Middle School to College (2001)

Page Contents

A      B      C      college preparation      D      E      F      field trips      G      H      I      J      K      L      M      N      O      P      R      rural      S      T      V      W

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_____. (1994). American Indian Science & Engineering Society 1994 Annual Report. ED409127 The American Indian Science and Engineering Society (AISES) nurtures building of community by bridging science and technology with traditional Native values. AISES educational programs provide opportunities for American Indians and Alaska Natives to pursue studies in science, engineering, and other academic arenas. The trained professionals become technologically informed leaders within the Indian community. This annual report describes AISES activities, membership, and funding in 1994. Educational activities included summer academic programs attended by over 300 middle school and high school students at university sites; administering the Dr. Rosa Minoka Hill Fund, which helps American Indian high school students to attend prestigious college prep schools; strengthening college chapters through the AISES College Chapter Enhancement Project; awarding undergraduate and graduate scholarships to over 375 Native students; and conducting the Mathematics Improvement Project to enhance teaching skills of elementary mathematics teachers of American Indian students, the Mathematics/Science Teacher Enhancement Program in six Wisconsin and Michigan communities, and programs at the AISES Environmental Institute in Grant, Colorado. Conferences included the 16th annual national conference and associated High School Day, the American Indian Knowledge Series of conferences, AISES Leadership Conference, and the National American Indian Science & Engineering Fair. AISES resources include a book catalog; the "First Annual College Guide for American Indians"; a magazine on careers, education, and leadership; a quarterly education newsletter; and guidelines on effective education for American Indian precollege students. Also included is information on AISES awards, college and professional chapters, computer information network, career placement services, donors, advisory boards, and a financial balance sheet. (SV) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED409127

Abdal-Haqq, I. (1996). Making Time for Teacher Professional Development. ERIC Digest. ED400259 http://www.ed.gov/pubs/PrisonersOfTime/index.html

Adger, C. T. (1996). Language Minority Students in School Reform: The Role of Collaboration. ERIC Digest. ED400681 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED400681

Allen, S. M. (1995). Project Penpal: An International Writing Exchange via Electronic Mail between Adolescent Students. ED390057 An action research project in Canada set up a penpal program between preservice teachers and middle school children. Its purpose was to promote the literacy development of the younger students and to provide the preservice students with an understanding of adolescents. Although the first year was especially successful and rewardingthe highlights being visits between correspondents, one at the middle school and one at the universitythe second year was less exciting. Still, while abroad in Sydney, Australia, on leave, the researcher realized she was not ready to give up the idea, and put herself in connection with teachers and university professors who were interested in a penpal exchange between Canadian and Australian students. A seventh-grade class in Australia is doing a research project on their country and preparing to send texts such as colored brochures to their peers in Canada. They are very enthusiastic about this, completely on task in the library using CD ROMs, encyclopedias, and books. This appears to be an example of real writing for real purposes with an authentic audience. (Appendixes contain information sheets for students to fill out and a reading interest survey sheet.) (TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED390057

Allen, S. M. (1996). Middle School Penpals for University Students: Project Penpal. ED395310 For a teacher educator, a 2-year leave in Australia inspired her to replicate in Canada an Australian penpal project in which preservice elementary teachers wrote to school children who answered the letters and eventually met their penpals. Her preservice secondary teachers, English majors, wrote to eighth-grade students taught by one of her ex-graduate students. The hope was that both groups of students would find a context for writing to real audiences for real purposes. The suburban middle school which the youngsters attended contained computer labs and is networked. An additional area of interest was to learn about middle school aged students and to have the university students "connect" with the younger students. Compatibility was crucial, and the matching of penpals proved to be extremely effective. Letters were picked up and dropped off with regularity. Time was allotted during class for reading letters. In the education class, letters often served as discussion starters. Both boys and girls, and men and women, professed to have enjoyed the project and learned from it. While they did not learn what was expected in terms of literacy, the letter exchange did promote understanding and friendship, in spite of individual differences which existed, regardless of gender or ability. (Contains nine references.) (NKA) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED395310

Allen, S. M. (1996). Year Two of a Penpal Project: Connecting Middle School and University Students. ED395309 This paper discusses the second year of a cooperative penpal project between preservice teacher education students and middle school students. Following a review of the literature to provide a context for this kind of research, the paper offers demographic data about the students on both sites (n=27 at each site) and describes visits to the middle school and the university. The paper uses samples from letters to give a flavor of the richness of the project and explores issues arising from the letters and the entire experience. The paper concludes that the benefits were "enormous" for all participants, and that it is important for a teacher-educator to keep in touch with the realities of the public schools. Contains 10 references; appendixes include a data sheet for participants; a survey of reading interests, and 2 original letters from middle schoolers. (NKA) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED395309

Andris, J. F., Crooks, S. M., &Hawkins, G. C. (March 1999). Disseminating Engaged Learning Strategies in the Middle School through Technology. ED432276 This paper reports on the results of a grant to disseminate engaged learning strategies in the middle school. Three university instructors at Southern Illinois University at Edwardsville worked with eight middle school teachers to integrate Webquests, the Journey North Project, STELLA software, and media literacy into the curriculum. A general process is described, along with three differing approaches for disseminating engaged learning strategies. Some results of the three interventions are given, and a listserv-based process for a final reflection is described. (Author/AEF) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED432276

Austin, S. S. (1998). Transactional Writing: Empowering Women and Girls to Win at Mathematics. ED415943 Miami-Dade community colleges and middle schools participated in a three-year project designed to improve female students' mathematics skills and prepare them for technical jobs. Faculty encouraged the application of transactional writing in college and middle school algebra, to determine whether combining communication skills with mathematical skills would have a positive effect on achievement and attitude. Math and English faculty examined student transactional writing exercises for inconsistencies and state-mandated quality writing, and handed back comments. Students then turned in revisions. Project results were evaluated by raw scores on algebra placement tests for college, and the scaled math scores on the Stanford Achievement Test for middle school; attitude was measured by the Revised Mathematics Attitude Scale. Outcomes for college algebra included higher grades for the writing group, with females receiving higher pass rates than males, and a positive change in attitude towards mathematics for everyone except female non-writers. Outcomes for middle school algebra indicated that writers outperformed non-writers, with female writers showing the greatest improvement. Female writers and male non-writers showed positive changes in attitude towards mathematics. (Contains 27 references.) (YKH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED415943

_____ (1999). Advances in Education Research,. ED439660 This volume presents selected research articles related to early intervention for college programs. This is part of a two volume set designed to showcase some of the best cutting edge research on early intervention programs. Providing an introduction to the types of these programs, this issue: presents research on why the programs are necessary; discusses the value of a classification scheme; makes readers aware of the vast number and types of programs available; and provides research evidence for the necessity of these programs. Following an introduction by Adrianna Kezar, there are two articles on program access that address: multiservice resource centers; restricted focus resource services; last-dollar scholarships and financial aid advising; early commitments of guaranteed tuition; educational awareness programs; academic preparation and precollege counseling programs; and systematic change to facilitate college access. These articles are: "School to College Transition Programs for Low Income and Minority Youth" (Ann S. Coles) and "Missed Opportunities: A New Look at Disadvantaged College Aspirants" (Education Resources Institute). Articles in the section focusing on program necessity are: "Family and High School Experience Influences on the Postsecondary Education Plans of Ninth-Grade Students" (Don Hossler and Frances K. Stage); "Increasing African Americans' Participation in Higher Education: African American High School Students' Perspectives" (Kassie Freeman); "Postsecondary Education Opportunity" (Thomas G. Mortenson); "Access, Equity, and the Privatization of College Counseling" (Patricia M. McDonough, Jessica Korn, and Erika Yamasaki); and "Early Awareness of College Financial Aid: Does It Expand Choice?" (Thomas A. Flint). Appended is a list of early career and postsecondary awareness programs for middle school students, with links to recent information on-line and searchable by state and local area, and the original publication information for each article. (Most of the articles contain references.) (CH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED439660

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Bailey, J. M.& Others. (1994). Language Arts Topics Papers. ED380947 This document brings together six papers on language skills and language arts teaching of gifted students. "The State of the Art Issues in Language Study for High Ability Learners: Thinking about Language with Gifted Children" (Michael Clay Thompson) considers two areas traditionally included in discussions of language studygrammar and vocabularyand a third area that should be included the study of aesthetic language structures that interact with and have an impact on syntax. "Reading, Language, and Literacy Development" (Jane M. Bailey) points out that meaning is the linking concept among reading, language, and literacy, and contends that the role of schools is to provide first, a knowledge base upon which students can build networks of connectors and second, a curricular environment to pose the necessary ambiguities to extend those networks. "Teaching with Writing: The State of the Art" (Colleen Kennedy) describes a writing pedagogy that helps students understand the extended audience and larger purpose of writing, by integrating writing with the teaching of content areas throughout the curriculum and from kindergarten through college. "Issues in Contemporary Oral Communication Instruction" (Ann L. Chaney) offers a working definition of oral communication, a review of pedagogical implications, and suggestions for adaptation of concept and skill instruction to gifted elementary and middle school students. "The Concept of Change: Interdisciplinary Meaning and Inquiry" (Linda Neal Boyce) explores the concept of change in several disciplines, identifies key resources that focus on change, and examines the way the concept of change has been applied in the National Language Arts Project for High Ability Learners. "Creating a New Language Arts Curriculum for High Ability Learners" (Joyce VanTassel-Baska) presents a framework for developing a language arts curriculum that makes meaning through inquiry, uses multicultural literature, is conceptually oriented, incorporates all major strands of the language arts, and highlights gifted education features. (Each paper contains references.) (JDD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED380947

Beaton, A. E.& Others. (1996). Mathematics Achievement in the Middle School Years. IEA's Third International Mathematics and Science Study (TIMSS). (ISBN: 1-889938-02-5). ED406419 The Third International Mathematics and Science Study (TIMSS) is the largest and most ambitious study undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas, so that more than half a million students were tested around the world. This report addresses middle-school mathematics achievement (grades seven and eight) in six content areas: (1) fractions and number sense; (2) measurement; (3) proportionality; (4) data representation, analysis, and probability; (5) geometry; and (6) algebra. Results cover 41 countries with complete data collection. Singapore was the top-performing country at both grade levels, with Korea, Japan, and Hong Kong also performing very well. There were large differences in average achievement between top performers and bottom performing nations. Gender differences in mathematics achievement were small or nearly nonexistent in most countries, but when they did appear, they favored boys. In nearly every country there was a strong positive relationship between student enjoyment of mathematics and higher achievement. Home factors were strongly related to mathematics achievement in every participating country, but relationships between instructional variables and achievement were less clear. In every country, the pattern was for the eighth grade student whose parents had more education to also have higher achievement in mathematics. The amount of television viewing was negatively associated with mathematics achievement. The document's introduction provides information on each country's characteristics including demographics, public expenditures on education, organization of educational system. Chapters address: (1) International Student Achievement in Mathematics; (2) Average Achievement; (3) Performance on Items within Each Mathematics Content Area; (4) Students Backgrounds and Attitudes towards Mathematics; and (5) Teachers and Instruction. Appendixes include: Overview of TIMSS Procedures; Test-Curriculum Matching Analysis; Selected Mathematics Achievement Eighth-Grade Results for the Philippines, Denmark, Sweden, and German- Speaking Switzerland; and Percentiles and Standard Deviations of Mathematics Achievement. (SLD) http://wwwcsteep.bc.edu/timss

Beaton, A. E.& Others. (1996). Science Achievement in the Middle School Years. IEA's Third International Mathematics and Science Study. (ISBN: 1-889938-03-3). ED410234 The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED410234

Beekler, J.& Others. (1996). Together Again: Preparing Creative & Caring Teachers via a School-University Interdisciplinary Curriculum Project. ED403260 This report summarizes and analyzes the impact of a collaborative project joining Conestoga Valley Middle School and Millersville University (Pennsylvania). The project, part of the Keystone Integrated Framework Project, promoted partnerships between local schools and teacher education programs in Pennsylvania. This project was a 7-week, role playing simulation that integrated history, civics, geography, English, science, music, and the arts based upon national, state, and local school district curriculum standards. Participants, 128 eighth-grade students working in problem-solving teams of 10-12 students, confronted current societal problems in a simulated society. The teachers and student teachers acted as supervisors, university art students served as instructors in artistic method, and university microcomputer students documented the simulations. Each team researched a societal problem and proposed solutions; all team communication had to be done through the arts. The study findings revealed that the project's emphases on integrated curriculum strengthened the interdisciplinary nature of the middle school program, and led to creation of collaborative relationships with the university's art department. Two charts illustrate the steps to a positive university/school partnership and potential problems. The complete middle school interdisciplinaary unit is included. (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED403260

Bender, D. S.& Others. (1994). After-School Tutoring Program. ED377971 This paper describes the history, characteristics, program model, activities, and evaluation results of the Pottstown Homework Center Partnership project, in Pottstown County, Pennsylvania. The goal of the program is to initiate homework centers and train volunteer tutors from the community to support the at-risk middle students by providing individual assistance after school. The student population consists of at-risk students in sixth, seventh, and eighth grades. Tutors for the program are drawn from the undergraduate college, a pharmaceutical company, and from among high school students who were previously tutees in the project. The tutoring model provides techniques to recruit community members, teaching materials, and information on various tutoring activities including tutoring times and sites, field trips, physical activities and refreshments, tutee rules, rewards and discipline, annual celebration, and communication between tutors and students. The project director and coordinator of tutoring administer the program. Evaluation of the program is conducted by comparing the grade point averages of participants and non-participants for the first and second halves of the academic year. The results of the program's second- and third-year evaluations confirm an increase in the achievement of students who participated on a regular basis. (Four appendices include correspondence, a course outline, tutoring kit supplies, letters to parents, student and tutor handbooks, and materials for an annual celebration.) (AP) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED377971

Bensman, D. (1999 Length: 17 Page(s); 1 Microfiche). Open Doors, Closed Doors: Home-School Partnerships in a Large Bronx Elementary School. ED430695 Although efforts to support family-school partnerships are a prominent part of strategies for improving education for at-risk students, in communities with wide home/school cultural differences, such "partnerships" often operate on a superficial level involving one-way compliance to school norms. This study examined home-school partnerships in a New York City school, focusing on two families whose children attended the same fifth grade classroom in 1996-97. Members of the Ruiz Vega family and the Arjay family were interviewed and visited at home several times. Clarissa Ruiz had severe reading problems that were overlooked at school because she did not call attention to herself. The study maintains that her parents were not the aggressive advocates that school personnel believed necessary because of their own poor school experiences, lack of skills, and the intimidation of parents inherent in school practices. Luther Arjay had considerable difficulty in completing homework. His mother and school personnel identified the reason for the difficulty and implemented a solution. Mrs. Arjay had a great deal of support from a parent-teacher program sponsored by Lehman College in Luther's fifth grade and was determined to enroll him in the best middle school she could find. The study concluded that the attitudinal changes required to foster the mutual respect necessary to form effective partnerships must be deep and widespread, and must involve transforming the whole school culture. At this school, other reform efforts openly contradicted the effort to foster school-family partnerships. Thus, some families found the door to partnership open, Others found it closed. (Contains 26 references.) (KB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED430695

Bernstein, R. B.& Others. (1995). From Forge to Fast Food: A History of Child Labor in New York State. Volume II: Civil War to the Present. ED405276 This volume of essays and activities is written for use in the eighth grade course "United States and New York State History." The volume follows the chronology from the Civil War to the present, emphasizing child labor during those years. The essays are intended for teachers but can be mastered by many students. The activities focus on child labor and social history and are suited to the peer orientation of middle school students. The book is divided into four sections: (1) "Child Labor in the Gilded Age: 1865-1900"; (2) "The Struggle for Child Labor Reform: 1900-1933"; (3) "The 'High-Water Mark' of Child Labor Reform: 1933-1960"; and (4) "The Resurgence of Child Labor: 1960 to the Present." Guiding questions for the volume are the inter-related questions of: (1) "Which children should work?"; (2) "What work should children do?"; and (3) "Under what conditions should children work?" (EH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405276

Betancourt-Smith, M.& Others. (1994). Professional Attrition: An Examination of Minority and Nonminority Teachers At- Risk. ED388639 There is significant evidence demonstrating the inability of the teaching profession to keep pace with other occupations in the retention of talent. While minority teachers have been found to be especially at risk, many teachers, both minority and nonminority, leave the profession within a few years of entering. The purpose of this study was to compare a profile of minority teachers with nonminority teachers in selected states, and to compare factors previously identified as correlated with attrition to the findings of this study. The 1993 responses (N=600) were compared with those of teachers participating in studies during the 1980s and early 1990s. Participants included early childhood/elementary, middle school, and secondary school teachers in nine states. Findings indicated: (1) single teachers tended to leave the profession entirely whereas married teachers usually moved into other roles in education, such as administration; (2) persons from white-collar families, whose families paid for the majority of college expenses, were more likely to leave than persons from blue-collar families where families did not pay for the majority of college expenses; (3) teachers from blue-collar backgrounds or teachers who had to work their way through college tended to be more satisfied with the profession; (4) secondary school teachers who did not perceive their principal as supportive of creativity, worked in an environment which is culturally different from their own, and did not share a pupil ideology with their colleagues were candidates for leaving. Data from the survey and 15 factors contributing to attrition are presented in three tables and the appendix. (Contains 12 references.) (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED388639

Bibik, J. M. (1997). Metaphors for Teaching: How Health and Physical Education Teachers Describe Their Roles. ED412198 One method of determining teachers' beliefs about teaching is through investigation of their personal teaching metaphors. Delaware health and physical education teachers (N=391) were surveyed with 104 responding (26.6 percent) to "A teacher is like...". Additionally, two factors were also explored: grade level taught and accumulated teaching experience. Seven metaphor categories emerged with parent/protector and group leader predominating (totaling 69 percent of responses). Results indicated that parent/protector was predominant in elementary and middle school and for teachers with 1-25 years of experience; group leader was dominant in high school and college and for teachers with over 25 years experience. It is concluded that an understanding of one's personal metaphor for teaching would assist in reflection about one's practice, which would provide potential for more effective teaching. (Contains 38 references.) (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED412198

Bondy, E.& Others. (1994). Building Blocks and Stumbling Blocks. Three Case Studies of Shared Decision Making and School Restructuring. ED376578 This document presents findings of a study that tracked the development of a shared decision-making project in a Florida county school system since its inception in 1989. The impetus for the Shared Decision-Making Project came not from school stakeholders, but from the interplay of national reports, regional problems, state legislation, and local events. This document presents findings from the case studies of three participating schools, which included a middle school in an affluent neighborhood, an elementary school, and a progressive middle school. In each case, the study describes the culture of the school, specify the objectives the school set for itself, discuss the stumbling blocks that impeded progress toward those objectives, analyze achievements, and detail what difference shared decision making (SDM) made for the school and its stakeholders. In two schools, shared decision making became well established and stakeholders began to move toward school restructuring. The third school was still struggling to discover what shared decision making was and what the stakeholders wanted to accomplish through shared governance. Preliminary findings show that SDM/school restructuring success was affected by a complex interplay of 15 contextual factors, which fall into the following four broader categories: (1) shared governance and process; (2) vision and change; (3) collegiality and inclusion; and (4) communication and training. One table is included. Appendices contain the 1991-92 SDM/Focus 2000 goals, actions and strategies; and a definition of SDM. Contains 66 references. (LMI) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED376578

Boorstein, G. (1997). A Study of Advisory. ED408544 The inclusion of advisory in the programs of middle and high school students can be a constructive innovation. Nonetheless, the underlying premise of advisory that schools have a responsibility to meet important non-academic needsdoes contain some ambiguity. The use of classroom time devoted to advisory for adolescents is investigated in this paper. The study was prompted by recurring observations that classroom advisory time was not well used. Using a series of observations and interviews, conditions in the classroom and the school which influenced outcomes, such as dropping out of high school or repeating a grade, were studied. A review of the literature was also conducted. Results indicate that outcomes seemed most influenced by the personality, views, and attitudes of the teacher or worker who conducted advisories. Some advisors possessed considerable experience and training, whereas others had little. The need for schools to provide both training and ongoing support if they desired a successful teacher advisor program was also apparent. Training emerged as they key ingredient of school support; certain structural factors, such as the way in which advisors conduct advisory sessions, emerged as important in outcomes. (RJM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED408544

