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1. ESL Magazine, 2002. (ED472794)
Author(s):
Beall, Kathleen R., Ed.
Source:
ESL Magazine, v5 n1-6 2002
Pub Date:
2002-00-00
Pub Type(s):
Collected Works - Serials
Peer-Reviewed:
N/A
Descriptors: Academic Standards; American Indians; Check Lists; Computer Software; Computer Uses in Education; Cultural Awareness; Cultural Influences; Educational Technology; Elementary Secondary Education; English (Second Language); Ethnicity; Feedback; Films; Foreign Countries; Job Training; Language Teachers; Peace; Power Structure; Reading Skills; Second Language Instruction; Second Language Learning; Student Evaluation; Student Placement; Teacher Shortage; Teacher Student Relationship; Videotape Recordings; Vocabulary Development; Writing Instruction
Abstract: These six issues contain the following articles: "The Bright Side of the U.S. Teacher Shortage" (Thomas Nixon); "Sharing Power in the Classroom" (Patricia Richard-Amato); "Content for Conversation Partners" (Kathleen Olson); "English Language Teaching in Indonesia" (Bachrudin Musthafa); "Working to Make a Difference: Interview with Dr. James Alatis" (Marilyn Rosenthal); "From Lessons to Life: Authentic Materials Bridge the Gap" (Maria Spelleri); "TESOL's P-12 Teacher Education Standards are Here!" (Candace Harper); "Who am I? Issues of Language, Culture and Identity for Native Americans" (William Demmert); "Evaluating and Choosing ESL Software" (Joy Egbert and Gina Petrie); "Teaching Writing using Peer Feedback Checklists" (Clare Furneaux); "New Ways of Using Video Technology in English Language Teaching" (Naomi Migliacci); "English Teaching in Mexico" (Denise Salazar); "Kagan Structures for English Language Learners" (Spencer Kagan and Julie High); "NCELA Spells RESOURCE!" (Patricia Anne DiCerbo); "Teaching Vocabulary for Peace Education" (Francisco Gomes de Matos); "English Teaching in Argentina" (Blanca Arazi); "Steps to Success for Academic Readers" (Jean Zukowski/Faust); "Creating Cross-Cultural Connections" (Shelley Fairbairn); "Combining ESL and Job Training" (Stephaney Jones-Vo); "English Teaching in Taiwan" (Johanna Katchen); "Language, Culture and the Feature Film" (Hans Straub); "Teaching English in Francophone Senegal" (Kay Davis); "Creating Placement Tests" (Joel Murray); and "Evolution: It's Not Just for Biology" (Richard Firsten). The journals also contain letters to the editor, news briefs, conference calendars, reviews, catalogs, and columns. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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ERIC Full Text (7051K) | More Info: Help Find in a Library
2. ERIC/IT Update, 2001. (ED459686)
ERIC/IT Update, v21 n3-v22 n1-2 2001
2001-00-00
Collected Works - Serials; ERIC Publications
Descriptors: Abstracts; Annual Reports; Databases; Information Services; Information Sources; Online Systems; Publications
Abstract: The majority of this publication is comprised of 13 feature articles covering a wide range of topics in the areas of educational technology and library and information sciences. Also offered are related abstracts found in the ERIC Database and the latest news at the ERIC Clearinghouse on Information & Technology, including the publication of its most recent books and ERIC Digests. The feature articles are: "Data about Data: The Heart of Gem" (Stuart Sutton); "Information Professionals Chart Future of Internet Q & A" (Joann Wasik); and "A Study of Digital Reference in a Federal Agency" (Joanne Silverstein); "Confessions of an Online Distance Educator" (Donald P. Ely); "Teachers and Librarians--Closing the Digital Divide" (Patricia Senn Breivik); "S.O.S. for Information Literacy: A Tool for Enhancing Information Skills Instruction" (Ruth V. Small; Marilyn P. Arnone); "The Challenge 2000 Multimedia Project: Fostering Project-Based Learning with Multimedia" (Michael Simkins); "The WEB Project: Technology Innovation in Rural Vermont" (Fern Tavalin); "Generation www.Y: Students as Change Agents" (Dennis Harper); "Smiling While Guiding Thirty Sixth Graders through Internet-Based Curricula When the Internet Is Down (And Other Lessons Learned with One Sky, Many Voices Projects)" (Nancy Butler Songer; Scott McDonald); "Technology in the Mathematics Classroom: Guidelines from the Field"(Shelley Goldman); "Modeling Instruction in High School Physics" (James Hathaway; Shayna Nardi; David Hestenes; Jane Jackson); and "The Maryland Virtual High School CoreModels Project: Harnessing Computer Modeling for Scientific Inquiry" (Mary Ellen Verona; Susan Ragan). (AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (7178K)
