After School Programs (1999)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

A

_____. (1996). A Mountain Legacy: Children of Appalachia Gain Pride in Their Heritage and History. Teaching Tolerance, v5 n1 p52-59 Spr 1996. Profiles some of the efforts of Appalachian educators to connect area children with their heritage while combating the trends toward school dropout and poverty. Teaching students the history behind their own dialect and customs helps them accept the customs and speech of others and helps them overcome stereotypes. (SLD)

Adams, G. J. (1996). Using a Cox Regression Model to Examine Voluntary Teacher Turnover. Journal of Experimental Education, v64 n3 p267-85 Spr 1996. A Cox regression model was used to examine the career paths of 2,327 elementary school first-year teachers. Variables studied (sex, age, ethnicity, education, and certification route) explained about 10% of the variation in teacher continuation in teaching. Future studies of teacher survival should consider additional teacher-related variables. (SLD)

Albrecht, K. (1996). Reggio Emilia: Four Key Ideas. Texas Child Care, v20 n2 p2-8 Fall 1996. Applies key components of the Reggio Emilia approach to Hearts Home, a Houston school: (1) parent-teacher-child interdependence, including home visits, communication, training sessions, and field trips; (2) children's competence; (3) utilizing functional and beautiful learning environments; and (4) teachers as partners in co-construction of knowledge. Also discusses emergent curriculum. (BGC)

Allen, D. (1996). Teaching with Technology. Problem-Solving Strategies. Teaching Pre K-8, v27 n3 p14-16 Nov-Dec 1996. Reviews two CD-ROMS and one computer game: "Explore Yellowstone," science activities on CD to earn badges toward becoming a ranger; "Oval Office: Challenge of the Presidency," in which students role play presidential responsibilities such as proposing budgets; and "Strategy Games of the World," in which students match their skills against game masters. Includes literature links and publisher information. (KDFB)

Anisef, P., & Others, A. (1996). Post-secondary Education and Underemployment in a Longitudinal Study of Ontario Baby Boomers. Higher Education Policy, v9 n2 p159-74 Jun 1996. An Ontario (Canada) study used longitudinal data on high school seniors of 1973 to investigate educational and work decisions, looking at such factors as the influence of student characteristics on skill-to-job mismatch, predictors of mismatch for college versus university graduates, and effects of student exposure to alternative education on postsecondary education choices. (MSE)

Aronson, D. (1995). The Inside Story. Counseling for Tolerance in the Early Years Means Paying Attention to the Way Children Think and Feel about the Worldand Themselves. Teaching Tolerance, v4 n1 p23-29 Spr 1995. School counselors have developed effective approaches to reducing prejudice in the crucial early school years. Successful early intervention is based on the premise that hatred and prejudice are tools of the subconscious to ease feelings of inferiority through the illusion of superiority. (SLD)

Aronson, D. (1996). Class Action: Students Learn Rights and Responsibilities through Law- Related Education. Teaching Tolerance, v5 n1 p43-47 Spr 1996. Proponents of law-related education in high school assert that an understanding of legal principles is essential for the maintenance of a tolerant pluralistic society. The law-related education curriculum uses mock trials and case studies to teach the principles of the judicial system. (SLD)

Arredondo, D. E., & Rucinski, T. T. (1996). Integrated Curriculum: Its Use, Initiation and Support in Midwestern Schools. Mid-Western Educational Researcher, v9 n2 p37-41,44 Spr 1996. Survey of 400 Missouri schools compared schools that use integrated curriculum (IC) with those that do not. Explores the extent and type of use of IC, how school principals rate IC success, differences between characteristics of schools that do and do not use IC, and teacher involvement and support across different school levels. Includes data tables. (Author/TD)

B

Baird, J. R., & Penna, C. (1996). Challenge in Learning and Teaching Science. Research in Science Education, v26 n3 p257-69 1996. Explores the nature and extent of perceived challenge in learning and teaching science. Teachers (n=7) and students (n=37) in 5 secondary schools were the subjects of this study. Findings suggest that many students are insufficiently challenged by the science they learn in school and many teachers are insufficiently challenged by the task of teaching. Contains 26 references. (DDR)

Barrera, R. M., & Others, A. (1996). Beginnings Workshop. Bilingual Education. Child Care Information Exchange, n107 p43-62 Jan-Feb 1996. Presents four bilingual education workshop sessions: (1) educational needs of bilingual children and the rationale for bilingual education; (2) developing teachers' role in bilingual education, including building home language skills and enhancing language development; (3) building teacher- parent relationships through positive personal contacts; and (4) creating culturally consistent and inclusive early childhood programs for all children and families. (KDFB)

Barron, D. D. (1996). "Information Power": Historical and Cultural Backgrounds. School Library Media Activities Monthly, v13 n3 p47-50 Nov 1996. Presents a historical background of the publication of "Information Power: Guidelines for School Library Media Programs." Highlights include the histories of the American Library Association (ALA), the National Education Association (NEA), and the Association for Educational Communications and Technology (AECT); and a review of implementation efforts for "Information Power." (LRW)

Barron, J. (1996). Wilma's Place: The Case for Organic Design. Journal of Experiential Education, v19 n2 p69-75 Aug-Sep 1996. An outdoor education course for six at-risk female students at an Ontario alternative high school demonstrates how a flexible, emergent course design based on the theories of critical pedagogy, feminist pedagogy, and adventure-based learning can affect student engagement and learning outcomes, and may be incompatible with the usual practice of establishing a priori outcomes. (TD)

Barrow, L. H., & Thompson, C. (1996). Helping Rural Physics Teachers with a Source of Quantitative Labs. Rural Educator, v18 n1 p1-4 Fall 1996. A project addressed the lack of rural school laboratory facilities and limited opportunities for staff development by training 22 high school physics teachers in rural Missouri to use videotaped "virtual" laboratory experiments and student data-collection worksheets. Surveys identified 19 topics for which physics teachers reported limited backgrounds and included student evaluations of videotapes. (LP)

Baskin, M. K., & Others, A. (1996). Selecting Successful Teachers: The Predictive Validity of the Urban Teacher Selection Interview. Teacher Educator, v32 n1 p1-21 Sum 1996. This study assessed the predictive validity of the Urban Teacher Selection Interview (UTSI) for 68 traditional, alternative licensure, and professional development school placement teacher candidates. The UTSI attempts to predict students who will become successful teachers. Results identified only a limited number of significant predictors while showing generally weak correlations. (SM)

Bauman, S. (1995). Between the Lines: School Stories. Teaching Tolerance, v4 n2 p16-18 Fall 1995. Reviews five stories that can introduce students to youthful narrators whose dreams and thoughts may be quite similar to their own, but whose cultural backgrounds may be very different. Using stories about school experience generates discussion about prejudice and discrimination. (SLD)

Beasley, A. E. (1996). Becoming a Proactive Library Leader: Leadership 101. School Library Media Activities Monthly, v13 n3 p20-22,28 Nov 1996. Considers whether the role of the school library media specialist is that of teacher or administrator and discusses how media specialists can be proactive leaders. Topics include collaborating with teachers, serving on committees, communicating with the principal, attending professional conferences, volunteering in professional organizations, and public speaking. (LRW)

Bednarz, N., & Garnier, C. (1996). Children's Development in Solving a Certain Class of Additive Problems in Mathematics: A Didactic Intervention Based on Action. Learning and Instruction, v6 n2 p131-50 Jun 1996. A teaching experiment involving 30 third graders investigated the transformation of their concepts of numbers. Observations of their notations and problem-solving procedures show development that progresses from a focus on states to a type of reasoning in which changes become quantifiable "objects of awareness." (SLD)

Beninghof, A. M. (1996). Using a Spectrum of Staff Development Activities to Support Inclusion. Journal of Staff Development, v17 n3 p12-15 Sum 1996. Discusses ways for school districts to implement successful inclusion using various staff development methods that can be tailored to individual needs. The paper explores issues unique to inclusion that demand individualized approaches, offers a model for developing staff development activities, and presents an example of one district's successful staff development efforts. (Author/SM)

Berg, E. v. d. (1996). Science Teacher Development in Developing Countries. Science Education International, v7 n3 p3-8 Sep 1996. Presents conclusions and suggestions regarding teacher development in developing countries based on common sense, research, and experience. Discusses teacher and school conditions, teaching methods, and improving conventional teaching. Concludes that teacher development projects should not provide universal recipes for all schools and all teachers, but should choose different approaches depending on teacher and school backgrounds. Contains 17 references. (JRH)

Bertram, S., & Olson, H. (1996). Culture Clash. Library Journal, v121 n17 p36-37 Oct 15 1996. Discusses two basic cultures within the library science field, one that emphasizes "soft-edged" traditional service and the other newer culture which has evolved around information technology and entrepreneurial drive. Topics include historical background; university pressures on library schools to be "tech-oriented"; alienation of service-oriented students; faculty influences; and the value of philosophical diversity. (LRW)

Bettis, P. J. (1996). Urban Students, Liminality, and the Postindustrial Context. Sociology of Education, v69 n2 p105-125 Apr 1996. Explores the effects of deindustrialization and the shift to a postindustrial society on the hopes and dreams of urban high school students. Uses the concept of liminality to characterize urban environments as transitional intersections of socioeconomic change. Includes verbatim comments from urban youth about the efficacy of their future. (MJP)

Binford, V., & Robertson, R. (1996). Fairfield Court Elementary: Teamwork Through Home, School, and Community. Journal of Education for Students Placed at Risk (JESPAR) , v1 n3 p219-32 1996. Describes the Fantastic Follow Through Project at the Fairfield Court Elementary School in Richmond (Virginia), a partnership serving children through grade three and their families by linking home, community, and school. Program evaluation findings support the usefulness of the approach. Recommendations are made for program improvement. (SLD)

Blacker, D. (1996). Teaching in Troubled Times: Democratic Education and the Problem of "Extra People.". Teacher Educator, v32 n1 p62-72 Sum 1996. This paper argues that the essential social function of schools is to teach people their place, which can become material for ruling elites. Focusing on urban students, the paper emphasizes that teachers must learn to become political in order to help build a just social order. (SM)

Blegen, M. B. (1996). The View from Worthington: Thoughts on Rural Schooling. Rural Educator, v18 n1 p38-40 Fall 1996. 1996 National Teacher of the Yeara high school teacher from rural Minnesotareflects on the 30 years of her career and on social changes that have necessitated that her community and local schools work toward cultural understanding. The community went from a mostly white, middle- class, conservative community to one with at least six different cultural groups. (LP)

Boschee, M. A. (1996). Perceived Effects of Training and Compensation on Rural and Urban School- Based Teacher Educators. Rural Educator, v18 n1 p13-19 Fall 1996. Eleven South Dakota school-based teacher educators and eight principals participating in a mentoring program for beginning teachers responded favorably to a college course in supervision and collaboration and to financial compensation given to offset costs of inservice teacher training. Attitudes were more favorable among rural than urban practitioners. Includes survey questionnaire. (LP)

Branum, N. C. (1996). Thanksgiving in Primary Literature. School Library Media Activities Monthly, v13 n3 p23-26 Nov 1996. Examines how the holiday of Thanksgiving is treated in primary books and offers comparisons of 28 popular titles in print. Innovative classroom and media center projects are described, including discussions, drawings, bulletin boards, problem-solving activities, and cooking. (LRW)

Brountas, M. (1996). When First Graders Go to the Polls. Teaching Pre K-8, v27 n3 p30-32 Nov-Dec 1996. Describes a unit on voting conducted by high school seniors for first graders in Bangor, Maine. Lists learning goals for both groups, describing how high school teacher and students collaborated with first-grade teacher to develop the unit and construct teaching aids. Details the unit's components, including a voting game, democracy, voting process, and a mock election. (KDFB)

Buckleitner, W. (1996). No-Fail Software Gifts for Kids. Child Care Information Exchange, n107 p77-78 Jan-Feb 1996. Reviews children's software packages: (1) "Fun 'N Games"nonviolent games and activities; (2) "Putt-Putt Saves the Zoo"matching, logic games, and animal facts; (3) "Big Job"12 logic games with video from job sites; (4) "JumpStart First Grade"15 activities introducing typical school lessons; and (5) "Read, Write, & Type "progressively challenging exercises including picture/letter matching and keyboarding. (KDFB)