Bowman, L. M. (1999). Curious George Meets Herman: The Effects of Commercially Produced Phonics Software on Phonemic Awareness. ED432734 A study examined the effects of commercially produced phonics software upon the phonemic awareness of students studying reading with the Herman Method for teaching reading. Participants were 13 middle school students in a self- contained or comprehensive developmental special education classroom. The control group of six students did not use the software, while the treatment group of seven students did. Pretests and posttests were given to each student. Every student received 25 minutes of reading instruction along with 25 minutes of handwriting instruction every day. Every student also received 25 minutes of computer time each day, with the treatment group using the interactive software program "Curious George Learns Phonics" three times a week. All of the students benefited from receiving instruction in the Herman Method, as shown by an increase in scores on each of the subtests. The treatment group did not show a significant difference from the control group when statistical comparisons were made. All students, however, should have access to commercially produced phonics software within the classroom; students who used the software appeared to have less difficulty with rhyming words than those students who did not use the software. (Contains 6 tables of data and 19 references. Appendixes contain software requirements and charts of mean scores.) (NKA) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED432734

Brady, M. L.& Geile, C. (1995). Bibliography on Educational Futures: A Listing of Resources. ED382220 This bibliography contains information on educational futures. It is divided into three sections: a list of 31 book resources, a list of 81 journal articles, and a list of 44 ERIC (Educational Resources Information Center) resources. Each entry contains a complete bibliographic citation, and a brief summary of the resource when available. All information is listed alphabetically by author and title within each section. Topics include: general future educational outlooks, planning, and strategies; school reform; school/college partnerships; American business and education cooperation; view from the principal's office; education quality management; fuzzy logic; team building; multicultural education; partner schools; teacher education; dispute management in schools; instructional design; use of information technology; educational psychology; assessment in middle school grades; strategic planning; cooperative learning communities; needs assessment; distance education; gender differences; art education; education policy; restructuring urban schools; health and physical education; curriculum design; vocational industrial teacher education; social studies; global education; educational service agencies; and special education. (MAS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED382220

Bragg, D. D.& Others. (1994). Tech Prep Implementation in the United States: Promising Trends and Lingering Challenges. ED374336 A study examined tech prep (TP) implementation in the United States. Questionnaires were mailed to a geographically representative sample of 473 of the 855 local TP coordinators identified. Completed questionnaires were returned by 84% of the coordinators surveyed. The study established that as many as 50% of the nation's high schools are participating in a local TP consortium. Coordinators rated student outcomes in 15 of 17 categories as "high" or "very high." Educators, parents, students, and employers were found to be highly supportive of TP, and nearly all consortia had conducted professional development activities for secondary/postsecondary personnel. Lingering challenges facing TP included the following: resource constraints, TP's broad and conflicting goals, and low degrees of implementation of the work-based learning and apprenticeship components of TP programs. Recommendations included calls for increased funding of TP and expansion of the scope/focus of TP beyond the 2+2 concept to include change agents at the elementary, middle school, college, and university levels. (Fifteen tables and 54 references are included. Appended are a table summarizing the survey population, sample, and response rate by state and aggregated responses to the local TP implementation survey.) (MN) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED374336

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_____. (1994). Career Cruiser. Kick into High Gear for Your Future. Career & Educational Information for Middle School Students. ED377384 This booklet, which was developed for use by Florida middle school students, contains basic information about career opportunities, educational and other requirements for various occupations, and educational and career planning. The first section, which is designed for students to share with their parents, discusses the importance of parent involvement in career planning, the Florida Prepaid College Program, and ways of helping children with educational and career planning and saving for a college education. A series of interest inventories and career orientation activities are provided. Presented next is an 18-page table detailing the duties, beginning annual earnings, and the educational level/subjects required for employment in 74 occupations in the following categories: artistic, scientific, plants and animals, protective, mechanical, industrial, business detail, selling, accommodating, humanitarian, leading/influencing, and physical performing. Also included is the following information: decision making, scheduling, the Florida Academic Scholars' Certificate Program and Florida Undergraduate Scholars' Fund, and education/training options after high school (public vocational-technical centers, community colleges, universities, the military, and apprenticeships). (MN) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED377384

Calderwood, P. E. (1999). Supporting Community in Schools: The Relationship of Resilience and Vulnerability. ED438606 This paper examines the role of community in education. It focuses on the relation between vulnerability and resilience and how this dialectic is fundamental to the workings of community. Community without vulnerability is impoverished since it offers no chance to build resilience. However, vulnerabilities be perceived as flaws that could be attended to as dangers, imperiling the well-being of community. To explore these ideas, communities at a public urban college, a private Catholic elementary school, an all-girls private Catholic high school, and a restructured public middle school were studied. In each site, community emerged as an important construct for the participants, though its meanings and practices differed. Each group was able to create four conditions (group identity, accounting for internal diversity, ways to learn how to become competent, and celebrations) that are recognized as community. Each site constructed its group identity in a different way, and the success of learning the norms of community varied. Three of the groups built resilient communities, whereas a fourth group could not find a satisfactory resolution in dealing with internal differences. A community's robustness or fragility be measured by its ability to tolerate fractures while maintaining collective strengths. (Contains 31 references, 6 tables and 5 figures.) (RJM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED438606

Camperell, K., Ed.& Others. (1995). Linking Literacy: Past, Present, and Future. (ISSN: 0895-3562). ED390028 The papers in this book focus on the strategies, practices, theory, or research related to emergent literacy, elementary and secondary reading, literature, philosophy, affective issues, school improvement, teacher training, and assessment that are related in important ways to issues in past, present and future reading education. Papers in the book are: "Why Do We Have to Read This Anyway?" (Thomas H. Estes); "Toward a Feminist Pedagogy of Difference" (Donna E. Alvermann); "We're All in This Together: Difference, Pedagogy, and Critical Literacy" (Patrick Shannon); "Critics and WorkersLessons on Fame and Pain" (Rick Erickson); "Some Funny Things Happened on My Way to the Forum" (Wayne Otto); "Call to Forum: A Dream about Gatto's 'Dumbing Us Down'" (Thomas Cloer, Jr.); "Effects of Anchored Instruction on Preservice Teachers' Knowledge Acquisition and Problem Solving" (Victoria J. Risko); "Explorers of the Universe: An Action Research Scientific Literacy Project" (Marino C. Alvarez); "Who Taught You How To Do That? Insights into Literacy Learning in a Student-Centered Nongraded Classroom" (Mona W. Matthews); "Results of Collaboration between College and Schools with a Parent Involvement Reading Program" (Shara B. Curry); "The Effects of Read-Along Tapes on the Reading Comprehension of Middle School Students" (Thomas Cloer, Jr. and Gail R. Denton); "Authentic Assessment and Literacy Instruction: Exactly Where Are We?" (Karen Ford Others); "Creating an Informal Reading-Thinking Inventory" (Anthony V. Manzo Others); "Cultural Values as Depicted in Hispanic Contemporary Fiction Books Written for Children" (Nelly Hecker and Bob W. Jerrolds); "Not Newbery but National Issues for Developing Higher Level Literacy" (Louise M. Tomlinson); "Linking Literature- Based Reading of Today with Literature-Based Instruction in the Past" (Janet A. Miller); and "A Participant-Observer's Notes Regarding a Problems Court Session at the American Reading Forum, 1994" (Wayne Otto Others). (RS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED390028

Caton, E., Brown, F., &Brewer, C. (1999). Facilitating Teacher-Scientist Collaborations: Teaching about Energy through Inquiry. ED434803 This paper explores the effectiveness of teacher-scientist collaborations in bringing inquiry into pre-college classrooms. The Montana Organization for Research in Energy (MORE) and the University of Montana sponsored two institutes on "Teaching about Energy through Inquiry" for middle and high school teachers and energy scientists in 1996 and 1997. The primary goals of the institutes were to: (1) facilitate partnerships between teachers and scientists; and (2) increase the use of inquiry as a teaching method in energy education. This paper briefly characterizes these institutes and describes the assessment efforts used to evaluate the effectiveness of the institutes. Closing comments on the institutes' efforts in effectively facilitating collaborations between teacher and scientists are provided. Contains 20 references. (CCM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED434803

Catsambis, S.& Garland, J. E. (1997). Parental Involvement in Students' Education during Middle School and High School. Report No. 18. ED423328 This project analyzes data from the parent component of the National Educational Longitudinal Study of 1988 to investigate changes in family educational involvement between students' 8th and 12th grades. Findings show that the patterns of parental involvement in adolescents' education change between the two grades. During high school, parents become less involved with monitoring students' individual behaviors and more concerned with their learning opportunities at school. By students' eighth grade, nearly all parents had postsecondary expectations, but few had taken specific actions to secure funds for college. During adolescents' senior year in high school, most parents report frequent discussions with them concerning postsecondary schools. At that time, parents also report that they have some knowledge about financial aid. A high proportion of 12th graders' parents expect to finance their child's further education through scholarships and grants, but fewer had applied for such programs before students' high school graduation. Consistent between-grade differences exist in the ways in which parents from different racial and ethnic backgrounds get involved with their adolescents' education and in their approach towards financing postsecondary education. Overall, findings indicate that many parents welcome opportunities for communication with schools and desire greater participation in the school decision-making process. They would also greatly benefit from guidance in their efforts to secure funds for postsecondary education. Four appendixes present a parent involvement factor analysis and parental variables from first, second, and college factor analyses. (Contains 20 tables and 9 references.) (Author/SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED423328

Cennamo, K.& Braunlich, E. (1996). The Effects of Relevance on Mental Effort. ED397783 According to Keller's Model of Motivation, one technique for increasing learners' motivation, and thus their mental effort, involves increasing the personal relevance of the material. When instruction is perceived as relevant, learners perceive that important personal needs are being met by the learning situation. The purpose of this study was to manipulate the degree of relevance present in both a videotaped and print version of a lesson to determine whether increasing the relevance of a lesson increases the amount of material effort invested. Students enrolled in a sophomore level education course at a large Midwestern university were invited to participate in a two-hour lesson on desktop publishing. Instructional materials consisted of four lessons: (1) a "standard" video on desktop publishing; (2) a motivationally enhanced videotape; (3) a text version of the standard lesson; and (4) a text version of the motivationally enhanced lesson. Assessment measures consisted of a self-report questionnaire, a computer program that measured response rates, and a posttest. Findings were consistent with the results of previous studies conducted with elementary and middle school students. Participants reported in the questionnaire that they invested more mental effort in learning from print versions of the lessons than in video-based versions. The students who received the video-based lesson had significantly longer reaction times to the secondary task measure. (Contains 26 references.) (AEF) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED397783

Chandler, V. (1996). Peace and Non-Violence: A Community Collaborates for Inner City Youth. ED395649 In response to the escalation of violent crime among youth in Knoxville, Tennessee, two partnerships have been developed by Pellissippi State Technical Community College (PSTCC), a university and the K-12 system in the Greater Knoxville area, and community leaders to provide non-violent alternatives for youth. The first effort, the annual Greater Knoxville Martin Luther King, Jr., Youth Symposium is designed to introduce non-violent alternatives to participants through the use of small group dialogue, collaboration, interactive role play, skits, and video case studies. Held since 1989, symposium staff include volunteers from PSTCC and community organizations. The second effort, the Leadership 8 partnership between a local anti-violence coalition and Vine Middle School, is designed to provide time and resources to the school's 8th grade class to help them make the transition to high school. In designing collaborative programs for inner city youth, organizers should make an honest self-assessment, examining the reasons for developing the program and personal attitudes about youth and the inner city; collaborate with others for a sustained effort; use targeted brainstorming to plan activities, and programs; focus efforts on specific goals; and contact corporate sponsors and interested participants in a timely manner. A list of 19 related groups providing shared resources and 3 educational programs and videos is appended. (TGI) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED395649

Chapman, J. (1994). The Ahab Teacher. ED376475 Melville's Captain Ahab might stand as an archetype for the person who attempts to control rather than discover. Such persons inevitably limit their own potential and suppress expression and development in those around them. A teacher who taught first in middle school and now on the college level found that despite her vow never to become a Captain Ahab, she had become controlling and rigid in the classroom. Though she cared deeply about her students and took a personal interest in each of them, they for various reasons perceived her as cold and unapproachable. While she still believes in rules, structure and high expectations, she has learned to temper these tendencies with other qualities. According to the Myers-Briggs personality typology, she is an ISTJ (Introvert, Sensing, Thinking, Judging), a personality respected in this culture for its dependability, organization, structure and responsibility. In order to accommodate her students' needs, however, she attempted to incorporate some of the qualities of the ENFP, a personality respected for its enthusiasm, imagination, and concern for people. Simple changes such as the way a teacher dresses go a long way. Before she goes to class each day, she gives herself a little pep talk about being friendly and open. If teachers want to be advocates rather than adversaries, they must let their students know that they care about them as individuals. (TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED376475

Clark, C. E.& Brill, D. A. (1997). Modeling Public School Partnerships: Merging Corporate and Community Issues. ED416512 This paper describes a model that merges corporate community relations strategy and public relations pedagogy to accelerate the rate at which Internet-based technologies are integrated into the public schools system. The model provides Internet-based training for a select group of Key Contacts drawn from two urban middle schools. Training is delivered by graduate students in Boston University's (Massachusetts) public relations program who have completed courses in the school's interactive media sequence. The Key Contacts are trained as change agents for their host schools and are provided with two mobile instruction units connected to the Internet using ISDN lines. The Key Contacts then conduct workshops, supported by continuous contact with the public relations graduate students, in their own schools and among their own teacher network. The model, known as the Boston University Public School Partnership (PSP), introduces a mutually beneficial relationship between a corporate sponsor (the NYNEX Foundation), public relations education, and public schools. This relationship serves to accelerate the rate of adoption of Internet-based instruction by middle school teachers while enhancing graduate students' real-world corporate community relations experiences. This paper is a starting-point for the PSP model which can be replicated in other universities. (Contains 28 references; two exhibits are appended.) (Author) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED416512

Coberly, P. (1998 Length: 6 Page(s); 1 Microfiche). Innovative Programs To Insure Diversity in Public Education. ED428160 At Armstrong Atlantic State University a number of programs have been developed in collaboration with the University System of Georgia and the Savannah-Chatham County Public School District to increase cultural diversity in the classroom and to focus on creating a diverse population of successful learners that mirrors the cultural diversity of the community. The Postsecondary Readiness Enrichment Program assists middle school students and their parents in making decisions about higher education. The Sister-to-Sister Summit gives female junior high school students the opportunity to share concerns and develop plans for positive change in their lives. Savannah State University and Armstrong Atlantic University have collaborated on a cooperative teacher certification program. Another on-campus program is the Pathways to Teaching Program supported at a number of colleges and universities. (Contains seven references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED428160

Colbert, R.& Others. (1997). The Comprehensive Clinical Mentor Component of the Master's Degree in Education. ED405302 The Fitchburg (Massachusetts) State College Education Department has collaborated with 38 cooperating teachers from 22 schools in central Massachusetts to develop a clinical mentor program as a component of a new Master's Degree in Education. In addition to the comprehensive clinical mentor component, the program integrates theory, research, and best practice. The unique design of the program provides graduate students with an educational experience, and clinical mentors with excellent additional expertise. Built into the design is a professional development forum for the mentors as well as a formal structure for on-going assessment and development of the Clinical Master's Degree Program. Various aspects of the clinical mentor process are examined, such as the application and selection processes, mentor services, and college administrative and financial support. Also described is a range of possible mentor roles, opportunities, and related field-based issues. The Clinical Master's Degree Program, with its strong mentor component, simultaneously enhances the status of cooperating teachers, exceeds the highest teacher certification standards at the graduate level, and provides an exemplary integrated collegiate field-based professional preparation model. Six appendices provide: lists of courses in various programs; program descriptions; description of clinical experience component; stages of involvement as a clinical mentor; agendas of meetings on the role of a clinical mentor; application process for clinical mentors in early childhood, elementary, and middle school education; and descriptions of two certificate programs for teachers. (Contains 10 references.) (Author/ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405302

Cookson, P. W., Jr.& Shroff, S. M. (1997). Recent Experience with Urban School Choice Plans. ERIC/CUE Digest Number 127. (ISSN: 0889-8049). ED413388 School choice plans have been widely adopted, and most urban areas have a limited choice plan of some sort. This digest presents an overview of different choice strategies by reviewing the experiences of several urban areas. Minnesota has statewide open enrollment for all students, making all public schools throughout the state open to all students, provided that the receiving school has room and the transfer does not harm racial integration efforts. In 1995, 15% of the state's students participated in various school choice programs. There is mixed evidence about the impact of this program, but it appears that there is little validity to the theory that choice prompts schools and districts to reform programs to meet the demands of families. New York City has instituted a policy of citywide choice. Parents transfer their children to any city public school if space is available, but the program has received little publicity, and is not widely known. Some districts have published their choice plans, Others rely on magnet schools to promote school choice. In Massachusetts, choice has primarily been a means to achieve racial and ethnic balance in the schools. Acknowledging the negative effects of a choice system based only on magnet schools, the state has expanded its early efforts to include other choice options. The controlled choice option in Boston (Massachusetts) divides the city into three geographic areas for elementary and middle school assignment, but high school choice is citywide. Critics feel that there are so many controls for race, ethnicity, and gender that real school choice by parents is compromised. In Milwaukee (Wisconsin), a voucher system has provided educational alternatives to many low-income students. Pilot voucher programs in other cities are being implemented, and early reports indicate that they can increase educational effectiveness and opportunity, as do other school choice plans. (Contains 17 references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED413388

Cosgrove, M.& Others. (1994). A Tale of Two Professional Development Schools. ED381485 This paper describes the goals, planning, governance, faculty roles, faculty development, and research activities at two professional development schools (PDSs) affiliated with Armstrong State College (Georgia). The college launched PDS partnerships with White Bluff Elementary School and Bartlett Middle School in September 1993. The roles of cooperating and other classroom teachers, college faculty liaison, and site-based supervisor are discussed. At both schools, reciprocity characterizes faculty development; both college and school faculty help to shape the professional development program at each institution. Collaborative inquiry is also an objective of each site, and formative and summative evaluation of program goals is an integral part of the program. Several examples of current and planned research activities are provided. Program goals include: (1) developing and implementing field sites, based on supportive partnerships, for preservice teachers; (2) maintaining innovative field-based experiences that reflect the social and racial balance of the school community; (3) utilizing faculty from school and college sites to develop curriculum and teach courses at all sites; (4) identifying and developing research-based supervision strategies; (5) fostering preservice and inservice teacher engagement in inquiry and reflective practice; (6) keeping teacher preparation at Armstrong State College dynamic and proactive; and (7) documenting the disseminating information about the planning, implementation, and evaluation of the PDS partnerships. (Contains 39 references.) (IAH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED381485

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D'Emidio-Caston, M.& Others. (1994). Teachers' Voices: Reinventing Themselves, Their Profession, and Their Communities. ED381503 This collection of four case studies discusses the work of teachers and their efforts to change their classrooms, schools, and districts. The case studies show that teachers can learn to use their own strengths and talents, knowledge, shared vision, and commitment to student growth and development to effect change. The first case study, "Santa Ynez Valley Union High School" (Jon Snyder), documents how a rural California high school brought together internal and external resources and expertise to create a model for school change, and reports the difficulty and complexity of mobilizing "whole school" change and of sustaining optimism and momentum in face of early setbacks. "Pod 200 Clubs: A Multicultural Curriculum in Actionthe Walt Disney Magnet School" (Lynette Hill with the assistance of Alice Weaver) describes creation of a multicultural and integrated curriculum within an open-classroom team-teaching environment in Chicago (Illinois) through student participation in interest groups. "Lompoc Valley Middle School Challenger Program" (Marianne D'Emidio-Caston and Jon Snyder) discusses creation of a California school-within-a-school which focuses on active learning, accountability, community of learners, integrated curriculum, and changing relationships among teachers and between teachers and parents. "The Foundations School: The School of Choice" (Lynette Hill with the assistance of Alice Weaver) was brought about by Chicago (Illinois) teachers who saw their role as facilitators in the learning process and who believed in whole language, child- centered classrooms and an interdisciplinary approach to learning. Some generalizations are woven throughout the fabric of the case studies that offer insights about networks as supports for intellectual and social change, about the subtleties and nuances of individual and collective learning when they are part of the change process in schools, and about the tensions that arise as teachers bring knowledge from the outside to change the inside of their schools. (JDD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED381503

DaGiau, B. J. (1995). Characteristics of Seventh Grade Students Who Completed a Course in Adolescent Development Compared to Students That Have Not Completed the Course. ED386609 The Adolescent Development course, implemented to facilitate the growth of adolescents, is presented in three parts: the first addresses the student's self- concept and provides skills for effective management of relationships; the second focuses on student learning style and improving academic achievement skills; the final part consists of a career inventory which is elaborated through research activities in the student's area of interest. Conducted at a middle school in northeastern New Jersey, the study included 76 seventh grade students (38 participants, 38 in a control group). The study consisted of a survey of demographic information, a pre and post class survey, and observations. Research questions were: (1) Are seventh grade students more aware of their self-concept after completing the Adolescent Development class? (2) Do they understand their relationships and the effect that self-image has on them? (3) Does participating in a class designed to improve self-concept and awareness have an effect on their desire to explore possible future careers? and (4) Do the students have a better understanding of their individual learning styles that will impact on their academic progress? It was concluded that students who participated in the course increased their self-concept and self-awareness. (JBJ) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED386609

