided almost evenly among the 3 categories of skills, knowledge, and attitudes. A pilot survey using these items was administered to chairpersons of parent advisory committees serving bilingual education programs in a five-state region. A second, more general study was developed using those results and administered to 300 parents representing 30 basic bilingual education programs. Parents responding to the pilot survey were more specific in their choice of skill areas than the general survey respondents, who thought all items were important and interrelated. Some differences among parent preferences were found to be related to sex, age, and state of residence, but little difference was found in relation to family size, educational attainment, language preference, or occupation.(MSE) ED 316 041

FL 018 356 Flores, Jayni Chicana Doctoral Students: Another Look at Edu

cational Equity. Pub Date—[88] Note-11p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Persistence, Bilingual Ed

ucation, *Doctoral Programs, Economic Factors, Equal Education, Fellowships, Females, Higher Education, *Hispanic Americans, Interviews, Marital Status, *Racial Bias, Role Models, *Sex Bias, Social Support Groups, Student Characteris

tics, Surveys, *Womens Education Identifiers-Arizona, California, *Chicanas, Colo

rado, New Mexico, Texas

Telephone interviews with Chicanas-30 graduates and 20 dropouts from Title VII Bilingual Education Doctoral Fellowship Programs in Arizona, California, Colorado, New Mexico, and Texas are reported. The study sought information on how the Chicanas' perceptions of racism, sexism, economics, family responsibilities, support networks, role models, and mentors affected persistence and graduation. The present report addresses the resulting demographic profile and racism and sexism variables. Results show a significant relationship between persistence and marital status, but no statistically significant relationship with age or existence of dependents, and no significant relationship with perception of racism or sexism. However, a majority of the Chicanas felt they were victims of sexism and about one-fifth felt they were victims of racism in the program. Recommendations for improvement of the situation include an end to sexual harassment, equitable distribution of research and teaching assistantships, institutionalization of bilingual education doctoral programs, sincere institutional efforts to employ ethnic minority and women faculty who can serve as role models, and universities with high rates of success in graduating these fellows be studied for traits contributing to that success. (MSE) ED 316 042

FL 018 357 Minaya-Rowe, Liliana A Comparison of Bilingual Education Policies and

Practices in Peru and the United States. Pub Date-[88] Note—18p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education, *Comparative

Education, Educational History, *Educational Policy, Elementary Secondary Education, Foreign Countries, 'Language Role, *Program Implementation, Public Policy

Identifiers—Peru, *United States

This comparison of the development of bilingual education policies and practices presents the legal framework of Peruvian and American policies, the processes of their establishment, and bilingual program implementation. The sociocultural and historical circumstances out of which the policies grew and which the bilingual programs reflect are also examined. The document includes a historical review of how the languages and their speakers produced the situations to which policies and practices now respond. Long-range implications for the linguistic state of the societies and the degree of mutual versus unidirectional influences of the languages are outlined. It is concluded that while the aim of the language policies and practices in both countries is the social integration of members of ethnic groups here. tofore at least partially socially disenfranchised, the differences between the countries, growing from attitudes toward bilingualism and monolingualism in the socially dominant group, reveal what each society feels is required to achieve integration. (MSE) ED 316 043

FL 018 358 Miramontes, Ofelia And Others A Survey of Bilingual Education Special Education

Inservice Needs: Perceptions of Educators from

a Rural State. Pub Date-[88] Note—9p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Educa

tion, 1988 (ED 309 002). Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Attitudes, *Bilingual

Education, Educational Needs, Elementary Secondary Education, English (Second Language), Higher Education, *Inservice Teacher Education, Language Teachers, Limited English Speaking, Minority Groups, *Rural Areas, *Special Education, Special Education Teachers, Surveys, *Teacher Attitudes

The issue of special education services for culturally and linguistically diverse (CLD) students is generally discussed in relation to geographic areas with large minority populations. However, CLD students in less populated areas are also in need of special services. This study reports on a survey that was conducted to determine the perceptions of 533 administrators, special educators, and bilingual/English-as-a-Second-Language teachers of the need for additional training of the special needs of CLD students. Respondents were asked to rate the degree of need for inservice training in four categories: identification and assessment, program planning and curriculum, school/community relations, and other. Results show that although groups differed in their perceptions, the need for additional training in this area is apparent. The needs were perceived most intensely by those charged directly with providing services to CLD students. (MSE)

formation given to them, felt their children needed more homework, and felt their children at certain identified disability levels were not handicapped or would outgrow their conditions. Only parents with children at a higher disability level gave a medical term to the disability. None could cite a cause for the disability or expressed feelings of guilt. Socioeconomic levels impacted most on those who felt beneficial aids were unaffordable. Implications for future research and programming are outlined. (MSE) ED 316 045

FL 018 360 Ryan, Mary Beth Assessing Limited English Proficient Students for

Special Education. Pub Date-[88] Note-14p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309 002. Pub Type- Information Analyses (070) — Reports

Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Court Litigation, *Disabilities, Ele

mentary Secondary Education, Evaluation Criteria, Evaluation Methods, Federal Legislation, *Identification, *Limited English Speaking, *Special Education, *Student Placement, *Test Bias, Testing Problems

Federal legislation and litigation concerning the rights of handicapped and limited-English-proficient (LEP) students is reviewed, and the dilemma of providing fair, accurate, and adequate assessment for LEP students considered for special education is examined. A recent shift from overrepresentation of LEP students in special education to an underrepresentation of this group, because of fear of not being able to provide non-biased assessment, is discussed. Ways of dealing with the dilemma are explored, with emphasis on the need for a more nontraditional, multifaceted approach to assessment and a willingness to use all available resources. (MSE) ED 316 046

FL 018 361 Riddle, Wayne Clifton Foreign Language and International Education:

The Federal Role. CRS Report for Congress. Library of Congress, Washington, D.C. Congressio

nal Research Service. Pub Date-20 Nov 89 Note-51p. Pub Type- Information Analyses (070) — Reports

Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Area Studies, Budgeting, Degrees

(Academic), Elementary Secondary Education, Federal Legislation, *Federal Programs, Foreign Countries, Government Role, Higher Education, International Education, International Educational Exchange, *International Studies, Language Attitudes, Policy Formation, Program Termination, Public Opinion, Public Policy, Re

trenchment, *Second Language Programs Identifiers-Elementary Secondary Education Act Title II, Europe (East), Fulbright Hays Act, Higher Education Act Title VI, Japan, USSR

Currently, the Federal Government provides funds to a variety of postsecondary foreign language and international studies education programs authorized under Title VI of the Higher Education Act (HEA). Elementary and secondary foreign language and international studies programs are authorized under Title II of the Elementary and Secondary Education Act, and additional postsecondary programs under HEA Title VI, but these are not cur. rently funded. Related activities are also supported by the State Department's Soviet-East European Studies Program and the Japan-United States Friendship Commission. Critiques of both the quantity and quality of American education are commonplace. Individual analysts and study commissions have frequently concluded that requirements and offerings fall well below those in other major nations and below the level required for economic competitiveness and educational excellence. Concerns about inefficient program coordination, imbalances in attention paid to different world regions and languages, and limited or static funding are expressed frequently. Options for the future federal role in this area include: (1) termination of specific support, relying on general postsecondary aid and market forces to influence student decisions; (2) maintenance of current support; and (3) expansion and consolidation of federal aid. (MSE)

ED 316 044

FL 018 359 Gallegos, Anne Gallegos, Roberto The Interaction between Families of Culturally

Diverse Handicapped Children and the School. Pub Date-(88) Note_9p.; In: Garcia, Herman S. and Chavez,

Rudolfo Chavez. Ethnolinguistic Issues in Education, 1988. For a related document, see ED 309

002. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis. Disabilities,

Elementary Secondary Education, "Family School Relationship, *Hispanic Americans, Interviews, Minority Groups, *Parent Attitudes, So

cioeconomic Status, *Special Education, Surveys Identifiers– New Mexico

This study examined the perceptions and concerns of parents of culturally diverse children with disabilities about: their children's performance at home and school; the role of the school in educating their children; and interactions with the educational system. Twelve families, six Anglo and six Hispanic, with children placed in special education classes in a southern New Mexico community, were the subjects. An interviewer conducted 1-hour, unstructured interviews in the homes of the families and provided researchers with the recorded interview, handwritten notes, and oral discussions related to the interview experience. Results of the interview show some differences in understanding, attitudes, and information-seeking behavior with regard to the services provided the children. Both Hispanic and Anglo families had some difficulty interpreting in

ED 316 047

FL 018 365 Wicke, Rainer E, Comp. Funkbrucke Conference Call. Alberta Dept. of Education, Edmonton. Curriculum

Support Branch. Pub Date89 Note—109p. Language English; German Pub Type - Reports - Descriptive (141) – Opinion

Papers (120) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adolescents, Classroom Techniques,

Educational Radio, English, Foreign countries, *German, *Intercultural Communication, Newspapers, Photographs, Secondary Education, Second Language Instruction, *Social Studies, Teaching Guides, *Teleconferencing, Worksheets Identifiers-Alberta (Edmonton), *Canada, *West

Germany, West Germany (Cologne)

A guide to the use of radio and telecommunications to promote international student communication describes a project in which teenagers from Cologne (West Germany) and Edmonton (Alberta) discuss their concerns via radio as well as provide descriptions of life in West Germany and Canada. Transcripts from two radio programs-one in English and one in German-illustrate the exchange of ideas on how to solve international problems such as pollution, international warfare, and starvation in the Third World, and discuss topics such as lifestyles, school, leisure time, and hopes for the future. Other materials included are photographs of the students and production staff, teaching tips, worksheets, and newspaper articles about the project. The materials are suggested for use in German language teaching, social studies instruction, and promotion of German language study. (MSE) ED 316 048

FL 018 366 Programme des examens en vue du diplome. Bulle

tin de Francais 30, Annee scolaire 1989-90 (Program of Diploma Exams. French Bulletin

30, School Year 1989-90). Alberta Dept. of Education, Edmonton. Student

Evaluation and Records Branch. Pub Date—Sep 89 Note—38p. Language-French Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Foreign countries, *French, Gradu

ation Requirements, *Language Tests, Reading Comprehension, Scoring, Secondary Education, Second Language Learning, Standardized Tests, Testing, *Writing Evaluation Identifiers—* Alberta

This guide to Alberta's French 30 standardized test describes the testing program and administration, the test parts, and test scoring for both teachers and students anticipating taking the test. Dates and times of test administration and scoring dates in 1990 are charted. The two parts of the test are described in some detail, including their duration, content, emphases, and grading criteria. The test parts include a writing test consisting of two exercises and a reading comprehension test. Examples of subjects for the first test are provided, and examples of texts, comprehension questions, and an answer key are provided for the second. (MSE) ED 316 049

FL 018 367 Waterson, Karolyn Every Classroom's a Stage: Theatrical Contribu

tions to Language and Literature Teaching. Pub Date—Oct 89 Note-16p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Class Activities, •Classroom Tech

niques, *Drama, *Dramatics, French, Instructional Materials, *Literature Appreciation, Second Language Instruction, Second Language Learning

A discussion of use of theater in second language instruction describes one teacher's experience using French masterpieces in the language class. Illustrations are drawn from Racine's seventeenth-century classical tragedy “Andromaque.” Five individual and group activities are described that are referred to as the Circle, the Interpreter, the Prompter, the Matchbox, and Human Geometry. The Circle begins as the collective exploration of a text, with the group gradually increasing its intellectual and linguistic mastery of the text. The exercise concludes with students contributing different interpretations

of phrases or passages. In the Interpreter, one student reads a passage and another interprets it to the first student. The Prompter requires that some students prompt other students in performance for an imaginary audience. The latter two exercises facilitate mastery of syntactically difficult material. The Matchbox begins with the emptying of a matchbox onto the classroom floor or a table, then breaking a syntactically complex passage into as many units as is reasonable. At the end of each unit, a match is returned to the box. This activity helps students forget the complexity of a passage and focus on manageable units that reveal its basic structure. In Human Geometry, students and/or instructor choreograph intricate passages. (MSE) ED 316 050

FL 018 368 Guy, Gregory R. The Sociolinguistic Types of Language Change. Pub Date—Dec 89 Note-11p.; Paper presented at the Annual Meet

ing of the Linguistic Society of America (64th,

Washington, DC, December 27-30, 1989). Pub Type - Information Analyses (070) — Reports

Evaluative (142) — Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Classification, *Diachronic Linguis

tics, *Linguistic Borrowing, *Social Influences,

*Sociolinguistics Identifiers—*Language Change, Language Contact

An analysis of recent proposals concerning the typologies of language change attempts to provide a synthesis identifying the major types of change that need to be distinguished. The three major types of language change discussed are spontaneous change, borrowing, and imposition. Upon analysis, it is concluded that these three types of change adequately incorporate all the analytical distinctions examined, and that the model allows comparison of a variety of characteristics associated with the change types and the making of testable predictions for particular situations. The ramifications are seen as potentially far-reaching, although much additional work is needed. It is proposed that clear and systematic treatment of change types makes possible more precise statements of the domains and conditions under which the laws of historical linguistics apply, and may suggest principled explanations of why they take the forms they do. Finally, the model is seen to aid in keeping diachronic linguistics rooted in social history. (MSE) ED 316 051

FL 018 369 English as a Second Language: A Collection of

Methods and Materials for Training Volunteers. Literacy Council of Alaska, Fairbanks. Spons Agency-Atlantic Richfield Foundation, New York, NY.; Department of Education,

Washington, D.C. Pub Date(84) Note-191p. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Adult Students, Classroom Tech

niques, Cultural Education, Diagnostic Tests, Dialogs (Language), *English (Second Language), Grammar, Instructional Materials, Language Experience Approach, Language Skills, *Language Teachers, Literacy Education, Material Development, Media Selection, Oral Language, Program Evaluation, Pronunciation Instruction, Reading Comprehension, Reading Instruction, Second Language Instruction, Student Recruitment, Tutoring, "Tutors, Visual Aids, Vocabulary

Development, *Volunteer Training, Workshops Identifiers—Total Physical Response

This manual addresses a variety of issues in the recruitment and training of volunteer Englishas-a-Second-Language (ESL) teachers. Sections on general topics focus on: recruiting tutors, recruiting students, determining when and where to train volunteers, developing the training workshop agenda, evaluating the workshop, introducing the training program to volunteers, assessing volunteer back. ground, orientation to the program and workshop. Sections on ESL instruction address: the relationship between language instruction and culture; oral language teaching techniques (vocabulary, visual aids, dialogue, and grammar); oral language diagnosis; developing and

evaluating instructional materials; other techniques (drills, Total Physical Response, real-life assignments); pronunciation instruction; reading instruction (ESL reading diagnosis, the language experience approach, using

language experience to develop other skills, reading comprehension); and a review of procedures and priorities in tutoring. A 26-item annotated bibliog. raphy of ESL texts, ESL references, pronunciation references, and ESL training references is appended. (MSE) ED 316 052

FL 018 375 Marty, Fernand Hart, Robert S. Computer Programs To Transcribe French Text

into Speech: Problems and Suggested Solutions. Illinois Univ., Urbana. Language Learning Lab. Report No.-LLL-T-6-85 Pub Date—Mar 85 Note-223p. Available from-Language Learning Laboratory,

University of Illinois at Urbana-Champaign, G70 Foreign Languages Building, 707 South Mathews,

Urbana, IL 61801. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PC09 Plus Postage. Descriptors—Algorithms, Computational Linguis

tics, Computer Software, *French, Microcomputers, *Phonetic Transcription, Programing, *Speech Synthesizers, Statistical Analysis, Structural Analysis (Linguistics)

The process of developing a computer program that can turn French text into speech is described. The program is designed to change a conventionally-spelled text into a phonemic transcription with an accuracy level of over 99.9%, divide the text into breath-groups that are syntactically correct and not over 14 syllables long, treat the unstable vowels and liaisons in accordance with the language level (register) chosen for the program, operate on personal microcomputers and use no more than 450 kilobytes of RAM, transcribe at a minimum rate of 10 phonemes per second, and, in combination with prosodic rules, be sent to a speech synthesizer. The strings of phonetic symbols generated can also be processed to yield statistical analyses, phonemic distribution tables, and graphs. The process of writ. ing the computer program is described. Appended materials include: lists of words and sentences that can be used to test the program's accuracy; an algorithm for end-of-line hyphens; abbreviations written as complete words; treatment of hyphenated words; borrowings, neologisms, and slang; procedures for assignment of linguistic features; a list of linguistic features; root, prefix, and suffix tables; and algorithms, distributions, and procedures for various phonemes. A 53-item bibliography is included. (MSE) ED 316 053

FL 018 376 Cheng, Chin-Chuan Contradictions in Chinese Language Reform. Illinois Univ., Urbana. Language Learning Lab. Report No.-LLL-T-7-85 Pub Date—Jun 85 Note—13p. Available from—Language Learning Laboratory,

University of Illinois at Urbana-Champaign, G70 Foreign Languages Building, 707 South Mathews,

Urbana, IL 60801. Pub Type— Reports - Evaluative (142) – Opinion

Papers (120) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Change Strategies, *Chinese, For

eign Countries, *Ideography, Language Planning, *Language Standardization, Outreach Programs, *Political Influences, Public Opinion, *Public Pol

icy, Uncommonly Taught Languages Identifiers—China, *Language Reform

The Draft of the Second Chinese Character Simplification Scheme proposed by the Chinese Committee on Language Reform, published in 1977, is discussed. The political history of the draft and current uncertainty about character simplification are examined, and a rigorous methodology for determining the success rate of a script reform is proposed. This evaluation procedure would take into account three factors: the popularity, stability, and degree of change made. Popularity would be determined by a survey of the literate in all walks of life across China. The stability ratio would be determined by comparing: (1) the stability duration (the interval between the current date and date of last standardization); and (2) a stability constant (twice the number of years required to complete a secondary education). The change factor is the ratio of modified scripts to the total number of common characters. (MSE)

ing with fund raising from public and private sources and with leadership in establishing English as a Second Language and family literacy classes, a computerized referral program, and community literacy awareness activities. In October 1987, the state funded a program of live interactive televised instruction. Prevocational and worksite literacy programs emerged through this program and the involvement of the Levi Strauss company. In 1988, efforts focused on improving and expanding the volunteer tutoring program, open-entry/open-exit vocational courses, development of an instructional model for teaching literacy to vocational students, and short-term job training for individuals with learning disabilities. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Quantifying Affinity among Chinese Dialects. Illinois Univ., Urbana. Language Learning Lab. Report No.-LLL-T-10-86 Pub Date-Aug 86 Note-25p.

Available from-Language Learning Laboratory,

University of Illinois at Urbana-Champaign, G70 Foreign Languages Building, 707 South Mathews,

Urbana, IL 60801. Pub Type - Reports - Evaluative (142) — Numeri-

cal/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors--*Chinese, Classification, Compara

tive Analysis, Contrastive Linguistics, *Dialects, Mathematical Applications, *Phonology, Research Methodology, Statistical Analysis, *Structural Analysis (Linguistics), Tone Languages, Uncommonly Taught Languages, Vocabulary

A study of the relationships between Chinese dialects based on a quantitative measure of dialect affinity is summarized. First, tone values in all the dialect localities available in the early 1970s were used to calculate the dialectal differences in terms of tone height with respect to the “yin and yang" split. In the late 1970s, calculations of lexical correlations among Chinese dialects were performed and the degree of affinity was suggested as a way of viewing dialect relations. More recently, the correlation method was applied to phonological elements for measurements of relatedness. In this report, the earlier attempts at quantification are reviewed and the latest results are presented. Seventeen dialects are included in the study. The quantitative results are found to support what is already known about the qualitative relationships of the dialects. The differential roles played by lexicon, initials, finals, tones, and some combinations in enlarging or compressing distances between dialects are highlighted. The most significant contribution of the quantitative study is seen to be the establishment of a methodol. ogy for calculating dialect closeness and determining dialect subgrouping. (MSE) ED 316 055

FL 018 378 Mainous, Bruce H. Rund, Maria T. A Glossary of Spanish-American Agricultural

Terms. Illinois Univ., Urbana. Language Learning Lab. Report No.-LLL-T-13-87 Pub Date—May 87 Note-84p.

Available from-Language Learning Laboratory,

University of Illinois at Urbana-Champaign, G70 Foreign Languages Building, 707 South Mathews,

Urbana, IL 61801. Language—Spanish; English Pub Type - Reference Materials Vocabular-

ies/Classifications (134) Multilingual/Bilingual Materials (171) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Agriculture, Definitions, Dictionar

ies, English, Spanish, *Vocabulary

The Spanish-English and English-Spanish glossary of agricultural and supporting terms is an expansion of an earlier glossary intended for North American agricultural specialists working in Latin America. It contains terminology from 50 articles in Spanish on Latin American agricultural topics. A list of those sources is included. (MSE) ED 316 056

FL 018 379 Chung, Ulric And Others The Computer Assisted Language Learning Out

reach Project for Education. Illinois Univ., Urbana. Language Learning Lab. Report No.—LLL-T-14-88 Pub Date—Apr 88 Note—34p. Available from-Language Learning Laboratory,

University of Illinois at Urbana-Champaign, G70 Foreign Languages Building, 707 South Mathews,

Urbana, IL 61801. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction, Ele

mentary Secondary Education, *Inservice Teacher Education, Internship Programs, *Language Teachers, Outreach Programs, Program Descriptions, Program Evaluation, Second Language Instruction, Second Language Learning, Summer Programs, Teacher Education Curricu

lum, Workshops Identifiers—*Illinois

The Computer Assisted Language Learning Outreach Project for Education (CALLIOPE) was established in 1985 to enhance foreign language

instruction in Illinois elementary and secondary schools through inservice teacher education in the form of short workshops, intensive summer institutes, and an internship program. The specific approach is to encourage and facilitate the use of computer technology by foreign language teachers. A description of the program outlines its purpose and approach, inservice program elements, a roundtable conference used for information dissemination, and a brief critical analysis of the program and future directions. Appended materials include a list of workshop dates, locations, staff, and number of attendees from January 1986 through February 1988, a list of topics discussed as part of the summer institute curriculum, a list of 1986 and 1987 summer institute participants and their individual project topics, and a summary of the proceedings of the May 1987 roundtable conference. (MSE) ED 316 057

FL 018 381 Gothard, James E. Building Composite Characters on a Postscript

Printer. Illinois Univ., Urbana. Language Learning Lab. Report No.—LLL-T-16-89 Pub Date—Jul 89 Note56p. Available from-Language Learning Laboratory,

University of Illinois at Urbana-Champaign, G70 Foreign Languages Building, 707 South Mathews,

Urbana, Illinois 61801. Pub Type— Guides - Non-Classroom (055) — Nu

merical/Quantitative Data (110) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Computer Printers, *Computer Soft

ware, *Diacritical Marking, *Media Adaptation, *Orthographic Symbols, Printing, Programing Identifiers--Apple Macintosh, Laser Printers, Mi

crosoft Word, PostScript Language

Procedures enabling the placement of diacritical markings over a character for printing in PostScript fonts on an Apple Laser Writer printer are described. The procedures involve some programming in the PostScript Language and manipulation of Adobe PostScript fonts. It is assumed that Microsoft Word will be used to create the text to be printed. The Word/LaserWriter interface is described, and background work is outlined. Program design and specifications and definitions of terms are given, and specific procedures within the program are described, including accent placement, the accents dictionary, font operation, character-building, font modification, and modifications of Microsoft Word. Problems, unknown variables, and future development potential are discussed briefly. Appended materials include character width and encoding tables, a sample printout, program codes, and a sample Microsoft Word 4.0 initializing file. (MSE) ED 316 058

FL 800 035 Clymer, Carol Literacy Education Action. Pub Date—8 Mar 89 Note-8p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Community Colleges, Computer As.

sisted Instruction, Educational Television, English (Second Language), *Literacy Education, Networks, *Outreach Programs, Program Descriptions, Program Development, Second Language Instruction, Small Group Instruction, Spanish Speaķing, Tutoring, Two Year Colleges,

Vocational Education, *Volunteer Training Identifiers—*El Paso Community College TX, *Lit

eracy Education Action

The Literacy Education Action (LEA) program was established in the fall of 1985 under the initiative of the president of the El Paso Community College (Texas). During 1985 and 1986, LEA concentrated on developing its own literacy tutoring program, including recruiting and training volunteers and community members with reading skills below the sixth grade level. Using a language experience approach, assistance was provided for native English-speakers, Spanish-speakers, and bilingual individuals. In fall 1986, LEA opened a literacy center on the Rio Grande campus of El Paso Community College, and drop-in tutoring, computer-assisted instruction and small group in. struction were added to the program. Program staff, offerings, and support were expanded with grant funding. Since 1986, LEA has developed a network of community literacy groups and provided support to other groups involved in literacy activities, assist

ED 316 059

FL 800 053 Gunter, Jock And Others Ashton-Warner Literacy Method. Technical Note

No. 5. Massachusetts Univ., Amherst. Center for Interna

tional Education. Spons Agency-Agency for International Develop

ment (IDCA), Washington, DC. Report No.-ISBN-0-932288-12-X Pub Date—72 Note-21p. Available from Center for International Educa.

tion Publications, Hills House South, University of Massachusetts, Amherst, MA 01003 (1-15 cop

ies, $1.00; 16-25 copies, $1.50). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Foreign countries, *Literacy Educa

tion, *Native Language Instruction, *Relevance (Education), Rural Areas, *Teaching Methods,

*Writing Instruction Identifiers—*Ashton Warner Method, *Ecuador

A modified version of Sylvia Ashton-Warner's approach to literacy training, originally developed to teach Maori children, is described. The adapted method was used in Ecuador in an international literacy education program. With this method, rather than using a text, learners are taught written words important to their lives and are encouraged to write sentences and stories that are shared with the other learners. The basis of the approach is that while rural villagers may have difficulty with traditional approaches to literacy training, their characteristics can also represent a resource and guide for an effective teaching strategy. Since circumstances in Ecuador differed from those in the Maori context, including the teacher's relationship with students, student ages, and less frequent and less structured meetings, they caused some adjustment in the teaching method used. A typical session in Ecuador brings together 15-30 individuals of differing ages for small-group discussion of topics relevant to the participants' lives, writing of sentences using new words learned, reading aloud of those sentences in the larger group, and further discussion. Additional modifications and applications have occurred as facilitators have related their literacy training to other games used in the program. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

ED 316 060

FL 800 072 Wolfe, Marcie And Others Themes for Literacy Acquisition: Some Beliefs and

Approaches for Teaching GED, ABE, and ESL. City Univ. of New York, Bronx. Herbert H. Lehman

Coll. Inst. for Literacy Studies.; Consortium for

Worker Education. Pub Date—Aug 87 Note—59p.; Photoreduced newspaper articles,

pages 33-35, will not reproduce legibly. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Adult Basic Education, Classroom Techniques, Educational Strategies, *English (Second Language), Geometry, *High School Equivalency Programs, Labor Éducation, *Literacy Education, Mathematics Instruction, Newspapers, Oral History, Poetry, Prior Learning, Questioning Techniques, Reading Instruction, Science Instruction, Social Sciences, Spanish, Student Centered Curriculum, *Teaching Methods, Unions, Vocational Education, Writing Instruc

tion Identifiers-Collaborative Teaching, Writing to

Learn

This report presents work done by participating General Educational Development (GED), adult gram, assessing the need, and defining the volunteer's job); (2) recruitment (locating volunteer teachers, gathering volunteer data, and interviewing); (3) training (making arrangements and providing program orientation); (4) placement (locating students, gathering student data, assessing student language needs, connecting student with tutor, and keeping records); and (5) recognition (expressing appreciation in a variety of ways, the exit interview, and program evaluation). Appended materials include a list of volunteer ESL programs in Washington assisted by the Tacoma Community House; a list of state-funded refugee classes in Washington; a 55-item bibliography of ESL texts, supplementary materials, vocational ESL texts and materials, sources of background information, and Indochinese refugee education guides, with publishers' addresses; and checklists of state literacy objectives. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

basic education (ABE),

and

English-as-aSecond-Language (ESL) instructors in collaboration with the Institute for Literacy Studies at Lehman College (City University of New York). The report is in three sections. The first section is a statement, in list form, of what workshop participants agreed represents components of their philosophy on teaching and learning. The second lists and defines the classroom strategies that seem to fit the philosophy best, and, where possible, offers brief examples of how these approaches have worked or might work in the classroom. The classroom strategies include student-centered and writing-to-learn approaches, collaborative approaches, and interview techniques. The third section offers sample lessons and projects designed by participating teachers, individually or collaboratively, and implemented based on workshop readings, writings, and discussions. Projects are listed under the following headings: GED units on the Constitution, on developing questions that motivate, on research journals for home care workers, and on activating background knowledge in geometry; Spanish GED units on reading, writing, and oral history, and on writing and_publishing poetry; a GED unit on math; an ABE unit on using the newspaper to explore life and work in New York City; and an ESL unit on developing writing skills and union participation through oral history. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 316 061

FL 800 077 Shank, Cathy C. Approaching the Needs of Adult Iliterate ESL

Students. Pub Date—1 Feb 86 Note—35p.; Master's Research Paper, Georgetown

University. Pub Type - Information Analyses (070) — Disser

tations/Theses - Masters Theses (042) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Academic Ability, Adult Basic Edu

cation, Adult Literacy, Age Differences, Cognitive Ability, Competency Based Education, Curriculum Design, Educational Strategies, *En. glish (Second Language), *Illiteracy, Instructional Materials, Interlanguage, Language Acquisition, *Learning Processes, *Literacy Education, Prior Learning, Reading Instruction, Second Language Learning, *Student Needs, Teaching Methods, Transfer of Training

A review of literature on the learning processes and potential of adult students of English as a Sec. ond Language, not literate in their native language, looks at research in the following areas: (1) the differences between children and adults in language learning; (2) the effects of previous formal education on second language learning; (3) the effects of literacy on cognition; (4) the transfer of skills within and across languages; (5) the effectiveness of different types of instructional materials or approaches for literate as compared with non-literate individuals; (6) simplification and selection of texts; (7) meaning- versus form-centered instructional approaches; and (8) competency-based curricula. Research is recommended that focuses specifically on the education of illiterate adults. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 316 062

FL 800 079 Bentson, Marilyn Volunteer Coordinator Handbook for Volunteer

Programs Teaching ESL to Refugee Students. Tacoma Community House, WA. Spons Agency—Washington Office of the State Su

perintendent of Public Instruction, Olympia. Pub Date—[83] Note—83p. Available from—Tacoma Community House Train

ing Project, Box 5107, Tacoma, WA 98405

($4.00 plus 10% shipping and handling). Pub Type - Guides - Non-Classroom (055) EDRS Price · MF01/PC04 Plus Postage. Descriptors—*English (Second Language), .Liter

acy Education, Needs Assessment, Program Administration, Program Development, “Refugees, Second Language Instruction, Student Needs, Student Placement, *Tutoring, Voluntary Agen

cies, Volunteer Training Identifiers—Tacoma Community House WA,

Washington

The handbook contains ideas, worksheets, and sample forms to assist in the administration of volunteer programs teaching English as a Second Language (ESL) to refugees. Chapters address: (1) planning (finding a coordinator, planning the pro

ED 316 063

FL 800 080 Partners in Learning: Selected Articles from the

First Five Years of the Volunteer Voice. Tacoma Community House, WA. Pub Date—[87] Note-113p. Available from-Tacoma Community House Train

ing Project, Box 5107, Tacoma, WA. 98405

($5.00 plus 10% shipping and handling). Pub Type - Collected Works - General (020) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Acculturation, Class Activities,

Classroom Techniques, *English (Second Language), Games, *Intercultural Communication, Literacy, *Literacy Education, Personal Narratives, Program Design, Refugees, Second Language Instruction, Skill Development, *Student Experience, Student Journals, Teacher Attitudes, Teaching Methods, *Tutoring, Vocabulary Skills,

*Volunteers, Volunteer Training Identifiers—*Total Physical Response

This collection of articles is assembled from a variety of sources and contributors that together form a statewide network of volunteer programs teaching English as a Second Language (ESL) to refugees. The articles are divided into the following sections: (1) teaching tips; (2) “talk time” (concerning a weekly conversation session); (3) discussions of tutors' classroom experiences; and (4) personal narratives of students. The first section, on teaching tips, contains brief expository articles and descriptions of classroom techniques under the following headings (1) using the Total Physical Response method; (2) focusing on listening, speaking, and thinking; (3) implementing literacy activities; and (4) using games and projects. The second section contains seven articles describing variations on a conversational activity in which volunteers and language leamers meet informally. Tutors' narratives of teaching activities and experiences with students are presented in the third section, and in the fourth section, personal learning and acculturation experiences are presented from the student's perspective. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

ting started, writing down the student's spoken language and using the stories as a point of departure for conversation and literacy activities, fleshing out the story, keeping a journal, supplementing student stories with other materials, and accomplishing all of these activities in limited instructional time. The second section contains 19 stories either told by a Cambodian student or adapted from published work. Of the student's stories, some are in her original words, some are corrected by her, and some are rewritten by the teacher. Each story is accompanied by a brief preface, a picture, and some suggested literacy activities. The stories are narratives about life in Cambodia, folk tales, or discussions of culture and acculturation. (MSE) (Adjunct ERIC Clearing. house on Literacy Education) ED 316 065

FL 800 086
Reck, Deborah And Others
Tutoring ESL: A Handbook for Volunteers.
Tacoma Community House, WA.
Spons Agency-Washington Office of the State Su-

perintendent of Public Instruction, Olympia. Pub Date-86 Note—119p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Class Activities, Classroom Tech-

niques, Cultural Differences, Dialogs (Language), Drills (Practice), *English (Second Language), Entry Workers, Games, Instructional Materials, Language Experience Approach, Lesson Plans, *Literacy Education, Pronunciation Instruction, Refugees, Second Language Instruction, State Programs, Student Journals, Student Projects, Teaching Guides, Teaching Methods, *Tutoring, Visual Aids, *Vocational English (Second Lan-

guage), Voluntary Agencies, *Volunteer Training Identifiers—*Total Physical Response, *Washing

ton

This handbook is designed for use by Tacoma Community House volunteer tutors of English as a Second Language (ESL) as a supplement to basic volunteer training. The handbook includes detailed information in areas briefly covered during training and specific instructional ideas and class activities. A section on getting started discusses the cultural differences volunteers are confronted with, getting to know the student and his needs, breaking the ice, choice of ESL resources, effective student-teacher communication, and the four language skills: listening, speaking, reading, and writing are emphasized. A chapter on lesson planning discusses problems to anticipate, and procedures for specific activities such as review and pronunciation drills. The third section discusses a variety of materials, standard techniques, and projects such as the use of visual aids, student journals, songs, the Total Physical Response method and the Language Experience Approach. The fourth section describes a wide variety of activities for practice, drills, and games, and the fifth section focuses on the purposes, uses, and content of vocational ESL. The fifth section contains a list of language functions needed in entry level jobs. Appended materials include a list of volunteer programs assisted by the Tacoma Community House volunteer training project, a 28-item bibliography, a list of teacher resources, and the master plan of the Washington State Adult Refugee Project. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

ED 316 064

FL 800 081 Bell, Anita Molly Dy. Som Tales from the Homeland: Developing the Lan

guage Experience Approach. Tacoma Community House, WA. Pub Date-84 Note-176p. Available from— Tacoma Community House Train

ing Project, Box 5107, Tacoma, WA 98405 ($7.00 plus 10% shipping and handling). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Acculturation, Cambodians, Class

room Techniques, *English (Second Language), Foreign countries, Illustrations, Language Experience Approach, *Literacy Education, Personal Narratives, Refugees, Second Language Instruction, Story Telling, "Student Experience, Student

Journals, Teaching Methods, Writing Instruction Identifiers—*Cambodia

The book is both a guide to the language experience approach for teaching English as a Second Language (ESL) and a collection of one ESL stu. dent's personal narratives about his home country. The first section describes the language experience approach, which uses the studie is own language and experience as the source ci second language learning material, and suggests procedures for using this approach in the classroom. These include get

ED 316 066

HE 022 211 Blackburn, Robert T. Pitney, Judith A. Performance Appraisal for Faculty. Implications

for Higher Education. From the Program on

Faculty as a Key Resource. National Center for Research to Improve Post

secondary Teaching and Learning, Ann Arbor,

MI. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-NCRIPTAL-TR-88-D-002.0 Pub Date—88 Grant-OERI-86-0010 Note59p. Available from—The National Center for Research

to Improve Postsecondary Teaching and Learning, 2400 School of Education Bldg., The Univer

sity of Michigan, Ann Arbor, MI 48109 ($10.00). Pub Type- Information Analyses (070)

ing; that more specific focus is needed on the effect of clarity of plans on student learning, and this model can be used to approach improvement of course planning from many vantage points. Seven appendices provide: the faculty interview protocol; the student on the effect of clarity of plans on student learning; and that this model can be used to interview protocol; student experimental questionnaires; syllabus checklist; profiles of each of the eight fictionally named cooperating institutions; an outline of exploratory regression variables; and a coding sheet for determining levels of course planning. Contains approximately 90 references and 85 tables. (SM)

unheard of by their predecessors a generation ago, a fact which raises the question, have the short-term excitement and revenues of athletics blinded some colleges and universities to their long-term responsibility of educating students? The purpose of the hearings was to enlighten members of Congress, and through them the general public, as to what happens in practice (how student athletes are governed, the role of the media in creating pressures, and how students are recruited). Statements are presented from Subcommittee Chairman Pat Williams; Subcommittee members E. Thomas Coleman, George Miller, and Thomas J. Tauke; Representatives Ed Towns and Tom McMillen; Reverend Timothy Healey, President, Georgetown University (Washington, D.C.); and a variety of other witnesses, including educators, sports administrators, a high school athletic director, and a sports writer. Prepared statements, letters, and supplemental materials are included. (SM)

EDRS Price - MF01/PC03 Plus Postage. Descriptors—Change Strategies, *College Faculty,

College Students, Educational Assessment, Educational Quality, Excellence in Education, Faculty Development, Higher Education, *Instructional Improvement, Learning, Literature Reviews, Personnel Evaluation, Student Development, *Teacher Evaluation, Teacher Improvement

This review of the literature on performance appraisal for college and university faculty was undertaken to serve the ultimate goal of improving student cognitive learning. The starting point was to ask what is known about performance appraisal. What are its positive and negative consequences? How does the manner in which it is conducted relate to future performance? In what ways do the skills of the appraiser affect the outcomes? To what degree can what is accepted about performance appraisal in other settings be expected to be true for faculty and department chairs in colleges and universities? These and other questions directed the investigation. The review contains five sections and begins with a brief exposition of the principal theories that underlie performance appraisal research in Section 1. Section II examines the research studies conducted in the field or in the laboratory to test hypotheses drawn from the theories. The research is principally in the psychological and organizational fields with few contributions from postsecondary education. Section II ends with 15 general conclusions, "truths” that postsecondary education needs to take into consideration to improve its performance and more closely achieve its goals. Section III describes the norms, values, structures, and practices that characterize colleges and universities so that the application of the findings can be inferred as to their likelihood of successful outcomes in postsecondary institutions. Following this, a plan for performance appraisal well suited for colleges and universities is advanced in Section IV and the conditions under which it could be successful are discussed in Section V. The list of cited references, an appendix, and a bibliography complete the monograph. The appendix briefly identifies the main appraisal procedures currently in practice in business. (AA) ED 316 067

HE 022 213 Stark, Joan S. And Others Reflections on Course Planning. Faculty and Stu

dents Consider Influences and Goals. From the Program on Curricular Intergration and Student

Goals. National Center for Research to Improve Post

secondary Teaching and Learning, Ann Arbor,

MI. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-NCRIPTAL-TR-88-C-002.0 Pub Date—88 Grant-OERI-G008690010-88 Note—225p. Available from-National Center for Research to

Improve Postsecondary Teaching and Learning, 2400 School of Education Bldg., The University

of Michigan, Ann Arbor, MI 48109 ($15.00). Pub Type- Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01/PC09 Plus Postage. Descriptors—College Faculty, College Students,

*Course Organization, Curriculum Development, *Educational Development, *Educational Planning, Higher Education, Learning, Objectives, Questionnaires, Student Attitudes, Student Characteristics, Teacher Role, *Teaching Methods Identifiers—*Goal Setting

To discover how courses are planned and taught, faculty and their students at three community colleges, two liberal arts colleges, two comprehensive universities, and one doctoral university were interviewed with a protocol based on current theories of course design. Their candid responses indicate that academic content, materials, student characteristics, and faculty beliefs are the strongest influences on course planning. Nine chapters provide the following information: (1) background; (2) study purposes; (3) guiding models for the study; (4) study method; (5) overview of study results; (6) special topics of current interest (curricular issues, faculty perceptions of students and their learning needs, and faculty and student interaction); (7) results of student interviews; (8) how course designs are expressed in syllabi; and (9) summaries, implications, and next steps. It is concluded that course level planning strategies are important in student learn

ED 316 068

HE 022 949 Bauer, David G. Otto, Mary L. Administering Grants, Contracts, and Funds. Eval

uating and Improving Your Grants System. American Council on Education, Washington, D.C. Report No.—ISBN-0-02-901951-6 Pub Date—89 Note-247p.; American Council on Education/

Macmillan Series on Higher Education. Available from-Macmillan Publishing Company,

866 Third Avenue, New York, NY 10022

($34.95). Pub Type— Books (010) – Guides - Non-Class

room (055) Document Not Available from EDRS. Descriptors-Administrators, Contracts, Federal

Aid, *Financial Support, *Fund Raising, "Grants, *Grantsmanship, Higher Education, Office Management, Private Financial Support, *Program Proposals, Proposal Writing, State Aid

Aspects of the grants system are examined, and information on ways to improve the structure of a grants office and sharpen staff skills are provided. Thirteen chapters deal with the following topics: the purpose of the office of grants and contract administration (e.g., the essentials of brainstorming); measuring the success of a grants system (e.g., analyzing and determining the grants potential); developing a preproposal review system; developing staff interest in proposal development; evaluating and improving the grant opportunity research system (e.g., use of newsletters, grants research tools, and the community grants office); the role of the grants office in contacting funding sources (e.g., developing linkages with private and public funding sources); the role of the grants office in promoting an organized proposal (e.g., the role of the project planner, the grants time line, and budget and cash forecasts); the role of the grants office in assurances, submission, and follow-up (including ethics in research and dealing with the decision of the funding source); the role of the grants office in the administration of private funds (e.g., official acceptance and budget modification); the role of the grants office in the administration of federal funds (e.g., cash requests and letters of credit); indirect cost recovery; the role of the grants office in the politics of the funding process (e.g., developing webbing and linkages to elected officials); and the grants administrator. (SM)

ED 316 070

HE 022 955 The National Conference on Professional and

Personal Renewal for Faculty (2nd, Atlanta,

Georgia, April 13-15, 1989). Georgia Univ., Athens. Office of Instructional De

velopment. Pub Date—15 Apr 89 Note—171p.; For the 1st conference, see ED 276

393. Available from The Second Conference on Professional and Personal Renewal for Faculty, Office of Instructional Development, The University of Georgia, 164 Psychology Building, Athens, GA

30602. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Burnout, College Faculty, Curricu

lum Development, Educational Quality, Faculty Development, Higher Education, Job Satisfaction, Student Evaluation of Teacher Performance, *Teacher Improvement, Teacher Morale, *Teach

ing (Occupation), Well Being Identifiers—*Faculty Vitality

This document reports on the second of a projected series of conferences, for University of Georgia faculty, having the theme of "faculty renewal” (rather than the older "faculty development") as the major focus. Following a brief introduction, the proceedings open with the keynote speech, "Meeting the Challenge of Personal and Professional Renewal for Faculty" (J. Schuster), followed by the address, "Staying Alive" (P. Seldon). Next are four invited presentations, namely: "Faculty Vitality and Institutional Climate" (H. Altman); “Star Billing or Chorus Line? What Distinguishes Vital Professors from Their Colleagues?" (R. Baldwin); “Wellness Programs for Faculty/Staff: National Trends" (J. North); and “The Process of Refocusing and Redirecting with Faculty" (D. Wheeler). Fifty-six brief session presentations comprise the bulk of the document; they cover such topics as the following: balancing institutional obligations to students and renewal efforts for faculty, balancing the responsibilities of home/career/and personal growth, student feedback and professional growth, faculty development in interdisciplinary humanities programs, faculty morale, senior faculty, curricular reform, burnout among teachers, faculty attitudes, dual careers in academia, assessing learning outcomes, stress management, faculty health, professional renewal for part-time faculty, and retirement preparation. Closing remarks are taken from the keynote address delivered by John W. Gardner at the first national conference on professional and personal renewal for faculty, held in the spring of 1986. (SM) ED 316 071

HE 022 958 Hunter, Walter E., Comp. And Others Some Propositions about Teaching and Learning. Pub Date—88 Note-16p. Pub Type- Guides - Classroom - Learner (051) EDRS Price · MF01/PC01 Plus Postage. Descriptors—College Faculty, *College Instruc

tion, Educational Principles, *Faculty Development, Graduate Students, Higher Education, *Learning Strategies, *Student Development

Various propositions on college teaching and learning, established by the professor and graduate students in a course at the University of Florida, are presented. The importance of both the professional discipline and teaching components is stressed. The propositions are intended for graduate students to use as a resource of basic information about the

ED 316 069

HE 022 950 Hearings on the Role of Athletics in College Life.

Hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred First Congress, First Session (May 18

and 24, 1989). Congress of the U.S., Washington, D.C. House

Committee on Education and Labor. Pub Date_89 Note—212p.; Serial No. 101-22. Some pages of tes

timony contain small print. Available from Superintendent of Documents,

Congressional Sales Office, U.S. Government

Printing Office, Washington, DC 20402. Pub Type- Legal/Legislative/Regulatory Materi

als (090) Opinion Papers (120) EDRS Price - MF01/PC09 Plus Postage. Descriptors—Athletes, *College Athletics, College

Students, Educational Legislation, *Federal Leg. islation, Hearings, Higher Education, Policy For.

mation, *Public Policy, Student Recruitment Identifiers-Congress 101st, Proposed Legislation

Testimony concerning the role of intercollegiate athletics in contemporary college life is recorded in this hearings report. Big-time athletics have become an increasingly important element within American colleges and universities, and at times they appear to overshadow academics in higher education. Student athletes are confronted with pressures, demands, expectations and temptations to a degree

Page 19

teaching-learning process. For each proposition there is a brief note and a reference to a bibliographic citation. Propositions are organized into the following groups and subgroups: General Assumptions (every person is different, basic tasks of education, true education is to love knowledge, natural potential for learning); College Instructors (academic culture, culture ignores teaching strategies, student adaptation, teachers teach as taught, teacher enthusiasm, challenge for instructors, and developmental stages of instructors); Students (students face many concurrent challenges, developing cognitive complexity, conditioning to fail, and intellectual growth); What Do We Know about Learning? (intellectual challenges, motivation instinct to mastery, novelty of reward, self-learning, effect of teachers on learning, students achieve at the expected level, small groups enhance learning, perseverance and success, mastery with time, best time for learning, and knowing key resources); and What Do We Know about Teaching? (the task of teaching, cooperation not competition, communicate objectives, objectives versus measures, varying instructional methods, myth of the normal curve, one level at a time, rethinking lectures, discussion alternate, and when students learn best). Contains 21 references. (SM) ED 316 072

HE 022 959 Nitecki, Joseph Z. Survey of Common Bibliographic Denominators

among Disciplines Participating in the SUNY-Albany Ph.D. Program In Information

Science. (Revised). Pub Date Jan 89 Note—29p. Pub Type — Reports - Research (143) Tests/

Questionnaires (160) EDRS Price · MF01/PC02 Plus Postage. Descriptors—Bibliographic Records, *Bibliogra

phies, College Faculty, *Doctoral Programs, Higher Education, *Information Science, Information Utilization, Majors (Students), Reference

Materials Identifiers—State University of New York Albany

Information is presented on an informal study designed to identify common bibliographic denominators shared by the faculty at the State University of New York at Albany (SUNYA) that directly contributed to SUNYA's newly developed Ph.D. program in information science. A focus of the study was on understanding how different interpretations of the field, provided by the creators and faculty of the program, may affect the scope of the discipline. Specific objectives were to: (1) determine the committee members' consensus on a domain of information; (2) identify emerging trends in the development of information science; and (3) ascertain bibliographic overlap in the basic research tools suggested by the survey's participants. Of the 32 questionnaires sent, only 13 were fully completed, so data interpretation was limited. An analysis of survey answers is presented, however, which suggests that some insights resulted from the study. Some of these concern the definition of information and information science; the grouping of 56 individually listed domains of study into 5 rank-ordered clusters; and the identification of six major directions of future development of information science (computer science, library science, information science, technology, sociology of knowledge, and management). In addition it is noted that in spite of the recency of the field, over half of all key papers were published in book format; it is also suggested that the listings of key papers, primary journals, textbooks, and professional organizations provided by the respondents may be of interest to university librarians in filling some gaps in their collections. Questionnaire items, responses, and a list of 50 papers identified as “key papers” are included. (SM) ED 316 073

HE 022 960 Goodchild, Lester F., Ed. Stanton, Charles M., Ed. History of Higher Education Newsletter, Vol. 9,

Nos 1 & 2, Spring/Fall 1988. Association for the Study of Higher Education. Pub Date—88 Note-14p. Available from History of Higher Education

Newsletter, School of Education, Loyola University of Chicago, 820 North Michigan Avenue,

Chicago, IL 60611. Journal Cit—History of Higher Education Newslet.

ter; v9 nl-2 Spr-Fall 1988. Pub Type - Collected Works - Serials (022) — Ref

erence Materials - Bibliographies (131)

EDRS Price · MF01/PC01 Plus Postage. Descriptors—Academic Freedom, Educational En

vironment, Educational History, Educational Innovation, "Higher Education, Newsletters,

Teaching (Occupation) Identifiers-McCarthyism

An annual newsletter on the history of higher education presents information reflecting the current interest and research in the field through commentary, analysis, and bibliography. Information in this issue includes: a guest editorial, “Teaching the History of Higher Education" (Kathryn M. Moore); a "Views from the Author" essay, "On Writing No Ivory Tower: McCarthyism and the Universities" (Ellen W. Schrecker); announcement of publication of the “Association for Higher Education (ASHE) Reader on the History of Higher Education" (Lester F. Goodchild and Harold S. Wechsler) together with a listing of the ASHE Reader's table of contents (noting that the ASHE Reader contains a pref. ace discussing the historiography of higher education, an introductory essay exploring the sig. nificance of all readings in the text, about 60 secondary and primary readings, and an extensive bibliography); and a listing of the History of Higher Education sessions offered at the 1989 History of Education Society annual meeting in Chicago and the 1989 ASHE annual meeting in Atlanta. History of Higher Education publications are also featured. (SM) ED 316 074

HE 022 965 Bensimon, Estela M. And Others Making Sense of Administrative Leadership: The

"L" Word in Higher Education. ASHE-ERIC

Higher Education Report 1, 1989. Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash

ington, D.C. Spons Agency–Lilly Endowment, Inc., Indianapolis, Ind.; Office of Educational Research and Improvement (ED), Washington, DC.; Teachers Insurance and Annuity Association, New York,

NY. College Retirement Equities Fund. Report No.-ISBN-0-9623882-0-3 Pub Date—89 Contract-R188062014 Note-121p. Available from-ASHE-ERIC Higher Education

Reports. The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Wash

ington, DC 20036-1183 ($15.00). Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Administrator Guides, Administra

tors, *College Administration, College Planning, •College Presidents, *Higher Education, Institutional Role, *Leadership, Leadership Qualities, Leadership Responsibility, Politics of Education, Theories

An integration and synthesis of the theoretical literature on leadership with the literature concerning higher education as a social institution is presented. The literature on a conceptual explanation of leadership is reviewed and related directly to higher education and its sociological and organizational uniqueness. The first four of the report's five sections discuss the following topics and subtopics: (1) the contemporary context and calls for leadership (constraints in responding to the calls for leadership and overcoming constraints to leadership); (2) conceptual explanations of leadership (theories and models of leadership and organizational theory and images of leadership); (3) higher education and leadership theory (trait theories, power and influence theories, behavioral theories, contingency theories, cultural and symbolic theories, and cognitive theories); and (4) higher education and organizational theory (the university as bureaucracy-the structural frame, the university as collegium-the human resource frame, the university as political system-the political frame, the University as organized anarchy-the symbolic frame, the university as cy. bernetic system, and an integrated perspective of leadership in higher education). The fifth and final section, Overview and Integration, discusses the effectiveness of leadership, cognitive complexity, transformational and transactional leadership, leadership paradigms, thinking about leadership, and an agenda for research on leadership in higher education. The report contains approximately 250 references. (SM) ED 316 075

HE 022 978 Washington, Valora Harvey. William

Affirmative Rhetoric, Negative Action: Afri.

can-American and Hispanic Faculty at Predomi. nantly White Institutions. ASHE-ERIC Higher

Education Report 2, 1989. Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash

ington, D.C. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-ISBN-0-9623882-1-1 Pub Date—89 Contract-R18806214 Note-128p. Available from—ASHE-ERIC Higher Education

Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Wash

ington, DC 20036-1183 ($15.00). Pub Type-- Information Analyses · ERIC Informa

tion Analysis Products (071) - Reports - Re

search (143) EDRS Price · MF01/PC06 Plus Postage. Descriptors Access to Education, Affirmative Action, *Black Teachers, Civil Rights, "College Faculty, Educational Discrimination, Educational Opportunities, *Equal Education, *Equal Opportunities (Jobs), Excellence in Education, Higher Education, *Hispanic Americans, Minor. ity Groups, Racial Discrimination, Teacher Recruitment, Teacher Supply and Demand

The need for higher education to shift from a policy of nondiscrimination to one of affirmative action is examined, with note taken of the clear opportunity for higher education to take advantage of fac. ulty positions being vacated due to retirement during the mid-to-late 1990s. Preparations can be made now to provide opportunities for minority students to enter graduate school and be prepared for a future career in the professoriate. Necessary issues and actions are defined. The first four of the reports discuss the following topics and subtopics: (1) overview of affirmative action for African-American and Hispanic faculty (why it is important to have a diverse faculty, higher education before affirmative action, defining affirmative action, and the impact of affirmative action on higher education); (2) supply and demand for African-American and Hispanic faculty (status of this faculty in higher education, supply and demand issues, quality of faculty life, tomorrow's professoriate: the empty pipeline, and barriers to equal access and effective affirmative action); (3) effective affirmative action, institutional approaches and barriers (including institutional leadership, search committees, affirmative action offices, and case study-the African-American presence at Antioch College); and (4) national responses to affirmative action issues in higher education (court decisions, governmental agencies, public commissions, and professional organizations). Conclusions and recommendations are provided in sec. tion 5 and cover public policy, higher education practices, and research needs. Tables are included. Contains approximately 180 references. (SM) ED 316 076

HE 022 979 Tomlinson, Louise M. Postsecondary Developmental Programs: A Tradi

tional Agenda with New Imperatives.