Bullard, S. (1995). Past Rivalry: When Bitter School Rivals Merged, a Community of Friends Was Born. Teaching Tolerance, v4 n2 p26-31 Fall 1995. Lessons learned in the merger of two junior high schools, one predominantly black and one predominantly white, with a history of competition and distrust, illustrate the sense of community that can be developed with shared decision making and respect for cultural differences. Reducing ability grouping was vital in unifying the academic structures. (SLD)

Burchfield, D. W. (1996). Teaching All Children: Four Developmentally Appropriate Curricular and Instructional Strategies in Primary-Grade Classrooms. Young Children, v52 n1 p4-10 Nov 1996. Describes four child-focused and child-sensitive curricular and instructional strategies to increase teachers' understanding of children and quality of teaching: (1) multiple intelligences and different ways of knowing; (2) the Project Approach; (3) the writer's workshop; and (4) balancing reading strategies and cueing systems. Discusses strengths, unique features, and application of each approach. (KDFB)

C

Caffarella, E. P. (1996). Planning for the Automation of School Library Media Centers. TechTrends, v41 n5 p33-37 Oct 1996. Geared for school library media specialists whose centers are in the early stages of automation or conversion to a new system, this article focuses on major components of media center automation: circulation control; online public access catalogs; machine readable cataloging; retrospective conversion of print catalog cards; and computer networks facilitating schoolwide access. (PEN)

Caravella, T., & Others, A. (1996). The Wisconsin Elementary Health Pilot Project: Years One and Two Diffusion Activities. Journal of Health Education, v27 n3 p170-77 May-Jun 1996. Reports on the Wisconsin Elementary Health Education Pilot Project diffusion activities. Activity report logs from participating schools report diffusion data for 21 activities related to school culture/climate, staff development, and health curriculum/instruction. Results indicate that project schools have begun the diffusion process leading toward institutionalization of comprehensive school health education. (SM)

Carson, C. H., & Nelson, C. O. (1996). Beginner's Luck: A Growing Job Market. Library Journal, v121 n17 p29-35 Oct 15 1996. Presents results of the 45th annual "Library Journal" placement and salaries survey. Highlights include professional, temporary, and part-time job outlooks; library school stability; status of traditional jobs; placement trends, including minority placements; comparison of salaries; and a sidebar that profiles a librarian in her first professional position as assistant director of the Scarborough (Maine) Public Library. (LRW)

Carter, B. (1996). Hold the Applause : Do Accelerated Reader (TM) and Electronic Bookshelf (TM) Send the Right Message? School Library Journal, v42 n10 p22-25 Oct 1996. Although the computerized reading management programs, Accelerated Reader and Electronic Bookshelf, increase library circulation and standardized test scores, they have drawbacks. Both programs devalue reading, diminish motivation, limit title choice, restrict materials selection and collection development, discourage independent selection of books, emphasize testing rather than needs, and fail to make the best use of school resources. (PEN)

Carter, M. (1996). Building Community in Cross Cultural Work Environments. Child Care Information Exchange, n107 p74-76 Jan-Feb 1996. Discusses strategies to enhance cultural sensitivity in teachers serving families from different cultures: (1) examine elements of culture and stereotyping through stories and posters; (2) create an imaginary community to enhance sensitivity and team building; (3) examine influences on one's preferred child care practices; and (4) identify assumptions about diversity to have a frame of reference when conflict arises. (KDFB)

Chan, S. (1996). Focus on Photosynthesis. Science Teacher, v63 n8 p46-49 Nov 1996. Presents a laboratory exercise on photosynthesis suitable for high school biology. Allows students to perform the experiments with easily obtainable materials and within a lengthened period. Includes photosynthesis lab prep notes for teachers. (JRH)

Choi, J.-S., & Song, J. (1996). Students' Preferences for Different Contexts for Learning Science. Research in Science Education, v26 n3 p341-52 1996. Provides the results of a survey administered to high school students (n=379) in which they select the most and least preferred out of 6 learning situations. Results indicate that student preferences are largely influenced by their perceptions of the relevance and the psychological effects which such contexts would have. Contains 20 references. (DDR)

Clark, J. (1996). Involving Parents in Middle School. Teaching Pre K-8, v27 n3 p52-53 Nov-Dec 1996. Discusses strategies for improving communication with caretakers of middle school students. Strategies include making regular phone calls; sending home personal notes about student progress, newsletters about homework and observation opportunities, or monthly calendars describing units; surveying parents to determine how they might participate in class; inviting parents to class; and conducting parent workshops. (KDFB)

Collins, J., & Others, A. (1996). Evaluating a National Program of School-Based HIV Prevention. Evaluation and Program Planning, v19 n3 p209-18 Aug 1996. An overview of the evaluation strategies being used by the Centers for Disease Control and Prevention to monitor and improve a broad national program of HIV prevention among youth in school is presented, emphasizing surveillance of risk behaviors, health outcomes, and school-related policies and programs. (SLD)

Conca, L. (1996). Evaluation Frames: A Powerful Staff Development Tool for Teacher-Centered School Improvement. Journal of Staff Development, v17 n3 p40-44 Sum 1996. Evaluation frames offer a practical, adaptable site-based staff development approach that serves as a vehicle for clarifying needs and planning. Evaluation frames within staff development empower teachers to define and design innovations around their unique experiences. The paper describes the method and presents a sample staff development application. (SM)

Copeland, M. L. (1996). Code Blue Establishing a Child Care Emergency Plan. Child Care Information Exchange, n107 p17-22 Jan-Feb 1996. Discusses steps necessary to develop an emergency preparedness plan for child care centers: (1) identifying the need for policies through brainstorming and reviewing previous emergencies; (2) identifying potential issues through consultation; (3) establishing center procedures; (4) identifying a spokesperson to present accurate public information; (5) preparing statements to prevent misinformation; and (6) preparing for ongoing support after the emergency. (KDFB)

Copeland, M., & Chance, E. W. (1996). Successful Rural Superintendents: A Case Study of Four Long Term Superintendents. Rural Educator, v18 n1 p24-28 Fall 1996. Case studies of four long-term rural Oklahoma superintendents, including interviews with community leaders and school district personnel, identified characteristics and attributes that have contributed to the success of these superintendents: effective leadership and communication skills, an acute sense of community awareness, active involvement in community activities, and good financial management skills. (LP)

Cottrill, J., & Others, A. (1996). Understanding the Limit Concept: Beginning with a Coordinated Process Scheme. Journal of Mathematical Behavior, v15 n2 p167-92 Jun 1996. Begins with a description of the research paradigm and the theoretical perspective. The following two sections are a consideration of some points from the literature and a description of the evolution of a genetic decomposition of the limit concept. Concludes with some suggestions for instruction that relate to how the limit concept can be learned. (AIM)

Coulby, D., & Jones, C. (1996). Post-modernity, Education and European Identities. Comparative Education, v32 n2 p171-84 Jun 1996. Describes the "Enlightenment program" (often equated with modernity) and postmodernist criticisms of Enlightenment thought. Discusses the notions of Europe and Europeans as reflecting social inclusion/exclusion as much as geography. Examines the relevance of postmodernist theories to school and university knowledge systems, highlighting conflicts between diversity of culture and knowledge and centralized curricular systems. Contains 30 references. (Author/SV)

Cousins, J. B., & Simon, M. (1996). The Nature and Impact of Policy-Induced Partnerships between Research and Practice Communities. Educational Evaluation and Policy Analysis, v18 n3 p199-218 Fall 1996. A multimethod evaluation of a major Canadian strategic grant program with surveys of 74 funded projects, 4 case studies, and interviews with researchers and grant application staff reveals the favorable effects of partnerships between research and practice on research and dissemination strategies in spite of ideological and pragmatic constraints. (SLD)

Cowen, R. (1996). Performativity, Post-modernity and the University. Comparative Education, v32 n2 p245-58 Jun 1996. In several countries, university purposes and functions are being renegotiated as governments insist on a certain kind of "product" and careful measures of university "productivity." Identifies immediate consequences for university culture, particularly displacement of academic leadership by a culture of "management." Argues that the university is undergoing attenuation of financial, pedagogic, personnel, and research relationships. Contains 51 references. (Author/SV)

Cronin, J. (1996). Are You For Real? Beyond the Buzzwords. Learning, v25 n1 p72-74 Aug 1996. Four principles of authentic teaching include motivating students by creating assignments that are meaningful and substantive, helping students understand the difference between correct and good work, judging students' work by real-world standards, and preparing students to manage the ambiguous and complex problems of real life. Examples from schools in Council Bluffs (Iowa) are included in a sidebar. (SM)

Crosby, R. A. (1996). Combating the Illusion of Adolescent Invincibility to HIV/AIDS. Journal of School Health, v66 n5 p186-90 May 1996. Perceived invulnerability to acquired immunodeficiency virus is strong among adolescents, but it is changeable. Health education can attempt to move students beyond this perception using a five-stage model (facts and figures, initial dissonance, uncovering hidden realities, transitional events, and new dissonance). (SM)

D

_____. (1996). Desperately Seeking Change. Professional Best. Learning, v25 n1 p60-62 Aug 1996. Discusses how to initiate good professional development options and how to evaluate existing professional development programs for appropriateness. Options noted are teacher networks, National Board certification, university collaborations, Professional Development Schools, and local staff development efforts. Some resource information is provided. (This is the first in a series of six articles.) (SM)

_____. (1996). Disbanding the Baby-Sitters' Club. Arts Toolbox. Learning, v25 n1 p63-65 Aug 1996. By strengthening the links between specialty teachers' classrooms (e.g., music, art, and physical education) and the regular classroom, classroom teachers can tap into the specialty teachers' expertise and use the arts to enhance everyday lessons. The article describes the steps in initiating and maintaining such a partnership. Two sample lessons are outlined. (SM)

D'Alonzo, B. J., & Others, A. (1996). Improving Teachers' Attitudes through Teacher Education toward the Inclusion of Students with Disabilities into Their Classrooms. Teacher Educator, v31 n4 p304-12 Spr 1996. This article argues that in order to improve or change teachers' negative perceptions about including students with disabilities in their classrooms, the training of all teachers needs to occur. Currently, not all teachers have positive attitudes toward inclusion or training to work with students with disabilities. (SM)

D'Ignazio, F. (1996). A Multimedia Publishing Center from Scratch (and Scavenge). Book Report, v15 n3 p19-22 Nov-Dec 1996. Discusses educational benefits, logistical considerations, and inexpensive techniques for creating and facilitating a student-run multimedia publishing operation in the school media center. Checklists are provided for overall equipment needs and for grouping technologies with related functions into smaller "minicenters." A sample student worker contract is included. (BEW)

Dalton, D., & Others, A. (1996). The Parents as Educational Partners Program at Atenville Elementary School. Journal of Education for Students Placed at Risk (JESPAR) , v1 n3 p233-47 1996. Describes and evaluates the Parents as Educational Partners Program at a rural elementary school in West Virginia. Team action research efforts demonstrated positive program effects on students, parents, and the community, and identified issues in the program development and educational reform processes. The beneficial effects of parent participation are highlighted. (SLD)

Damon, W., & Colby, A. (1996). Education and Moral Commitment. Journal of Moral Education, v25 n1 p31-37 Mar 1996. Argues that most school-based moral education programs focus exclusively on moral reflection and neglect the influence of moral habit, effect, and commitment. Advocates schools joining with families, churches, community organizations, and other institutions to provide a clear and coherent set of expectations for young people. (MJP)

Dervarics, C. (1996). No Matter Who Wins, the Game Will Change. Black Issues in Higher Education, v13 n18 p10-12,14 Oct 31 1996. The November 1996 national election pits different education philosophies against each other; republicans want more local control, fewer rules, and greater school choice, while democrats talk of more federal funding while balancing the budget. The future of the Higher Education Act, African American influence in Congress, education committee memberships and leadership, and appropriations leadership is at stake. (MSE)