Dannis, J., Colombo, M., &Sawilowsky, S. (1996). Lessons in School Reform: An Evaluation of a University-operated Charter Middle School. ED427057 You be able to order this document from the ERIC Document Reproduction Service. The Wayne State University Public School (UPS), Detroit (Michigan), a university-operated charter middle school, is strongly influenced by the educational reform movement. The evolution of UPS is documented as a case study of educational reform in the 1990s, focusing on the 1994-95 school year. The school is in an urban area marked by poverty and crime. It has implemented an extended-day format and provides educational and enrichment activities from 8 a.m. until 5 p.m. The school also provides counseling and medical services through grant-funded projects. The 340 students in the 1994-95 school year, nearly all of whom were African American, came from all over Detroit. The school had an "adhocratic" organizational structure, with an organizational structure that empowered teachers. Teachers developed their own classroom curricula, and the lack of development of an innovative, interdisciplinary, school-wide curriculum was sometimes apparent. Student achievement at UPS varied significantly, with improvements linked to teachers' experience with middle school students and the teachers' ability to keep students engaged. Parents appeared to be satisfied with UPS, and students particularly appreciated the feeling of safety in the school. In line with current educational reform, the UPS has developed an innovative organizational structure that allows for flexibility and responsiveness to student needs, empowered teachers for decision making, and worked in collaboration with a university. Implications for additional improvements are discussed. Three appendixes discuss the evaluation instrumentation and methodology, the parent, staff, and student survey responses, and Wayne State University and UPS collaborative programs. (Contains 7 figures, 5 tables, and 30 references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED427057

Deeter, T.& Prine, D. (1995). Assessment Program Results 1994-1995. Focus on Assessing Outcomes. ED395986 The Des Moines Public School System (Iowa) continually evaluates the process of teaching for learning. As part of this ongoing process, this report provides information to the Board of Directors and the public about the achievement of district students on the Iowa Tests of Basic Skills (ITBS), Iowa Tests of Educational Development (ITED), the American College Tests (ACT) and Scholastic Assessment Tests (SAT), the Advanced Placement Tests (AP) for college placement, the District Composition Assessment (performance based assessment for grades 3, 5, 8, and 11), and the school district's own criterion-referenced assessments. The aggregate of information from the multiple assessments in this report is an indication that district students are learning. In an urban context of diverse ethnic and socioeconomic factors, the Des Moines Public Schools continues to pursue a quality educational program. Standardized norm-referenced test scores are increasing in many schools. ACT, SAT, and AP results reflect district success in challenging students to reach higher levels of achievement. Student writing proficiency, measured by the composition test, also is increasing. Results for the criterion-referenced, objectives-based tests were mixed. At the elementary level, only in language arts did the percentages of students achieving the mastery standard fall, but at middle school levels, students lagged in mathematics, science, and foreign language, and at the high school level, students were not on target in family and consumer sciences and mathematics. Gaps based on ethnicity and socioeconomic indicators continue in the school system. Five appendixes present definitions and test results. (Contains 17 tables and 6 figures.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED395986

Deeter, T.& Prine, D. (1998). Assessment Program Results 1996-1997. Focus on Assessing Outcomes. ED423276 The Des Moines (Iowa) Public Schools continually evaluate the process of teaching for learning in order to provide quality programming for its diverse student body. Different methods of student outcome assessment are used to identify areas for study and analysis. This report provides information about the achievement of district students on: (1) criterion- referenced assessments; (2) advanced placement tests; (3) the District Composition Assessment; (4) the Iowa Tests of Basic Skills (ITBS); (5) the PLAN assessment (norm-referenced tests for 10th graders); and (6) the American College Testing Program (ACT) assessment. Results from the criterion-referenced tests show that at the elementary level, 76% of all scores were above the 70% standard, with 64% and 54% of the middle school and high school scores above the standard, respectively. A continuing challenge is to address the achievement gaps that exist between nonminority and minority students. The district was represented very well on Advanced Placement tests, with a number of students recognized for their achievement. In composition assessment, the percent of students in grades 3 and 5 achieving the "competent" standard was less than the target for the school year, but at grades 8 and 11, the percent achieving the competent standard was slightly above the target. District students scored well on the ITBS. In addition, 10th graders scored well on the PLAN assessment. The mean district score on the ACT was a 20.9 while the national mean was 21.0 and the Iowa mean was 22.1. For those few Iowa students who took the Scholastic Assessment Test, scores were well above the national means for verbal and mathematics scores. Six appendixes present definitions and tables of test results. (Contains 30 tables.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED423276

Demchak, M. (1999). Facilitating Effective Inclusion through Staff Development. ED429769 A middle school and a high school in rural Nevada participated in a project with the University of Nevada to develop a model for training staff in the successful inclusion of students with disabilities. Project participants included all 23 teachers and 3 assistants from both schools, 4 university students in teacher education programs, the district director of special education services and personnel, and a university professor. The university students rotated between two functions: serving as substitute teachers to allow monthly collaborative meetings between the special education and regular education teachers, and participating in the collaborative meetings, thereby gaining educational as well as practical experience. The professor facilitated the collaborative meetings and three inservice training workshops. Questionnaires and interviews indicated that the benefits for regular education teachers included bringing isolated staff closer by sharing common problems and having time to deal with individual students' concerns. Special education teachers felt that regular education teachers gained a greater awareness of special education issues and that the joint problem solving that occurred in collaborative meetings resulted in students being better served. The administrator thought the project provided an easily replicated model. The teachers and administrator both felt the outside influence provided by the professor was advantageous in terms of providing information and assisting with brainstorming. The university students felt that the information provided to them through project participation differed from that obtained in university classes and better prepared them for their future professions. (TD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED429769

DiSalvo, C. (1995). Effect of Sex-Equitable Material on Gender Stereotyping. ED380799 A study attempted to determine if exposing sixth-grade middle school students to sex-equitable literature followed by discussion would show any significant changes in gender-bias attitudes expressed by the students. Subjects, 26 sixth grade students at a suburban middle school in Middletown, New Jersey, completed a pretest to determine gender-bias attitudes of both male and female students. These sixth grade students were exposed to a series of sex-equitable reading materials in which the main character was portrayed in a non-sexist manner. These stories were followed by both discussion and written reactions to what was read. After a 6-week period, students were administered the posttest. Results showed that exposing sixth-grade students to sex-equitable literature followed by discussions does not significantly change gender-bias attitudes. However, there was some improvement, even if that improvement was statistically insignificant; had the length of this study been longer, a more significant change might have been recorded. (Contains 29 references, 3 tables of data, and 3 appendixes.) (Author/TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED380799

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Eastman, L. A.& Desiderio, M. (1997

ED421554 This paper reports on a narrative study which explores how the use of journals in an urban middle school English classroom (121 students) affected students' attitudes towards writing during the 1996-97 school year. Written in journal format, the paper explores the history of writing, teaching writing, and journals, and connects Vygotsky's theory of the social construction of knowledge to writing suggesting that journals provide students with both academic and affective benefits. A review of the literature citing writing experts corroborates the author's research data (student journals, teacher observations, and student survey results) establishing that journals provide students with opportunities to write, allow personal connections with curriculum and teachers, document life experiences, and contribute towards increased fluency and improved attitudes towards writing. (Contains 69 references. Appendixes contain a journal guidelines handout; selected journal books; time line of journal entry dates and topics; an attitudes survey; and a student permission form.) (Author/PA)

Edelman, D., Coggins, C., Rios, D., &Liss, K. (1994). TRIBE Teachers' Guide. Conflict Resolution Curriculum for Middle School. ED419043 Available from: The Mediation Center, 189 College Street, Asheville, NC 28801-3030 ($20 plus shipping and handling). The conflict resolution curriculum introduced by this teachers' guide is based on the belief that conflict is a natural part of life, although few people have the skills to deal with conflict creatively. This curriculum gives students the opportunity to practice skills related to dealing with conflict successfully in all areas of their lives. The curriculum is based on the TRIBE steps: (1) Tell the other person what's up with you; (2) Reflectively listen to the response; (3) Identify what's important to each of you; (4) Brainstorm the solutions that meet both of your needs; and (5) Evaluate the solutions, choosing one or more to implement. After a discussion of each of the TRIBE components, this guide discusses using role plays to clarify conflict resolution situations. The sixth grade curriculum, "Overview of Conflict Resolution," follows. The seventh grade curriculum is titled "Listening for Solutions," and the curriculum for grade eight is "Speaking So Others Can Hear." For each grade, 16 lessons are presented. (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED419043

Edelman, D., Liss, K., Coggins, C., &Rios, D. (1994). TRIBE Teachers' Guide. Conflict Resolution Curriculum for Middle and High School. ED419042 Available from: The Mediation Center, 189 College Street, Asheville, NC 28801-3030 ($25 plus shipping and handling). The conflict resolution curriculum presented in this teachers' guide is based on the belief that conflict is a natural part of life, although few people have the skills to deal with conflict creatively. This curriculum gives students the opportunity to practice skills related to dealing with conflict successfully in all areas of their lives. The curriculum is based on the TRIBE steps: (1) Tell the other person what's up with you; (2) Reflectively listen to the response; (3) Identify what's important to each of you; (4) Brainstorm the solutions that meet both of your needs; and (5) Evaluate the solutions, choosing one or more to implement. After a discussion of each of the TRIBE components, this guide discusses using role plays to clarify conflict resolution situations. The sixth grade curriculum, "Overview of Conflict Resolution," follows. The seventh grade curriculum is titled "Listening for Solutions," and the curriculum for grade eight is "Speaking So Others Can Hear." The ninth grade curriculum is "Personal Conflict Resolution." Each curriculum discusses applications of the TRIBE model and presents some role play examples. Six daily lessons are presented for each of the curricula. (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED419042

Edwards, P.& Others. (1996). Disadvantaged Rural Students: Five Models of School-University Collaboration. ED395904 This paper describes five models of school-university collaboration designed to maximize academic achievement opportunities for disadvantaged rural students. Project SHAPE (School and Homes As Partners in Education) at the State University of New York (SUNY) at Plattsburgh is an extended school day program established in partnership with Plattsburgh public schools, parents, community, and university. The Yakima Valley Collaborative Program involves three institutions: Yakima Valley Community College, Heritage College, and Central Washington University. It is designed to meet the needs of older or minority students unable to leave jobs, families, and other responsibilities to travel to the college campus. The Center for Individualized Instruction (CII) at Jacksonville State University (Alabama) is a multi-disciplinary academic support center serving both undergraduate and graduate students. The CII provides computer based instruction, special classes in basic skills, and peer tutoring in core curriculum subjects. The Systemic Teacher Excellence Preparation Project (STEP) at Montana State University is a 5-year project funded by the National Science Foundation to improve the training of K-12 mathematics and science teachers in Montana, in particular Native American teachers. At Saginaw Valley State University (Michigan), applicants from diverse economic, racial, and cultural backgrounds are recruited through a variety of strategies. Initiatives implemented by the College of Education to attract minority candidates include: the Bilingual Education Program; math/science scholarships funded by a grant from the Kellogg Foundation; a cooperative program with Delta College for minority students; and the Young Educators Society for minority middle school students. (Contains 16 reference.) (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED395904

Emerson, A. (1994). Building Self-Esteem through Visual Art: A Curriculum for Middle School Girls. ED423173 Available from: Esther A. and Joseph Klingenstein Center for Independent School Education, Teachers College, Columbia University, 525 West 120th Street, Box 125, New York, NY, 10027. This project is to help students learn about ways to investigate self- esteem and develop resiliency through the medium of visual art. The project is developed with middle school girls in mind but can be used with all people who experience some loss of self through socialization. The art studio lends itself to experiment with ideas and self-discovery with its more relaxed and open atmosphere. The course is divided into three themes: history, myths and folklore, and dreams. Learning activities include: (1) "Cave Paintings"; (2) "West African Women's Decoration on Houses"; (3) "Dream Room"; (4) "Caring"; (5) "Body Image"; (6) "Egyptian Sarcophagus"; (7) "Aboriginal Dream Painting"; and (8) "Assigning Color to Feelings." An evaluation proposal, bibliography, and suggested integrated reading list conclude the paper. (EH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED423173

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field trips

-- field trips

Bender, D. S.& Others. (1994). After-School Tutoring Program. ED377971 This paper describes the history, characteristics, program model, activities, and evaluation results of the Pottstown Homework Center Partnership project, in Pottstown County, Pennsylvania. The goal of the program is to initiate homework centers and train volunteer tutors from the community to support the at-risk middle students by providing individual assistance after school. The student population consists of at-risk students in sixth, seventh, and eighth grades. Tutors for the program are drawn from the undergraduate college, a pharmaceutical company, and from among high school students who were previously tutees in the project. The tutoring model provides techniques to recruit community members, teaching materials, and information on various tutoring activities including tutoring times and sites, field trips, physical activities and refreshments, tutee rules, rewards and discipline, annual celebration, and communication between tutors and students. The project director and coordinator of tutoring administer the program. Evaluation of the program is conducted by comparing the grade point averages of participants and non-participants for the first and second halves of the academic year. The results of the program's second- and third-year evaluations confirm an increase in the achievement of students who participated on a regular basis. (Four appendices include correspondence, a course outline, tutoring kit supplies, letters to parents, student and tutor handbooks, and materials for an annual celebration.) (AP) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED377971

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_____. (1997). Getting Ready for College Early: A Handbook for Parents of Students in the Middle and Junior High School Years. ED412460 Steps that parents and children can take to ensure that students properly prepare for college are covered in this guidebook. The guidebook is divided into four steps. In step one, reasons why it is important to go to college are covered. Some of these reasons include better job opportunities, more earning potential, and the increased variety of jobs one can get with more education. In step two, the types of courses that middle school students should take to prepare for college are covered; subjects such as algebra, geometry, a foreign language, English, science, and history are noted. A chart provides a breakdown of the variety of courses children should take and for how many years. Step three looks at college costs and what students and parents can do to prepare for this significant expense. This theme is continued in step four where ideas for paying for college are presented. Some of these payment suggestions entail applying for federal aid, scholarships, loans, and military enrollment. (RJM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED412460

Gandara, P., Ed., Larson, K., Mehan, H., &Rumberger, R. (1998). Capturing Latino Students in the Academic Pipeline. ED427094 Available from: Chicano/Latino Policy Project, Institute for the Study of Social Change, UC Berkeley, 2420 Bowditch Street, #5670, Berkeley, CA 94720-5670; Tel: 510- 642-6903; Fax: 510-643-8844 ($5.00). You be able to order this document from the ERIC Document Reproduction Service. This paper reports on three projects in California that have attempted to stem the tide of Latino dropouts and increase the college-going rates of the Latino population. Each of these three programs has tested a set of strategies aimed at increasing the educational attainment of Latino students, who now make up the largest single ethnic group in California's public schools. They also have the highest dropout rate of any of the state's ethnic groups. The educational attainment of all Latinos is significantly lower than that of other ethnic groups in the United States as well as in California. The first program, Achievement for Latinos through Academic Success (ALAS), was a demonstration program that targeted the lowest achieving Latino students with the greatest risk of dropping out of high school. Because these students are considered comprehensively at risk, the program used a comprehensive approach to address the needs of families as well as students. ALAS was piloted at the middle school level. The second program, Advancement Via Individual Achievement (AVID), continues to target academically underachieving students with above-average test scores at the high school level. It attempts to move them into a college preparatory educational track. The focus is directly on students, most of whom are from lower income communities. The third program, Puente, targets students who are more generally at risk for reasons such as attending high schools where small percentages of students go on to college and where social problems commonly derail students' academic aspirations. Pu ente includes students along nearly the entire continuum of academic achievement with the aim of ensuring that they complete high school and go on to college. These three programs were all designed to plug leaks in the educational pipeline for Latinos. AVID and Puente continue to expand in California schools, but the funding has ended for the ALAS demonstration project. (Contains 20 figures, 14 tables, and 102 references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED427094

Garcia, G. E.& Others. (1995). Reading Instruction and Educational Opportunity at the Middle School Level. Technical Report No. 622. ED392014 A study used qualitative methods, as part of a 2-year collaborative university/middle school effort, to understand the instructional reading practices in effect at the seventh-grade level and to investigate whether any of the practices might be related to differential reading performance of the school's African-American students. Few of the teachers felt comfortable teaching reading at the middle-school level. They tended to emphasize whole-class instruction, oral reading, and the coverage of required texts, practices not oriented toward helping low readers improve their reading. The low reading performance of the African-American students was affected by the school's use of homogeneous grouping, overrepresentation of African Americans in the low classes, and by the type of reading instruction offered in these classes. If middle-school students are to improve their literacy capabilities, and if past inequities are to be overturned, then middle school experts and faculty, along with literacy experts, need to work together to develop a literacy curriculum. (Contains 35 references and 2 tables of data. Appendixes provide the initial framework for analysis and coding sheets for observational field notes.) (Author/RS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED392014

Geiger, B. (1996). A Time To Learn, a Time To Play: Premack's Principle Applied in the Classroom. ED405373 Free time is the natural medium through which youngsters express themselves and develop motor, cognitive, and social skills. Nevertheless, free play on the playground is rarely used in the school as a means of enhancing students' motivation to learn. This study uses play as an application of Premack's principle (D. Premack, 1965) to the classroom. The principle states that a preferred behavior be an effective reinforcer of a less preferred activity. It shows that taking middle school and junior high school students to play on the playground can be a powerful and inexpensive reinforcer of learning that could be used by teachers, and especially by substitutes. Subjects were 42 seventh- and eighth-grade students being taught by a substitute teacher. Controls were 25 sixth graders taught by the same teacher. This reinforcer was found to increase students' learning time on task, and group and self-regulation, while reducing the time wasted on disciplining teenage students. (Contains 29 references.) (Author/SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405373

George, P. S.& George, E. (1995). The Japanese Secondary School: A Closer Look. (ISBN: 1-56090-098-9). ED398622 Most American visitors to Japanese senior high schools have observed only the very best public academic schools in the nation. Two-thirds of Japanese students attend other schools. This book presents findings of a case study that focused on the 12th-grade experience in a Japanese public general high school. The data were supplemented by visits to a dozen other secondary schools. The book discusses some important points of Japanese secondary education: (1) which is more important, group citizenship or examination passage, and (2) which is stressed more in Japanese high schools, student individualism or common fundamental academic ability? Following the introduction, chapter 2 describes the varieties of Japanese high schools and chapter 3 provides an overview of the 12th-grade curriculum and schedule. Instructional strategies are outlined in the fourth chapter. The fifth chapter explains the goals of Japanese secondary schools: inculcating group citizenship and passing a university-entrance examination. The characteristics and perspectives of Japanese students are compared to those of their American counterparts in chapter 6. The seventh chapter concludes that Japanese education will not provide American educators with solutions to the problems found in U.S. schools. The study found that the educational experiences of Japanese secondary school students in the public academic secondary schools seemed totally shaped by an all-important educational quartet: the development of group citizenship; a national curriculum; memorization-oriented instructional strategies; and the all-consuming importance of the university-entrance examination. A Japanese secondary school teacher and a university professor respond to the book in the final chapter. Two figures are included. (Contains 10 references.) (LMI) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED398622

Georgiady, N. p. R., Louis G. (1994). Focus on Study Habits at Home for Middle School Students: A Guide for Parents and Students To Increase Learning at Home. (ISBN: 0-918449-05-7). ED385347 This booklet is designed to help middle school students and their parents analyze student study habits, plan a study schedule, organize a place to study, and actually study their subjects. Students and parents should analyze a typical day's activities to see how the student spends his or her time, using a chart to see how each hourly (or half-hourly) block of time is spent. A workable study schedule should then be prepared that allows time for all required activities and approximately 3 to 5 hours of study time per week for each subject. Parents and students should select a place for studying that is quiet, well-lit, and comfortable, with access to adequate supplies and reference materials. The actual studying process should be based on the "SQ3R" method: survey, question, read, recite, and review. Students should survey the material they wish to study, refer to chapter questions or headings to develop questions about the material, read the material thoroughly, recite important points as the material is read, and review the main points covered. (MDM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED385347