ASHE-ERIC Higher Education Report 3, 1989. Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash

ington, D.C. Spons Agency-Office' of Educational Research

and Improvement (ED), Washington, DC. Report No.—ISBN-0-9623882-2-X Pub Date—89 Contract-R18806214 Note-127p. Available from-ASHE-ERIC Higher Education

Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Wash

ington, DC 20036-1183 ($15.00). Pub Type— Information Analyses - ERIC Informa

tion Analysis Products (071) EDRS Price - MF01/PC06 Plus Postage. Descriptors College Bound Students, •College Preparation, *Developmental Studies Programs, *Educational Development, Educationally Disadvantaged, Higher Education, High Risk Students, Skill Development, Transitional Programs

The report examines postsecondary developmental education for students denied regular admission to the institution. Addressed are such concerns as the evolution of developmental programs, the effect of developmental programs on the integrity of academic institutions, and the future of postsecondary developmental programs. The report's seven sec

Iowa City, IA 52243. Pub Type- Reports - Research (143) — Numeri

cal/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Access to Education, Community

Attitudes, Demography, #Educational Attitudes, Educational Finance, Enrollment Trends, Federal Aid, Financial Aid Applicants, Government Role, Grants, Higher Education, Need Analysis (Student Financial Aid), Public Policy, Student Characteristics, *Student Financial Aid, *Student

Loan Programs, Student Needs Identifiers—*Debt (Financial)

This document, the third in a series of research reports on student financial aid, examines attitudes of Americans toward borrowing to finance educational expenses between 1959 and 1983. The impetus for the study was interest in the effects of the Federal Government's shift in student aid emphasis from grants to loans during this period. The study analyzed data from surveys of consumer finances previously collected for the Federal Reserve System. Findings indicated that Americans express a high degree of willingness to borrow to finance education expenses with educational loans consistently viewed favorably by 70% to 80% of the population over the 24-year period. Groups less favorably inclined to borrow to finance educational expenses include women, older persons, the less educated, those with low household income, and His.. panics. Possible implications for public policy include attempting to change attitudes about borrowing among groups reluctant to finance attendance costs through loans, improving existing programs of grants, or developing additional alternatives to loans that are more acceptable to aid applicants. Data are presented in both narrative and graphic forms. Tables are appended. Contains 22 references. (SM)

tions discuss the following topics and subtopics: (1) the historical perspective of postsecondary developmental education (the evolution of developmental programs in the United States and the purpose, function, nature, definition and ambiguities of such programs); (2) the rationale for developmental programs (new target population, projections, arguments role and responsibility, learning deficiencies, experiential deficiencies, and standardized placement trends-SAT averages); (3) characteristics of postsecondary developmental programs (alternative structures, types of interventions, delivery modes, operational models, and the role of junior and senior colleges and universities); (4) exemplars and problems in the delivery of develop

mental services (profiles of two successful pro. grams, factors of success) personnel, program design, general criticisms, and problems); (5) program evaluation (assessments of program evaluation, focus and findings, and evaluation designs and implications); (6) changes in education and the challenge to developmental curriculum (including a comparison of Sternberg on training intelligence, Feurstein on instrumental enrichment, and Lipman on philosophy in the classroom); and (7) policy and possibilities for future developmental programs (the role of the state in policy, training administrators and faculty, the prospective developmental student population, the general prosperity of programs, and developmental research). Contains 139 references. (SM) ED 316 077

HE 022 981
Mortenson, Thomas G. Pell Grant Program Changes and Their Effects on

Applicant Eligibility 1973-74 to 1988-89. ACT Student Financial Aid Research Report Series

88-1. American Coll. Testing Program, lowa City, lowa.

Pub Date—May 88

Note-101p.; For related documents, see ED 312

930 and HE 022 982-984. Available from-ACT Publications, P.O. Box 168,

Iowa City, IA 52243. Pub Type- Reports - Research (143) — Numeri

cal/Quantitative Data (110) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Access to Education, College Appli

cants, College Bound Students, Educational Finance, *Eligibility, Federal Programs, Financial Aid Applicants, Grants, Higher Education, *Stu

dent Financial Aid, Student Needs Identifiers—*Pell Grant Program

This report, the second in a series on student financial aid, examines the effects of changes in the design of the Pell Grant Program on applicant eligibility over the 16 years between 1973-74 and 1988-89. The study is an outgrowth of a project undertaken in 1983-84 which attempted to identify the many decisions that constituted the design of each year's Pell Grant Program. The report's three main sections discuss the following topics and subtopics: (1) effects of changes on Pell Grant eligibility (presenting four dependent cases and four independent cases); (2) eligibility design components of the Pell Grant program (classes of eligible applicants, student aid index formula, allowable college costs, and payment schedule); and (3) implications for applicant eligibility (dependent gainers, and independent gainers and losers. It is concluded that, during the 16-year life span of the Pell Grant Program, Congress has shifted the focus of Pell Grants away from lowest resource aid applicants toward applicants from more middle income backgrounds, and this shifting focus will continue in the 1988-89 award year. Applicants whose income and assets produced the highest eligibility for Pell Grants have seen the maximum Pell Grant increase by 50% since 1975-76. During this same time period, the college costs they faced increased about 150%. Pell Grants have lost purchasing power since 1975-76 for six of the eight Pell applicant cases examined in this study. Eighteen figures are included and 19 tables are appended. Contains nine references. (SM) ED 316 078

HE 022 982
Mortenson, Thomas G. Attitudes of Americans toward Borrowing To Fi-

nance Educational Expenses 1959-1983. ACT Student Financial Aid Research Report Series

88-2. American Coll. Testing Program, Iowa City, Iowa. Pub Date-Nov 88

Note-42p.; For related documents, see ED 312

930 and HE 022 981-984. Available from-ACT Publications, P.O. Box 168,

Dislocated Workers and Displaced Homemakers.

ACT Student Financial Aid Research Report

Series 89-2. American Coll. Testing Program, lowa City, Iowa. Pub Date—May 89 Note—72p.; For related documents, see ED 312

930 and HE 022 981-983. Available from-ACT Publications, P.O. Box 168,

Iowa City, IA 52243. Pub Type - Reports - Research (143) Tests/

Questionnaires (160) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Access to Education, College Appli

cants, Demography, *Dislocated Workers, Displaced Homemakers, Educational Finance, *Financial Aid Applicants, Financial Support, Higher Education, Questionnaires, *Student Financial Aid

This document, the fifth in a series of student financial aid research reports, summarizes the results of three American College Testing (ACT) program studies of the new financial aid applicant categories of dislocated workers and displaced homemakers. The three studies involved description, verification, and simulation, respectively. The description study examined ACT Assessment and Family Financial Statement (FFS) records and concluded that differences exist between those who identify themselves or their parents as either dislocated workers or displaced homemakers and other FFS filers. Displaced homemaker applicants or their dependents reported notably lower incomes and often no home equity. The verification study found that only about a third of survey respondents provided convincing responses confirming their status as dislocated workers or displaced homemakers, suggesting that they were not eligible to claim special formula treatment under the Congressional Methodology of need analysis. The simulation study compared the effects on expected family contributions of the special formula treatments for income and home equity. For well over half of both dislocated workers and displaced homemaker applicants, the special treatment did not affect expected family contributions by more than $100. For the remainder, the special formula treatment usually reduced expected family contributions. The result was that applicants were qualified for higher levels of student financial aid, with those from higher family incomes more likely to benefit from the special treatment formula. Survey respondents' comments are appended. Contains four references. (SM)

ED 316 079

HE 022 983 Mortenson, Thomas G. Family Income, Children, and Student Financial

Aid. ACT Student Financial Aid Research Re

port Series 89-1. American Coll. Testing Program, Iowa City, Iowa. Pub Date-Apr 89 Note—39p.; For related documents, see ED 312

930 and HE 022 981-984. Available from-ACT Publications, P.O. Box 168,

Iowa City, IA 52243. Pub Type- Numerical/Quantitative Data (110) –

Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Access to Education, College Atten

dance, College Bound Students, Educational Finance, Enrollment Trends, *Family Income, Financial Aid Applicants, Higher Education, *Low Income, *Need Analysis (Student Financial Aid), *Parent Financial Contribution, Student Costs, Student Financial Aid, Student Loan Programs, Student Needs

This document, the fourth in a series of student financial aid research reports, focuses on need analysis in student financial aid. Nearly all of the family contribution expected by the analysis of ability to pay is produced by family income, and the Congressional Methodology implemented for the 1988-89 academic year places even greater emphasis on income and less on assets than did the Uniform Methodology which it replaced. Student financial aid policy, funding, and administration are affected by growth in the proportion of poor families in the population during the last two decades. A growing proportion of financial aid applicants and college freshmen are poor. Increasingly, the poorest college students are concentrated in public two-year colleges with very few attending public and private universities during the last decade. Matching of the family income profile against college attendance costs through need analysis finds that more than four out of five children would require financial as. sistance to be able to attend college today, even the least costly college, with less than 1 in 10 able to attend an average cost private college without financial aid. Results are detailed in narrative, graphic, and tabular form in sections on the following topics: (1) family income, (2) impact of the family income shift on aid applicants, (3) college enrollment shifts by family income, and (4) college attendance costs and expected family contribution. Eleven figures and eight tables are appended. Contains 18 references. (SM)

ED 316 081

HE 022 985 Brook, P. And Others Summer Session Learning Experiences at the

University of Alberta. A Report for the Western

Association of Summer Session Administrators. Alberta Univ., Edmonton. Faculty of Education. Pub Date-Aug 89 Note—58p. Pub Type - Reports - Research (143) Tests/

Questionnaires (160) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Academic Ability, Demography, En

rollment Influences, Foreign Countries, Learning Experience, Postsecondary Education, Questionnaires, *Student Characteristics, Student Experi

ence, Student Motivation, *Summer Programs Identifiers—*University of Alberta (Canada)

The results of a study designed to develop an understanding of the background characteristics, motivations, and experiences of students enrolled in summer school at the University of Alberta, are presented. A questionnaire developed to gather information on personal characteristics; academic factors; enrollment motivations; and administrative, resource, and course experiences was administered to 418 students in 18 classes in the faculties of arts and education. Findings included the following: two-thirds were 23 or older, female, and residing in Edmonton; slightly more than half of the respondents reported full-time student status for occupation; the most frequently reported motivations for registering for summer courses were to speed up degree completion and/or to ease course load during the regular term; and students were generally satisfied with their experiences relating to administrative matters. Recommendations included: expansion of courses to aid in acceleration of degree completion; expansion of variety of course offerings; offering courses with a pre-session study component; offering professional development for instructors in adult instruction; and initiating sys. tematic evaluation of spring and summer sessions to establish a data base for planning. Five appendices

are: a list of departments participating in the study; the survey instrument; an information letter to faculty members and letter from the Director of Special Sessions; the student volunteer form; and the interview consent form. Contains 13 references. (SM) ED 316 082

HE 022 986 Johnston, Joseph S., Jr. And Others Those Who Can. Undergraduate Programs To

Prepare Arts and Sciences Majors for Teaching. Association of American Colleges, Washington,

D.C. Spons Agency–Rockefeller Foundation, New

York, N.Y. Report No.-ISBN-0-911696-47-4 Pub Date - 89 Note—186p. Available from—Association of American Colleges,

1818 R Street, N.W., Washington, DC 20009

($15.00). Pub Type - Guides Non-Classroom (055)

Books (010) EDRS Price · MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Art Education, *Career Choice, Col.

lege Students, Course Selection (Students), Degrees (Academic), Educational Quality, Higher Education, *Liberal Arts, *Majors (Students), Minority Groups, Science Education, Specialization, Teacher Certification, *Teaching (Occupation), Undergraduate Students

The book synthesizes existing literature on teacher education and recommends an integrated program to prepare arts and sciences undergraduates for careers in teaching. The six chapters of Part I provide general principles while the four chapters of Part II offer specific recommendations for colleges and universities. After an introduction, Chapter 2 documents the nation's continuing inability to secure from among its teacher education graduates enough high quality teachers. Chapter 3 then proposes a primary national and institutional strategy to tap into the pool of students majoring in the arts and sciences. The review in Chapter 4 of what teachers need to know and be able to do reinforces the value of an arts and sciences background. Chapter 5 examines proposals that would bring liberal arts majors into teaching by placing teacher preparation on the graduate level. Chapter 6 considers the obstacles impeding the implementation of the integrated undergraduate programs recommended. Recommendations presented in Chapter 7 cover general education, the major area of study, supportive and administrative structures, inservice programs, and the role of state regulations. Chapter 8 offers recommendations to recruit and prepare minority teachers, and Chapter 9 summarizes the results of a recent survey of current practice in certification programs for arts and sciences majors. Finally, chapter 10 presents brief descriptions of 11 programs that have already undertaken the sort of innovations proposed. An appendix lists organizations and projects with such activities currently underway. Over 300 notes document references cited in the book. (SM) ED 316 083

HE 023 125 Geographic Origins of Students, Fall 1988. Volume

I. Report Number 2-89. State Univ. of New York, Geneseo. Office of Insti

tutional Research. Pub Date— Oct 89 Note—639p.; For related volumes, see HE 023

126-127. Available from Office of Institutional Research,

State University of New York, State University

Plaza, Albany, New York 12246. Pub Type- Numerical/Quantitative Data (110)

Reports · Descriptive (141) EDRS Price · MF03/PC26 Plus Postage. Descriptors College Students, Demography, *En

rollment Trends, Geographic Regions, Higher Education, *Place of Residence, State Surveys,

*Student Characteristics Identifiers—New York, State University of New

York

The first in a three-volume set on the geographic origins of students attending institutions of the State University of New York during the fall 1988 term includes three distinct types of summaries and uses the individual institution as the unit of analysis. It includes all credit course students and all institutions of the State University system. Part I presents summary tables for the distribution of all credit course students by load, level, and residency and includes various relative distance measures for New

York State residents. A second report in Part I displays the origins of new (first-time and transfer) undergraduate students. The tables in Part II display each institution's enrollment by level, load, history, and permanent residence. In addition, it offers various tables which summarize the total State University system as well as the institutions by type. An appendix offers tables on region and contiguous counties. A list of publications by the Central Staff Office of Institutional Research is provided. (SM) ED 316 084

HE 023 126 Geographic Origins of Students, Fall 1988. Volume

II. Report Number 2-89. State Univ. of New York, Geneseo. Office of Insti

tutional Research. Pub Date—Oct 89 Note-537p.; For related volumes, see HE 023

125-127. Available from Office of Institutional Research,

State University of New York, State University

Plaza, Albany, New York 12246. Pub Type- Numerical/Quantitative Data (110) —

Reports · Descriptive (141) EDRS Price - MF02/PC22 Plus Postage. Descriptors—College Students, Demography, Edu

cational Planning, *Enrollment Trends, *Geographic Regions, Graduate Students, Higher Education, *Place of Residence, State Surveys, *Student Characteristics, Undergraduate Stu

dents Identifiers—*State University of New York

The second in a three-volume set presenting the results of an annual survey of the geographic origins of students attending the State University of New York during the fall 1988 term includes all credit course students and all institutions of the State Uni. versity system. It is composed of tables which display numbers of credit course students by origin or origin grouping. Its six parts provide data on the following: (1) each New York State county; (2) permanent residence of students from outside of New York state broken out by standard geographic regions; (3) the percent distribution of undergraduate students in terms of institutional totals and planning regions; (4) the percent distribution of graduate students in terms of institutional totals and planning regions; (5) the percent distribution of all first-time full-time undergraduates in terms of institutional tocals and planning regions; and (6) percent distribution of transfer undergraduate students in terms of institutional totals and planning regions. A publications list completes the volume. (SM) ED 316 085

HE 023 127 Trends in Geographic Origins of Students. Full

Time, 1959-1988. First-Time Full-Time,

1982-1988. Volume III. Report Number 2-89. State Univ. of New York, Geneseo. Office of Insti

tutional Research. Pub Date—Oct 89 Note—606p.; For related volumes, see HE 023

125-126. Page 122 ('Morrisville") inadvertently

blank. Available from Office of Institutional Research,

State University of New York, State University

Plaza, Albany, NY 12246. Pub Type— Numerical/Quantitative Data (110) –

Reports - Descriptive (141) EDRS Price · MF03/PC25 Plus Postage. Descriptors—College Students, Demography, Edu

cational Planning, *Enrollment Trends, Geographic Regions, Higher Education, Place of Residence, State Surveys, *Student Characteris

tics Identifiers—*State University of New York

The third in a three-volume set reporting the results of an annual survey of the geographic origins of students attending institutions of the State University of New York (SUNY) during the Fall 1988 term displays enrollment trends in tables presented in three parts. Part I presents data from 1959 through 1988 with data provided by individual institution and institutional type regarding the percent of the institution's full-time students who come from the institution's area of location, who come from New York State but outside the area of the institution's location, who come from the United States but outside of New York State, and who come from a foreign country; Part II displays a 7-year (1982-1988) trend in the New York State origins of full-time, first-time students for each SUNY institution or institution type. Finally, Part III presents data for the 7 years (1982-1988) for full-time first-time students from each New York county. (SM)

ED 316 086

HE 023 199 Vornberg, James A. Lutz, Frank W. Meadows Principal Improvement Program (and)

Meadows Principalship Program Interim Evaluation. American Association of State Colleges and Univer

sities, Washington, D.C.; East Texas State Univ., Commerce. Center for Policy Studies and Re

search in Elementary and Secondary Education. Spons Agency-Meadows Foundation, Dallas, Tex. Pub Date—(89) Note—25p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE 023 200-261. Pub Type Reports - Descriptive (141) — Reports

Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Attitudes, •Adminis

trator Education, Higher Education, Inservice Education, Internship Programs, *Leadership Training, Models, Principals, Professional Continuing Education, Program Descriptions, *Program Design, Program Effectiveness, Program

Evaluation, State Universities Identifiers—AASCU ERIC Model Programs In

ventory Project, *East Texas State University, Meadows Principal Improvement Program

The Meadows Principal Improvement Program has two functional components and a research component. The functional components are designed to help improve the role of school principals in Texas. There is a preservice component to prepare new principals in instructional leadership and an inservice component to assist practicing principals in upgrading instructional leadership skills. The preservice component is 15 months long and includes a 9-month full-time building-level internship. The inservice component is an annual program consisting of at least six colloquia during the school year designed to keep principals enthusiastic and motivated, with ideas for improving their schools' instructional

programs. The project's research component explores the program's impact, makes suggestions for improvement, and seeks to generalize findings for application to standard administrative preparation programs. The initial interim evaluation report using both opinions of interns and their supervisors and objective measures found that the Meadows Program appears to be successful and superior to the regular East Texas State University program in every aspect measured. Among recommendations are that all principal certification programs should strive to provide a full-time paid internship for one year. Tables and the intern interview questions are appended. Contains four references. (MSE)

ED 316 087

HE 023 200 Freshman General Studies Thematic. 1973-. American Association of State Colleges and Univer

sities, Washington, D.C.; California State Univ.,

Chico. Pub Date—(89) Note-118p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE 023 199-261. Three attached

pages contain poor quality dot matrix type. Pub Type- Reports . Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—College Faculty, College Freshmen,

Curriculum Design, Field Trips, *General Education, Higher Education, Interdisciplinary Approach, Liberal Arts, Models, Program Costs, Program Descriptions, Scheduling, State Universities, *Teaching Methods, Team Teaching,

*Western Civilization Identifiers—*AASCU ERIC Model Programs In

ventory Project, *California State University Chico, Freshman General Studies Thematic, Learning Environment

The Freshman General Studies Thematic Program (GST) at California State University, Chico was established in 1973 to create a general education program for freshmen and to give faculty the opportunity to explore innovative teaching methacademic standards are maintained. (MSE)

ods. What resulted was a 33-unit, year-long interdisciplinary course for 36 well-motivated, well-prepared students that meets at least 3 hours a day, 5 days a week. It is team taught by five or six faculty from various departments. The curriculum is a Western Civilization course beginning with human evolution and ending with the contemporary world and the future. The historically-arranged curriculum includes history, performing and plastic arts, literature, philosophy, economics, and natural and social science. Because GST is the students' entire academic load, it allows for field trips and other educational experiences often precluded by scheduling conflicts. An unforeseen program benefit has been creation of a supportive and positive environment for freshmen. Personnel requirements are five or six faculty sharing 2.2 full-time positions and one work-study student. The operating budget is $5,000 plus $1,300 for the work-study student. Much of This document consists of student materials including an introduction to the GST program and its components, syllabus, and schedule. (Author/ MSE)

ED 316 088

HE 023 201 Pizzo, Joseph F., Jr. A Lending Library of Physics Demonstrations. American Association of State Colleges and Univer

sities, Washington, D.C.; Lamar Univ., Beau

mont, Tex. Spons Agency-National Science Foundation,

Washington, D.C. Pub Date [88] Grant-MDR-8550611 Note—38p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to

the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*College School Cooperation, * Dem

onstrations (Educational), Higher Education, High Schools, *Instructional Improvement, *Laboratory Procedures, Models, Peer Teaching, *Physics, Program Descriptions, Regional Cooperation, Science Instruction, State Universities Identifiers—* AASCU ERIC Model Programs In

ventory Project, *Lamar University TX, Lending Library of Physics Demonstrations

Twenty-three self-contained single concept physics demonstration packages were designed and constructed at Lamar University (Texas). Each package was available for loan to pre-college science instructors in southeastern Texas in the spring and summer of 1987. During the spring, three high school physics teachers used the demonstrations and provided evaluations that resulted in minor modifications in them. In the fall, five schools participated. Follow-up visits to the teachers who used the demonstrations revealed that some teachers needed both extensive help with the experiments and a broader conceptual base. The project continues by Lamar University with the addition of demonstrations to the lending library and increased school participation. A primary project focus is the establishment of communication with pre-college teachers in need of help but reluctant to seek it. A sheet for each of the demonstration packages provides a statement of the concepts illustrated, a description of the package, and suggested activites. (MSE) ED 316 089

HE 023 202 Cortez, Jesus Bilingual Education: Education Personnel Train

ing Program. American Association of State Colleges and Univer

sities, Washington, D.C.; California State Univ.,

Chico. Spons Agency-Office of Bilingual Education and Minority Languages Affairs (ED), Washington,

D.C. Pub Date-89 Grant-T003-R90122 Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141)

EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavioral Objectives, *Bilingual Ed

ucation, «Bilingual Teachers, Classroom Techniques, Community Involvement, Competency Based Teacher Education, Cultural Awareness, *English (Second Language), Higher Education, Linguistics, Models, Parent Participation, *Practicums, Practicum Supervision, Program Costs, Program Descriptions, Program Design, Program Evaluation, Spanish, State Universities, Student Evaluation, Teacher Education Teaching Meth

ods Identifiers—AASCU ERIC Model Programs In

ventory Project, Bilingual Education Personnel Training Program, *California State University Chico

The Bilingual Teacher Training Program in the Center for Bilingual/Multicultural Studies at the California State University, Chico, is a 1-year field-centered, competency-based program to train bilingual education teachers to meet increased demand. Trainees are placed in blocks of coursework and have field placement in bilingual classrooms. Participants are supervised by on-site master teachers and by supervisors from the university. One principal program goal and six performance objectives based on the critical need for bilingual education teachers have been established. The goal is to produce competent professionals to provide limited-English-proficient children_(LEP) with an equal educational opportunity. The objectives include these: by the end of the academic year, 90% of trainees will (1) provide instruction in English and Spanish with equal facility; (2) demonstrate knowledge of linguistics associated with English and Spanish LEP students; (3) demonstrate knowledge of the culture of the LEP students; (4) demonstrate instructional methods and techniques appropriate to bilingual classrooms; (5) demonstrate knowledge of the processes associated with parent and community involvement; and (6) demonstrate knowledge of assessment procedures for identifying and assisting LEP students. Initial evaluation sug. gests the program is meeting its objectives. (MSE) ED 316 090

HE 023 203 Muller, William D. College Internship Program. American Association of State Colleges and Univer

sities, Washington, D.C.; State Univ. of New

York, Fredonia. Coll. at Fredonia. Spons Agency-New York State Education Dept., Albany.; Office of Education (DHEW), Washing

ton, D.C. Pub Date—[89] Note—25p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Accountability, Administrative Pol

icy, College Faculty, *Compensation (Remuneration), Departments, Faculty Development, Higher Education, *Internship Programs, "Liberal Arts, Models, Performance Contracts, Practicums, Program Administration, Program Costs, Program Descriptions, State Universities, *Stu

dent Placement, Supervision, *Teacher Role Identifiers—*AASCU ERIC Model Programs In

ventory Project, College Internship Program, *State University of New York Coll at Fredonia

The college internship program at the State University of New York, Fredonia, has evolved since 1975 and provides liberal arts students an opportunity to gain professional experience related to their field of study. Initial federal support permitted development of a centralized, all-campus support and administrative structure while leaving intern supervision (sponsorship) with the teaching faculty in the departments. Interns have a formal learning contract and internship handbook. The centralized internship office acts as a quality control agent, student advisor, and communication link. College policy governing internships emphasizes the crucial role of the teaching faculty as sponsors in placing, evaluating, and assessing the internships. One issue of concern in the program is the lack of a systematic, college-wide scheme for compensating sponsors, so the total real cost of the program is obscured. Attempts to link compensation with faculty development are under way as a means of guaranteeing that

ED 316 091

HE 023 204 Cortez, Jesus Bilingual Education Paraprofessional Training

Program. American Association of State Colleges and Univer

sities, Washington, D.C.; California State Univ.,

Chico. Spons Agency-Office of Bilingual Education and Minority Languages Affairs (ED), Washington,

D.C. Pub Date—[89] Grant-T003-R90036 Note-8p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education, College Cred

its, Community Colleges, Consortia, Higher Education, Models, *Paraprofessional School Personnel, Program Descriptions, Scheduling, School Districts, Skill Development, Spanish, State Universities, Teaching Skills Identifiers—*AASCU ERIC Model Programs In

ventory Project, Bilingual Educ Paraprofessional Training Program, Butte Community College CA, *California State University Chico, Colusa County Schools CA

The Paraprofessional Training Project at California State University, Chico, is operated through a consortium of the University, Colusa County Schools, and Butte Community College. The 3-year program provides trainee paraprofessional teaching staff to work with the predominantly Spanishspeaking, limited-English-proficient school population of the school district while the trainees are improving instructional skills and gaining university credit applicable toward a later degree. It includes formal classroom and related field experiences for the trainees. Program improvements recommended include offering more courses in convenient offcampus locations and cooperative efforts to develop creative and flexible work scheduling. (MSE) ED 316 092

HE 023 205 Mork, Dorlan Motivation Materials for Junior High School

Physical Science. American Association of State Colleges and Univer

sities, Washington, D.C.; North Carolina Univ., Charlotte. Coll. of Education and Allied Profes

sions. Spons Agency–National Science Foundation,

Washington, D.C. Pub Date— (Jul 86] Grant-DPE-8319153 Note—29p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) — Reports

Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Attitude Change, Chemistry, *Cur

riculum Development, Grade 9, Higher Education, Instructional Effectiveness, Instructional Materials, Junior High Schools, Material Development, Models, *Physical Sciences, Physics, Program Descriptions, *Science Curriculum, Secondary Education, State Universities, *Student

Motivation, Videotape Recordings Identifiers—*AASCU ERIC Model Programs In

ventory Project, Motivation Materials Jr High School Physical Sci, *University of North Carolina Charlotte

The project was to design, produce, and field test interactive video materials to increase junior high school student interest in physics and chemistry. A curriculum development team consisting of junior high school physical science students and teachers and university educators produced a seven-part videotape series entitled “The Hypothesizers." Rather than emphasize science content, activities were designed to motivate and to engage students in antici. pating, analyzing, hypothesizing, writing,

room teachers from area school districts to serve as clinical field supervisors and associate faculty in the teacher education program. The goal is to improve the quality and quantity of supervision that student teachers receive. The program enhances the collaboration between schools and the college by identifying, training, and recognizing cooperative teachers in their expanded role as clinical field supervisors. Program participants attend seminars to develop supervisory competencies to help them guide student teachers' professional development. On completion of training, they are appointed College Clinical Field Supervisors and Associate Faculty. These individuals then serve as consultants to the clinical field supervisor trainees, student teachers, and school administrators. (MSE)

discussing, and testing science-related problems and solutions. Two experimental and two control groups of ninth-grade students, totalling 341 subjects, participated in a pretest-stimulus-posttest trial of the materials. Data were collected using a specially-designed high school course interest inventory. For physics, all students using the materials reported a significantly greater interest increase than students receiving no stimulus or a placebo. For chemistry, one of the two experimental groups reported a significant interest increase. (Author/MSE) ED 316 093

HE 023 206 Coulter, Sara Hedges, Elaine Integrating the Scholarship on Women: Trans

forming the Curriculum. American Association of State Colleges and Univer

sities, Washington, D.C.; Towson State Univ.,

MD. Spons Agency–Fund for the Improvement of Postsecondary Education (DHEW), Washington,

D.C. Pub Date—[88] Grant-116-AH-30780 Note—35p.; This report is one of a group gatherted

by the AASCU/ERIC Model Programs Inventory Projejct, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Art, Biology, Business Administra

tion, College Curriculum, College Instruction, *Curriculum Development, Education, English, Higher Education, History, Intercollegiate Cooperation, *Interdisciplinary Approach, Introductory Courses, Models, Program Descriptions, Psychology, Sociology, State Universities,

*Womens Studies Identifiers—*AASCU ERIC Model Programs In

ventory Project, Integrating the Scholarship on Women, *Towson State University MD

Townson State University's 3-year project integrated new scholarship on women into the curriculum, with emphasis on introductory survey courses in eight disciplines: art, biology, business, education, English, history, psychology, and sociology. About 70 faculty met in workshops for five semesters to (1) read and discuss new scholarship on women; (2) evaluate current syllabi and create new syllabi incorporating the new scholarship; and (3) prepare to teach the new syllabi in their classes. Workshop activity was supplemented by three conferences on integrating the new scholarship on women into the curriculum, on interdisciplinary study, and on pedagogy. The project concluded with an area confer

to disseminate its results to neighboring institutions. Other products of the project include a 140-page booklet entitled “Resources for Curriculum Change" and six issues of a newsletter describing the processes and outcomes of the project. (Author/MSE) ED 316 094

HE 023 207 Wheeler, Alan H. Clinical Field Supervisor Program. American Association of State Colleges and Univer

sities, Washington, D.C.; State Univ. of New

York, Fredonia. Coll. at Fredonia. Pub Date—[89] Note-9p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors College Faculty, College School Cooperation, Field Experience Programs, Higher Education; Models, Practicum Supervision, Preservice Teacher Education, Program Descriptions, State Universities, *Student Teaching, •Supervisory Training, Teacher Education Identifiers—AASCU ERIC Model Programs In

ventory Project, Clinical Field Supervisor Program, *State University of New York Coll at Fredonia

The Clinical Field Supervisor Program at the State University of New York College at Fredonia identifies and trains college personnel and class

ED 316 095

HE 023 208 Panebianco, Anthony F. Performance Evaluation for Non-Teaching Profes

sionals. American Association of State Colleges and Univer

sities, Washington, D.C.; State Univ. of New

York, Utica/Rome. Inst. of Technology. Pub Date— (90) Note —24p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by ther Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Behavioral Objectives, Due Process,

*Employer Employee Relationship, «Evaluation Criteria, *Evaluation Methods, Higher Education, Models, * Personnel Evaluation, Professional Occupations, Program Descriptions, State Uni

versities Identifiers—AASCU ERIC Model Programs In

ventory Project, Noninstructional Staff, Performance Evaluation Nonteaching Professionals, *State Univ of New York Inst of Tech Utica Rome

The program Performance Evaluation for Non-Teaching Professionals at the State University of New York Institute of Technology at Utica/ Rome provides periodic assessments as required by institutional policy. The system is intended to establish a standard for judging quality of an employee's work and a rational and uniform basis for appraising performance, with the further objective of facilitating performance improvement, reevaluation of job functions, reappointment decisions, and promotions and salary increases. Communication between employee and supervisor is an essential element of the program. The annual evaluation is based on conformity to a formal performance program developed by the supervisor, and follows a process of (1) preliminary evaluation; (2) discussion of a new performance program, which forms the basis for the next performance evaluation; (3) final evaluation; and (4) distribution of the final, written evaluation and new performance program to appropriate individuals. A performance rating appeal procedure is also incorporated in the program. Program and evaluation forms are attached. (MSE)

ence Instruction, *Scientific Literacy, State Uni.

versities Identifiers—AASCU ERIC Model Programs In

ventory Project, Elementary Teachers Moving Toward Scien Literacy, *Northern State Univer

The Children's Lab at Northern State University (South Dakota) is a science concept development laboratory for use by students in a physical science course for preservice elementary teachers. Its function is to develop science content knowledge in preservice elementary teachers, with the ultimate goal of developing science literacy in children. The theoretical and philosophical bases for the laboratory include (1) the idea that science can be understood only by tracing the history of ideas; (2) work on the structure of scientific knowledge; (3) knowledge of the nature of language and verification; (4) research on developing units of instruction; (5) study of the dynamics of learning and teaching; and (6) work on school science education. The British Museum of Natural History's Hall of Evolution, which traces concept development from simplest beginnings to ultimate implications, inspired this approach. The Children's Lab contains a number of units, each consisting of a series of learning stations at which elementary school teachers are trained to micro-teach about the development of a scientific principle. Students learn meaningful ideas and see how they originated, and are interrelated and applied. The program has been found to be effective, and has the potential for further development for special populations and classroom application. Appended are a discussion of the theoretical underpinnings of the Lab and data from a comparative study of two science curricula. 14 references. (MSE) ED 316 097

HE 023 210 Ruud, Jay “Canterbury Tales" Institute. American Association of State Colleges and Univer

sities, Washington, D.C.; Northern State Univ.,

Aberdeen, SD. Spons Agency-National Endowment for the Hu

manities (NFAH), Washington, D.C. Pub Date—[89] Note-15p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearing. house Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Development, *English

Curriculum, *English Teacher Education, Higher Education, Inservice Teacher Education, Models, Program Descriptions, Regional Programs, Secondary Education, *Secondary School Teachers,

State Universities Identifiers—*AASCU ERIC Model Programs In

ventory Project, Canterbury Tales Institute, Chaucer (Geoffrey), *Northern State University SD

Northern State University (South Dakota) held a 4-week institute on Chaucer's “Canterbury Tales" for high school English teachers from South Dakota and four neighboring states (North Dakota, Minnesota, Iowa, and Nebraska) in summer 1989. The institute provided an opportunity for high school teachers inadequately trained in this area to become more confident in teacher Chaucer, and revitalized the enthusiasm of teachers who have already taught Chaucer by suggesting new methods and acquainting them with important scholars in the field. An intensive program of daily discussion sessions on individual tales and daily lectures and workshops conducted by project directors or major guest speakers was conducted by two university professors who are Chaucer specialists and one highly experienced high school English teacher. Guest speakers included four of America's top Chaucerian scholars. Additional program outcomes will include a follow-up conference, a newsletter, and a book of participants' papers. The report contains the institute schedule, lists of readings, brief biographical notes of the staff, and a summary of activities. Evaluation by participants and an outside consultant indicated the program was very successful. (MSE) ED 316 098

HE 023 211 Triplet, Rodney G. The Honors Program. American Association of State Colleges and Univer.

ED 316 096

HE 023 209 Knecht, Paul S. The Children's Lab at Northern State University.

Elementary Teachers Moving toward Scientific

Literacy. American Association of State Colleges and Univer

sities, Washington, D.C.; Northern State Univ.,

Aberdeen, SD. Spons Agency-Department of Education, Wash

ington, DC. Pub Date—[89] Grant-G008745545-89A Note-43p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Elementary Education, Elementary

School Teachers, Epistemology, Higher Education, “Learning Laboratories, Models, Preservice Teacher Education, Program Descriptions, Sci

Page 20

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Affirmative Action, *Career Explo

ration, College Students, Computer Assisted Instruction, Higher Education, Honors Curriculum, *Legal Education (Professions), *Minority Groups, Models, Program Descriptions, Remedial Instruction, *Selective Admission, State Colleges, Student Recruitment, Undergraduate Study Identifiers—AASCU ERIC Model Programs In

ventory Project, Educational Opportunity Fund Legal Studies Program, *Montclair State College NJ

The Educational Opportunity Fund Legal Studies program addresses the need to increase access to careers

in law for minority and disadvantaged students. Through early identification of interest, recognition of problems, remediation, skills enhancement, and comprehensive legal career exploration and exposure, students in Montclair State College's selective admissions program are prepared for law careers. The program has increased the pool of law school candidates from the target population, qualified on the basis of academic achievement and motivation. It also provides attractive career alternatives in the paralegal field and bilingual court interpretation. The curriculum uses a set of learning strategies to develop the needed critical reasoning, logical thinking, analytic problem-solving, writing and communication skills, and exposure to the legal professions early in the undergraduate education. The four components of this process are an individualized academic plan emphasizing the student's strengths, peer support and supplemental instruction to remediate academic weaknesses, computer-assisted instruction, and legal career exploration. (MSE)

sities, Washington, D.C.; Northern State Univ.,

Aberdeen, SD. Spons Agency-South Dakota State Board of Re

gents, Pierre. Pub Date—[89] Note-18p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project,

funded by the Fund for the Improvement of Postsecondary Education the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academically Gifted, College Cred

its, College Students, Elective Courses, Graduation Requirements, High Achievement, Higher Education, High School Seniors, *Honors Curriculum, Models, Program Descriptions, State Uni

versities Identifiers—*AASCU ERIC Model Programs In

ventory Project, Honors Program, *Northern State University SD

The Honors Program at Northern State University (South Dakota) is an ongoing, enriched program for academically talented and highly motivated students. Its purposes are to (1) stimulate creativity, intellectual curiosity, and critical evaluation of ideas and behavior; (2) enhance skills in critical research, writing, and speaking; and (3) develop capacity for independent learning. High school seniors with an American College Testing Program score of 24 or above and ranking in or near the top 25% of their graduating class are invited to participate, and currently-enrolled university students with a grade point average of 3.25 or above or who can otherwise demonstrate a commitment to the program's goals are encouraged to apply for admission. Eighteen credit hours are required for program graduation, including an honors thesis of up to 6 credit hours and up to 6 hours of honors work in connection with regularly-scheduled upper division courses in the student's major. The remaining credits are taken in elective honors courses. Over 100 students have participated in the program in four years. Problems preventing the program from achieving its goals and potential include a low completion rate, chronic faculty shortage in areas of heaviest demand, and administrative policy concerning faculty participation and workload. Four references. (MSE) ED 316 099

HE 023 212 Lopez-Emslie, Julia Rosa Pages, Myrtha E. R. Bilingual/Multicultural Education and Counseling

Program. American Association of State Colleges and Univer

sities, Washington, D.C.; Eastern New Mexico

Univ., Portales. Spons Agency-Office of Bilingual Education and

Minority Languages Affairs (ED), Washington,

DC. Pub Date-[89] Grant-G008635281 Note-36p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Bilingual Education, *Counselor

Training, Elementary Secondary Education, *English (Second Language), Graduate Study, Higher Education, Limited English Speaking, Models, *Multicultural Education, Preservice Teacher Ed. ucation, Program Descriptions, Second Language Instruction, Spanish, State Universities, Teacher

Supply and Demand Identifiers—*AASCU ERIC Model Programs In

ventory Project, Bilingual Multicultural Educ Counseling Program, *Eastern New Mexico University

Eastern New Mexico University's Bilingual/Multicultural Education and Counseling Program was established to train bilingual teachers for the underserved limited-English-speaking, Hispanic population of the area through undergraduate bilingual teacher training and graduate bilingual counseling and guidance training. Its primary objectives are to (1) provide financial resources to support student participation; (2) improve existing program offer

ings; (3) promote staff development, emphasizing advancement opportunities; (4) establish a close working relationship with the community; (5) include appropriate clinical experiences for student teachers; (6) involve parents in the educational process; and (7) meet licensure and other institutional and state requirements. Undergraduate instruction is in methodology for instruction of English as a Second Language, use of Spanish for instruction when necessary, linguistic competency in both English and Spanish, evaluation and assessment, culture, history and literature, and state-required core teacher competencies. The graduate component emphasizes development of counseling and guidance skills and working with parents to foster successful partnership with schools. The program has been sucessful and met its goals as of the second year of operation. (MSE) ED 316 100

HE 023 213 Biggerstaff, Ed Centers for Enhancement of Education. American Association of State Colleges and Univer

sities, Washington, D.C.; Wisconsin Univ. - Stout.

