md. - files.eric.ed.gov · eric sample resume. iv. document resumes (arranged by producing...

DOCUMENT RESUME

ED 335 060 IR 053 768

AUTHOR Weller, Carolyn R., Ed.; Brandhorst, Ted, Ed.TITLE ERIC Clearinghouse Publications, 1990. An Annotated

Bibliography of Information Analysis Products andOther Major Publications of ERIC Clearinghouses,January-December 1990.

INSTITUTION ERIC Processing and Reference Facility, Rockville,MD.

SPOYS AGEWCY Office of Educational Research and Improvement (ED),Washington, DC.

PUB DATE Jul 91

CONTRACT RI89002001NOTE 120p.; For the 1989 edition, see ED 321 774.PUB TYPE Information Analyses - ERIC Clearinghouse Products

(071) -- Reference Materials - Bibliographies (131)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Abstracts; Annotated Bibliographies; *Clearinghouses;

*Education; Educational Research; Federal Programs;Literature Reviews; *Publications; *ResourceMaterials; *State of the Art Reviews

IDENTIFIERS *Educational Information; *ERIC

ABSTRACTThis annotated bibliography provides citations,

abstracts, and indexes for the 355 publications produced by the 16Educational Resources Information Center (ERIC) Clearinghouses in1990. These publications consist of digests, bibliographies, state ofthe art reviews, and information syntheses of various types. Anintroduction describes the ERIC system, clearinghouse publications,the organization of this bibliography, and the availability ofciearinghouse publications. A statistical summary by year (1986-1990)shows the number of publications included for each clearinghouse inthe series of which this bibliography is the most recent. Documentresumes are provided from the following clearinghouses: (1) Adult,Career, and Vocational Education; (2) Counseling and PersonnelServices; (3) Reading and Communication Skills; (4) EducationalManagement; (5) Handicapped and Gifted Children; (6) Languages andLinguistics; (7) Higher Education; (8) Information Resources; (9)

Junior Colleges; (10) Elementary and Early Childhood Education; (11)Rural Education and Small Schools; (12) Science, Mathematics, andEnvironmental Education; (13) Social Studies/Social ScienceEducation; (14) Teacher Education; (15) Tests, Measurement, andEvaluation; and (16) Urban Education. Indexes by subject, author, andinsti.Lution are provided. A directory of ERIC system components withaddresses, telephone numbers, and brief descriptions of theclearinghouses scope areas is also provided. A form for orderingmicrofiche or paper copy of ERIC Clearinghouse publications from theERIC Oocument Reproduction Service is attached. (MAB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

T"V

" -7,-U.11. DEPARTMENT OP IDUCATTON

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DUCATIONAL RE n INFORMATIONCEN (ENO

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Educational Resources Information Center

ERIC1.

Clearinghouse Publications1990

An Annotated Bibliography of InformationAnalysis Products and Other Major Publications

of the ERIC ClearinghousesJanuary-December 1990

July 1991

Carolyn R. WellerTed Brandhorst

Editors

ERIC Processing and Reference FacilityRockville, Maryland

This publication was prepared with funding from theU.S. Department of Education, under contract no.R189002001 with ARC Professional Services Grrup.The opinions expressed in this publication do notnecessarily reflect the positions or policies of the U.S.Department of Education.

Table of ContentsPage

INTRODUCIION

The ERIC SystemCleari nghouse Publication%Bibliographies of ERIC Clearinghouse Publications ii

Organization of This Bibliography ii

Availability of ERIC Clearinghouse Publication% ii

ERIC Clearinghouse Publication%Statistical Summary By Clearinghouse by Year (1968-1990) iii

ERIC SAMPLE RESUME iv

DOCUMENT RESUMES (ARRANGED BY PRODUCING CLEARINGHOUSE)

CE Adult, Career, and Vocational EducationCG Counseling and Personnel Service% 5

CS Reading and Communication Skill% 8

EA Educational Management 12

EC Handicapped and Gifted Children 19

FL Languages and Linguistic% 26

HE Higher Education 31

IR Information Resource% 15

JC Junior Colleges 19

PS Elementary and Early Childhood Education 41

RC Rural Education and Small School% 43

SE Science Mathematics, and Environmental Education 47

SO Social studies/Social Science Education 50

SP Teacher Education 52

TM Tests, Measurement, and Evaluation 54

UD Urban Education 57

INDEXESSubject Index 63

Author Index 91

Institution Index 99

ERIC Clearinghouse% (and other Network Components) IllERIC Document Reproduction Service (EDRS) Order Form 113

Introduction

The ERIC System

The Educational Resources Information Center (ERIC) is a nationwide information systemsponsored and supported by the U.S. Department of Education. ERIC is dedicated to the progressof education through the dissemination of education research results, practitioner-related materials,and other resource information that can be us4 in developing more effective educational programs.ERIC is a network that consists of a coordinating staff in Washington, D.C. and a number ofClearinghouses (located at universities or with professional organizations) across the country.(For a complete list of ERIC components, see the back of this publication.)