Georgiady, N. p. R., Louis G. (1994). Focus on Study Habits in School: A Guide for Teachers and Students To Increase Learning in the Middle School. (ISBN: 0-918449-06-5). ED385346 This booklet is designed to help middle school students and their teachers analyze in-school study habits, providing 12 specific suggestions to help students succeed academically. Students need to understand the importance of: (1) school attendance; (2) good health; (3) paying attention in class; (4) effective note-taking skills; (5) picking a good seat in the classroom; (6) having the right materials for their assignments; (7) using the proper study skills for large group, small group, and individual learning situations; (8) listening and taking notes in class; (9) passing tests; (10) effective test taking strategies; (11) asking for help when they need it; and (12) teacher-student conferences and dialogue. A list of related resource materials is included. (Contains 11 references.) (MDM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED385346

Gibson, H. L. (1998). Case Studies of an Inquiry-Based Science Programs' Impact on Students' Attitude towards Science and Interest in Science Careers. ED417980 The long term impact of inquiry-based science instruction is explored in this study that examines the relationship between an inquiry-based science program on students' attitudes towards science and interest in science careers several years after participation in the program. The purpose of the study was to evaluate the long term effects of the Summer Science Exploration Program (SSEP) conducted at Hampshire College (Massachusetts) from 1992-1994. Results suggest that a two-week summer science program using an inquiry-based approach have helped middle school students with a high level of interest in science maintain that level of interest through their years in high school. Teaching methods were shown to also affect student interest and achievement in science. Contains 19 references. (DDR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED417980

Giles, T.& Others. (1996). Saint Vincent College Teacher Enhancement Institute Middle School Science and Mathematics Amusement Park Test. ED405203 The Teacher Enhancement Institute (TEI) on the campus of Saint Vincent College in Latrobe, Pennsylvania involved a diverse group of teachers actively pursuing instructional improvement through workshops in thinking skills, content area, and group seminars. This test was prepared by a team of middle school science and mathematics teachers at the TEI and incorporates basic science and mathematical concepts into an amusement park setting. The test includes questions on the food and rides found at the amusement park. (JRH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405203

Gloeckner, G. W. (1997). Gender Facts: A Moral Dilemma. ED416325 Technology education has a long history of attempting to make female students comfortable with the field. Although there has been limited success in recruiting females into the field, the situation is much more positive than it was 75 years ago, when girls were often forbidden to take "manual training" classes. A 1980 Montana report on gender bias in technical education in the state showed less than 10 percent female enrollment in every technical area except graphic arts (where there were 51 percent females). Today, there is still a disparity between males and females in technology education and other technical fields. Among technology teachers, only about 7 percent are female. In most high school subjects the gender differences are striking, with less than 15 percent female enrollment in technology courses. Middle school data, however, show gains in female students in the technical fields. In higher education, more females than males are earning associate's and bachelor's degrees, whereas the reverse is true for doctoral degrees and professional degrees. Far more males than females are earning degrees in the technological fields. Although technology education has come a long way in 75 years, much more progress needs to be made in making technology education acceptable and accessible for girls and women. (Contains 13 references and a gender quiz with answer key.) (KC) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED416325

Glynn, S. M. (1994). Teaching Science with Analogies: A Strategy for Teachers and Textbook Authors. Reading Research Report No. 15. ED373306 This paper describes the role of analogy in science instruction and presents new research on the Teaching-With-Analogies model. After an introductory section, the paper discuses learning science meaningfully, including constructing relations, strategies for learning conceptual relations, the definition of analogy, effectiveness of analogies, and misconceptions caused by analogies. The model described in the paper began with a task analysis of 43 middle school, high school, and college textbooks to identify how the textbook authors used analogies to explain new concepts. The paper notes that the task analysis was supplemented by a study of 10 exemplary middle school science teachers. The model described in the paper provides guidelines for constructing analogies systematically and using them strategically during science instruction to explain important concepts in ways that are meaningful to students. The paper shows how exemplary teachers and authors construct effective analogies to help students build on their own relevant knowledge by activating, transferring, and applying it to new knowledge acquired from textbooks. Contains 44 references, 2 tables of data, and 4 figures illustrating aspects of various analogies. (RS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED373306

Godbey, C. (1997). Mathematics Anxiety and the Underprepared Student. ED426734 You be able to order this document from the ERIC Document Reproduction Service. This article discusses the symptoms and causes of math anxiety, and preventative measures that teachers can use to alleviate the stress some students experience in mathematics problem solving. Mathematics anxiety is defined as "feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations." The symptoms of math anxiety can include nausea, a hot tingling feeling, extreme nervousness, an inability to hear the teacher, a tendency to become upset by noises, an inability to concentrate, negative self-talk, a stomach ache, and sweaty palms. Causes of math anxiety include underpreparedness, school absences, parents perpetuating the myth that math ability is hereditary, and negative past experiences with teachers. The Mathematics Anxiety Rating Scale (MARS) is a 98-item survey, sometimes shortened in length by teachers, which has been used extensively at the college, high-school and middle-school levels as a means of measuring mathematics anxiety. Instructor s can improve students' confidence and performance by: (1) being mindful of their students' feelings; (2) introducing humor into the classroom setting; (3) sustaining enthusiasm for the subject matter; and (4) motivating students to change pessimistic learning styles to optimistic ones. The appended Mathematics Anxiety Scale is a ten-question student survey. (Contai ns 11 references) (AS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED426734

Godina, H. (1996). Mesocentrism: Teaching Indigenous Mexican Culture in the Classroom. ED396533 This study investigated the influence of a community-based heritage culture program on Chicano students in a southwestern suburban middle school. Subjects were 61 seventh- and eighth-grade students, all Chicanos, with little or no previous instruction in indigenous Mexican culture. The pre- and post-survey, administerd a week piro to and 3 weeks after treatment, was an interest inventory concerning the students' cultural knowledge, self-esteem, goals, reading preferences, reading attitudes, career choice, reading topics, and college goals. The treatment entailed 2 days of lecture, with handouts, and 1 day of dance activity related to Mesoamerican culture. Results show significant differences in the students' familiarity with indigenous Mexican culture, and positive response to the heritage presentations. It is concluded that such exposure to heritage culture adds meaning to students' education, particularly in a culturally diverse context, and adds to self-esteem. Contains 25 references. (MSE) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED396533

Greco, L. M. (August 1997). Teaching Presidential Elections. A Social Studies/Service Learning Teaching Unit for the Middle Grades. ED431685 This curriculum unit on social studies and service learning was developed during the 1996 Presidential elections. In this unit middle school students not only learn about citizenship and democracy, they also practice civic action through voter registration and community surveying. The unit helps students develop critical thinking skills as they become active members of their own communities, and causes them to reevaluate the leadership potential of youth. The unit provides an overview that includes objectives, key terms, and an outline of the 8-part unit: (1) "Introduction"; (2) "History behind the Vote"; (3) "The Nominating Process"; (4) "Electoral vs. Popular"; (5) "Key Campaign Issues"; (6) "Factors That Influence the Election Process"; (7) "Who Should Be President?"; and (8) "Impact of the Elections." Each unit offers student assignments and activities. Appended are a sample student survey on political issues, a sample mock election ballot, and a presidential debates evaluation form. (BT) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED431685

Griffith, J. E. (1996). Title VI: 1995-96 Final Report. Publication No. 95.11. ED410236 Title VI provide Federal funds to states through the Elementary and Secondary Education Act of 1965 as amended in 1994. Title VI funds can support one or more programs that include school reform activities, the purchase and use of instructional and educational materials, programs for the gifted and talented, and programs of various sorts for the disadvantaged. In 1995-96 the Austin Independent School District (AISD) (Texas) received $502,891 which included $36,488 carried over from the preceding year. Funds were allocated to a variety of programs, including: (1) Year-Round School Intersessions; (2) Coordinator of Volunteers; (3) Visiting Teachers; (4) High School College Dual Credit; (5) Library Resources; (6) HOST Software; (7) Middle School "Transition In" Program; (8) Nonpublic schools; and (9) Reading Recovery. Evaluations were conducted of some of these programs. Over 96% of the 80 librarians responding to a survey agreed that the library materials purchased with Title VI funds are effective in enhancing the educational experience of students. The Coordinator of Volunteers believed that the position benefited the district through its liaison functions, and surveyed visiting teachers believed that they supported district objectives by connecting resources and providing student services. Continued Title VI funding will enable the AISD to meet the needs of at-risk and disadvantaged students. Among the recommendations for the coming year is a thorough evaluation of the Reading Recovery Program. (Contains 6 figures and 13 references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED410236

Griggs, S.& Dunn, R. (1996). Hispanic-American Students and Learning Style. ERIC Digest. ED393607 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED393607

Grimes, T. R. (1998). Creating Opportunities for Service Learning through the Applied Psychology Course. ED424504 You be able to order this document from the ERIC Document Reproduction Service. Through a partnership with a large research institution, an historically Black university in the rural southeast transformed its Applied Psychology course from the traditional lecture format to a service learning experience. This new format integrates community service with academic instruction and focuses on developing critical thinking skills and civic responsibility in students. This article describes how the course was redesigned and the impact the course had on the undergraduate participants. Fourteen junior and senior level psychology majors (all African-Americans with a mean age of 22.7 years) registered for the course. During the course, students were trained to mentor at-risk, African-American middle school children in the community adjacent to the university. When surveyed at the end of the course, all of the course participants agreed that this was one of the best courses they had taken in college, and the majority of the students agreed that the course increased their interest in public service activities. The benefits of partnerships between research institutions and smaller colleges, and the importance of service learning experiences for undergraduate psychology majors are discussed. (EMK) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED424504

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Hauser, J. (1994). College Entries into Portfolio Assessment: Why, How, and What To Watch Out For. ED377194 This paper examines the use of student portfolios for assessment at the college level. Portfolios, which have recently been used extensively on the elementary and middle school levels, are collections of artifacts gathered to represent a student's work. After describing current dissatisfactions with the dominant standardized testing student assessment format, the paper discusses precursors to portfolios in earlier educational practice which often involved student demonstration of achievement through public actions or actual products. The next section describes the ways in which portfolio efforts should advance student skills in work planning, task prioritizing, and logical thought as well as having an overall student enabling quality. A section on types of portfolios describes the portfolio as a "purposeful" collection of student work organized in one of three common formats, the "best work" portfolio, the developmental portfolio, and the lab or workshop model. A following section lists reasons why teachers are enthusiastic about portfolios. A section on selecting portfolio content offers 13 abstract guidelines and concepts to assist artifact selection and 15 concrete guidelines. A section on judging portfolios offers suggestions and cautions. A discussion of the place of portfolios at the college level explores challenges to their introduction and suggests seven standards for evaluation: introduction, positive appearance, organization, mediation, significant meanings, position papers, and originality. Contains 23 references. (JB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED377194

Hektner, J. (1994). When Moving Up Implies Moving Out: Rural Adolescent Conflict in the Transition to Adulthood. ED374949 This paper examines the influence of community context on the attitudes of rural and nonrural adolescents toward their own future geographic and social mobility. Part of a national sample in a longitudinal study of career development, the 1,060 subjects were public school students in grades 6, 8, 10, and 12 from 3 contrasting Illinois communities. Subjects completed questionnaires based on those used in the National Educational Longitudinal Study (NELS), and some also participated in the experience sampling method for obtaining self-reports on activities and moods. Some analyses were replicated using NELS data. Hypotheses were that rural adolescents would be more likely than their nonrural counterparts to have future residential preferences that would be incompatible with their career aspirations, and that the resulting conflict would lead to uncertainty and negative affect regarding the future. Questionnaire data revealed a greater prevalence among rural than among nonrural adolescents of a potential conflict between the perceived importance of staying close to parents and relatives and moving away from their area. Those adolescents expressing this potential conflict were more likely to indicate feeling empty, angry, and pessimistic about their futures. Compared to urban and suburban students, rural adolescents (particularly rural males) expressed more hesitancy about pursuing further education, more anger about their futures, and more worry and lower motivation when doing activities related to their future goals. Contains data tables, figures, and 16 references. (Author/SV) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED374949

Henry, E.& Others. (1995). To Be a Teacher: Voices from the Classroom. (ISBN: 0-8039-6324-6). ED387445 This volume contains personal reflections by four teachers in Texas on their year- long Trinity University intern teaching experience at Mark Twain Middle School, an urban professional development school in San Antonio. Part 1 by Corinne McKamey, "To understand teaching you have to be there, engrossed in the human interactions," is a series of short pieces describing her work team teaching science with a mentor teacher. Part 2 by Laura Harper, "One thing they never teach you about teaching is that it's best not to teach," contains several short sketches, poems, and a selection of her students' writing illustrating her difficult beginning, her progress, and her sense of intimate exchange with her students. Part 3 by Jeff Huntley, "To be a teacher you must be able to step outside yourself and look at the situation...," describes his struggle to live with disorder, his experiences with students on a camping weekend, uses of humor in teaching, working with a particularly difficult child, and the pain of being unable to save troubled students. Part 4 by Eric Henry, "To teach a kid well you have to know a kid well," contains descriptions of the frustration of initial failure, the painful memory of a violent student, a selection of student writing, and two poems. Includes a prologue, short biographies of the four teachers, and an epilogue. (JB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED387445

Hodgkinson, H. L. (1999). All One System: A Second Look. Perspectives in Public Policy: Connecting Higher Education and the Public Schools. ED440592 This publication examines the relationship between K-12 and postsecondary education, calling for greater policymaker attention to inter-level issues. The document examines the growing relationship between K-12 and postsecondary education, citing some recent initiatives to connect these two levels of education; most importantly, it argues that such efforts must be intensified and broadened. The paper notes the importance of keeping both quality and quantity in mind, creating both a set of equity linkages to reduce the effects of economic and social difference and a set of content-based linkages to help students achieve at their highest possible level. Following the introduction, the discussion covers concerns specific to preschool (Head Start/poverty); early school (dropouts/links); middle school (absenteeism/standardized tests/ transience); and high school (school ranking/graduation rates/ college-going rates). This section also cites successful educational reform efforts in Texas and North Carolina, discusses co-registration and age-grading as useful bridges from high school to college, and notes some beginning K-16 initiatives. The discussion of transition from college to life after school covers such topics as proportional equity, distance learning, race and class, equal opportunity, and equity. In the summary section, the report reviews some major changes since 1985 and notes trends for the future. (Contains 40 references.) (CH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED440592

Holt, D.& Others. (1997). Integrating Preparation and Practice through a Technology-Based Approach to Portfolios for Professional Development Using IBM Technology. ED405325 Lone Star 2000 is a collaborative project among the Duval County Public Schools in Jacksonville (Florida), the College of Education and Human Services at the University of North Florida, and the International Business Machines (IBM) Corporation. Primary goals of the project include: making educational technologies available to K-8 students and educating these students using educational technologies and documenting their work through electronic portfolios; preparing elementary school and middle school preservice teachers in new approaches to teaching and learning with educational technologies; and strengthening the link between partner school participants. This paper details the process used to carry out the goals of the Lone Star 2000 project and the use of traditional and nontraditional assessment methods to evaluate progress toward the goals. Steps in the process are: (1) exposure to classroom, curriculum-based technologies; (2) training in the operation of IBM hardware and software; (3) application of technology use in the classroom; (4) integration of technology with existing classroom curriculum materials by the teaching intern; and (5) infusion of technology into classroom teaching and learning when the classroom teacher continues to incorporate technology into daily teaching and learning activities. (Contains 15 references.) (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405325

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_____. (1996). Indiana Practitioners' List of Young Adolescent Books. ED400529 This pamphlet lists authors and titles of a collection of 554 young adolescent books presented to 40 Indiana colleges and universities. Books in the collection listed in the pamphlet were chosen by librarians, consultants, and teachers from five Indiana middle schools. A chart listing contact persons and the location (curriculum center in education building, curriculum center in college library, or children's and/or young adults' literature collection in college library) of the collection for each of the 40 colleges or universities is attached. (RS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED400529

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Jones, M. C. (1994). Life Stress and Reading Comprehension Test Scores in the Middle School Student. ED369057 A study determined the relationship between life stress and reading comprehension test scores on the IOWA Tests of Basic Skills. Subjects, 41 middle-school students attending Lincoln School in Garwood, New Jersey, were surveyed as to the amount of life stress prevalent in their lives. In addition, the Iowa scores for reading comprehension were examined. Results indicated that life stress had a statistically significant, although minor, effect on students' reading comprehension test scores. (Contains 61 references and 2 tables of data; the survey instrument is attached.) (RS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED369057

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_____. (1996). K-8 Implementation Strategies for "A Curriculum Guide for Achieving Equity in Education and the Workplace.". ED400411 This curriculum addendum was developed to offer suggestions and strategies to change mindsets and remove barriers in order to pave the way for a gender- equitable, technically trained work force beginning at the elementary and middle school levels. The guide contains 73 strategies, a variety of examples of how they can be implemented, and a large assortment of print, video, and agency resources to assist teachers in implementing these strategies. The guide is organized into eight sections by duties, with several tasks for each duty area. Each task performance guide includes the duty, the task, an introduction, performance objectives, suggested implementation strategies, evaluations, resources, and special notes. The following topics are covered by the duties: (1) eliminate internal barriers; (2) eliminate sex role stereotyping; (3) provide survival skills for trades and technical women and men; (4) create support systems; (5) eradicate external barriers; (6) remove discriminatory behavior at all levels in schools and the workplace (co-workers and students); (7) deliver career education and exploration; and (8) deliver workplace literacy. The reference section lists 81 publications and books and 44 videotapes that can be used as resources. (KC) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED400411

Kapes, J. T. (1995). Locating and Evaluating Career Assessment Instruments. ERIC Digest. ED391989 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED391989

Karabenick, S. A.& Brackney, B. E.& Dansky, J.& Schippers, J.& Smith, S.& Stephens, S.& Hicks, B. (April 1999). Autobiographical Narratives of Important School Events and College Students' Current Academic Engagement. ED435266 This study examined relationships between college students' (n=94) recall of important school-related events and the students' current academic engagement. Autobiographical narratives were coded for time period (e.g., middle school), theme (e.g., achievement), context (e.g., academics, sports), and the presence of goal-directed content (e.g., presence of need, assistance and hindrance, emotions, goals). Current student motivation and engagement in learning were assessed using a generalized version of the Motivated Strategies for Learning Questionnaire. Among the general trends reported by the study were the following: (1) students recalled more affiliative/noncurricular than academic/achievement episodes; (2) the least positive (most negative) content emerged when students described affiliative/noncurricular memories; (3) there were less than half as many middle school than either elementary or high school memories; and (4) students who were more anxious, less confident, and who used lower-level rehearsal strategies in college tended to recall more noncurricular and nonachieving episodes. Discussion focused on reasons for the low recall of episodes during middle school and the possible moderating effect of memories on current motivational tendencies and student engagement in learning. (Contains 23 references.) (DB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED435266

Karr, J. A.& Others. (1994). How School Reform and a School/University Partnership Contributed to Curriculum Change. ED378262 At Mozart Elementary School, a predominantly Latino pre-kindergarten through grade 8 Professional Development School in Chicago that is linked with Northeastern Illinois University, the upper grades have been transformed in a way that has proven beneficial to the students and the university's teacher candidates. Frustrated with their inability to pool their professional skills and problems, the teachers began a process of innovation that created a middle school within the school, with curriculum changes that include thematic unit projects, interdisciplinary approaches, performance-based assessment with redesigned report cards, and service to the community as part of the curriculum. Five circumstances that made this transformation possible are: (1) teacher dissatisfaction with the status quo; (2) well-informed and up-to-date internal leadership; (3) bureaucratic support for change; (4) funding from the State Board of Education; and (5) university partnership. (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED378262

Katzman, S., Ed. (1995). The Role of Career Education in School-to-Work Transition. Information Series No. 359. ED378381 This document contains nine papers exploring the school-to-work transition and the role of career education in smoothing that transition. The following papers are included in the first section, which sets the context for the role of career education: "The School-to-Work Opportunities Act and Career Education" (Pat Nellor Wickwire); "Strategies for Collaborative Efforts" (Susan Imel); "The Role of Career Planning in School-to-Work Transition" (Harry N. Drier). Two papers in the second section review general approaches to the transition: "Youth Apprenticeship" (Peter Joyce, Sandra Byrne); and "Career Academies" (Valerie Harris). The final section provides some program examples: "Elementary and Middle School Career Education" (Linda Gadd); "High School Career Education Program" (Pamela Collier); "Career Resource Centers" (Sara Walkenshaw and Jim Crain); and "Career Guidance" (Rebecca Dedmond). An annotated resource section lists 39 resources on school-to-work transitions, and the final section of the document contains 36 references. (KC) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED378381