School of Education and Human Services. Spons Agency-National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.; Rehabilitation Services Administration

(DHEW), Washington, D.C. Pub Date—Sep 89 Note—9p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Assistive Devices (for Disabled),

*Clinical Experience, College Students, Counseling Services, *Disabilities, Employment Services, *Faculty Development, Graduate Students, Higher Education, Independent Living, Job Placement, Models, Program Descriptions, *Rehabilitation, *Research and Development Centers, State Universities, Testing Identifiers—AASCU ERIC Model Programs In

ventory Project, Center for Enhancement of Education, University of Wisconsins Stout

The Center for Enhancement of Education organizes seven specialized centers within the School of Education and Human Services to provide faculty and students with the opportunity for research, development, and public service activities that complement and supplement classroom teaching. Each of the seven centers stresses one of the following functions: (1) provide assessment and training of the disabled for independent living; (2) apply technology to help individuals with disabilities in solving or alleviating vocational and other problems; (3) offer marriage and family counseling and psychological assessment and counseling; (4) collect, develop, and disseminate information in vocational rehabilitation; (5) serve both disabled individuals and industry in placement and retention of the disabled; (6) conduct research and short-term training on issues related to transitional, sheltered, and alternative employment models; and (7) provide assessment services for persons with disabilities. The centers allow students to experience a full range of professional experiences and provide a stimulating environment for faculty growth and development. They also provide direct services to individuals in need. All are fiscally self-sustaining and are gaining international recognition. (MSE) ED 316 101

HE 023 214 Tayler, Marilyn Jackson, Curtis Educational Opportunity Fund Legal Studies Pro

gram. American Association of State Colleges and Univer

sities, Washington, D.C.; Montclair State Coll.,

Upper Montclair, N.J. Spons Agency-Fund for the Improvement of Post

secondary Education (ED), Washington, DC. Pub Date- [89] Grant-600-8440416 Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project,

funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Uni. versities, in collaboration with the ER Clearing. house on Higher Education. For related

ED 316 102

HE 023 215 Aitken, Gene And Others Music Technology and Resource Center. American Association of State Colleges and Univer

sities, Washington, D.C.; University of Northern

Colorado, Greeley. School of Music. Spons Agency-Colorado Commission on Higher Education, Denver.; National Endowment for the

Humanities (NFAH), Washington, D.C. Pub Date—[Aug 89] Note—11p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Oriented Programs, Ele

mentary Secondary Education, Higher Education, Models, Music Facilities, Online Systems, Program Descriptions, Regional Cooperation, *Resource Centers, Rural Areas, State Universities, Teacher Education, *Technological Advancement, Technology Identifiers—AASCU ERIC Model Programs In

ventory Project, Music Technology and Resource Center, *University of Northern Colorado The Music Technology and Resource Center at Northern Colorado University's School of Music provides students access to advanced technology in music recording, composition, and performance; allows exploration of the use of computers and interactive computer technology in teaching music, and serves as a resource for music educators and students throughout the region. It offers equipment and personnel capable of developing interactive, learner-directed courses of study, and evaluates and implements existing software. The center's four primary goals are to: (1) expand and improve the instruction of the university's music students, particularly those who will teach in elementary or secondary schools; (2) offer a learning environment for regional music educators and elementary school teachers for achieving and maintaining currency in a variety of music programs; (3) use and continue to provide state-of-the-art technical equipment and software to develop cultural activities for elementary and secondary students, particularly in remote areas; and (4) promote critical research and development in music technology. (MSE) ED 316 103

nitive skills in Spanish, to facilitate teaching in Spanish, and to provide vocabulary and concepts for communicating with parents about their children. The other program provided federal support to guarantee the appropriate number of students for the courses. Negotiation for institutionalization of the five courses has begun. (MSE)

American Association of State Colleges and Univer

sities, Washington, D.C.; University of West Flor

ida, Pensacola. Center for Economic Education. Spons Agency-Escambia County Board of Public Instruction, Pensacola, Fla.; Florida Council for

Economic Education, Tampa. Pub Date—Jan 89 Note-57p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports . Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Career Exploration, *Decision Mak

ing, Dropout Prevention, *Economic Climate, *Economic Factors, Elementary Secondary Education, Grade 6, Higher Education, High Schools, Models, Program Descriptions, Program Effec

tiveness, State Universities Identifiers—*AASCU ERIC Model Programs In

ventory Project, Its Your Choice, University of West Florida

A 50-minute program on careers and trends in the economy was created for presentation to high school students. Designed to be attention-getting as well as educational, it includes activities to introduce students to a cluster of economic concepts, data, and tools related to career selection. Pairs of college students are trained to make the presentations, and have been found to be effective with this audience. The program explains and illustrates that: (1) economic freedom includes the right to select one's own career; (2) citizens of many countries do not have this freedom; (3) every choice results in an opportunity cost; (4) some job choices mean poverty level incomes; (5) income does not always correlate positively with education level; and (7) decision-making tools can be helpful. Sources of information on demand in career fields and resources for learning about one's own skills, interests, and aptitudes are presented. Pre- and post-testing of students who have seen the program and evaluations by teachers have been very positive, and the program is now being tested at the sixth grade level for use in dropout prevention. Instructional materials and handouts used in the presentation are included. (MSE)

ED 316 105

HE 023 218 Huling-Austin, Leslie LBJ İnstitute for the Improvement of Teaching

and Learning. American Association of State Colleges and Univer

sities, Washington, D.C.; Southwest Texas State

Univ., San Marcos. Pub Date-[89] Note-19p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College School Cooperation, Coop

erative Programs, Elementary Secondary Education, *Faculty Development, Grants, Higher Education, *Instructional Improvement, Models, Program Descriptions, Proposal Writing, Public

Schools, Schools of Education, State Universities Identifiers—* AASCU ERIC Model Programs In

ventory Project, LBJ Institute for Improvement Teaching Learning, *Southwest Texas State University The LBJ Institute for the Improvement of Teaching and Learning was established in 1985 by the School of Education at Southwest Texas State University. Its primary focus is to promote collaboration between the university and area public schools for the purpose of strengthening the educational programs in both settings. Institute staff have worked with area educators to identify priority needs and concerns. Collaborative projects to address these topics are supported by the Institute through competitive mini-grants offered each semester. In addition, the Institute coordinates a variety of training and professional development activities and preparation of proposals to seek external funding to support collaborative efforts. Projects have included research on instruction and curriculum development, classroom management, teacher training, and socio-educational issues. Appended materials include lists of collaborative topic projects and awards, of conferences and workshops held by the Institute, and of 1988-89 grant activity, and conference evaluation sheets. (MSE)

to make students responsible for learning text material outside class, so classroom sessions can be used for audiovisual presentations, directed writing assignments, and discussion of more complex issues. A secondary goal is instructional cost-effectiveness. Two faculty members administer CLIOTUTOR for three to four sections of a freshman Western civilization course totaling 150-200 students. Some students repeat lessons as review before exams. Informal surveys, personal interviews, and faculty observation suggest that most students enjoy working with CLIOTUTOR and find it an effective way to understand and remember text material. It is particularly appreciated by students whose reading comprehension is modest or poor. Students' major complaint is limited access to the terminals. Faculty feel students understand text material better when they come to class. (MSE) ED 316 107

HE 023 220 Lea, Suzanne M. Project ARCHIMEDES: Applications, Reasoning

and Concepts for High School Instructors: Making Educational Discoveries and Expanding

Skills. American Association of State Colleges and Univer:

sities, Washington, D.C.; North Carolina Univ.,

Greensboro. Spons Agency–National Science Foundation,

Washington, D.C. Pub Date-[89] Grant–TEI-84-70438; TEI-87-44574 Note—31p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC02 Plus Postage. Descriptors—Classroom Techniques, *Computer

Oriented Programs, Concept Formation, *Electronic Equipment, Elementary Secondary Education, Higher Education, High Schools, Inservice Teacher Education, Models, *Physics, *Problem Solving, Program Descriptions, *Science Instruction, Science Teachers, State Universities, Sum

mer Programs Identifiers—AASCU ERIC Model Programs In

ventory Project, Project ARCHIMEDES, *University of North Carolina Greensboro

Project ARCHIMEDES was designed in cooperation with local teachers to enhance concept understanding of teachers of physics and physical sciences, to increase use of electronics and computers in the classroom, and to introduce research on students' misconceptions in physics, teaching methods for identifying and remediating misconceptions, and ways to improve students' problem-solving skills. It consisted of a summer institute for 62 teachers on teaching physical science concepts, an academic-year follow-up, academic-year courses on physics content and problem-solving skills, and a summer institute on practical teaching skills. Participants reported increased conceptual understanding, more awareness of misconceptions, more use of laboratories and demonstrations in the classroom, increased teaching confidence, and increased use of electronics and computers. High school staff have been active in conducting workshops in their school districts to multiply the project's effects. Some forms and materials used in the project are appended. (MSE)

ED 316 104

HE 023 217 Pacheco, Richard A Comprehensive Bilingual Teacher Training Pro

gram (and) Recruitment, Retention and Training of Hispanic Bilingual Teachers. American Association of State Colleges and Univer

sities, Washington, D.C.; San Diego State Univ.,

Calif. School of Education. Spons Agency–Fund for the Improvement of Postsecondary Education (ED), Washington, DC.; Office of Bilingual Education and Minority Lan

guages Affairs (ED), Washington, DC. Pub Date—(89) Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Bilingual Education, *Bilingual

Teachers, Child Development, English (Second Language), Higher Education, *Hispanic Americans, Latin American Culture, Mathematics Instruction, Models, Program Descriptions, Science Instruction, Spanish, State Universities, Teacher Education Curriculum, *Teacher Persistence, *Teacher Recruitment Identifiers—*AASCU ERIC Model Programs lo

ventory Project, Comprehensive Bilingual Teacher Training Program, Retention and Training Hispanic Bilingual Teachers, San Diego State University CA

Two programs at San Diego State University are part of a larger program to train students to become professional bilingual (Spanish-English) teachers. One project provided support to modify five undergraduate courses in math, science, Mexican American culture and history, and child development so they could be taught in Spanish. These courses were chosen specifically to increase teacher trainees' cog

ED 316 106

HE 023 219 Porter, Dale H. CLIOTUTOR: Local Application of Comput

er-Assisted Instruction in History. American Association of State Colleges and Univer

sities, Washington, D.C.; Western Michigan

Univ., Kalamazoo. Pub Date-[89] Note—8p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Freshmen, *Computer As

sisted Instruction, Consortia, *Courseware, Cur. riculum Development, Higher Education, *History Instruction, 'Independent Study, Material Development, Models, Program Descriptions,

State Universities Identifiers—AASCU ERIC Model Programs In

ventory Project, CLIOTUTOR, Western Michigan University

CLIOTUTOR is a computer-assisted instructional package of 30 tutorial lessons keyed to a standard text and operated with a VAX computer system. Western Michigan University, a member of the CLIOTUTOR consortium, operates its own copy of the program in conjunction with a redesigned two-semester freshman history course. CLIOTUTOR provides a half-hour lesson weekly for each student on questions related to assigned text material. The major goal for using CLIOTUTOR is

ED 316 108

HE 023 221 Guyer, Barbara P. H.E.L.P. (Higher Education for Learning Prob

lems). American Association of State Colleges and Univer

sities, Washington, D.C.; Marshall Univ.,

Huntington, W. Va. Pub Date—[89) Note—20p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors–Dyslexia, Graduate Students, Higher

Education, "Learning Disabilities, Medical Stu

direction of professional staff with a modest operating budget from student activities funds. The program has shown that improvement and expansion of special support services for nontraditional students can be achieved with a modest commitment of university resources by reorganizing services that are currently available within the university and adding support services requiring modest financial support. (Author)

dents, Models, Notetaking, Program Descriptions, Reading Instruction, *Remedial Instruction, Severe Disabilities, Spelling Instruction, State Universities, Student Characteristics, Study Skills, Summer Programs, *Teaching Assistants, Test Wiseness, Tutorial Programs, Writing In

struction Identifiers—*AASCU ERIC Model Programs In

ventory Project, HELP Program, *Marshall University WV

Higher Education for Learning Problems (H.E.L.P.) is a tutorial program for students at Marshall University (West Virginia) who have learning disabilities. Tutoring in coursework is done by graduate assistants under the supervision of the director or assistant director. Remedial instruction in reading, spelling, and written language is provided by tutors with a master's degree in learning disabilities. Student participants are from 23 states. There are 120 students enrolled in the program during the academic year, and 60 enrolled in the summer program, which is required of students with more severe disabilities. In the summer program, students enroll in one class through the university, through which note-taking, study, and test-taking skills are taught by the program. The 4-hour-per-day summer program also provides adequate time to address remediation of basic skills. H.E.L.P. is self-supporting, funded by the tutoring fees paid by students in the summer. Attached are two journal research reports generated by the program: “Dyslexic Doctors: A Resource in Need of Discovery" (Barbara Priddy Guyer) and “The Effectiveness of a Multisensory Alphabetic Phonetic Approach with College Students Who Are Learning Disabled” (Barbara Priddy Guyer and David Sabatino). (MSE) ED 316 109

HE 023 222 Barclay, Ralph Lifestyle Improvement Program for Seniors. American Association of State Colleges and Univer

sities, Washington, D.C.; Wayne State Coll., Neb. Pub Date-[89] Note-10p., This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Attitude Change, Cardiovascular Sys

tem, Gerontology, *Health Promotion, Higher Education, Interpersonal Relationship, *Life Style, Models, *Older Adults, Physical Activities, Physical Fitness, Program Descriptions, *Quality of Life, Rehabilitation Programs, Research, *So

cial Life, State Colleges, Teacher Education Identifiers—*AASCU ERIC Model Programs In

ventory Project, Lifestyle Improvement Program for Seniors, *Wayne State College NE

The Wayne State College Lifestyle Improvement Program for Seniors, based on the wellness concept, is designed to facilitate social interaction and health through physical activities. It is adaptable to a variety of individual needs and preferences, including exercises for cardiac rehabilitation patients. Any person over 50 can participate at no expense other than that of a physical examination. Most participants are retired individuals in the community. Participants are encouraged to investigate physical activities they enjoy, with the only requirement being that all participate in balance and flexibility exercises daily, which promotes physical well-being, confidence, and motivation. Periodically, mini-lectures are given on topics such as osteoporosis, nutrition, and target heart rate. Each participant is encouraged to work at his own level, based on target heart rate. Program goals include: (1) lifestyle improvement for community members over 50; (2) research on lifestyle improvement activities; (3) provision of continuing education and training programs for wellness teachers; (4) provision of testing and prescription in such areas as body composition, pulmonary function, cardiac risk, cardiovascular evaluation, nutrition, and flexibility; and (5) provision of a regime of progressive activity and exercise for those recovering from strokes and heart attacks. (MSE) ED 316 110

HE 023 223 Davies, Thomas M., Jr. Latin American Studies: Annual Report to the

Dean 1988-89.

American Association of State Colleges and Univer

sities, Washington, D.C.; San Diego State Univ.,

Calif. Spons Agency-Department of Education, Wash

ington, DC. Pub Date [89] Note-42p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Agency Cooperation, Annual Reports, * Area Studies, Conferences, Conservation (Environment), Consortia, Elementary Secondary Education, Faculty Development, Higher Education, Latin American Culture, *Latin American History, Models, Newsletters, Outreach Programs, Politics, Program Descriptions, Program Development, Research, State Universi

ties Identifiers—AASCU ERIC Model Programs In

ventory Project, Chile, Latin America, Latin American Studies, *San Diego State University CA

San Diego State University's Center for Latin American Studies operates as a national resource center for Latin America. Center activities focus on enhancing undergraduate and graduate programs, community outreach, and the cooperative relationship with a consortium partner, the Center for Ibe. rian and Latin American Studies at the University of California, San Diego. Joint activities of the two centers in 1988-89 included two cosponsored conferences, one on environmental oblems and ecological destruction in Latin America and one on the struggle for democracy in Chile; visiting lecturers; a monthly newsletter; and the hosting of four foreign diplomats. The program also provides support for individual faculty and departments to pursue activities concerning Latin America and outreach to area elementary and secondary schools. Program publications comprising the greater part of the document are attached. (MSE)

ED 316 112

HE 023 225 Millward, Robert E. Gerlach, Gail J. Pre Teacher Assessment Project. American Association of State Colleges and Univer

sities, Washington, D.C.; Indiana Univ. of Penn

sylvania, Indiana. Spons Agency-Fund for the Improvement of Postsecondary Education (ED), Washington, DC.; Millersville State Coll., Pa.; Slippery Rock State

Coll., Pa. Pub Date—[89] Note-11p.; Also funded by Matsushita Founda

tion. This report is one of a group gathered by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication Skills, Decision

Making, Diagnostic Tests, Higher Education, Innovation, Interpersonal Competence, Leadership Qualities, *Learning Modules, Models, Oral Language, Planning, Preservice Teacher Education, Problem Solving, Program Descriptions, *Simulation, State Universities, Stress Managemen

*Teaching Skills, Testing Programs, Writing Skills Identifiers—*AASCU ERIC Model Programs In

ventory Project, College Sophomores, *Indiana University of Pennsylvania

The goal of the Pre Teacher Assessment Center is to give college sophomores a diagnostic assessment of their potential teaching skills across 13 skill dimensions felt to be prerequisites for teaching. The pre teacher assessment provides students with detailed information about potential teaching strengths and weaknesses and helps remediate deficiencies before college graduation. The center uses four simulation activities that can be administered to 12 to 60 participants during a one-and-a-half-day period. During the actual assessment, trained assessors observe students, score responses, and rate overall performance. At the conclusion, students are given a report of their score for each teaching skill. Skills assessed include problem analysis, strategic decision-making, tactical decision-making, written communication, leadership, stress tolerance, planning and organizing, oral communication, oral presentation, sensitivity, innovativeness, initiative, and monitoring. Following assessment, students are given the opportunity to use followup training modules to remediate weaknesses. Three modules addressing the dimensions of leadership, innovativeness, and sensitivity are currently available. (MSE) ED 316 113

HE 023 226 Tonelson, Stephen W. Alan Rufus Tonelson Teaching and Learning Cen

ter. American Association of State Colleges and Univer

sities, Washington, D.C.; Old Dominion Univ.,

Norfolk, Va. Pub Date—(89) Note—9p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE 023 199-261. Pub Type - Reports . Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Environment, Commu

nity Characteristics, #Educational Environment, Educational Research, Elementary Education, Family Environment, Higher Education, *High Risk Students, Institutional Cooperation, Models, Program Descriptions, *Research and Development Centers, Schools of Education, State Universities, Teacher Education, *Urban Education, Urban Schools

ED 316 111

HE 023 224 Turnbull, Sharon K. Services for Adult & Commuting Students. American Association of State Colleges and Univer

sities, Washington, D.C.; East Tennessee State

Univ., Johnson City. Pub Date—[89] Note—11p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Advising, *Adult Students,

Budgets, College Admission, *Commuting Students, Cooperation, Faculty Development, Financial Support, Higher Education, Models, Nontraditional Students, Outreach Programs, Program Descriptions, Program Development, Referral, School Orientation, School Registration, Staff Development, State Universities, •Student

Personnel Services Identifiers—AASCU ERIC Model Programs In

ventory Project, *East Tennessee State University

Recognizing the need to extend a variety of academic and student support services to its adult and commuting students, East Tennessee State University initiated a Center for Adult Programs and Ser. vices. The center, a collaborative effort of the Divisions of Academic Affairs and Student Affairs, offers a broad array of programs and services to nontraditional students in a convenient and highly accessible setting. Programs and services include community outreach, admissions, academic advisement and registration services, adult orientation and peer support programs, information and personalized referral, faculty/staff development programs, and a variety of student assistance services for both the adult learner and commuting student. Approximately 1,000 student visits to the center are recorded each week, one measure of its success during its first two years of operation. Support services are provided primarily by student workers under the

sociation of State Colleges and Universities in col. laboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type— Reports . Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Aging (Individuals), *Aging Educa

tion," *Educational Gerontology, Gerontology, Graduate Study, Higher Education, Models, Professional Education, Program Descriptions, Public Agencies, *Public Policy, Research, State Universities, Technical Assistance, Undergradu

ate Study · Identifiers—AASCU ERIC Model Programs In

ventory Project, *Florida 'International University, Southeast Florida Center on Aging

The Southeast Florida Center on Aging administers a comprehensive program in gerontology at Florida International University, with core and contract funding from a variety of federal, state, and institutional sources. The center's aims are to serve as a focal point for applied public policy research; design and implement gerontological education and training programs for students, professionals, and older learners; and provide professional and technical assistance to government and community agencies and organizations serving older persons. To achieve these, it engages in a wide variety of research, educational, and community service activities, with emphasis on state and local policy and practice issues. (MSE)

Identifiers—AASCU ERIC Model Programs In

ventory Project, Alan Rufus Tonelson Teaching and Learning Center, Norfolk City Schools VA, *Old Dominion University VA

The Alan Rufus Tonelson Teaching and Learning Center was established in 1988 to explore the nature of urban elementary education through research focusing on classroom, school, home, and community variables that affect the education of high-risk urban children. The results are used to train teachers to work more effectively in urban schools. The center is under the direction of Old Dominion University faculty with expertise in early childhood education, language and reading skills, and special education working in conjunction with administrators and educators from Norfolk City Schools. Teachers at a local elementary school, which serves as a research site for the center, implement research projects while actively engaged in teaching. (Author/MSE) ED 316 114

HE 023 227 Malott, Richard W. The Behavioral Systems Analysis Project: Student

Attrition, Minority Participation, and Relevant

Education. American Association of State Colleges and Univer

sities, Washington, D.C.; Western Michigan

Univ., Kalamazoo. Dept. of Psychology. Pub Date-[89] Note—9p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Academic Persistence, Academic

Probation, Black Students, College Students, Cost Effectiveness, Experiential Learning, Graduate Students, Higher Education, *High Risk Students, *Minority Groups, Models, Performance Contracts, Program Descriptions, Relevance (Education), School Holding Power, State Universities, *Student Educational Objectives, Study

Skills Identifiers—* AASCU ERIC Model Programs In

ventory Project, Behavioral Systems Analysis Project, *Western Michigan University

The program addresses three areas of concern at Western Michigan University: student attrition, minority student participation, and educational relevance. The project was based on previous work suggesting that students can more nearly achieve their optimum performance when programs provide clear-cut objectives, frequent accountability, and experiential learning, accomplished most cost-effectively with student paraprofessional apprentices. A pilot program was begun in 1981 to help students on academic probation, using performance contracts. At the same time, a pilot program to encourage black students to study psychology was started. The Behavior Systems Analysis Project came about to train graduate students, particularly minority students, to work on student retention and minority participation as a career focus. At the Center for Self-Management of Academic Performance, behavioral performance management techniques were used to help high-risk college students achieve academic success. A research supervisory system has also been successful in helping graduate students finish theses and dissertations in a timely fashion. As of 1988, black students in the Behavioral Systems Analysis Program have achieved eight Master of Arts degrees, four admissions to the university's doctoral program in psychology, one Doctorate, and completion of two doctoral dissertation orals. (MSE)

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Art Education, Computer Graph

ics, Computer Oriented Programs, Curriculum Design, Electronic Publishing, Higher Education, Job Placement, Majors (Students), Models, Program Descriptions, Program Effectiveness, State

Universities, Videotape Recordings Identifiers—AASCU ERIC Model Programs In

ventory Project, Computer Aided Art Major, *Northern State University SD

The Computer Aided Art program offered at Northern State State University (Aberdeen, South Dakota), is coordinated with the traditional art major. The program is designed to familiarize students with a wide range of art-related computer hardware and software and their applications and to prepare students for problem-solving with unfamiliar equipment and materials likely to be encountered in professional careers. It is intended to train students for careers in the fine arts, desktop publishing, and television in particular. Courses include instruction with animation; paint systems; three-dimensional rotation; desktop publishing; computer aided design, drafting, and machining; digitizing; genlock; slidemaking;

scanning; and videotape editing. Indicators of success of the program include placement rate of graduates, interns, and students seeking summer employment; program expansion to summer sessions; and purchase of advanced equipment. (MSE) ED 316 118

HE 023 231 Hendon, Donald W. International Business Studies. American Association of State Colleges and Univer

sities, Washington, D.C.; Northern State Univ.,

Aberdeen, SD. Pub Date—(89) Note—14p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Bachelors Degrees, *Business Ad

ministration Education, College Faculty, Degree Requirements, High Achievement, Higher Education, Interdisciplinary Approach, *International Trade, Models, Personnel, Program Costs, Program Descriptions, Program Design, State

Universities Identifiers—*AASCU ERIC Model Programs In

ventory Project, International Business Studies, *Northern State University SD

The new International Business major within the School of Business, begun in fall 1989, is an ongoing, enriched program for highly motivated students of above-average scholastic achievement. Its primary purposes are to (1) prepare students to understand America's trading partners and (2) teach the technical knowledge needed in an international business environment. Additional objectives are to help students understand American culture in relation to others and to stimulate South Dakota's exports by means of a speaker's bureau and a statewide newsletter designed to keep the business community, government officials, and general public informed about current developments in international trade. Academic offerings include languages and culture, politics, and general and specific business subjects. Northern State University was selected as the site for the program because of its traditional focus on business, education, and the fine arts. Degree requirements include 52 semester hours in the major and 76 outside it. Four full-time-equivalent (FTE) faculty and two other FTE staff members are needed. The total cost of the first year of the program is about $298,000, of which $23,500 is a one-time cost and the remainder is an annual expense. (MSE) ED 316 119

HE 023 232 Haigh, William E. Improvement of Under Prepared Mathematics and

ED 316 116

HE 023 229 Vaughan, George B. Doctorate of Arts in Community College Educa.

tion. American Association of State Colleges and Univer

sities, Washington, D.C.; George Mason Univ.,

Fairfax, Va. Spons Agency-Fund for the Improvement of Post

secondary Education (ED), Washington, D.C. Pub Date— [89] Note-11p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Faculty, *Community Col

leges, *Curriculum Design, Degree Requirements, *Doctoral Programs, Higher Education, Models, Performance Contracts, *Postsecondary Education as a Field of Study, Program Descriptions, State Universities, Teacher Education Identifiers—* AASCU ERIC Model Programs Inventory Project, Doctorate of Arts in Community College Education, *George Mason University VA

The Doctor of Arts in Community College Education program is administered by the Center for Community College Education at George Mason University, Virginia. Coursework leading to the degree is designed to enable existing community college faculty to become more effective community college teachers and to educate prospective community college teachers. It emphasizes a broad knowledge base in the teaching field and courses in research and the history and philosophy of the community college. The program allows the student to select academic courses from designated university departments or from other departments where appropriate coursework is available. Students entering the program develop contracts that formalize their programs of study. Admission criteria include experience or a career objective in community college teaching, a personal statement, a writing sample if English is the applicant's knowledge area, and an interview. A minimum of 55 hours beyond the master's degree are required, including 24 in the teaching field, 10 core curriculum hours, 3 hours of internship, and 9 hours of doctoral project. The cen. ter also offers graduate certificates and additional courses in community college education. (MSE) ED 316 117

HE 023 230 Gibson, Jim Computer Aided Art Major. American Association of State Colleges and Univer.

sities, Washington, D.C.; Northern State Univ.,

Aberdeen, SD. Pub Date-[89] Note—7p.; This report is one of a group gathered by

ED 316 115

HE 023 228 Rothman, Max B. Southeast Florida Center on Aging. American Association of State Colleges and Univer

sities, Washington, D.C.; Florida International

Univ., Miami. Spons Agency-Administration on Aging (DHHS),

Washington, D.C.; Florida State Dept. of Health and Rehabilitative Services, Tallahassee.; State

Univ. System of Florida, Tallahassee. Pub Date—[89] Note-8p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American As

ogy majors so that it is based on Piagetian learning theory and incorporates the three phases of the learning cycle teaching strategy: (1) exploration; (2) concept formation; and (3) concept application. The approach presented concepts structured so they were chronologically congruent with the natural and historical discovery of scientific concepts. Within subject areas conceptual development was initiated using concrete or experiential encounters. Teachers developed presentations that modeled concept formation, presented a series of related problems, and developed solutions cooperatively with students. Formative evaluation of the program involved analysis of scores on periodic exams and pre- and post-tests. Summative statistical evaluations compared the numbers of “successful" and "unsuccessful" students from previous classes with those participating in the project. Reorganization of the introductory curriculum reduced the rate of "unsuccessful" students substantially and improved student attitudes. Contains 43 references. (MSE)

Science Teachers. American Association of State Colleges and Univer

sities, Washington, D.C.; Northern State Univ.,

Aberdeen, SD. Spons Agency-National Science Foundation,

Washington, D.C. Pub Date [87] Grant-TEI-8550109 Note-9p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE

023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Attitudes, College

Faculty, Computer Oriented Programs, Cooperation, Discovery Learning, Higher Education, *Inservice Teacher Education, Interprofessional Relationship, Junior High Schools, Laboratory Procedures, *Mathematics Teachers, *Methods Courses, Models, Problem Solving, Program Descriptions, Program Effectiveness, Program Evaluation, Proof (Mathematics), Research Methodology, *Science Teachers, Secondary Education, Secondary School Teachers, State Universities, Summer Programs, Teaching Methods Identifiers—AASCU ERIC Model Programs In

ventory Project, Improvement of Under Prepared Math Sci Teachers, *Northern State University SD

This 3-week summer project was designed to (1) identify and improve the teaching capabilities of under-prepared junior high school mathematics and science teachers and (2) acquaint college and junior high school teachers with current techniques in mathematics and science at the two different levels (college and junior high) and continue cooperative activities between them. In 1985, 20 teachers participated in a National Science Foundation summer institute. The first 2 weeks were devoted to training in mathematics and science content and teaching techniques. Lectures, demonstrations, and discussions emphasized problem-solving, classroom computer use, discovery techniques, the importance of proof, laboratory techniques, and encouragement of research by students and teachers. During the third week, participants were able to test these concepts and techniques by working with students in the college's annual junior high school math and science camp. Teacher self-evaluation of teaching skills at the beginning and end of the 3-week program showed higher ratings in each of six skill areas upon program completion. Participant ratings of the program were high. In a survey after one semester back in the classroom, each participant described at least five new classroom and professional activities initiated because of experiences at the summer institute. Administrators also attributed increased teacher effectiveness to program participation. (MSE) ED 316 120

HE 023 233 Wilke, Ann Granger, Charles R. Restructuring Introductory Biology According to

the Learning Cycle Instructional Strategy. American Association of State Colleges and Univer

sities, Washington, D.C.; Missouri Univ., St.

Louis. Spons Agency–Fund for the Improvement of Post

secondary Education (ED), Washington, DC. Pub Date- [87] Grant-G008440455 Note-14p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Biology, Concept Formation, *Cur

riculum Development, Educational Strategies, Higher Education, Instructional Effectiveness, *Introductory Courses, *Learning Processes, Models, *Piagetian Theory, Problem Solving,

Program Descriptions, State Universities Identifiers—AASCU ERIC Model Programs In

ventory Project, Restructuring Introductory Biology, University of Missouri Saint Louis

The project's purpose was to revise the introductory biology material in a freshman course for biol

ED 316 121

HE 023 234 Black, Jan Rountree, Ruthann L. Minority Management Training Program for So

cial Workers Specializing in Aging. American Association of State Colleges and Univer

sities, Washington, D.C.; California State Univ.,

Long Beach. Dept. of Social Work. Spons Agency-Administration on Aging (DHHS),

Washington, D.C. Pub Date—[89] Grant—90AT0368 Note—23p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse

on

Higher Education. For related documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Aging (Individuals), Curriculum De

velopment, Educational Gerontology, Field Experience Programs, Higher Education, *Management Development, Masters Programs, *Minority Groups, Models, Professional Ēducation, *Program Administration, Program Descriptions, Public Agencies, School Community Relationship, *Social Work, Specialization, State

Universities, Student Recruitment Identifiers—*AASCU ERIC Model Programs In

ventory Project, *California State University Long Beach, Minority Mgmt Trng Prog Social Workers Aging

The objectives of the project have been to recruit minority students to the field of aging, upgrade skills of social service workers already employed in aging agencies, prepare minority students for leadership roles in agencies serving older adults, develop curriculum training materials on agency administration and management, provide integrated field work and classroom instruction, and develop a pool of social workers with special skills in aging administration and management. The program provides a minimum of eight master's-level social work students with stipends and tuition awards and an educationally focused field work placement in an agency specializing in services to older adults. It also funds the development of curriculum and training materials by faculty and provides consultation and support to field agencies, students, and non-grant faculty through specialized training sessions. Collaborative activities with a variety of community-based social service agencies serving all segments of the older adult population are featured in the program design: (MSE)

house on Higher Education. For related docu

ments, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Agency Cooperation, Chronic Illness,

College Students, *Field Experience Programs, Higher Education, Masters Programs, *Mental Disorders, *Mental Health, *Minority Groups, Models, Professional Education, Program Descriptions, *Social

State Universities Identifiers—*AASCU ERIC Model Programs In

ventory Project, . *California State University Long Beach, Clinical Training Grant Devel Minority Disadv Stud

The clinical training program was designed to train minority Master's-level social work students to work with the chronically mentally ill. Specialized training centers were developed through collaborative relationships with three community-based agencies serving predominantly minority populations. The interagency relationships established for the program in turn resulted in enhanced linkages between ethnic communities and an enhanced curriculum. During the 3-year grant per ticipating students received stipends and tuition awards while completing an educationally-focused field work placement at one of the participating agencies. Four part-time grant faculty with expertise in mental health services and services to ethnic minorities provided classroom instruction, supervised students in field placements, and participated in curriculum development. Field instructors, and social workers employed at participating agencies, were instrumental in developing and supervising the agency learning experience. (Author/MSE) ED 316 123

HE 023 236 Jacobs, Judith E. And Others Center for Science and Mathematics Education

(CSME). American Association of State Colleges and Univer

sities, Washington, D.C.; California State Poly.

technic Univ., Pomona. Spons Agency–National Science Foundation,

Washington, D.C. Pub Date-[89] Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Science, Conferences,

Consultation Programs, Educational Television, Elementary Secondary Education, Higher Education, *Inservice Teacher Education, Mathematics Education, Minority Groups, Models, Newsletters, Program Descriptions, Public Schools, School Business Relationship, *Science Education, *Science Teachers, State Universities, Womens Education Identifiers—AASCU ERIC Model Programs In

ventory Project, *California State Polytechnic University Pomona, Center for Science and Mathematics Education

The Center for Science and Mathematics Education was established at California State Polytechnic University (Pomona) to: (1) promote the profes. sional development of public school teachers of mathematics, science, and computer education; (2) improve the teaching and learning of science and mathematics in the schools; and (3) promote the study of science and mathematics by all students, particularly females and minority group members. Typical activities through which the center accomplishes these goals are on-site consultation with school districts, delivery of instruction in both content and methodology at the university and by interactive television network to school sites, publication of a quarterly newsletter of practical value to educators, and an annual conference for educators. These activities are conducted by three coordinators, one each for biological sciences, physical sciences, and mathematics and computer education. The center's advisory board consists of university science faculty, school district teachers and administrators, and representatives of local industries. The program is currently funded directly by the university, although outside support has been provided in the past. Its single greates need is adequate physical facilities. (MSE)

ED 316 122

HE 023 235 Black, Janet Clinical Training Grant for the Development of

Minority and Disadvantaged Students. American Association of State Colleges and Univer.

sities, Washington, D.C.; California State Univ.,

Long Beach. Spons Agency-National Inst. of Mental Health

(DHHS), Bethesda, Md. Pub Date-[89] Grant-MH-18626-01/02/03 Note—22p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearing

Page 21

ED 316 124

HE 023 237 Smith, Roch C. Graduate Language Institute in French/Spanish. American Association of State Colleges and Univer

sities, Washington, D.C.; North Carolina Univ.,

Greensboro. Spons Agency–National Endowment for the Hu

manities (NFAH), Washington, D.C. Pub Date—[86] Grant-ES-2112785 Note-11p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improve

of Postsecondary Education to American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type — Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Techniques, College

School Cooperation, Cultural Education, Elementary Secondary Education, *French, Graduate Study, Higher Education, *Inservice Teacher Education, Instructional Materials, Language Skills, Models, Program Descriptions, *Second Language Programs, Skill Development, *Spanish,

State Universities, •Summer Programs, Testing Identifiers—*AASCU ERIC Model Programs In

ventory Project, Graduate Language Institutes in French and Spanish, *University of North Carolina Greensboro Between 1982 and 1985, the University of North Carolina at Greensboro held five summer institutes designed to improve French and Spanish foreign language instruction in elementary and secondary schools. The institutes were intended to: (1) revitalize teachers' language capabilities; (2) increase their cultural knowledge; (3) expose them to new developments in instruction and evaluation; (4) demonstrate the applicability of cultural and literary texts to classroom instruction; and (5) encourage stronger professional ties between school and university language teachers. The last two institutes were concurrent graduate-level French and Spanish programs. A total of 24 teachers participated. One coordinator/faculty member and a second faculty member staffed each of the programs, and 14 guest lecturers made presentations. Other staff fluent in the two languages were hired for support positions. The 4-week programs were followed by a 1-day workshop in the fall. Participant evaluations illustrate the complexity of designing and implementing such a program, but suggest that overall, the institutes substantially achieved their goals. (MSE) ED 316 125

HE 023 238 Hoder-Salmon, Marilyn Fulbright-Hays Group Projects Abroad Program

on International Women's Studies Seminar on

Changing Status Roles in India. American Association of State Colleges and Univer

sities, Washington, D.C.; Florida International

Univ., Miami. Spons Agency–Center for International Education

(ED), Washington, DC. Pub Date—[89] Grant-G008740017 Note—13p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Foreign countries, Higher Educa

tion, *International Programs, Models, Program Descriptions, Seminars, •Sex Role, *Social

Change, State Universities, *Womens Studies Identifiers—AASCU ERIC Model Programs In

ventory Project, *Florida International University, India

In July 1988, 14 Florida scholars traveled to India on a 6-week followup of a 1976 project on the status of women in India. Headquartered in Madras (India), the group also studied in 12 other locations. A pre-departure orientation program included lectures on health and related issues, a discussion of life in an Indian village, films, and slides of the 1976 seminar. Activities in India included meetings with educators and researchers on women's roles, education, work, social life and cultural practices, political his

tory, and topics of special interest to group members; and visits to related organizations and locations. Program results include enhanced teaching and scholarship, participation in a variety of conferences, development of an anthology of essays based on the experiences in India, a bibliography, a slide show for use by academic institutions, increased library holdings at Florida International University, and collegial and scholarly exchanges. (MSE) ED 316 126

HE 023 239 Mark, Joseph T. Soundings: An Introduction to the Liberal Arts,

Castleton State College. American Association of State Colleges and Univer

sities, Washington, D.C.; Castleton State Coll.,

Vt. Pub Date—[89] Note-12p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price MF01/PC01 Plus Postage. Descriptors—College Freshmen, *Cultural Activi

ties, Curriculum Development, Higher Education, Introductory Courses, Liberal Arts, Models, Program Administration, Program Descriptions, State Colleges, Student Attitudes,

Teacher Attitudes Identifiers—*AASCU ERIC Model Programs In

ventory Project, *Castleton State College VT, Soundings An Introduction to the Liberal Arts

To introduce college students to the liberal arts, Castleton State College established the Soundings Program in fall 1985. The program was designed as a general education requirement for freshmen that earned one credit in each of the two semesters of the first year for attendance at (1) a limited number of required lectures and (2) eight elective events chosen from a variety of lectures, concerts, plays, dance performances, and art shows. The program was developed by college faculty and is under the aegis of the faculty's cultural affairs committee. Since the program's inauguration, significant changes include inclusion of debates on controversial issues, addition of optional trips to New York City, improved advance publicity about upcoming events development of a two-credit colloquium on Soundings events, incorporation of several special events into the freshman orientation program, and creation of a quarter-time faculty position as program coordinator. While initially controversial among some faculty, the program has gained wide acceptance and support. Student evaluations have grown more positive as former participants have advanced through their four years at the college. (Author/MSE)

Program, Professionalism

The purpose of the Health Sciences Recruitment and Retention Program at Florida International University is to increase the numbers of qualified Hispanic and black students applying to the health sciences programs and to admit and retain them. Fields of study include dietetics, medical technology, and occupational and physical therapy. The recruitment component includes development and use of a slide/tape presentation and brochures to attract black and Hispanic students. An introductory, lower division summer course is designed to attract Florida International University, community college, and high school junior minority students, and a tracking system with admissions counseling is intended to facilitate the entry of identified students. Retention activities include a pre-enrollment program of academic preparation and mentoring, peer counseling and tutoring, writing skill remediation, test-taking skill development, and professional behavior development. Program participants attend the university and use health sciences facilities with other students in their majors. Black enrollment in the programs increased from 9 students in 1986 to 16 in 1988, and Hispanic enrollment went from 62 to 78 in the same period. The overall retention rate was 94%. Some aspects of the program will be enhanced in the 1988-91 funding cycle. (MSE) ED 316 128

HE 023 241
Belock, Shirley And Others Adapting the Nursing Curriculum To Enhance

Nurse/Patient Relationship by Meeting the Needs of the Multi-Ethnic, Multicultural South

Florida Community. American Association of State Colleges and Univer-

sities, Washington, D.C.; Florida International

Univ., Miami. School of Nursing. Spons Agency-Fund for the Improvement of Post

secondary Education (ED), Washington, DC. Pub Date- [87] Grant-G008302586 Note—30p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Community Characteristics, Cul

tural Pluralism, *Curriculum Development, Ethnic Groups, *Helping Relationship, Higher Education, Intercultural Communication, Models, *Nursing Education, Program Descriptions, School Community Relationship, State Universi

ties Identifiers—*AASCU ERIC Model Programs In

ventory Project, Adapting the Nursing Curriculum, Florida (South), *Florida International University

Florida International University's project is designed to sensitize nurses to the intercultural, interracial problems experienced when working with the local, multiethnic community. It consists of an educational module augmenting the technical curriculum and intended to: (1) enhance nurses' knowledge and understanding of cultural and racial issues; (2) improve verbal and nonverbal communication between non-Hispanic white nurses and their Hispanic, black, Haitian, Asian, Jamaican, Jewish, and Caribbean patients; (3) help nurses understand their own biases and evaluate underlying assumptions in their treatment of culturally different patients; (4) clarify myths and identify realities about culturally and racially different individuals; (5) improve nurse-patient relationships; (6) increase job satisfaction and effectiveness; (7) enhance the role of the patient's family in the treatment process; (8) encourage faculty to explore cultural and racial issues; (9) prepare nurses for some patients' culture shock on entering the hospital; (10) alleviate patient feelings of being alienated, ignored, and dehumanized; and (11) increase understanding of the multiethnic/multicultural patient population in a variety of health care situations. Five references. (MSE) ED 316 129

HE 023 242 Tharp, Jack Off Campus Career Assessment in Recruiting the

Non-Traditional Student. American Association of State Colleges and Univer

sities, Washington, D.C.; Indiana Univ., Kokomo.

ED 316 127

HE 023 240 Himburg, Susan P. Health Sciences Recruitment and Retention Pro

gram. American Association of State Colleges and Univer

sities, Washington, D.C.; Florida International

Univ., Miami. School of Health Sciences. Pub Date—[89] Grant-5-D18-MB01188-03 Note-56p.; Funded by the Health Sciences Re

cruitment & Retention Program. This report is one of a group gathered by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For

related documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC03 Plus Postage. Descriptors—* Academic Persistence, * Allied

Health Occupations Education, *Black Students, Developmental Studies Programs, Dietetics, Higher Education, *Hispanic Americans, Medical Technologists, Models, Occupational Therapy, Peer Counseling, Peer Teaching, Physical Therapy, Program Descriptions, School Holding Power, State Universities, *Student Recruitment, Test Wiseness, Undergraduate Study, Writing In

struction Identifiers—AASCU ERIC Model Programs In

ventory Project, *Florida International Univer. sity, Health Sciences Recruitment and Retention

Pub Date—[89]
Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage, Descriptors—*Career Guidance, Community Education, Employment Services, Higher Education, Models, *Nontraditional Students, Outreach Programs, Program Descriptions, School Community Relationship, State Universities, *Student Re

cruitment, *Vocational Interests Identifiers—AASCU ERIC Model Programs In

ventory Project, *Indiana University Kokomo, Institutional Image, Off Campus Career Assessment

Indiana University at Kokomo's program of Off-Campus Career Assessment was initiated in 1986 to assist in the recruitment of nontraditional students and serve as a vehicle for strengthening campus image. It delivers career interest testing and counseling to adults working in targeted local industries, with industry cooperation. While concerted recruitment does not occur at the interest testing sessions, an admission staff representative is available to observe the level of interest of participants for followup and to make personal contact. Career exploration and occupational goal-setting are made available after the interest assessment. The program is offered as a service to the community but has brought additional benefits to the university, including the attention of area employers, contacts with employers who may later be of assistance in placing graduates, increased nontraditional student applicants, and media exposure. During the program's first two years, 17% of the individuals who completed the interest assessment matriculated at the university. (MSE) ED 316 130

HE 023 243 Hazler, Richard J. Expanding the University Environment in Rural

Communities. American Association of State Colleges and Univer

sities, Washington, D.C.; Murray State Univ., Ky. Pub Date—[89] Note—68p., This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Attendance Patterns, Change Strat

egies, *College Attendance, College School Cooperation, Elementary Secondary Education, Higher Education, Models, *Outreach Programs, Program Descriptions, *Rural Areas, *School Community Relationship, State Universities Identifiers—*AASCU ERIC Model Programs Inventory Project, Expanding the Univ in Rural Communities, *Murray State University KY

Murray State University has established financial self-sustaining programs to provide high-quality academic experiences for non-college-age students in the rural environment surrounding the university. The programs are designed to promote the long-term goal of increasing college attendance rates in an area where they are among the lowest in the nation. Programs are developed in cooperation with the local school districts, and offer elementary and secondary students and adults multiple opportunities for academic contact with the university, its facilities, and faculty. These contacts are often the first made by individuals in the family, and encourage college attendance by a new generation of students. Programs include the original Summer Challenge for gifted junior and senior high school students, the Super Saturday program of 12-15 classes for gifted elementary school students, a Community Education Program for students and adults of all ages, and the Best Start for College and Summer Scholars programs bridging the high school-college gap for high-achieving students and those needing remediation. The programs have been well received, increased community contacts, and provided a service to the area. Program-related data and documents are appended. (MSE)

ED 316 131

HE 023 244 Reed, Robert R. Emergency Administration and Planning Institute. American Association of State Colleges and Univer

sities, Washington, D.C.; North Texas State

Univ., Denton. Pub Date—[89] Note-8p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Education, Bachelors

Degrees, Computer Assisted Instruction, Computer Oriented Programs, Distance Education, *Emergency Programs, Higher Education, Models, *Planning, Program Administration, Program Descriptions, *Public Administration, State

Universities, Visual Aids Identifiers—*AASCU ERIC Model Programs In

ventory Project, Emergency Administration and Planning Institute, *University of North Texas

The Emergency Administration and Planning program at the University of North Texas (Denton) is the only undergraduate degree-granting program in emergency management and training in the country. It is a 128-hour program based on a public administration curriculum, with additional coursework in behavioral analysis, sociology, rehabilitative studies, and emergency administration and planning. Course offerings have doubled in 2 years, with 36 semester hours of credit now available in emergency management. The program is leading the university in the development of computer graphics and state-of-the-art image projection techniques to enhance classroom learning. The technology is also used for authoring innovative computer-assisted-learning courses for the distant learner. Three staff members perform teaching and administrative duties. Expansion to a Master's program is anticipated. Student enrollment and semester hour production has increased over 400% in 4 years, with over 80 majors. Of the 20 graduates to date, 3 have received scholarships for the Master's program in public adminstration. Continued inclusion of the program as a special line item appropriation in the state budget is additional evidence of program success. (MSE) ED 316 132

HE 023 245 Harari, Maurice International Integration of California State Uni

versity, Long Beach. American Association of State Colleges and Univer

sities, Washington, D.C.; California State Univ.,

Long Beach. Pub Date-[89] Note-11p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College School Cooperation, Curricu

lum Development, Foreign Students, Global Approach, Higher Education, *International Educational Exchange, *International Programs, International Trade, Models, Program Descriptions, School Business Relationship, School Desegregation, State Universities, Student Personnel

Services Identifiers—*AASCU ERIC Model Programs In

ventory Project, *California State University Long Beach, International Integration Program

The Center for International Education was designed to stimulate, plan, organize, develop, and administer a series of programs and services to deepen the international dimensions of the instructional, research, and public service functions of the California State University at Long Beach. It works with varied university constituencies, the community, external agencies, and overseas institutions in the fulfillment of the university's international mission. Program priorities include: (1) internationalization of the curriculum; (2) services for foreign students at the university; (3) assistance in administering and

broadening study abroad programs; (4) promoting international exchange of students and faculty; (5) promoting cooperative programs with the local business community, K-12 teachers, and the international community council; (6) administration of an American language institute to assist non-native speakers with language needs; (7) promotion, assistance, and administration of international faculty ex. changes; and (8) promoting international and intercultural understanding on campus through a variety of educational programs. (MSE) ED 316 133

HE 023 246 McClary, Cheryl Health Promotion Program. American Association of State Colleges and Univer

sities, Washington, D.C.; North Carolina Univ.,

Chapel Hill. Dept. of Health and Fitness. Spons Agency-Kellogg Foundation, Battle Creek,

Mich. Pub Date—[89] Grant-UHMDONJ(WJG) Note-11p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Credits, Exercise, *Health

Promotion, Higher Education, Models, Newsletters, Nutrition Instruction, «Physical Fitness, Program Descriptions, State Universities, Testing Identifiers—AASCU ERIC Model Programs In

ventory Project, Health Promotion Program, Mountain Area Health Education Center, "University of North Carolina Chapel Hill, Walking

The Health Promotion Program began with establishment of a one-credit course in health promotion and wellness and the training of family practice residents at the Mountain Area Health Education Center to serve as lab leaders in the course. The course later became part of the university's general education requirements. In addition, a health promotion minor has been established, and the Department of Health and Fitness was created by combining the health promotion program and the physical education department. Program activities include: the nutrition program, in cooperation with the university dining service, to provide healthy food choices on campus; student, staff, and faculty cholesterol test. ing and information dissemination; a walking program of regular exercise and competitions; humor; blood pressure checks; fitness testing; sponsorship of the student health advisory council; publication of a newsletter and other cooperative efforts with the campus health center; and a community lecture series featuring prominent national and regional speakers. A study of the effectiveness of the health promotion course suggests a positive effect on student behavior and attitudes. (MSE)

ED 316 134

HE 023 247 Moseley, Merritt Obergfell, Sandra Fostering Coherence in a University-Wide Human

ities Program through a Comprehensive Faculty

Development Project. American Association of State Colleges and Univer

sities, Washington, D.C.; North Carolina Univ.,

Chapel Hill. Spons Agency-National Endowment for the Hu

manities (NFAH), Washington, D.C. Pub Date—[89] Grant-EM-20177-87 Note—11p.; This report is one of a group gathered by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearing. house Higher Education. For related

documents, see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Faculty, *Faculty Development, Higher Education, *Humanities Instruction, *Interdisciplinary Approach, Internship Programs, Models, Program Descriptions, Program Development, Seminars, State Universities,

*Teacher Exchange Programs, Team Teaching Identifiers—*AASCU ERIC Model Programs In

ventory Project, Fostering Coherence in Univ Wide Humanities Prog, University of North Car

olina Asheville

The goal of this year-long project was to foster coherence throughout the humanities program, an interdisciplinary, team-taught sequence of four required undergraduate courses. The humanities program has no faculty of its own, but draws instructors from existing departments throughout the university. Growth of the program has brought diversification of participating faculty. The project sought to increase program coherence by increasing faculty understanding of the program as a whole and the individual courses in it, by increasing unity and community among the staff, and by preparing staff better for their teaching assignments through (1) a year-long faculty development seminar in the humanities and (2) semester-long faculty internships in humanities courses the faculty members had not previously taught. Funding from the National Endowment for the Humanities allowed faculty reassignment to the internship and seminar, permitted payments to seminar leaders, and purchased reading material for the seminar. A total of 37 faculty members from 17 departments participated in the faculty development seminar, and 20 faculty from 12 departments interned in 1 of the 4 humanities courses. There was some overlap between these groups. (Author/MSE)

Pub Date

— [90] Note-13p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for

the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related documents, see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, •Curriculum Develop

ment, Demonstration Programs, Ethics, Graduate Study, Higher Education, Interdisciplinary Approach, Liberal Arts, Models, Moral Values, *Professional Education, Professional Occupations, Program Descriptions, Seminars, State Universities, *Teacher Responsibility, Teacher Role,

Undergraduate Study Identifiers—*AASCU ERIC Model Programs In

ventory Project, Professionalism, Responsibility in Professional Life, *Saint Cloud State University MN

Responding to increasing concern about the ethical behavior of professionals, St. Cloud State University (in Minnesota) launched a program in 1986 that is a multidisciplinary effort to integrate material on professional ethics throughout the university at both undergraduate and graduate levels. The program has attracted 30 faculty members from 24 disciplines. The approach taken involves four central elements: (1) a faculty ethics seminar; (2) introduction of topics into existing courses and development of new courses; (3) working with practitioners to develop case studies as the focus of classroom activity; and (4) development of an all-university seminar to provide more advanced work and bring together professionals from a variety of areas to consider the common nature of ethical dilemmas. These elements have been successful in preparing faculty from professional disciplines to integrate ethics into traditional courses, developing realistic case studies that have stimulated student interest in professional ethics, and developing an action-oriented, ethical analysis strategy for students to follow in confronting ethical dilemmas. The approach may represent a new model for integrating professional and liberal arts education, one in which introductory exposure is provided in the context of professional training and followed up by an in-depth exploration in a traditional liberal arts course. (Author/MSE)

course in desktop publishing and presentation graphics. Over 110 teachers have completed the program for 44 hours of inservice training. In this collaborative effort, the schools involved provided experienced and knowledgeable instructors and classrooms with microcomputers, industry provided participants with an overview of practical CAD applications by allowing teacher observation of their operations, and government provided financing. The program has proved effective in keeping teachers current with computer technology and has pro vided teachers the opportunity to share classroom successes and learn from each other. (Author/ MSE) ED 316 138

HE 023 251 Towne, Violet A. 1989 Management Seminars for the New York

Association of Long Term Care Administrators. American Association of State Colleges and Univer.

sities, Washington, D.C.; State Univ. of New

York, Utica/Rome. Inst. of Technology. Pub Date—[90] Note— 14p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents see HE 023 199-261. Pub Type- Reports · Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Administrator Education, Agency

Role, Contracts, Cooperative Programs, Financial Support, Higher Education, Models, *Nursing Homes, *Personal Care Homes, Professional Associations, *Professional Continuing Education, Program Descriptions, Program Effectiveness, School Business Relationship, Seminars, State

Universities Identifiers—1989 Management Seminars,

•AASCU ERIC Model Programs Inventory Project, New York Association Long Term Care Administrators, •State Univ of NY Inst of Technology Utica Rome

The collaboration between the continuing education arm of the State University of New York Institute of Technology at Utica/Rome and the New York Association for Long Term Care Administra. tors in the design, development and delivery of educational programs for nursing home and adult home administrators in New York State is reported. Program content is based on an annual needs assessment conducted among association members. The six 1989 seminars concentrated on timely and important topics that help administrators gain a better understanding of, and improve their effectiveness and efficiency in, day-to-day operation of facilities. Program staff are experts in their fields. A contract is established between the association and the college outlining each organization's role and responsibilities. The seminars are funded jointly by the association and program participants, and evaluation indicates the programs are very successful. This type of contractual agreement could easily be replicated colleges universities, and professional associations, organizations, or agencies of any type. (Author/MSE)

ED 316 135

HE 023 248 Patrick, J. Michael South Texas Maquiladora Suppliers Project. American Association of State Colleges and Univer

sities, Washington, D.C.; North Carolina Univ.,

Asheville. Spons Agency-Economic Development Adminis

tration (DOC), Washington, D.C.; Small Business

Administration, Washington, D.C. Pub Date-[89] Note-63p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents, see HE 023 199-261. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Economic Development, Employ

ment Opportunities, Higher Education, *Industrial Training, Industry, International Trade, *Labor Force Development, Models, Program Descriptions, School Business Relationship,

State Universities, Vocational Education Identifiers—AASCU ERIC Model Programs In

ventory Project, *Pan American University TX, South Texas Maquiladora Suppliers Project

This project was undertaken to assist South Texas industries in improving export to nearby Mexican maquiladoras (factories). The maquiladora program is based on co-production by two plants under a single management, one on each side of the border. Activities addressed four objectives: (1) to determine the dollar value, quantity, and source of the different component parts, materials, supplies, technical design services, equipment and repair services, transportation service, brokerage, and other services purchased by plants operating in the Mexican border area; (2) to determine the potential that South Texas manufacturers, wholesalers, and service companies from Brownsville to Laredo have for supplying maquiladoras with parts, materials, and services and the problems to be overcome in becoming suppliers; (3) to develop a computerized database for matching South Texas manufacturers with maquiladoras; and (4) to determine the general feasibility of establishing one or more business incubators to assist development of a South Texas maquiladora supply industry. Based on results of the study, it was recommended that a task force of representatives from the South Texas manufacturing community and the maquiladora industry, community leaders, public officials, educational leaders, and state and federal agency officials be established to develop and support six specific initiatives for information gathering and dissemination, coordination, and direct technical assistance. (MSE) ED 316 136

HE 023 249 Carr, David L. Responsibility in Professional Life. American Association of State Colleges and Univer

sities, Washington, D.C.; Saint Cloud State Univ.,

MN. Spons Agency–Fund for the Improvement of Postsecondary Education (ED), Washington, DC.