Desjean-Perrotta, B. (1996). On Becoming a Whole-Language Teacher. Young Children, v52 n1 p11-20 Nov 1996. Discusses how the whole-language process provides an authentic approach to lifelong learning. Includes discussions of Cambourne's conditions for learning; Holdaway's natural learning model; Goodman's miscue analysis research; whole-language theory; the role of teachers, students, and the community in language arts; and the role of the classroom environment, curriculum, and evaluation. (KDFB)

Diegmueller, K., & Viadero, D. (1996). Research: Pedagogy, Practice, Findings. Teacher Magazine, v7 n8 p20-24 May-Jun 1996. This "Research" section contains three articles. "Pedagogy" discusses the need for explicit phonics instruction combined with whole language as the most effective way to teach beginning readers. "Practice" describes a first- grade whole language reading class which incorporates phonics. "Findings" reviews briefly three studies on mixed-age classrooms; esteem and violence; and boys, girls, and math. (SM)

Diekema, D. J., & Others, A. (1996). Student Health Policies of U.S. Medical Schools. Academic Medicine, v71 n10 p1090-92 Oct 1996. A survey of student affairs deans at 108 medical schools found most schools required hepatitis vaccination, evidence of immunity, or waiver refusing vaccination. Nearly all required health insurance, and usually offered a plan, but fewer offered disability insurance. Schools often held students responsible for costs of vaccination, serologic testing, and treatment of training-related medical problems. (Author/MSE)

Dorsch, N. G. (1996). Forging "Connections": A Frames Analysis of the Implementation of a Pilot Interdisciplinary Program. Mid-Western Educational Researcher, v9 n1 p2-9 Win 1996. Examines the experience of four high school teachers implementing an inclusive, interdisciplinary pilot program. Organizational analysis of structural, human, political, and symbolic "frames" revealed that creation of a collegial community among participating teachers involved mutual adaptation of teachers' former individual practices with their new collective practice, and also of the larger school organization with the pilot program. (Author/SV)

Dougherty, J. F., & Others, A. (1996). Troubled Students: How to Plan for Success. Schools in the Middle, v6 n1 p29-31 Sep-Oct 1996. Argues the need for special strategies for teachers who educate middle school students with severe emotional, social, and academic problems. Describes nine recommended strategies for program development, including methods for addressing individual students' needs and building a relationship between the home and school. (SD)

Duda, J. L. (1996). Maximizing Motivation in Sport and Physical Education among Children and Adolescents: The Case for Greater Task Involvement. Quest, v48 n3 p290-302 Aug 1996. Examines previous research on the motivational implications of emphasizing task- versus ego-involved goals in various achievement situations endemic to sports programs and in the context of physical education, proposing that students' and athletes' task involvement should be fostered in order to enhance their motivation to engage in physical activity. (SM)

E

Ebert, E., & Strudler, N. (1996). Improving Science Learning Using Low-Cost Multimedia. Learning and Leading with Technology, v24 n1 p23-26 Sep 1996. Nevada schools developed a high school science curricula based on technology and student-centered learning which guides students in researching and designing multimedia projects. Despite a lack of technology and computer experience, student creativity and interest increased, and performance and work habits improved. New techniques for measuring assessment and integrating technology into the classroom had to be developed. (LAM)

Elliott, T., & Wiley, D. C. (1996). Assessing Healthy Behavior Recognition in Preschool, Head Start Children. Journal of Health Education, v27 n5 p294-99 Sep-Oct 1996. Preschool children within the Head Start program completed a picture identification study to assess their healthy behavior recognition. Results indicated that the instrument was a stable tool for assessing preschoolers' picture recognition abilities. There were significant age and ethnic group differences, but gender was not a factor. (SM)

Ellis, S. S. (1996). Principals as Staff Developers: "Putting Theory into Practice": A Profile of Anna Steffin. Journal of Staff Development, v17 n3 p51-52 Sum 1996. This paper profiles Anna Steffin, principal of a Canadian elementary school, who has built a community of learners among her teachers and encourages quality staff development, collegiality, parent participation, and parent teacher cooperation. She promotes her beliefs by being an active participant in all activities. (SM)

F

_____. (1996). Feather the Turkey. School Library Media Activities Monthly, v13 n3 p28-30 Nov 1996. Presents a cut-and-paste turkey puzzle for students to use that combines the use of card or automated catalog records with the Thanksgiving theme. Students are given Thanksgiving topics and asked to find subjects, titles, authors, or keywords in order to assemble the puzzle. (LRW)

_____. (1996). Finding the Write Angle. What Works in Writing. Learning, v25 n1 p54-59 Aug 1996. This article presents insights from teachers nationwide who have experimented with writing workshops, describing what they see as the essential elements to their success (setting the tone, teacher-student and student-student communication, reflective thinking, high expectations, modeling from favorite authors, and working hard). Software, classic books, and new books are suggested in "Product Picks for Writing." (SM)

Figueroa, D. R., & Silverman, M. W. (1996). The Multiple Roles of Academia in an Inner City Clinic. Optometric Education, v22 n1 p33-35 Fall 1996. The Optometric Center of Los Angeles provides students of the Southern California College of Optometry with an urban clinical environment that incorporates diversity, high levels of pathology, and community involvement. Through networking with outside agencies and with foundation help, the center provides a valuable educational setting for students and a high- profile resource for the community. (Author/MSE)

Foltz-Gray, D. (1996). The Bully Trap: Young Tormentors and Their Victims Find Ways Out of Anger and Isolation. Teaching Tolerance, v5 n2 p18-23 Fall 1996. Explores nonpunitive ways to deal with bullies and their victims in school settings. Appropriate consequences for the bully and role play training for bullies, victims, and other children are among the possible solutions. Parent participation can be very important, but any approach must begin with establishing the child's trust. (SLD)

Foss, D. H. K., Robert C. (1996). Preservice Elementary Teachers' Views of Pedagogical and Mathematical Content Knowledge. Teaching and Teacher Education, v12 n4 p429-42 1996. Observations and interviews with preservice elementary teachers examined their beliefs, conceptions, and practices and their views of mathematical and pedagogical content knowledge, noting whether they changed during a mathematics methods course. Results revealed symbiotic relationships between their views of content knowledge and their instructional actions that remained problematic. (Author/SM)

Fouhey, H., & Saltmarsh, J. (1996). Outward Bound and Community Service Learning: An Experiment in Connected Knowing. Journal of Experiential Education, v19 n2 p82-89 Aug-Sep 1996. A collaboration between Outward Bound and Northeastern University allows a diverse group of 6-10 college students to participate in a community service learning project. Describes how the collaboration emphasizes "connected knowing," (the collective construction of knowledge) and reflective inquiry to increase the relevance of the traditionally wilderness-oriented Outward Bound program to urban environments. (TD)

Fox, J. C., & Keeter, S. (1996). Improving Teaching and Its Evaluation: A Survey of Political Science Departments. PS: Political Science and Politics, v29 n2 p174-80 Jun 1996. Presents survey results that reveal that most political science departments have clearly defined systems of summative teaching evaluation. These systems, however, lack diversity. Most rely solely on student assessment and use this primarily to identify potential problems. Recommends adopting more flexible and constructive approaches. (MJP)

Franks, D. R. (1996). A Situational Study of the Meanings of Personal Excellence for Secondary Mathematics Teachers and Students. Educational Studies in Mathematics, v31 n3 p295-317 Oct 1996. Describes aspects of research conducted with two secondary mathematics teachers and seven senior students, which explored their perceptions of mathematics from their experiences and beliefs about personal excellence in school mathematics. Identifies three categories of excellent students: the student excellent-in-mathematics, the student excellent-as-such, and the student excellent-as-human being. (AIM)

Freeman, L. M. (1996). Positive Peer Relationships. Schools in the Middle, v6 n1 p24-26 Sep-Oct 1996. Argues that the school community must create and adhere to policies and practices that respect and support positive peer relationships. Urges promoting a respect for diversity in terms of individuals, as well as providing opportunities for peer affiliation on activity-based and interest- based levels to promote pluralism. (SD)

Freeman, R. (1996). New Perspectives on Audience Development. Audience Development. Arts Education Policy Review, v97 n5 p22-28 May-Jun 1996. Asserts the necessity of developing a U.S. audience educated to appreciate classical music. Discusses a number of innovative programs across the country designed to increase audience participation and appreciation. Proposes implementing outreach and education courses in professional music schools. (MJP)

Froyen, R. T. (1996). The Evolution of Macroeconomic Theory and Implications for Teaching Intermediate Macroeconomics. Journal of Economic Education, v27 n2 p108-15 Spr 1996. Traces the development of macroeconomic theory from John Maynard Keynes to modern endogenous growth theory. Maintains that a combination of interest in growth theory and related policy questions will play a prominent role in macroeconomics in the future. Recommends narrowing the gap between graduate school and undergraduate economics instruction. (MJP)

Fulop, M. P., & Varzandeh, N. N. (1996). The Role of Computer-Based Resources in Health Promotion and Disease Prevention: Implications for College Health. Journal of American College Health, v45 n1 p11-17 Jul 1996. The World Wide Web offers new avenues for extending college health centers' effectiveness. California College Health 2000, a San Diego State University- based HIV prevention project, collaborates with the student health center to develop a computer-based resource with hypertext links to specific health information for health promotion planners and consumers. (SM)

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Ganser, T. (1996). Mentor Roles: Views of Participants in a State-Mandated Program. Mid-Western Educational Researcher, v9 n2 p15-20,45 Spr 1996. Interviews with 29 participants in state-mandated mentoring of beginning teachers, school counselors, and school librarians revealed that the most prominent mentor roles were assisting beginners' adjustment to the job and providing feedback. The mentor's role with respect to curriculum and teaching skills was less prominent. Expectations for mentors were ambiguous and flexible guidelines are desirable. Contains 30 references. (TD)

Ganser, T. (1996). What Do Mentors Say about Mentoring? Journal of Staff Development, v17 n3 p36-39 Sum 1996. Reports a study of 24 teachers who were mentors for beginning teachers, using information from the second of 2 meetings with each mentor to discuss mentor roles and the benefits of and obstacles to mentoring. Results indicated that teachers considered mentoring valuable, even when under less than ideal circumstances. (SM)

Garmston, R. J. (1996). Notes on the Persuasive Art of Presenting. Adult Learners, Instruments, and the "Big C.". Journal of Staff Development, v17 n3 p53-54 Sum 1996. Three learning concepts important for adult learners are that learning is accelerated by making connections to prior information, people learn best when actively constructing knowledge, and instruments are important in supporting knowledge retrieval and construction. The paper explains how index cards can be useful instruments in learning. (SM)

Gilstrap, R. L., & Evens, D. (1996). Folktales in the Middle Grades. Childhood Education, v73 n1 p23-26 Fall 1996. Supports the return of folktales to school curriculum. Provides a list of suggested activities as well as a dozen popular national and international folktale books for use in the middle grades. Claims that folktales can be used to master content-rich material in the middle grades and allow students to explore relationships with their own culture and others as well. (MOK)

Glad, B., & Smith, J. (1996). The Role of the Historical Advisory Committee, 1990-94, in the Declassification of U.S. Foreign Policy Documents and Related Issues. PS: Political Science and Politics, v29 n2 p185-91 Jun 1996. Outlines the efforts of the Historical Advisory Committee (a group of archival scholars within the State Department) to force the release of documents revealing overseas covert intelligence operations in the 1950s. Recent legislation has reformed moderately the declassification process. Scholars continue to press for further reforms. (MJP)

Graue, M. E., & Smith, S. Z. (1996). Shaping Assessment Through Instructional Innovation. Journal of Mathematical Behavior, v15 n2 p113-36 Jun 1996. This study examines the assessment beliefs and practices of four middle school mathematics teachers implementing a reformed mathematics curriculum for the first time. The constraints on change in assessment include time available to develop, implement, and interpret alternative assessments, as well as parent and student beliefs about what it means to do well in mathematics. (AIM)