3. Including Historic Places in the Social Studies Curriculum. ERIC Digest. (ED415178)
Harper, Marilyn
1997-10-00
ERIC Publications; ERIC Digests in Full Text
Descriptors: Built Environment; Educational Resources; Elementary Secondary Education; Heritage Education; Historic Sites; History Instruction; Local History; Material Culture; National Standards; Primary Sources; Realia; Social Studies; State History; United States History
Abstract: "Teaching with Historic Places" is a program administered by the National Park Service's National Register of Historic Places that identifies ways teachers can share the stories that historic places have to tell. The program creates classroom-ready educational materials based on properties that are listed in the National Register of Historic Places. To date there are 55 published lesson plans with an additional 43 in development for publication. The lessons feature well-known landmarks like Gettysburg (Pennsylvania) and Manassas (Virginia). They also present units about lesser know sites like the Mandan and Hidatsa villages in the Knife River valley of North Dakota and the "Black Metropolis" of southside Chicago (Illinois). The program meets the requirements of the National Council for the Social Studies "Curriculum Standards for the Social Studies." In addition, professional development for teachers and preservation personnel is available. The inservice program includes published materials and training activities. (JH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (27K)
4. International Colloquium on Education: British and American Perspectives (4th, Swansea, Wales, United Kingdom, May 22-24, 1995). Proceedings. (ED403238)
1995-05-00
Collected Works - Proceedings
Descriptors: Action Research; College School Cooperation; Cooperative Learning; Educational Change; Educational Environment; Educational Policy; Educational Research; Elementary Secondary Education; English (Second Language); Foreign Countries; High Risk Students; Higher Education; Inservice Teacher Education; Instructional Leadership; Language Minorities; Mathematics Education; Minority Group Teachers; Partnerships in Education; Standards; Student Evaluation
Abstract: This collection of studies represents collaboration between the Departments of Education of the University of Wales Swansea and the University of Wisconsin-La Crosse. The papers are as follows: (1) "Analysing the Social Climate of Schools and Classrooms" (Robert W. Bilby); (2) "Reading Whose World?" (Diane Cannon); (3) "The National Council of Teachers of Mathematics' Standards: Systemic Change for the Twenty-first Century" (M. Elizabeth Cason); (4) "Developing Baseline Assessment: A Useful Tool or a Necessary Evil?" (Gill Harper-Jones); (5) "A Critical Analysis of Identification, Evaluation, Placement and Programming Processes for Students in the United States Who Are Identified as Having Exceptional Needs" (Hal Hiebert); (6) "The Effects of Recent Government Policy on the Provision of English Language Instruction for Children of Ethnic Minorities in South Wales" (Graham Howells); (7) "Cooperative Learning in the Workshop: Integrating Social Skills, Group Roles and Processing to Facilitate Learning in the Integrated Language Arts Classroom" (Carol A. Kirk); (8) "Issues and Concerns: Meeting Needs of Teachers Who Work with At-Risk Youth" (Bob Krajewski); (9) "Inservice Education for Teachers through the University of Wisconsin-La Crosse Continuing Education and Extension" (Barbara Manthei); (10) "Reconnecting Educators: The Responsibility of University Faculty to Public School Faculty--a UW-La Crosse Case Study" (James R. Parker); (11) "Education Policy Making in Wales: A Research Agenda" (Robert Phillips); (12) "Issues and Trends in American Education from the Perspective of an Educator/Student" (Marilyn Pitzner); (13) "Developing Thinking Skills in Mathematics" (Sonia Jones and Howard Tanner); and (14) "The Role of the Subject Head of Department in Secondary Schools--A Neglected Area of School Effectiveness Research?" (C. K. Turner). (ND) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (9529K) | More Info: Help Find in a Library
5. Teaching With Historic Places. (ED372983)
Greenberg, Ronald M., Ed.