ED 316 137

HE 023 250 Towne, Violet A. Using Computer Graphics in the 90's. American Association of State Colleges and Univer

sities, Washington, D.C.; State Univ. of New

York, Utica/Rome. Inst. of Technology. Spons Agency-State Univ. of New York, Albany. Pub Date—[90] Grant-235-6038D Note—12p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Graphics, Curriculum

Development, Demonstration Programs, Desktop Publishing, Higher Education, Inservice Teacher Education, Microcomputers, Models, Program Descriptions, *Public School Teachers, Second

ary School Curriculum, State Universities Identifiers—*AASCU ERIC Model Programs In

ventory Project, Computer Aided Design, Sauquoit Valley Central School (NY), *State Univ of NY Inst of Technology Utica Rome

Computer-Aided Design, a hands-on program for public school teachers, was first offered in the summer of 1987 as an outgrowth of a 1986 robotics training program. Area technology teachers needed computer-aided design (CAD) training because of a New York State Education system transition from the industrial arts curriculum to a new curriculum in technology. To meet this need, the State University of New York Institute of Technology at Utica/ Rome, in conjunction with Sauquoit Valley Central School, designed a two-week training program to prepare secondary school technology teachers to teach CAD. The program has gained popularity each year, expanding from the original Basic CAD training course to include an advanced class and a

ED 316 139

HE 023 252 Towne, Violet A. GE_Structured Analysis and Design Training. American Association of State Colleges and Univer.

sities, Washington, D.C.; State Univ. of New

York, Utica/Rome. Inst. of Technology. Spons Agency-State Univ. of New York, Albany. Pub Date—[90] Grant-411-90-0605 Note-8p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents see HE 023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage.. Descriptors—* Aerospace Industry, *Computer

Software, Cooperative Programs, Demonstration Programs, Higher Education, Material Development, Models, *Professional Continuing Education, Program Descriptions, *Programing, *Regional Cooperation, School Business Relationship, State Universities

Identifiers—*AASCU ERIC Model Programs In

ventory Project, General Electric Company, GE Structured Analysis and Design Training, Mohawk Valley Regional Education Center NY, *State Univ of NY Inst of Technology Utica Rome

At the request of General Electric-Utica (GE), the State University of New York Institute of Technology at Utica/Rome and the Mohawk Valley Regional Education Center for Economic Development have developed a program to train GE software development personnel. GE is involved in the development of aerospace electronic equipment and related software for the federal government. Based on the assumption that the ability to design standardized software packages efficiently enhances the company's competitiveness and may allow it to continue as a major manufacturer in the region, the training program is designed to train employees on GE's newly acquired state-of-the-art workstations and in structured analysis and design methodology as applied to real-time systems. The university's training and professional development center worked with GE management personnel and the college's computer science faculty to develop a 50-hour training program. Course evaluations have been positive, and the program is seen to have been effective in increasing the company's position in the aerospace electronics market. (Author/MSE) ED 316 140

HE 023 253 Sallett, Alphonse J. A Proactive Alcohol and Drug Abuse Prevention

Program. American Association of State Colleges and Univer

sities, Washington, D.C.; State Univ. of New

York, Utica/Rome. Inst. of Technology. Spons Agency-Fund for the Improvement of Post

secondary Education (ED), Washington, DC. Pub Date— [90] Grant-P183A90048 Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents see HE 023 199-261. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Alcohol Abuse, *College Students,

Cooperative Programs, Demonstration Programs, *Drug Abuse, *Drug Education, Higher Education, Models, Prevention, Program Descriptions, Residential Colleges, School Community Relationship, Staff Development, State Universities,

Transfer Students Identifiers—* AASCU ERIC Model Programs In

ventory Project, *State Univ of NY Inst of Technology Utica Rome

Anticipating a resident population by 1991, the State University of New York Institute of Technology at Utica/Rome is establishing a proactive alcohol and drug abuse prevention program with links to the surrounding community. According to a recent study, the college student population exceeds na. tional norms for alcohol and drug consumption, and data further suggest that the addition of residence halls will attract both younger students with greater propensity for psychoactive drug use and illicit drug sellers. Based on a review of the literature, the program objectives are to: (1) strengthen prohibition of illicit drug use and self-destructive alcohol use; (2) prevent and reduce on-campus use of these substances by developing and disseminating credible scientific information on their adverse consequences; (3) stimulate and support student-generated alternatives to their use and plan for maximal use of the educational, athletic, and social resources and facilities of the college; (4) develop and execute an alcohol and drug education and training program for all institutional personnel; (5) reduce on-campus alcohol and drug use through referral to community resources, counseling, and self-help; and (6) prevent drug and alcohol abuse by stimulating prevention and treatment efforts in primary and secondary transfer institutions. (Author/MSE) ED 316 141

HE 023 254 Butzow, John The Western Pennsylvania Educators Inter-Cul

tural Experience in Nigeria. American Association of State Colleges and Univer.

sities, Washington, D.C.; Indiana Univ. of Penn

sylvania. Coll. of Education.

Spons Agency-Department of Education, Wash

ington, DC Pub Date—[90] Grant—84021 Note—8p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents see HE

023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*African Culture, African History,

Area Studies, College Faculty, *Cross Cultural Studies, Curriculum Development, Demonstra. tion Programs, Developing Nations, Foreign Countries, Higher Education, Inservice Teacher Education, International Educational Exchange, International Studies, Learning Modules, Liberal Arts, Models, Multicultural Education, Program Descriptions, Public School Teachers, State Universities, Study Abroad, *Teacher Exchange Pro

grams Identifiers—*AASCU ERIC Model Programs In

ventory Project, *Indiana University of Pennsylvania, *Nigeria The project selected 16 educators representing liberal arts faculty, education faculty, and public school teachers to train them about Africa. The training had three phases: (1) an on-campus program on African history, politics, economics, and geography, focusing on Nigeria; (2) six weeks in Nigeria, meeting with prominent educators, politicians, cultural leaders, and average citizens, attending seminars and workshops at six Nigerian universities, and visiting cultural and economic centers for first-hand experience with various cultural groups; and (3) development of curriculum units and modules on Africa in general, using Nigeria as a case study, emphasizing the interdependence of industrialized and third-world nations. The modules and units of study developed were later incorporated into area studies courses in the public schools, formed the multicultural component of the teacher education program, and were integrated into selected required undergraduate liberal arts courses. Participants held seminars at the university to share their experience, knowledge, and perspectives on Africa. Institutionalization of the new curriculum components within the existing curriculum has helped to maximize dissemination of information about Nigeria, and the three educator groups form a support system for further education about Africa. (Author/MSE)

identified by the school district and to producing instructional kits and written information for teachers. Design and production were carried out by a team of school district teachers and a university science educator. Many district teachers were included in field trials and material evaluation to encourage them to commit to the project's goals and to ensure conformity to local needs. The project's second year was devoted to in-service training of all 125 teachers. District science mentor teachers provided three days of inservice training on the appropriate use of the instructional materials for all district teachers. Follow-up evaluation shows the project helped establish a uniform core science curriculum for the district. Teachers regarded the fact that the materials were developed by local colleagues as the most important factor in teachers' acceptance of the project. (Author/MSE) ED 316 143

HE 023 256 Beck, Clark E. Wright STEPP (Wright State University Engi

neering Preparation Program). American Association of State Colleges and Univer

sities, Washington, D.C.; Wright State Univ.,

Dayton, Ohio. Pub Date—89 Note—16p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to

the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents see HE 023 199-261. Pub Type Reports - Descriptive (141) EDRS Price MF01/PC01 Plus Postage. Descriptors—*Career Awareness, *College Bound

Students, *College Preparation, College School Cooperation, *Engineering Education, Higher Education, Industry, *Minority Groups, Models, Program Descriptions, School Business Relationship, Secondary Education, State Universities,

Summer Programs Identifiers—AASCU ERIC Model Programs In

ventory Project, Dayton Public Schools OH, Wright State Engineering Preparation Program, *Wright State University OH

The College of Engineering and Computer Science at Wright State University implemented its first summer pre-engineering program in 1988 to increase the number of minority students from the area who graduate from high school with sufficient interest and academic preparation to successfully pursue engineering or some other science-or mathematics-based career at the college or univeristy level. The 5-week program for students in Grades 7-10 includes mathematics, logic, problem-solving, computer science, an introduction to engineering, and such non-academic components as role models, academic motivation and enrichment, career awareness, study skills development, field trips and tours, and physical activities. Participating partners are the university, the Dayton Public Schools, the Aeronautical Systems Division, and industry. The university provided initial funding and will seek outside funding for continuation and expansion. The program begins with a maximum of 40 students and will expand to include about 200 from the Dayton area. (Author/MSE)

ED 316 142

HE 023 255 Martin, Douglas Materials and Assistance for Science Teaching. American Association of State Colleges and Univer

sities, Washington, D.C.; Sonoma State Univ.,

Rohnert Park, CA. Spons Agency–National Science Foundation,

Washington, D.C. Pub Date- [90] Grant–TEI-8751303 Note—9p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related documents see HE

023 199-261. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Curriculum Development, Demon

stration Programs, Elementary Education, Higher Education, Inservice Teacher Education, *Instructional Materials, *Material Development, Models, Program Descriptions, *Science Instruc

tion, Science Teachers, State Universities Identifiers—AASCU ERIC Model Programs In

ventory Project, Cotati Rohnert Park Unified School District CA, Materials and Assistance for Science Teaching, #Sonoma State University CA

The Materials and Assistance in Science Teaching project carried out a model program for improving science teaching in all 125 elementary classrooms in the Cotati-Rohnert Park Unified School District of Northern California. The project was a cooperative activity involving Sonoma State University and the school district, with funding shared by both. Its first year was devoted to adapting effective teaching techniques and methods to the specific objectives

ED 316 144

HE 023 257 Meisner, Gerald W. Lee, Ernest W. Honors Workshop for Middle School Science

Teachers. Final Report. American Association of State Colleges and Univer:

sities, Washington, D.C.; North Carolina Univ.,

Greensboro. Spons Agency–National Science Foundation,

Washington, D.C. Pub Date—26 Oct 88 Grant—TEI-8470669 Note—34p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Administrator Education, Degree

Requirements, Demonstration Programs, Elementary Secondary Education, Equipment, Higher Education, Inservice Teacher Education,

puters. The Computer Academy is a joint project of the College of Education, Project EXCITE, a campus-wide program to expand university community computer competence, and the Division of Continu. ing Education. Classes are held in campus microcomputer laboratories or at a regional center. In summer, courses meet for 2.5 consecutive days; during the academic year, they meet on 2 consecutive weekends. One Hundred forty-four workshops have been offered on 38 topics, training over 800 profes. sionals. Although PROJECT EXCITE no longer involved, the other two partners continue to offer the highly successful program. Course topics are expanded frequently to meet student needs. (Author/MSE)

Leadership Qualities, *Measurement Techniques, Middle Schools, Models, National Surveys, Preservice Teacher Education, Principals, Program Descriptions, *Science Teachers, *Scientific Principles, Sex Differences, State Universities, Summer Programs, *Teacher Qualifications, Weekend

Programs Identifiers—AASCU ERIC Model Programs In

ventory Project, Honors Workshop for Middle School Science Teachers, *University of North Carolina Greensboro

The Honors Workshop for Middle School Science Teachers was designed to address teachers' conceptual understanding of basic scientific principles, student misconceptions and how to deal with them, and observation and measurement techniques. For 4 weeks in summer and on 6 Saturdays during 2 academic years, 30 leaders among science teachers from the area worked in a laboratory setting on areas identified by participants in the planning process, including basic measurements and associated errors, simple circuits, optical properties of lenses, importance and use of diffraction gratings, basic chemical experiments, and basic geology of the region. It was found that the level of teacher preparation was poor, and participants lacked basic knowledge of observations and measurements. A positive attitude toward physics and favorable administrative policy toward science are seen to be as essential as mastery of subject matter. It is recommended that: (1) there be a substantial increase in equipment for basic measurements; (2) middle school principals should have a better and different science background; (3) the state should require a year of conceptual physics for middle school teachers; and (4) a survey of teachers in different parts of the country should be undertaken to examine possible differences between male and female science teachers. Twenty statistical figures are appended. (MSE)

The Classroom Management & Discipline Pro

gram. American Association of State Colleges and Univer

sities, Washington, D.C.; Southwest Texas State

Univ., San Marcos. School of Education. Spons Agency–Texas Governor's Office, Austin.

Criminal Justice Div. Pub Date—[90] Grant-JA-88-E01-2402 Note-10p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents see HE 023 199-261. Pub Type- Reports · Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Techniques, *Delin

quency Prevention, Demonstration Programs, *Discipline, Dropout Prevention, Drug Use, Higher Education, Models, Program Descriptions, School Community Relationship, *School Districts, School Safety, State Programs, State Universities, Summer Programs, *Suspension,

Team Training, Truancy Identifiers—* AASCU ERIC Model Programs In

ventory Project, Classroom Management and Discipline Program, *Southwest Texas State University

The Classroom Management and Discipline Program, initiated to assist Texas school districts in improving school discipline and dropout prevention, is a statewide university/school/community partnership. Program goals are to: provide training and technical assistance to help districts maintain and improve discipline; reduce dropout rates, school disruptions, truancy, drug use, and school crime; develop alternatives to school suspensions; and implement programs that enhance the overall learning environment, provide leadership and resources for improved school discipline and academic achievement, and facilitate university/school/community networking. During the summer the program spon. sors four intensive, week-long training courses for school teams from either a school district or single campus. The training is action-oriented, with each team developing a plan to improve school discipline or provide alternatives to out-of-school removal. The training's focus is on effective classroom management techniques and strategies to reduce disciplinary problems. Followup technical assistance is available to districts that send teams for training. (Author/MSE) ED 316 147

HE 023 260 Kramer, Jane E. Computer Academy. Western Michigan Univer

sity: Summer 1985-Present. American Association of State Colleges and Univer

sities, Washington, D.C.; Western Michigan

Univ., Kalamazoo. Div. of Continuing Education. Pub Date—Oct 89 Note—7p.; This report is one of a group gathered by

the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in col. laboration with the ERIC Clearinghouse on Higher Education. For related documents see HE

023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Literacy, Computer Science, •Continuing Education, Demonstration Programs, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Microcomputers, Models, Professional Occupations, Program Descriptions, State Universities,

Workshops Identifiers—*AASCU ERIC Model Programs In

ventory Project, Apple lle, Apple Macintosh, Computer Academy, IBM Personal Computer, *Western Michigan University The Computer Academy at Western Michigan University (Kalamazoo) is a series of intensive, one-credit-hour workshops to assist professionals in increasing their level of computer competence. At the time they were initiated, in 1985, the workshops targeted elementary and secondary school teachers and administrators, were offered on Apple Ile microcomputers, and focused on specific software. Following the success of these workshops, the program was gradually expanded to include workshops on the IBM compatible and Macintosh microcom

ED 316 145

HE 023 258 Johnson, De S. Deduck, Patricia General Studies Advancement Examinations in

Writing and Mathematics. American Association of State Colleges and Univer

sities, Washington, D.C.; Southwest Texas State

Univ., San Marcos. Coll. of General Studies. Pub Date—[90] Note—12p.; This report is one of a group gathered

by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse Higher Education. For related

documents see HE 023 199-261. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Academic Advising, Demonstration

Programs, Due Process, Eligibility, *General Education, Higher Education, *Mathematics Tests, Models, Program Descriptions, Remedial Instruction, Scores, Standardized Tests, State Universi

ties, *Writing Evaluation Identifiers—AASCU ERIC Model Programs In

ventory Project, College Level Examination Program, General Studies Advancement Examinations, *Southwest Texas State University

To continue upper division coursework past 15 credit hours, students at Southwest Texas State University must pass the College Level Examination Program (CLEP) General Examination in English Composition with Essay, with a minimum score of 421 and 45 semester hours of credit, and the CLEP General Examination in Mathematics, with a minimum score of 460 (to be raised to 477 in 1988-90) and completion of the required algebra course. There is no limit on the number of times a student may take the tests, and there are appeals procedures for students who fail them twice. The university provides resources for exam preparation. Academic deans may override the exam requirement for up to six hours of upper division work. Data are gathered to ensure that students failing the exams get advising and remediation. In future, tracking and follow-up to determine effectiveness in preparing students for upper division coursework will be implemented. Results so far suggest that the advancement examination program can improve the university's reputation and student motivation and can help assess the quality of curriculum and instruction. (Author/MSE)

ED 316 148

HE 023 261 Murphy-Chadwick, Nancy And Others Family Housing and Services. American Association of State Colleges and Univer

sities, Washington, D.C.; Texas Woman's Univ.,

Denton. Pub Date-18 Oct 89 Note33p.; Appended newspaper articles present

various legibility problems. This report is one of a group gathered by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities in collaboration with the ERIC Clearinghouse on Higher Education. For related

documents see HE 023 199-260. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-After School Programs, Ancillary

School Services, *College Housing, Demonstration Programs, Dormitories, *Family Environment, Higher Education, Models, Mothers, *One Parent Family, Program Descriptions, “Recreational Programs, *School Age Day Care, Single Sex Colleges, State Universities, Summer Pro

grams Identifiers—AASCU ERIC Model Programs In

ventory Project, Family Housing and Services, *Texas Womans University

Recognizing the need for a strong family housing program to support a student body composed of many nontraditional students, Texas Woman's University converted a traditional residence hall into a family housing unit with an after-school and summer recreation program. The majority of residents in family housing are single mothers with children who juggle the roles of parent, student, and sole breadwinner. Some are recently divorced and/or have come from a situation in which there was abuse. Through student internships and other university and community resources, the student residents and families benefit from a support system that would be impossible to provide outside the university. Convenient to classes and supported by academic components, the family housing program provides an environment in which students are able to fulfill their multiple roles. Program success is evident from the residence waiting list. Appended materials include brochures and newspaper articles about the residence program. (Author/MSE) ED 316 149

HE 023 274 Harrell, Brenda McCane Development of a Practice Laboratory for the

Writing of Nursing Care Plans. Curriculum Pro

gram Planning. Pub Date-Jul 87 Note42p.; Ed.D. Practicum, Nova University. Pub Type— Guides - Non-Classroom (055) — Dis

sertations/Theses · Practicum Papers (043) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Faculty, *Curriculum Devel

opment, Curriculum Guides, *Educational Plan. ning, Health Services, Higher Education, *Laboratory Training, Nursing, *Nursing Education, Student Teaching A practice laboratory for writing nursing care plans to be utilized by first-year nursing faculty members was developed. Six first-year instructors of the Long Beach City (California) College Associate Degree Nursing Program were the participating panel of experts. A thorough literature review was conducted to obtain guidelines for writing nursing care plans. Each step in the process of developing the practice laboratory was presented to the experts for review, and materials were revised in accordance with their recommendations. The learning activities were also developed from the content taught in the courses, Homeostasis, Major Health Problems, and Developmental Levels. Recommendations in

Page 22

demic hour load, selected years, 1930-31 to 1988-89. (SM)

cluded: the practice laboratory be used in the spring of 1988; the curriculum be evaluated to incorporate practice laboratories for writing nursing care plans in the second-year of the nursing program; provisions be made for validating the use of the practice laboratory after one year; and review of the curriculum be made to determine if the laboratory could become a credit course. The nursing care plan and skills laboratory are appended. Tables are included. The document contains 23 references. (SM) ED 316 150

HE 023 275 Bigby, JudyAnn, Ed. England, Sụsan, Ed. Resource Manual for Alcohol and Other Drug

Abuse Education in Internal Medicine. Society of General Internal Medicine. Spons Agency–National Inst. on Alcohol Abuse and Alcoholism (DHHS), Rockville, Md.; National Inst. on Drug Abuse (DHHS/PHS), Rock

ville, Md. Pub Date—[88] Contract--ADM 281-85-0013 Note—47p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Alcohol Abuse, *Curriculum Devel

opment, Drug Abuse, Graduate Medical Students, Higher Education, Internal Medicine, Medical Education, *Medical Students, Physicians, Reference Materials, Resource Materials, *Substance Abuse

The resource manual provides guidelines and resources for individuals interested in integrating a substance abuse curriculum into existing programs for medical students and residents in internal medicine. Materials and resources appropriate for practicing physicians are also included. Three sections are: (1) a statement of minimum knowledge and clinical skills for all practicing physicians, medical students, practicing interns and internal medical residents, and medical students completing internal medicine clinical experiences (e.g., general concepts, prevention, pharmacology and pathophysiology, evaluation of patient, patient management, legal aspects, and impairment of health professionals); (2) a description of resources and activities for reaching selected goals and achieving the minimum knowledge and clinical skills desirable for general internists (including residents and students) in managing patients who abuse alcohol and other drugs; and (3) a list of model curricula. This document contains approximately 200 references and a list of 23 audiovisual material resources. (SM) ED 316 151

HE 023 276 Bittner, Donald F. Curriculum Evolution. Marine Corps Command

and Staff College 1920-1988. Occasional Paper. Marine Corps, Washington, D.C. Pub Date—88 Note-111p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Armed Forces, Curriculum Devel

opment, * Educational Development, Educational Planning, *History, Military Personnel, * Military Schools, Military Service, Postsecondary Educa

tion Identifiers—Marine Corps, *Marine Corps Com

mand and Staff College, Military Curriculum Materials, Military History

The history of the curriculum of the Marine Corps Command and Staff College, founded in 1920, is presented. It includes not only the progressive stages through which it evolved in almost seven decades, but also some history of the founding of the Marine Corps educational system, the shift in the mission of this service in the 1930s, and other information about the students of the college. Eight sections have the following titles: "The Marine Corps Professional Military Education: The Founding Concept"; "The 1920s: The Field Officers' Course-The Influence of the Army"; "The Fight For the Soul of the Corps: Amphibious Warfare"; World War II: Closure to Command and Staff Course"; "The Initial Post World War II Period: The Senior School”; “1964 and Beyond: The Command and Staff College"; and "The Command and Staff College in 1988". Thirteen tables provide detailed enrollment and curriculum data. Four appendices present information on: historical lineage of the Marine Corps Command and Staff College; overview of Marine Corps Command and Staff College 1988; Marine Corps Command and Staff College student body size, selected years, 1920-1988; and Marine Corps Command and Staff College aca

truly important in teaching and research. Contains 16 references. (SM) ED 316 154

HE 023 279 Byrne, John A., Ed. Business Week's Guide to the Best Business

Schools. Ranking American's Top B-Schools

In-Depth Profile of the Best 40 MBA Programs. Report No.-ISBN-0-07-009327-X Pub Date—90 Note-192p. Available from McGraw-Hill Publishing Com

pany, 1221 Avenue of the Americas, New York,

NY 10020 ($12.95). Pub Type— Books (010) – Guides - Non-Class

room (055) Document Not Available from EDRS. Descriptors—Access to Education, «Business Ad

ministration Education, College Admission, Col. lege Choice, Educational Quality, *Graduate Study, Higher Education, *Masters Programs, National Surveys, *Selective Colleges

The guide to America's best business schools was based on surveys of students and corporate recruiters as well as interviews with students, recruiters, faculty members, and deans. In addition to the Top 20 schools, it names and profiles 20 other MBĂ (Master's in Business Administration) schools also judged to be excellent. Profiles of schools typically include information on recruiter and graduate rankings, enrollment, student composition, average Graduate Management Admission Test (GMAT) scores, average grade point average, application deadline, average starting pay. Also presented for each school is a narrative describing the school history, atmosphere, student attitudes and life styles, and quotes of graduates. Seven chapters have the following titles and topics: “Why Go for the MBA" (why it's crucial to go to a good school, and things to consider in school choice); “How To Get into an Elite (Business) B-school” (how to increase GMAT scores, the B-school essay, the interview, references, and financial aid); “Part-Time MBA Programs” (the quality problem with part-time programs and the executive MBA); “The Best B-Schools" (a guide to the rankings and what they mean); “The Top Twenty" (full school profiles); "The Runners-Up"; and "Accredited B-Schools...How to Size Them Up.” (SM)

ED 316 152

HE 023 277 Gallin, Alice, Ed. Student Life Issues: From the Front Lines. Association of Catholic Colleges and Universities,

Washington, D.C. Report No.-ISBN-1-55833-038-0 Pub Date Jan 90 Note-37p. Available from-Association of Catholic Colleges

and Universities, Suite 650, One Dupont Circle, Washington, DC 20036 (1-9 copies $5.00, 10 or

more copies $4.50 prepaid). Journal Cit-Current Issues in Catholic Higher Ed

ucation; v10 n2 p1-34 Win 1990 Pub Type— Books (010) Opinion Papers (120)

Journal Articles (080) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Administrator Role, Alcohol Abuse,

*Catholic Schools, *Church Related Colleges, College Presidents, *College Students, Community Programs, Community Responsibility, Educational Quality, Higher Education, National Surveys, Private Education, Quality of Life, Religious Education, Sexuality, •Student Characteristics, Student Development

Issues on college student life are presented, focusing on first, the results of a questionnaire survey asking Association of Catholic Colleges and Universities (ACCU) college and university presidents to name what they consider to be the three most immediate student life concerns and, second, ACCU Student Life Task Force discussions on the data produced by the questionnaire. Four recommendations are made to presidents of Catholic colleges and universities: (1) take a leadership role on campus in demonstrating Catholic values; (2) encourage and support the formation of a national association which will provide a forum for identifying student life issues; (3) know the students; and (4) engage the entire college community in efforts of student development. After an introduction and preface, seven papers have the following titles and authors: “ACCU Student Life Questionnaire: A Report" (Dorothy M. Riley); “The Responsibility of Community: Perceptions on Alcohol and Human Sexuality on Catholic Campuses" (John. J. DeGioia); "Faith Development in College Students; (Julia A. Lane); “Self-Esteem: The Foundation for Growth" (Joan E. Bristol and Jane Novack); “The Role of the President in Student Affairs” (Dorothy M. Brown); “Catholic Colleges and Universities in Service to the Community" (Paul C. Reinert); and “Community Service: An Integral part of the Catholic Academic Mission" (Jean M. Wilkowski). (SM) ED 316 153

HE 023 278 Buell, Cindy Demands for Research and Publication at the

Small College. Pub Date-89 Note-10p.; Paper presented at the Annual Meet

ing of the Speech Communication Association

(San Francisco, CA, 1989). Pub Type— Speeches/Meeting Papers (150)

Opinion Papers (120) EDRS Price · MF01/PC01 Plus Postage. Descriptors—College Faculty, Educational Quality,

*Faculty Publishing, Faculty Workload, Higher Education, Promotion (Occupational), Publish or Perish Issue, Research, *Small Colleges, Tenure, Writing for Publication

Two possible causes for the demands for research and publication on small college campuses are explored with a focus on the effect on promotion and tenure. The first hypothesis is that many administrators feel faculty research is a partner to faculty teaching effectiveness, and thus, if master teaching is the goal, faculty must excel at research. The second hypothesis is that the institution needs academic visibility, and most administrators feel research sets standards and produces role models for colleges that seek preeminence. Both hypotheses indicate a certain amount of pressure and tension between administration and faculty. Ways in which lack of research and publication affect tenure and promotion are discussed, noting the decline in the granting of tenure. More questions about the future of small college faculty are posed, examining research that says small college faculty are being asked to do more research than in the past, and that the end result of the teaching/research struggle may hurt college students more than anyone else. Small college faculty are challenged to think about what is

ED 316 155

HE 023 280 The Role of Faculty in the Governance of College

Athletics. A Report of the Special Committee on

Athletics. American Association of Univ. Professors, Wash

ington, D.C. Pub Date Feb 90 Note—7p.; Xerox copy with some faintness, some

fill-in. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Academic Standards, *College Ath

letics, College Curriculum, *College Faculty, College Students, Educational Planning, Educational Quality, Higher Education, *Teacher Responsibility, Teacher Role

The report outlines general principles underlying faculty responsibility to ensure the integrity of the student athlete's educational experience and the procedures through which a faculty member should exercise that responsibility. The policy statement addresses the general allocation of authority in the governance of athletics, emphasizing the obligation of the faculty in ensuring academic primacy in an institution's athletics programs. A section on general principles identifies the following: the importance of full disclosure of information about the athletic program, the primacy of faculty responsibility for the athlete's educational experience, the faculty's role in policymaking in other aspects of the athletic program, and the institution's relationship with outside regulatory bodies. Suggested mechanisms for faculty participation include oversight of the educational experiences of athletes, institutional policy-making on athletics, and policy-making by outside bodies. The conclusion stresses that the faculty authority to establish and maintain general academic standards entails faculty responsibility to assure specific application of these standards to student athletes. A dissenting opinion encouraging the appointment by the American Association of University Professors of a committee to prepare suggestions for fundamental reform is attached. (SM)

1989 Statistical Report. United Negro College Fund, Inc., New York, N.Y. Pub Date—89 Note—85p. Available from United Negro College Fund, 500

East 62nd St., New York, NY 10021. Pub Type— Numerical/Quantitative Data (110) -

Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Black Colleges, Black Education,

College Admission, College Faculty, Degrees (Academic), "Educational Finance, Endowment Funds, *Enrollment Trends, Higher Education, Minority Groups, Student Characteristics Identifiers—*United Negro College Fund

The report is an annual update of statistical information about the 42 member institutions of the United Negro College Fund, Inc. (UNCF). Information is provided on enrollment, admissions, faculty, degrees, financial aid, college costs, institutional finances, and endowment. Highlights identified include: the fall 1989 total enrollment was a 10% rise over 1987 and 13% over 1986; 42% of the total enrollment was male; 42% of the enrollment was classified as freshman; Georgia, Florida, and South Carolina were the leading states in regard to the home residence of UNCF students; 45% of the freshmen applicants admitted to UNCF colleges become enrolled students; almost 50% of full-time faculty possessed a doctoral degree; the average full professor at a UNCF college earned $28,443; the total number of degrees awarded (5,728) was 2% more than in the previous year; and the value of endowment funds in June 1988 ($13 million) more than doubled in the past 6 years. Thirteen tables or figures provide detailed statistics. Sample topics of the 29 appendices include full-time and part-time enrollment, enrollment by sex, faculty by race and degrees, faculty turnover and tenure, degrees conferred by major, institutional costs, revenues and expenditures, total endowment, and UNCF member colleges. (SM) ED 316 157

HE 023 282 Oui, Mary Diederich An Introduction to the Surveys of Applicants who

Accepted or Declined Admission to UMCP. Maryland Univ., College Park. Office of Institu

tional Studies. Pub Date—Dec 88 Note—70p. Pub Type - Numerical/Quantitative Data (110) –

Reports - Research (143) — Tests/Questionnaires

(160) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Academic Achievement, Access to

Education, * Admission Criteria, Admissions Officers, Blacks, College Applicants, College Choice, Enrollment Influences, Higher Education, In State Students, Minority Groups, Out of State Students, Place of Residence, Question

naires, Racial Differences, State Universities Identifiers—*University of Maryland College Park

Surveys of admitted students (N=309) at the University of Maryland College Park (UMCP) were conducted in order to obtain admitted applicants' views of the functioning of the Admission Office and to assess differences in responses of certain subgroups of applicants. The four classification variables defining the subgroups were: acceptance status (accepted vs declined admission); race (black vs white); residence status (in-state vs out-of-state); and achievement level (high vs other). Two different but related surveys were developed for the acceptors and the decliners. Results indicated: those who accepted admission had a lower mean rating of the friendliness of the admissions staff than did those who declined admission; there was a statistically significant interaction between acceptance status and residence; there was a higher percentage of acceptors who indicated their experiences with the UMCP Admissions Office in any way led to their decision to attend UMCP than of decliners; and a larger percentage of blacks than whites indicated that their experiences with the UMCP Admissions Office affected their decision to attend or not attend UMCP. The major portion of the document consists of tables providing statistical details and attachments detailing frequencies of various responses. (SM) ED 316 158

HE 023 283 Ott, Mary Diederich And Others A Study of the Foreign Language Preparation of

New Freshmen (Fall 1985). Maryland Univ., College Park. Office of Institu

tional Studies. Pub Date—Apr 86 Note—28p. Pub Type Numerical/Quantitative Data (110)

Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—College Freshmen, Higher Educa

tion, High School Graduates, Language Enrollment, *Second Language Learning, Second Language Programs, *Student Characteristics, Undergraduate Students Identifiers—*University of Maryland College Park

The report presents an analysis of the foreign language preparation of first-time undergraduate students at the University of Maryland College Park (UMCP). Basic areas of interest addressed included: the percentage of first-time students with either at least 2 or at least 3 years of preparation in a single foreign language in high school; how the language preparation was distributed among various foreign languages; and characteristics of students who did or did not have at least 2 years or at least 3 years of preparation in a foreign language. A random sample of 398 of the new freshmen as of fall 1985 was chosen for the study. Analysis of high school transcripts indicated: at least 87.4% had completed 2 or more years of a foreign language; at least 59% had completed 3 or more years of a foreign language; completion of a minimum of 2 or 3 years of a foreign language was not significantly related to age, race, or academic division; students from out-of-state had higher rates of language study at the criterion levels than did in-state students; students with higher rates of foreign language study had higher mean SAT scores; greater proportions of women than of men had studied 3 or more years of a foreign language; and lower proportions of part-time students than full-time students had studied 3 or more years of a foreign language. Eleven tables detail the data. (SM) ED 316 159

HE 023 284 Scott, Robert A. Making the Curriculum More Global. Pub Date—28 Oct 89 Note-12p.; Paper presented at the inaugural day

ceremonies at the University of Hartford (Hart

ford, CT, October 28, 1989). Pub Type - Speeches/Meeting Papers (150)

Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors—College Faculty, College Students,

*Curriculum Development, Educational Planning, Educational Quality, Experiential Learning, *Global Approach, Higher Education, International Cooperation, Multicultural Education, Professional Development, *Program Development,

School Holding Power, Student Recruitment Identifiers—*Ramapo College of New Jersey

Issues related to the implementation of the policy decision to make curriculum more global are discussed with examples from programs at the Ramapo College of New Jersey. Five principles for program development include a strategy incorporating both international and multicultural themes, and comprising research and training as well as undergraduate teaching. Six broad objectives are identified: professional development for faculty and staff; curriculum development; skill development; experiential learning; programmatic partnerships with schools, colleges, community organizations, and corporations; and recruitment and retention of students. Among 10 specific criteria for assessing program impact are the number of faculty and staff participating in professional development, enrollment in courses related to the goals and objectives, and the number and quality of international and minority students recruited and retained. Initiatives of Ramapo College of New Jersey in global education are summarized (e.g., Ramapo's initiatives in global education were greatly assisted by a special 3-year grant of $3.4 million from the State of New Jersey's Governor's Challenge for Excellence Grant Program). Finally, public influences on program development are briefly addressed. (SM) ED 316 160

HE 023 285 The Undergraduate Experience of Students Who

Graduate, Maryland Longitudinal Study Re

search Highlights. Research Report No. 14. Maryland Univ., College Park. Maryland Longitu

dinal Study Steering Committee. Pub Date—90 Note—23p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Blacks, Career Awareness, Career

Choice, College Graduates, College Students, Graduate Surveys, Higher Education, Longitudinal Studies, Minority Groups, Occupational Aspiration, School Holding Power, Self Concept, Student Attrition, *Student Characteristics, Stu

dent Motivation, Undergraduate Students Identifiers—*University of Maryland College Park

Data from the Maryland Longitudinal Study following 772 individuals who entered the University of Maryland College Park (UMCP) in 1980 were further analyzed to identify characteristics of students who complete the degree program within 5 years and have developed a vocational identity. Subjects were initially identified as either in the Representative Group (reflecting the actual analysis of results of a graduate survey ethnic diversity at UMCP) or Black Group. Graduates were further classified into one of four subgroups based on the level of their vocational identity at the end of the freshman and the fourth year (vocationally underdeveloped, vocationally developing, vocationally clear, and vocationally regressive). Characteristics (e.g., family status, aptitude test scores, high school class rank, emotional adjustment, and employment) of each of these subgroups are delineated. Among findings were that: there is a noticeable difference between the representative and black group in the proportion of students with a low initial vocational identity who still decided on an academic major while in high school; and there appears to be a relationship between low vocational identity and a low degree of investment in the undergraduate experience. Appendices provide: normative data for the vocational identity measure and data by subgroup. Figures are included. Contains 3 references. (SM) ED 316 161

HE 023 286 Howard, E. Marguerite, Ed. Vacation Study Abroad. 1990. The Most Complete

Guide to Planning Summer Study Abroad. Institute of International Education, New York,

N.Y. Report No.—ISBN-87206-173-6 Pub Date--89 Note-238p. Available from–IIE Books, Institute of Interna

tional Education, 809 United Nations Plaza, New

York 10017 ($24.95). Pub Type— Guides Non-Classroom (055)

Books (010)
EDRS Price - MF01 Plus Postage. PC Not Avail-

able from EDRS. Descriptors—International Educational Exchange,

*Minicourses, Postsecondary Education, Study Abroad, *Summer Programs, Summer Schools, Tourism, Travel, *Vacation Programs, Vacations

The book presents concise descriptions of over 1,300 summer study programs and short courses (geared to all levels of postsecondary education) worldwide sponsored by U.S. colleges and universities, foreign universities and language schools, and nonprofit and proprietary educational organizations. Programs are arranged first by the geographical region of the world (Africa South of the Sahara, Asia and Oceania, Europe, the Middle East and North Africa, and the Western Hemisphere). Each region is subdivided alphabetically first by country and then by city, province, area, or island. Within each city subsection, the arrangement is alphabetical by the names of the sponsoring institutions. There is a “Worldwide" chapter for programs that operate in more than one region of the world, and similarly, there are "More Then One Country" and "More Than One City" listings. Information is provided on program sponsor and name, location, dates, subjects, credit, eligibility, instruction, highlights, costs, housing, deadline, and contact for information and applications. An appendix lists consortia. The book is indexed by sponsoring institutions and by fields of study. (SM) ED 316 162.

HE 023 287 Zikopoulos, Marianthi, Ed. Open Doors 1988/89. Report on International

Educational Exchange. Institute of International Education, New York,

N.Y. Report No.-ISBN-87206-175-2 Pub Date89 Note—217p. Available from-IIE Books, Institute of Interna.

tional Education, 809 United Nations Plaza, New

York, NY 10017-3580 ($32.95). Pub Type— Reports - Research (143) — Numeri.

cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Demography, Educational Finance,

Enrollment Trends, *Foreign Students, Higher Education, *International Educational Exchange, National Surveys, Student Characteristics, Student Exchange Programs

The book provides statistical data in narrative and tabular form on the 366,354 foreign students in the United States from 186 nations. Foreign students were enrolled at 2,521 of the 2,819 U.S. colleges and universities responding to a survey for the 1988/89 academic year. Part I provides information on the annual census of foreign students in the United States, with nine chapters which include information on the overview of foreign study, geographic regions, academic characteristics, personal characteristics, distribution by U.S. region and state, distribution in two-year and four-year institutions, distribution in public and private institutions, institutions with the most foreign students, and distribution by academic level. Part II provides data on cost-of-living expenditures by foreign students. Intensive English language programs are surveyed in Part III and study abroad (by American students) in Part IV. Nine appendices offer statistics on: foreign student enrollment by institution; country or other place of origin of foreign students; fields of study; countries of other places by region and subregion; states within U.S. regions; response rates; survey materials; foreign student enrollment in intensive English language programs; and study abroad enrollments by institution. (SM) ED 316 163

HE 023 288 The Minnesota Plan II for Improving the Aca

demic Environment and Campus Climate for University of Minnesota Women Faculty, Administrators, and Academic Professional Staff. A Working Paper-December 1988. Minnesota Univ., Minneapolis. Pub Date—Dec 88 Note-9p. Available from-University of Minnesota, 424

Morrill Hall, 100 Church Street, S.E., Minneapo

lis, MN 55465. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Change Strategies, College Adminis

tration, College Faculty, Educational Planning, Equal Opportunities (Jobs), *Females, Higher Education, *Job Satisfaction, Long Range Planning, Minority Groups Identifiers-Minnesota Plan II

The Plan addresses ways of creating and maintaining productive work environments for academic women at the University of Minnesota. The plan is intended to be flexible, yet sufficiently detailed to provide concrete ideas and direction to units working to establish more inspiring and hospitable workplaces for their faculty and staff. Its focus is on recruitment, retention, professional development, and recognition; instruction and curriculum restructuring; campus attitudes, norms, and values; and the institutional decision making and administrative accountability needed to mobilize the full potential of university women. Details are provided on: guiding principles of the plan; objectives of the plan; dimensions of the academic environment included in the plan (recruitment, retention, recognition, development, curriculum restructuring, institutional norms, values, and attitudes, institutional decision making, and administrative accountability); and implementing the plan (by the University Commission of Women and unit planning groups). (SM) ED 316 164

HE 023 289 MacCuish, Donald A. Bridging the Gap between Curriculum and Instruc

tion: A Look at Beauchamp. Pub Date-[89] Note-6p. Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Development, Educa

tional Planning, *Educational Theories, *Foundations of Education, Higher Education, *Instruction, Instructional Development, Models,

Student Educational Objectives Identifiers—Beauchamp (George)

George Beauchamp's 1968 book, "Curriculum Theory,” stresses the importance of developing subordinate constructs, or theoretical relationships, with other components of education, until ground rules are laid down through meanings ascribed to the term "curriculum". According to Beauchamp, theories have three functions: to describe what is

going on, help predict what will happen in given situations, and explain things that have already occurred. Beauchamp's four levels of theories are: categories of theories; theories in the applied areas of knowledge; subtheories in applied areas; and sublevels to the theories within the applied areas. The Course Development Model ties curriculum and instruction together and is based on Beauchamp's ideas concerning curriculum theory. It states that faculty should use course descriptions contained in college/university catalogues to develop their course objectives. From course objectives, they should develop their tests based on a taxonomy of educational objectives to ensure that materials being evaluated are being done using the correct instrument. Figures are included. This document contains 4 references. (SM) ED 316 165

HE 023 290 Rees, Eileen And Others New Center for Learning: Basic Concepts, Goals,

and Contributions to ETSU. East Texas State Univ., Commerce. New Center for

Learning. Pub Date—88 Note — 14p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Educational Quality, Excellence in

Education, *Faculty Development, General Education, Graduation Requirements, Higher Education, Integrated Activities, *Integrated Curriculum, Interdisciplinary Approach, Nontraditional Education, Required Courses, *Student Development Identifiers—*East Texas State University, East

Texas State University New Center Learning The New Center for Learning (NCL) at East Texas State University (ETSU), now in its 13th year, offers an alternative way for students to satisfy most of the general education requirements at ETSU via an integrated interdisciplinary curriculum. For faculty, it offers a vehicle for expanding their knowledge, improving teaching techniques, experimenting, and developing greater collegiality. The curriculum is intended to provide students with a connected view, starting with individual concerns and moving to larger social groups and ultimately the world community. NCL predates the national reform movement, using many components to achieve its goals (integrated curriculum, interdisciplinary in all courses, team-teaching, creative teaching strategies, and careful selection of faculty). The program consists of 12 3-hour courses (e.g., Self, Theories of Human Nature, American Character, Society and Values, Science and Society, and The Global Village). The NCL contribution to ETSU's goals include: financial stability (through improved student retention, recruitment and marketing potential, and revenue neutrality); faculty development; and educational excellence. An attachment discusses revenue. (SM)

applicant pool are presented. Some of the findings are as follows: a general decline in applicant numbers; a decline in white male applicants and an increase in female applicants; recent applicants appear to be more affluent than applicants in earlier years; in most disciplines, declines in the applicant pool have been accompanied by a larger percentage of applicants accepted; and increasing undergraduate enrollments have not necessarily led to increased number of health professions schools applicants. Contains 4 references. (SM) ED 316 167

HE 023 292 Council on Graduate Medical Education First

Report of the Council. Volume I. Health Resources and Services Administration

(DHHS/PHS), Rockville, MD. Bureau of Health

Professions. Pub Date—1 Jul 88 Note—80p.; For Volume II, see HE 023 293. Pub Type - Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Access to Education, Demography,

Educational Finance, *Educational Planning, Foreign Medical Graduates, Foreign Students, *Graduate Medical Education, Graduate Medical Students, Graduate Study, Health Care Costs, Higher Education, Medical Education, Minority

Groups, Physicians Identifiers—Council on Graduate Medical Educa

tion

The report contains 44 recommendations on issues related to both undergraduate and graduate medical education. Among 10 principles identified are: the goal increased representation of minorities in the health professions and the importance of considering effects of total health care costs in the Nation. Initial chapters are concerned with legislative background; structure, principles, and approach used by the Council; and an overview of medical education. The recommendations and conclusions are concerned with the following areas: physician supply in the aggregate, geographic distribution of physicians, minority representation in medicine, primary care and other physician specialties, financing graduate medical education, Medicare financing of direct and indirect costs of graduate medical education, foreign medical graduates and access to graduate medical education, foreign medical graduates national relations, structure and content of medical education, and data and research issues. Also noted are long-term agenda considerations. A glossary provides definitions of 45 key terms. Two appendices provide legislative documentation. This document contains 65 references. (SM)

ED 316 166

HE 023 291 Changes in the Composition of the Health Profes

sions Applicant Pool: 1977-1987. Health Resources and Services Administration

(DHHS/PHS), Rockville, MD. Bureau of Health

Professions. Pub Date-Mar 89 Note-32p. Pub Type— Numerical/Quantitative Data (110)

Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Allied Health Occupations Educa

tion, College Applicants, Demography, Dental Schools, Enrollment Trends, Ethnic Groups, Health Education, Higher Education, Medical Schools, Osteopathy, Professional Education, *Student Characteristics, Trend Analysis, Veterinary Medical Education

The report synthesizes and summarizes trends in the numbers and characteristics of persons who have applied to selected health professions schools (i.e., allopathic medicine, osteopathic medicine, dentistry, and veterinary medicine) from 1977 to 1987. It is based primarily on data made available by the professional associations of the schools and practitioners. Applicants in recent years are compared with those in earlier years to determine the extent to which the pool has changed with regard to racial/ethnic composition, gender composition, socioeconomic status of the applicants, and academic qualifications of the applicants. Trends in higher education that may be associated with some of the changes that have occurred in the health professions

ED 316 168

HE 023 293 Council on Graduate Medical Education First

Report of the Council. Volume II. Health Resources and Services Administration

(DHHS/PHS), Rockville, MD. Bureau of Health

Professions. Pub Date—1 Jul 88 Note-134p.; For Volume I, see HE 023 292. Pub Type- Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Demography, Educational Finance,

*Educational Planning, Foreign Medical Graduates, Foreign Students, •Graduate Medical Education, Graduate Medical Students, Graduate Study, Health Care Costs, Higher Education, Medical Education, Minority Groups, Physicians

This volume primarily contains the detailed reports of the subcommittees on physician manpower, foreign medical graduates, financing of graduate medical education, and minority representation in medicine. Detailed background information and considerations used by the subcommittee in developing the conclusions and recommendations are provided. Comments by individual Council members and a cross-reference display of the Council's conclusions and recommendations are also included. The three appendices offer: an executive summary from Volume 1 of the first report of the Council; a summary of public hearing, November 19-20, 1987 and a glossary of 46 key terms. (SM) ED 316 169

HE 023 294 Russell, Susan H. And Others A Descriptive Report of Academic Departments in

Higher Education Institutions. 1988 National Survey of Postsecondary Faculty (NSOPF-88).

Contractor Report. Survey Report. SRI International, Menlo Park, Calif. Spons Agency-National Center for Education Statistics (ED), Washington, DC.

should be invested in non-Harvard ventures. (JC)

Report No.-NCES-90-339 Pub Date—Jan 90

Note-116p.; Data Series: DR-NSOPF-87/88-

1.21. Pub Type - Numerical/Quantitative Data (110) –

Reports - Descriptive (141) – Tests/Question

naires (160) EDRS Price · MF01/PCO5 Plus Postage. Descriptors-Administrative Policy, College Fac

ulty, Faculty Promotion, Full Time Faculty, Higher Education, Part Time Faculty, Personnel Selection, Professional Development, Questionnaires, Teacher Characteristics, Teacher Evaluation, Two Year Colleges

The report examines university department-level policies regarding faculty hiring, promotions, and benefits. After an introduction, four sections provide information on: (1) faculty composition in departments of instruction (number of faculty per department, percentage of departments with faculty of various types, joint appointments, and teaching assistants); (2) selection and advancement of instructional faculty (the primary decision-making authority, and factors in the selection and advancement of instructional faculty); (3) the assessment of teaching performance; and (4) opportunities for professional development. Some of the highlights are: the average department in four-year and above schools had 18 faculty members, and in two-year schools, the average department had 21; at four-year schools, 73% of departments normally made their own decisions in hiring a given individual for a full-time teaching position (but only 41% did this in two-year schools); and student evaluations were used to evaluate teaching performance of full- and part-time faculty in almost all departments of both two-and four-year schools. Three appendices provide: technical notes (overview, sampling strategy, weight calculations, data collection, data processing, and accuracy of estimates); standard error tables; and the survey questionnaire. (SM) ED 316 170

HE 023 407 Weissman, Robert Bourke, Jaron Still a Bad Idea. A Critique of Harvard Universi

ty's Medical Science Partners Proposal. A Har

vard Watch Report. Harvard Watch, Cambridge, MA. Pub Date—24 Oct 88 Note-21p.; For related documents, see HE 023

408-410. Available from-Harvard Watch, Mather House

153, Harvard University, Cambridge, MA 02138

($5.00). Pub Type - Reports - Descriptive (141) – Opinion

Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Biomedicine, Business, Capitalism,

Corporate Support, Economic Opportunities, *Entrepreneurship, Higher Education, Institutional Advancement, *Marketing, Medical Research, School Business Relationship,

*Technology Transfer Identifiers—*Harvard University MA, *Harvard

Watch

In 1988, Harvard University unveiled plans for Medical Science Partners (MSP), a venture capital fund intended to invest in and commercialize faculty biomedical projects. Critical of what is perceived as a “15 year long trend" wherein Harvard has “forged deeper and more extensive ties with the biomedical industry," the document asserts that MSP will give Harvard a role and interest in the marketing of its faculty's research plus a vested interest in the health of the biomedical industry. Most of the fund will be for facilitating patenting, federal approval, commercial development, and marketing, with little monies going into laboratory research. Unlike the Ptashne case of 1980 squelched by President Bok as an “improper relationship,” the MSP plan does not give Harvard equity in companies that result from its faculty's research. However, the authors argue against the MSP as currently conceived, addressing issues of structure; investors and investments; and patents, licenses, and profits. Six recommendations are proffered: the university must directly address the issues raised by the Ptashne case before embracing the MSP; the university must demonstrate the value and worthiness of the arrangement on its own terms; Harvard must demonstrate that any research project taken on by MSP falls into the development gap; the internal documents of the Academic Review Committee and Board of Directors of ION, Inc. should be made public; restructure the MSP proposal so it receives none of the partnership's profits; and no MSP funds

ED 316 171

HE 023 408
Bourke, Jaron The New Classified Research. Corporate Spon-

sored Biomedical Research and the Reign of
Secrecy at Harvard University. A Harvard

Watch Report. Harvard Watch, Cambridge, MA.