Griffin, B. W., & Heidorn, M. H. (1996). An Examination of the Relationship between Minimum Competency Test Performance and Dropping Out of High School. Educational Evaluation and Policy Analysis, v18 n3 p243-52 Fall 1996. The relationship between performance on tests of minimum competency (MCT) required for high school graduation and dropout behavior was studied with 76,664 Florida students. Results indicate that MCT failure increases the likelihood of leaving school only for students doing well academically, but not for minority students or those doing poorly. (SLD)

Griffiths, A. (1996). Australia and AsiaA Part or Apart? The Place of the Arts of Asia in the Victorian Secondary School Curriculum. Australian Art Education, v19 n2 p25-35 Aut 1996. Determines the extent to which Asian art is represented in Australian secondary art education. Surveys and discusses art appreciation classes, art education curricula, teacher education programs, and the Artists in Schools program. Maintains that although some progress has been made, Asian art is still underrepresented. (MJP)

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Hahn, E. J., & Others, A. (1996). Cues to Parent Involvement in Drug Prevention and School Activities. Journal of School Health, v66 n5 p165-70 May 1996. Guided by the Health Belief Model, focus groups identified strategies to promote parent involvement with their children's substance abuse education. Low-income parents and school personnel identified cues to action and necessary requirements (child care, transportation, incentives) as important in promoting parent involvement. Children's enthusiasm expressed to parents was identified as the core cue to parent involvement. (SM)

Halloun, I. (1996). Schematic Modeling for Meaningful Learning of Physics. Journal of Research in Science Teaching, v33 n9 p1019-41 Nov 1996. Discusses schematic modeling and describes an experiment in which Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Results indicate that both groups improved significantly in problem-solving performance and the course achievement of students in the college group was significantly better than their peers in the control group. (Author/JRH)

Harris, J. C. (1996). Enhancing Quality of Life in Low-Income Neighborhoods: Developing Equity- Oriented Professionals. Quest, v48 n3 p366-77 Aug 1996. Future physical activity practitioners need to be educated to be sensitive to the problem of socioeconomic inequality and motivated to contribute to social change. Direct community development experiences in low-income urban neighborhoods and rural areas can help raise consciousness, encourage reflection, and promote action for social change. (SM)

Harris, J. L., & Ludwig, M. (1996). The Trading Cards Program: An Evaluation of Use of High School Role Models for Drug Abuse Prevention. Journal of Health Education, v27 n3 p183-86 May-Jun 1996. This study evaluated the effectiveness of a program to positively influence students about substance use. Drug-free high school students modeled behaviors and social competencies for elementary students through ongoing relationships. Elementary students' surveys supported the use of role models to create a social norm that nonuse is acceptable. (SM)

Harris, T. T., & Fuqua, J. D. (1996). To Build a House: Designing Curriculum for Primary-Grade Children. Young Children, v52 n1 p77-83 Nov 1996. Presents a social studies unit on house building for 5- to 7-year olds. Discusses rationale for the project approach and outlines unit components. Describes the three components of the curriculum planning strategy: (1) impression activities; (2) extension activities; and (3) expression activities. Discusses experiences during unit implementation and assessment through observation of children's behaviors and products. (KDFB)

Hays, T. A. (1996). Spatial Abilities and the Effects of Computer Animation on Short-Term and Long-Term Comprehension. Journal of Educational Computing Research, v14 n2 p139-55 1996. To determine if different levels of graphic presentation affected understanding, 131 middle school science students with high and low spatial ability were shown programs teaching concepts of molecular diffusion with no graphics, static graphics, or animated graphics. Students with low spatial ability benefited from animated presentations. Spatial ability was a significant factor in short-term comprehension and presentation was significant in long-term comprehension. (PEN)

Heath, F. (1996). Advice to an Inexperienced School Age Child Care Teacher from an Expert. Child Care Information Exchange, n107 p40-41 Jan-Feb 1996. Advocates the creation of an "at-home" environment in after-school programs to encourage children to wind down after active days and to make child care a place of security, love, and fun. Suggests that a quiet environment, snacks, homework, puzzles and games, outdoor or gymnasium play comprise an effective after-school program. (KDFB)

Hedges, S. J., & Others, A. (1996). The New Jungle. Special Investigation. U.S. News & World Report, v121 n12 p34-45 Sep 23 1996. By hiring illegal Mexican workers for dangerous jobs, an Iowa meat packing plant keeps wages low and profits high. The host community blames the immigrants for increased crime and has built three new schools to accommodate swelling enrollments of immigrant children with limited English proficiency. The company denies evidence that it knowingly supports importation of illegal workers. (TD)

Hemming, J. (1996). Morality after Myth. Journal of Moral Education, v25 n1 p39-45 Mar 1996. Maintains that a weakening of spiritual myths as the transmitter of communal values places a greater responsibility on the home and school to create these values. Asserts that these values can be defined through patterns of social action and interaction, and reinforced through the general curriculum. (MJP)

Hiebert, J., & Wearne, D. (1996). Instruction, Understanding, and Skill in Multidigit Addition and Subtraction. Cognition and Instruction, v14 n3 p251-83 1996. Interviewed 70 children learning multidigit addition and subtraction in 2 different learning environments. Found that understanding and skill were closely related for tasks in which students had received no instruction and on more difficult tasks even after instruction. The alternative instruction, which encouraged students to develop their own procedures, facilitated higher understanding and closer connections between understanding and skill. (HTH)

Hill, D. (1996). Taking on the Test. Teacher Magazine, v7 n8 p36-43 May-Jun 1996. Opponents of teacher testing argue that such examinations prevent otherwise qualified minorities from entering the teaching profession. The article focuses on the California Basic Educational Skills Test, which some say is an IQ test disguised as a cognitive skills test that keeps out large numbers of minority teachers. (SM)

Hoerr, T. (1996). Apply the Theory, Avoid the Traps. Multiple Intelligences Update. Learning, v25 n1 p69-71 Aug 1996. This article discusses ways a school in Saint Louis (Missouri) applies the theory of multiple intelligences in the curriculum. The article identifies seven potential pitfalls and describes how this school works around them. A brief summary of the seven intelligences is included. (SM)

Horn, J. G. (1996). Improved Personnel Evaluation: A Missing Element in School Improvement Efforts. Rural Educator, v18 n1 p5-9 Fall 1996. Overviews factors influencing personnel evaluations and school improvement efforts in rural schools. Reports on a national study of elementary school teachers that revealed no relationship among personnel evaluations, student outcomes, and school improvement efforts. Suggests that school improvement programs include personnel evaluations that identify weaknesses, recognize strengths, and provide staff direction for improvement. Contains 20 references. (LP)

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_____. (1996). In Our Own Words: Asian American Students Give Voice to the Challenges of Living in Two Cultures. Teaching Tolerance, v5 n2 p48-59 Fall 1996. Interviews 10 Asian American high school and college students about living in 2 cultures. The interviews are designed to be read aloud and discussed in class, exploring the difficulties these students, from diverse Asian backgrounds, face in the dominant culture and the stereotypes they encounter. (SLD)

_____. (1996). Into the Curriculum. School Library Media Activities Monthly, v13 n3 p11-18 Nov 1996. Provides five fully developed library media activities designed for use with specific curriculum units in art, health and nutrition, mathematics, science, and social studies. Library media skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. Specific topics include aardvarks, vegetarianism, comparison shopping for Thanksgiving, weather prediction, and colonial dress. (LRW)

Ingersoll, R. M. (1996). Teachers' Decision-Making Power and School Conflict. Sociology of Education, v69 n2 p159-176 Apr 1996. Examines the effects of teachers' decision-making power on core educational issues involving conflict among teachers, students, and administrators. Discovers a positive relationship between increased teacher autonomy and decreased school conflict. Identifies and discusses several types of decisions made by teachers. (MJP)

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_____. (1996). Just What the Substitute Ordered. Trouble Spots in Teaching. Learning, v25 n1 p75-76 Aug 1996. Class meetings can help prepare students for substitutes. The process might involve explaining the meeting's purpose, sharing feelings about substitutes, imagining class with a substitute, brainstorming ways to help, planning how to implement students' ideas, writing partner biographies for the substitutes, inviting substitutes as guest speakers, and planning a reception. (SM)

Jacob, E. (1996). Educating Audiences for Music: Training Performers to Teach. Audience Development. Arts Education Policy Review, v97 n5 p15-21 May-Jun 1996. Outlines the efforts of the National Endowment for the Arts' Chamber Music Rural Residencies (CMRR) program. The program seeks to educate and develop audiences for classical music in urban and rural areas. Discusses many of the classical orchestras and ensembles that the CMRR supports throughout the country. (MJP)

Jones, A. M., & Airasian, P. W. (1996). Through Their Eyes: Teacher Self-Assessment. Mid-Western Educational Researcher, v9 n1 p12-16 Win 1996. Data on teacher self-assessment practices were collected from 17 elementary teachers in 4 focus groups. Common themes included process and product indicators that triggered self-assessment, irrelevance of most formal teacher evaluations, lack of time for reflection and self-assessment, need for administrator and collegial support, and the nature of teachers' standards and criteria for self-assessment. (SV)

Jones, R. (1996). Producing a School Newsletter Parents Will Read. Child Care Information Exchange, n107 p91-93 Jan-Feb 1996. Discusses elements of effective school newsletters: (1) the director's message, to convey philosophy; (2) school news, especially activities for parents; (3) parent education articles; (4) parent profiles, to maintain interest; (5) school needs, to solicit volunteers; (6) children's names in print highlighting their accomplishments; (7) staff highlights, to acquaint parents with staff; and (8) children's artwork. (KDFB)

Jones, R. T. (1996). The New Workplace & Lifelong Learning. Community College Journal, v67 n2 p21-23 Oct-Nov 1996. Argues that the constantly changing workplace and the need for workers to be adaptable requires changes in postsecondary curricula. Suggests that jobs created by the new economy will require higher skills. Argues that the new economy will blur demarcations that exist between community colleges, proprietary schools, and other postsecondary institutions. (AJL)

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Kaplan, L. S. (1996). Where's Your Focus? High Academic Standards vs. Personal/Social Development. Schools in the Middle, v6 n1 p6-10 Sep-Oct 1996. Proposes recommendations for balancing middle school students' academic, personal, and social needs by addressing personal development through curriculum and instruction, instructional program components, and a culture of assessment. Argues that academic achievement enhances self-esteem, concluding that students' academic achievement and personal development needs can both be met. (SD)

Kassebaum, D. G., & Others, A. (1996). On Rising Medical Student Debt: In for a Penny, in for a Pound. Academic Medicine, v71 n10 p1123-34 Oct 1996. In constant dollars, the average indebtedness of medical students has increased by over 59% between 1985 and 1995, while the proportion bringing debt with them to medical school declined. Public school graduates accrued debt averaging more than their tuition. Private school indebtedness varied. Little effect is seen on time to graduation, racial or gender diversity, or admission rate of older students. (Author/MSE)

Kaufman, D. M., & Mann, K. V. (1996). Comparing Students' Attitudes in Problem-Based and Conventional Curricula. Academic Medicine, v71 n10 p1096-99 Oct 1996. A survey of 2 medical school classes at Dalhousie University (Canada) compared student attitudes toward the conventional (n=57 students) and problem-based (n=73) curricula. Students in the problem-based group had more positive attitudes toward the learning environment and curriculum, but were less positive on a student-interaction scale. No attitudinal differences about social issues in medicine emerged. (Author/MSE)

Kent, S. (1996). Transition to Graduate Level Elementary Teacher Preparation: A Formative Analysis. Mid-Western Educational Researcher, v9 n2 p32-36 Spr 1996. A three-year study at Ohio University-Newark of a new fifth-year master of education (M.Ed.) program and a traditional bachelor's program showed a placement rate twice as high for M.Ed. graduates. Also analyzes enrollment patterns, student profiles, staffing and cost implications, and relationships with school personnel in the area served by the campus. (TD)

Kerby, M. (1996). Conducting an Inservice on Language Arts Web Sites. School Library Media Activities Monthly, v13 n3 p34-37 Nov 1996. Presents an inservice, appropriate for elementary and secondary school teachers, that examines 10 language arts Web sites. Transparencies, handouts, and an evaluation tool are provided. Objectives, resources, activity and procedures for completion, and evaluation and follow-up methods are also included. (LRW)