CRM, v16 n2 1993
1993-00-00
Descriptors: Curriculum Development; Educational Innovation; Elementary Secondary Education; Heritage Education; Historic Sites; History Instruction; Instructional Materials; Parks; Program Development; Social Studies; Teacher Education
Abstract: Designed for social studies educators, this theme issue presents 11 articles about historic places that feature a variety of ideas for elementary and secondary lesson plans, curricula, and program development. The articles are: (1) "Where did History Happen?" (Beth M. Boland); (2) "Creating a Partnership" (Carol D. Shull); (3) "Heritage Education: What is Going on Out There?" (Kathleen Hunter); (4) "Prominent Places for Historic Places: K-12 Social Studies Curriculum" (John J. Patrick); (5) "Notes on Location and Place" (Salvatore J. Natoli); (6) "Creating Lesson Plans for Teaching with Historic Places" (Fay Metcalf); (7) "Being Selective: Documents and Lesson Plans" (Marilyn Harper); (8) "Parks as Classrooms to Date: Just Scratching the Surface" (Bob Huggins); (9) "Teacher Training for Teaching with Historic Places" (Charles S. White); (10) "Anatomy of a Book: The Great American Landmarks Adventure" (Kay Weeks); and (11) "Archeological Public Education Programs" (Ruthann Knudson). Historical photographs and diagrams accompany the articles. (CK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (1133K)
6. Reading: A Literary Feast: Proceedings of the Claremont Reading Conference (56th, Claremont, CA, March 10-11, 1989). Fifty-Third Yearbook. (ED315729)
Douglass, Malcolm P., Ed.
1989-00-00
Descriptors: Childrens Literature; Curriculum Development; Elementary Secondary Education; Language Arts; Literacy; Literature Appreciation; Parent Participation; Reader Response; Reader Text Relationship; Reading; Reading Instruction; Reading Materials; Story Reading
Abstract: Articles in this yearbook address the issue of emphasizing the basics in reading development, and also focus on the literary experience. Articles, listed by their authors, include: (1) "A Second Helping" (Myra Cohn Livingston); (2) "Not Only a New Curriculum but a New Teacher" (Marilyn Hanf Buckley); (3) "Reading--A Literary Feast" (Lil Thompson); (4) "A World of Horizons beyond Horizons" (Spencer G. Shaw); (5) "For Spiritual or Pleasurable Ends: The Portrayal of Children's Reading in Children's Books, 1670-1785" (E. Jennifer Monaghan); (6) "Recognition of Merit Award" (Carolyn Angus); (7) "Acceptance Statement" (Marilyn Sachs); (8) "The Story as It Is Spoken" (Joanne Greenberg); (9) "The Psychiatrist and the Teddy Bear: A Modern Author's Search for the Key to Creating Classical Children's Literature" (Gale Cooper); (10) "A Tale of Two Practices: A Cautionary Look at the Teaching of Literacy in the U.S. and the U.K." (John S. Caputo and Robin Wynyard); (11) "A Lesson from Leichester and London: The Case against Formal Reading Lessons" (Nancy Pine); (12) "The Role of Imagination in Creating Literary Discourse" (J. Dixon Hearne and Kenneth Resch); (13) "Evaluating Literacy Processes on Listening to Children Thinking" (Stephen B. Kucer); (14) "Personal Response to Literature, Film, and Life" (Carole Cox); (15) "A Developmental-Structural Model for Understanding Children's Interpretations of Texts" (Kip Tellez); (16) "Sundaes, Reading, and Education Philosophy" (Russ S. Hubbard); (17) "Understanding Fiction/Understanding Ourselves: Learning without Teachers" (Carol Holder and Harold Levitt); (18) "The Role of Parental Perceptions in Learning to Read" (Thomas Leon Cory); and (19) "Maternal Drug Use/Abuse and Subsequent Learning Problems in Offspring: Is There a Connection?" (Clement E. Papazian). (MG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Focus: A Forum on Teaching and Learning in Utah Community Colleges, Volume VIII, September 1989. (ED311967)
Carpenter, Don A., Ed.