Pub Date—16 Nov 88

Note—31p.; For related documents, see HE 023

407-410. Available from Harvard Watch, Mather House

153, Harvard University, Cambridge, MA 02138

($6.00). Pub Type— Reports - Descriptive (141) – Opinion

Papers (120) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Biomedicine, Business, Capitalism,

*Corporate Support, Economic Opportunities, *Entrepreneurship, Higher Education, Institutional Advancement, Marketing, *Medical Research, Private Financial Support, School Business Relationship, Technology Transfer Identifiers—*Harvard University MA, Harvard

Watch, Public Interest, *Secrecy

Harvard Watch asserts that withholding essential information from public scrutiny is not uncommon at Harvard University. Maintaining that Harvard has reversed its position from extolling the virtues of public disclosure to one of imposing secrecy, the document suggests that this about face is linked to the university's recent collaboration with the private sector biomedical industry. Describing a case in which a Medical School dean knew about illegal and unethical misconduct of a research fellow 5 months prior to public exposure, the document suggests Harvard officials routinely refuse the public direct access to information about corporate spon. sored research agreements or to internal records of fraud, ethical misconduct, and wastefulness. Since Harvard has recently entered into research agreements with many chemical and pharmaceutical companies, Harvard Watch recommends public disclosure of: the conclusions of academic review committees and all other committees that investigate ethical misconduct; the texts of all collaborative research agreements with private sector biomedical companies; the extramural affiliations and commitments of Harvard faculty; the name of each company that sponsors Harvard research and the dollar amount of their sponsorship; the names of the principal investigators who benefit from the sponsorship; and a detailed explanation of the purpose of the research. (SM) ED 316 172

HE 023 409 Weissman, Robert Scholars, Inc.: Harvard Academics in Service of

Industry and Government. (A Harvard Watch

Report]. Harvard Watch, Cambridge, MA. Pub Date—16 Nov 88 Note—97p.; For related documents, see HE 023

407-410. Available from-Harvard Watch, Mather House

153, Harvard University, Cambridge, MA 02138

($10.00). Pub Type-- Reports - Descriptive (141) – Opinion

Papers (120) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*College Faculty, Conflict of Inter

ést, Consultants, *Ethics, Higher Education, Moral Values, *Multiple Employment, *Profes

sional Autonomy, *School Business Relationship Identifiers—*Harvard University MA

The interaction of Harvard University scholars with outside institutions is examined, as is the need for the university to monitor and regulate these outside activities. Harvard scholars were found to maintain 38 directorships with Fortune 500 companies, 60 ties to the biotechnology industry, over 500 contacts between faculty at the Business School and corporate America, and over 50 slots on federal advisory committees. Because of the secrecy surrounding scholars' outside activities, this information is considered to be only the surface of academic moonlighting. Examples are provided of the ways in which extensive outside relationships lead to conflicts of commitment and direct and indirect conflicts of interest. In addition, examples are provided of corporate attempts to coopt academics by employing them as consultants or directors. It is recommended that, to address these problems, Harvard compile and publicly disclose a comprehensive list of faculty's outside ties. (KM)

ED 316 173

HE 023 410 Weissman, Robert The Hidden Rule: A Critical Discussion of Harvard

University's Governing Structure. (A Harvard

Watch Report]. Harvard Watch, Cambridge, MA. Pub Date—7 Dec 87 Note—95p.; For related documents, see HE 023

407-409. Available from Harvard Watch, Mather House

153, Harvard University, Cambridge, MA 02138

($10.00). Pub Type - Reports - Descriptive (141) – Opinion

Papers (120) EDRS Price · MF01/PC04 Plus Postage. Descriptors—* Administrative Policy, Administra

tive Principles, Administrative Problems, *Administrator Responsibility, *College Administration, College Presidents, *Gover. nance, Higher Education, Private Colleges, *Stu

dent College Relationship Identifiers—* Harvard University MA

The governing structure of Harvard University is reviewed, and the findings include the following: (1) Harvard's present administrative and governance structure utilize corporate techniques of management that allow the president to diffuse administrative tasks without diffusing power-the difficulty of locating responsibility in the decentralized administration limits the degree to which any administrator is held accountable for his or her actions; (2) Harvard's governing body, the Harvard Corporation, is made up of white male professionals and businessmen and operates in secret; (3) a university's need for openness and a free flow of communication supports the need for the administration and the corpo ration to operate less secretly and incorporate students into the decision-making process; (4) the current approach of the administration and corporation send a number of negative messages to students about the administration of power; and (5) the Undergraduate Council provides students with a means of fighting for a greater role in university governance. Eighteen recommendations for changes in Harvard's governing system are proposed, involving more openness on the part of the corporation and increased student involvement in governance. Appendices include a description of university governance, edited by university officials; short profiles of members of the Harvard Corporation; the author's correspondence with the Harvard Corporation; an interview with the university treasurer and the vice president for government, community, and public affairs; and a list of the universities and colleges surveyed concerning their governing structure. (KM)

ED 316 174

IR 014 076 Hummel, Thomas J. Robinson, Judith A. The Application of Artificial Intelligence to Hu

man Resource Development. A Case Study in the Development of a Rule-Based Expert System for Performance Analysis and Development Plan

ning. Pub Date—Mar 89 Note-18p.; Paper presented at the Annual Meet

ing of the American Educational Research Association (San Francisco, CA, March 30-April 2,

1989). Pub Type- Reports • Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Computer Software, Expert Systems, Instructional Design, Instructional Development, Labor Force Development, 'Management Development, Postsecondary Education, Sales Workers, School Business Relationship, *Staff Develop

ment Identifiers—University of Minnesota, Wilson

Learning Corporation MN

In 1984, the University of Minnesota's College of Education and Wilson Learning Corporation created the Alliance for Learning to support a variety of research projects focused on developing new ar. eas of knowledge about adult learning and new technologies for delivering training and education. This paper describes an Alliance project exploring the application of expert systems in the area of sales and sales management. The first part of the project involved the development of an expert system shell that would allow maximum flexibility and provide the capability to address a wide variety of individual performance issues. The second part involved developing a knowledge base derived from Wilson sales training materials and sales management subject matter experts. The outcome of the project was the development of an experimental expert system called “The Sales Coach." It is designed as a tool to allow sales managers to assess the individual needs of their sales staff and generate individualized development plans for improving performance. While the existing knowledge base represents generic Wilson sales training content, it is highly tailorable, allowing for complete customization. This document describes: (1) the research perspective that influenced the design of the shell and the knowledge base; (2) the method used to develop both; (3) the specific features of the resulting system; and (4) the significance of the system in the larger context of education and training in business and industry. Samples of computer screens from the expert system are included. (GL) ED 316 175

IR 014 078 Rezabek, Randall H. Ragan, Tillman J. Elaborated Resources: An Instructional Design

Strategy for Hypermedia. Pub Date—3 Feb 89 Note—15p.; Paper presented at the Annual Meet

ing of the Association for Educational Communications and Technology (Dallas, TX, February

1-4, 1989). Pub Type- Information Analyses (070)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Processes, Computer As

sisted Instruction, *Courseware, *Hypermedia, * Information Retrieval, Instructional Design, Interaction, Learning Theories, *Schemata (Cogni

tion) Identifiers—*Elaboration Theory, Learner Control

The concept of hypertext was introduced by Ted Nelson in 1965, but only recently has the widely available technology caught up with the idea. The new generation of microcomputers featuring large internal memories, graphic interfaces, and large data storage capacities have made the commercial development of hypertext/hypermedia software possible. A review of the hypermedia concept indicates that: (1) hypermedia is based upon the philosophy of easy access to large bodies of information; (2) hypermedia should be thought of as an interactive environment for the user, not just as a single application program; and (3) end users should be able to modify hypermedia systems. As an extensive and generalized informational environment, hypermedia requires a macro level instructional design to fully utilize its capabilities. While a framework must be created to guide and structure the learner's progress, the learner must be allowed to create associations and follow related pathways and ideas. The key to building a hypermedia knowledge environment is to find the optimal balance between instruction and exploration. The elaborated resources theory, which is built upon web theory, provides a promising approach to solving this problem. Based upon the linking capabilities of hypermedia, the theory is an attempt to extend computer-based instruction beyond the tutorial approach by integrating information retrieval capacities into the hypermedia environment. It facilitates the design of hypermedia environments that can serve as tutor, tool, and tutee, enhancing both instruction and learner exploration. Diagrams illustrating the elaborated resources theory are provided. (14 references) (GL) ED 316 176

IR 014 097 Jain, Sushil K. Educational Computing in Schools. Pub Date—[87] Note—19p.; Figures 1.1 and 1.2 will not reproduce

well due to small type. Pub Type- Information Analyses (070) — Opinion

Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavioral Objectives, *Computer

Assisted Instruction, Computer Literacy, Computer Software, *Curriculum Development, Elementary Secondary Education, *Facility Guidelines, Foreign Countries, Instructional Development, Microcomputers, *Program Imple

mentation, *Technology Transfer Identifiers-Canada, *Ontario

This overview of the issues involved in introducing educational computing into a school system at either the district, building, or classroom level be

gins by defining the terms “educational computing" and "computer literacy." A discussion of the curriculum development process focuses on the role of educational technologies in the curriculum, and the current status of computer literacy education in Ontario public schools is briefly described. Guidelines developed by the province of Ontario for computer use in publicly-funded schools are noted. In response to the provincial philosophy on computer use in elementary and secondary education, a set of educational objectives for computer literacy and a description of a "typical" computer literacy course for fifth grade students are provided. The document also considers three issues that teachers will have to face when implementing a computer literacy program-hardware selection and other technical needs, software selection, and physical arrangements. (26 references) (GL) ED 316 177

IR 014 101 Reeves, Barbara Enhancing Leadership in the Integration of Tech

nology in Curriculum and Instruction. Maryland State Dept. of Education, Baltimore. Pub Date—[88] Note—5p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Assisted Instruction, Curriculum Development, Educational Technology, Elementary Secondary Education, *Leadership Responsibility, *Leadership Training, Mathematics Instruction, *Program Implementation, Science Instruction, *Staff Development, * Technology Transfer Identifiers—*Maryland State Department of Edu

cation

Technology has the potential to make a significant impact on education at all learning levels, but it will be only as powerful as the degree to which it is integrated effectively into the total instructional program. Educators responsible for effective instruction must assume leadership in achieving this goal. This paper describes the background, objectives, and activities of a program in the Division of Instruction at the Maryland State Department of Education (MSDE) that is designed to develop and enhance this leadership at both the state and the local level. Program objectives are to: (1) enhance the Division of Instruction staff's ability to provide leadership for Maryland local education agencies in improving curriculum, instruction, and learning through effective integration of appropriate technology and related software; (2) provide state-level leadership and technical assistance to the Maryland Education Project-a cooperative effort to improve mathematics and science instruction through the use of technology, involving the MSDE Potomac Edison Power Company, six local school systems, and five institutions of higher education-in meeting the same goals; and (3) provide instructional effectiveness leadership for the initiatives outlined in the MSDE Strategic Plan for Educational Technology. (Author/GL) ED 316 178

IR 014 123 Turnbull, Amelia Joy Distance Education-The Trend Setter. Pub Date-Jul 87 Note-15p.; Paper presented at the Symposium on

Distance Education by Design (Edmonton, AB,

Canada, July 6-10, 1987). Pub Type- Opinion Papers (120) - Reports - De

scriptive (141) — Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Access to Education, Administra.

tion, Correspondence Study, Delivery Systems, *Distance Education, Educational Technology, Educational Trends, Equal Education, Foreign Countries, Individualized Instruction, *Interac

tion, Multimedia Instruction, *Services Identifiers—*Alberta Correspondence School

The quality of distance education is becoming more widely recognized in Canada and a greater number of students are opting for this means of furthering their education. an effective distance education techno-system which focuses on the student, five essential characteristics can be identified. Such a system will be accessible; flexible; userfriendly (with a high degree of interaction and adequate support systems); eclectic (employing a variety of media, teaching strategies, and delivery systems); and egalitarian. The Alberta Correspondence School's operations reflect these requirements and can be considered in terms of three subsystems-materials, support, and administra

tion-that have a combined purpose of meeting students' needs. The school has the capacity to produce instructional materials in a variety of media, e.g., print, audio, video, and computer courseware. Support services include the use of travelling teachers, face-to-face meetings between teachers and students, periodic group seminars, and teleconferencing. Other support services, such as academic counselling, guidance, and diagnostic testing, are limited. Delivery of educational programs and ser. vices has been facilitated through the use of a special mailing system; a study center which handles telephone inquiries, in-person registration, and testing facilities; the use of community resources where shop or laboratory facilities are not available; a computer network; and automated office systems for processing student registration and tracking student progress. (10 references) (GL) ED 316 179

IR 014 130 Metallinos, Nikos Three Dimensional Video: Perceptual and Aes

thetic Drawbacks. Pub Date—89 Note—34p.; Paper presented at the International

Conference on 3-D Media and Technology (Mon

treal, Quebec, Canada, May 30-June 1, 1989). Pub Type - Information Analyses (070) – Opinion

Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Aesthetic Values, Computer Graph

ics, Television, Three Dimensional Aids, Visual Literacy, *Visual Perception

The revolution brought about by computerized technology, in general, and television imagery, in particular, challenges the perceptual habits and alters the television viewer's means of expressing appreciation of the aesthetic merits of such television images. This study speculates on several perceptual and aesthetic drawbacks of future massive applications of three dimensional (3-D) video images. Specifically it: (1) reviews the technology of existing 3-D media; (2) discusses the principles of visual perception and aesthetics which are challenged by the development of 3-D media technology in television; and (3) provides alternatives to the problems raised by massive application and commercializing of 3-D media technology. It is concluded that the novelty generated by 3-D media technology challenges the fundamental rules of perception and aesthetic appreciation of film and television images, but that neurophysiological bases of the visual perception processes and psychological standards of aesthetic appreciation have strong roots and traditions, and will not easily be bypassed by 3-D media technology. (40 references) (Author) ED 316 180

IR 014 132 Duby, Aliza Louw, Wynand Summative Evaluation of Two Educational Televi

sion Programmes, “The Edge" and "The For

tesque File". South African Broadcasting Corp., Johannesburg. Pub Date-Jul 86 Note-44p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, * Audience Analy

sis, *Educational Television, Foreign Countries, Group Discussion, Questionnaires, *Racial Bias, *Racial Differences, Summative Evaluation, Tele

vision Research, *Vocational Education Identifiers—*South Africa

This summative evaluation of two educational television programs, “The Edge" and "The Fortesque File," was based on a sample of "white" and "colored" classified respondents in the Greater Cape Town (South Africa) area. The two samples, which were divided into small panel groups of six to eight respondents each, were interviewed using both questionnaires and in-depth group discussions on different aspects of educational television and the programs under evaluation. “The Edge” is a film about welding, designed to address concerns about the shortage of adequately trained and qualified workers in the technical fields, and “The Fortesque File" is a series of 14 episodes dealing with salesmanship. In general, the respondents found the program titles misleading, were concerned about the lack of clear diction and good usage of English, and responded negatively to the late time slot occupied by the educational programming. In addition, the colored respondents were particularly sensitive to actions and portrayals which could be interpreted as racist. On the other hand, numerous incidents were seen by respondents as enhancing the entertainment

Page 23

value of the programs without detracting from their educational value. The text is supplemented by 41 tables, and three references are provided. (EW)

ED 316 181

IR 014 140 Collins, J. H., Ed. And Others Proceedings of the International Conference on

Technology and Education (5th, Edinburgh,

Scotland, Mareb 1988). Volume 1. Spons Agency-Tandy Corp., Ft. Worth, TX. Radio

Shack Education Div. Report No.-ISBN-0-905941-26-8 Pub Date-Mar 88 Note—638p.; For Volume 2, see IR 014 141; for the

proceedings of the sixth conference, see IR 014

142-143. Pub Type-Collected Works - Proceedings (021)

Reports - Descriptive (141) — Reports - Research

(143) EDRS Price - MF03/PC26 Plus Postage. Descriptors—* Administration, * Artificial Intelli

gence, Computer Assisted Instruction, Disabilities, •Distance Education, *Educational Technology, Elementary Secondary Education, Higher Education, Interactive Video, Leadership, Open Education, *Teacher Education, Technology Transfer, Telecommunications

The first of two volumes in these proceedings contains the text (or, in a very few cases, an abstract) of 157 papers on the use of technology at all levels of education, including elementary, secondary, and higher education. These papers were presented in 54 topic sessions and two plenary sessions. Themes of the sessions include: (1) educational administration and leadership; (2) enabling technologies; (3) using computers to enhance instruction; (4) artificial intelligence; (5) open and distance learning; (6) teacher education; and (7) using computers with the handicapped. An alphabetical index of authors in this volume is provided. (GL)

ED 316 182

IR 014 141 Collins, J. H., Ed. And Others Proceedings of the International Conference on

Technology and Education (5th, Edinburgh, Scotland, March 1988). Volume 2. Spons Agency-Tandy Corp., Ft. Worth, TX. Radio

Shack Education Div. Report No.-ISBN-0-905941-27-6 Pub Date-Mar 88 Note-360p.; For Volume 1, see IR 014 140; for the

proceedings of the sixth conference, see IR '014

142-143. Pub Type — Collected Works - Proceedings (021) –

Reports - Descriptive (141) — Reports - Research

(143) EDRS Price - MF01/PC15 Plus Postage. Descriptors—Administration, * Artificial Intelli

gence, *Computer Assisted Instruction, *Distance Education, "Educational Technology, Elementary Secondary Education, Higher Education, Interactive Video, Open Education, *Teacher Education, Technology Transfer, Telecommunications

The second of two volumes in these proceedings contains the text (or, in a very few cases, an abstract) of 87 papers on the use of technology at all levels of education, including elementary, secondary, and higher education. These papers were presented in 29 topic sessions and one plenary session. Themes of the sessions include: (1) educational administration; (2) enabling technologies; (3) computers to enhance instruction; (4) artificial intelligence; (5) open and distance learning; and (6) teacher education. Descriptions of 10 workshop demonstrations are also provided, as well as an alphabetical index of authors in this volume. (GL)

tance Education, #Educational Technology, Elementary Secondary Education, Higher Education, Interactive Video, Leadership, Open Education, *Teacher Education, Technology Transfer, Telecommunications

The first of two volumes in these proceedings contains the text (or, in a few cases, an abstract) of 60 papers on the use of technology at all levels of education, including elementary, secondary, and higher education. These papers were presented in 44 topic sessions by delegates representing more than 30 nations. Themes of the sessions include: (1) educational administration and leadership; (2) enabling technologies; (3) higher education; (4) using computers to enhance instruction; (5) artificial intelligence; (6) open and distance learning; (7) teacher education; and (8) futures. An alphabetical list of authors for this volume provided. (GL) ED 316 184

IR 014 143 Collins, J. H., Ed. And Others Proceedings of the International Conference on

Technology and Education (6th, Orlando, FL,

March 1989), Volume 2. Spons Agency-Tandy Corp., Ft. Worth, TX. Radio

Shack Education Div. Report No.—ISBN-0-905941-32-4 Pub Date—Mar 89 Note—616p.; For Volume 1, see IR 014 142; for the

proceedings of the fifth conference, see IR 014

140-141. Pub Type-Collected Works - Proceedings (021)

Reports - Descriptive (141) - Reports - Research

(143) EDRS Price - MF03/PC25 Plus Postage. Descriptors—* Administration, * Artificial Intelli

gence, *Computer Assisted Instruction, Computer

Software, *Distance Education, *Educational Technology, Elementary Secondary Education, Higher Education, Interactive Video, Leadership, Open Education, *Teacher Education, Technology Transfer, Telecommunications

The second of two volumes in these proceedings contains the text (or, in some cases, an abstract) of 124 papers on the use of technology at all levels of education, including elementary, secondary, and higher education. These papers were presented at 25 topic sessions by delegates representing more than 30 nations. Themes of the sessions include: (1) educational administration and leadership; (2) enabling technologies; (3) higher education; (4) computers to enhance instruction; (5) artificial intelligence; (6) open and distance learning; (7) teacher education; (8) futures; and (9) Software compatibility. Forty-one presentations from or descriptions of poster sessions are also included, and an alphabetical list of authors in this volume is provided. (GL) ED 316 185

IR 014 152 Reiser, Brian J. Pedagogical Strategies for Human and Computer

Tutoring. Pub Date-Mar 89 Note—34p.; Paper presented at the Annual Meet

ing of the American Educational Research Association (San Francisco, CA, March 30-April 2,

1989). Pub Type - Opinion Papers (120) — Reports - Re

search (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Artificial Intelligence, Cognitive

Processes, Comparative Analysis, Computer Assisted Instruction, *Feedback, Instructional Design, Interaction, *Problem Solving, Programing,

Teaching Methods, *Tutoring Identifiers—*Intelligent Tutoring Systems, *Model

Tracing Tutor

The pedagogical strategies of human tutors in problem solving domains are described and the possibility of incorporating these techniques into computerized tutors is examined. GIL (Graphical Instruction in LISP), an intelligent tutoring system for LISP programming, is compared to human tutors teaching the same material in order to identify how the intelligent tutoring system achieves the pedagogical goals of human tutors. This comparison shows that model-tracing tutors can provide the immediate feedback and guidance provided by human tutors, such as hints when students are stuck, feedback to help in locating an error, and guidance in repairing an error. Currently, human tutors are more subtle, less direct, and possibly more gentle in this feedback process, but the cognitive and motivational consequences have yet to be explored. Computer tutors are currently limited by a low bandwidth of communication, but many advantages

of visual displays are now being explored. Much further research is needed on the issues of the timing and content of feedback, student control, and learn., ing by discovery. Intelligent tutors are now being used as experimental tools with which to explore these issues. (45 references) (GL) ED 316 186

IR 014 157 Teresa, Joseph G. An Alternative Approach to Strengthening the

Connection of Dissemination and Improvement

in Education. Spons Agency–National Inst. of Education (ED),

Washington, DC. Pub DateJul 84 Contract—400-79-0035 Note—9p. Pub Type — Opinion Papers (120) - Reports - De

scriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cost Effectiveness, Diffusion (Com

munication), *Educational Innovation, *Information Transfer, Marketing, Models, Needs Assessment, Research and Development, *Re

search Utilization, *Theory Practice Relationship Identifiers—Department of Education, *Social

Marketing

Converting research findings into practical applications is an important concept to education but one that has been overlooked by the educational research community until recently. While a model for turning concepts into practical applications has been developed and field tested for human service practitioners, the model has not been directly applied in education. It appears that social science researchers have not put the resources into disseminating their research that they have put into the research effort itself. A recently proposed solution is “social marketing,” a conceptual system for thinking through the change process which places a high priority on identifying the needs, perceptions, preferences, reference groups, and behavioral patterns of audiences, and tailoring innovations to best suit audience characteristics. This paper describes an application of social marketing concepts to the education dissemination process, outlining the tasks performed during the needs assessment phase, the research and development phase, the dissemination phase, and the utilization profit phase. A comparison between business and industrial marketing and social marketing is drawn and further analyzed within the framework of the four basic component marketing fields: (1) product; (2) promotion; (3) place; and (4) price. It is noted that the model has been field tested in a social organizational setting with results that warrant further

study in education. (13 references) (GL) ED 316 187

IR 014 161 Berger, Gertrude Computer Assisted Instruction: Effectiveness and

Text. Pub Date-[88] Note7p. Pub Type — Information Analyses (070) – Opinion

Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

Computer Simulation, Courseware, Drills (Practice), Elementary Secondary Education, Evaluation Criteria, Instructional Design, *Instructional Effectiveness, Learning Readiness, "Reading Comprehension, Teacher Attitudes, *Text Struc

ture, Tutorial Programs Identifiers-Learner Control, *Message Design

The current state of computer assisted instruction (CAI) in kindergarten through grade 12 is discussed. Four formats for CAI-drill, practice, tutorial, and simulation-are defined, and a set of criteria for distinguishing between effective and ineffective CAI are described. Comparisons are made between human and computer tutors. In response to teachers' concerns that CAI demonstrate superiority over textbooks, specific recommendations from the literature are provided for presenting text in a way that maximizes learner comprehension and for constantly monitoring learner readiness to absorb content information presented by computer programs. Suggestions are included for designing tutorial programs, with an emphasis on the importance of text presentation and proper specification of behavioral objectives. Finally, it is noted that simulation programs have the potential to develop higher levels of cognitive functioning. (3 references) (GL)

ED 316 183

IR 014 142 Collins, J. H., Ed. And Others Proceedings of the International Conference on

Technology and Education (6th, Orlando, Flor

ida, March 1989). Volume 1. Spons Agency—Tandy Corp., Ft. Worth, TX. Radio

Shack Education Div. Report No.-ISBN-0-905941-30-6 Pub Date-Mar 89 Note—591p.; For Volume 2, see IR 014 143; for the

proceedings of the fifth conference, see IR 014

140-141. Pub Type - Collected Works - Proceedings (021) –

Reports - Descriptive (141) — Reports - Research

(143) EDRS Price - MF03/PC24 Plus Postage. Descriptors Administration, * Artificial Intelli

gence, *Computer Assisted Instruction, *Dis

and (5) the amount of computer usage per student per semester. Table 6 records the types of computer hardware used in curricula by individual academic departments during 1988. The connect and CPU times for accounts on various mainframe systems from 1984 to 1989 are reported in Tables 7, 8, 9, 10, and 11. Table 12, which appears for the first time in this report, presents a detailed report on the usage of microcomputer laboratories by individual academic disciplines for the spring semester of 1989. (SD)

Salehi, Saeed And Others Maryland's Statewide Educational Technology

Network: Description & Evaluation. Research &

Evaluation Report. Maryland State Dept. of Education, Baltimore. Pub Date-Mar 89 Note-80p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (San Francisco, CA, March 27-31, 1989). Pub Type— Reports - Research (143) – Tests/

Questionnaires (160) Speeches/Meeting Papers (150) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Computer Assisted Instruction,

Conventional Instruction, Educational Technol. ogy, Elementary Secondary Education, “Program Evaluation, Questionnaires, School Surveys, *Student Attitudes, Tables (Data), *Teacher Attitudes

Two years of evaluation studies by the Maryland Education Technology Network (METN) are summarized in this report, which analyzes the effectiveness of school-based technology centers. During the first year of evaluation (1987), four questionnaires were administered at seven pilot schools to students, center coordinators, computer using teachers, and non-computer using teachers; during the second year (1988), questionnaires were adminis. tered at nine other schools to students and teachers. The purpose of the study was to: (1) determine the adequacy of the technical implementation of the system; (2) assess attitudes of students toward using computers as learning tools; and (3) assess teachers' attitudes toward computers as an educational tool and their perception of the effectiveness of computerized versus traditional methods of instruction. Re. sponses to the questionnaires indicate that students' attitudes toward computer assisted instruction (CAI) were very positive, and that they preferred learning in a computerized instructional environment to learning in traditional instructional settings. Teachers were also very positive in their appraisal of CAI, and over half of the teachers felt that learning in regular school subjects by average students had increased. Tables, figures, and charts displaying the results of the surveys and copies of the questionnaires make up a large part of the report. (SD) ED 316 189

IR 014 176 Foster, John F. (Classroom Change (Three Papers).] Pub Date-Mar 88 Note-13p.; Three papers presented at a Meeting of

the International Council on Computers in Edu

cation (Edinburgh, Scotland, March 1988). Pub Type- Opinion Papers (120) - Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Educational Technology, Elementary Secondary Education, Foreign countries, Microcomputers,

*National Programs, Teacher Attitudes Identifiers—*Great Britain

The first paper, "Pupils-Panaceas and Pragmatism,” provides background on computer-assisted instruction and national programs in Great Britain for introducing computers into the schools. The second paper (untitled) looks at the status of computers in education in Great Britain, the effects of the national curriculum on computer use, and some of the activities undertaken as part of a 5-year national program highlighting the uses of instructional technology in the curriculum. In examining problems and strategies related to the integration of the computer into the learning process, the third paper, “Provoking, Supporting, and Sustaining Classroom Change," focuses on the role of advisory teachers, i.e., teachers with curriculum expertise and training in instructional technology. (MES) ED 316 190

IR 014 177 Bestebreurtje, R. Report on Participating in the DELTA Pre-Pilot

Project: Building a Reference Model for Euro

pean Learning Systems. Twente Univ., Enschede (Netherlands). Dept. of

Education. Report No.-ISBN-90-365-0285-3 Pub Date-Jun 89 Note—50p. Pub Type - Opinion Papers (120) — Reports - Re

search (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Communications, *Educational

Technology, Foreign countries, International

Programs, .Models

Identifiers—*Europe

This report describes the DELTA (Development of European Learning through Technological Advance) Pre-Pilot project, which was designed to develop a European Learning System Reference Model that would bring structure into discussions of European Learning Technology, and would function as an intermediary and consensus-identifying tool. The first section of the report provides the background on project organization and assumptions. The second section summarizes some of the activities and conclusions of the four project task forces on: (1) definition, selection, and validation; (2) standards and interoperability; (3) educational requirements; and (4) authoring and prototyping. The model is shown in the third section, represented by a cubic framework with activities, actors, and resources as the three dimensions, and descriptive terms assigned to each dimension. Applications of the model as a communication tool, as a guide to critical processes, and as a reference to critical issues are assessed in the fourth section. The final section offers an overview of the next phase of the DELTA program and suggests further elaboration of the model. Three references are listed, and a detailed overview of the terms associated with the cu. bic framework is appended. (MES) ED 316 191

IR 014 179 Walker, David D. Strengthening the Impact of International Cooper

ation. Pub Date—Apr 89 Note-10p.; Paper presented at the International

Congress on International Co-operative Design and Development (Paris, France, April 12-21,

1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Courseware, Educational Coopera

tion, Elementary Secondary Education, *International Cooperation, Models Identifiers-European Economic Community,

*Software Development

This paper begins by describing four levels of educational cooperation: software design; support material development; development systems environment; and target classroom system. The main stages in the software development process are identified, and cooperative projects sponsored by the European Economic Community, including the Euryclee information network and summer institutes on software design, are discussed. The impact on cooperation of resource availability and national languages is then briesly considered. Goals for cooperative projects are noted, and a procedural model including six elements is presented: (1) development of proposal; (2) initial meeting pattern; (3) operational objectives; (4) staffing; (5) national working groups; and (6) evaluation. (MES) ED 316 192

IR 014 180 Summary of Computer Usage and Inventory of

Computer Utilization in Curriculum, FY

1988-89. Tennessee Univ., Chattanooga. Center of Excel

lence for Computer Applications. Pub Date-Jul 89 Note—62p.; For the FY 1987-88 report, see ED

303 161. Pub Type— Numerical/Quantitative Data (110)

Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—College Libraries, Comparative Anal

ysis, *Computer Assisted Instruction, Curriculum Development, Departments, Higher Education, *Intellectual Disciplines, Longitudinal Studies, Microcomputers, Surveys, Technological Advancement, Users (Information), *Use Studies Identifiers—Mainframe Computers, *University of

Tennessee Chattanooga

In addition to data on FY 1988-89, the 12 tables that constitute the major part of this report on computer utilization at the University of Tennessee at Chattanooga (UTC) provide comparisons among the 10 annual inventories that have been conducted, and demonstrate growth patterns over the 10-year period. The first five tables organize data by academic department from 1976 through 1989, including: (1) the number of courses using computers; (2) the number of faculty who use computers; (3) the primary method of using computers in courses-e.8., computer assisted instruction (CAI), simulation, word processing; (4) relationships of computing to courses (i.e., integral, supplementary, or incidental);

ED 316 193

IR 014 181 Bright, George W., Ed. Grigassy, Mary Louise, Ed. Technology: Window to the Future. Proceedings of

the Annual State Conference of the Texas Computer Education Association (9th, Houston,

Texas, March 5-7, 1989). Texas Computer Education Association, Lubbock. Pub Date-Mar 89 Note—244p.; For the proceedings of the 1988 con

ference, see ED 315 044. Variable type fonts

throughout. Pub Type - Collected Works - Proceedings (021)

Reports - Descriptive (141) - Reports - Research

(143) EDRS Price - MF01/PC10 Plus Postage. Descriptors—* Administration, Computer Literacy,

Computer Science Education, Computer Software, *Computer Uses in Education, Desktop Publishing, Elementary School Curriculum, Elementary Secondary Education, Higher Education, *Language Arts, *Mathematics Instruction, *Microcomputers, Science Education, Social

Studies, Special Education Identifiers—*Texas Computer Education Associa

tion

This proceedings compilation presents papers on administration, computer literacy, computer science, desktop publishing, elementary education, hardware and software, language arts, mathematics, media, music and art, science, social studies, and special education. The 130 papers are arranged alphabetically by author's name and a subject index listing by author is provided. (GL) ED 316 194

IR 014 182 Ming. Marilyn Telephone-Tutoring in Distance Education, Pub Date—May 88 Note—9p.; For reports on the development of the

Rural Library Training Project, see ED 257 466,

ED 265 869, ED 272 210, and ED 289 521. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Correspondence Study, * Distance

Education, *Dropout Prevention, Foreign Countries, Instructional Development, Job Training, *Library Personnel, Pacing, *Social Influences, Student Attitudes, Teleconferencing,

*Telephone Instruction Identifiers-Alberta, *Learner Control

The pro-active telephone-tutored delivery mode developed by the Southern Alberta Institute of Technology's Rural Library Training Project provides a model for increasing the completion rate of traditional correspondence courses, relieving the isolation factor associated with correspondence, and providing pacing while still allowing flexibility for the learner. In order to make this delivery mode successful and cost effective, several factors were incorporated: (1) the establishment of a schedule for assignments and telephone calls; (2) the development of a student handbook to explain all proce. dures and expectations and the incorporation of the study of this handbock into the first required course; (3) the development of a general instructor handbook and of instructor handbooks for each course that contain directions for dealing with the students and the materials specific to the course; and (4) the development of structured course materials that incorporate specific activities for follow-up by the tutors, well as self-tests, assignments, and behavioral objectives. The success of this delivery mode has been measured by completion rates of 94.6% overall, satisfactory achievement as measured by final course grades, acceptable cost, and self-reported student satisfaction. (The address and telephone number of the project coordinator are included as well as lists of supplementary documentation.) (Author/GL)

ED 316 195

IR 014 185 Oliva, Victor T. Reiner, Michael K. Using INNOVACQ To Process G.P.O. Titles. Adelphi Univ., Garden City, NY. Univ. Libraries.

ning, fiscal management, administration, computers, evaluation, dissemination, and reporting for the office's Annual Management Plan are outlined. An advisory system designed to facilitate communication between the office and schools is described, and 13 publications available from the office are listed. Primary activities in computer-assisted instruction are discussed, including the revision of software advisory listings and conducting the sixth annual statewide computer survey. Brief descriptions of instructional television (ITV) and radio resources developed by the Resource Development Section follow. Other activities of this section are noted, e.g., program evaluation, workshops, and new staff developnient resources. Data are also reported for major accomplishments of the Utilization Section inservice and training utilization, utilization services provided, television network expansion, equipment purchases, computer education utilization, and the Software Evaluation Exchange Dissemination project. The results of the annual survey of ITV and radio usage, ITV utilization history, ITV utilization trends, and staff development utilization are covered, and conferences/workshops and teleconferences are listed. Results of the annual computer survey are shown and compared with those of previous years. Activities aimed at increasing awareness of ITV and radio are summarized. Plans for 1989-90 to improve utilization and reception conclude the report. (MES)

Pub Date—Sep 89 Note-49p. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Cataloging, Classification, College

Libraries, *Depository Libraries, *Government Publications, Higher Education, Job Training, Li- brary Automation, *Library Materials, Library Technical Processes, Library Technicians, *On.

line Systems Identifiers—* Adelphi University NY, *Superinten

dent of Documents Classification This guide outlines the procedures for using INNOVACQ at the Adelphi University Swirlbul Library to process and check in government documents and to create and change records. All INNOVACQ procedures are described in detail, and step-by-step instructions are provided for selected routines. list of Long Island government depository libraries and their designated classes and a Superintendent of Documents filing order are included. (GL) ED 316 196

IR 014 186 Ross, Steven M. And Others What Happens after ACOT: Outcomes for Pro

gram Graduates One-Year Later. Pub Date—8 Aug 89 Note-92p.; For additional reports on the Memphis

ACOT project, see ED 295 600 and ED 308 837. Pub Type - Reports - Research (143) EDRS Price · MF01/PC04 Plus Postage. Descriptors—*Academic Achievement, *Com

puter Assisted Instruction, Grade 6, Grade 7, *High Risk Students, Intermode Differences, Interviews, Longitudinal Studies, Middle Schools, Minority Group Children, *Parent Attitudes, *Student Attitudes, Surveys, *Teacher Attitudes Identifiers—* Apple Classrooms of Tomorrow

This research examined the impact of the Apple Classrooms of Tomorrow (ACOT) project on seventh grade students in the year following their ACOT participation in sixth grade. Subjects were 24 former ACOT students and 29 matched control students, all of whom had attended sixth grade at the same school. All subjects were minority students representing an academically at-risk population. Research questions concerned the nature of the students' experiences during the post-ACOT school year and differences between the ACOT and control groups on measures of attitude and achieve. ment. The questions were addressed using surveys of and interviews with students, parents, and teachers; a keyboarding skills test; course grades; and California Achievement Test (CAT) scores. Comparisons between groups showed much greater similarities than differences. Where differences were found, however, they consistently favored the ACOT group. Those advantages included: (1) higher fall ratings of social skills by students' English teachers; (2) higher overall fall English ratings; (3) superior fall and spring keyboarding skills; and (4) higher fall and spring mathematics and CAT scores. Parents of students in both groups expressed consistently positive views about computers and their role in education. The absence of stronger differences between ACOT and control students is interpreted as reflecting less about the effectiveness of ACOT than about the difficulty of trying to overcome at-risk students' long-term histories of failure and disadvantaged home environments with relatively short-term interventions. Data are displayed in six tables, and appended materials include the data collection instruments, interview summaries, and teachers' comments. (25 references) (GL)

ED 316 198

IR 014 190 Hess, Darrel Audiovisual Techniques Handbook. National Council of Returned Peace Corps Volun

teers, Washington, DC. Pub Date—88 Note-46p. Pub Type— Guides - Non-Classroom (055) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Audience Awareness, Audiotape Re

cordings, * Audiovisual Communications, Cues, Equipment Maintenance, *Material Development, Photography, *Production Techniques, *Slides, *Special Effects, Writing Skills

This handbook focuses on the use of 35mm slides for audiovisual presentations, particularly as an alternative to the more expensive and harder to produce medium of video. Its point of reference is creating slide shows about experiences in the Peace Corps; however, recommendations offered about both basic productio procedures and enhancements are transferable to almost any subject area. The guide progresses from fundamental to more advanced topics, including the following: (1) choosing a scripted versus a “talk-as-you-go” format; (2) determining the focus of the show in the initial planning process; (3) writing scripts and cue cards; (4) dealing with difficult topics-e.g., avoiding cliches and stereotypes in photographs and music; (5) using music thoughtfully-e.8., juxtaposing music with narration; (6) recording a simple soundtrack; (7) editing slides; (8) arranging the logistical details of your presentation-e.g., arrangements to be made beforehand, equipment needed, tools to carry, preparing an audience; (9) selecting audiovisual equipment to purchase, rent, or borrow; (10) coping with equipment malfunctions; (11) having slides made from non-slide materials; (12) making title slides; and (13) developing a one-projector programmed show. Photography suggestions, books for further reference, and detailed technical notes are also included. (SD)

tionship between student empowerment and high computer access (HCA). The study involved observation in two fourth grade classrooms-one week in an ACOT classroom (with high computer access), and one week in a non-ACOT classroom (without high computer access). Descriptive data were collected, including field notes, videotapes, interview notes, and student materials. The data were analyzed to identify conditions that affect student empowerment and to explore their relationship to the students' use of computers. Four classroom conditions were identified that promote student empowerment. Empowerment was high when students were able to shape their activities and assignments, when the assignments were sizeable, when the assignments were cognitively and socially complex, and when evaluative feedback to students was primarily private and task-related. The research indicates that these four conditions are also related to HCA. Questions arising from the research are: (1) What is an appropriate level of student empowerment? (2) What kinds of classroom management techniques work well in student-empowered classrooms? and (3) Is HCA related to the students' use of productivity software? (22 references) (GL) ED 316 200

IR 014 193 Hiebert, Elfrieda H. And Others Writing. A Research-Based Writing Program for

Students with High Access to Computers. ACOT

Report #2. Apple Computer, Inc., Cupertino, CA. Pub Date-89 Note-i6p.; Apple Classrooms of Tomorrow Re

search. For additional reports in this series, see IR

014 192-196. Pub Type - Reports - Evaluative (142) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Classroom Research, *Computer As

sisted Instruction, Cooperative Learning, Elementary Education, Evaluation Methods, Grade 3, Instructional Development, Keyboarding (Data Entry), Microcomputers, Observation,

*Word Processing, *Writing Instruction Identifiers—* Apple Classrooms of Tomorrow

This report summarizes the curriculum development and research effort that took place at the Cupertino Apple Classrooms of Tomorrow (ACOT) site from January through June 1987. Based on the premise that computers make revising and editing much easier, the four major objectives emphasized by the computer-intensive writing program are fluency, knowledge of text structures, writing processes, and sharing. Research indicates that the computer helps facilitate each of these objectives. An exploratory study of the ACOT writing program using classroom observations, student work samples, and interviews with teachers indicated that: (1) quality of instruction, not merely access to computers, is the more significant factor in learning to write; (2) students maintained a level of enthusiasm, comfort, and persistence seldom seen when they have to write by hand to plan, draft, and revise their writing; (3) writers were much more willing to share their work when they had legible, computer-produced text on their screens and on the printed page; (4) students wrote more and better when they used computers for their daily writing activities; (5) low-achieving students demonstrated significant improvement in the quantity and elaboration of their writing; and (6) once third-grade students learned to keyboard an average of 26 words per minute, they were able to record thoughts faster than they could by hand. Critical findings emerging from the study are: (1) any sound writing program can be better facilitated when children write with computers regularly; (2) effective instruction is crit. ical for students to become competent writers; and (3) collaboration between teachers and researchers can produce successful research-based instructional programs. (5 references) (GL) ED 316 201

IR 014 194 Tierney, Robert J. Student Thinking Processes. The Influence of

Immediate Computer Access on Students' Thinking. First and Second-Year Findings. ACOT

Report #3. Apple Computer, Inc., Cupertino, CA. Pub Date—89 Note—18p.; Apple Classrooms of Tomorrow Re

search. For additional reports in this series, see IR

014 192-196. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Research, Cognitive Pro

ED 316 197

IR 014 189 Annual Report, 1988-89. South Carolina State Dept. of Education, Columbia.

Office of Instructional Technology. Pub Date—89 Note—68p.; For the 1987-88 Annual Report, see

ED 305 060. Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PCO3 Plus Postage. Descriptors—Annual Reports, Computer Assisted

Instruction, *Educational Radio, *Educational Technology, *Educational Television, Elementary Secondary Education, Program Evaluation, *Staff Development, *State Programs, State Surveys, Teleconferencing, Use Studies Identifiers-Interactive Television, South Carolina

Department of Education This report summarizes the activities of the South Carolina Office of Instructional Technology during the 1988-89 school year. Objectives relating to plan

ED 316 199

IR 014 192 Fisher, Charles W. Student Empowerment. The Influence of High

Computer Access on Student Empowerment (An Exploratory Study of the Nashville ACOT Site).

ACOT Report #1. Apple Computer, Inc., Cupertino, CA. Pub Date—89 Note-15p.; Apple Classrooms of Tomorrow Re

search. For a related report, see ED 304 100. For additional reports in this series, see IR 014

193-196. Pub Type— Reports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Access to Education, Classroom Re

search, *Computer Assisted Instruction, Elementary Education, Grade 4, Intermode Differences,

Interviews, Microcomputers, Observation Identifiers—* Apple Classrooms of Tomorrow,

*Empowerment This study identifies classroom conditions that af. fect student empowerment and examines the rela

Pub Type— Reports · Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Classroom Research, Computer As-

sisted Instruction, *Computer Networks, Computer Software, *Cooperative Learning, Elementary Secondary Education, Individualized Instruction, Microcomputers, Multimedia In

struction, Student Projects Identifiers—* Apple Classrooms of Tomorrow

The Apple Classrooms of Tomorrow (ACOT) research project provides classroom sites with equipment, ongoing support, and training, enabling educators to discover the potential of networked learning environments. ACOT networks link together technology from Apple lle computers and Image Writer printers, to Macintosh II systems, synthesizers, laserdisc players, scanners, and LaserWriter printers. Curriculums include subjects from reading, writing, and arithmetic to trigonometry, and networked software ranges from drill and prac. tice to word processing and curriculum management tools. Teaching approaches that utilize the network span from directing students to work

rough electronic workbooks, to coaching them they create entire curriculum units. Three kinds of network-supported learning environments can be utilized: self-paced, project-based, and knowledge-building. The first two reflect the current activity of ACOT classrooms, while the third predicts future ACOT activities. Two current research and development projects are described which demonstrate the use and value of electronic networks for building knowledge in a collaborative environment. (GL)

cesses, *Computer Assisted Instruction, Computer Literacy, Interviews, Longitudinal Studies, Microcomputers, Observation, Problem Solving,

Secondary Education, *Writing Instruction Identifiers—* Apple Classrooms of Tomorrow

This 2-year longitudinal study explored whether computers promote more sophisticated thinking, and examined how students' thinking changes as they become experienced computer users. The first-year study examined the thinking process of four ninth-grade Apple Classrooms of Tomorrow (ACOT) students. The second-year study continued following these students as well as five new ACOT ninth graders. Over two years the research team observed lessons involving writing and writing-related activities using computers. Researchers videotaped classroom activities and kept running records of student behaviors and interactions. In daily debriefings, students explained what they were thinking during their lessons. In more general interviews, they discussed the role of the computer and their attitudes toward it. All of the students progressed markedly from the beginning of the study. They all became fluent computer users and all significantly expanded their skills, confidence, ambitions, and willingness to share their work with others. Students developed notable experience in problem solving with their computers, integrating visual representation of ideas with text, and developing, refining, and restructuring ideas through multiple drafts that included both text and graphics. During the study, researchers also observed students working with hy. permedia technology in ways that suggest further possibilities for enhancing students' thinking skills. (4 references) (GL) ED 316 202

IR 014 195 Knapp, Linda Software Development through ACOT Teachers'

Eyes. ACOT Report #4. Apple Computer, Inc., Cupertino, CA. Pub Date-89 Note-8p.; Apple Classrooms of Tomorrow Per

spectives. For additional reports in this series, see

IR 014 192-196. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Computer Software, Elementary Secondary Education, *Instructional Development, Instructional Effectiveness, *Interdisciplinary Approach, *Language Arts, Microcomputers, Process Edu

cation, Teacher Role Identifiers—*Apple Classrooms of Tomorrow

Eight Apple Classrooms of Tomorrow (ACOT) teachers met with software developers at the Florida Instructional Computing Conference in January 1989. During the session, the panel of ACOT teachers expressed their wants and wishes for educational software and developers responded with their own concerns. The face-to-face communication provided a successful strategy for discussing future software development for education. Teachers expressed their need for: (1) a network management system for curriculum software that will identify students' needs as well as record their progress; (2) curriculum software that combines practice with meaningful applications of the skills being taught (e.g., adding word processing capabilities to language arts software so that students can use newly-acquired spelling and vocabulary skills to compose sentences or paragraphs); (3) software that complements a literature-based language arts curriculum; (4) software that supports the process approach to writing; (5) curriculum software for the Macintosh; and (6) interdisciplinary software. While teachers noted that many ACOT students do better on standardized tests because they are more highly motivated to learn with computers, several sites reported that test score averages have stayed the same since the introduction of ACOT programs. According to the teachers, students have become more active, independent learners as the result of computer use. Teachers saw their role changing from that of disseminator of information to facilitator of learning. (GL) ED 316 203

IR 014 196 Knapp, Linda ACOT Classroom Networks: Today and Tomor.

row. ACOT Report #5. Apple Computer, Inc., Cupertino, CA. Pub Date-89 Note-11p.; Apple Classrooms of Tomorrow Per

spectives. For additional orts in this series, see IR 014 192-195.

symbolic). For this reason, it is argued, it is not surprising that women are most skeptical of new information technology. The development in women-to a greater degree than in men-of kinetic, emotive, and symbolic modes of knowing has been the product of socialization and the division of labor in society, and is in opposition to the principles embodied in information technology. It is argued that the closing out of these modes of cognition resulting from the reduction of holistic experience to data is a limitation of artificial intelligence and cognitive science, and that an effort to achieve holism should be promoted. (GL) ED 316 206

IR 014 201 Daughenbaugh, Richard L. A Curriculum Model for Teaching Telecommunica

tions to Middle and Secondary School Students. University of South Alabama, Mobile. Coll. of Edu

cation. Pub Date—May 89 Note-84p. Pub Type - Guides - Classroom - Teacher (052) –

Tests/Questionnaires (160) EDRS Price · MF01/PC04 Plus Postage. Descriptors—Computer Networks, *Computer

Software, Curriculum Guides, *Electronic Mail, Elementary Secondary Education, Learning Modules, Microcomputers, *Modems, Puzzles, *Telecommunications, Transparencies, Work

sheets Identifiers—*Communications Software

This curriculum guide is intended for use in teaching a unit on telecommunications to students with a basic understanding of computing. Introductory materials spell out the purpose of the unit-to provide an introduction to the sending and receiving of electronic information using a personal computer system and the telephone communications system-together with behavioral objectives and information on the timeline and the materials and equipment needed for the unit. Plans are then pres. ented for four lessons, which require a minimum of seven 50-minute class periods: (1) Introduction to the Telecommunications Unit; (2) Data Transmission; (3) Electronic Bulletin Board System Procedures and Operations; and (4) Types of Networks. Each lesson includes a set of objectives for the lesson; a 10- to 15-item vocabulary list; an estimated time line; an overview of materials preparation; the content to be presented; a detailed description of classroom procedures; suggestions for additional classroom activities; and student worksheets. A glossary containing 59 key phrases is appended as well as a printout of messages produced by the public domain electronic bulletin board; lists of online networks (including connect and subscription costs) and communications software; masters for overhead transparencies designed for use in presenting the content of the lessons; and vocabulary word puzzles. (SD)

ED 316 204

IR 014 198 Nielsen, Janni “I Trusted the Measurements More Than My

Foot”-Said the Man. Pub Date—86 Note—23p.; Paper presented at a Conference enti

tled “Information Technology and Education: The Developing Perspective" (Plovdiv, Bulgaria,

October 9-12, 1986). Pub Type- Opinion Papers (120) - Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Development, Cognitive

Processes, Computers, Concept Formation, Ed. ucational Philosophy, *Epistemology, *Information Science, *Sex Differences

The general aim of education is seen as creating possibilities for gaining experiences and acquiring knowledge, hence development of cognition. The knowledge ideal in education is understood within the frames of the historically produced scientific ideal, which also indicates the road by which knowledge may be obtained. This historical production may be characterized by a growing polarization in feminine/masculine, where the qualifications ascribed to the feminine ideal become devalued and repressed, whereas those ascribed to the masculine become ennobled as the road to knowledge. It is in the relation to this that the computer-the embodiment of the masculine ideal-as a tool in informatics is comprehended. It is argued that in order to ensure the development of knowledge, the feminine universe of interpretation is a necessary complementary approach. The point of departure for this shift is a greater emphasis on the uniquely human modes of cognition: the sensorimotor, the emotive, and the symbolic. Informatics-and education as a whole -should be founded in the relation between the two roads to knowledge. (29 references) (GL)

ED 316 205

IR 014 199 Nielsen, Janni Is Artificial Intelligence Intelligent? Pub Date—84 Note-12p.; Paper presented at a Conference enti

tled “LEFT ALIVE" (London, England, October

29-November 4, 1984). Pub Type- Opinion Papers (120) Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Artificial Intelligence, Cognitive