Kelly, J. A. (1995). Exploring Attitudes toward Gender in the Language Arts Classroom. ED380800 Gender attitudes are usually viewed as products of the socialization process and therefore be viewed as modifiable behaviors. Of great practical importance is the discovery of how they are formed, how they are organized in the mind, and how they be changed. A study attempted to determine if exposing middle school students to non-stereotypical protagonists through reading, discussion groups, and writing would have a significant effect on the degree of gender biased attitudes expressed by the students. Subjects, 26 seventh grade females and males attending a suburban middle school in New Jersey, completed a pretest to determine gender stereotyped attitudes. Following the pretest, the students were exposed to sex-equitble literature for a period of 6 weeks. Discussion groups and related writings were integrated with the literature. Upon completion of the lessons, the students were administered a posttest. Analysis of the results revealed that although females scored higher on both the pre- and posttests, males made a slight increase in positive responses. However, no significant difference was indicated. (Contains three tables of data, 54 references, and three appendixes.) (Author/TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED380800

Kerka, S. (1994). Life and Work in a Technological Society. ERIC Digest No. 147. ED368892 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED368892

Kerka, S. (1994). Vocational Education in the Middle School. ERIC Digest No. 155. ED377314 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED377314

Kraft, R.& Others. (1995). Grass Roots Middle School Reform: Culturally and Linguistically Diverse Students in a Low SES District. ED392272 Design and implementation of a program to improve education for a culturally diverse middle school population in an economically disadvantaged area are described. The program involved cooperation of the University of Colorado-BUENO Center for Multicultural Education and a nearby school district. In the two participating middle schools, students ranked low in the state in academic achievement and were at high risk for dropping out of school. The federally- funded program was designed to increase student achievement and self-esteem through teacher and paraprofessional development courses, affective education, funding for Spanish and English literacy instructional materials, support for mentoring, and a 2-week study program in Mexico for teachers. The report first provides background information about new national educational goals, principles for work with limited-English-proficient students, approaches to systemic reform, changing demographics and resulting needs, and educational research and theory on achievement. It then describes the program, including school-level needs, nature of school/university collaboration, resources and needs assessment, objectives, project model, key program elements (affective, bilingual, and multicultural coursework for teachers, book fairs and workshops, mentoring program, school tutorial and enrichment programs, study in Mexico, affective education curriculum), and lessons learned. The program is not formally evaluated here. Contains 42 references. (MSE) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED392272

Kruse, D. (1996). The Northcote Network of Schools and the Middle Years of Schooling. ED405087 Recognizing the necessity of examining the needs of early adolescents and changing the focus of middle grades education in Australia, this report describes the findings from the Northcote Network of Schools, 8 primary and 2 secondary schools collaborating to develop continuity and coherence across grades 5 through 8. The paper outlines activities dealing with school organization, curriculum, and pedagogy, in the context of the unique needs of young adolescents and their implications for school organization and learning communities within schools. School organizational structures tried by the Northcote Network of Schools are noted, including team teaching, classes working with smaller numbers of students for longer periods of time, the use of home rooms, an integrative approach to curriculum, and appropriate learning strategies. The paper also describes how curricular concerns led to the implementation of health education programs, negotiation of curriculum content and structure, the use of individual contracts and thematic instruction based on students' questions, and the integration of pastoral care as part of the mainstream curriculum. Next, the paper details how pedagogical concerns have been addressed through cooperative group work, peer tutoring, constructivist approaches, contract-based work units, learning centers, computer technology, and student reflection. Noted barriers to change are a culture based on faculty identification with their subject area and a focus on faculty rather than student needs, and student or parent expectations of a traditional secondary level organization. Finally, the paper concludes by suggesting that one key to effective change is to understand the different cultures in primary and secondary schooling and promote the development of a new culture in the middle years. (Contains 41 references.) (KDFB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405087

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_____. (1997 Length: 46 Page(s); 1 Microfiche). School-to-Work Urban Opportunities Grant. Year Two: 1996-97. Research Report on an Educational Program. ED428172 The School-to-Work Urban Opportunities Program represents a 5-year commitment by the Houston Independent School District (HISD) (Texas) and the Houston Community College System to establish a program to facilitate students' development of the skills and abilities necessary to secure meaningful employment. The program involves one high school and its feeder middle school and elementary schools in career awareness and preparation programs. The second year evaluation continued to assess the formation and implementation of the program. The program serves a population of students who are predominantly of minority descent and from low socioeconomic background. Responses to student (n=66) and teacher surveys (n=20) indicated their recognition of the importance of such a program. The academic performance of students in the program schools increased in reading, writing, and mathematics. Employers (n=24) indicated that they generally found program students well prepared in terms of basic skills. Recommendations for program improvement center on better alignment of school-to-work activities and school district initiatives or programs. Appendixes contain the student survey and responses, the teacher survey and responses, the employer survey and responses, and student academic performance data by school. (Contains nine tables and seven references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED428172

_____. (1998 Length: 160 Page(s); 2 Microfiche). Active Learning Institute: Energizing Science and Math Education. A Compilation of Lesson Plans. ED430780 The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech approaches to integrating high-tech, cutting-edge resources. Lesson topics include: (1) Investigating Energy Sources; (2) Probing the World of Energy and Its Conservation; (3) Fish Out of WaterMan Out of Land; (4) Are You Listening? (Noise Pollution); (5) Countdown to Population Explosion; (6) Hazardous Chemicals in Your Home!; (7) Water, Water EverywhereHow Much Is There to Drink?; (8) Water, Water EverywhereBut Not a Drop to Drink; (9) A Multi-Level Water Study; (10) Futuristic Fuel from Water; and (11) Acid Rain. (WRM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED430780

Laster, B. P. (1997). Educational Researcher or Teacher-Researcher: Reflections on Journeying down the Sometimes-Divided Road. ED403544 For one educator, her career as a researcher probably began when she was 7 and arranged her own "library" on the back wall of the family laundry room. During the summer between her junior and senior years of college, she worked at a state institution for the mentally retarded and found herself questioning why the "clients" were locked up there. Her life became a round of observation and data collectingthe study became a senior thesis, but without much guidance in research methods from her advisor. Early-in-their-career scholars can really use some guidance in a variety of analytic methods, even if their primary discipline embraces one particular research tradition. When the educator was a middle school reading teacher, she studied the development of one struggling student, and she was asked to present her findings for an audiencethis put her in a teacher- researcher strand rather than in the more general strands related to research on instruction or literacy. Where is the line between teacher-research and the more "reputable" educational research? One difference is that a teacher in higher education must go through a review of research design before a faculty committee approves a project. A classroom teacher can make spontaneous judgments about assessment and instruction and record what happens. A traditional paradigm sees research as carefully planned, not evolving, and striving for objectivity. The new paradigm of "interpretive research" is still being defined in the field of education. (NKA) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED403544

Lee, J. Y. (1998 Length: 30 Page(s); 1 Microfiche). Using High-Stakes Test Scores To Provide Outstanding Responsive Teachers to Disadvantaged Kids. ED430917 This paper examines the latest elementary, middle school, and district level Maryland student achievement and teacher experience data to argue that schools today are segregated not only along student backgrounds, but also along teacher expertise. The very students who need school the most to break out of the intergenerational cycle of poverty and diminished opportunities also lack access to teachers who have the expertise to provide them quality teaching. The paper describes the School-University Partnership to Prepare Outstanding Responsive Teachers (SUPPORT) Project between a Maryland university and four of the five largest local educational agencies in Maryland, which begins to redress a number of these structural inequities. Project SUPPORT uses tests and access to teacher data to better prepare teachers and to more equitably allocate educational resources to schools. Finally, the paper proposes a number of recommendations to provide disadvantaged students access to quality teachers, including (1) revamping teacher education by moving to an apprenticeship model of teacher preparation, (2) connecting public school teaching rewards to teaching assignment difficulty, and (3) holding universities accountable for the quality of teachers they produce. (Contains 22 references.) (SM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED430917

Loche, S. (1996). Concerns and Perceptions of a Middle School Practicum Program: A Case Study. ED405300 A study was made of 10 practicum students in the College of Education at Louisiana Tech University and 7 cooperating teachers at a nearby middle school. The purpose of the study was to describe and analyze the practicum experience and its role in the preparation of middle school practicum students. Analysis of the study data yielded several findings. First, from the students' perspective, content knowledge and classroom management skills were not adequate, and they wanted more practical applications in addition to the opportunity to teach more. Second, from the teachers' perspective, students' content knowledge and classroom management skills were inadequate, and the university should provide some structured and formal methods to assist students in their deficiencies. Third, students were concerned that they were not receiving enough teaching experience, and students appeared to feel that they were in hostile environments, instead of pleasant school settings. Finally, teachers were concerned with the large number of students that were assigned to some teachers, while others received no assignments. (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED405300

Lockwood, A. T.& Secada, W. G. (January 1999). Transforming Education for Hispanic Youth: Exemplary Practices, Programs, and Schools. NCBE Resource Collection Series No. 12. ED434788 This monograph reviews the findings and recommendations of the Hispanic Dropout Project (HDP) and describes successful school-based strategies to combat the dropout problem and promote academic achievement among Hispanic students. Chapter 1 discusses the high Hispanic dropout rate; why Hispanic students drop out; stereotypes and realities; and HDP recommendations encompassing minimum guarantees of a quality education, schools' relationships with parents and families, the role of teachers, effective school strategies, and educational policy. Chapters 2-5 describe specific effective programs: (1) Lennox (California) Middle School's approach to personalizing the curriculum and involving parents and families; (2) Calexico (California) School District's secondary-level strategies, including emphasis on equity, commitment to bilingual education, a culture of continuous refinement, high expectations and support for meeting them, and alternative dropout programs; (3) three elementary programsSuccess for All, Helping One Student to Succeed (HOSTS) (a mentoring and tutoring program), and Cognitively Guided Instruction (mathematics problem solving using students' prior knowledge); and (4) two secondary programsthe Coca- Cola Valued Youth program, in which high-risk middle school students tutor younger students, and Project AVID (Advancement Via Individual Determination), which features coaching, advocacy, and college preparation. In Chapter 6, four HDP members summarize observations and recommendations related to the quality of instruction, role of bilingual education, effects of tracking, resources and physical conditions, investing new resources, achieving attitudinal shifts, teacher preparation and professional development, identification and implementation of effective programs, challenging content and valuable relationships, individualization, time for results, aspects of program design and implementation, and politics of education. (Contains 13 references and a bibliography with an additional 131 references.) (SV) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED434788

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_____. (1997). Mathematics Equals Opportunity. ED415119 Mastering mathematics has become more important than ever in the United States. Students with a strong grasp of mathematics have an advantage in academics and in the job market. The eighth grade is a critical point in mathematics education. Achievement at that stage clears the way for students to take rigorous high school mathematics and science courses which are the keys to college entrance and success in the labor force. This report highlights the key findings that: (1) students who take rigorous mathematics and science courses are much more likely to go to college than those who do not; (2) algebra is the gateway to advanced mathematics and science in high school, yet most students do not take it in middle school; (3) taking rigorous mathematics and science courses in high school appears to be especially important for low-income students; (4) despite the importance of low-income students taking rigorous mathematics and science courses, these students are less likely to take them; (5) mathematics achievement depends on the courses a student takes, not the type of school the student attends; (6) students whose parents are involved in their school work are more likely to take challenging mathematics courses early in their academic careers; and (7) results of the Third Mathematics and Science Study (TIMSS) reveal that the middle school mathematics curriculum be the weak link in the education system in the United States. The next steps that can be taken by educators, policymakers, community members, and parents are also listed. Contains 15 references. (Author/ASK) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED415119

Mack, F. R.-p. O. (1996). Perceptions of Minority Middle School Students in Regard to Teaching as a Career Choice: 1995 Gary, Indiana Survey. ED393824 This presentation reports on a survey to explore the attitudes of African American middle school students about teaching as a career choice, and to determine their perceptions of the conditions associated with the teaching profession. The study surveyed 265 eighth-grade students in Gary, Indiana. Only 35.8 percent had had anyone talk to them about becoming a teacher, and less than 50 percent had asked a teacher why they selected teaching as a career. Survey responses also covered perceptions regarding job satisfaction, instruction level and subject area preferences, and characteristics of teachers. Findings of the study suggested that a pool of qualified African American middle school students are available to be recruited into teacher education programs. However, intervening variables such as financial support, career awareness, lack of positive information on education as a career choice, and lack of encouragement appear to be barriers in enlisting minority high school graduates into the teaching field. In addition to the findings of the survey, the report offers 12 strategies for immediately increasing minority student enrollment in preprofessional education programs, including: career opportunities for minorities with degrees outside of teacher education and career ladder opportunities for non-certified employees already in the schools; alternative certification programs using evening and weekend study; establishment of Future Teacher Associations at middle and high schools; scholarships with work-study and summer employment opportunities; school visits by successful educators; mentors for high school and college students interested in teaching careers; "publicity" activities that communicate the employment rewards offered by teaching; and "magnet" middle and high schools that have a teaching career theme. (Contains 44 references.) (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED393824

Maloy, R. W.& Seidman, I. (1999). The Essential Career Guide to Becoming a Middle and High School Teacher. ED435612 This book gives step-by-step guidance about how to enter the field of secondary school teaching. It is intended for college students making choices about courses and programs of study, recent college graduates pursuing professional positions, experienced workers thinking about changing careers, and high school students planning for college. Two parts include nine chapters. Part 1, "Becoming a Teacher," presents the essential steps to preparation, certification, and employment as a middle and high school teacher. It includes: (1) "Entering a Career That Matters"; (2) "Teaching in Schools Today"; (3) "Navigating the Certification Maze"; (4) "Finding a Program That's Right for You"; (5) "Getting Accepted into the Program of Your Choice"; (6) "Succeeding as a Student of Teaching"; and (7) "Finding Your First Job in Teaching." Part 2, "Profiles and Resources," brings together essential facts from various sources in a format that prospective teachers can use when making decisions about how best to prepare for a career in teaching. This section offers: (8) "State-by-State Profiles for New Teachers" and (9) "Directory of Resources." References are contained at the end. (SM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED435612

Mariano, L. S. (1996). Teaching Tales of Virtue: The Effect of Moral Literature on Middle School Students. ED394145 A study determined if exposing middle school students to stories and poems that show what virtues look like, how they are practiced, how to recognize them, and how they work, would have a significant effect on the degree of assimilation of these virtues expressed by the students. Sixth-grade students (n=23) attending a suburban middle school in Union, New Jersey completed a pretest to determine their thoughts about values. Following the pretest, the students read a unit of moral literature and examined such character traits as honesty, compassion, courage, perseverance, and patriotism. Discussion groups and related writings were integrated with the literature. Upon completion of the unit lessons, students were administered a posttest to determine their knowledge of values and the influence that values have on behavior and beliefs. They were asked to reply "yes" or "no" to questions dealing with values and their impact on behavior. Analysis of the results revealed a significant difference; students' assimilation of virtues was positively affected by reading of moral literature. Additional research needs to be conducted to refine the understanding of the curricular placement, the length of time of response, and the lasting effects of moral literature. (Contains a table of data, 29 references, and related literature. Appended are pretest and posttest scores and a survey sheet.) (Author/TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED394145

Maris, M. (1998). Alliances and School Board Members. ED423549 Three basic concepts help to describe the author's experience as a school board member whose "real" job is working in the English Department at the University of Wisconsin-Milwaukee as a part of the academic staff: (1) personnel matters; (2) matters of budget; and (3) university/K-12 collaboration. When school boards decide that the K-12 budget is too fat and that expenses need to be cut, they look first at in-service training for teachers and staff. Three free programs planned by the Milwaukee Area Academic Alliance in English each year normally attract 60-70 teachers. English teachers from middle school through the University level exchange ideasfrom schools throughout southeastern Wisconsin and northern Illinois. One reason for the success of the Alliance is that programs are designed to appeal to a diverse group of prospective participants. The collegial relationships that are established between college, middle and high school teachers, and school board members through the Alliance effectively diminish artificial barriers between them. (CR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED423549

Marsh, C. A. (1995). Middle School Students' Attitudes toward High School Foreign Language Study. ED392247 A total of 283 students at Fassett Middle School in Oregon, Ohio, a suburban, middle-class city were surveyed about their attitudes toward foreign language study in high school. The participants were 151 male and 132 female students in grade 6 (87), grade 7 (104), and grade 8 (92). The objective was to determine whether or not the middle school exploratory language component of the curriculum was achieving its goal of increasing student interest in language study. Most respondents had been enrolled in language courses during their middle school years. The teacher-developed questionnaire elicited information about students' grade, gender, languages studied, plans to take foreign language(s) in high school, plans to attend college; letter grades in languages taken; attitudes concerning the importance, requirement, and enjoyment of language study; and favorite and least favorite subjects in school. As anticipated, older students and students with higher language grades had more positive attitudes about language study. Female students had more positive attitudes, but students having taken at least two foreign language courses previously did not have significantly more positive attitudes than others. Contains 28 references and the survey used. (MSE) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED392247

McEwin, C. K.& Dickinson, T. S. (1995). The Professional Preparation of Middle Level Teachers: Profiles of Successful Programs. (ISBN: 1-56090-091-1). ED401229 This publication focuses on 14 colleges and universities that are successfully meeting the challenge of preparing middle level teachers. After the Foreword (John H. Swaim), the 16 chapters are: (1) "Middle Level Teacher Preparation in Perspective"; (2) "Elizabeth City State University" (Eloise B. Roberts); (3) "Georgia Southwestern College" (Lynn H. Frisbie and Edgar F. Peterson); (4) "Highpoint University" (Bill Anderson and Dennis Carroll); (5) "The University of Kentucky" (John H. Buckner); (6) "The University of North Carolina at Greensboro" (John Van Hoose and David Strahan); (7) "California State University San Marcos" (Janet E. McDaniel, Francisco A. Rios, and Laura Stowell); (8) "San Francisco State University" (Marvin Silverman and Judith Fox Blomberg); (9) "University of Northern Colorado" (John Swaim and Barbara Whinery); (10) "Belmont Abbey College" (Larry Allred, Artin Arslanian, Aidan Dunleavy, and Edwin West, Jr.); (11) "University of Arkansas at Fayetteville" (Samuel Totten, Jon E. Pedersen, Sherry J. Wilson, and William Nielsen); (12) "Willamette University" (Rosalyn Edelson and Karen Hamlin); (13) "Maryville University" (Mary Ellen Finch and Katharine D. Rasch); (14) "University of Wisconsin-Platteville" (Tom Lo Guidice and Martin Tadlock); (15) "The Vermont Middle Grades Professional Development Collaborative" (Judy Carr, Others); and (16) "Creating a Sustainable Future." Appendices provide course syllabi from Belmont Abbey College, Maryville University, University of Kentucky, and Vermont Middle Grades Professional Development Collaborative. Each chapter contains references. (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED401229

McHaney, J., Wallace, D., &Taylor, B. (1998). Kennesaw State University Classroom Technology Initiative. ED425125 You be able to order this document from the ERIC Document Reproduction Service. The purpose of the Kennesaw State University (KSU) Coca Cola/Board of Regents Classroom Technology Initiative was to develop preservice and inservice teachers' expertise in educational technology such as computers, presentation software, and multimedia and to teach educators to apply those skills to content instruction. Project goals were to determine the types of technology currently being used in area middle and high-school classrooms, offer technical skills instruction to teachers and college faculty, apply the new skills to the integration of technology into instruction, and evaluate program impact. The project involved faculty from the professional teacher education unit at KSU, public school teachers from six area school systems, and middle and secondary school preservice teachers in KSU's Bagwell College of Education. The project included two phases. Phase 1 involved determining skill levels and types of technology available in middle and secondary classrooms, identifying faculty, and offering both hardware and software technical skills instruction to classroom teachers and college faculty. Phase 2 involved forming collaborative teams to implement the projects, implementing the projects, and providing additional skills training as needed. Projects were evaluated to learn more about the potential for technology integration to help middle-school, high-school, and college-level students. Three attachments, which comprise the bulk of the paper, contain project descriptions, the Technology Integration Survey, and the Technology Integration Survey results. (SM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED425125

Milligan, P. (1995). The Fast Lane to High School: Transition from Middle School/Junior High to High School. ED389105 This paper offers a structured framework for the transition of students with disabilities from middle or junior high school to high school. First, it outlines a transition decision tree to help decide whether a formal transition plan is needed. Next, the paper offers a 10-step set of practices appropriate for all students with disabilities in the last year of middle/junior high school. Steps include gathering and compiling relevant information into a student portfolio; determining the student's attitudes, preferences, concerns, and interests about high school; selecting high school courses and activities; and planning and conducting an Individualized Education Program (IEP) meeting. Suggestions for refocusing middle/junior high school curriculum to facilitate transition include assessing available course offerings that match IEP goals and other transitional curriculum areas, assessing the gaps between what is being taught and what the student needs, and developing resources and strategies for bridging the gaps. Appropriate curriculum practices are suggested in the areas of vocational training/pre-employment, personal management and independent living, community participation, recreation and leisure, and preparation for continued education/training. Critical skills for college bound junior high/middle school students with learning disabilities are listed as are quality indicators of effective instruction for a functional curriculum. (DB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED389105