Focus, v8 Sep 1989
1989-09-00
Collected Works - Serials; Opinion Papers; Reports - Descriptive
Descriptors: Action Research; Affective Objectives; Classroom Techniques; College Instruction; Community Colleges; Cooperative Learning; Educational Quality; General Education; Honors Curriculum; Instructional Improvement; Outcomes of Education; Student Attrition; Teacher Student Relationship; Two Year Colleges
Abstract: The purpose of "Focus" is to present articles by Utah community college faculty on various curricular and administrative concerns. This issue contains: (1) "Predicting Student Retention," by Nancy M. Smith, which discusses the importance of student assessment as a variable in student retention and presents findings from a study of the relationship of student scores on both the Work Values Inventory and the Self-Directed Search (a self-administered vocational guidance tool) to retention in office occupation programs at Utah Valley Community College (UVCC); (2) "Outcomes Have Feelings," by Gary Parnell, which addresses the emotional outcomes of education and the role of art in emotional education; (3)"Revitalizing General Education," by Pamela Gardner, which discusses the work of a task force created at Salt Lake Community College to revitalize general education and establish an associate of arts degree in humanities; (4) "The Honors Program at UVCC," by Larry Harper, F. Dennis Farnsworth, and Michael Falgoust, which traces the development of the Utah Valley Community College honors program and plans for increasing course offerings; (5) "The Triangle of Teaching Excellence," by Nancy J. Taniguchi, which considers the interrelated roles of faculty, students, and administrators in facilitating teaching excellence through the use of classroom research; (6) "Collaborative Learning Across the Curriculum," by Mary Ann Christison, which lists several assumptions about collaborative learning, reviews research findings on the benefits of the approach, and concludes that the traditional teacher-directed classroom experience should be changed; and (7) "A Letter from Nowhere," by Marilyn Larson, which offers a rebuttal to those who view Utah as "nowhere." (JMC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Literacy: Signs for Our Times: Proceedings of the Claremont Reading Conference (55th, Claremont, California, March 18-19, 1988). Fifty-Second Yearbook. (ED308495)
1988-00-00
Books; Guides - Non-Classroom; Collected Works - Proceedings
Descriptors: Adult Literacy; Childrens Literature; Elementary Education; Emergent Literacy; Language Arts; Reader Response; Reading Instruction; Reading Writing Relationship; Theory Practice Relationship
Abstract: Emphasizing the generic nature of reading behavior and providing a forum to explore this behavior, this book contains the following papers: (1) "Literacy Begins at Home" (Nancy Larrick); (2) "Literacy--Signs for Our Times" (Lil Thompson); (3) "Diversity and Its Discontents" (Arturo Madrid); (4) "May We Always Hear the Bell: The Teaching of Elementary Reading through Literature" (Marilyn Hanf Buckley); (5) "Recognition of Merit Award" (Mary Pierson); (6) "Acceptance Statement" (Judy Viorst); (7) "Literature-Based Reading: From Research to Practice" (James Zarrillo); (8) "Reader Response: What Kids Think Really Counts" (Nancy J. Farnan and Patricia R. Kelly); (9) "Emergent Literacy" (Nancy Brashear); (10) "Literacy and the Bilingual Child: Enriching the Language Arts Program through Spanish Children's Literature" (Joan Sabrina Mims); (11) "The Learning Disabled Adult in the Workplace" (Marshall H. Raskind); (12) "Teaching History as a Story Well Told" (Michael James); (13) "English Vignettes of Childhood and Schooling" (Thomas Marshall Caughron); and (14) "Learning to Read in Scandinavia" (Malcolm P. Douglass). (MM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Use of Hospital Health Science Libraries; A Methodological Study. (ED035429)
Schleg, Marilyn C.; Pings, Vern M.
1969-10-00
Descriptors: Data Analysis; Evaluation; Hospitals; Library Facilities; Library Research; Medical Libraries; Research Methodology; Use Studies
Abstract: The purpose of this study was to develop and evaluate a method to provide facts about the clientele and use of one type of health science library, the hospital medical library. The method was tested in two hospital libraries, Harper Hospital, Detroit, and Hurley Hospital, Flint. The study was divided into four levels of data collecting and evaluation: (1) a census of all library patrons by category, (2) a division of the libraries into functional units based on areas of service, (3) a survey of use of library facilities which involved the observation of library users, and (4) a summation and evaluation of the data from the census and patron use surveys. It was concluded that this study demonstrates that the functions of the hospital medical library can be an object of study; and this method yields information about a hospital library in varying degrees of detail depending on which steps are carried out and the depth of the data analysis. It was also found that while the steps should be carried out in sequence, useful data are produced when only the first or second step is completed. (Author/JB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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