Processes, *Computers, *Epistemology, *Information Technology, *Sex Differences

In order for information to be stored and processed in a computer, it must be reduced to data and organized and systematized in accordance with the rules and principles of formal logic. Reducing mani. fold reality to data for use by the computer results in loss of information because an arbitrary screening of data eliminates that gathered by the uniquely human modes of cognition (kinetic, emotive, and

ED 316 207

IR 014 202 Herman, Joan Increasing the Utility of Information Systems in

Schools: Lessons from the Literature. Multilevel

Evaluation Systems Project. California Univ., Los Angeles. Center for the Study

of Evaluation. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date—Dec 88 Grant-OERI-G-86-0003 Note—81p.; For a related document, see TM 014

568. Pub Type— Guides - Non-Classroom (055) — In

formation Analyses (070) Tests/Question

naires (160) EDRS Price · MF01/PC04 Plus Postage. Descriptors--Check Lists, *Decision Making, Edu

cational Improvement, Elementary, Secondary Education, Evaluation Utilization, *Information Needs, *Information Utilization, Literature Reviews, *Management Information Systems, Microcomputers, Organizational Climate,

Principals, Teachers Identifiers—*Multilevel Evaluation Systems Project CA

The Multilevel Evaluation Systems Project is exploring the requirements for information systems that could help teachers and administrators sort through, analyze, and apply comprehensive information about their students, community, instructional processes, and outcomes to improve their schools. Toward this end, a multi-disciplinary litera. ture review was conducted to identify guiding prin

ciples for system design and implementation. The direction of the literature review was shaped by Lucas' observation that the major reason information systems fail is that designers concentrate on technical aspects while they overlook users' organizational behavior and needs. The major research literature covered includes teacher planning, evaluation utilization, information representation and decision making, computers and user friendliness, management information systems, and cognitive psychology. The rationale for selecting these major areas is described, and the conclusion summarizes the major principles and implications suggested by the research. The summary includes 10 guiding principles and an accompanying checklist of planning and review questions for the design and implementation of a maximally useful information system. (63 references) (GL) ED 316 208

IR 014 203 Information Technologies in Education. The Quest

for Quality Software. Organisation for Economic Cooperation and Devel

opment, Paris (France). Centre for Educational

Research and Innovation. Pub Date—89 Note—125p. Pub Type— Reports - Descriptive (141) EDRS Price · MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Clearinghouses, Computer As

sisted Instruction, *Computer Software Reviews, *Courseware, Higher Education, International Cooperation, *Teacher Education

In a number of Organization for Economic Cooperation and Development (OECD) member countries, a vast amount of educational software covering the major school subjects is now available. Educational authorities or independent non-profit bodies have set up clearinghouses or 'centers for the review and evaluation of educational software. In 1988, the Centre for Educational Research and Innovation (CERN) undertook a survey of the major centers existing in OECD countries and released the results in a report which was discussed at an international seminar of member countries' representatives and experts held in Paris in 1988. This book presents a revised version of the report and the main conclusions of the seminar. Although it is primarily focused on software review and evaluation, it is also concerned with interrelated strategies linked to educational software-in particular teacher training-for the successful introduction of information technologies in education. The book stresses the necessity for government support and international cooperation if the full educational potential of information technologies is to be realized. The first of six chapters addresses computers as teaching and learning resources and the complex issue of software, while the second discusses the quality and types of educational software. The process of software review and evaluation in each of 15 OECD countries is outlined in the third chapter, and a more detailed consideration of the nature of software review and evaluation is provided in the fourth. The fifth chapter discusses the implications of software use for teachers, and the sixth outlines the major conclusions of the International Seminar on Software Review and Evaluation. A list of acronyms used is provided. (153 references) (GL) ED 316 209

IR 014 204 Neill, Shirley Boes Neill, George W. Only the Best: Preschool-Grade 12. The Annual

Guide to Highest-Rated Educational Software,

1990 Edition, Report No.-ISBN-0-8352-2766-9 Pub Date—89 Note—137p.; For the 1989 edition, see ED 303

141. Available from-R.R. Bowker, Order Department,

PO Box 762, New York, NY 10011 ($26.95). Pub Type - Reference Materials - Directories/Cat.

alogs (132) Book/Product Reviews (072)

Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—*Computer Software Reviews,

*Courseware, Elementary Secondary Education,

*Evaluation Criteria, Microcomputers Identifiers—Selection Tools, *Software Evaluation

Designed to aid teachers, school administrators, librarians, students, and parents in selecting educa. tional software for preschool through grade 12, this guide lists 231 programs chosen from 6,000 evaluations conducted by 35 education software evaluation efforts in the United States and Canada. The

introduction provides a detailed explanation of how the programs were selected, and the first of four major parts of the guide presents an alphabetical listing by title of the 185 highest rated programs as well as a listing by the following subject areas: arts, college entrance exams, early childhood education, foreign language, health education, language arts, mathematics, problem solving, science, social studies, student helpers, tool programs, and typing. The description each of these programs includes the subject area, the copyright date, grade level(s), hardware requirements, cost, type of program, a brief description, teaching tips, a summary of evaluation conclusions, and bibliographic citations for several reviews that appeared in magazines. The second part lists 46 "alert" or "highly promising" new programs that had fewer excellent or good evaluations than the highest rated programs. The 158 highest rated programs in 1989 are listed alphabetically within subject areas in the third part. Each listing includes the producer, computer requirements and price, grade level(s), and copyright date. The final section provides the names, addresses, and telephone numbers of the producers of software listed in this edition. (BBM) ED 316 210

IR 014 205 Neill, Shirley Boes Neill, George W. Only the Best: Preschool-Grade 12. The Cumula

tive Guide to Highest-Rated Educational Soft

ware, 1985-89. Report No.—ISBN-0-8352-2851-7 Pub Date—89 Note-314p.; For the 1990 edition of the annual

guide, see IR 014 204. Available from-R.R. Bowker, Order Department,

PO Box 762, New York, NY 10011 ($49.95). Pub Type- Reference Materials - Directories/Cat

alogs (132) Book/Product Reviews (072)

Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—*Computer Software Reviews,

*Courseware, Elementary Secondary Education,

*Evaluation Criteria, Microcomputers Identifiers—Selection Tools, *Software Evaluation

This cumulative guide lists the 550 highest rated programs identified by "Only the Best" from the evaluation reports of 37 evaluation services over a 5-year period. The introduction describes the selection criteria used as well as the individual evaluation services whose evaluations were used, and lists sources where the evaluations originally appeared. The first of two major sections provides an alphabetical listing of the programs by title which serves as a table of contents to the listings by the following subject areas: arts, business education, college entrance exams, computer education, computer science, early childhood education, foreign language, health education, language arts, math, problem solving, science, social studies, student helpers, tool programs, and typing. Each entry under the subject heading includes the title of the program, its producer, copyright data, grade level(s), hardware requirements, cost, type of program, brief description, a listing of evaluation conclusions, and bibliographic citations for reviews that appeared in magazines. The second section provides the names, addresses, and phone numbers of producers of all the programs included in this edition. (BBM) ED 316 211

IR 014 207 John, Martha Tyler John, Floyd Idwal A Research Model Applied to a Secondary School

Computer Project in Swaziland. Pub Date—[87] Note—29p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cognitive Processes, *Computer Assisted Instruction, Computer

Literacy, Creative ity, Developing Nations, Foreign countries, * Instructional Effectiveness, Microcomputers, Problem Solving, Program Evaluation, Secondary

Education, Semantic Differential Identifiers—Ideational Fluency, Swaziland

The University of Swaziland was contacted to assist in evaluating the effectiveness of a computer training program at Waterford Kamhlaba, a secondary school in Swaziland. Two other secondary schools were selected as controls, and the evaluation of several variables was carried out with each of the schools' Form 1 students: (1) ideational fluency (a creativity measure); (2) attitudes; and (3) logical thinking skills. The effects of the computer course on each of these areas were examined. Students at Waterford scored significantly higher on a

test of ideational fluency and showed significantly more positive attitudes toward computers than those in the control schools; however, no significant overall difference was found in logical thinking skills between the schools. Appendixes include samples of ideational fluency and semantic differential tests used in the study and tables of test results. (24 references) (GL) ED 316 212

IR 014 208 Bollier, David The Social Impact of Widespread Computer Use:

Implications for East-West Relations. Report of an Aspen Institute Conference (Queenstown, Maryland, March 23-25, 1989). Communications

and Society Forum Report. Aspen Inst. for Humanistic Studies, New York,

N.Y. Spons Agency-Congress of the U.S., Washington, D.C. Office of Technology Assessment.; Ford

Foundation, New York, N.Y. Pub Date -89 Note-43p. Pub Type-- Collected Works - Proceedings (021)

Opinion Papers (120) — Reports · Descriptive

(141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Civil Liberties, Computers, *Decen

tralization, Economic Status, Foreign countries, *Foreign Policy, *Information Technology, *International Relations, International Trade, Power

Structure, *Social Change Identifiers—*USSR

On March 1989, the Aspen Institute convened a group of experts to assess Soviet progress in computer and information technologies, their current and likely impact on Soviet society, and appropriate ways for U.S. policymakers to respond. Major issues addressed by conference participants included: Will new information technologies encourage a decentralization of authority in Soviet society? How will the new technologies affect human rights, if at all? How will they affect the Soviet Union's economic prospects? and Can the United States influence any of these computer-related trends through its foreign policies or trade policies? The conference consisted of seven sessions, each of which was devoted to a specific issue. Session titles were: (1) The Social Impact of Computer Use; (2) Computers as Decentralizing Forces? (3) A Portrait of Soviet Computer and Information Technologies; (4) Does Computerization Require an Open Society? (5) Soviet Computer Culture as a Reformist Vanguard? (6). Should “the West” Encourage Soviet Computerization? and (7) What Next? Proposals for Research and Action. A list of conference participants is included. (GL) ED 316 213

IR 014 211 Boyd, Vivian And Others Using a Taped Mini-Course in Statistics as an

Adjunct to Business Statistics. Research Report

#13-89. Maryland Univ., College Park. Counseling Center. Pub Date- [Sep 89] Note—9p. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, Audiotape

Recordings, *Business Education, *Dropout Prevention, Higher Education, Instructional Effectiveness, Instructional Materials, Intermode Differences, Remedial Instruction, Statistics, Un

dergraduate Students Identifiers—*Supplementary Instruction, Univer

sity of Maryland College Park

Business statistics is a required course for business and management majors and a prerequisite for advanced courses at the University of Maryland College Park. According to university records, typically 23% of the students enrolled for the course withdraw. The Counseling Center's Learning Assistance Service has a series of 16 45-minute audio-tutorial tapes with workbooks which presents important topics in basic statistics covered in the business statistics course. The taped series was offered to selected sections of the business statistics course as an adjunct to course presentations and discussions for helping students to keep up with the course material, and hence as a way of reducing the withdrawal rate from the course. Two sections of the course did not use the audiotape series and were identified as the non-treatment control group. Data concerning course grade, registration status, and academic action were obtained from university records, and were analyzed for four semesters subsequent to the

Page 24

strate the inherent conservatism of schools and teachers, the problem of integrating technology in the classroom, and the resistance of teachers to practices that present a perceived threat to good interpersonal relationships with students. In addition, contemporary criticisms are noted that help explain the diminished enthusiasm for computers in schools. Reference is made to disappointing research results on computers and student learning and development, and a summary assessment of the quality of software typically available for schools is presented. The paper concludes with a recommendation for the use of computers as a learning tool, emphasizing that computers should become meaningfully embedded in the curriculum and routine pedagogy of schools. (28 references) (Author/GL) ED 316 217

IR 014 216 Baggeti, Patricia Designing and Implementing an "Intelligent"

Multimedia Tutoring System for Repair Tasks:

Final Report. Michigan Univ., Ann Arbor. School of Education. Spons Agency-Office of Naval Research, Arling.

semester of intervention. Students who listened to at least one of the tapes were significantly less likely to withdraw from the course and earned significantly higher grades for the course than did students who chose not to listen to the tapes and those in the control group. For four semesters after the semester of intervention, students who used the tapes held a steady re-enrollment rate of 94% as opposed to a declining enrollment rate for nonusers and for the control group. Tape users held an equally steady rate of re-enrollment in good standing (94%), while rates of re-enrollment in good standing declined for nonusers and the control group. These differences were not statistically significant; nevertheless this intervention is an effective adjunct to the course for highly motivated students and does have institutional significance. (GL) ED 316 214

IR 014 212 Price, Robert V. The Videodisc: A Multi-Purpose Instructional

Tool. Pub Date-[88] Note-4p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Cost Effectiveness, Equipment Evaluation, Information Retrieval, *Information Storage, *Interactive Video, Videodisks

This discussion of the laser videodisk begins by noting that it is an extremely high density visual storage medium that can supply instructors with vast visual warehouses to supplement instruction, whether through conventional group presentations or via individualized computer assisted instruction. Major features of the medium are then described with an emphasis on: (1) its cost-effectiveness; (2) its capacity for easy random access to information; (3) its capacity to handle motion video in slow, normal, and fast modes; (4) its capacity to utilize two audio tracks for high quality stereo music reproduction, dual language narration, or two different instructional tracks; (5) its durability as compared to conventional media; and (6) its ability to complement computer assisted instruction. Projected future applications of the medium are outlined. (9 references) (GL) ED 316 215

IR 014 213 Montuori, Nancy Video Storytime vs. Reading Storytime. Pub Date—[86] Note-16p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Audiovisual Instruction, Compara

tive Analysis, *Intermode Differences, *Listening Comprehension, Preschool Children, Preschool Education, *Recall (Psychology), *Videotape Recordings

This study investigated the differences in recall between children who were read a story from a book and children who watched the same story on videotape. Subjects ranged in age from 2 to 4 years. Four children were chosen at random to listen to a story from a book, and four children were chosen to view the same story on video. The procedure was repeated with four different stories and the children changing situations for each story. Recall tests were given at the completion of each story. A comparison of the scores of control and treatment groups indicated a significant difference in recall in favor of the videotape group. Raw data, recall tests, and titles of the children's books used in the study are appended. (5 references) (GL) ED 316 216

IR 014 214 Ognibene, Richard Computers in the Classroom: A Status Report. Pub Date-Jul 89 Note-17p.; Paper presented at the Summer Meet

ing of the Association of Teacher Educators (Ta

coma, WA, July 1989). Pub Type- Information Analyses (070)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

Courseware, Diffusion (Communication), *Educational Innovation, Elementary Secondary Education, Instructional Effectiveness, Teacher Attitudes, Teacher Student Relationship, Technology Transfer

The current plateau in the use of computers in the schools is discussed. An explanation for this is drawn from brief historical examples that demon

summarized: (1) awareness of equity issues; (2) equitable access and distribution of resources among schools, within schools, and within classrooms; (3) monitoring of the type of computer use of different groups; (4) selection of unbiased classroom materials; (5) use of minority and role model panels; (6) cooperative learning environments; and (7) use of the Logo programing language. (52 references) (MES) ED 316 219

IR 014 219 Information Guide for Media Centres and Media

Use in Schools = Inligtingstuk vir Mediasen

trums en Mediagebruik in Skole. Transvaal Education Dept., Pretoria (South Africa). Pub Date-89 Note—213p.; Light type throughout. Language English; Afrikaans Pub Type— Guides - Non-Classroom (055) — Multilingual/Bilingual Materials (171) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*Educational Planning, Elementary

Secondary Education, Evaluation Criteria, Eval. uation Methods, Foreigo Countries, *Learning Resources Centers, Library Administration, Library Collection Development, Library Services,

*Media Specialists, *Policy Formation Identifiers-South Africa (Transvaal)

This information guide is intended to assist principals and members of media committees in implementing the media policy of the Transvaal Education Department, this information guide was designed to be used in conjunction with the chapter on the education media service in the Manual for General School Organization (1986). Chapter 1 outlines departmental policy on media centers and media use and chapter 2 delineates the components of professional management of the media center, explains the composition and function of the media committee, and provides a sample school media policy. Titles of the remaining chapters are: (3) Planning for the Functioning of the Media Centre; (4) Planning for the Provision of Media Services; and (5) Planning for Media Use. Sample forms are given in the text to illustrate the stages of the planning process; the planning of work programs to achieve particular objectives; evaluation criteria for various educational media including print and audiovisual formats; and a method of curriculum-based collection analysis. The importance of teamwork for successful program implementation is emphasized throughout. Blank forms and an index are provided, and the entire text is duplicated in Afrikaans. (NRP)

Pub Date—Aug 89 Note—50p. Journal Cit—The University of Michigan School of

Education Educational Technology Reports; v2

nl Aug 1989 Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Artificial Intelligence, Computer

Assisted Instruction, Computer Graphics, Higher Education, *Interactive Video, Intermode Differences, *Multimedia Instruction, Programed Tutoring, Repair, *Sequential Approach, Tables

(Data) Identifiers—Visual Cohesion

The first part of this document is the final report of a research project (1984-1989) on designing and implementing an intelligent multimedia tutoring system for repair tasks. The problem/goal and approach, equipment and implementation, experimental work, and results are discussed for three phases of research: (1) developing and testing an interactive computer-controlled videodisc-based system to help people learn to assemble an object; (2) designing, implementing, and testing a prototype videodisc-based intelligent multimedia tutoring system to help people assemble, repair, and understand an object; and (3) developing and testing several versions of a graphics-based system to help people repair an object. Eight references are listed. The second part of the document, a paper entitled “Sequencing and Access in Interactive Graphics-based Procedural Instructions," reports on a study which investigated whether sequencing of procedural instructions is important when the instructions are presented interactively and subjects are provided with well-designed free access to the information. Eight references are listed, and data tables and sample screen displays accompany the report. The third part of the document is an appendix listing 40 papers, talks, and technical reports completed in the course of this research. A directory of researchers is attached. (MES) ED 316 218

IR 014 217 Sutton, Rosemary Equity Issues in Educational Computer Use. Pub Date—Sep 89 Note—26p.; Paper presented at the New Zealand

Computers in Education Society (New Plymouth,

New Zealand, September 1989). Pub Type- Information Analyses (070) – Opinion

Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Educationally Disadvantaged, Elementary Secondary Education, *Equal Education, Microcomputers, Minority Groups, Sex Differences, Socioeconomic Status, Student Attitudes

This paper focuses on gender, ethnic, and social class differences in attitudes toward computers, access to computers, and use of computers in educational settings. Background on equity concerns in the late 1980s is provided, and reasons why this is currently considered an important issue are discussed. Recent data on differences in access and type of use for children of different ethnic origins, social class backgrounds, and gender are presented. Research on the consequences of these inequities is also considered. The following intervention programs and strategies that educators can use to allevi. ate inequities in educational computer use are

ED 316 220

IR 014 220 Orientation Course in Educational Media. Primary

Schools. Transvaal Education Dept., Pretoria (South Africa). Pub Date-84 Note—425p.; For the same course for secondary

schools, see IR 014 221. Best copy available. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PC17 Plus Postage. Descriptors-Audiotape Recordings, * Audiovisual

Instruction, Course Descriptions, Educational Television, Elementary Education, "Facility Planning, Filmstrips, Foreign Countries, Instructional Materials, Learning Resources Centers, *Media Selection, *Nonprint Media, Postsecondary Education, Teacher Education, Teaching

Methods, Transparencies, Videotape Recordings Identifiers-Printed Materials, South Africa

(Transvaal)

This orientation course in educational media for teachers in primary schools consists of 10 illustrated lectures. Lecture topics are: (1) effective media use; (2) educational media for teaching and learning; (3) the use of pictures and illustrations as an educational medium in the primary school; (4) books and other printed media; (5) transparencies and the overhead projector; (6) slides, slide-sound programs, filmstrips, and films; (7) sound recordings and audio equipment; (8) the use of video in education; (9) the use of media in practice; and (10) planning media services for effective media use in schools. References are included for each lecture. (GL)

ED 316 221

IR 014 221 Orientation Course in Educational Media. Second.

ary Schools. Transvaal Education Dept., Pretoria (South Africa). Pub Date—84 Note—378p.; For the course for primary schools,

see IR 014 220. Best available copy. Pub Type— Guides - Classroom - Learner (051)

EDRS Price · MF01/PC16 Plus Postage. Descriptors-Audiotape Recordings, Audiovisual

Instruction, Course Descriptions, Educational Television, "Facility Planning, Filmstrips, Foreign Countries, Instructional Materials, Learning Resources Centers, *Media Selection, *Nonprint Media, Postsecondary Education, Secondary Education, Teacher Education, Teaching Methods, Transparencies, Videotape Recordings Identifiers-Printed Materials, South Africa

(Transvaal)

This orientation course in educational media for teachers in secondary schools consists of nine illustrated lectures. Lecture topics are: (1) effective media use; (2) educational media for teaching and learning; (3) books and other printed medi'u; (4) transparencies and the overhead projector; (5) slides, slide-sound programs, filmstrips, and films; (6) sound recordings and audio equipment; (7) the use of video in education; (8) the use of media in practice; and (9) planning media services for effective media use in schools. References are included for each lecture. (GL)

cessfully with children ranging in age from 2 through 14. Each program has been reviewed by trained teachers, therapists, and parents for learning value, child appeal, ease of use, and flexibility. Information for each software package includes subject, skills content, age level, the specific disability addressed, hardware and peripheral specifications, price, and a description of the software, including whether or not it includes graphics, animation, and sound. Separate listings of software companies, peripherals, and adaptive equipment resources are included. The guide is designed for use as a resource and is not an endorsement for any specific program or manufacturer. (GL)

Identifiers—*Fernuniversitat (West Germany)

An empirical study of tutors responsible for evaluating students' assignments at the Fernuniversitat in 1980 employed an 18-item questionnaire, analysis of open-ended responses, analysis of graders' comments on more than 1,000 assignments, and interviews with staff. The process of evaluating students' work was shown to be inefficient, with minimal cooperation between graders and central staff. Copies of the questionnaires and results of the data analyses are included. (Author/GL)

ED 316 224

IR 014 224 Awbrey, Susan Videodisc in Higher Education: Flexibility and

Impact. Pub Date Feb 89 Note—21p.; Paper presented at the Annual Con

vention of the Association for Educational Communications and Technology (Dallas, TX,

February 1-5, 1989). Pub Type- Reports Descriptive (141)

Speeches/Meeting Papers (150)
EDRS Price - MF01 Plus Postage. PC Not Avail-

able from EDRS. Descriptors-Adult Education, Allied Health Oc

cupations Education, *Computer Assisted Instruction, Computer Software, *Educational Planning, Faculty Development, Higher Education, *Interactive Video, Lifelong Learning, Material Development, Professional Recognition,

*Program Implementation Identifiers—*Michigan State University

This description of a plan to integrate interactive videodisk instruction into courses at the health science colleges at Michigan State University focuses on factors involved in planning and initiating such a project. Major features of the project are addressed, including: (1) theoretical concerns related to interactive video utilization; (2) funding proposals; (3) faculty role and faculty development; (4) equipment and software selection; (5) production concerns; and (6) advantages for adult/lifelong education. The overhead transparencies used for the conference presentation are included. (13 references) (Author/GL)

ED 316 227

IR 014 228 Fritsch, Helmut Kraft-Dittmar, Alice Individuelle Kosten im Fernstudium (Individual

Cost Analysis in Distance Education). ZIFF

Papiere 55. FernUniversitat, Hagen (West Germany). Zentrales

Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date-Jul 85 Note-62p. Language-German Pub Type— Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Cost Effectiveness, *Distance Edu

cation, Foreign Countries, Questionnaires, *Stu

dent Costs Identifiers—West Germany

Starting from the viewpoint that a sound analysis of the real costs of distance education neglects hidden costs (social, medical, and psychological), this study surveyed a sample of 2,500 students in an effort to determine the magnitude of these hidden costs. It was found that a normal part-time student invests DM 19,000 in 8 years. This figure increases to DM 33,000 when additional costs associated with child care and household maintenance are considered. It is argued that a tax reduction for this type of continuing education is the sole means of reduce ing its cost. Tables of data are included throughout the report. (Author/GL)

ED 316 222

IR 014 222 Appleton, A. S. And Others Improved Teaching Excellence by Using Tutored

Video Instruction: An Australian Case Study. Pub Date—Aug 89 Note—14p.; Paper presented at the EAIR Forum

(11th, Trier, West Germany, August 27-30,

1989). Pub Type-Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Distance Education, Foreign

Countries, Higher Education, *Instructional Effectiveness, Intermode Differences, *Student Attitudes, Tables (Data), Teacher Attitudes, Tutors,

*Videotape Recordings Identifiers—Capricornia Institute Advanced Educ

(Australia) This paper describes the Tutored Video Instruction (TVI) technique, which uses videotaped lectures and student interaction in the presence of a tutor for instruction to small groups at branch campuses of the Capricornia Institute of Advanced Education (Australia). The development and operation of TVI, including staff briefing and preparation, production of the videotapes, and the role of the tutor, are covered. Costs of the system are presented, and staff and tutor reactions to the use of TVI are discussed. Student performance with TVI at branch campuses is compared with the performance of main campus students in the same subjects. Data on student reasons for enrolling at a branch campus, their reactions to the use of TVI, and their perceptions of the quality of the system are summarized. Based on analyses of the data, the following conclusions are offered: (1) TVI is cost effective if branch campus students progress to the main campus; (2) branch campus students were generally positive about TVI although it is not their preferred mode of delivery; (3) staff reactions to the use of TVI were positive; and (4) use of this technique may lead to an improvement in the quality of lecture delivery and student flexibility of learning. Six references are listed. (Author/MES) ED 316 223

IR 014 223 Trieschmann, Mary, Ed. 1989/90 Innotek Software Resource Guide. A

Guide for Selecting Software for Children with Special Needs. National Lekotek Center, Evanston, IL. Pub Date—89 Note-129p. Available from National Lekotek Center, 2100

Ridge Avenue, Evanston, IL 60204 ($20.00). Pub Type— Guides - Non-Classroom (055) — Ref

erence Materials - Directories/Catalogs (132) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Computer Assisted Instruction,

Computer Software Reviews, *Courseware, Disabilities, Elementary Secondary Education, Spe

cial Education Identifiers—Selection Tools

The result of a continuing study of software related to children with special needs, this guide is intended to assist in the selection of software appropriate for children with mental, physical, behavioral, sensory, and learning impairments. Suggestions for gifted children are also included. The guide is updated yearly and includes more than 190 carefully selected software programs that have been used suc

ED 316 225

IR 014 225 Fritsch, Helmut Zur Strukturierung von akustischem Lehrmaterial

auf Tonkassetten (On Structuring Audiotapes for

Teaching). ZIFF Papiere 21. FernUniversitat, Hagen (West Germany). Zentrales

Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date—Apr 78 Note—29p. Language-German Pub Type— Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Audiotape Recordings, Foreign

Countries, Motivation, Programed Instruction, Simulation, Speech Compression, *Teaching

Methods Identifiers—West Germany

The state of research on the use of audiotape recordings for teaching purposes is reviewed, and 10 strategies are discussed in detail: (1) verbal stimulation of activity; (2) nonverbal stimulation of activity; (3) stimulation of relaxation; (4) real time conservation of acoustic reality; (5) reportage (simulation and condensation of reality); (6) acoustic-guide; (7) audio training; (8) production of a new audio-reality; (9) speech compression; and (10) programmed audiotapes. (19 references) (Author/GL)

ED 316 228

IR 014 229 Peters, Otto Anmerkungen zum Studienabbruch (Some Re

marks about Students' Dropout). ZIFF Papiere

73. FernUniversitat, Hagen (West Germany). Zentrales

Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date-Nov 88 Note—47p. Language-German Pub Type — Information Analyses (070) — Reports

Evaluative (142) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Distance Education, *Dropout Pre

vention, *Dropout Rate, *Dropout Research, Foreign countries, Higher Education Identifiers—*FernUniversitat (West Germany)

This article presents reflections on the high dropout rate at distance education universities in general and at the FernUniversitat in particular. The introduction outlines four reasons why the dropout rate should not be as high as it is. The first chapter on general aspects-addresses problems of definition of dropout, the astounding differences in dropout rate in various countries, the significance of the dropout rate for the student and the university, and obscuri. ties and absurdities in dropout statistics. The second chapter focuses on the high dropout rate at the FernUniversitat. A catalogue of adverse factors is given, new forms of dropout behavior are discussed, and comparisons are made with distance education institutions abroad. Consequences for research are also discussed. A discussion of possible attitudes toward the high dropout rate at the FemUniversitat is provided in the third chapter. Possible interventions to reduce dropout rate are outlined in the final chapter. Impediments are listed, statistical analyses are interpreted, the dropout research is reviewed, and theory-related long-term multivariate research projects in this area are recommended. Tables and graphs of data are appended. (67 references) (Author/GL)

ED 316 226

IR 014 227 Fritsch, Helmut And Others Zwischen den Stublen: Untersuchungen zur Situa

tion der Korrektoren an der Fernuniversitat 1980, (In between Chairs: The Situation of Tutors (Correctors) at the FernUniversitat in

1980). ZIFF Papiere 34. FernUniversitat, Hagen (West Germany). Zentrales

Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date-Dec 80 Note-106p. Language—German Pub Type— Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*College Faculty, *Distance Educa

tion, Foreign Countries, Higher Education, Interviews, Questionnaires, «Student Evaluation

ED 316 229

IR 014 230 Shaoul, Jean Innovations in an Accounting Information Systems

Course. Pub Date—Jul 89 Note-15p.; Paper presented at the Annual North

American Conference of the International Business Schools Computer Users Group (Harrisburg,

PA, July 23-26, 1989). Pub Type- Reports . Descriptive (141)

Speeches/Meeting Papers (150)

Conversion (Library Catalogs)

The Director of the Department of Cultural Affairs appointed a task force, to be chaired by the State Librarian of lowa, to evaluate technologies available for libraries and potential uses for the technologies deemed valuable; discuss problems from the viewpoint of the library user in the establishment of cooperative programs; and develop a comprehensive long-range plan for library cooperation. In order of priority, the recommendations of the task force advocate: (1) support for multitype libraries (i.e., academic, public, school, special, and state) by transferring lowa's approximately $1.5 million Library Services and Construction Act grant from the State Library to local libraries on a competitive bid basis; (2) an appropriation of $200,000 to the State Library to purchase an integrated, automated library system, and a $119,000 increase in appropriations for the State Library to cover costs of professional staff for statewide library automation consulting; (3) an increase of $4.1 million for "Information Iowa,” which provides Iowans with access to materials and strengthens collections statewide; (4) expanded funds to cover the cost of a statewide delivery system and for the purchase and installation of a statewide telefacsimile network; (5) a statewide retrospective conversion of library records into machine-readable format; and (6) $550,000 to supplement interlibrary loan services in multitype libraries across the state. (SD)

Identifiers—*State University of New York Stony

Brook

Designed to train student circulation desk workers at the State University of New York at Stony Brook's Main Library, this guide details specific procedures and outlines administrative policies. Topics covered include: (1) what circulation is; (2) what is expected of graduate students; (3) the library's opening and closing procedures; (4) who may take out books; (5) identification badges; (6) checking out books; (7) renewals; (8) the electronic security system; (9) discharging books electronically and manually; (10) working at the reserve desk; (11) issuing courtesy cards; (12) the dissemination of information to the public while at the circulation desk; (13) the telephone system; (14) commonly asked questions, e.g., library hours, photocopy information, and the locations of specific periodicals and types of books; (15) using the computer charge printout; (16) initiating search requests when patrons cannot find a book in the stacks; (17) holds and recalls; and (18) billing. The guide concludes with information on how to deal with problems such as fire alarms, personal property loss, the lost and found, circulating noncirculating materials when all copy machines are broken, and patron behavior problems. A subject index is included. (SD)

ED 316 232

IR 053 078 Ogden, Barclay On the Preservation of Books and Documents in

Original Form. Report. Commission on Preservation and Access, Washing

EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Accounting, *Business Education,

*Computer Assisted Instruction, *Databases, Evaluation, Foreign Countries, Higher Education, Instructional Development, *Simulation,

*Spreadsheets, Student Evaluation Identifiers—University of Manchester (England)

A new approach to teaching an introductory accounting information systems course is outlined and the potential of this approach for integrating computers into the accounting curriculum at Manchester University (England) is demonstrated. Specifically, the use of a small inventory recording system and database in an accounting information course is described in order to illustrate the integrated nature of corporate data, the concepts of transaction processing and security, and the use of internally generated data for decision making, planning, and control. The coursework is centered around several major pieces of work. The first requires students to modify an existing suite of programs, in order to improve the controls within the system, the user friendliness, data validation, and usefulness of the reports, and to incorporate an audit trail to record all the transactions and amendments to the master file. In addition to the programming, the students have to document the system and review the controls within it. The second task involves using the inventory database which they have generated to make cash flow forecasts and plans for the business with a spreadsheet model and a database enquiry language. Thirdly, they also evaluate similar stock recording systems. The paper describes the development of the course, methods for assessing students' work, problems with course evaluation, and prospects for future developments. (Author/GL) ED 316 230

IR 053 076 Stebelman, Scott Library Research Guide. Second Edition. George Washington Univ., Washington, D.C. Pub Date-89 Note—39p.; Some tables and illustrations may not

reproduce well due to small type. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Libraries, Government

Publications, Higher Education, * Library Instruction, *Library Skills, Periodicals, *Reference Materials, *Research Tools, *Search Strategies, Student Research, Workbooks

Designed to help undergraduate students find information and materials at George Washington University's Gelman Library, this guide teaches skills and concepts necessary to complete a research paper. Further, it is intended to equip students with skills that will help them in business, legal, medical, and other professions where finding information is crucial to job performance. The guide is divided into topical sections addressing six types of research tools: encyclopedias; books; call numbers; periodicals; newspapers; statistical sources; and government documents. Students are instructed about the content and uses of these tools; however, the emphasis is on research strategies. The guide is also designed to function as a diagnostic tool to help teachers determine students' progress on research papers and whether students have retrieved sufficient information and materials to write knowledgeably about their topics. Bibliography worksheets are included, which allow teachers to monitor student progress and suggest sections of the guide for students to examine and use for locating additional information or materials. (SD) ED 316 231

IR 053 077 New Era for Libraries. A Report from the Iowa

Blue Ribbon Task Force on Libraries. Iowa State Dept. of Cultural Affairs, Des Moines.

State Library Pub Date—Jan 89 Note-17p.; Two tinted pages may not reproduce

clearly. Pub Type— Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, * Access to In

formation, Elementary Secondary Education, Financial Support, Higher Education, *Library Automation, *Library Networks, *Long Range Planning, Public Libraries, School Libraries, *Shared Library Resources, Special Libraries, State Libraries, *State Programs, Technological

Advancement Identifiers-Library Services and Construction Act,

*Multitype Library Cooperation, Retrospective

Pub Date—Oct 89 Note-6p. Pub Type— Opinion Papers (120) — Reports - De-

scriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—* Archives, *Books, *Cost Effective

ness, Microreproduction, Nonprint Media, *Paper (Material), Physical Environment, *Preservation, Prevention, *Program Development, Repair, Research Libraries, Technological

Advancement Identifiers—Paper Deacidification

Arguing that some books and documents must be conserved because they have scholarly value as well as for the information they contain, this report presents reasons for preserving such artifacts and recommends means of developing effective and efficient preservation strategies. Two strategies are suggested. The first advises identifying and ranking all artifacts of the greatest value and proceeding through a master list with preservation treatment as resources become available. The second advocates identifying materials on the basis of the urgency of need for preservation treatment-i.e., materials in fragile and embrittled conditions that are frequently exposed to the stresses of normal scholarly use. Strategy considerations are discussed, including the cost of preservation treatment and gauging the appropriateness of a treatment by measuring its ability to capture all information of significance. Alternatives to expensive or "full" treatments-which can cost from several hundred to more than $1,000 per book-are also suggested. These alternatives emphasize preventive measures to reduce rates of deterioration and wear: (1) controlling the environment; (2) protective enclosures to mitigate the effects of poor environment or housing arrangement; and (3) sensible handling and use practices. Mass deacidification is mentioned as a major component of future strategies for artifact preservation. (SD) ED 316 233

IR 053 080 Kendrick, Curtis L., Comp. Lange, Robert, Comp. State University of New York at Stony Brook

Main Library Circulation Department Proce.

dures Manual. State Univ. of New York, Stony Brook. Library. Pub Date—89 Note—37p. Pub Type- Guides - Non-Classroom (055) — Le

gal/Legislative/Regulatory Materials (090) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrative Policy, College Li

braries, Fines (Penalties), *Graduate Students, Guidelines, Higher Education, Information Dissemination, *Job Training, Library Automation, *Library Circulation, Library Materials, *Library Personnel, Online Systems

ED 316 234

IR 053 081 Smith, George V., Comp. Boone, James D., Comp. Statistics of Alaska Public Libraries, FY 1988 and

FY 1987. Alaska State Dept. of Education, Juneau. Div. of

State Libraries. Pub Date—89 Note—70p.; Pages on colored stock may not repro

duce well. Pub Type— Numerical/Quantitative Data (110) —

Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Annual Reports, *Interlibrary Loans,

*Library Circulation, *Library Collection Development, *Library Expenditures, Library Materials, *Library Personnel, Library Statistics,

Operating Expenses, *Public Libraries Identifiers—*Alaska

Designed to allow Alaskan librarians to evaluate and compare their libraries, this annual report compiles information provided by public libraries receiving Public Assistance grants for fiscal years 1987 and 1988. Part I presents statistics for 1988; Part II reports the 1987 statistics. It is noted that the information reported for fiscal year 1988 is more complete and reliable than information from 1987, and it is recommended that caution be exercised in drawing conclusions based on comparisons of the two years. Within each part Section 1 organizes each table alphabetically by city while Section 2 organizes the same information by the population of the area served, from largest (Anchorage) to smallest (Takotna). In each section, seven tables summarize data on: (1) circulation and interlibrary loans; (2) size of collections-e.g., books, magazines, and videos; (3) sources of income-e.g., city, state, federal, and others; (4) expenditures-e.8., salaries, collections, other operating expenditures, operating expenditures per capita, and total capital expenditures; (5) expenditures for library materials-e.8., books, magazines, videos, records, microforms, maps, and software; (6) composition of library staff and volunteers, and the number of volunteer hours contributed; and (7) library services-e.g., hours open, attendance, reference questions answered, and programs presented per week. (SD)

ED 316 235

IR 053 085 Library Services and Construction Act Amend

ments of 1989. Congress of the U.S., Washington, D.C. House

Committee on Education and Labor. Report No.—101-237 Pub Date—12 Sep 89 Note—29p. Pub Type- Legal/Legislative/Regulatory Materi

als (090) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Federal Aid, *Federal Legislation,

Library Administration, Library Automation, *Library Planning, Library Services, Position Papers, Preservation, Program Evaluation, Statewide Planning, *Technological Advancement,

Users (Information) Identifiers-Congress 101st, *Library Services and

Construction Act

This report is designed to accompany House of Representatives Bill (H.R.) 2742, which amends

and reauthorizes the Library Services and Construction Act (LSCA) through 1994. In discussing the background of the bill and the need for the legislation, it is noted that, since recommendations from the 1991 White House Conference on Library and Information Services will be considered when the LSCA is reauthorized again in 1994, the House Committee on Education and Labor refrained from making significant modifications to the LSCA at this time. Explanations of the various provisions of the bill note that it does update the act to meet some of the current needs of libraries. For example, Title II is expanded to provide for the acquisition of equipment for technological enhancement; Title III is modified to permit state library administration agencies to use up to 40% of their funds on preservation efforts; a new Title VII was added to reconfirm the authority of the Department of Education to assess and evaluate LSCA programs and $500,000 was authorized to support this activity; and a new Title VIII provides for the establishment of a Family Living Center in each state to encourage libraries to provide family oriented services and promote lifelong learning and family involvement in education. The sums authorized for each of the eight Titles are listed, and Congressional Budget Office cost estimates for LSCA funding for the years 1990 through 1994 are presented. Section by section analyses of the bill conclude the report. (SD)

fiche, Professional Associations, Public Libraries, *Specifications, *Standards, State Government,

Tables (Data) Identifiers—*Building Codes, *Legal Information,

Legal Research, Oklahoma

In an effort to better serve their users, the Engineering Library at the University of Oklahoma surveyed 30 public, academic, and state agency libraries to identify libraries with collections of national standards, codes, and handbooks that are accessible to the public. This directory presents data received about the holdings of eight of those libraries as well as the holdings of the University of Oklahoma libraries. Not a highly detailed compilation of any particular library's holdings, the guide serves as a user's index to possible locations for particular standards. Beside a list of the addresses and telephone numbers of Oklahoma libraries is information on their lending policies. Data are displayed in a table, which includes information on: (1) the professional society-e.g., American Association of Cereal Chemists-or the

general field from which the standard originates-e.8., Building Codes; (2) the name of the publication in which the standard appears; (3) location of the publication; and (4) information about the currentness of the collection-e.g., 1960-current. Also included is information about other organizations with governmental, historical, and single standards. The appendix lists 38 public and state libraries and 31 academic libraries throughout the United States that maintain microfiche collections of codes, handbooks, standards, and specifications. (SD) ED 316 238

IR 053 088 Petty, Johnese, Comp. Model Acts and Regulations. Metrodocs Mono

graph Two. Metrodocs, Oklahoma City, OK. Pub Date—89 Note-13p. Pub Type— Reference Materials - Bibliographies

(131) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Academic Libraries, *Depository Li

braries, *Government Publications, Higher Education, Indexes, Library Cooperation, Periodicals, Public Libraries, *Public Policy, *State Legisla

tion, State Programs Identifiers—*Legal Information, Oklahoma

Metrodocs, an informal library cooperative in the Oklahoma City Metropolitan area consisting of eight academic and public depository libraries, produced this compilation of model acts, legislation, statutes, and ordinances-i.e., those that have been promulgated in order to satisfy a demand for legislation covering a particular subject in a substantial number of states. This collection was designed for in-house use at Metrodocs libraries, and is not exhaustive; rather it serves to locate model acts and regulations identified in the course of normal operations. The documents listed in this keyword index originate from a variety of law journals and government documents, and may not be otherwise indexed in the standard sources for locating model legislation-e.g., "Handbook of National Commissioners on Uniform State Laws," "Suggested State Legislation,” “Martindale-Hubbell Law Directory," and “Uniform Laws Annotated." Most of the documents can be found through the Oklahoma Department of Libraries. Organized alphabetically, each entry lists between 1 and 4 model acts and regulations for each of the 152 subjects areas covered. Entries are cross-referenced. (SD)

ED 316 236

IR 053 086 Long Range Plan, Fiscal Years 1989 through 1993,

for the State of Washington under the Library

Services and Construction Act. Washington State Library, Olympia. Library Devel

opment Div. Pub Date-Jun 88 Note-47p. Pub Type - Guides - Non-Classroom (055) Le

gal/Legislative/Regulatory Materials (090)

Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Access to Information, Construction

Programs, Federal Aid, *Library Services, * Long Range Planning, *Organizational Objectives, *Outreach Programs, *Public Libraries, *Shared Library Resources, State Libraries, State Programs, Statewide Planning, Users (Information) Identifiers—Library Services and Construction Act,

*Multitype Library Cooperation

Prepared as a planning guide, this document presents goals, objectives, and proposed activities to improve library services in the state of Washington. The long range plan for 1989-1993 is designed to serve as a framework for the annual programs during the 5-year period which are supported, fully or partially, with Library Services and Construction Act (LSCA) funds. In the event that state funds are also involved in a particular program, the plan addresses the total program, not just the portion funded with federal dollars. (These programs are delivered through Washington State Library's Public Services Division and through a contract with the Seattle Public Library for the Blind and Physically Handicapped.) Under Title I of the LSCA, the plan covers public library services for areas without services, areas with inadequate services, major urban resources libraries, the disadvantaged, literacy programs, persons with limited English-speaking proficiency, the elderly, the handicapped, the blind and physically handicapped, and the institutionalized. These funds can also be used to improve the ability of local public library personnel to access information from external resources. Title II supports the construction of adequate public library facilities. Statewide resource sharing and multitype library cooperation are supported by Title III. The. Washington State Library mission statement, which is also included, outlines the goals for activities funded under Titles I, II, and III of the LSCA. (SD) ED 316 237

IR 053 087 Lee, Jimmie L. Guide to Codes, Handbooks and Standards Pub

licly Available in Oklahoma Libraries. Met

rodocs Monograph Three. Metrodocs, Oklahoma City, OK. Pub Date—89 Note—23p. Pub Type - Guides - Non-Classroom (055) — Ref.

erence Materials - Bibliographies (131) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Academic Libraries, *Construction

Industry, Depository Libraries, *Engineering, Food Standards, Government Libraries, Higher Education, Indexes, *Library Collections, Micro

examined library and information services in South Dakota's state-supported academic libraries, the first such study conducted in 15 years. The state library and six schools-University of South Dakota, South Dakota State University, Black Hills State College, Dakota State College, Northern State College, and South Dakota School of Mines and Technology-were visited by a study team appointed by the Executive Director of the South Dakota Board of Regents. Institution presidents, librarians, library staff members, faculty library committee members, students, and chief academic officers were asked to describe the problems and potentials they perceived at their particular institution's libraries. The six broad topics reviewed were management, organization, access, collections, technology, and funding. Overall, it was discovered that a chronic imbalance exists between South Dakota's academic library commitment and the resources that are actually available. The major crisis is identified as the need to staff South Dakota libraries effectively; currently, library personnel are severely overworked. Other concerns and possible solutions are evaluated by topic. A sample reciprocal borrowing agreement as well as guidelines relating to access policy, bibliographic instruction, and collection development policies are appended. (SD) ED 316 240

IR 053 092 Annual Program. Library Services and Construc

tion Act, 1989-1990. South Carolina State Library, Columbia. Pub Date—89 Note—88p. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC04 Plus Postage. Descriptors—Library Administration, Library Co

operation, Library Expenditures, *Library Networks, Library Planning, *Library Services, *Library Standards, Long Range Planning, Program Descriptions, •Program Development, *Public Libraries, Records (Forms), State Aid, State Libraries, State Programs, Statewide Plan

ning Identifiers—Library Development, *Library Ser

vices and Construction Act, *South Carolina State Library

The 1989-1990 Library Services and Construction Act (LSCA) program is presented in this report for the South Carolina State Library. The document includes fiscal information and project descriptions for the following LSCA Title I projects: (1) General Administration; (2) Library Interpretation; (3) General Operations; (4) Strengthening the State Library Agency; (5) Field Services; (6) Career Education; (7) Service to the Disadvantaged; (8) Library Development; (9) Service to Children; (10) Audiovisual Program; (11) Public Library Automation and Technology; (12) Literacy; (13) Services to the Elderly; (14) (Services to the) Blind and Physically Handicapped; and (15) Institutional Library Ser. vices. The LSCA Title III Interlibrary Network project is also described. The information provided includes the fiscal breakdown for each LSCA project on federal, state, and local levels, staff and staff responsibilities, the operating budget for all projects (1989 funds), and detailed descriptions for all projects. The descriptions include individual project objectives, needs assessments, service groups, activities to be implemented to meet objectives, information about when and where the project will be administered, the libraries involved, estimated costs and sources of funding, method of administering the project, and method of evaluation to be used. (SD) ED 316 241

IR 053093 The South Carolina Program for Library Develop

ment, 1989-1992. South Carolina State Library, Columbia. Pub Date—89 Note—87p.; For the 1988-1989 and 1989-1990 an

nual reports, see ED 305 085 and IR 053 092. Pub Type - Reports - Descriptive (141) EDRS Price · MF01/PC04 Plus Postage. Descriptors-Academic Libraries, Higher Education, Institutional Libraries, Library Development, Library Education, *Library Planning, *Library Services, Library Standards,. *Long Range Planning, *Organizational Objectives, *Program Development, Public Libraries, School Libraries, Special Libraries, State Libraries, State Programs, Statewide Planning, User Needs (Information) Identifiers— Library Services and Construction

Act, *South Carolina State Library

ED 316 239

IR 053 091 Eaton, Nancy And Others Toward the Twenty-First Century. Public Sup

ported Academic Libraries and the State Library in South Dakota. Report of a Study-Team.

Publication 87-6. South Dakota Board of Regents, Pierre. Pub Date—86 Note-64p. Pub Type - Opinion Papers (120) — Reports - Re

search (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Academic Libraries, •Administra

tive Policy, Higher Education, Interviews, Library Personnel, Library Statistics, *Library Technical Processes, *Long Range Planning, *Needs Assessment, Organizational Objectives, *State Libraries, State Surveys, Technological

Advancement, User Satisfaction (Information) Identifiers—*South Dakota

This report documents the findings of a study that

This study investigated the construct of effectiveness as it applies to public libraries and developed a methodology that can be transferred to other types of libraries and organizations. The research team began by compiling a list of indicators that are commonly used to gauge library effectiveness within the areas of: (1) services access; (2) internal administrative processes; (3) administrative resources; (4) community relationships; (5) materials; (6) service output; (7) physical plant; (8) broad social impact; (9) service offering/fit with community; (10) service quality; (11) staff; (12) internal technical processes; and (13) user population/market penetration. A mail questionnaire was sent to members of seven major constituencies of public libraries at 84 sites, and an overall response rate of 89.8 percent was achieved. The survey asked library managers, library service personnel, library trustees, library users, friends of the library, local officials from the library's funding jurisdiction, and community leaders with influence on library decisions, which indicators they most preferred. Librarians were also asked to rate their library's performance for each indicator. It was concluded that, although libraries which place priorities on different roles have different performance profiles for the indicators included on the survey, there is more agreement than disagreement among the various public library constituents as to what constitutes effectiveness. (28 references) (SD)

This report outlines the long-range program of the Library Services and Construction Act (LSCA) in South Carolina. The first of five chapters presents excerpts of the LSCA that describe its Titles I-VI programs; explains the evolution of South Carolina's long-range Program for Library Development; discusses the dissemination of publications related to the LSCA programs in South Carolina; and touches on how LSCA programs are coordinated. Focusing on the library public, the second chapter discusses the probable impact of population increases on information needs and library services, and inventories the special needs of the economically disadvantaged, the illiterate, the blind and physically handicapped, persons with limited English-speaking ability, the elderly, and the institutionalized. The third chapter focuses on South Carolina libraries and their needs, including the South Carolina State Library, public libraries, major urban resource libraries, institutional libraries, academic libraries, technical college resource centers, school library media centers, and special libraries. Library education programs in South Carolina institutions of higher education are also described, and maps and statistics are provided for public, institutional, and college and university libraries, and the South Carolina Library Network. The adequacy, priorities, and evaluation procedures of Title I, II, and III projects are the focus of the fourth chapter, and the fifth presents the four goals of the state library together with objectives designed to meet those goals. (SD) ED 316 242

IR 053 094 Vaughan, Barbara And Others E. H. Butler Library Disaster Preparedness Plan. State Univ. of New York, Buffalo. Univ. Libraries. Pub Date—May 89 Note-42p. Pub Type- Guides - Non-Classroom (055) — Ref

erence Materials - Directories/Catalogs (132)

Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Accident Prevention, Administra

tive Policy, *College Libraries, *Emergency Programs, Fire Insurance, Fire Protection, Higher Education, *Library Materials, Organizational Objectives, Preservation, Program Descriptions,

Repair
Identifiers—*Disaster Planning

The plan presented in this manual is designed to minimize the potential for disaster in the E. H. Butler Library at the State University of New York at Buffalo, and to minimize damage to materials in the event of a disaster. In addition to providing an emergency instruction sheet and a disaster contact list, the manual covers salvage priorities, prevention, protection, response and recovery timetables, response procedures, disaster supplies, suppliers and equipment, insurance, the recovery process, rehabilitation, and the ongoing responsibilities of the disaster recovery team. Also described are procedures for handling damaged books and records, i.e., air drying, dehumidification, freezer drying, vacuum thermal drying, and vacuum freeze drying. A form for recording disaster recovery activities for the library collections is appended. (SD) ED 316 243

IR 053 097 Kittel, Dorothy Library Programs: Interlibrary Cooperation and

Resource Sharing. Fiscal Year 1987. Office of Educational Research and Improvement

(ED), Washington, DC. Report No.-LP-89-727 Pub Date-Dec 89 Note-25p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annual Reports, Continuing Educa

tion, Cooperative Planning, *Federal Aid, *Interlibrary Loans, *Library Automation, *Library Networks, Machine Readable Cataloging, Program Descriptions, *Shared Library Resources,

State Libraries, Statewide Planning Identifiers—*Library Services and Construction

Act

This overview of how the 50 states used their Library Services and Construction Act funds under Title III (Interlibrary Cooperation and Resource Sharing) in fiscal year 1987 reports that, overall, state library agencies spent $16 million in Title III funds to work toward the creation of statewide databases of the bibliographic holdings of all types of libraries and information centers. Activities designed to reach this goal included: (1) making sub

grants available to various types of libraries to convert their catalogs to machine readable records; (2) updating and upgrading their bibliographic entries and adding new libraries and different types of materials to their databases; (3) engaging the services of consultants in networking to assist them in developing both long and short-range programs for local and statewide library automation and resource share ing; and (4) exploring new methods of storing and disseminating bibliographic data, of delivering li. brary materials, and of transmitting documents and information. States with programs considered to have made an exceptional impact in the following areas are profiled: (1) establishing, expanding, and operating networks; (2) implementing automated circulation and resource sharing systems; (3) converting bibliographic holdings to machine-readable records; (4) offering interlibrary loan and document delivery services; and (5) providing continuing education programs. A table summarizing state participation in bibliographic networks follows the text. (SD) ED 316 244

IR 053 099 Snider, Susan C. Schubert, Leda Planning School Library Media Center Facilities

for New Hampshire and Vermont. Vermont

Edition. New Hampshire State Dept. of Education, Con

cord.; Vermont State Dept. of Education, Mont

pelier. Pub Date—89 Note-54p.