Million, S. K.& Vare, J. W. (1994). School and University Collaboration: Bridging the Cultural and Value Gaps. ED378162 This paper describes the different workplace cultures and accompanying professional values and behavior of university and public school partnership colleagues. It discusses the problems and successes of public school/university collaboration as documented in the research literature and relates those problems and successes to differences in workplace cultures. It shows how workplace cultural differences manifested themselves in a conflict regarding a course taught at the Winthrop University School of Education in which the middle school partners who enrolled were disappointed at being cast in a traditional learner's role when they perceived themselves as uniquely qualified by middle school experience. University faculty then realized that offering a traditional university course to professional development school colleagues was antithetical to shared decision-making. The foundation for effective professional development schools is an establishment of common cultural understandings and a willingness to work together. The partnership must value inquiry as a priority and allocate time and resources for this activity to occur. The paper speculates about the implications of these cultural differences for school-university partnerships that seek to create the professional development school as a "school of tomorrow." (Contains 20 references.) (JDD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED378162

Montoya, A.& Shultz, E. (1994). The Kutztown University-Allentown School District Academic Alliance: A Partnership That Works. ED370499 The Kutztown University-Allentown School District Academic Alliance in Pennsylvania, with the support of the corporate sector, provides higher education opportunities to academically at-risk middle school and high school students. Alliance activities include workshops on study skills and self-esteem, workshops for parents on career awareness and financial aid, and a summer residence program on campus. The university and the school district have a shared commitment to all aspects of the program, including planning, implementation, evaluation, and monetary support. This shared commitment requires the collaboration of school district teachers, counselors, and administrators with university professors, administrators, and graduate students. Results of the Alliance include increased opportunities for students and parents, increased support for the school district, and faculty satisfaction derived from direct involvement with students. The Alliance is considered to contain four elements of successful college-school partnerships: timeliness, mutuality, trust, and results. School-university partnerships are seen as a critical step in meeting the challenges and demands of education in the 21st century. (JDD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED370499

Morrow, L. E., Martin, K. M., &Glascock, C. H. (1999). An Evolutionary Journey: The Case Study of East Muskingum Middle School. Transforming Learning Communities. ED436850 This book is part of a series of case studies that demonstrate better ways to educate Ohio's students. The case study is part of the Transforming Learning Communities (TLC) Project, designed to support significant school- reform efforts among Ohio's elementary, middle, and high schools. This report describes the implementation of an innovative program at a middle school in eastern Ohio. The case-study team consisted of three school staff members and three college professors; data sources consisted of interviews, focus groups, teacher journals, surveys, and classroom observations. The text presents the history of the school and its situation in the community. It focuses on collaborative efforts, emphasizing the conversations taking place among teachers, students, the principal, and the community and describes the efforts to build collaborative structures within and outside the school. It also looks at the principal's role in developing collaboration and change. The book examines the role of inquiry at the school, especially as it relates to venture-capital assessment and professional development, and promotes the need to reflect on processes during periods of change. The report explores the reaction to innovation and the forces that have institutionalized the change process. The last chapter reflects on the changes and the future. The appendix describes the project methodology. (Contains 15 references.) (RJM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED436850

Mullis, I. V. S., Martin, M. O., Beaton, A. E., Gonzalez, E. J., Kelly, D. L., &Smith, T. A. (1998). Mathematics and Science Achievement in the Final Year of Secondary School: IEA's Third International Mathematics and Science Study (TIMSS). (ISBN: 1-889938-08-4). ED414207 The Third International Mathematics and Science Study (TIMSS) covered five different grade levels, with more than 40 countries collecting data in more than 30 different languages. More than a million students were tested. The present report contains the TIMSS results for students in the final year of secondary school. Mathematics and science literacy achievement results are reported for 21 countries; advanced mathematics results and physics results, respectively, are reported for 16 countries. These results complete the first round of descriptive reports from the TIMSS study. Together with the results for primary school students (third and fourth grade in most countries) and middle school students (seventh and eighth grades in most countries), the results contained in this report provide valuable information about the relative effectiveness of a country's education system as students progress through school. A ten-page Executive Summary details the extensive conclusions to be drawn from the study. Dozens of tables and figures provide detailed statistics for all participating countries. The Netherlands and Sweden were the top performing countries in mathematics; France was the top performer in advanced mathematics; Norway and Sweden had physics achievement levels significantly higher than other participating countries. The appendixes contain extensive information pertaining to the development of the TIMSS tests, sample sizes and participation rates, compliance with sampling guidelines, and the test-curriculum matching analysis. (DDR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED414207

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Nath, J. L.& Henry, C. G. (1997). Evaluating Teacher Attitudes in Professional Development Sites. ED408359 As part of the evaluative process of a program at a professional development site (PDS), 30 participating elementary and middle school teachers were surveyed about their attitudes as participants in a field-based education program partnership. Each teacher was mentor to a preservice teacher for a semester before student teaching, while 10 continued as cooperating teachers during student teaching. Using a Likert-like scale, 32 items sought information on: (1) practical knowledge passed from university instructors through preservice university students to the classroom teacher; (2) differences in instruction and management when more than one adult is in the classroom; (3) teachers' perceptions of students' awareness of teacher training; (4) reflectiveness in professionalism as a teacher educator; (5) difficulties in teaching required skills for state- mandated testing because of involvement as a PDS mentor; (7) the university's role at the collaboration site; and (8) enjoyment of having a PDS preservice teacher. General findings indicate a positive attitude towards participating in a PDS partnership. Results also suggest that teachers were actively interested in integrating university ideas delivered through their PDS preservice teachers. (Contains one table and nine references.) (Author/SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED408359

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_____. (1994). Project Adelante. Moving Onward to a Better Education. ED379367 Project Adelante, established in 1988 at Kean College of New Jersey, is sponsored by the New Jersey Department of Higher Education, and is currently the only "College Bound" program targeting the Hispanic-American population. Adelante ("onward" in Spanish) aims to improve the high school graduation rate of Hispanic students and increase their opportunities for college admission. A secondary goal is to increase the number of minority students who choose teaching as a profession. Adelante enrolls middle school and high school students in a program of academic instruction, peer tutoring, field trips, career and personal counseling, mentoring by Hispanic professionals, and parental involvement. A year- long evaluation is reported, with data gathered from site visits, review of documents, participant surveys, and interviews with participants and staff. The program is found to foster student attitudes of academic success and to tailor instruction and counseling to student needs. Strong student satisfaction with the program is found. Some suggestions are made to improve this already effective program. An appendix contains a literature review on Hispanic-American dropout prevention by Emma Munoz-Duston. (Contains 25 references.) (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED379367

_____. (1997). Perspectives of Chinese American Education in the 21st Century. Proceedings of the Annual International Conference of the Chinese American Research and Development Association (CAERDA) (5th, Houston, Texas, September 20, 1997). ED425124 You be able to order this document from the ERIC Document Reproduction Service. The papers from this conference are presented in three parts. Part 1 includes the panel sessions. Section 1 of part 1, "Trends, Policies, and Resources in Education," includes the following papers: "Continuing Higher Education and the Asian-American Perspective" (L.L. Hsu); "New Directions for Education: Minister Jin Wu's Initiatives to Rebuild Taiwan's Schools" (C.J. Liu); "City of Houston's Involvement in Education, Charter Schools in Texas, Flashing Yellow Lights, School Zones, Cooperative Programs with School, and Internet Availability" (M. Wong); and "Joint Efforts for Young Leadership Training" (E.L. Yao). Section 2, "Education Reform: Approaches and Implications" includes: "Educational Reform: The Student Perspective" (L.L. Chen); "Emerging Issues and Trends in Post Secondary Education" (D.L. To); and two articles with Chinese titles by A. Huang and L.C. Chiao. Part 2 includes the symposium and focuses on "Health, Social, Psychological, and Physical Development." The papers are: "Value of Physical Activities to the Growth and Development of Children and Youth Preference of Exercise Programs" (J.J. Zhang); "The Dimensions of Health" (J. Yi); "Aspects of Health and Spirituality" (B. Gor); "Psychological Perspectives of the Chinese American Education" (G. Lin); and "Ways of Coping with Stress of Chinese Students at an U.S. University" (F.M. Law and G.J. Guo). Part 3 offers the paper sessions. Section 1 of part 3 discusses "Students, Families, and Social Context" as follows: "Who am I? Chinese, American, or Both?Coping with the Identity Issue and Becoming a Well-Rounded Person" (T. Hu and H.T. Liu); "What are the Anxious Examinees Thinking about while Taking a Test: An Introduction Using 'Thinking Aloud' Method" (A. Lau); "General Perceptions of School and Home among Asian-American Students and Their Parents" (M.G. Lian and K.F. Poon-McBrayer); "Parental Involvement: A New Challenge to Asian-American Parents" (W. Shen); "The Internal Consistency and Factor Structure of a Translation of Chinese Student Development Task and Lifestyle Inventory" (G.J. Guo and F.M. Law); and "The Preliminary Study of 1997 Taiwan Education Longitudinal Study" (S. Chang). Section 2, "Chinese Language Pedagogy and Ethnic Culture," includes "Classroom Activities for Enhancing Effectiveness in Teaching the Chinese Language" (C. Houng); "From Theory to Practice: An Application of Theme Cycle in Chinese Language Instruction" (L. Chang, J.M. Chang, S.H.L. Lee, and D. W. Lin); "Chinese Bilingual Education in the U.S.: A Case Study" (X. Qi); "A Case Study of Chinese Literacy Development" (M.C. Wang); "SAT II. Ch inese Language Test and the Proficiency Oriented Instructional Approach" (T.H. Chao); "The Emergent Need for Forging Cross-Cultural Bonds in Education" (W. Mo); and "The Influence of Traditional Ethnic Culture on Education: The Chinese Experience" (S. Yuan). Section 3, "Teaching Effectiveness and Professional Development," includes "Burnout and Coping among High School Teachers in Taiwan" (C. Hwang, C. Hwang, and R.F. Scherer) ; "The Integration of Literature into Language Instruction" (L.T. Hsieh); "Empowerment through Participation: Chinese American in the Teaching Force" (J. Feng); "Making Instructional Media with College Students" (T.S. Li); "Teachers' Perception of Professional Development School" (J. Klingner and Z. Zhang); and "Practice and Research on the Continuous Education of Beijing Middle School and Primary School Teachers" (B. Shao). This section also includes a paper in Chinese by W.N. Shu. (SM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED425124

Patterson, D. (1995). The Effects of Outward Bound on a Group of Middle School Students. ED391822 The guidance and counseling department of a western North Carolina middle school wanted to identify more precisely what it was that a week's participation in Outward Bound provided for their students. Outward Bound is an adventure-based, or wilderness-based, educational experience that promotes self-esteem through achievement in a challenging environment. Questionnaires and open-ended interview questions were prepared and administered to 135 eighth-grade students who participated in Outward Bound and 85 ninth graders who had participated the year before. Responses indicated that the overwhelming majority of participants did indeed enjoy a positive experience. The study reinforced the belief of the guidance and counseling department that their students had a positive experience as Outward Bound participants. Approximately 98% of the ninth graders felt that Outward Bound had helped them become more positive and contributing participants in group activities, and 88.2% thought that they were now more capable of accomplishing more challenging tasks. Responses of the eighth graders, who had more recently completed the program, were similar. Three questionnaires are provided. (Contains 20 tables and 20 references.) (Author/SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED391822

Pena, R. A. (1997). How Public Schools Support and Limit Social Mobility for Students from Low Income Backgrounds: A Chaos Interpretivist View. ED424622 You be able to order this document from the ERIC Document Reproduction Service. Social mobility describes the frequency and extent that school structures and educational personnel offer students from low-income families the opportunity to improve their social position by fostering superior academic work, by encouraging them to have high educational ambitions, and by urging these students to complete schooling and to go on to college. Ways in which public schools limit and support social mobility for low-income students are described here. The report provides a historical account of education and social mobility, examines the meritocratic argument, and explores the claim that schools maintain social class systems. To probe these issues, 60 middle school students and 67 parents and guardians were interviewed over a 22-month period. In addition, classroom instruction and other school functions were observed at three middle schools in Midwest communities with high concentrations of students from economically disadvantaged backgrounds. Analysis of the data resulted in three assertions, examined at length, on the capacity of public schools and school personnel to support and limit mobility: meritocratic assertions, humanistic assertions, and critical assertions. The study shows that educational practitioners rely on ideologies and school practices that limit social mobility for low-income students. The findings raise doubts about the compatibility of low- and middle-class ideologies. (Contains 42 references, 1 table and 2 figures.) (RJM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED424622

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Rafferty, C. D. (1994). Promoting Multi-Site Collaborative Inquiry: Initial Efforts and Challenges. ED369320 This paper explores perspectives, issues, and experiences related to initiating collaborative inquiry across multiple levels and sites, based on school- university partnerships developed between Indiana State University (ISU) and 10 professional development schools (five elementary schools, one middle school, and four high schools). Principles guiding collaboration, basic assumptions, and themes are outlined. Challenges involved in collaborative inquiry be due to cultural differences between schools and universitiesfor example, the university culture produces scholarly knowledge while school faculty are expected to use rather than produce knowledge. A paradigm shift is therefore necessary, to establish new norms for collegial, collaborative, inquiry-based relationships. Such a paradigm shift requires attention to group dynamics, action research processes, and adult development theories. Collaborative inquiry goals and a three-phase plan developed by the Collaborative Inquiry Team at ISU are presented. The paper concludes that collaborative inquiry has much potential to support learning and restructuring at both schools and universities; that there are many complexities in equipping faculty with skills, abilities, and dispositions necessary to collaborate; and that collaborative inquiry should be depicted as a journey rather than a destination. Appendices provide a description of collaborative inquiry, a call for proposals for inquiry projects, an instrument for screening inquiry proposals, and a sample proposal. (Contains 24 references.) (JDD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED369320

Ramey, L., Tomlin, J., Basista, B., &Slattery, W. (1998). Development of a Comprehensive Undergraduate Science Education Program for Preparation of Elementary and Middle School Teachers. ED425059 You be able to order this document from the ERIC Document Reproduction Service. The traditional differences in philosophy and approaches to teaching and learning between colleges of education and sciences have been repeatedly cited as one of the major obstacles in providing appropriate teacher training programs. In an effort to alleviate this problem, Wright State University (Ohio) has fostered a unique environment through a collaboration between the College of Science and Math (COSM) and the College of Education and Human Services (CEHS) by creating dual appointments for faculty within these two colleges. The revitalization of the teacher education programs in science included consideration that prospective science teachers should be involved in investigative activities; have lab courses that focus on topics in biology, chemistry, earth science, and physics; understand the interrelatedness of science disciplines; and have a sound understanding of the nature of learning and how it can be applied to the learning of science. (Author/DDR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED425059

Ranger, L. (1995). Improving Reading Comprehension through a Multi-Faceted Approach Utilizing Drama. ED380758 Research supports that drama should be an integral part of the elementary and secondary curriculum. Utilizing drama strategies enriches learning in the reading program, the literature program, and the areas of oral language development, nonverbal communication, vocabulary development, listening skills, thinking skills, and creative writing. Yet, using drama strategies is often overlooked in the reading program. A study attempted to determine if reading comprehension increases through the utilization of drama strategies. A total of 50 students from two sixth-grade reading classes in a middle class suburban middle school in New Jersey were examined. The control sample was instructed through traditional cognitive methods. They read the play "The Monkey's Paw" silently. The experimental sample utilized drama strategiesthey read the same play aloud. Both samples were tested. The results of the testing were analyzed and compared. The final results indicated that students who used drama strategies scored significantly higher than those students instructed through traditional cognitive methods. Further, the control sample was far less enthusiastic about the play than the experimental sample. It was observed that control group students, while reading the play and answering questions about it, were impatient and restless. By contrast, the experimental group students read the play with great joy and absolutely loved the denouement. Comprehension of the script was increased through the acting out of the moments of the play and the viewing of the play. (Contains a table of data, 40 references, and two appendixes of test scores.) (Author/TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED380758

Raymond, A. M. (1994). Collaborative Action Research in Mathematics Education: A Tale of Two Teacher- Researchers. ED390693 First steps toward engaging in collaborative action research in the mathematics classroom are vital in establishing quality research projects designed and implemented jointly by classroom teachers and university faculty. This brief paper describes the initial phases of a collaborative research project centered around the incorporation of problem solving into a middle school mathematics curriculum. The researcher and a seventh-grade mathematics teacher established a collaborative relationship and subsequently developed, implemented, and documented their efforts regarding mathematics classroom reform. Discussion includes the teacher's initial reflections on problem solving, planning for implementation, time, evaluation, instructional material and training, problem- solving strategies, use of manipulatives, and documenting classroom reform. (Author/MKR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED390693

Redmann, D. H., Ed. (1996). American Vocational Education Research Association Proceedings (Cincinnati, Ohio, December 5-8, 1996). ED408496 The following papers are included: "Research and Teaching from the Web/Multimedia" (Swan); "Vocational Teachers' Attitude toward, Knowledge of, and Use of National Skill Standards" (Belcher, McCaslin); "Predicting the Leadership Effectiveness of Vocational Education Administrators" (Daughtry, Finch); "Coping Behaviors and Transitions of Managerial Males Who Experience Mid-Life Job Loss" (Doster, Kirby); "Assessment of Junior High/Middle School Agricultural Education Programs in Nebraska" (Fritz, Moody); "Vocational Teacher Preparation in North Carolina for Integration of Academic and Vocational Education" (Hartzell, Flowers, Jewell); "Developing Career and Academic Aspirations in School-to-Work Programs" (Hernandez-Gantes, Nieri) "Producing Knowledge in Career-Oriented Programs" (Hernandez-Gantes, Sanchez); "Turnover of Baccalaureate Nurse Educators in Louisiana" (Holland, Burnett); "Comparison of the Perceptions of Secondary Business and Office Education Instructors and Agricultural Education Instructors of the North Carolina Vocational Competency Achievement Tracking System (VoCATS)" (Jewell, Jewell); "Relationship between NOCTI (National Occupational Competency Testing Institute) Written and Performance Exams" (Kapes, Martinez); "Impact of Block Scheduling on Instruction, FFA (Future Farmers of American and SAE (Supervised Agricultural Experience) in Agricultural Education" (Moore, Becton, Kirby); "Employer Involvement in Georgia Youth Apprenticeship Programs" (Smith); "Benchmarking Youth Apprenticeship Programs in Georgia" (Smith); "Student Perceptions toward Effectiveness of Distance Education" (Swan, Jackman); "Using an Agricultural Model to Establish Core Occupational Competencies for Secondary Vocational Programs" (Waidelich, Hillison); "Analysis of Student Programmatic Delays in Postsecondary Flight Training Programs: A National Study" (Bryan, Thuemmel); "Impact of Skill Standards on Vocational Education: Perceptions of Technical Committees" (Bunn, Steward); "Grounded Theory Approach to Identifying the Essential Attributes of Quality Education-to-Work Curriculum" (Ellibee); "Perceived Educational Needs of Women Entrepreneurs in a Business Incubator Setting" (Heath, Schmidt); "Influence of Expert Status and Learning Style Preference on Critical Thinking Abilities of Professional Nurses" (Prestholdt, Burnett); "Academic Success of GED (General Educational Development) and High School Graduates in the Secretarial Diploma Programs at Augusta Technical Institute" (Willis, Stitt-Gohdes); and "New American High School" (Stern, Hallinan and Faulkner). (MN) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED408496

Remsberg, J.& Buie, W. (1996). Community College Successful Intervention Programs: ATOMS, RSI and Vocational Gender Equity. ED396947 The Mission Statement of Thomas Nelson Community College contains the statement, "As a community-based institution, TNCC strives to be responsive to the educational and skill needs of area businesses, industries, and government agencies." This paper describes three programs initiated to support this aspect of the college mission. Adventures in Technology = Options in Math and Science and The Regional Summer Math and Science Institute promote science, math, engineering, and technology interest at the middle school level and target average achievers who frequently opt out of the higher levels of high school math and science courses. Vocational Gender Equity's initial goal was to establish and operate a regional vocational sex equity center on campus serving single parents and displaced homemakers to promote educational and career opportunities, and to inform all students of their rights to choices from the full career spectrum and to the best education possible. (MKR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED396947