Knight, D., & Wadsworth, D. E. (1996). Preparing Preservice Teachers with Disabilities for the Student Teaching Experience. Teacher Educator, v31 n4 p313-24 Spr 1996. This article discusses issues resulting from the fact that a growing number of preservice teachers with disabilities are securing employment in regular elementary, middle, and secondary classrooms, offering strategies for preparing these individuals for the student teaching experience (preparation, orientation, and modification). (SM)

Korn, D. (1996). Reengineering Academic Medical Centers: Reengineering Academic Values? Academic Medicine, v71 n10 p1033-43 Oct 1996. Discussion of academic medical centers (AMCs) looks at: change due to heavy federal funding in recent decades; adverse consequences, including deemphasis on education in favor of research and clinical service delivery, and discrepancies between AMC internal and external labor markets; and challenges to medical education in research, education, and clinical services resulting from the new limited-resource environment. (MSE)

Kourilsky, M., & Others, A. (1996). Generative Teaching and Personality Characteristics of Student Teachers. Teaching and Teacher Education, v12 n4 p355-63 1996. Researchers examined relationships between generative teaching and elementary student teachers' social maturity, receptivity to criticism, and ability to incorporate criticism, comparing more and less effective subjects. Effective teaching was found to be strongly related to ability to use generative teaching principles and to subjects' social maturity, receptivity to criticism, and ability to incorporate criticism. (SM)

Koutsky, J. (1996). Access to Higher Education in the Czech Republic: From Central Regulation to a Balance of Incentives. Higher Education Policy, v9 n2 p113-24 Jun 1996. Quantitative, institutional, and substantive changes in secondary and higher education in the Czech Republic since 1989, and shifts in their relationship to each other, are attributed to political and economic transformations. The influence of changes in both educational system and government regulation on the demand for and access to higher education are examined. (MSE)

Kreidler, W. J. (1996). Caring Classroom. Instructor, v106 n1 p98-99 Aug 1996. Strategies for creating caring, positive classroom environments from the start include hanging pictures of people from around the world with mirrors to promote reflection, making signs that present concepts about rights, and creating name cards for saving work in progress. Questions for teachers to ask before school begins are included. (SM)

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Laase, L. (1996). Study Skills. Tools to Help Kids Take Responsibility for Their Learning. Instructor, v106 n1 p96-97 Aug 1996. Two tools for helping students develop a sense of responsibility for their learning are presented. An "I Can" chart encourages students to reflect on their learning and state on a chart what they can do after a skill has been learned. A "My Goals" list helps students set personal goals based on class objectives. (SM)

Lammers, J. W. (1996). The Effects of Curriculum on Student Health Behaviors: A Case Study of the Growing Healthy Curriculum on Health Behaviors of Eighth Grade Students. Journal of Health Education, v27 n5 p278-82 Sep-Oct 1996. This study examined whether a comprehensive elementary health education curriculum influenced students' health behaviors after reaching eighth grade. Surveys of students in intervention and nonintervention districts indicated no apparent curriculum effects for most health behaviors. The only major difference was for the variable of age at first substance use. (SM)

Lawrence, I. (1996). Quantum Physics in School. Physics Education, v31 n5 p278-86 Sep 1996. Discusses a teaching strategy for introducing quantum ideas into the school classroom using modern devices. Develops the concepts of quantization, wave- particle duality, nonlocality, and tunneling. (JRH)

Le Tendre, M. J. (1996). Flexibility and New Opportunities for Supporting School Reform Through Title I. Journal of Education for Students Placed at Risk (JESPAR) , v1 n3 p209-13 1996. Provides detailed examples of the components of Title I as recently revised and suggests alternative ways that the program's new flexibility can be used to enhance school reform. Revised Title I audit procedures are also designed to promote improved program performance and increased understanding of the law. (SLD)

LeBlanc, M. D., & Weber-Russell, S. (1996). Text Integration and Mathematical Connections: A Computer Model of Arithmetic Word Problem Solving. Cognitive Science, v20 n3 p357-407 Jul-Sep 1996. A growing body of empirical and theoretical work indicates that young children (grades K-3) have difficulties solving word problems because of deficient language and text comprehension strategies. Describes a computer simulation designed to model working memory demands in "bottom-up" comprehension of arithmetic word problems, offering a process-oriented perspective of language constraints on the understanding of mathematical relationships. (PEN)

Lemos, M. S. (1996). Students' and Teachers' Goals in the Classroom. Learning and Instruction, v6 n2 p151-71 Jun 1996. Goal orientations in a classroom context were studied through interviews with 17 sixth graders taught by 6 different teachers. The emergence of seven distinct types of goals reveals that a variety of motives directs students' activities in the classroom. The usefulness of the methodological approach is demonstrated. (SLD)

Lewis, B., & Others, A. (1996). Successful Teaching Today. Learning, v25 n1 p84-85 Aug 1996. This article presents creative teaching experiences from five teachers nationwide. The projects involve student projects to prevent crime, talking to astronauts via amateur radio, transforming the classroom into an ancient Egyptian tomb, doing a good deed each day, and increasing father involvement. (SM)

Lewis, C. L. (1996). A State University's Model Program to Increase the Number of Its Disadvantaged Students Who Matriculate into Health Professions Schools. Academic Medicine, v71 n10 p1050-57 Oct 1996. The San Diego State University (California) Health Careers Opportunity Program for disadvantaged students, most of whom are minorities, has 11 components, each dedicated to some form of educational intervention. The program emphasizes collaborative skills, fosters pride in accomplishment and confidence, and builds analytical and problem-solving skills. Weekly journals help staff monitor student progress and concerns. The program has increased retention. (Author/MSE)

Ley, E., & Others, A. (1996). Who or What is Eliot Rosewater, and Why Should You Care? Indiana Media Journal, v19 n1 p3-7 Fall 1996. To promote recreational reading among high school students, a group of teachers created the Eliot Rosewater Indiana High School Book Award where students read and vote on their favorite 5 out of 12 nominated titles. Describes how media specialists promote the program and how educators integrate nominated books into classroom subject curricula. (LAM)

Leyden, M. (1996). Teaching Science. The Soup-Can Olympics. Teaching Pre K-8, v27 n3 p22-23 Nov-Dec 1996. Presents classroom science activities to illustrate concepts of inertia, linear momentum, and friction. Students or teachers conduct races down a slope, using cans containing soups varying in mass, mass distribution, and viscosity. Students predict outcomes, compare speeds, and identify variables affecting the results. (KDFB)

Licklider, B. L., & Others, A. (1996). Cooperative Learning: Staff Development for Teacher Preparation. Schools in the Middle, v6 n1 p33-36 Sep-Oct 1996. Examined whether training teachers in cooperative learning provided them with greater capacity to meet needs of at-risk students. Found that cooperative learning training enhanced professional development and reaffirmed the need to ensure student academic achievement. (SD)

Lickona, T. (1996). Eleven Principles of Effective Character Education. Journal of Moral Education, v25 n1 p93-100 Mar 1996. Outlines 11 principles to guide schools as they plan their character education programs. These include a definition of character, developing the school as a caring community, a comprehensive and intentional approach to developing good character, and the relationship between character education and the academic curriculum. (MJP)

Lindroth, L. K. (1996). Internet Connections. Teaching Pre K-8, v27 n3 p58-59 Nov-Dec 1996. Lists Internet sites related to articles in this issue. Topics include a first-grade unit on voting, student-created theme binders, techniques for student motivation, and involving parents in the middle school. (KDFB)

Lomax, R. G. (1996). On Becoming Assessment Literate: An Initial Look at Preservice Teachers' Beliefs and Practices. Teacher Educator, v31 n4 p292-303 Spr 1996. Researchers followed preservice elementary teachers from just before their assessment course through student teaching. Journals, assessments, and interviews indicated that they needed hands-on experience in grading, handling difficult parent conferences, handling the pressures of mandated standardized tests, and working with cooperating teachers who have different assessment philosophies and practices. (SM)

Lord, W. J. (1996). Professional Preparation: Implications for Teachers and Principals. Schools in the Middle, v6 n1 p37-39 Sep-Oct 1996. Argues that middle school educators and administrators need professional preparation specific to middle school students' unique social, emotional, and educational needs. Focuses on the importance of the principal to gain appropriate training and foster professional staff preparation and development. Contains recommendations for creating educational excellence at the middle level. (SD)

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Malarz, L. (1996). Using Staff Development to Create Inclusive Schools. Journal of Staff Development, v17 n3 p8-11 Sum 1996. To create inclusive schools, all staff members must change the way they view education, including changing paradigms of teaching and learning, teacher support, and staff development practices. Five recommendations for helping schools become inclusive focus on staff development, shared beliefs, planning time, flexible scheduling, and innovative instruction/outcomes. (SM)

Marchant, G. J., & Newman, I. (1996). Mentoring Education: An Interview with Carolyn M. Evertson. Mid-Western Educational Researcher, v9 n2 p26-27,31 Spr 1996. Carolyn Evertson discusses the importance of forging links between the teacher preparation institution and the world of practice; skills that make a good mentor; the inaccessibility of educational research and its inability to affect educational policy; new directions in classroom management; and the need to work with students, parents, and community to build a shared vision of schooling. (TD)

Martens, R. (1996). Turning Kids on to Physical Activity for a Lifetime. Quest, v48 n3 p303-10 Aug 1996. Analyzes why so many adults are inactive by examining how children are introduced to physical activity, focusing on two behavioral principles that are germane to turning children on to physical activity (fun and self- worth), reviewing practices that violate these principles, and speculating about why the principles get violated. (SM)

Martinez-Pons, M. (1996). Test of a Model of Parental Inducement of Academic Self-Regulation. Journal of Experimental Education, v64 n3 p213-27 Spr 1996. A model of parental inducement of academic self-regulation was tested with 105 elementary school students who were surveyed to assess their perceptions of parental influences on their academic self-regulation and their own self-regulatory behavior. Findings indicate the importance of parental inducement to academic self-regulation. (SLD)

Math in Action. Instructor, v106 n1 p77-84 Aug 1996

McBride-Chang, C., & Others, A. (1996). Activity Level from Birth through First Grade: Stability or Inversion of Intensity? Early Education and Development, v7 n4 p367-80 Oct 1996. Examined two hypotheses regarding activity level: (1) early appearing stability; and (2) inversion of intensity. Measured behavioral intensity or activity level six times between the neonatal period and first grade. Results indicated that parent ratings supported activity level stability. Observations revealed that intense neonatal activity predicted low childhood activity levels at 26 months and in nursery school. (KDFB)

McCabe, J. (1996). Afro-American and Latino Teenagers in New York City: Race and Language Development. Community Review, v14 p13-26 1996. Describes informal interviews conducted with 35 high school students in New York City to determine the relationship between their reading experiences and the gap in skills between white and minority students. Reviews seven patterns of minority students' reading experiences. Finds low teacher expectations for student reading among all students. (17 footnotes.) (HAA)

McConnell, T., & Others, A. (1996). bWe Get By with Multimedia...and a Little Help from VCRs, Laser Disc Players, and a Pro PC/TV. Book Report, v15 n3 p15-17 Nov-Dec 1996. Describes techniques involved in having high school students create multimedia research presentations with guidance from the school library media specialist. Topics include necessary writing, library, and technical skills for students; librarian-teacher cooperation; an example of a group project with three students; equipment needs; and library scheduling. (LRW)

McDaniel, O. C. (1996). The Paradigms of Governance in Higher Education Systems. Higher Education Policy, v9 n2 p137-58 Jun 1996. Governance relationships between governments and higher education institutions are examined in 75 countries, states, and provinces, using 19 indicators. Results are used to examine assumptions about institutional autonomy in the United States as compared with other contexts. Substantial diversity was found, suggesting systems have created their own unique mix of influence of government and higher education institutions on each other. (Author/MSE)