Pub Type— Guides Non-Classroom (055)

Tests/Questionnaires (160) EDRS Price · MF01/PCO3 Plus Postage. Descriptors-Check Lists, *Construction Pro-

grams, Elementary Secondary Education, Facility Guidelines, *Interior Design, *Learning Resources Centers, Library Cooperation, *Library Facilities, *Library Planning, Media Specialists, Organizational Objectives, Program Develop

ment, School Libraries, *Specifications Identifiers—New Hampshire, Vermont

This booklet provides guidelines and suggestions for planning school library media facilities. The intended audience is library media specialists; however, it is expected that administrators and architects may also find it useful. The importance of helping the architect understand the school media center's unique mission and relevant educational specifications-e.g., activities related to teaching and learning, patterns of use, and space requirements-is discussed, and checklists for educational specifications and monitoring progress are provided. A detailed discussion addresses the functions and relationships of major areas within the media center, e.g., circulation, reading areas, and computer laboratories; describes New Hampshire's minimum space requirements; and presents recommended space allocations in tabular form. General aspects of design that encourage easy access to information and services are outlined. Specific design considerations are offered for acoustics, color and signage, environmental control, handicapped access, lighting, safety, security, traffic flow, technology and communications, visibility, weight, and windows. Specific types of furniture and furniture arrangements are suggested, and tips for moving a library media collection from an old facility to a new one are provided. A narrative description of an elementary school library media center is appended together with examples of floor plans for elementary, middle, and high school library media centers. (11 references) (SD)

ED 316 246

IR 053 101 Ling-nam, Leo Ip Public Library Services to Older People in Penn

sylvania: A Survey. Pub Date—Dec 89 Note-117p.; Master's Thesis, Indiana University

of Pennsylvania. Pub Type - Dissertations/Theses - Masters Theses

(042) — Reports - Research (143) — Tests/Ques

tionnaires (160) EDRS Price · MF01/PC05 Plus Postage. Descriptors—*Categorical Aid, Educational Ger

ontology, Library Facilities, *Library Services, Library Surveys, *Older Adults, Outreach Programs, *Public Libraries, Regional Libraries, *Special Programs, State Aid, User Needs (Information)

The purpose of this study was to establish a profile of services to older people in Pennsylvania public libraries. A survey was distributed to 50 district library centers and headquarters of the state library and 50 independent public libraries. The response rate was 65%. Major findings of the study were the following: (1) 66.15% of respondents reported having appointed staff members for services to older people; (2) 4.6% documented policy statements concerning library services for older people; (3) 27.7% had initiated projects and programs exclusively for older people; (4) 83.1% had one or more older volunteer workers; (5) 27.7% had received financial support from state and local government for services to older people during the past 10 years; (6) 9.2% had trained librarians for services to older people; and (7) 93.9% provided facilities and equipment specifically for older people. It is suggested that public libraries in Pennsylvania should actively request additional funds from parent institutions for services to older people, provide more on-thejob-training and workshops for librarians who serve the older population, and liaise with community agencies and cosponsor services for older people in local communities. It is also suggested that further research could be focused on rural library services to older people as well as needs assessments of older Pennsylvanians. Copies of the survey questionnaire and correspondence with the Pennsylvania State Library are appended. (38 references) (Author/SD)

ED 316 245

IR 053 100 Childers, Thomas Van House, Nancy A. The Public Library Effectiveness Study: Final

Report. Drexel Univ., Philadelphia, Pa. Graduate School of

Library Science. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-LP-89-715 Pub Date—Aug 89 Grant-G008720290 Note-101p. Pub Type— Reports · Research (143) – Tests/

Questionnaires (160) EDRS Price · MF01/PC05 Plus Postage. Descriptors—*Evaluation Criteria, •Evaluation

Methods, *Library Research, Library Role, Library Surveys, Organizational Objectives, Program Effectiveness, Program Evaluation, *Public Libraries, Questionnaires, Research Methodology

ED 316 247

IR 053 102 Chen, Ching-chih Hernon, Peter A Regi Investigation of Citizens' Information

Needs in New England. Project Report. Simmons Coll., Boston, Mass. School of Library

Science. Spons Agency-Office of Libraries and Learning

Technologies (ED), Washington, DC. Pub Date Jan 81 Grant-G007900537 Note-322p. Pub Type- Reports · Research (143) Tests/

Questionnaires (160) — Numerical/Quantitative

Data (110) EDRS Price - MF01/PC13 Plus Postage. Descriptors-Access to Information, Community

Information Services, *Information Seeking, *In

Page 25

Pub Type - Information Analyses - ERIC. Informa

tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

Computer Software, Elementary Secondary Education, Futures (of Society), *Local Area Networks, Microcomputers, Program Descriptions, Purchasing, *School Districts, Telecommunica

tions Identifiers-ERIC Digests

The current status and apparent trends of local area networks (LANs) in school districts are explored in this short report. Results of a 1987-88 Quality Education Data survey are cited, indicating that 64% of 173 of the largest school districts in the country were already networking and 36% intended to be networking by 1990. The advantages of networks are briefly summarized, and a description of how LANs work is provided. Availability of net. work software in the recent past and at present is discussed, as is the response of software publishers to the increased demand for network software. Two case studies are presented. The first profiles the Island Park School District in New York, where three LAN laboratories are used for: (1) teaching basic skills to kindergarten through third grade pupils; (2) instructing fourth through eighth grade students in skills reinforcement and word processing; and (3) offering creative applications in the library. The second case study reports on progress made in the 28,000-student Plano Texas School District, whose goal is to have a network that will channel everything a student does into one core electronic gradebook by.1992. Eight tips for buying a LAN are listed, together with six sources to consult for further information. (SD)

formation Sources, Interviews, *Needs Assessment, Questionnaires, Reference Services, Referral, Surveys, *User Needs (Information), *User

Satisfaction (Information), Use Studies Identifiers– New England

In order to identify the information needs of individual residents of the six New England states, telephone interviews were conducted to generate baseline data relating to information providers (c.8., availability, linkage between sources, and institutional barriers to information provision) and information seekers (e.g., problem awareness and articulation, and source awareness). The study examines information seeking needs arising from both work and non-work contexts of 2,400 residents from rural and urban areas in Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. In particular, it focuses on: (1) information requirements; (2) the various types of information source providers consulted, e.g., libraries, friends, neighbors, relatives, television, and newspapers; (3) the perceived level of user satisfaction with these providers; (4) a taxonomy of barriers to effective information seeking; and (5) reasons for library use and non-use. It was found that many people do not associate libraries with situations in which they have to find out something or solve a problem; if they do use a library, this source is frequently only one step in the information gathering process. It is recommended that libraries determine their unique role in the information seeking process and cooper. ate more fully with other institutional source providers so that both citizens and other source providers will associate libraries with the provision of information services. A copy of the telephone interview schedule is included. (42 tables, 17 figures) (SD) ED 316 248

IR 053 103 SLA Triennial Salary Survey, 1989. Special Libraries Association, Washington, DC. Report No.—ISBN-0-87111-337-6 Pub Date—89 Note76p. Available from—Special Libraries Association,

1700 Eighteenth St., NW, Washington, DC

20009 ($25.00). Pub Type - Numerical/Quantitative Data (110)

Reports - Descriptive (141) — Tests/Question

naires (160) Document Not Available from EDRS. Descriptors—Information Scientists, Librarians, Li

brary Associations, Library Statistics, *Library Surveys, *Salaries, *Special Libraries, Tables (Data)

The objectives of the 8th triennial salary survey of Special Library Association (SLA) members were to: (1) obtain systematic accurate information about the salaries of special librarians and information personnel; (2) establish a data bank from which inquiries about salaries can be answered for members of the SLA, persons engaged in personnel and recruitment activities, and persons planning special library careers; and (3) enable SLA members to assess their own salaries in view of the numerous variables. The reported salary means and medians represent respondents employed on a full-time basis or those whose academic year basis could be converted to a calendar year equivalent. Data are reported for the 25th, 50th, and 75th percentiles where the 50th percentile is the median; the average of the lowest and highest 10 percent are also included. The 27 tables display data on salary by sex; census division; metropolitan areas; types of institutions; primary responsibilities; supervisory responsibilities; academic background and previous experience; minority groups; and age. (SD) ED 316 249

IR 053 104 Reinhold, Fran Use of Local Area Networks in Schools. ERIC

Digest. ERIC Clearinghouse on Information Resources,

Syracuse, N.Y. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.-EDO-IR-89-11 Pub Date—Dec 89 Contract-R188062008 Note-4p.; Condensed version of an article “Educa

tors Explore the Lay of LAN," that appeared in

Electronic Learning, 8(5), March 1989. Available from-ERIC Clearinghouse on Informa

tion Resources, Syracuse University, 030 Huntington Hall, Syracuse, NY 13244-2340 (free while supply lasts).

ED 316 250

IR 053 105 Doyle, Robert P. The American Library Association and Interna

tional Relations: Accomplishments, Current Activities, Observations, Strategies, and Plan of

Action. American Library Association, Chicago, Ill. Pub Date—[88] Note—23p. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Administrative Policy, Annual Re

ports, International Cooperation, *International Relations, Library Associations, *Long Range Planning, *Organizational Objectives, Program Budgeting, *Program Descriptions, *Program

Evaluation Identifiers—* American Library Association

This report on the international relations activities of the American Library Association (ALA) briefly reviews ALA's policies and accomplishments in the international arena; describes ALA's current international activities and interests; outlines principles and values, which when correlated with current developments and past experience, provide the best foundation for an enlightened approach to ALA's international relations and the formulation of ALA's international relations policies and actions for the future; provides a system of policies and programs designed to facilitate the fullest and most integrated developments in ALA's resources and relate these activities to ALA's established mission statement, priority areas, and goals; and identifies ways to demonstrate to ALA members and their leaders ALA's need and responsibility to be involved in the international arena and the benefits of such involvements to individual groups and members. Appendixes include a chronology of international relations projects since 1941 and a historical outline of funding and budgets; the ALA international relations policy statement adopted in 1978; a list of participants in the 1988 meeting; a description of strategies for the implementation of international relations goals; and an analysis of weaknesses, opportunities, threats, and strengths related to these goals. (SD)

able from EDRS. Descriptors—*Administrative Policy, Evaluation

Criteria, Financial Support, *Library Collection Development, *Library Services, *Long Range Planning, Needs Assessment, *Organizational Objectives, Outreach Programs, Program Budgeting, Special Libraries, User Needs (Information) Identifiers—*Church Libraries, *Synagogue Librar

ies

Designed as a simple how-to guide, this handbook presents guidelines for setting up a church or synagogue library or revitalizing an existing one. The first of 10 sections, “Begin with a Purpose," advocates thinking about the goals of the library and putting them in writing. It includes two brief sample mission statements. The second, “Establish Objectives,” gives advice about summarizing broad objectives and identifying specific objectives. A list of 11 basic manuals about congregational libraries is included. The third, "Obtain Approval,” suggests ways to rally support from influential individuals or officers of the church or synagogue, survey user needs, and request formal approval. The fourth, "Set Up a Library Committee,” provides guidelines for appointing a chairperson, recruiting committee members, and assembling meetings. The fifth, "Survey Your Assets,” recommends gathering up already existing resource materials, sorting them, and finding a place to store them. The sixth, “Develop Program Plans,” provides specific suggestions for planning programs to meet the library's objectives. The seventh, “Carry Out Specific Projects," lists steps for implementing programs. The eighth, “Arrange for Continuing Education,” suggests ways to orient and train volunteers to work in the library. The ninth, "Provide for Continuity,” recommends that an annual report and yearly program plans be prepared and presented to the library's sponsors. The final section, “Stretch Your Horizons," advises community outreach, learning from professional librarians, and staying optimistic. (SD) ED 316 252

IR 053 108 Smith, Ruth S. Cataloging Books Step by Step. CSLA Guide No.

5. Church and Synagogue Library Association, Bryn

Mawr, Pa. Report No.-ISBN-0-915324-11-3 Pub Date—77 Note—31p.; For other guides in this series, see IR

052 107-110. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors—*Cataloging, Classification, Filing,

Glossaries, Indexing, Library Catalogs, Library Materials, *Library Technical Processes, Special Libraries, *Subject Index Terms, Typewriting Identifiers—*Church Libraries, Dewey Decimal

Classification, *Synagogue Libraries

Designed as a beginning, how-to guide, this handbook lists 20 short steps to cataloging library materials for a church or synagogue library. The guide opens with a history and a brief explanation of the Dewey Decimal System, with special attention given to the divisions and subdivisions that fall under the category “Religion.” Several references on the Dewey Decimal System are recommended for further reading. The section on step-by-step processing covers initial procedures such as opening the book properly, collating the book, and stamping the library name in it before progressing to the more complicated tasks of selecting subject headings (from the Sears List of Subject Headings), typing the catalog cards, and keeping statistics. Following the 20 processing steps are 14 sample catalog cards showing: (1) the back and front of a work card; (2) main entry cards; and (3) a card set, including author, title, subtitle, subject, and series; and (4) a shelf list card among others. A glossary of 38 common cataloging terms is included. (SD)

ED 316 251

IR 053 107 Smith, Ruth S. Setting Up a Library: How To Begin or Begin

Again. CSLA Guide No. 1. Church and Synagogue Library Association, Bryn

Mawr, Pa. Report No.-ISBN-0-915324-16-4 Pub Date—79 Note—16p.; For other guides il inis series, see IR

053 108-110. Pub Type— Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail

Descriptors—*Administrator Qualifications, Li

brary Administration, *Library Personnel, Library Services, *Morale, Organizational Objectives, Program Descriptions, Publicity, Special Libraries, *Training Methods, *Volunteer Training Identifiers—*Church Libraries, *Synagogue Librar

ies

This guide provides detailed guidelines for the recruitment and training of volunteer staff for church and synagogue libraries. The first of eight sections discusses criteria for selecting a head librarian, including 13 professional and spiritual qualifications, and lists 30 of the head librarian's basic responsibilities. The second section discusses the qualifications and responsibilities of other library staff. Ways to introduce staff to the library are outlined in the third section, which includes a sample quiz about the library and a list of circulating library materials. The fourth section suggests ways of conducting onthe-job training, including in-house training clinics, reading programs, and visits to other libraries. A sample promotional handout is included. Tasks that the head librarian can delegate are explored in the fifth section, which includes a chart showing how to monitor delegated tasks. The challenge of motivating workers is addressed in the sixth section, which discusses the characteristics of a good leader; recognition and appreciation; open communication; developing opportunities; and creating a comfortable working environment. Volunteer evaluation forms and a library worker's annual questionnaire are included. The seventh section considers the value of volunteers and suggests ways to support them. Conscientious leadership, planning and policy making, sharing the workload, promotion and publicity assignments, and ministering to each other are highlighted aspects of the final section on team spirit. A grid for organizing promotion and publicity efforts by month and a sample open hours schedule follow this section. (19 references) (SD) ED 316 254

IR 053 110 Pritchett, Jennifer Providing Reference Service in Church and Syna

gogue Libraries, with Bibliography. CSLA Guide

No. 15. Church and Synagogue Library Association,

Portland, OR Report No.-ISBN-0-915324-26-1 Pub Date—87 Note-62p.; For other guides in this series, see IR

053 107-109. Pub Type— Guides - Non-Classroom (055) — Ref

erence Materials - Bibliographies (131) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS, Descriptors—Annotated Bibliographies, Biblical

Literature, Christianity, Interfaith Relations, Judaism, Library Acquisition, "Library Collection Development, Library Instruction,' *Reference Services, Religious Education, *Resource Mate

rials, Special Libraries, User Needs (Information) Identifiers—*Church Libraries, *Synagogue Librar

ies

The need for reference books, selection guidelines, issues about circulation, descriptions of various types of books, and ideas for promoting the use of these books in a congregational library are covered in this guide. The work opens with a discussion of what reference books are and broad guidelines for deciding which books should be in a congregational library. Guidelines for building the reference collection suggest ways to determine which books are currently owned, what is needed, what can be afforded, what will fit into the library, and how to plan for the future. The basics of learning to be a reference librarian are then outlined, including such areas as helping patrons to answer questions and helping them to learn. Promoting the reference section to the church or synagogue's education staff, youth groups, and other individuals is also described. Sample materials are provided, including a leaflet for a workshop on tools for Bible study; a bibliography of reference books; a quiz on library reference sources for patrons; and a sample lesson for Bible instructors. An annotated bibliography of reference books includes books about the Bible, as well as works on church history, comparative religions, denominations, music, and worship and preaching. An annotated list of reference books, prepared by Marcia Posner specifically for small, Jewish libraries, includes biographies, dictionaries, directories and almanacs, encyclopedias, history, the Holocaust, Israel and Zionism, Judaism, librari. anship, quotations, and rabbinic literature. list of

publishers of religious reference books is also provided. (SD) ED 316 255

IR 053 111 Pearl, Patricia Helping Children through Books: A Selected

Booklist. Third Revised Edition. Church and Synagogue Library Association,

Portland, OR. Report No.-ISBN-0-915324-28-8 Pub Date—90 Note—31p.; For the second edition, see ED 184

582. Pub Type - Reference Materials - Bibliographies

(131) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Annotated Bibliographies, *Biblio

therapy, *Childrens Literature, Chronic Illness, Death, Disabilities, Elementary School Students, Family Problems, *Library Collections, Older Adults, Self Esteem

An update of a bibliotherapy bibliography compiled by the Church and Synagogue Library Association (CSLA) a decade ago, this list includes books intended for children from a preschool to a sixth-grade reading level. Although the first edition included works concerning religion, this edition does not, since those works are already covered in other CSLA guides. Some titles were carried over from the first edition; however, most are recent publications. Preceding its annotation, each entry includes the author, title, illustrator, publisher, number of pages, cost, and classification information. The books are listed in four major categories: (1) “Everyday Problems," which includes problems with brothers and sisters, new babies, understanding older people, self-acceptance, overcoming fears, sex roles, day care and babysitting, and moving; (2) "Special Problems,” which includes adoption, divorce, remarriage and stepfamilies, single parent families, safety and child molestation, sexual abuse, substance abuse, the handicapped, the blind, the deaf, the mentally retarded, and the wheelchair bound; (3) “Illness, Health, and Medical Care,” which includes cancer, dentists, doctors, and hospitals; and (4) “Death,” which includes the death of children, death of an older person, death of a parent, and death of a pet. Author and title indexes follow the text. (SD)

interlibrary loans, and expenditures of state and federal funds. Also provided are a list of public library board chairmen, directories of public, college, and institutional libraries, and statistics for these three types of libraries. (SD) ED 316 257

IR 053 115 Information Skills: Library Media. Suggested

Learner Outcomes: Grades K-12. Oklahoma State Dept. of Education, Oklahoma

City. Pub Date Feb 87 Note—96p. Pub Type— Guides Non-Classroom (055)

Tests/Questionnaires (160) EDRS Price - MF01/PC04 Plus. Postage. Descriptors— Behavioral Objectives, Check Lists,

*Course Integrated Library Instruction, Elementary Secondary Education, Information Needs, *Learning Resources Centers, Library Skills, *Long Range Planning, Media Specialists, Outcomes of Education, *Program Development,

Program Evaluation, State Programs, Worksheets Identifiers—Librarian Teacher Cooperation, *Ok

lahoma

Designed to aid local districts in implementing local school improvement plans, this three-part curriculum guide begins by addressing the long-range planning of library media programs. The first part suggests a 10-step process for planning and provides an example of a 5-year improvement plan for library media programs, a checklist for evaluating a school program, and a form for outlining an action plan. The second part provides both a general statement of the desired library media learner outcomes and a scope and sequence of information and literature appreciation skills (expressed as behavioral objectives) for each grade from K through 12. Suggestions and forms for teacher/librarian planning of integrated units are also provided. The third part presents three illustrative units, one of which includes masters for overhead transparencies and another a bibliography. Each unit includes its goal, suggested grade level, learner outcomes for both the subject area and information skills, suggested activities, teaching strategies, evaluation activities, and the responsibilities of both the teacher and the library media specialist. Appendixes include an analysis of the services provided by the library media specialist presented as a pie chart; descriptions of those services at the elementary and the secondary levels; a list of procedures to be followed by media specialists and teachers as co-designers of curriculum; a sample media specialist evaluation instrument; and a table clarifying the roles of the school principal, media specialist, and teacher in the team approach to the library media program. An 18-item bibliography is included. (SD) ED 316 258

IR 053 118 Documents of the International Conferences on

Education, 1979-1986: Cumulative Catalogue Documents des conferences internationales de l'education, 1979-1986: catalogue cumulatif Documentos de las Conferencias Internacionales

de Educacion, 1979-1986: Catalogo Cumulativo. United Nations Educational, Scientific, and Cul

tural Organization, Paris (France). Report No.-ISBN-92-3-002554-2 Pub Date-88 Note-163p.; Series of International Reports on

Education (SIRE). Available from International Bureau of Educa

tion, P.O. Box 199, 1211 Geneva 20, Switzerland (microfiche price for entire collections of a given Conference is 1 Swiss franc per fiche; add costs for

registered mail). Language-English; French; Spanish Pub Type - Reference Materials - Bibliographies

(131) — Multilingual/Bilingual Materials (171) EDRS Price - MFOI Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Conference Proceedings, Developed

Nations, Developing Nations, Distance Education, #Educational Administration, #Educational Development, *Educational Policy, Foreign Countries, Indexing, International Cooperation, *International Education, International Organi

zations Identifiers—*UNESCO

Composed of two sections, this catalog lists 925 documents prepared for and produced by the 37th through the 40th sessions of the International Conference on Education (1979, 1981, 1984, and 1986). Included are reference and information papers contributed by the United Nations Educational, Scien

ED 316 256

IR 053 112 South Carolina State Library Annual Report,

1988-1989. South Carolina State Library, Columbia. Pub Date—89 Note—71p.; For the 1987-1988 annual report, see

ED 306 958. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Academic Libraries, Administrative

Organization, Annual Reports, Blindness, Charts, Computer Networks, Disabilities, Institutional Libraries, Library Administration, Library Networks, *Library Services, Library Statistics, *Library Technical Processes, Public Libraries, State

Libraries Identifiers—*Library Development, *South Caro.

lina State Library

This annual report documents the activities and accomplishments of the South Carolina State Library in 1988-1989. Introductory materials include lists of the members of both the South Carolina State Library Board and the library staff; an organizational chart; the goals and mission statement of the South Carolina State Library; a history of the library; and highlights of fiscal year 1988-1989. A summary of the activities of the Division of Library Development then describes Administrative Services; Field Services (state aid for public libraries, federal aid to South Carolina libraries, continuing education for librarians, library services to both children and adults, library services for the disadvantaged, institutional library services, the literacy program, and public library construction); and Library Services to the Blind and Physically Handicapped. A discussion of Division of Library Services activities includes Reader Services (reference and information services to state government, legislative reference service, interlibrary loan service, audiovisual service, library collections, the South Carolina Library Network, and government documents); and Technical Services. Reports on state library awards and volunteer services are also provided, as well as a listing of South Carolina State Library publications and statistical data on state library collections,

tudes that are expected of entry-level and advanced professionals who work in various settings and have various responsibilities in the field of library and information studies. Generic competencies expected across all work settings regardless of specific responsibilities were also identified. For this paper, the recommendations for entry-level professionals who work in various settings and have various responsibilities were extracted and compiled into easily accessible tables. Table 1 presents statistics on knowledge-e.8., alternative approaches to organizing information-expected in academic libraries, public libraries, school libraries, special libraries, information centers, and by database producers. Generic competencies are also noted. Table 2 features knowledge competencies validated as essential for entry level professionals who perform specific functions-e.8., acquisitions-regardless of the work setting. Skills expected to be demonstrated by entry level workers-c.g., anticipating long-range needs of the organization and its users-are presented in Table 3 by professional area. Table 4 displays information about the attitudes c.8., willingness to take initiative-that are expected across all work settings and responsibilities. (Author/SD) ED 316 261

IR 053 124 Feinberg, Richard And Others Library Skills for Research in American Politics. A

Workbook for POL 121. State Univ. of New York, Stony Brook. Library. Pub Date-89 Note—94p. Pub Type - Guides - Classroom · Learner (051) EDRS Price · MF01/PC04 Plus Postage. Descriptors—Classification, College Libraries,

Government Publications, Higher Education, Indexes, *Information Sources, Information Technology, *Library Instruction, *Library Skills, Online Searching, *Reference Materials, *Re

search Tools, Student Research, Workbooks Identifiers—Legal Information

Intended to familiarize students with the Melville Library at the State University of New York at Stony Brook and provide guidelines for conducting research in American politics, this workbook is divided into 10 chapters: (1) The Author-Title Catalog; (2) How To Find Books on Your Topic Using the Subject Catalog; (3) General Periodical Literature; (4) Finding Scholarly Journal Articles; (5) Newspapers; (6) Reference Books for Current Awareness; (7) Government Documents; (8) Sources of Statistics; (9) Public Opinion Surveys; and (10) Computerized Information Retrieval. Each chapter is accompanied by review questions and questions that might appear on a practicum examination. (SD)

tific, and Cultural Organization (Unesco) headquar. ters units and other institutions; final reports and recommendations to the Ministries of Education on themes from each of the Conferences; and reports on the development of the education systems of individual member states. In the first section, the national reports and replies to questionnaires are listed by country in alphabetical order by the English name of the country. In the second section, the Conference documents-i.e., the working papers and the final report for each session-are listed in chronological order of the session. Entries include the authoring country, conference year, agency or organization from which the document originated, individual author, document title, place of publication, publisher, date of publication, number of pages, questionnaire reference number, and English keyword indexing terms for computer storage and retrieval from the 1984 edition of the “UNESCO: International Bureau of Educaton Thesaurus." The table of contents and introduction appear in En. glish, French, and Spanish; the titles of many of the documents are in the language of the country of origin. (SD) ED 316 259

IR 053 119 Kratzert, Mona Y. An Examination of the Role of Reference Librari.

ans in the Light of New Technology. Pub Date-Nov 89 Note-8p.; Paper presented at the California Li

brary Association Meeting (Oakland, CA, No

vember 11-14, 1989). Pub Type - Reports • Descriptive (141)

Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Administrative Policy, Bibliographic

Databases, Information Retrieval, Library Automation, Library Expenditures, Library Instruction, *Library Planning, Library Role, Optical Data Disks, Program Descriptions, *Reference Services, Technological Advancement, User Needs (Information)

The implementation of a wide range of CD-ROM services in the California State University (Fullerton) libraries is described in this report. The three-part CD-ROM “Master Plan” outlines the library's fundamental technological goals-i.e., to offer university-level technologies, to develop a CD-ROM end-user facility with ample resources and opportunities, and to use lottery funds to explore CD-ROM technologies. The 17 CD-ROMs and accompanying services that were rapidly introduced within a 1.5 year period are then discussed, including major issues faced during that time. Suggestions are offered for establishing a management system to allow end users to access the technologies with minimal supervision from library personnel. These suggestions include: (1) placing workstations requiring the most librarian assistance closest to the reference desk; (2) setting up written procedures and dividing tasks-e.g., turning the machines on and off, changing paper, ink, and disks, etc.-among staff; (3) equipping workstations with signs, user aids, sample searches, a paper index and thesaurus, and sign-up procedures; (4) incorporating CD-ROMs into regular bibliographic instruction sessions; (5) cultivating an expert end user by producing advanced documentation; (6) roaming the CD-ROM area during peak times to answer questions; and (7) keeping statistics and means for program evaluation. (SD)

an index of serials; (8) an institution index; (9) an index for presentations from three conferences; and (10) a list of 37 German and English abbreviations used in the bibliography. Five of the items listed are in German; the remainder are in English. (SD) ED 316 263

IR 053 132 Seymour, Donna Temple The Use of Government Publications in North

Carolina Public High School Libraries. Pub Date Feb 88 Note49p.; A requirement for a Master's degree,

University of North Carolina. Appendices con

tain small type. Pub Type - Dissertations/Theses - Undetermined

(040) - Reports - Research (143) — Tests/Ques

tionnaires (160) EDRS Price · MF01/PC02 Plus Postage. Descriptors Competence, Depository Libraries,

•Government Publications, Higher Education, High Schools, High School Students, *Learning Resources Centers, "Library Education, Library Surveys, *Media Specialists, Professional Training, School Libraries, Secondary School Teachers, •Use Studies

A mail survey focused on the use of government publications in one third of North Carolina's 110 public high schools. Respondents represented cross section of the high school librarians in the state, geographically and professionally, with and without accredited Master of Library Science (MLS) degrees. Responses from 80% of the librarians revealed the current status of and problems in high school document collections, in the use of documents by teachers and students, and in the librari. ans' professional backgrounds and knowledge of documents. Findings suggest that there is overwhelming agreement among librarians that they lack adequate information about documents and do not possess sufficient knowledge to promote use of these materials in public high schools. Librarians also feel that they need assistance from the regional depository library program, possibly through a newsletter regularly sent to librarians, increased information about state documents, and continuing education workshops on the subject. It was also discovered that the possession of an MLS degree cortelates positively with the knowledge of documents. (22 references) (SD) ED 316 264

IR 053 135 Heim, Kathleen M. Adult Services in the Eighties: Final Report. Louisiana State Univ., Baton Rouge. School of Li

brary and Information Science. Pub Date—1 Mar 90 Note-148p. Pub Type - Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Adult Programs, Library Extension,

*Library Planning, *Library Services, Library Surveys, Longitudinal Studies, Middle Aged Adults, *National Surveys, Older Adults, *Public Libraries, Questionnaires, Special Programs, *Users (Information)

The American Library Association's (ALA) Adult Services in the Eighties (ASE) project was undertaken to supply information about areas of current and unique concentration to aid librarians in identifying, describing, and planning the scope of adult services in their own libraries. The ASE project updates a study conducted in 1954-the most recent national survey on this topic-through the presentation of data about the range of services and the compilation of bibliographic essays on key services. The narrative report, which covers the problem to be studied and activities undertaken in each of the three phases of the project, is supplemented by 11 exhibits. These exhibits make up nearly three quarters of this document: (1) a 1982 ALA zoal award proposal submitted by the Adult Services Committee of the Reference and Adult Services Division (RASD); (2) correspondence about attendance at the ASE Assembly and a short questionnaire; (3) the first draft of the final questionnaire; (4) a booklet of library terminology which accompanied the 1954 survey and instructions for updating the booklet; (5) the second draft of the questionnaire; (6) the pretest of the final survey tool; (7) the cover letter and the final version of the questionnaire; (8) a short essay summarizing ASE project goals; (9) a memo about data entry; (10) a reminder note to respond to the survey; and (11) printouts of the data entry, data check, cleanup, and state append computer programs. This report also

ED 316 260

IR 053 120 VanMeter, Vandelia L An Extraction from the King Report of En

try-Level Competencies Needed by Library and

Information Science Professionals. Pub Date—89 Note—11p.; For the King Report, see ED 265

853-865. Pub Type— Numerical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Competence, Employment Patterns,

*Employment Qualifications, *Entry Workers, *Information Scientists, Information Services, *Librarians, Library Research, Library Statistics,

Tables (Data) Identifiers—*Competency Lists

The knowledge, skills, and attitudes expected of library and information professionals were the focus of a major study that culminated in a work entitled “New Directions in Library and Information Science Education" (1986), commonly called the King Report. This study resulted in the identification of sets of competencies in knowledge, skill, and atti

ED 316 262

IR 053 129 Simon, H.-R. Meis, Nicola Selective Bibliography about Education and Train

ing in Library and Information Science in PR

China, Taiwan, Hong Kong, Singapore. Gesellschaft fur Mathematik und Datenverar

beitung MBH, Frankfurt/Main (West Germany). Pub Date—Sep 89 Note—44p.;

Citations are primarily in English. Language-English; German Pub Type— Reference Materials Bibliographies

(131) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Conference Proceedings, Foreign

Countries, Higher Education, Indexes, *Information Science, Library Automation, *Library Education, Library Research, Professional Continuing Education, Professional Training, *Research Reports, Technological Advancement Identifiers—China, Hong Kong, Singapore, Taiwan

This selective bibliography lists 66 items published from 1980 until 1989 on education, training, and continuing education in library and information science and documentation in the Chinese-speaking countries, i.e., the People's Republic of China, Taiwan, Hong Kong, and Singapore. The document is divided into 10 sections: (1) a preface (in German); (2) an abstract (in English); (3) sources consulted to compile this bibliography, i.e., the ERIC and the INFODATA databases and three printed information bulletins-"Informatics Abstracts," "Information Science Abstracts," and "Library and Information Science Abstracts"; (4) the bibliographic entries, which include the author's name; title and subtitle; conference from which the publication resulted (if applicable); and other bibliographic information; (5) an index of authors and editors; (6) an index of keywords from the titles; (7)

includes a chronological summary of the landmarks of the ASE project. (SD) ED 316 265

IR 053 141 A Bare Bones Reference Collection for Small and

Medium-Sized Public Libraries in Maine. Southern Maine Library District, Portland. Pub Date—88 Note-12p. Pub Type-Guides - Non-Classroom (055) — Ref

erence Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, Atlases,

Check Lists, *Community Information Services, Dictionaries, Directories, Encyclopedias, Indexes, *Library Collection Development, *Library Material Selection, Library Planning, Maps, *Public Libraries, Reference Services, Research Tools, User Needs (Information) Identifiers—*Maine

This reference list was compiled to offer Maine librarians who serve communities with the resources of small- or medium-sized libraries a starting point to assess their reference collections for breadth and depth. Initially based on a list distributed by the Vermont Department of Libraries in 1987, this guide evaluates reference materials on the basis of their timeliness, effectiveness in responding to frequently asked questions, and reasonable cost. It is recommended that reference works be chosen using the same standards as for other nonfiction-i.e., currency, accuracy, authoritativeness, and ease of use. Librarians are also advised to analyze the particular needs of their community's information users before selecting books from this list. Each entry includes the book's title and author, other bibliographic information, availability (where appropriate), and cost. Three basic tools that can answer many common reference questions are highlighted: a multi-volume encyclopedia, a current world almanac, and an all-purpose dictionary. Seventeen other basic reference works are also described, including maps, telephone directories, and books of quotations. Sixteen reference works to supplement the basic 20 sources-e.g., literature guides, travel guides, and law dictionaries-are discussed. A checklist with titles of 17 Maine and local community resources concludes the guide. (SD)

tures, and a staff development questionnaire. (JMC) ED 316 267

JC 900 099 Carroll, Constance M. And Others Comprehensive Plan for AB 1725 Faculty and Staff

Development Funds, 1989-90. Saddleback Community Coll., Mission Viejo, Calif. Pub Date—Nov 89 Note-48p. Pub Type - Reports · Descriptive (141)

Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Budgeting, College Planning, Com

munity Colleges, Educational Legislation, Expenditures, *Financial Support, *Needs Assessment, Program Proposals, *Staff Develop

ment, Two Year Colleges Identifiers—*California Human Resources Devel

opment Plans

In 1989, Saddleback College (SC) and nine other California community colleges were selected for an on-site review of the uses and benefits of Assembly Bill (AB) 1725 faculty and staff development funds. The materials in this report describe the process and criteria used by the Saddleback College Faculty and Staff Development Committee to allocate funds. The specific goals of the college's three employee segments (i.e., administration/classified leadership, faculty, and classified staff) are also reviewed. The first section of the report presents SC's comprehensive plan for faculty and staff development, focusing on the four components specified by AB 1725: (1) formation of a collegewide advisory committee, representing all segments of the staff; (2) implementation and review of needs assessments to determine faculty and staff interests and requirements for professional growth and development; (3) formulation of a comprehensive plan for professional development for all segments of the college staff; and (4) identification of expenditures for faculty and staff development undertaken in 1988-89. The next section contains forms and instructions for applying for AB 1725 staff development funds. The third section presents the results of needs assessment surveys of faculty, administrators, and classified staff, indicating that for faculty the greatest emphasis was on funding of conferences, workshops, and industry visitations, followed by funding for invited lecturers, faculty-presented workshops, and mini-courses. Administrators were most interested in computer training, and seminar or workshops on management principles, conflict resolution, time management, and budget development. Classified staff expressed interest in on- and off-campus workshops, and computer training. For each employee group, the report includes costs estimates for development programs and the questionnaire. The final section focuses on 1988-89 expenditures of AB 1725 monies, indicating that $34,152 of the total allocation of $62,903 for faculty and staff development was expended within the fiscal year. (JMC) ED 316 268

JC 900 103
Parmenter, Bill And Others Human Resources Development Plan, 1989-90. Cypress Coll., Calif.

Date-[89] Note-28p. Pub Type- Reports Descriptive (141)

Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Planning, Community Col-

leges, «Faculty Development, Financial Support, Inservice Teacher Education, Labor Relations, Needs Assessment, Program Costs, Program Development, Program Proposals, *Staff Develop

ment, Teacher Workshops, Two Year Colleges Identifiers—*California Human Resources Devel

opment Plans

The human resources development plan presented in this report was developed by Cypress College (CC) to increase or refresh the knowledge and skills of classified staff, faculty, and administrators. The report reviews the colleges staff development plan, activities for 1988-89, and plans for 1989-90. Section 1 provides an overview of CC's staff development program, including information on the role of the college's Staff Development Steering Committee, program coordination and administration, and staff development needs, goals, and objectives. The three main goals identified in this section are to make staff development a shared effort involving the total staff, to make staff development a staff-driven process, and to offer an eclectic approach in staff development. Section II details the programs and activities developed by the CC Staff

Development Steering Committee for the 1988-89 academic year including a building community colloquium, a mandatory flex day, flex activities for adjunct faculty, a needs assessment survey, the development of a form for proposals, a variety of group programs, and funding of workshop and conference participation. The report indicates that CC's staff was most interested in programs to promote professional growth and instructional effectiveness, and to provide retraining. Preferences were expressed for the coverage of conference/workshop expenses, campus inservice programs, innovation grants, and education cost assistance. Section III outlines the program plan for 1989-90, including budget information and information on program evaluation. Appendixes provide a job description for a staff development coordinator, the needs assessment survey instrument, sample requests and applications for staff development proposals, and the staff development evaluation instrument. (JMC) ED 316 269

JC 900 104 AB 1725 Human Resources Development Plan for

the Period July 1, 1989-June 30, 1990. Desert Community Coll. District, Palm Desert, CA. Pub Date—(89) Note—25p.; Handwritten questionnaire responses

will not reproduce well. Pub Type - Reports Descriptive (141)

Tests/Questionnaires (160) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*College Planning, Committees,

Community Colleges, Educational Legislation, *Faculty Development, Financial Support, Grants, Inservice Teacher Education, Needs Assessment, *Organizational Objectives, Program Administration, Program Development, Questionnaires, *Staff Development, Two Year Col

leges Identifiers—*California Human Resources Devel

opment Plans

Funds set aside by California Assembly Bill (AB) 1725 for staff development programs were used by the Desert Community College District (DCCD) to supplement its existing human resources development plan (HRDP). The HRDP, which was based on the results of a needs assessment of all employees, was designed to respond to the changing professional needs of all staff by offering activities to improve instructional quality and enhance student learning. The major goals of the staff development activities at DCCD are to increase communication across academic and assignment disciplines, expand awareness of cultural diversity, improve organizational dynamics, enrich the college community, heighten employment satisfaction, and maximize student outcomes through greater support of the instructional process. For each of these goals, the HRDP lists a series of objectives by which these goals may be obtained, such as retraining and skills upgrading for faculty, computer training for all employee divisions, and a series of workshops for districtwide participation. An attachment to the HRDP outlines the faculty staff development master plan, covering the status of faculty staff development; the role of the faculty staff coordinator; the philosophy, goals, and responsibilities faculty staff development; the faculty staff development "pocket programs,” focusing initially on retraining and skills upgrading, awareness of student diversity, and remuneration for adjunct faculty participation. Two additional attachments list proposals for an adjunct faculty agenda drafted by the adjunct faculty advisory committee and the staff development needs assessment survey instrument with sample responses. (JMC) ED 316 270

JC 900 113 Parnell, Dale Dateline 2000: The New Higher Education

Agenda. American Association of Community and Junior

Colleges, Washington, D.C. Report No.-ISBN-0-87117-198-8 Pub Date—90 Note-304p. Available from American Association of Commu

nity and Junior Colleges, 80 S. Early Street, Alex

andria, VA 22304 ($18.00). Pub Type— Books (010) — Collected Works - Gen

eral (020) — Information Analyses (070) EDRS Price · MF01 Plus Postage. PC Not Avail.

able from EDRS. Descriptors-Accountability, Citizenship Educa

tion, #Educational Finance, Educational Trends, Financial Support, *Futures (of Society), Global

ED 316 266

JC 900 098 A Proposed Human Resources Development Plan. Lake Tahoe Community Coll. District, South Lake

Tahoe, CA Pub Date—Jan 89 Note—25p. Pub Type- Reports - Descriptive (141)

Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Advisory Committees, Community

Colleges, Conferences, *Faculty Development, Grants, *Inservice Teacher Education, Needs Assessment, Program Implementation, *Program Proposals, Questionnaires, Sabbatical Leaves, *Staff Development, Two Year Colleges, Work

shops Identifiers—*California Human Resources Devel

opment Plans

Lake Tahoe Community College's (LTCC's) Human Resources Development Program is designed to foster professional development through in-service activities for instructional, administrative, classified employees, and the governing board. The comprehensive program is intended to support the instructional process, improve student success, enhance communication across disciplines, improve organizational dynamics, enrich the college community, and increase job satisfaction. Six areas of staff development activities, some new and some continuing existing efforts, have been proposed for the program: (1) lectures, conferences, and workshops; (2) in-service instruction and enrichment, courses in computer use, a faculty and staff lecture series, workshops and short courses, and professional growth activities related to the instructors' service areas or the improvement of instruction; (3) sabbatical leaves; (4) grants, including both scholarly research grants and innovative project grants; (5) bi-annual retreats; and (6) an instructional skills workshop. Attachments to the development program proposal include certification for funding, 1987-88 faculty and staff development expendi

Approach, Higher Education, High Risk Students, Outcomes of Education, Population Trends, School Business Relationship, Student Financial Aid, Two Year Colleges

Drawing from current statistical data and the views of educational, civic, and business leaders, this book analyzes the environmental, societal, and demographic changes to be expected in the 1990's and their implications for higher education. Chapter I examines the opportunities and challenges facing higher education in the 1990's. Chapter II explores the linkage between the economy and higher education. Chapter III discusses the impact of international and intercultural forces on higher education. Chapter IV suggests ways in which higher education can better serve the segment of the population considered under-educated and disadvantaged. Chapter V considers means by which colleges and universities can respond to political demands for accountability. Chapter VI discusses the role of higher education in developing a sense of civic responsibility among college students. Chapter VII examines the effects of demographic shifts on colleges and universities in the coming decade. Chapter VIII considers the impact of technological developments. Finally, chapter IX focuses on educational finance, discussing the true and perceived costs of a college education, the effects of cost containment measures, and student financial aid needs. A 97-item bibliography is included. (JMC)

ED 316 271

JC 900 121 Word, Miriam F. A Personalized Developmental Model for the

Teaching of Communications I. A Practicum

Report. Pub Date—Jan 90 Note—60p.; M.S. Practicum, Nova University. Pub Type- Reports · Research (143) Tests/

Questionnaires (160) Dissertations/Theses

Practicum Papers (043) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Academic Achievement, Community

Colleges, Surveys, Two Year Colleges, *Writing (Composition), Writing Apprehension, *Writing Difficulties, Writing Evaluation, Writing Exercises, *Writing Improvement, *Writing Instruction, *Writing Skills

In 1989, a project was undertaken to improve the student success rate in a writing course (Communications I) at a Florida multi-campus institution. Of the 489 students who had taken the course, 18% were unsuccessful in completing it in one semester. Three observed student behaviors which contributed to poor writing performance were an inability to stay on task, frustration caused by the inability to communicate thoughts, and lack of competent writing techniques. The target group was a Communications I class of 17 students enrolled in fall 1989. The instructional approach used, entitled “Type-Writing,” was designed to account for each student's preferred learning style, as identified by the Myers-Briggs Type Indicator. The target group was tested using a pre-writing assignment to determine writing skill level, a pre-writing awareness survey, and the Myers-Briggs Type Indicator. The students were identified as having S type characteristics (linear learner) or N type characteristics (global learner), or both. Tasks during the semester involved grammar reviews, development of awareness of S and N characteristics, cooperative learning, improving research skills, and writing assignments. Students were retested at the end of the 12-week semester, and results were compared. Results included the following: (1) all 17 students improved in all writing skill areas; (2) students became aware of their individual writing approaches; (3) all students passed with a grade of C or better; and (4) 10 of the 17 students showed improvement in the writing awareness survey. Appendixes contain the instructor survey, pre- and post-writing assignments, the student writing awareness survey, information on a student self-critique activity, an instructor check sheet used for grading assignments, and MyersBriggs Type descriptions. (WIT) ED 316 272

JC 900 131 Ritchey, Joyce A. Starke, Diane J. HERMANN: Holistic Evaluation Reading Maga

zines and Newspapers/Novels. El Paso Community Coll., Tex. Pub Date—[89] Note—14p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Community Colleges, Comparative

Analysis, Hispanic Americans, Holistic Approach, Newspapers, Reading Ability, *Reading Achievement, *Reading Attitudes, *Řeading Improvement, “Reading Instruction, «Reading Strategies, Teaching Methods, Two Year Colleges

In 1988, a study was conducted to determine whether a holistic or an isolated skills approach is more effective in improving the reading abilities and attitudes toward reading of predominantly Hispanic community college students. The study sample consisted of two groups of developmental reading students. The majority of students in both groups were female Hispanics with reading abilities between the 8th and 10th grade levels. According to Nelson-Denny Reading Test scores, both groups had comparable reading abilities. Reading attitudes were tested using the Mikulecky Behavioral Reading Attitude Measure. The first group consisted of 53 students who were taught the holistic approach to reading, using cognitive operations and thinking strategies. Class activities included reading and discussing news magazine and newspaper articles, writing in journals, and reading self-selected novels. The non-holistic group of 46 students used the regular college textbook adopted for the developmental reading course which emphasizes isolated skills. The holistic approach group showed 100% attitude improvement, while 75% of the non-holistic group showed improvement. The study was replicated the following semester with the addition of students reading from 10th to 12th grade levels. These students showed marked improvement with holistic instruction, though attitude improvement was slightly less than in the first study. The Holistic method was found to be a positive factor in reading gains of students at the 10th and 12th grade levels, while both teaching methods showed positive results for students at the 8th and 10th grade levels. (WJT) ED 316 273

JC 900 132 Guthrie, James W. And Others The Challenge of Change in the San Francisco

Community College District: An Organizational

and Educational Plan for the Future. San Francisco Community Coll. District, Calif. Pub Date Jan 90 Note—83p.; Extremely small print in Appendix B

may not reproduce clearly. Pub Type— Reports - Descriptive (141) EDRS Price · MF01/PC04 Plus Postage. Descriptors—*Administrative Organization, Col

lege Administration, College Planning, Community Colleges, Community Services, Financial Policy, Institutional Evaluation, Models, Multicampus Districts, *Noncredit Courses, *Organizational Development, *Organizational

Objectives, Two Year Colleges Identifiers—*California (San Francisco)

Over a 6-month period in 1989, an institutional review was conducted of the San Francisco Community College District (SFCCD) in order to de. velop recommendations for an organizational and administrative structure that would facilitate the fulfillment of district goals, promote professional performance, enhance the implementation of significant new state mandates, encourage the efficient use of scarce resources, and enable the district to adapt to change in the future. The private consulting firm recruited to assess the SFCCD reviewed district documents; interviewed over 100 administrators, faculty, and other personnel; conducted case studies; received opinion surveys from employees and current and former students; and undertook comparisons with other community colleges in California and nationwide. The analyses suggested that challenges to the district's effectiveness existed in the areas of organizational culture, mistrust, a common vision, cohesion, professionalism, communication, efficiency, planning, evaluation, and renewal. Four organizational models were considered to ad. dress these challenges: a status quo model; a parallel structure model, calling for the City College of San Francisco (CCSF) and the non-credit program to operate as two equal but independent components; the formation of a multi-college district; and an integrated systems model, which would consolidate the CCSF and the district's non-credit program into a single functioning organizational unit. The study report weighs each alternative and makes recommendations for reforms. Enrollment, apportionment, revenue, expenditure, and comparative fiscal data are appended. (JMC)

graduates Transferring to UC Davis, 1976-1989. Research Synopsis: Student Affairs Research

and Information No. 34. California Univ., Davis. Pub Date—Feb 90 Note-8p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Academic Achievement, • Articula

tion (Education), College Graduates, College Transfer Students, Community Colleges, *Enrollment Trends, Females, Higher Education, Males, Minority Groups, Transfer Programs, Two Year