Rendleman, D. (1997). Resources and Strategies for Writing Program and Community Collaboration. ED408611 Composition professors are in a valuable and enviable position to create a fairly wide range of collaborative opportunities between the college and the community. It is a natural extension of the collaboration engendered in classrooms, writing centers, and departments. These collaborative projects with the community provide a lot of "bang for the buck," with usually no more investment than what it costs to purchase a laser printer for a middle school magazine, bookstore certificates for mentors, or a contest prize or two. Institutions gain publicity, community identity, and prestige, along with the chance to recruit new students. University students gain in mentoring experience, resume line items, sometimes money, and certainly in self-confidence. One project, the K-12 Partnership Grant, is funded by an annual fund at the University of Michigan-Flint financed by alumni donations and community gifts, with a range of activities including African stories; experiments, journal writing and a science fair in biology, chemistry, physics, and earth science; Latin American culture; robotics; a young authors workshop; and an essay anthology. For the young authors workshop, for example, 26 university students, enrolled in English 412, Writing for Middle and Secondary School teachers, designed portfolio workshops for middle school students. This culminated in publication, hands-on networked computer revision, and preparation for the Michigan Educational Assessment Program. (Contains a checklist for college community projects.) (CR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED408611

Riley, R. W. (1998). The State of Mathematics Education: Building a Strong Foundation for the 21st Century. ED417939 This speech, presented by the U.S. Secretary of Education, speaks to mathematics educators about the need to reach for high standards of learning in mathematics as an ever more important part of preparing students for an increasingly complex global economy. One of the major concerns is increased polarization and dissension about how mathematics is taught. Energy employed in these battles should be spent on a crusade for excellence in mathematics for every student. Such a crusade should include building a culture of learning. This involves raising standards of teaching and learning in elementary through secondary schools, particularly in the middle school years when American students begin to lag behind students in other countries; developing a voluntary national test in eighth grade mathematics; and making sure that mathematics teachers have the training and commitment to teach mathematics well and understand how to blend different teaching approaches. Changes in teacher education are also necessary. For example, courses in schools of education must be redesigned to focus on the rigorous mathematical content that is tied to the content that teachers will teach. Further, more partnerships should be forged between educational institutions, teachers, technology centers, and other community sources of learning. (PVD) http://www.ed.gov/Speeches

Robbins, V.& Skillings, M. J. (1996). University and Public School Collaboration: Developing More Effective Teachers through Field-Based Teacher Preparation and New Teacher Support Programs. ED404315 The Collaborative Learning Network: Project Genesis, a partnership between California State University, San Bernardino, and the Ontario-Monclair School District (California) and its consortium districts is a multi-faceted program consisting of three levels of training and support. Phase one, Undergraduate Service Learning, recruits potential teacher candidates by providing undergraduate credit for working in elementary and middle school classrooms. Phase two, Project Genesis, Preservice Training, integrates teaching, learning theory and methodology, and classroom management courses with classroom practice during the preservice year. In phase three, Beginning Teachers: Project Learn, new teachers are assigned to mentor teachers for their first 2 years of teaching, and also attend workshops covering topics such as planning instruction, teaching models, classroom management, assessment, and cultural diversity. Of the 79 teachers who received their credentials between 1992 and 1996 through Project Genesis, 99 percent are still teaching, and 97 percent of these are still teaching at their original school site. While 25 percent of Project Genesis participants became bilingual teachers, all worked in classrooms with limited English proficient students. Also project participants, after their first year of teaching, indicated that they felt well prepared to take on responsibilities of full-time teaching and more able to meet the needs of linguistically and culturally diverse students. The blending of coursework and practice during the preservice year helped participants learn how to develop and implement curriculum effectively. (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED404315

Roberts, N.& Others. (1994). Using Simulations for Learning Science. ED404999 Researchers from BBN Laboratories and Lesley College (Massachusetts) have begun exploratory studies to build an understanding of the learning that occurs when middle school students interact with science-based simulations. Sixty hours of discussion among eight middle school students were videotaped as they used the simulations from the "Physics and Biology Explorer Series" (1992, Scotts Valley, California: Wings for Learning). The videotape analysis suggests the need for a better understanding of the dynamics of mental-model development as middle school students use simulations to learn science. The need to better understand the role of prior knowledge and the students' ability to use scientific problem-solving skills in a modeling environment is also apparent. Four figures illustrate the discussion. An appendix presents a proposed Modeling Skills Assessment Inventory Checklist (MOSAIC). (Contains 12 references.) (Author/SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED404999

Robinson, R. S. (1997). Stories of Our Teaching: Educational Technology in Context and You Have a T-Rex Here? ED409866 This document contains an introduction to a group of papers in which the authors/professors who have designed and taught graduate or undergraduate courses in educational technology engage readers in the ideas of narrative as a part of teaching. The instructors also encourage readers to consider alternate approaches to teaching and learning that accompany the course content, background, and methods presented. The author describes her development from technology- illiterate middle school English teacher to a scholar of educational communications. Discussion includes her education and qualitative research conducted during her study of research methods and statistics with an educational anthropologist and sociologists. The author then describes one of her courses at Northern Illinois University, a doctoral seminar that focuses on research problems in the field of educational communications technology. It allows students to develop a literature review and a preliminary proposal on their chosen topic. By the end of the class, students begin to understand the field's more critical questions regarding ethical effects, and the qualitative questions of how technology works in the world of education. (AEF) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED409866

Rogers, G. E. (1997). Taking Industrial Teacher Education Off Campus. ED414453 A study compared the effects of a field-based methods course on industrial education (IE) preservice teachers with the effects of a campus-based IE methods course on similar students. Two convenience sample groups were used: eight students enrolled in the IE methods course taught on campus and seven students enrolled in the field-based IE methods course taught at a local middle school. In the field-based model, the preservice teachers completed their methods course, vocational special needs course, and a practicum in the public school setting 3 mornings per week, so they could participate fully in most school activities. The course schedule allowed preservice teachers classroom observation of master teachers with follow-up and actual classroom presentations with follow-up. Preservice teachers assisted with special education students in a self-contained classroom and during mainstreaming activities. Both groups completed a pre- and post-assessment of their development of 35 vocational teacher education competencies. Data were grouped into four competency areas for analysis: teaching process, curriculum, learners, and the profession. Posttest scores for each competency area indicated that field-based methods students rated their competencies higher. An indepth analysis found that the field-based methods students scored significantly higher. (Appendixes contain 12 references, vocational education methods competencies, 4 tables, and instrument.) (YLB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED414453

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_____. (1994). Steps to Starting a Summerbridge Program. ED372142 A Summerbridge program is a comprehensive 2- to 3-year academic program with intensive summer and school-year sessions, year-round counseling, and family advocacy and is followed by continued support through high school. The tuition- free program targets talented students with limited educational opportunities who are taught by a faculty composed entirely of high school students and college undergraduates. The main goal is to prepare younger students to succeed in high school and to provide essential service opportunities and the experience of teaching for high school and college students. Each Summerbridge program reflects the ethnic and economic diversity of the community it serves. With a generally defined pedagogy and substantive support by talented educators, Summerbridge turns over responsibility for teaching, curriculum development, counseling, advising, and administration to its young faculty. Programs are located at independent and public schools and serve children in the middle school years, depending on the site. The history of the Summerbridge program is traced, and steps to building a program are outlined from preplanning through the decision to start. A roster of 28 current Summerbridge programs is attached. (SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED372142

_____. (1995). Significance of Marketing Practices for Work Force Preparation. National Marketing Education Research Conference (Key West, Florida, 19-21, 1995). ED395143 The following papers are included: "Concepts on Marketing Issues in the Czech Republic" (Anne Mills); "Requiring More of Teacher Preparation: Authentic Assessment as a Vehicle to Reform" (Laura J. Wyant); "A Delphi Study of Professional Competencies for the Secondary Marketing Educator" (Trellys A. Morris); "The Status of Business and Marketing Teacher Education in North Carolina" (Stephen R. Lucas); "The Kentucky Model for Educating Bed and Breakfast Owner/Operators: An Educational Experience in Entrepreneurship" (Allan J. Worms, Carolyn L. Worms, Patty Rai Smith); "How Students in Business and Education Learn" (Donna R. Everett); "Implications of Site-Based Management for the Preparation of Public School Teachers and Administrators by Colleges of Education" (Terrance P. O'Brien, Rebecca R. Reed); "Improving Pricing Accuracy in Retail Stores through More Effective Employee Training" (G. Richard Clodfelter); "Cognitive Style of International and Domestic Graduate Students at Marshall University" (Laura J. Wyant); "Leadership in Retailing: Implications for Marketing Education" (Harriet Griggs); "Florida's School-to-Work Readiness Questionnaire: The Preliminary Data" (Frank T. Hammons, Catherine L. Redson); "The Program for Applied Academics Technical Studies" (Mary J. Thompson); "A Look at Survey Research Methods" (Thomas H. Arcy); "Restructuring Middle School Programs: Implications for Marketing Educators" (Wally S. Holmes Bouchillon); "Up- Date: DECA (Distributive Education Clubs of America) Membership and Winners' Comparison" (Marcella McComas Norwood); and "Integrating Education: Changes Needed in Marketing Education" (Wally S. Holmes Bouchillon). (MN) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED395143

_____. (1995). South Carolina Center For Teacher Recruitment: 94-95 Annual Report. ED388623 This publication reports on the 1994-95 activities of the South Carolina Center for Teacher Recruitment including the status of programs, mission, goals and budget for the next year. The Center was established in 1985 and has become a national model for teacher recruitment. Its most widely known programs are: Minority Recruitment, Crossroads Summer Institute, ProTeam Middle School Program, Summer Teaching Careers Institute, Teacher Cadet Program, Teacher Job Bank, EXPO for Teacher Recruitment, Teacher Forum, Troops to Teachers, and Teacher/Professor in Residence Program. An introduction notes that despite threats that the Center might have to close, many rallied to its support. The Center also received three important grants and implemented an electronic mail system. Topics covered are Center governance, policy board/task force, administrative organizational chart, staff, teacher recruitment pipeline, mission, 1995-96 goals, background, program evaluation plan, minority teacher recruitment, ProTeam Program Crossroads Summer Institute, Summer Teaching Careers Institute, Teacher Cadet Program, College Partnerships, College HelpLine Program, Teacher Forum, Job Bank, EXPO for Teacher Recruitment, Troops to Teachers, advertising and marketing, "Center Point" newsletter, Teachers in Residence, ProTeam Sites, Teacher Cadet Sites, year end financial report, and 1995-96 budget. (JB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED388623

_____. (1996). South Carolina Center for Teacher Recruitment, Canterbury Annual Report. ED402290 The South Carolina Center for Teacher Recruitment (SCCTR) was created by the South Carolina Commission on Higher Education to provide leadership in identifying, attracting, placing, and retaining well-qualified teachers. Its primary target groups are middle and high school students, college students, and adults. The SCCTR has developed into a model for teacher recruitment and has been adopted by approximately one-fourth of all teacher recruitment programs nationwide. The annual report includes an overview of the SCCTR, and descriptions of the center's programs, including: (1) minority recruitment; (2) ProTeam Middle School Program; (3) Crossroads Summer Institute; (4) Summer Teaching Careers Institute; (5) Teacher Cadet Program; (5) College Partnerships; (6) College Helpline; (7) Teacher Job Bank; (8) South Carolina Expo for Teacher Recruitment; (9) Teacher Forum/Professional Development; and (10) the newsletter. Also included are the year-end financial report, the 1996-97 budget, the SCCTR Governance Chart, Teacher Recruitment Task Force, and Policy Board. (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED402290

_____. (1997). School-to-Work Best Practices Guide. ED415366 This guide is a compendium of activities for use with students in grades K-12 and adults that clearly depict how school-to-work concepts (including applied learning, career education, and work-based experiences) translate into classroom practice to support the New York State Learning Standards. The guide begins with an introduction that explains how educational practices were selected for inclusion in the guide. Presented next are the New York State Learning Standards for the following subject areas: English; the arts; health, physical education and family and consumer science; career development and occupational studies; languages other than English; mathematics, science, and technology; and social studies. Learning standards matrices are provided that detail the New York State Learning Standards addressed by each best practice. The remaining four sections contain descriptions of a total of 66 school-based, work-based, and connecting activities. Of those activities, 18 are intended for elementary school students, 14 are intended for middle school students, 30 are intended for high school students, and 4 are intended for adults. Also included is an index referencing all activities included in the "New York State School-to-Work Best Practice Guide" on the World Wide Web. (MN) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED415366

Saurino, D. R.& Others. (1997). Collaborative Team Action Research in The Middle Grades: A Tool for Professional Development. ED406382 Action research begins with a question of interest to the researchers. Once the question is answered or progress is made toward answering it, action is taken. Data collected throughout the process are analyzed and conclusions are made. The process begins again with either a new question or a modification of the old question. Collaborative team action research involves teams of researchers including teachers, university researchers, and sometimes students. A major goal of action research is to help teachers and administrators develop professionally while university researchers keep abreast of current problems. Of specific interest in the research discussed here were teaching techniques used in grades six through eight, or middle level education. Research teams usually consisted of four content area teachers and a university collaborator; meetings were scheduled regularly for at least an hour. These settings were conducive to generating new strategies to initiate action, direct the research, solve problems, and answer the questions. Findings indicated that collaborative action research leads to continuous professional growth, improved classroom instruction, and student learning. (Contains 61 references.) (LH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED406382

Sayler, M., Ed. (1996). Math, Science, and the Gifted Student. ED404768 This theme issue of a Texas journal on gifted education contains articles focusing on math and science instruction for gifted students. "Science Education for Gifted Students" (Joyce VanTassel-Baska) discusses what a science curriculum for gifted students should include, what teachers can do to make reform efforts successful, and how to teach mathematics to talented learners. "Young Math Whizzes: Can Their Needs Be Met in the Regular Classroom?" (Ann Lupkowski- Shoplik) provides options for educating mathematically talented students in the regular classroom and discusses issues that regular classroom teachers might encounter. "Nurturing Future Edisons: Teaching Invention to Gifted Students" (Johnathan Plucker and Michael Gorman) describes a project to develop gifted college students' inventive skills. In "Raising Cattle: Gifted Education Comes Alive" (Elaine Gray, Scott Barton, and James Coffey), a middle school program that combines gifted education with the latest practices in modern cattle husbandry is reviewed. "Is it Worth Leaving a Good High School and a Good Home To Go a Long Distance to TAMS?" (Colleen Elam) describes a parent's decision to send her daughter to the Texas Academy of Mathematics and Science (TAMS) and the daughter's experience at TAMS. Some articles include references. (CR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED404768

Schack, G.& Overturf, B. J. (1994). Professional Development Teams: Stepping Stone (or Next Best Thing) to Professional Development Schools. ED374090 This paper describes the professional development team (PDT) concept, reports results of a study of the development and year-long implementation of a PDT, and describes the effects of the PDT on school personnel and on subsequent implementation of a professional development school (PDS). The PDT is presented as a viable option for improving K-12 education, research, professional development, and teacher education through school-based interprofessional teams. The PDT that was studied was located in a middle school and consisted of four teachers, one university professor, five student teachers, and two methods field experience students. PDTs have many of the same goals and functions as PDSs; however, PDSs are generally schoolwide efforts rather than efforts that involve only one team of students, teachers, and college faculty. PDTs can serve as a stepping stone to PDS implementation, as well as a viable alternative if a more extensive PDS relationship between a school and a college is not possible. Data sources for the study included surveys of students and parents; participant observation; and interviews with team members, school administrators, and other education professionals. Results indicated that the teachers, students, preservice teachers, and college professor who were associated with the team perceived positive outcomes from the PDT's presence. Among the positive outcomes was the perception by school and college personnel that the PDT's existence laid the foundation for the school's becoming a PDS. Also discussed are some of the negative reactions to the PDT. (IAH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED374090

Shen, J. (1994). A Study in Contrast: Visions of Preservice Teacher Education in the Context of a Professional Development School. ED368677 This study began with a thorough review of the literature on the professional development school (PDS) and developed a conceptual framework underlying the rhetoric for the PDS movement. It then constructed, by employing a case study approach, the school-based PDS faculty's vision on preservice teacher education in the PDS context and the individual and institutional difficulties in realizing their ideal roles. This study also contrasted the expectations in the literature and voices from the field and explored the discrepancies among them. The practically-oriented vision held by the school-based faculty lacked some of the most important ideas expressed in the theoretical conceptual model. Some suggestions have been made to improve preservice teacher education in the PDS context. The PDS sampled for this case study was a middle school associated with the Puget Sound Professional Development Center in Washington State. Interviews, which supplied some of the data collected for the study, were conducted with seven informants: the principal, the teacher leadership coordinator, the site supervisor, three cooperating teachers, and one non-cooperating teacher. Findings from the study indicate that there were three significant differences between the vision of the PDS found in the literature and that revealed by the voices from the field. In contrast to the literature, the school-based faculty members' visions did not include: (1) the concept of student teacher cohort groups; (2) an awareness that the PDS model is supposed to supply an exemplary setting for student teaching; or (3) the concept of inquiry as part of the PDS mission. The study's findings suggest that successful implementation of the PDS model requires more interaction between school faculty and university faculty to develop a shared vision. (Contains 30 references.) (Author/IAH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED368677

Shen, J. (1995). Student Teaching in the Context of a School-University Partnership: An Ethnography of a Student Teacher. ED390824 This paper describes a student teacher's experience in a school-university partnership and investigates the converging influences of the school and the university on the student teacher. The study examined the experience of a student teacher in the Puget Sound Professional Development Center Middle School Preservice Teacher Education Program, a fifth year program built around an interdisciplinary core seminar, field experience, and on-site supervision. Sara, a nontraditional teacher education student in her late 30s, was the principal informant for the study. The coursework for the program, as well as details of Sara's student teaching placement, are outlined. Several excerpts from her journal are included, as well as descriptions of lesson plans and transcripts of discussions between Sara and her cooperating teacher. The study identifies the benefits of a field experience in the context of a school-university partnership, including: experience for students with a variety of educational practices; gradual enlargement of the field experience, from cross-site visits to part-time student teaching, and finally to full-time student teaching; careful matching of student teachers with cooperating teachers; on-site supervisors; and cohort support in the school to ease the transition from campus to the school. However, there seemed to be a one-way influence from the campus to the school in terms of new teaching strategies. Although the cooperating teacher provided a laboratory for the student teacher to experiment, she did not challenge Sara to be more conscious of the underlying assumptions of new teaching strategies and thus encourage more reflective teaching. The findings suggest several areas for further study including: ways to better integrate course work and internship; ways to expand the cooperating teacher's role to include criticism; and ways to develop more inquiring attitudes toward new teaching strategies. (Contains 22 references.) (ND) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED390824

Shinohara, M., Ed.& Others. (1996). Tales from the Electronic Frontier: First-Hand Experiences of Teachers and Students Using the Internet in K-12 Math and Science. (ISBN: 0-914409-10-7). ED400776 This document presents first-hand experiences of teachers and students using the Internet in K-12 math and science, as well as articles on getting the right hardware, choosing an Internet service provider, designing an online project, and fostering acceptable use. Chapters include: (1) "Something in the Air" (Linda Maston): a computer-assisted environmental investigation; (2) "Penumbra" (Greg Lockett): a cooperative astronomy project that led to one young woman finding friendship and a new mode of self-expression; (3) "Tall Shadows" (Karen Nishimoto): study of the Earth's circumference using the Internet; (4) "Pedagogically Speaking" (Bill Barnes): an online class for fourth through eighth grade math teachers examining the best kinds of cooperative activites; (5) "Hoop Happenings" (Caroline Brennan and Joanna Yantosh): math problem solving via e- mail between elementary and middle school children and college students; (6) "Confessions of a Fourth Grade Newbie" (Glenn Lidbeck): a multi-school project measuring the magnetism of the Earth at different locations using e-mail exchanges between international students; (7) "Desert Studies" (Susan Hixson): a team-taught virtual field trip; (8) "Of Wind and Weather" (Kristine Mueh): developments in teaching style through experimentations with new activities and technologies; and (9) "Expeditions to Mount Everest" (Rory Wagner): the benefits and limitations of using the Internet in project-based science as found by high school students studying earthquakes. Sidebars provide information on tools; online educational resources; and sample projects. (AEF) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED400776