McKinney, L. C., & Wilson, B. E. (1996). Assessing Understanding in School-Aged Children. Mid-Western Educational Researcher, v9 n2 p12-14,45 Spr 1996. Studies have shown that adults can recognize and recall material they have learned but not understood. When the material must be understood to be applied, however, comprehenders and noncomprehenders are not equally successful. An experiment using 63 fifth-grade students found the same pattern of results for children. (Author/TD)

McSorely, J. (1996). Primary School Teachers' Conceptions of Teaching Art Criticism. Studies in Art Education, v37 n3 p160-69 Spr 1996. Utilizes a phenomenographic (study of the world as it is conceptualized) qualitative study to ascertain art teachers' attitudes towards teaching art criticism. Categorizes six conceptions of teaching art criticism and includes a description and interpretation of each. Discusses the limitations of these approaches and the implications for teacher education. (MJP)

Meagher, J., & Others, A. (1996). Idea Notebook. Quick Activities for Every Teacher. Instructor, v106 n1 p14-17,22-24 Aug 1996. Presents suggestions for elementary-level teachers to use at the beginning of the school year, including meet the teacher activities, back-to-school parades, a welcome bulletin board, bereavement coping skills, creative science, math manipulatives, social studies activities, and creative story writing. (SM)

Miller, M. L., & Shontz, M. L. (1996). Live Wires: High Tech Media Specialists Get Connected. School Library Journal, v42 n10 p26-32 Oct 1996. A survey of high-tech (n=289) and non-high-tech (n=219) school library media centers revealed that most high-tech schools (38%) are in the South and that most (35%) are high schools. Analyzes patterns in funding, types of technology, automated management, expenditures and collections, staffing and salaries, participation in staff development activities, and services offered to teachers and students. (PEN)

Mitchell, P. R. (1996). Stop the WorldWest Georgia Is Getting On. TECHNOS, v5 n3 p14-15,19-20 Fall 1996. In 5 years, the schools and community of Carrollton, Georgia, created a school systemwide network of 1,400 computers and 70 CD-ROMs connected by a fiber wide-area network to other city institutions and the Internet with grants from local, state, and national industry. After incorporating the new technologies into the curriculum, the dropout rate fell from 19% to 5%. (PEN)

Munro, P. (1996). Resisting "Resistance": Stories Women Teachers Tell. JCT: An Interdisciplinary Journal of Curriculum Studies, v12 n1 p16-28 Spr 1996. Explores resistance to erasure in which women are either absent or represented as the objects rather than subjects of knowledge. The article interprets the narratives of women teachers, emphasizing passivity, resistance, life history narratives, and teaching as life's work. (SM)

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Nason, R., & Others, A. (1996). Format-Free Databases and the Construction of Knowledge in Primary School Science Projects. Research in Science Education, v26 n3 p353-73 1996. Reports on a study in which a teacher used the collaborative development of a format-free computer database to facilitate the construction of knowledge by a group of students (n=3) during a science project. Results indicate that knowledge construction is enhanced when children collaboratively develop a format-free database. Contains 27 references. (DDR)

Ngai, N.-P. (1996). Children and Youth Center Services in the Eyes of Chinese Youth in Hong Kong. Journal of Multicultural Social Work, v4 n3 p13-35 1996. A survey of 1,719 Chinese secondary students in Hong Kong revealed respondents' inadequate knowledge, positive attitudes, unsatisfactory utilization, and expectations regarding government-funded children and youth center services. Knowledge about and attitudes toward centers were significantly related to youth's future participation in children and youth center services. Addresses implications for social work practice. Contains 30 references. (LP)

Nicklin, J. L. (1996). 5 Boston Colleges Join Forces to Seek Economies of Scale. Chronicle of Higher Education, v43 n10 pA37-A39 Nov 1 1996. Five Boston (Massachusetts) institutions (Emmanuel College, Simmons College, Wheelock College, Massachusetts College of Pharmacy and Allied Health Sciences, and Wentworth Institute of Technology) have formed a partnership to coordinate planning for and share academics, buildings, and student services. Officials see the arrangement as a way to save money while offering students more opportunities. Some students and faculty fear a merger. (MSE)

Nolin, M. J., & Others, A. (1996). Student Victimization at School. Journal of School Health, v66 n6 p216-21 Aug 1996. Presents data on personal student victimization from a 1993 national survey of students in grades 6-12 (n=6,504). The data suggest that unsafe conditions at school are a reality for most U.S. students. Half of the students witnessed some type of crime or victimization at school, and one in eight reported being directly victimized at school. (SM)

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O'Banion, T., & Gillett-Karam, R. (1996). The People's College & the Street People: Community Colleges & Community Development (Part One of Two). Community College Journal, v67 n2 p33-37 Oct-Nov 1996. Argues that, despite the provision of community-based educational services, community colleges do not play a key role in social change in their communities. Reviews the history of community development in the colleges, suggesting that original goals were designed to be noncontroversial. Discusses increasing foundation support to address community problems. (24 citations) (AJL)

O'Hara, P., & Others, A. (1996). A Peer-Led AIDS Prevention Program for Students in an Alternative School. Journal of School Health, v66 n5 p176-82 May 1996. Describes the design and implementation of a peer-led sexually transmitted disease/human immunodeficiency virus prevention program for high school students in a dropout prevention program. Pre- and postintervention ratings of peers' effectiveness by teachers and students demonstrated an increase in awareness and discussion and an increase in condom use. (SM)

Oberg, A., & Others, A. (1996). Trialogue: Preparation, Repetition and... JCT: An Interdisciplinary Journal of Curriculum Studies, v12 n1 p34-42 Spr 1996. This paper interrogates both curriculum theory and the limits and potentials of textual forms. A set of overlapping discourses (a trialogue) focuses on inquiring into the roles of obsession and repetition in creating deeply interpretive locations for understanding. (SM)

Oganowski, J. L., & Others, A. (1996). The Wisconsin Elementary Health Education Pilot Project: On-Site Interviews of Student Learning and Curricular Integration. Journal of Health Education, v27 n4 p235-41 Jul-Aug 1996. This article examines what students report learning and how they received instruction over an eight-month period. Results indicated that students of teachers in the graduate program recalled more specific health content and participated in more interactive activities than did control teachers' students. (SM)

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Pack, T. (1996). A Guided Tour of the Internet Public Library: Cyberspace's Unofficial Library Offers Outstanding Collections of Internet Resources. Database, v19 n5 p52-56 Oct-Nov 1996. Describes the Internet Public Library, developed at the University of Michigan's School of Information and Library Studies. Site highlights include the reference center; the reading room, which includes materials in full text; youth and teen services; professional information for librarians; links to Web search engines; a Multiuser Object Oriented (MOO) reference area, and a virtual exhibit hall. (LRW)

Perry, P. (1996). One Principle, Various Materials: Art Education in China. Australian Art Education, v19 n2 p7-10 Aut 1996. Outlines Chinese educational policy and principles regarding art education. Lists the officially sanctioned content of art education concerning art appreciation, painting, and arts and crafts. Briefly discusses the training of art teachers and the allocation of teaching materials. (MJP)

Peterson, P. E. (1996). Religion in the Public School: Examining the Implications of Court Decisions. Rural Educator, v18 n1 p20-23 Fall 1996. The First Amendment to the U.S. Constitution prohibits government (which includes public schools) from imposing religious beliefs and practices in schools. Examines court decisions interpreting the First Amendment, distinguishes state action from private action, and explains the notion of "limited open forum" with regard to student-initiated activities. Suggests guidelines for school policies. (LP)

Poussaint, A. (1996). Reaching All Children: Alvin Poussaint Speaks Out on Schools and Families. Teaching Tolerance, v5 n1 p11-15 Spr 1996. Interviews Alvin Poussaint, noted educator and consultant to children's television programming, about the constructive use of television to educate children, parent participation in education, and the problems of providing equal education for all children. The role of single-sex education for African American males is discussed. (SLD)

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Reaves, W. E., Jr., & Larmer, W. G. (1996). The Effective Schools Project: School Improvement in Rural Settings through Collaborative Professional Development. Rural Educator, v18 n1 p29-33 Fall 1996. The Effective Schools Project (ESP) is a collaborative staff development program serving public schools surrounding Tarleton State University in rural Texas since 1988. Describes how schools become involved in ESP, school improvement activities, program administration, the role of the university in program implementation, and professional development activities available to both university faculty and school personnel. (LP)

Reynolds, T. H. B., Curtis Jay. (1996). Computerized Prompting Partners and Keystroke Recording Devices: Two Macro Driven Writing Tools. Educational Technology Research and Development, v44 n3 p83-97 1996. Discusses writing instruction and the use of educational computer programs; provides a theoretical framework that includes cognitive tool partnerships, learning theory, writing research, and the Vygotskian theory of mediated learning; and describes a prompting tool that used the macro language of IBM's WordPerfect with college and middle school students. Contains 63 references. (LRW)

Riley, R. W. (1996). From the Secretary of Education. Teachers: A Bulwark against Drugs. Teaching Pre K-8, v27 n3 p6 Nov-Dec 1996. Teachers can help prevent drug and alcohol use. Surveys of middle and high school students reveal that only 30% have parents who talk with them about drugs but almost 90% have teachers who do so. Parents and teachers need to collaborate for effective drug education, encouraging in- and after-school drug education and violence prevention programs. (KDFB)

Robb, L. (1996). Reading Clinic. Instructor, v106 n1 p25-27 Aug 1996. This article presents ideas for turning elementary-level nonreaders into readers. Activities include teachers' "all-about-me letters" to gain insight into students' interests, and interviewing students to document their use of reading strategies. A reading strategy record sheet for the student interviews is included. (SM)

Rosenbaum, J. E., & Others, A. (1996). Gatekeeping in an Era of More Open Gates: High School Counselors' Views of Their Influence on Students' College Plans. American Journal of Education, v104 n4 p257-79 Aug 1996. Interviews with 27 counselors in 8 high schools demonstrate that counselors do not like to give students bad news about their college prospects and do not believe that they have the authority to do so. Counselors' unwillingness to act as gatekeepers may prevent students from getting the information they need. (SLD)

Ross, J. A., & Others, A. (1996). Within-Teacher Predictors of Teacher Efficacy. Teaching and Teacher Education, v12 n4 p385-400 1996. Experienced secondary teachers completed a survey probing their feelings of personal efficacy toward teaching different classes. Teachers' performance expectancies varied among teaching assignments. Within-teacher factors accounted for 21 percent of the variance in teacher efficacy (TE). The influence of within-teacher factors on TE was moderated by between-teacher variables. (Author/SM)

Routt, M. L. (1996). Early Experiences That Foster Connectedness. Dimensions of Early Childhood, v24 n4 p17-21 Fall 1996. Asserts children who grow up with adults who encourage initiative, model healthy cooperation, and value individual differences and cooperative efforts will develop a healthy sense of belonging. Defines belonging and discusses four human ecological systems. Suggests strategies to encourage connectedness including welcoming children and families, promoting children's acceptance, and encouraging all children's involvement. Includes a bibliography of children's books. (AMC)

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Safford, B. R. (1996). The Problem with the Internet: It Is NOT the Information Highway. School Library Media Activities Monthly, v13 n3 p42-43 Nov 1996. From a librarian's point of view, children using the Internet need to be cautioned about more than just the dangers of offensive materials and persons. Topics include teaching critical-use skills for evaluating electronic reference sources, problems with commercialism, and differentiating between fact and opinion. (LRW)

Samuels, L. S. (1996). Antidotes for Science Phobia. American Biology Teacher, v58 n8 p455-61 Nov-Dec 1996. Discusses the need for science courses to be rigorous, promote student success, and enhance self-esteem in order to address students' phobia of science. Discusses the philosophy of science education and techniques and strategies to reach the goals that arise from this philosophy. Presents models that work with advanced biology students and middle school students. (JRH)

Sanders, M. G. (1996). Action Teams in Action: Interviews and Observations in Three Schools in the Baltimore School-Family-Community Partnership Program. Journal of Education for Students Placed at Risk (JESPAR) , v1 n3 p249-62 1996. Focuses on how the Action Teams in two elementary schools and one middle school in Baltimore (Maryland) used the Framework of Six Types of involvement developed by J. L. Epstein to develop effective school-family- community connections. Nine key insights derived from the study are presented. (SLD)