Colleges, Universities Identifiers—*California

Between fall 1976 and spring 1989, over 21,000 transfer students entered the University of California at Davis (UCD). Transfers included all students who entered the university with sophomore standing, who entered with advanced standing or whose source school was not a high school. Selected data on these students included the following: (1) during the 13-year period, 37% of UC's new undergraduates were transfers, though the proportion of transfers fell from half to less than one-third of the new undergraduates; (2) the proportion of non-white transfers doubled from 14% in 1976-77 to 31% in 1988-89; (3) among new undergraduates, 36% of the women and 39% of the men were transfers; (4) 64% transferred as juniors and about 28% transferred as sophomores between 1976-1989; (5) 62% of all students and 66% of non-white students transferring from fall 1980 through spring 1989 came from community colleges; (6) among transfers who enrolled from fall 1976 through spring 1986, 71% earned degrees; (7) 71% of the students who transferred to UCD between fall 1976 and spring 1986 graduated, and over one-half of non-white transfer students eventually graduated from UCD; and (8) among students transferring as juniors, 76% graduated from UCD, a substantially higher rate than those of freshman (50%) and sophomore (66%) transfers. (JMC) ED 316 275

JC 900 134 Pederson, Eldor 0. Community College Periodicals. Pub Date—1 Mar 90 Note-51p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*College School Cooperation, Com

munity Colleges, Faculty Publishing, Higher Education, "Library tions, *Periodicals, *Scholarly Journals, Two Year Colleges, Writing for Publication

Drawing from an examination of community college periodicals, their availability and characteristics, the academic affiliations of contributing authors, and the topics of their articles, this paper discusses the minor role which community college periodicals appear to play. A list of 35 periodicals dealing primary with community college education was compiled, enabled, in part, by ERIC, and efforts were made to identify subscribing libraries and assess availability. Using various bibliographic resources, all but 4 of the 35 journals were eventually located, though most had limited distribution. One journal accounted for fully two-thirds of the total circulation for all the periodicals, Major conclusions drawn from the study were as follows: (1) community college periodicals are few in number, especially when the large numbers of colleges and faculty members are considered; (2) the periodicals are not widely distributed in printed paper format and are available at few libraries; (3) overall, the periodicals publish only a handful of articles annually; (4) the largest fraction of contributors are faculty members in four-year institutions, not community college faculty or staff; (5) a variety of associations, institutions, and commercial publishers issue community college periodicals; and (6) contents of most of the journals are not aimed at community college faculty members but at community college administrators and at higher education members in universities. An appendix listing the community college periodicals, affiliations, and contributors is attached. (JMC)

ED 316 276

JC 900 136 Linksz, Donna Faculty Inventory: Seven Principles for Good

Practices in Undergraduate Education. Catonsville Community Coll., MD. Office of Insti

ED 316 274

JC 900 133 Yaklin, Bernard P.. Enrollment and Graduation Patterns of Under

Page 26

ED 316 278

JC 900 138 Lapin, Joel Linksz, Donna (Catonsville Community College) Factbook: Janu

Pub Type- Reports - Research (143) Tests/

Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Environment, *College

Faculty, College Instruction, Community Colleges, Evaluation Criteria, Faculty Development, School Surveys, Self Evaluation (Individuals), *Teacher Attitudes, Teacher Expectations of Students, Teacher Student Relationship, *Teaching Methods, Two Year Colleges, Undergraduate Study

In 1990, the full-time teaching faculty of Catonsville Community College (CCC) were given a faculty inventory as part of a staff development activity. The staff development program included a faculty meeting devoted to a panel discussion of the seven principles for good practices in undergraduate education designed by the Center for Teaching Excellence. Responses to the faculty inventory were received from 117 faculty members from units throughout the campus. Major results of the survey are as follows: (1) activities such as faculty sharing of experiences, knowing students by name, mentoring, and making special efforts for a diverse student body were often or very often practiced, while activities pertaining to student life and extracurricular activities were the least often practiced; (2) the most frequently practiced activity related to cooperation among students dealt with using performance criteria to determine grades, rather than comparing students to each other; (3) active learning practices were followed often by the majority of faculty members, and an overwhelming number gave their students concrete situations and real-life problems to analyze often or very often; (4) over 75% of the faculty practiced prompt feedback for their students; (5) time on task activities were heavily practiced; and (6) faculty members responded positively to activities such as discouraging inappropriate behavior, using diverse teaching activities, and learning about the varied learning styles, interests, and backgrounds of their students. (JMC) ED 316 277

JC 900 137 Turcott, Frances Linksz, Donna Results of the 1989 Self-Image Survey: Catonsville

Community College. Catonsville Community Coll., MD. Office of Insti

tutional Research. Pub Date—Feb 90 Note—36p. Pub Type— Reports - Research (143) – Tests/

Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Administrator Attitudes, College

Faculty, Community Colleges, *Employee Attitudes, Needs Assessment, Organizational Effectiveness, Program Evaluation, Questionnaires, *School Effectiveness, School Personnel, School Surveys, *Self Evaluation (Groups), Teacher Attitudes, Two Year Colleges

Catonsville Community College (CCC) conducted a self-image survey to examine employees' perceptions about the college's instructional and student support programs and the general college environment. The survey was distributed to all full-time faculty, administrators, and classified personnel. It was also distributed to adjunct faculty during the fall 1989 organizational meeting. While a total of 218 persons responded, only 183 out of 640 full-time employees returned the survey, for a response rate of 29%. The survey asked respondents to rate the sensitivity and responsiveness of CCC, the quality of programs and services, the performance of services, and the quality of promotional activities and materials. Survey highlights included the following: (1) the college was rated very highly in terms of friendliness of atmosphere, concern for students, and overall quality of education; (2) college transfer, career, and technical programs, developmental education, and continuing education and community services were all rated as above average; however, at least 20% of the respondents rated each of the programs as “don't know”; (3) faculty and staff perceived the availability of counselors and advisors to be somewhat of a problem; (4) respondents' ratings of student activities, admissions office programs, registration, childcare, health services, the college press, computer services, the business office, security, and libraries are given in the text and in an appended chart; (5) 85% rated the upkeep of the grounds as excellent; and (6) 81% would recommend that family or friends attend CCC. The survey instrument is appended, as well as charts and line graphs detailing responses. (WJT)

Catonsville Community Coll., MD. Office of Insti

tutional Research. Pub Date—Jan 90 Note—199p. Pub Type— Numerical/Quantitative Data (110)

Reference Materials - Directories/Catalogs (132) EDRS Price · MF01/PC08 Plus Postage. Descriptors-Advisory Committees, Budgets, Col

lege Graduates, Community Colleges, Degrees (Academic), Educational Facilities, Educational Finance, *Enrollment Trends, Expenditures, *Institutional Characteristics, Philanthropic Foundations, *School Demography, School Personnel, School Statistics, *Student Characteristics, Two Year Colleges, Two Year College Students

This statistical factbook provides information on student demographics, employees, budget, organization, graduates, programs, enrollments, grants, and the foundation on Catonsville Community Col. lege (CCC). An additional section provides parallel information on Carroll Community College where available. The first section focuses on college data, including an operating calendar, an employee profile, and information on the physical plant, library holdings, and budgetary concerns. The second section provides data on the characteristics of fall and winter credit students, graduates, financial aid recipients and awards, and credit-free students. The third section offers data on credit-free enrollment patterns, selected discipline/departmental enrollment by number of sections, headcount enrollment, full-time equivalency, and credit-free enrollment patterns. The fourth section presents information on resource development and external connections, examining the CCC foundation and board of directors, foundation assets, and numbers of scholarships and grants awarded. This section also contains information on external environmental factors, such as estimates of the Maryland population by race, region, political subdivision, age, and sex. The final section describes Carroll Community College, following the same general outline as the CCC information. (JMC)

ning of the semester, nearly 94% provided grading criteria, and over 63% provided a week-by-week schedule; (6) 28% talked to their department chairs and over half to other faculty once per week, but 82% did not attend division meetings; (7) about 19% had been teaching at Fullerton a year or less; and (8) 56% would like a full-time teaching position at any college. Conclusions regarding the application of a human resources development approach to parttime faculty are provided. The survey instrumer is appended. (JMC) ED 316 280

JC 900 140 Okun, Morris A. And Others Predicting Institutional Turnover from Spring to

Fall Semester among Part-Time Community Col. lege Students Intending To Stay: Final Report to

the Maricopa Community Colleges. Arizona State Univ., Tempe. Spons Agency–Maricopa County Community

Coll. District, Phoenix, Ariz. Pub Date-15 Jan 90 Note-84p. Pub Type - Reports - Research (143) Tests/

Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Academic Persistence, College

Transfer Students, Community Colleges, Dropout Characteristics, *Part Time Students, School Holding Power, Student Attitudes, Student Attrition, *Student Characteristics, Student Educational Objectives, Two Year Colleges, Two Year College Students Identifiers-Phoenix College AZ

In 1989, a study was conducted at Phoenix College to explore institutional turnover rates from the spring to the fall semester among part-time community college students. Surveys were administered in class during spring 1989 to a random sample of part-time, working students who were enrolled in 12 credit hours or less. Students were asked about their background, outside responsibilities, educational status, affective reactions to college, and academic performance. The majority of the sample had declared majors, felt that extra help was available from instructors, and were at least moderately satisfied with Phoenix College. Major study findings, based on survey responses from 426 students, included the following: (1) 82% of the students intended to stay at Phoenix College; (2) of the students intending to leave, 90% planned to attend another college; (3) among students planning to transfer, 67% intended to enroll at a four-year institution; (4) 89% attained a grade point average (GPA) for the spring semester 1989 above 1.99; (5) course offerings and scheduling conflicts were the most frequently mentioned school-related obstacles; (6) time/scheduling at work and lack of money were cited often as non-school-related barriers. After excluding students with GPA's below 2.00, student responses were correlated with their continued enrollment at Phoenix College in fall 1989. Commitment to the intention to stay was the strongest predictor of continuation status. The survey instrument is appended. (WJT) ED 316 281

JC 900 141 Colleague 1990. An Annual Collection of Articles

on Academic and Administrative Issues Facing Community Colleges of the State University of

New York. State Univ. of New York, Albany. Pub Date—90 Note-69p. Pub Type— Opinion Papers (120) – Collected

Works - General (020) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Articulation (Education), Cognitive

Processes, College Instruction, Community Colleges, Computer Assisted Instruction, Learning Disabilities, Online Systems, School Location, Small Colleges, Teacher Responsibility, Technical Education, Telecourses, Training Methods, Two

Year Colleges, Workshops, Writing Instruction Identifiers– New York

Designed as a means of communicating creative ideas in community college education, this journal contains 12 articles on instructional and administrative issues facing the community colleges of the State University of New York. This collection includes the following: (1) “Egalitarian Education in an Elitist Environment,” by Eduardo J. Marti; (2) "New Solutions for Some Old Problems: Distant Learning at North Country Community College," by Gail Rogers Rice and Peter Biddle; (3) "The Learning through Writing Program at Mohawk Val

ED 316 279

JC 900 139 Kelly, Diana K. A Human Resources Development Approach to

Part-Time Faculty in the Community College. Pub Date—6 Mar 90 Note-151p.; Masters Thesis, Claremont Graduate

School. Pub Type- Reports - Research (143) – Tests/

Questionnaires (160) Dissertations/Theses

Masters Theses (042) EDRS Price · MF01/PC07 Plus Postage. Descriptors—Community Colleges, *Faculty Col

lege Relationship, *Faculty Development, Full Time Faculty, Literature Reviews, *Part Time Faculty, Questionnaires, Statistical Analysis, Ta. bles (Data), *Teacher Characteristics, Teacher

Role, Teaching Load, Two Year Colleges Identifiers-Fullerton College CA

This study was conducted to determine the characteristics, qualifications, frustrations, and institutional involvement of part-time faculty at community colleges. The study involved a review of the literature on trends in and statistics on part-time faculty employment; the motivations, characteristics, advantages and disadvantages, quality, frustrations, management, integration, involvement, and professional development of part-time faculty; and policy issues. In addition, the study included a survey of 314 part-time faculty at Fullerton College in California to determine the variety and scope of teaching methods used, the level of interest in faculty development activities, the organizational involvement of and communication with part-timers, and the length and depth of their teaching experiences. Survey results included the following: (1) nearly 70% of the part-timers at Fulerton College were between the ages of 30 and 49, nearly 60% were male, and over 66% had a master's degree, or doctorate; (2) the Business Division employed the greatest number of part-time faculty, followed by the Humanities Division; (3) 40% of the part-timers taught vocational subjects; (4) although part-time faculty used a variety of teaching methods, 93% used the traditional lecture method, 75% used class discussions, and over 50% used question-answer reviews and hands-on activities; (5) almost 97% gave students a course outline or syllabus at the begin

ley,” by Sandra E. Engel and others; (4) “Technology Bound-A Hidden Agenda," by Patricia Pietropaolo; (5) “The Continuing Educator-Balancing a Fine Line between Academics and Industry," by Jessee Gugino and Renee' M. Caya; (6) “Do Non-Regents Students Succeed at à New York State Community or Technical College?" by Charles E. Gotsch; (7) “Testing Accommodations for the Disabled," by Andrea Bythewood; (8) “Distance Learners: They're Closer Than You Think," by Sue Commanday; (9) "A Pilot Project: The Bridge Program Easing the Transition from High School to College," by Lorraine Martin; (10) “Generator Transplants for Tenured Faculty (Business Experiences Applied to Academia),” by Robert J. Mullin; (11) "The HVCC Database Research Project: Information On-Line/On-Disc," by Paul M. Spannbauer; and (12) "The Difference Being a Social Animal Makes, A Conceptual Scheme," by Edwin de F. Bennett. (JMC) ED 316 282

JC 900 142 Head, Ronald B. PVCC New Student Profile, Fall Semester 1989.

Research Report Number 2-90. Piedmont Virginia Community Coll., Charlottes

ville, VA. Office of Institutional Research and

Planning. Pub Date—Mar 90 Note-23p. Pub Type - Reports - Research (143) — Numeri

cal/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors College Freshmen, *College Transfer

Students, Community Colleges, *Enrollment Trends, Reentry Students, School Demography, *Student Characteristics, Student Educational Objectives, Two Year Colleges, *Two Year Col

lege Students Identifiers—*Virginia

In an effort to provide faculty and administrators with a current profile of the diverse student population at Piedmont Virginia Community College (PVCC), a study was conducted of new students entering PVCC in fall 1989. The new student population, representing 33.5% of the total fall 1989 headcount, included 849 first-time students and 644 transfer students. The ratio of new to returning students has been relatively constant for the last five years, while the ratio of first-time to transfer students has not. During fall 1985, the number of first-time students was the lowest in 11 years and the number of transfer students was the highest ever. Between 1985 and 1987, however, first-time student enrollment increased by 14.5% and transfer student enrollment decreased by 1.9%. Generally, during the past five years, the enrollment of new students has mirrored that of the student body as a whole. Demographically, the fall 1989 new and returning students were quite similar: the ratio of males to females was 2:3; the ratio of whites to minorities was 9:1; and between 25% and 30% of all new students were in the age bracket 25 to 34. More notable differences existed between the new and returning student populations. First-time students were typically younger than transfer students and more likely to study full-time at PVCC. Proportionally more first-time students studied during the day at the main PVCC campus than did transfer students, and a larger percentage of first-time students were enrolled in programs of study leading toward degrees or certificates. A research summary is attached to the report. (JMC) ED 316 283

JC 900 143 Head, Ronald B. Minority Enrollment Report, Fall Semester 1989.

Research Report Number 1.90. Piedmont Virginia Community Coll., Charlottes

ville, VA. Office of Institutional Research and

Planning. Pub Date Feb 90 Note—27p. Pub Type- Reports - Research (143) — Numeri

cal/Quantitative Data (110) EDRS Price : MF01/PCO2 Plus Postage. Descriptors-Affirmative Action, American

Indians, Asian Americans, Black Students, Community Colleges, Declining Enrollment, Enrollment Rate, *Enrollment Trends, Hispanic Americans, *Minority Groups, Pacific Americans, *School Demography, School Holding Power, *Student Characteristics, Student Educational Objectives, Student Recruitment, Two Year Colleges, "Two Year College Students, White Students

Descriptors—*Accountability, *Board of Educa

tion Policy, College School Cooperation, College Transfer Students, Community Colleges, *Economic

Development, "Intercollegiate Cooperation, Outcomes of Education, School Business Relationship, State Boards of Education, Student Attrition, Technical Education, *Transfer Policy,

Two Year Colleges, Vocational Education Identifiers—North Carolina

This series of discussion papers presents the respective positions of the North Carolina State Board of Community Colleges (NCSBCC), the North Carolina State Board of Education (NCSBE), and the University of North Carolina Board of Governors (UNCBG) regarding several educational issues facing the state. The

first set of papers focuses on accountability and flexibility. The NCSBBC stresses the joint responsibility of all three boards for ensuring the common goals of literacy, transferability, and the wise use of resources. The NCSBE's paper supports increased flexibility for local school systems, the Department of Public Instruction, and itself; addresses the "governance problem" in public education; and advocates national educational goals and expectations. The UNCBG focuses on the resources necessary for the support of public education and the measures needed to insure an effective and productive use of these resources. The second group of papers deals with economic development and work force preparation. The NCSBCC discusses responses to the changing marketplace, areas of mutual concern and cooperation, and strategies to field a competently trained work force. The NCSBE presents its goal of insuring that all high school graduates possess the necessary academic foundation and work and study habits to enter the work force. The UNCBG addresses the university's contributions to economic development in terms of instruction, research, and public service programs. The final set of papers deals with issues related to the transferability of education, skills, and training. The NCSBCC's discussion focuses on community colleges' articulation with high schools and universities, transfer programs, and the "tech prep" initiative. The NCSBĚ's concerns relate to the need of large numbers of high school graduates for remedial education at the college level, the need for adequate guidance, and dual enrollment programs. The UNCBG underscores the importance of maintaining minimum admissions requirements while increasing student flow to the university. (WBT)

Each year, Piedmont Virginia Community College (PVCC) examines longitudinal data on fall term minority enrollment to identify trends which may be of interest to those involved in planning student recruitment and retention activities. The study is designed to gather longitudinal minority enrollment data and to examine trends which may assist those involved in planning student recruitment and retention activities. The findings of the 1989 study in. clude: (1) 508 minority students enrolled at PVCC during fall 1989, representing 11.4% of the student body; (2) Blacks represented 9.18% of the student body and 80.5% of the minority student population; (3) of the remaining minority students, 62 were Asian or Pacific Islanders, 21 were Hispanic, 3 were American Indians or Alaska Natives, and 13 classified themselves as “other”; (4) between fall 1988 and fall 1989, minority student enrollment increased 8.5% compared to a 6.1% total student enrollment increase; (5) 30.8% of all Black students attending PVCC in fall 1989 were male, 38.1% of all White students were male, and 43.4% of all minority students other than Blacks were male; (6) new Black student enrollment increased 21% between fall 1988 and fall 1989; (7) fewer Blacks than Whites were full-time students at PVCC during fall 1989; and (8) the second-year retention rate was higher for White than Black students. These trends suggest that PVCC is intensifying its efforts to draw and retain minority students, but it is still a long way from meeting its minority student recruitment and retention goals. (JMC) ED 316 284

JC 900 145 Selman, James W. Stress in Perspective for Community/Junior Col

lege Presidents. Auburn Univ., Ala. Dept. of Vocational and Adult

Education. Pub Date—89 Note—24p. Available from—Department of Vocational and

Adult Education, College of Education, Auburn

University, Auburn, AL 36849-3501 ($10.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Attitudes, * Adminis

trator Responsibility, *College Administration, College Environment, College Presidents, Community Colleges, *Stress Management, *Stress Variables, Two Year Colleges

A study was conducted to determine levels of perceived stress associated with the office of public community/junior college president in the southeastern United States. The study investigated the following: (1) the ways that stress, as perceived by selected community/junior college presidents, relates to certain job functions; (2) the importance of these job functions; and (3) the methods used by these presidents to counter stress. Questionnaires were mailed to 276 presidents, and 175 usable questionnaires were returned. Study findings included the following: (1) the average age of the respondents was 52; (2) respondents had an average of 10.5 years of experience as a college president; (3) 94.3% were white and 95.4% were male; (4) 86.3% had a doctorate; (5) 44% of the respondents were employed at colleges located in urban areas; (6) the presidents perceived the stress level of the majority of their job functions to be “not very stressful,” with the exception of Faculty Relationships and Legal Matters, which were rated “very stressful"; (7) in rating the importance of 21 major job responsibilities, presidents confirmed that these individual responsibilities were important to the functioning of the presidency; and (8) counter-stress activities such as exercise, seeking the advice of a physician, and drinking alcohol, were not widely used by the respondents, although almost all engaged in some form of relaxation on occasion. Survey responses are appended. (WJT) ED 316 285

JC 900 146 Accountability/Flexibility. Economic Develop

ment and Work Force Preparation. Transferabil.

ity. North Carolina State Board of Community Col

leges, Raleigh.; North Carolina State Board of Education, Raleigh.; North Carolina Univ., Chapel

Hill. Board of Governors. Pub Date—8 Mar 90 Note—42p.; Discussion papers considered at the

Meeting of the North Carolina Education Gov

erning Boards (2nd, Raleigh, NC, March 8, 1990). Pub Type - Opinion Papers (120) EDRS Price · MF01/PCO2 Plus Postage.

ED 316 286

JC 900 147 Manual on Cooperative Programs in North Caro

lina High Schools and Community Colleges. North Carolina State Dept. of Community Colleges,

Raleigh.; North Carolina State Dept. of Public

Education, Raleigh. Pub Date—90 Note34p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrative Policy, * Articula

tion (Education), *College School Cooperation, Community Colleges, #Educational Legislation, High Schools, Policy Formation, Program Descriptions, Program Guides, *Statewide Planning,

Two Year Colleges, Vocational Education Identifiers—*North Carolina

Prepared as a guide to assist local educational agencies and community colleges in North Carolina in developing articulation arrangements, this handbook contains program descriptions, departmental policies regarding coordinated programming, descriptions of eligible courses and students, the rules and regulations governing the implementation of programs, copies of required forms, descriptions of articulated program concepts, and other related materials. Section I offers a justification for high school-college articulation and describes the responses of the Federal Government, the state government, and various state and local agencies to the need for articulation. Section II explains several articulated program models, including college advancement programs, advanced vocational studies, and tech-prep programs. Section III deals with the purposes of and policies affecting cooperative programs, focusing particularly on Huskins Bill programs and dual/concurrent enrollment programs and policies governing student and course eligibility. Section IV outlines the requirements for program administration, including information on the planning process, the program approval process, and reporting stages. Section V responds to frequently asked questions regarding cooperative programs. Appendixes provide pertinent legislation,

definitions, the North Carolina Administrative Code, articulation agreement forms, and exceptions for tuition and committee membership. (JMC) ED 316 287

JC 900 150 Report on Staffing and Salaries, Fall 1988. Report

Number 89-2. California Community Colleges, Sacramento. Of

fice of the Chancellor. Pub Date—Dec 89 Note—323p. Pub Type- Reports - Research (143) — Numeri

cal/Quantitative Data (110) — Tests/Question

naires (160) EDRS Price - MF01/PC13 Plus Postage. Descriptors-Administrators, *College Faculty,

Community Colleges, Compensation (Remuneration), Employment Patterns, Faculty College Relationship, Faculty Workload, Full Time Faculty, Part Time Faculty, Personnel Data, *Salaries, *School Demography, School District Spending, *School Personnel, *Staff Utilization, State Surveys, Tables (Data), Two Year Colleges Identifiers—*California

This report presents fall 1989 demographic, staffing, salary, and workload information on all California community college employees, based on data from 69 of the 71 districts in the state. First, tables present the total number of district employees by primary occupational activity; full-time equivalency; type of assignment; weekly faculty contact hours by certificated staff; and a seven-year profile of full-time faculty and average salary paid. Next, tables are presented for each of six major categories of community college employees: contract and regular (full-time) faculty; temporary (part-time) faculty; full-time nonteaching professionals; full-time certificated administrators; full-time classified administrators; and all other full-time classified employees. For each group, tables provide data on percentage distributions by age, gender, ethnicity, employment classification, employment status, duration of employment contract/agreement, annual salary per schedule plus stipends, salary changes during the previous year, expenditures for mandatory contributions and district paid employee benefits, and overload salaries. Appendixes include district contract/regular faculty salary schedules. (JMC) ED 316 288

JC 900 155 Fredericksen, Marlene Slark, Julie Course Placement Study. Rancho Santiago Community Coll. District, Santa

Ana, Calif. Pub Date-Jan 90 Note—72p. Pub Type- Reports - Research (143) Numeri

cal/Quantitative Data (110) – Tests/Question

naires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Academic Ability, Academic

Achievement, Basic Skills, Community Colleges, Grade Prediction, Grades (Scholastic), *Minority Groups, Questionnaires, Self Evaluation (Individuals), *Student Attitudes, Student Evaluation, *Student Placement, Study Skills, *Teacher Attitudes, Two Year Colleges

Following the implementation of a matriculation plan at Rancho Santiago College (RSC), a study was conducted to examine the appropriateness of student course placement as assessed by faculty and students and to investigate faculty's perceptions of changes in students' skill level preparation over the past few years. Questionnaires were completed in class by the 2,315 students enrolled in 61 classes during the sixth week of the semester, and by the instructor of each section. Major findings of the surveys were as follows: (1) 90% of the students felt that they had been placed appropriately in the courses investigated; (2) there was little difference among student ethnic groups regarding students' perceptions of course placement, although a slightly larger percentage of Asians (8%) thought they should have been placed in a course at a higher level; (3) faculty reported that an average of 78% of the students in their courses has been appropriately placed and that an average of 19% should have been placed in a lower-level course; (4) 12% to 23% of the faculty reported that students' skill levels had worsened over the past two years, with reasoning, writing, and study skills most often cited at lower skill levels; (5) 23% of the students reported feeling underprepared in study skills; (6) there was a significant difference between students' self-reported grades at the time of the survey and students' antici.

pated final grades; and (7) overall, students more often assessed themselves as prepared for success than did faculty. An appendix contains the responses to each survey question for each course by both students (by ethnic group) and by faculty. The survey instruments are attached. (JMC) ED 316 289

JC 900 156 Russell, Suzi Slark, Julie Non-Returning Student Interview Study and

RSC's Institutional Effectiveness. Rancho Santiago Community Coll. District, Santa

Ana, Calif. Pub Date-Mar 90 Note—33p. Pub Type - Reports - Research (143) — Numeri

cal/Quantitative Data (110) Tests/Question

naires (160) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Community Colleges, *Dropoul Atti

tudes, *Dropout Characteristics, Interviews, School Holding Power, *Student Attrition, Student Educational Objectives, Two Year Colleges

In 1989, staff from Rancho Santiago College's (RSC's) research office conducted telephone interviews with a random sample of 255 out of the 17,359 former students who attended RSC in spring 1989 but did not return for the next semester. The study was conducted to determine why students did not return, whether they accomplished their educational objectives while attending RSC, and how they assessed the college. Major findings of the survey were as follows: (1) 63% of the nonreturning students were White, 17% were Hispanic, and 15% were Asian; (2) the average age of the RSC students was 33; (3) 43% had a grade point average of 3.0 or higher; (4) 30% had only attended RSC for one semester, 19% had attended for two semesters, and 26% had attended for three or four semesters; (5) 67% worked 21 to 40 hours while at RSC; (6) only 13% of the respondents frequently used the library or student services, talked with an instructor, or went to the campus for some other purpose than to attend class; (7) 84% were not attending another college at the time of the survey; and (8) 19% did not return because of a conflicting work schedule, 16% due to family or personal problems, 13% for a medical reason, and 11% because they graduated or com. pleted their objective. The survey instrument is appended. (JMC) ED 316 290

JC 900 157 Roueche, John E. Leadership for 2000. Menagement Report

1989-90/1. Association of California Community Coll. Admin

istrators. Pub Date—[89] Note-14p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, Commu

nity Colleges, Educational Policy, *Educational Quality, Nontraditional Students, School Effectiveness, School Holding Power, School Orientation, *School Policy, Staff Orientation, Student Attrition, Student College Relationship, Teacher Orientation, Teacher Selection, Teacher Student Relationship, Two Year Colleges

Of all challenges facing open-door community colleges, none is more important than the need to renew and improve teaching quality in order to accommodate increasingly diversified student populations. Several policies have been particularly helpful to open-door institutions in improving student retention and achievement, including the following: (1) proactive pre-enrollment that includes personal contact with a faculty or administration member; (2) freshman orientation, during which a student/peer or faculty/peer relationship is established; (3) academic/personal assessment of entering freshmen; (4) reduced academic hours for working students; (5) elimination of late registration; (6) assigned faculty mentors for students; (7) more problem-solving activities in all courses; and (8) the replacement of retiring community college staff and faculty with higher quality candidates. All teaching candidates should be required to demonstrate their teaching abilities in real or simulated learning situations before any hiring decision is made. The creation of faculty and staff orientation programs is also recommended to educate new individuals about the institutional mission and values of an open-door community college. (WJT) ED 316 291

JC 900 159

Sworder, Steven
A Review of the English Composition Assessment

of Saddleback College Students through the

Matriculation Program. Saddleback Community Coll., Mission Viejo, Calif. Pub Date—(90] Note-21p. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, Adinission (School), Associate Degrees, *College English, College Transfer Students, Community Colleges, *Educational Testing, Essay Tests, Remedial Instruction, Screening Tests, *Student Placement, Test Results, Two Year Colleges, *Writing Skills

In 1989, Saddleback College's (SC's) English composition assessment process was evaluated to determine its success in placing students in appropriate courses. To gain entrance to one of SC's three composition courses, students must complete a prerequisite course or take the College English Placement Test (CEPT) and, at the option of the student, provide a writing sample. The three courses available are a university-level composition course, a composition class that satisfies the composition requirement for graduation with an associate de. gree, and a remedial/basic skills course. Random samples were chosen from the 2,714 students who had taken the CEPT between July 5, 1988 and January 31, 1989, from the students who provided a writing sample, and from the students who were not placed with the CEPT. Study findings, based on a comparison of placement results and course success, include the following: (1) students who enrolled in a course more advanced than that suggested by their CEPT score succeeded at a higher rate than the group that took the recommended course; this may be due to the fact that a student would normally have needed to take the writing sample to qualify for placement into the more advanced class; (2) of the 244 students who took the writing sample, 94% were successful in English composition; the success rate for all students in the composition courses was 69%; (3) the success rates for CEPT-based placement students and students who took the prerequisite courses were about the same; (4) the success of the students placed through the assessment process indicated that the cutoff scores for the CEPT were not too low, and that they may have been too high; and (5) the English composition faculty did not recommend a change in the minimum testing levels due to their experience with the results of student placement based on the CEPT scores. An appendix provides CEPT scores and data on course success. (JMC) ED 316 292

JC 900 160 Sworder, Steven A Review of the Mathematics Assessment of

Saddleback College Students through the Ma.

triculation Program. Saddleback Community Coll., Mission Viejo, Calif. Pub Date—[90] Note—50p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Academic Achievement, * Admis

sion (School), Community Colleges, Educational Counseling, *Educational Testing, *Enrollment Trends, Mathematics, Screening Tests, *Student. Placement, Test Results, Two Year Colleges

In 1989, a study was conducted of the mathematics assessment portion of the matriculation process at California's Saddleback College (SC). The two main purposes of the study were to examine student enrollment behavior in recommended mathematics courses as well as to compare the success rates of students who enrolled in the recommended courses with those who enrolled in self-placed, higher level courses. All those who participated in the mathematics assessment process between July 5, 1988 and January 11, 1989 were included in the population for the study. The assessment process consisted of four separate examinations: Algebra Readiness; Elementary Algebra; Intermediate Algebra; and Pre-Calculus. In all, 2,354 exam were completed. Of the tested students, 1,336 enrolled in a mathematics class within three terms. Major findings and recommendations of the study are as follows: (1) almost all (94%) of those who participated in the mathematics assessment process enrolled in courses in the district, and slightly less than two-thirds of those who enrolled, took a math class within three terms following completion of the assessment process; (2) nearly two-thirds of those who enrolled in a mathematics class chose the course recommended by the

assessment/advisement process of the matriculation program; (3) students who followed the course placement recommendations successfully completed those courses at a much higher rate than students who placed themselves above their recommended level; (4) it was recommended that the procedure for registration in mathematics courses be modified to give priority to students who had met course prerequisites or who had received a recommendation for a particular course level through the mathematics assessment process; and (5) it was recommended that the cutoff scores for course recommendations based on the assessment tests be modified. Summaries and analyses of the results of each of the four assessment tests are appended. (JMC) ED 316 293

JC 900 161 Dickmeyer, Nathan Cirino, Anna Marie Comparative Financial Statistics for Public Com

munity and Junior Colleges 1988-89. National Association of Coll, and Univ. Business

Officers, Washington, D.C. Spons Agency-American Association of Community and Junior Colleges, Washington, D.C.; Association of

Community Coll. Trustees, Annandale, Va.; National Center for Education

Statistics (ED), Washington, DC. Pub Date-Feb 90 Note-103p. Pub Type- Reports - Descriptive (141) - Numeri

cal/Quantitative Data (110) – Tests/Question

naires (160) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—Budgets, Community Colleges, Com

parative Analysis, Educational Finance, «Enrollment, *Expenditures, *Financial Support, Instructional Student Costs, National Surveys, Questionnaires, School Personnel, School Statistics, *Statistical Analysis, Teacher Student Ratio, Trend Analysis, Tuition, Two Year Colleges

Comparative financial information, derived from two national surveys of 544 public community and junior colleges, is presented in this report for fiscal year 1988-89. Chapter 1 provides guidance on the use of the report to compare institutional statistics with national and peer group norms and points out the limitations of the data. Chapter 2 summarizes findings in the areas of expenditures, revenues, service area, and staffing. Chapters 3 and 4 present data on the medians and quartiles for the full sample of 544 colleges, offering information on expenditures by major and detailed categories, computer-related expenditures, revenues,

course enrollment distributions, salaries, and student/staff ratios. Chapter 3 also includes worksheets to facilitate comparative analyses. Chapter 5 contains medians and quartiles for college peer groups classified by enrollment size and vocational/technical desig. nation. Report highlights indicate that 50% of the institutions surveyed: (1) spent more than 61% of their operating budget on instruction, research, public service, and academic support; (2) spent more than 37% of their operating budget on student services, institutional support, and plant operation and maintenance; (3) spent more than 3% of their operating budget on computer-related expenditures and 3% on utilities; (4) received more than 66% of their revenues from state and local appropriations; (5) enrolled more than one in every 18 people for credit or noncredit coursework during the year; (6) had student-to-faculty

ratios for credit instruction of less than 17:1; and (7) spent more than 58% of total current fund expenditures on current fund salaries and wages. Four appendixes, providing an explanation of methodology, sample surveys, a definition of terms, and a list of participating colleges and peer group composition, are attached. (JMC) ED 316 294

JC 900 162 McNamara, Lois L. Internationalizing the Curriculum: One Instruc

tor's Experience. Valencia Community Coll., Orlando, Fla. Pub Date-[90] Nɔte-10p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* American Indian Culture, *Black In

fluences, Community Colleges, *Cross Cultural Studies, Cultural Exchange, Cultural Influences, Curriculum Enrichment, Financial Support, Gen. eral Education, Instructional Improvement, *Instructional Innovation, Jazz, *Learning Modules, Middle Eastern Studies, Two Year Colleges

Using a Title VI Grant from the U.S. Department of Education, one faculty member at Valencia Com. munity College (VCC) developed international or intercultural modules for existing courses to explore both Western and non-Western contributions to the humanities. During the first year of grant implementation, a module on Jewish and Islamic contributions to medieval European society and culture was developed for inclusion in a Late Roman-Medieval Humanities course. In the second year of the grant, two intercultural modules were designed for inclusion in an Introduction to Humanities course: "Afro-American Contributions to Literature" and “Native and Afro-American Contributions to Art, Architecture, and Music.” These modules included comparisons of Greek tragic heroines to contemporary members of civil disobedience movements; a discussion of the work of Langston Hughes and Zora Neale Hurston; slide presentations of Meso-American pyramids and Native American handicrafts, and musical presentations of jazz. (JMC) ED 316 295

JC 900 163 McKee, Jane Gallimore Relationship between Community College Presi

dents' Leadership Styles and Faculty Job Satis

faction. Pub Date—16 Feb 90 Note-31p.; Paper presented at the Annual Confer.

ence of the Eastern Educational Research Association (Clearwater Beach, FL, February 14-17,

1990). Pub Type — Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Administrator Effectiveness, Admin

istrator Evaluation, *College Faculty, *College Presidents, Community Colleges, *Job Satisfaction, *Leadership Styles, *Teacher Administrator Relationship, *Teacher Attitudes, Two Year Colleges

In 1987, a study was conducted to determine faculty perceptions of the leadership styles of community college presidents in West Virginia and Virginia, measure faculty job satisfaction, and explore any correlation between perceived leadership styles and faculty job satisfaction. A random sample of 321 faculty members was selected from 3 West Virginia community colleges and 23 Virginia community colleges. The sample population received a demographic questionnaire and instruments for measuring faculty perception of leadership style and faculty job satisfaction. Study findings, based on a 60% response rate, included the following: (1) 56% of the respondents were male, 34% taught academic subjects, 46% taught vocational subjects, 68% held a master's degree, 38% had over 15 years experience at the same college, and 66% worked on the same campus as the college president; (2) 41% rated their presidents high in terms of Task (i.e., the ability to tell when, where, what, and how to do something) and in terms of Relationship (i.e., providing socio-emotional support and recognition, and facilitating behaviors); (3) 19% viewed their presidents as High Task/Low Relationship, 18% rated their presidents as Low Relationship/Low Task, and 13% perceived their presidents to be

High Relationship/Low Task leaders; and (4) high ratings on intrinsic job satisfaction factors (i.e., self-esteem, development opportunities, achievement, and job expectations) and extrinsic job satisfaction factors (i.e., respect and fair treatment, informed in job, amount of supervision, and opportunity for participation) were positively correlated with High Relationship/Low Task and High Task/High Relationship leadership styles. (WBT) ED 316 296

JC 900 165 Creager, Cheryl W. Leadership Handbook: Virginia Community Col.

leges Association. Virginia Community Colleges Association. Pub Date—90 Note—155p. Available from—Tidewater Community College,

1428 Cedar Rd., Chesapeake, VA 23320 ($15.00). Pub Type- Reports Descriptive (141)

Tests/Questionnaires (160) EDRS Price · MF01/PCO7 Plus Postage. Descriptors—Annual Reports, Community Col

leges, Consortia, *Organizational Objectives, *Professional Associations, *State Programs, Two

Year Colleges Identifiers—«Virginia Community Colleges Associ

ation Developed for members of the Virginia Commu

nity Colleges Association (VCCA), this handbook provides information on various aspects of the association's organization, activities, policies, and services. The handbook contains the association's 1988-89 annual report, which highlights activities related to professional development, member communications, linkages with other groups, conclusions and recommendations regarding the VCCA's organizational structure, and long-range planning. In addition, the handbook reviews the VCCA's goals for 1989-90, including efforts to increase communication, strengthen networks, and support united efforts to strengthen the Virginia Community College System (VCCS) and the State Board of Community Colleges. Efforts during the year will focus on the incorporation of the VCCA, financial and resource development, publications enhancement, revision of the constitution as needed, and utilization of management services. Additional sections of the handbook contain information on: organizational development plans and activities; 1989-90's working calendar; the duties and responsibilities of the VCCA's officers, committees, and commissions; the constitution and bylaws of the VCCA; becoming a member of the association; electronic mail options; the association's newsletter and publications; the Virginia Community College System's (VCCS's) professional development grant proposals; VCCA's annual convention; and member services. Eight appendices include: membership information; grant guidelines; membership services preference survey; and newsletter information. (WJT) ED 316 297

JC 900 167 Indicators for Institutional Effectiveness,

1990-1991. Research Report Number 63. Howard Community Coll., Columbia, MD. Office

of Research and Planning. Pub Date-Mar 90 Note—78p. Pub Type - Reports - Research (143) — Numeri

cal/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Academic Achievement, Affirmative

Action, Budgets, Community Colleges, Educational Trends, *Enrollment, Enrollment Trends, Facility Utilization Research, *Financial Support, Graphs, Income, *Institutional Characteristics, *Outcomes of Education, Salaries, *School Effectiveness, Teacher Effectiveness, Two Year Colleges, Two Year College Students

Data on ten aspects of the institutional effectiveness of Howard Community College (HCC) are presented in this report. Section 1 provides actual and projected enrollment figures. Section 2 assesses quality of instruction in terms of student survey responses, full-/part-time faculty ratios, and faculty salaries. Section 3 focuses on educational outcomes, including degrees and certificates awarded, goal achievement among students, employer satisfaction with graduates, and student satisfaction with preparation for transfer. Section considers graduation and retention rates, course success rates, cooperative education placements, characteristics of continuing education students, and non-credit course enrollment patterns. Section 5 describes facilities' enhancements, including classroom utilization data on campus and at continuing education sites in Howard County. Section 6 provides graduates' ratings of college services. Section 7 looks at instructional programs planned for fall 1990 to fall 1994. Section 8 presents financial data, including information on budgets, revenue, and financial projections based on current trends. The image of the college in the community is the focus of section 9, which de scribes graduates' and community members' rating and use of the college. The final section presents affirmative action figures including headcounts by minority status and college personnel by racial/ethnic group. A list of cent HCC research publications concludes the document. (JMC) ED 316 298

JC 900 168 Eley, Robert H. Legal Cases Related to Faculty Tenure in Washing

ton State Colleges and Universities. Pub Date—8 Mar 90 Note-69p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Community Colleges, *Court Litiga

tion, Higher Education, *Legal Problems, Nontenured Faculty, *Politics of Education, State Colleges, State Universities, *Teacher Rights, *Tenure, Tenured Faculty, Two Year Colleges

Identifiers_*Washington

An overview is provided of the issues, procedures, and prevailing judicial rationale for faculty tenure decisions in the state of Washington. All legal cases decided in Washington and cases from other jurisdictions that have had an impact on Washington law are summarized in this digest. Each case summary consists of an introduction of issues considered by the court, notation of past legal procedures, presentation of the facts of the case, and a description of the court's holding and rationale. The first 11 cases involved Washington community college faculty. The cases focused on loss of tenure because of inability to work with others; department chairmanship as a non-tenured position; part-time faculty; contract and tenure rights; denial of tenure with no reason given; termination on the grounds that tenure procedures were inapplicable; mandatory retirement versus voluntary resignation; denial of tenure on the grounds of declining enrollment; tenured faculty layoffs due to financial emergency; denial of tenure in a case where the probationary period had been extended; and tenured faculty layoff due to a budget reduction. Cases in Washington's four-year colleges and universities focused on the loyalty oath; loss of tenure due to sexual misconduct, insubordination, and financial exigency; and denial of tenure contested on the grounds of conspiracy and sex discrimination. Related cases in other jurisdictions dealt with a teacher dismissal in Illinois, denial of tenure with no reason given in Wisconsin, and termination regardless of de facto tenure in Texas. (JMC) ED 316 299

JC 900 169 Virginia Community College System: Selected

Data from the 1986-87, 1987-88, and 1988-89

Annual Reports. Virginia State Dept. of Community Colleges, Rich

mond. Pub Date—[89) Note—12p. Pub Type-- Numerical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Community Colleges, Educational

Finance, *Enrollment, *Enrollment Trends, Expenditures, Financial Support, Full Time Equivalency, Income, Operating Expenses, State Surveys, Tables (Data), Two Year Colleges, Two

Year College Students Identifiers—*Virginia

Extracted from statewide annual reports from 1986-87, 1987-88, and 1988-89, this collection of tables presents selected data on the Virginia Community College System (VCCS). Following a directory of the colleges, their presidents, and their locations, financial and enrollment information are provided. Selected data include: (1) net funds available were $215,692,107 in 1986-87, $233,759,395 in 1987-88, and $259,027,254 in 1988-89; (2) current operating expenditures were $255,530,760 in 1988-89, including $124,431,521 for instruction, $290,460 for public service, $28,002,876 for academic support, and $18,197,565 for student services; (3) in 1988-89, 204,493 people were served by the VCCS, down from 221,325 in 1987-88 and 268,566 in 1986-87; and (4) throughout the three-year period, state appropriations represented approximately 70% of the colleges' revenues, tuition and fees between 22% and 23%, and federal and private grants between 4% and 5%. (JMC) ED 316 300

JC 900 170 Black, Kaaren E. Ross, Frank Survey of Student Off-Campus Housing Referral

Services. Central Oregon Community Coll., Bend. Pub Date—[90] Note-11p. Pub Type- Reports - Research (143) — Reference

Materials - Directories/Catalogs (132) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Ancillary School Services, *College

Housing, Community Colleges, Databases, Housing Needs, Housing Opportunities, School Surveys, Two Year Colleges

Central Oregon Community College conducted telephone surveys of 12 postsecondary institutions in California, Colorado, Oregon, and Washington to gather information on off-campus housing referral services. General findings, based on survey responses and materials sent by the student services departments and housing administrators at the colleges, included the following: (1) of the 12 institutions contacted, 11 indicated that their off-campus student housing referral services were not directly

administered by their housing departments; (2) 11 of the institutions contacted employed student work-study personnel to work at off-campus student housing referral operations; and (3) 4 of the 12 off-campus housing referral operations contacted operated computer-based databases. The document gives a description of each of the college's referral services, which included publications and information sources available upon request, the name and number of persons to contact for information, student and landlord legal services, and a description of the types of housing listings. How these listings are acquired, the methods used by schools to advertise housing listings, and a description of the database are included. (WJT) ED 316 301

JC 900 171 Washington Community Colleges Fall Quarter

Report, 1989. Washington State Board for Community Coll. Edu

cation, Seattle. Research and Planning Office. Pub Date Feb 90 Note-39p. Pub Type - Reports - Research (143) — Numeri

cal/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Faculty, College Transfer

Students, Community Colleges, *Enrollment Influences, *Enrollment Trends, Full Time Equivalency, Remedial Programs, School Demography, State Aid, State Surveys, *Student Characteristics, Two Year Colleges, *Two Year College Stu

dents, Vocational Education Identifiers—*Washington

A statistical overview is provided of trends in course enrollments and student characteristics in the Washington community colleges. The report considers data related to total course enrollments; full-time equivalent (FTE) enrollment in academic, vocational, and basic skills programs; state-supported FTE's by college; headcount and FTE enrollment in

state-supported basic skills and developmental courses; enrollment trends in transfer and vocational programs from 1985 to 1989; on-campus FTE's by college; and percentages of full- and part-time faculty by college. With respect to student characteristics, the report looks at demographics, day evening attendance, course area, and headcount by funding source. Highlighted findings include the following: (1) the Washington community college system served 96,779 FTE students in fall 1989, with 84,148 of them in state-funded courses; (2) fall 1989 headcount enrollment increased 2.6% over fall 1988, while FTE enrollment increased by 2.1%; (3) factors contributing to enrollment growth were a 2.1% growth in Washington's adult population, increased enrollment in traditional students under 25 years of age, and increased demand for developmental studies courses and training in allied health occupations; (4) the student population was 17% minority and 58% female; and (5) state-supported classes were taught by 3,658 full-time faculty. Tables comparing individual schools' state-supported courses, vocational activities, enrollments, and state and contract supported students are appended. (WJT) ED 316 302

JC 900 172 MacDonald, Ross B. Evaluation of an Alternative Solution for the

Assessment and Retention of High-Risk College

Students. Pub Date—Apr 87 Noté—40p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type-. Reports - Research (143) — Tests/

Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Academic Persistence, Community

Colleges, *High Risk Students, Outcomes of Ed. ucation, Program Effectiveness, Program Evaluation, Remedial Instruction, Skill Development, Student Characteristics, Student Evaluation, Tu. torial Programs, Two Year Colleges

In 1984, a year-long evaluation was conducted at Los Medanos College (California) of the Language Arts Tutorial Program, a cross-curricular assessment and retention program built around course-specific assessments and tutorial assistance. The primary objective of the evaluation was to measure the effectiveness of the assessment procedure and tutorial intervention. The study compared tutored and non-tutored students and referred and non-referred students. In each semester of the 1983-84 school year, students in nine classes (six

general education and three vocational) were tar. geted for the study. Quantitative and qualitative data sources were used, including surveys, performance data, and interviews. The results indicated that the course-specific identification process corresponded significantly to students' reading ability. The likelihood that a referred student would go to a tutor was related to age, ethnicity, program of study, and courses in which they enrolled. Analysis of interview data and student transcripts indicated that students did not seek tutoring due to lack of time, awkwardness of seeking help, a remedial stigma associated with tutoring, the belief that they did not need extra assistance, a pattern of reading/. writing avoidance, and the reception of help from someone other than a tutor. Referred tutored students were more likely to earn higher course grades, complete their classes, and show a greater gain in reading comprehension. Additionally, both faculty and students reported that participation in the tutoring program helped students improve their course performance and their reading, writing, and study skills. Implications for the program are discussed, and a sample examination is attached. (JMC) ED 316 303

JC 900 173 Turner, Anita P. A Mandate for the 90's: Research on Success of

General Educational Development (GED) Recipients in Higher Education. North Shore Community Coll., Beverly, Mass. Pub Date—[90] Note-158p. Pub Type - Reports - Research (143) - Tests/

Questionnaires (160) EDRS Price · MF01/PC07 Plus Postage. Descriptors-Academic Achievement, Community

Colleges, *Continuation Students, Continuing Education, •Educational Attainment, 'High School Equivalency Programs, Student Attitudes, Student Attrition, Student Certification, Student Characteristics, Student Educational Objectives, Student Needs, Two Year Colleges

A study was conducted to determine factors leading to the success of General Educational Development (GED) recipients at North Shore Community College (NSCC). The sample population consisted of 160 GED recipients who had attended more than one semester at NSCC, declared a major, and earned a grade point average (GPA) of at least 1.00. The survey asked students

for background information, reasons they enrolled in the GED program, post-GED college experiences, and suggestions for the program. Responses from 87 students were ana. lyzed to identify the most significant factors influencing the success of GED recipients in higher education. Data indicated that GED recipients enrolled, matriculated, and earned above average cumulative GPA's in higher education. Significant factors in GED recipients' college success included self-motivation; referral/support of family, friends, and college staff; consistent contact with one program coordinator and/or advisor; and use of college services. Six relevant factors were also identified: (1) participation in a formal GED preparation program and formal completion of at least the i0th grade facilitated success in higher education; (2) age was not a significant determinant of success; (3) those with higher GED scores did not necessarily go on to eam higher cumulative GPA's; (4) working full-time seemed to negatively influence academic achievement, while working part-time seemed to have no influence; (5) in a multi-campus setting, class attendance at two campuses had little effect op cumulative GPA's; and (6) students who used public transportation to get to campus appeared to have lower cumulative GPA's than those who drove. Appended are the survey instruments, data highlights and analysis, and a detailed description of the research methodology. (WJT) ED 316 304

JC 900 174 Small, James M. Vaala, Leslie D. College-to-University Transfer: Status and Issues

in Alberta. Pub Date—[89] Note—22p.; Paper presented at the Annual Confer

ence of the Canadian Society for the Study of Higher Education (Quebec Čity, Quebec, Can.

ada, June 4, 1989). Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, * Aca

demic Persistence, *College Transfer Students, Community Colleges, Higher Education, State Surveys, Student Adjustment, Student Attitudes,