Siegel, M.& Derry, S.& Kim, J. B.& Steinkuehler, C.& Street, J.& Canty, N.& Fassnacht, C.& Hewson, K.& Hmelo, C.& Spiro, R. (2000). Promoting Teachers' Flexible Use of the Learning Sciences through Case-Based Problem Solving on the WWW: A Theoretical Design Approach. ED440843 The Secondary Teacher Education Project is involved in building scientific principles of Web-based instructional design. The general question being addressed is how to most effectively support learning within complex Web sites that contain many pages of conceptual material tied to real-world problems and/or cases. Cognitive Flexibility Theory provides useful principles for how to design such web sites. The goal of the site is to help middle school through college teachers acquire useful scientific knowledge about student learning and developmentknowledge that can be applied flexibly to the design and management of productive classroom learning environments. This paper describes: (a) theory-based approach to design; and (b) site implementation and lessons learned from user testing. (Contains 14 references.) (Author/ASK) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED440843

Skripak, D.& Summerfield, L. (1996). HIV/AIDS Education in Teacher Preparation Programs. ERIC Digest. ED403264 http://www.hiv@aahperd.org AACTE, with over 700 schools, colleges, and departments of education (SCDE) as members, is in the second year of a 5-year initiative to influence the institutionalization of HIV/AIDS prevention education in SCDEs. Among activities planned for AACTE's Build a Future Without AIDS project are development of various types of educational materials for teacher education faculty to incorporate into their classes; sponsored discussions of the role of health education in standards for teacher preparation and licensure; dissemination of resources electronically; and provision of HIV/AIDS resource materials to faculty and deans. For additional information, contact AACTE, Build a Future Without AIDS, One Dupont Circle, Suite 610, Washington, DC 20036; 202-293-2450;

Smith, G. R. (1998). On-line Tutoring of Middle School Students by Preservice Teachers. ED423884 This paper reports on a project started in 1993 to provide preservice teachers with opportunities to engage in an extended conversation with a middle school student using a computer and a modem. The Apple Computer Co. donated the initial equipment to the College of Education at Wayne State University and to the Detroit Open School, Detroit Public Schools. Each conversation was to continue for an hour and to relate to any topic that was interesting to the students and the preservice teacher. Initially keyboarding was the method of communication, but later video cards allowed communication by whiteboard and audio connection. Problems that arose are discussed briefly. Future plans include increasing the quality of the hardware and software, and changing the focus of the tutoring sessions to coordinate with the classroom teacher's regular instruction and with the Michigan Curriculum Framework. The appendix contains excerpts from four conversations: an introductory conversation; one that built on previous contacts; a conversation in which the teacher and student were speaking to each other using an audio connection, and sharing a map of the United States using a whiteboard; and another using the audio connection and whiteboard to share a map of Europe. (DLS) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED423884

Spiegel, S. A., Ed.& Others. (1995). Perspectives from Teachers' Classrooms. Action Research. Science FEAT (Science for Early Adolescence Teachers). ED403138 Action research is one of the more increasingly popular and innovative techniques for engaging teachers in shaping change in the classroom. The research in this monograph was conducted by teachers in classrooms in Florida and Georgia. Papers were selected from 65 action research papers written in fulfillment of one of the requirements of the Science FEAT (Science For Early Adolescence Teachers) program and are illustrative rather than exhaustive of the types of questions, issues, and concerns that many classroom teachers are beginning to address through action research. Papers include: (1) "Effect of Technology on Enthusiasm for Learning Science" (Jane Hollis); (2) "What Types of Learning Activities Are More Likely To Increase the Involvement of Non-Participating Students?" (Phyllis Green); (3) "Encouraging Participation in a Middle School Classroom" (Patricia Dixon); (4) "What Patterns of Teacher-Student Verbal Communication Exist in My Classroom?" (Elizabeth Graham); (5) "The Use of Cloze Procedure as an Instructional Tool in a Middle-School Classroom" (William Weldon); (6) "Equality in the Classroom: An Attempt To Eliminate Bias in My Classroom" (Stephen Thompson); (7) "The Effect of a Teacher's Questions on Limited English Proficient and Bilingual Students" (Jacqua Ballas); (8) "Conceptual Learning and Creative Problem Solving Using Cooperative Learning Groups in Middle School Science Classes" (Michael DuBois); and (9) "Long Distance Collaboration: A Case Study of Science Teaching and Learning" (Angie Williams). Also included is a description of the Science FEAT program and a concluding chapter, "So You Want To Do Action Research" (Angelo Collins, Samuel A. Spiegel) that provides insight into conducting action research for classroom teachers, school administrators, and college/university personnel interested in enhancing teaching and learning within their local community or organization. (JRH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED403138

Stokes, S. M. (1996). Teacher Education Methods Courses: Modelling Practice, Not Perfection. ED396307 Public schools are increasingly investigating portfolio assessment as a means of evaluating student performance. A project examined student participation in portfolio assessment and cooperative learning in a "Reading in the Content Areas" class for preservice teachers. Students were a diverse group which included preservice middle school and secondary teachers of English, science, music, and artas well as preservice elementary teachers seeking to learn methods for teaching math, social studies, science, and art. Of the 30 students, 18 were traditional undergraduate students; 2 were returning students who had been classroom teachers; 5 held baccalaureate degrees but no teacher certification; and the remaining 5 were nontraditional undergraduate students. During the 15- week semester, 10 projects were completed, 8 in cooperative groups and 2 individually. The instructor assessed student knowledge of and attitudes toward portfolios, cooperative learning, and learning logs in the beginning, mid- semester, and at semester's end. Students all agreed that portfolios seemed fair and were an improvement over traditional forms of grading and that cooperative learning has advantages over traditional methods of instruction. This methods course appeared to accomplish its task of preparing preservice teachers to be effective teachers of portfolios, cooperative learning, and learning logs. (Contains 2 figures, a table of data, a list of project assignments, the survey instruments, and 19 references.) (CR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED396307

T

_____. (1998). Technology for Education. IDRA Focus. (ISSN: 1069-5672). ED424041 This theme issue includes five articles that focus on technology for education to benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Coca-Cola Valued Youth Program Students Meet Peers Via Video Conference" (Linda Cantu, Leticia Lopez-De La Garza) describes how at-risk student tutors learn to use e-mail, fax, and video equipment through participation in a video conference with other student tutors. A sidebar shows how the program supports Texas middle school academic standards. "Financial Aid: Challenges and Possibilities for Minority Students" (Felix Montes) discusses the increasingly hostile environment towards minorities exhibited by higher education institutions following court decisions weakening affirmative action, and reviews four financial aid and college information web sites. "Creating a Grade Book on the Computer" (Charles A. Cavazos) presents step- by-step instructions for computer novices on how to create a grade book using spreadsheet software. "Reflections: Mike the Knife" (Jose A. Cardenas) draws on a personal anecdote to argue that the underachievement of students from atypical populations is due to the tendency of schools to interpret student differences as lack of mental capability. "Integrating Technology into Your Curriculum" (Joseph L. Vigil) discusses strategies for integrating technology into curricula that enhance human interaction, guidance, and modeling. A list of 43 web sites includes the categories: charter schools, general education and equity, magnet schools, national origin equity, race equity, gender equity, sexual harassment prevention, and technology in education. Sidebars present a teacher's Internet use guide; a school opening alert informing undocumented immigrant students, in English and Spanish, of their rights to attend public schools; and facts concerning student computer use. (TD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED424041

Taber, B. J.& Luzzo, D. A. (July 1999). A Comprehensive Review of Research Evaluating the Effectiveness of DISCOVER in Promoting Career Development. ACT Research Report Series 99-3. ED434158 DISCOVER is the computer-assisted career guidance program of the American College Testing Program. A comprehensive review of research on the effectiveness of DISCOVER found that it increases users' vocational identity, level of career development, and career decision-making self- efficacy. Somewhat mixed findings emerged regarding the effectiveness of DISCOVER as a tool for increasing career decidedness, occupational certainty, career maturity, and career exploration. DISCOVER appears to be most effective when used in conjunction with additional career exploration and planning activities (e.g., individual counseling and group workshops). This report includes summaries of the 26 investigations evaluating DISCOVER's effectiveness that have been published between 1978 and 1998. The populations studied included middle school students, high school students, college students, and adults in career transition. Suggestions for future research are discussed, with a particular focus on improving methodological limitations of previous research in this domain. An appendix contains a chronology of DISCOVER versions. (Contains 2 tables and 69 references.) (Author/SLD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED434158

Taber, L. S. (1996). The Role of American Community Colleges in Building Community. ED400872 The American system of higher education consists of public and private institutions, of which there are three segments: universities, four-year institutions, and two-year colleges. Further, there are three types of two-year colleges: comprehensive community colleges, offering a broad array of programs and services; junior colleges, focusing on transfer courses that apply to degree programs at four-year institutions; and vocational/technical colleges that focus on certificates or degrees or are a part of tech-prep programs. While institutional mission statements vary, the themes of meeting community needs and creating a dynamic, prosperous community appear in many two-year college missions. However, the familial, educational, and social foundations of civil society are currently in crisis, as evidenced by rising divorce rates, low reading rates of minority children, increasing amounts of television watched by school children, and increasing numbers of young people held in juvenile facilities. Specific examples of community colleges working to solve these problems and build community include a child development/child care center at New Mexico's Albuquerque Technical-Vocational Institute; a science, engineering, and mathematics academy for underrepresented students and a center for applied gerontology at Ohio's Cuyahoga Community College; a mentoring program for at-risk middle school students developed by Oregon's Chemeketa Community College; and a program to enable citizens to participate in community planning at Florida Community College at Jacksonville. (Contains 20 references.) (HAA) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED400872

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract number RR93002015. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department

Thompson, S. D.& Wallace, M. B. (1999). Reform Issues: A Review of Methodology and Results. ED438369 This paper reviews the data collection procedures and results from direct observations, interviews, and surveys that are part of the documentation from the District of Columbia Public Schools' (DCPS) effort at ongoing systemic change effort. Using qualitative and quantitative techniques, several professional development activities were examined by Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR). CRESPAR's project, Broadening the Scope of Assessment in the Schools, was designed to build collaboratives among middle school mathematics and science teachers, focusing on performance assessment. Activities of the DCPS around educational reform contributed to planning for Teacher Assessment Collaborative sessions, which have occurred since 1996. In 1995, a core group of high performing middle school mathematics teachers received training in, and led implementation of the newly adopted mathematics curriculum. They also received training in performance based education (PBE) and performance based assessment (PBA). Results from focus groups, observations, interviews, and questionnaires emphasized the importance of the value of and the dynamics involved in relationships between the public school system and the university. CRESPAR has conducted interactive sessions with teachers regarding PBA for 2 years. Topics have focused on sharing assessment experiences, technical aspects of PBA, large scale PBA, practical classroom applications, and growth-oriented assessment and the talent development model. Teachers' reactions to this type of training are noted. (SM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED438369

Tomlinson, C. A. (1995). Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom. ERIC Digest E536. ED389141 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED389141

Trent, M. A. (1996). Beyond the Comfort Zone: Collaborative Learning and the National Writing Project of Louisiana. ED398581 Human beings are in a constant ebb and flow; transcending boundaries at work and play, they learn, pray, and exist in an interdependent society. Given this reality, many practitioners, from kindergarten to college, have devised various methods of collaborative learning to meet the challenges of an increasingly diverse demographic and ethnographic classroom population. To employ collaborative learning strategies successfully, writing teachers must take on the role of facilitators; they must set tasks that place students at the center of the learning process. Using collaborative learning strategies that are in tune with the theories of the "new rhetoricians" (a focus on the creative, constructive intimacy among texts, writers, and readers) in Louisiana, are Patricia A. Ward, a teacher at a magnet secondary school; Elizabeth Mountford, a fourth-grade teacher; Nancy Romero, a high school English teacher; and Bill Chiquelin, an English/language arts middle school teacher. They are selected as examples of "teachers teaching teachers," in keeping with the National Writing Project philosophy. Ward contends that collaborative writing learning strategies are most effective when students and teachers work together. Mountford believes that students read/write more efficiently in pairs. Romero argues that teachers must build a non-threatening community at the beginning of the year if students are to respond freely and honestly to each other's writing. Chiquelin invites his students to comment on his own work in progress. (TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED398581

Troen, V., & Bolles, K. (1994). Two teachers examine the power of teacher leadership. In D. R. Walling (Ed.), Teachers as leaders. Perspectives on the professional development of teachers (pp. 275-86). Bloomington, IN: Phi Delta Kappa Educational Foundation. ED379283

Tucker, A.& Sze, S. (1994). Citybridge Fact Sheet. ED375206 This fact sheet describes a six-week, tuition-free workshop program, Citybridge in Concord, Massachusetts, in education where motivated middle school students work with talented high school and college students who are interested in teaching. The inservice curriculum is designed to prepare urban youth for the challenging high school curriculum and stresses academic excellence, leadership, creativity, and diversity. The fact sheet lists the program's objectives, describes the types of students and teachers involved, and briefly highlights the program's structure, curriculum, follow-up procedure, and expected results. (GLR) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED375206

Tucker, B.& Others. (1996). What Is Reflection? Process Evaluation in Three Disciplines. ED404933 This paper discusses the use of reflective learning in service-learning projects in three different undergraduate courses. In a small group communications course, groups of five or six students were assigned to work with a non-profit agency to assist them in solving a problem. The students reflected on their group meetings in journals and wrote final progress reports in which they reflected on what they had learned about small group communication. A course on teaching English in the secondary schools had students write reflections on their work as tutors to at- risk middle school students. In a hospitality management course, pairs of students were assigned to a food rescue program that gathered unused perishable food from restaurants and markets. Students were to identify an operational weakness in the program, pose solutions, and reflect on their experiences in regard to professional development in the field. The paper concludes that reflection in the context of service learning enhance students' appreciation of the value of the the service learning experience. (Contains 11 references.) (MDM) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED404933

Tuckman, B. W.& Trimble, S. (1997). Using Tests as a Performance Incentive To Motivate Eighth-Graders To Study. ED418785 Forty-one middle school students in two eighth-grade classes were taught half of their science chapters in the conventional manner with homework assignments, and half of their chapters by having short classroom quizzes on each unit. Quizzes were expected to stimulate incentive motivation as a mediator between a goal object, mastery, and the responses necessary to attain that objective, effective studying. Quizzes had already proven effective with college students. Chapter mastery was measured by multiple- choice tests accompanying the textbook. Students completed the first five chapters doing homework and the second five doing quizzes, with chapter pairs matched for difficulty across condition in an equivalent time samples design. Results indicated that on the first pair of chapters, students given homework outperformed students given quizzes; on the second and third pairs, there were no differences between conditions; on the fourth and fifth pairs, quizzed students significantly outperformed homework students, the final difference reaching an effect size of almost .50. Based on the findings, it was concluded that regularly-occurring quizzes can become a motivator to study or a stimulator of self-regulatory behavior, even though initially they not have that effect. (Contains 20 references.) (Author/SD) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED418785

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Walker, D. (1996). Integrative Education. ERIC Digest, Number 101. ED390112 http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED390112

Wallace, I., Ed. (1997). Partnerships for Workforce Development in Business and Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (14th, Greenville, North Carolina, February 21-22, 1997). Volume 8. ED406525 This proceedings includes the following papers: "Multimedia Case Studies Business Reality for Students" (Agneberg); "Interactive Development and DesignA Business Approach" (Agneberg); "Ethics Instruction for Workforce Development" (Arnold); "Career Development Focus in Lincoln County" (Beam); "Reengineering for Student Success: The Program Alignment and Semester Conversion Process of the North Carolina Community College System" (Beddard); "Surfing the 'Infobog' (Information Overload)" (Brantley); "Designing Dynamic 'PowerPoint' Presentations" (Broughton); "More Classroom Games That Increase Teaching Effectiveness" (Caudill, Lambert); "Preparing Students for the 21st Century Employee Skills that Employers Seek" (Cauley); "Responsibilities of Leadership" (Cooper); "Ethics: Does Knowing Right from Wrong Make a Difference in What Students Do?" (Griffin, Anderson); "Fact Based Program Review: Making the Best Decisions" (Giovannini); "Snapshot View of Computer Use by North Carolina's Marketing Teachers" (Goins); "Virtual Reality in the Marketing Classroom" (Goins); "Multimedia and Web Design with ToolBook II and Java" (Hall); "Organizationally Sponsored Mentoring Program (Major Themes and Issues)" (Blue); "'Retooling' Your Vocational Middle School Program" (Mayo et al.); "Enhancing Awareness of Global Marketing Opportunities" (Hayes); "New 'Ice Breakers' for Your Interactive Business Classes" (Henson); "Experiential EducationA New Partner for Teacher Education Programs" (Holsey); "Impact of Block Scheduling on the Instructional Program and Vocational Student Organizations in Business Education" (Jewell); "What Should Be Included in Portfolios, and Can They Be Used by Professionals in Education?" (Jewell, Jewell); "Effectiveness of Work-Based Learning Strategies in North Carolina" (Jewell); "Taming the Dragon for Business and Marketing EducationA Partnership for Success (Voice Recognition)" (Joyner); "Workforce Preparation: Critical Considerations" (McEwen); "Managing Your Classroom for the '90s and Beyond" (Moon); "WordPerfect 7.0 Templates" (Skelton, White); "ABCs of Applying TQM in the Classroom" (Swope); "Program Promotion via the World Wide Web" (Truell); "Motivation to Participate in Distance Education: An Analysis Based on Houle's Typology" (Truell, Turner); "Carteret/Craven/ECU East Carolina University Partnership" (Wallace, Parke); "KFC Kentucky Fried Chicken and Central High School: A Partnership at Work" (Wells); "Survival Skills for Business and Marketing Education" (White); and "Exploring the Internet" (Wilson). (MN) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED406525

Warkentin, R. W.& Others. (1994). Discontinuities in Science Teaching: A Developmental Analysis. ED404135 One direction that science education reform has taken is an investigation into the content knowledge structure, instructional beliefs, and teaching practices of middle school, high school, and college science teachers. This research study follows that same path to determine whether systematic differences exist between academic levels on these components and how such differences might be related to student disaffection with science learning. Two components are identified: (1) to examine how science teachers organize biology concepts into coherent knowledge structures; and (2) to obtain teachers' self-reports concerning their classroom practices and their beliefs about what factors affect student learning. Four major findings were: (1) qualitative differences were found between middle school and high school, as well as between high school and college teachers' conceptual understandings of the same content information; (2) middle and high school teachers report placing significantly more emphasis on supportive classroom structures such as providing frequent reviews and providing extensive feedback; (3) high school teachers report placing greater emphasis on the importance of students' behaviors and dispositions to follow directions, to be organized and prepared for class; and (4) middle and high school teachers give more worksheets and seatwork assignments during class than do college professors. Contains 20 references. (ZWH) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED404135

Watts, G. D., & Castle, S. (1993). The time dilemma in school restructuring. Phi Delta Kappan 75(4): 306-10. EJ474291

Watzke, J. (1994). Why Don't Students Study Russian? ED378812 A survey conducted in a large, predominantly white suburban high school in the midwest investigated student attitudes toward study of Russian and other foreign languages. Respondents were 815 students of Spanish, French, German, Japanese, and Latin at three levels of instruction. Students were first asked to rank the reasons they chose the language they were studying, then to indicate their level of satisfaction with that choice. Finally, they were asked to rank the reasons they did not choose to study Russian. Analysis focuses on responses to the last question. Most common reasons for not studying Russian included perceptions of its academic difficulty, lack of interest in the culture, interest in pursuing languages begun in middle school, and lack of job or career potential associated with Russian study. It is concluded that: students choose their languages to satisfy future college requirements; parents, friends, and siblings have tremendous influence on the foreign language chosen, while counselor influence is minimal; students study languages with cultures that interest them; and students are generally satisfied with their language choices. Considerations and recommendations for secondary school Russian language program development, based on these findings, are outlined. (MSE) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED378812

Westcott, W., Ed.& Westcott, H. E. (1994). Carolina English Teacher 1994/1995. ED376490 This journal contains a wide ranging collection of articles on teaching English at all levels. Articles include: "Why Can't My Students Do It My Way?" (Thomas C. Thompson); "The First Step Is Fluency: An Interview with Richard Marius" (Carroll Viera); "Teaching Writing: The Dilemma" (Janet Sanner); "Teaching American Indian Literatures in South Carolina's Classrooms" (Jim Charles); "The World of Children's Literature: The Eleanor Burts Collection at Winthrop University" (Terry L. Norton and Ron Chepsiuk); "Bridging Cultures Through Literature" (Ron Carter); "Communicating With Supervisors: Teaching Reading, Writing, Speaking, Viewing, and Listening in Applied Communications" (Janet T. Atkins); "Does Participation in a Writing Institute Have Lasting Effect on Teaching Behaviors and Continued Learning of Former Participants?" (Nell Braswell and Joye P. Berman); "Reading Closely and Reading Widely: Recent Young Adult Novels for Middle School" (Harriett Williams); and "Dialogic Feelings: Feeling in Composition and Culture" (John Paul Tassoni). Three book reviews conclude the journal. (TB) http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED376490

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