Schaffer, C. M., & Green, P. E. (1996). An Empirical Comparison of Variable Standardization Methods in Cluster Analysis. Multivariate Behavioral Research, v31 n2 p149-67 1996. The common marketing research practice of standardizing the columns of a persons-by-variables data matrix prior to clustering the entities corresponding to the rows was evaluated with 10 large-scale data sets. Results indicate that the column standardization practice may be problematic for some kinds of data that marketing researchers used for segmentation. (SLD)

Schriesheim, C. A., & Castro, S. L. (1996). Referent Effects in the Magnitude Estimation Scaling of Frequency Expressions for Response Anchor Sets: An Empirical Investigation. Educational and Psychological Measurement, v56 n4 p557-69 Aug 1996. The effects of the base referent or standard stimulus on scale values obtained in the magnitude estimation scaling of 34 frequency expressions were studied with 208 undergraduate students and 2 different referents ("sometimes" and "fairly many times"). Analysis indicates that the two referents yield statistically similar differences in scale values. (SLD)

Schum, T. R., & Yindra, K. J. (1996). Relationship Between Systematic Feedback to Faculty and Ratings of Clinical Teaching. Academic Medicine, v71 n10 p1100-02 Oct 1996. Pediatrics faculty (n=44) at the Medical College of Wisconsin participated in an experiment on feedback and instructional improvement. Over 12 months, 21 faculty received feedback bimonthly from residents' and students' ratings of clinical teaching, including written comments. Faculty receiving feedback showed significantly improved ratings over time, compared with control groups. Feedback was most effective among initially low-rated faculty. (Author/MSE)

Schurr, S. (1996). Balancing Act: Student-Centered and Subject-Centered Instruction. Schools in the Middle, v6 n1 p11-15 Sep-Oct 1996. Argues that the middle school philosophy must address physical, psychological, intellectual, social, moral, and ethical needs of young adolescents. Presents 10 different methods of instruction that teachers can utilize to meet students' needs in order to make learning more productive and to balance student-centered and subject-centered instruction. (SD)

Schuster, J. (1996). Away with Words? Learning, v25 n1 p80-82 Aug 1996. This article discusses the advantages of multimedia materials as reference tools. Multimedia reference CD-ROMs contain huge amounts of information, and they present it in a very attractive way that motivates students to learn. The article provides an annotated list of subject-specific CD-ROMs, including ordering information. (SM)

Seibert, A. (1996). The Queensland College of Art, Griffith University 1881-1996: Past-Present and Future. Australian Art Education, v19 n2 p17-24 Aut 1996. Presents a fascinating history of the only remaining Australian college solely devoted to art education. Traces the development of the school from its early days as a technical college to its current incarnation. Discusses many of the personalities and conflicts involved in the restructuring. (MJP)

Sewall, A. M. (1996). Building Citizens via Technological Efficiency in the School. TechTrends, v41 n5 p19-22 Oct 1996. Educators who do not learn to use computers and the information highway in the classroom may be depriving themselves and their students of opportunities to access information and develop skills. This article describes how K-12 and higher education teachers should approach and use technology for management, collaboration, and conferencing. Software and Internet resources are highlighted. (PEN)

Shaeffer, M. B., & Hook, J. G. (1996). Multi-Age Grouping: The One Room School Revisited? Rural Educator, v18 n1 p10-12 Fall 1996. Addresses the benefits of multiage grouping of primary students in small, rural schools. Reports on a survey indicating that 20 of 49 school districts in a rural state employed multiage grouping. Stresses the importance of considering child development when implementing multiage grouping, and concludes that multiage grouping may be the future of primary schools, regardless of community size. (LP)

Sheehan, J. K., & Han, T. (1996). Hierarchical Modeling Techniques to Analyze Contextual Effects: What Happened to the Aptitude by Treatment Design? Mid-Western Educational Researcher, v9 n4 p4-7 Fall 1996. Contrasts aptitude by treatment interaction (ATI) and hierarchical linear modeling (HLM) methods for making cross-level inferences between individual- level and group-level factors in school effectiveness research. Recommends HLM when intraclass correlations are high. ATI is suitable when intraclass correlations are low, but partitioning the interaction into within- and between-contexts components will discern confounding contextual effects. (Author/SV)

Sherry, L., & Others, A. (1996). Supporting a Networked Community of Learners. TechTrends, v41 n5 p28-32 Oct 1996. To determine how best to use the Internet as a constructivist environment for learning, graduate students in the University of Colorado at Denver's School of Education formed a task force that designed, developed, and implemented a learner support system, including connections to databases related to learning technologies, an online help desk and tutorials, and a home page. (PEN)

Showalter, D. E. (1996). African Americans in the Armed Forces: A Bibliographic Essay. MultiCultural Review, v5 n3 p18-25 Sep 1996. This analytical overview of writings on the African American military experience is designed for college and upper-level high school teachers and general readers. It excludes most contemporary accounts and focuses on works that concentrate on the African American experience, highlighting works for their quality and accessibility. (SLD)

Shreves, J. G., & Moss, A. H. (1996). Residents' Ethical Disagreements with Attending Physicians: An Unrecognized Problem. Academic Medicine, v71 n10 p1103-05 Oct 1996. In a survey of 36 residents and 41 medical faculty at the West Virginia University School of Medicine, residents recounted 127 ethical disagreements between attending physicians and housestaff in the previous year; attending physicians reported 19. Students' most troubling disagreements were over treatments they considered futile. Only 11 had discussed most troubling disagreements with the physician. (Author/MSE)

Silva, L. E. O. (1996). Transformation Dynamics for Higher Education in Latin America and the Caribbean. Higher Education Policy, v9 n1 p67-74 Mar 1996. Discussion of higher education in Latin America and the Caribbean looks at its role in human resource development, industrial advancement, and sustainable development. Circumstances in individual countries are sketched in the areas of higher education system diversification, characteristics of different national system types, governance, vocational education and training, and coordination. (MSE)

Simpson, S. M., & Others, A. (1996). Organization of Children's Academic Ability-Related Self-Perceptions. Journal of Educational Psychology, v88 n3 p387-96 Sep 1996. How certain ability-related academic self-perceptions are organized in the self-systems of fifth graders was studied with 190 children who completed questionnaires. Confirmatory factor analysis indicates that children differentiate their ability-related perceptions in ways that current models of academic self-perceptions cannot account for fully. (SLD)

Smith, D. W., & Others, A. (1996). Pro-innovation Bias: The Case of the "Giant Texas SmokeScream.". Journal of School Health, v66 n6 p210-13 Aug 1996. This study examined the effect of an innovative smoking prevention program, the "Giant Texas SmokeScream," on 512 middle school students' knowledge, perceptions, and behavioral intent about smoking. The data indicated that the program had no effect on students and provided a basis for discussion of "proinnovation bias." The popular program was questioned as being atheoretical and ineffective. (SM)

Smith, D., & Others, A. (1996). Factors Influencing Success in Developmental Math: An Observational Study. Research and Teaching in Developmental Education, v13 n1 p33-43 Fall 1996. Describes an ethnographic study of 126 developmental mathematics students at a 4-year college to determine characteristics related to success in the course and subsequent retention. Reports that student attendance and engagement strongly influenced success. Lists recommendations for improving student engagement. A list of observed student characteristics is appended. (10 citations) (AJL)

Smith, S. E. (1996). Willingness of Korean-American Elementary School Children to Participate with Counselors in a Developmental Guidance Program. Early Child Development and Care, v125 p85-94 Nov 1996. Compared willingness to participate in a developmental guidance program among 209 intermediate-grade students. Found that Korean American students indicated more comfort in discussing personal problems than Caucasians, while Caucasian students indicated greater comfort in classroom participation than Korean Americans. The groups were similar in their willingness to participate in elementary school counseling activities. Gender differences were also indicated. (MOK)

Smylie, M. A., & Others, A. (1996). Instructional Outcomes of School-Based Participative Decision Making. Educational Evaluation and Policy Analysis, v18 n3 p181-98 Fall 1996. The study examines relationships among variations in the implementation of participative decision making, instructional improvement, and student learning in 1 school district of about 3,300 students over 5 years. Findings support the conclusion that teacher participation in decision making is related to instructional improvement and better student outcomes. (SLD)

Solomon, R. P., & Others, A. (1996). Inclusion in Practice. Journal of Staff Development, v17 n3 p32-35 Sum 1996. Educators from the Baltimore City Public Schools and the Houston Independent School District describe how they implement inclusion and the role of staff development in the process. The Baltimore district describes its consulting teacher model, which supports inclusion from the inside out. The Houston district offers strategies for districts implementing inclusion. (SM)

Soodak, L. C. P., David M. (1996). Teacher Efficacy: Toward the Understanding of a Multi-Faceted Construct. Teaching and Teacher Education, v12 n4 p401-11 1996. To explore dimensions of teacher efficacy, researchers analyzed the responses of 310 teachers to a Teacher Efficacy Scale. Results indicated that teacher efficacy comprises three uncorrelated factors (personal efficacy, outcome efficacy, and teaching efficacy), underscoring the need for continuing exploration of the dimensions of this construct. (Author/SM)

Sparduti, E. A. (1996). A Letter to Philip: A Nine-Year-Old Inclusion Expert. Journal of Staff Development, v17 n3 p2-5 Sum 1996. In a letter to a student with disabilities who is included in mainstream education, a school psychologist shares issues, concerns, and insights about their year together. The letter examines what this student taught school personnel and peers and explains that inclusion is nothing more than quality education for all students. (SM)

Speering, W. R., Leonie. (1996). Students' Perceptions about Science: The Impact of Transition from Primary to Secondary School. Research in Science Education, v26 n3 p283-98 1996. Reports on a longitudinal study that mapped the transition between primary and secondary school from a student perspective. Explores how this transition impacts the way students think about, learn, and enjoy science at school. Describes the changes in organization, curriculum, and teacher- student relationships that occur at this time. Contains 52 references. (DDR)

Steel, M., & Valentine, G. (1995). New Colors: Mixed Race Families Still Find a Mixed Reception. Teaching Tolerance, v4 n1 p44-49 Spr 1995. Describes the struggles children of multiracial families face in their daily lives and at school where they commonly experience the social isolation of not belonging to a defined group. The commentary, "Shades of Grey," explores the debate over racial categories, explaining its base in changing social standards. (SLD)

Steffe, L. P., & Olive, J. (1996). Symbolizing as a Constructive Activity in a Computer Microworld. Journal of Educational Computing Research, v14 n2 p113-38 1996. Describes how 2 10-year olds developed drawings and numeral systems to symbolize their mental operations while dividing unit bars into thirds and fourths using TIMA: Bars, a computer microworld, as a medium for enacting mathematical actions. The symbolic nature of their partitioning operations was crucial in establishing more conventional mathematical symbols. (PEN)

Stipek, D., & Gralinski, J. H. (1996). Children's Beliefs about Intelligence and School Performance. Journal of Educational Psychology, v88 n3 p397-407 Sep 1996. Associations among children's beliefs about intelligence and effort, goal orientations, self-reported learning strategies, and academic achievement were studied with 319 children in grades 3 through 6. Results revealed a coherent set of beliefs about intelligence and academic performance, and that beliefs are powerful predictors of achievement outcomes. (SLD)

Stokes, S. H., & Howard, A. M. (1996). Supporting Inclusion through a Year-Long Institute for Teams of School Personnel and Parents. Journal of Staff Development, v17 n3 p18-24 Sum 1996. Describes how a task force of parents, teacher educators, and community agency and public school personnel were supported in the inclusion process through a one-year Institute on Inclusion. The paper examines this adult development effort, noting that surveys of participants indicated that effective development increased their comfort level with inclusion. (SM)

Stone, M. E., & Rottier, J. (1996). Who Am I? Positive Self-Concept and Classroom Climate. Schools in the Middle, v6 n1 p17-21 Sep-Oct 1996. Provides middle-level teachers with suggestions for evaluating their classroom environment to guarantee a positive classroom climate that will enable students to develop a positive self-concept and achieve academically. Presents six evaluative factors that address challenge, freedom, respect, warmth, control, and success issues. (SD)

Stricker, L. J., & Others, A. (1996). Using the SAT and High School Record in Academic Guidance. Educational and Psychological Measurement, v56 n4 p626-41 Aug 1996. The usefulness of Scholastic Assessment Test (SAT) scores in combination with grades in high school courses and the number and quality of these courses in predicting college grades in various fields was studied for 981 college freshmen. The SAT and collateral variables were able to predict grades in different areas and could be useful in guidance. (SLD)

Stussman, B. (1996). Network Terms to Get You Through the 1990s. Journal of School Health, v66 n5 p183-85 May 1996. This article presents a list of the most current and commonly used computer networking terms, providing brief descriptions of each. The terms are related to hardware, software, electronic networks and services, making the connection, and locating information in cyberspace. (SM)

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_____. (1996). The Primary Theme Club. Home & Family. Instructor, v106 n1 p77-84 Aug 1996. This cross-curricular primary unit helps teachers and students get to know one another. Students collect information about their families, then create bulletin boards, class albums, graphs, and art projects. One activity is for students to invite their families into the classroom to share their projects and feast on traditional family foods. (SM)

_____. (1996). Tobacco Use and Usual Source of Cigarettes among High School Students United States, 1995. Journal of School Health, v66 n6 p222-24 Aug 1996. Reports a study that investigated the prevalence of tobacco use by high school students (n=10,904) and the usual source of cigarettes. Survey data indicated that smoking increased from 1991-95. Most students bought cigarettes from vending machines, one-third borrowed them from someone else, and 15% had someone else buy them. (SM)

Tarcy, B. (1995). On Safe Turf: Schools Provide a Positive Alternative to Gangs. Teaching Tolerance, v4 n2 p41-47 Fall 1995. Describes some of the ways public schools are coming up with innovative methods to help students stay out of gangs. Examples from urban high schools in New Mexico, California, and Arizona illustrate creative solutions based on personal relationships and projects that engage students' interest. (SLD)

Texley, J. (1996). Nurturing Newcomers. Science Teacher, v63 n7 p24-27 Oct 1996. Discusses ways to welcome and nurture new teachers into a school system, help them adapt to the system, and make constructive use of the ideas they bring with them. (JRH)

Tiedemann, D. (1996). New Florida School Celebrates Education and Technology: An Interview with Paul Kraft, Media Specialist for Celebration School. TechTrends, v41 n5 p14-18 Oct 1996. Celebration, Florida, is a planned community (8,000 households) newly developed by Disney Corporation. Its K-12 inclusive school, in partnership with Stetson University, implements learner-centered features such as multiage classrooms, multiple intelligences, and multidimensional assessment with students managing their own electronic portfolios. The school media specialist is interviewed regarding its curriculum and innovative technology. (PEN)

Tittle, C. K., & Others, A. (1996). Investigating the Construct Validity of Scores from a Measure of Student Perceptions about Mathematics Classroom Activities Using Multidimensional Scaling. Educational and Psychological Measurement, v56 n4 p701-09 Aug 1996. The construct validity of scores on the Mathematics Assessment Questionnaire of 1,505 junior high school students was studied using 3-way multidimensional scaling analyses. Findings generally support validity and confirm that psychological constructs are differentially important to students' perceptions of instructional activity settings. (SLD)

Todd, S. (1996). Going Global: Desktop Video Conferencing with CU-SeeMe. Learning and Leading with Technology, v24 n1 p57-61 Sep 1996. Students and teachers at Rocky Run Middle School (Virginia) use CU-SeeMe, a desktop video conferencing program providing real-time audio and visual, to communicate with educational communities in New Zealand and other international sites. Activities include helping foreign students adjust to American culture, teaching health education with expert input, and sharing student stories. (LAM)

Tognolini, J., & Andrich, D. (1996). Analysis of Profiles of Students Applying for Entrance to Universities. Applied Measurement in Education, v9 n4 p323-53 1996. Applying the principles of latent trait analysis makes it possible to rank order profiles of students seeking college admission in terms of the adequacy of a single score. An illustration using 577 profiles shows that it is possible that only a subset of profiles may require qualitative analysis. (SLD)

Triadafillidis, T. A. (1996). "Math and the Human Body": Sharing the Experiences of an Activity-Based Learning Situation. Journal of Mathematical Behavior, v15 n2 p155-59 Jun 1996. Describes a project-based situation in mathematics with 12- and 13-year-old students in 2 schools in Edinburgh, Scotland. The main theme of the project, its results, and afterthoughts are presented to illustrate differences in the behavior and attitudes between students in the last year of primary school and those in the first year of secondary school. (Author/AIM)

Triadafillidis, T. A. (1996). The Effectiveness of Practical Work in Lower Secondary School Mathematics: A Cultural Approach. Journal of Mathematical Behavior, v15 n2 p161-66 Jun 1996. Discusses reasons why practical work is used only sporadically in lower secondary school math classes. Presents results of a comparative study between Greece and Scotland, focusing on culture as a differentiating factor of students' performance. (AIM)

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Wakenshaw, M. (1996). The Joy of Home Visiting. NHSA Journal, v15 n3 p10-11,13 Sum 1996. Discusses the importance of team-oriented home visits by Head Start workers as a way of establishing trust; opening lines of communication; and providing support, assistance, and resources to client families. Argues that home visits provide insight into issues of parenting, physical and mental health, social service needs, and cultural awareness. (SD)

Walsh, T. P. (1996). Exploring Difference Equations with Spreadsheets. Learning and Leading with Technology, v24 n1 p28-32 Sep 1996. When using spreadsheets to explore real-world problems involving periodic change, students can observe what happens at each period, generate a graph, and learn how changing the starting quantity or constants affects results. Spreadsheet lessons for high school students are presented that explore mathematical modeling, linear programming, and difference equations. (LAM)

Warren, J. R. (1996). Educational Inequality among White and Mexican-Origin Adolescents in the American Southwest: 1990. Sociology of Education, v69 n2 p142-158 Apr 1996. Uses data from the 1990 Census Public Use Microdata Samples (PUMS) to provide several explanations for the educationally disadvantaged position of Mexican-origin adolescents. Considers the influence of socioeconomic family backgrounds, English-language ability, and migration history. Includes a discussion of research methodology and statistical tables. (MJP)

Wassom, J. (1996). Save the Best Till Last: Retaining Enrollment through Exceptional Service. Child Care Information Exchange, n107 p80-83 Jan-Feb 1996. Discusses relationship marketing as a technique for successful enrollment building. Describes components of relationship marketing: (1) ethical delivery of the promised program and making delivery evident to parents; (2) flexibility in programming to meet parents' needs; (3) attention to parents to make them feel special; (4) effective personalized communication methods; and (5) monitoring customers' likes, dislikes, perceptions, and expectations. (KDFB)

Waverly, D., & Others, A. (1996). What Would You Do? Jabbing in the Gym. Learning, v25 n1 p34-37 Aug 1996. This article describes a tense situation in which two middle school teachers had a fight in a public area on parent conference day. Another teacher and an educational psychologist present their views on how to handle such a situation, support teachers, and foster collegiality. (SM)

Waxman, H. C., & Huang, S.-Y. L. (1996). Classroom Instruction Differences by Level of Technology Use in Middle School Mathematics. Journal of Educational Computing Research, v14 n2 p157-69 1996. A study of middle school mathematics students concluded that classrooms using technology had less whole-class instruction and more independent work, and that students in classrooms using technology were on task more often than students who were not, supporting previous research that suggests technology use may change teaching from a teacher-centered to a student-centered approach. (PEN)

Weaver, R. D., & Wood, D. (1996). Increasing Diversity. Optometric Education, v22 n1 p29-32 Fall 1996. Educators in dentistry and osteopathy discuss efforts within their fields to diversify clinical education. Dental school changes focus on curriculum reform, closer education-care delivery relationship, patient centeredness, comprehensive care experiences, and patient care as a distinct mission of dental education. Efforts in osteopathy emphasize understanding of all body subsystems, using a holistic approach. Implications for optometry are considered. (MSE)

Weber, E. J. (1996). The Role of Voluntary Organizations in a Small Town: A Case Study of Coldwater, Ohio. Small Town, v26 n6 p12-19 May-Jun 1996. Examines the scope of volunteer efforts in Coldwater, Ohio, a small rural community of approximately 4,400 people. Describes how diverse volunteer organizations developed to address community needs and their impact on community improvement, local activities, and area schools. (LP)

Weiler, R. M. (1996). Creating a Virtual Materials and Resources Index for Health Education Using the World Wide Web. Journal of School Health, v66 n6 p205-09 Aug 1996. This is a guide for teaching college students to use the World Wide Web (WWW), explaining the Internet and its use, describing the assignment, and summarizing classroom and laboratory activities. Detailed procedures are presented to help students develop a virtual reference directory. (SM)

Weiss, B. D. (1996). Technology Transfer from the Ivory Tower to the Marketplace. Educom Review, v31 n5 p39-45 Sep-Oct 1996. Legal questions involving conveyance of university-developed technology to the marketplace are becoming an increasing problem. This article discusses issues of intellectual property, including: university policies of ownership; faculty copyrights; university partnerships with the federal government; hidden costs of aggressive protection; and licensing, including alternative structural approaches to product licensing. (PEN)

Williams, E., & Others, A. (1996). Paternal Involvement in Childrearing and the School Performance of Ojibwa Children: An Exploratory Study. Merrill-Palmer Quarterly, v42 n4 p578-95 Oct 1996. Examined Ojibwa families for relationship between quantity and quality of father involvement in childrearing and children's academic and social performance. Found that more time spent by fathers was associated with better academics and social development for boys, while greater nurturance was associated with poorer academic performance. Found that participation of father's father was an antecedent of involvement. (EV)

Wistedt, I., & Martinsson, M. (1996). Orchestrating a Mathematical Theme: Eleven-Year Olds Discuss the Problem of Infinity. Learning and Instruction, v6 n2 p173-85 Jun 1996. A study of interactions among Swedish intermediate-grade students as they solved a nonstandard mathematics task confronting the phenomenon of infinity shows that the children can reach a considerable understanding of the problem by contextualizing the problem in different ways. The collective orchestration of problem variations results in enhanced understanding. (SLD)

Wolin, S. W., Steven J. (1996 Document Type: Research Report (143); Non-classroom Material (055); Journal Article (080)). Beating the Odds. Understanding Children. Learning, v25 n1 p66-68 Aug 1996. This article examines the qualities of resilient children from difficult life circumstances who manage to beat the odds and succeed, and it discusses ways teachers can help build these strengths in students. The qualities include interpersonal relationship skills, insight, independence, initiative, creativity, and a sense of moral obligation. (SM)

Woolnough, B. E. (1996). Changing Pupils' Attitudes to Careers in Science. Physics Education, v31 n5 p301-08 Sep 1996. Analyzes the attitudes of students from age 11 to 16 (n=654) towards science careers and the effect of school science on those attitudes. Discusses the implications for teaching in the context of motivational factors and highlights the need to allow students space to match their own motivational needs. Contains 13 references. (Author/JRH)

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Zaichkowsky, L. D., & Larson, G. A. (1995). Physical, Motor, and Fitness Development in Children and Adolescents. Journal of Education, v177 n2 p55-79 1995. Describes physical and motor development characteristics of children from early childhood to adolescence, and discusses theories of motor skill development with practical applications for parents and teachers. The final section discusses declining fitness levels in children and ways to improve fitness in school-age children. (SLD)

Zaidel, L. B. (1996). Raise Funds, Not Hackles. Learning, v25 n1 p47-49 Aug 1996. Ten strategies for fundraising include setting start/stop dates, dividing the workload, stating a purpose for the funds, establishing financial goals, choosing quality products to sell, remembering the sellers' ages, learning about the fund-raising companies, motivating the volunteers, considering a business sponsorship, and conducting a postmortem. (SM)

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