Through this network of specialized centers or Clearinghouses, each of which focuses on aspecific field in education, information is acquired, evaluated, cataloged, indexed, abstracted,and announced in ERIC abstract journals. These abstract journalsResources in Education (RIE)and Current Index to Journals in Education (CUE)provide access to reports of innovativeprograms, research results, and other significant efforts in education, both current and historical,which might otherwise not be readily available.

RIE is a monthly abstract journal devoted to the report literature. Each issue announcesapproximately 1,100 documents. RIE is published by the U.S. Government Printing Office (GPO)and is available on subscription from GPO.

CUE is a monthly index journal which cites articles from over 750 education periodicals. Thecore journal literature in the field of education is covered, as well as numerous other education-related articles appearing in journals only peripheral to the field. Each issue announcesapproximately 1,400 journal articles. CUE is available on subscription from Oryx Press.

Clearinghouse Publications

In addition to collecting the literature of education for announcement in RIE and CIJE, theERIC Clearinghouses analyze and synthesize the literature into research reviews, bibliographies,state-of-the-art studies, interpretive studies on topics of high current interest, digests, and manysimilar documents designed to meet the information needs of ERIC users. These publicationsare announced in RIE and are available in the ERIC microfiche collections provided by the ERICDocument Reproduction Service (EDRS).

Bibliographies of ERIC Clearinghouse Publications

Periodically, ERIC prepares bibliographies of its Clearinghouse publications. Only substantivepublications are selected for these bibliographies. Routine brochures, accession lists, computersearches, newsletters, etc. are not normally included. This is the nineteenth bibliography in theseries. All items in the series to date are listed below.

ACCESSION NUMBERNUMBER

OFOF BIBLIOGRAPHIES PAGES PERIOD COVERED ITEMS

ED-029 161 24 p. FY 1968 149ED-034 089 34 p. FY 1969 240ED-041 598 47 p. FY 1970 366ED-054 827 54 p. FY 1971 416ED-077 512 55 p. FY 1972 415ED-087 411 74 p. FY 1973 396ED-126 856 144 p. FY 1974-1975 534ED-168 608 168 p. FY1976- 977-1978 (thru Dec 1977) 600ED-180 499 74 p. Jan-Dec 978 211ED-191 502 58 p. Jan-Dec 979 159ED-208 882 64 p. Jan-Dec 980 176ED-224 505 72 p. Jan-Dec 981 173

ED-237 098 61 p. Jan-Dec 982 181

ED-246 919 52 p. Jan-Dec 983 117ED-261 711 61 p. Jan-Dec 984 142ED-271 115 62 p. Jan-Dec 985 176ED-283 535 89 p. Jan-Dec 986 229ED-295 685 86 p. Jan-Dec 987 239ED-308 881 90 p. Jan-Dec 988 284ED-321 774 82 p. Jan-Dec 989 256ED- P. Jan-Dec 990 355

TOTAL (1968-1990) 5814

This bibliography covers the calendar year period from January through December 1990. Itlists a total of 355 documents. Publications that have been produced through the cooperativeendeavors of two or more Clearinghouses have been listed under the Clearinghouse processingthe item for announcement in the ERIC abstract journal Resources in Education (RIE).

Organization of This Bibliography

The format and arrangement of citations in this bibliography conform to that in the originalannouncement in RIE. Citations are arranged by Clearinghouse. Within each Clearinghouse section,documents are listed in accession number order. The content of the citations is the same as thatin RIE. A sample citation is provided immediately preceding the citation section.

Three indexes are provided: Subject, Personal Author, and Institution. Index entries lead theuser to an accession number. The Clearinghouse section in which the item is listed is indicatedby a two-character alphabetic code in parentheses following the accession number. e.g. ED 123456 (TM).

Availability of ERIC Clearinghouse Publications

ERIC Clearinghouse publications are published by the individual ERIC Clearinghouseresponsible for producing them. As long as stocks last, original copies are usually available directlyfrom the responsible Clearinghouse. In addition. however, they are announced in RIE. They arethen contained in all ERIC microfiche collections and may be ordered in microfiche or papercopy from the ERIC Document Reproduction Service (EDRS).

For instructions on how to order materials see the back of this publication.

ERIC CLEARINGHOUSE PUBLICATIONS*STATISTICAL SUMMARY--BY CLEARINGHOUSE BY YEAR (1968-1990)

IDENTI-EYINGPR EFIX

CLEARINGHOUSE NAME

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AC Adult Education 24 16

7

20

11

28

11

20 16

12

12

8

14

9

8

-

8

10

9

25

5

5

2

6 14

124

AL Linguistics 2

5 15

11

5

12

21

20

11

21

20

28

15

31_ _ __22 221

11 279

CE. _CG

CS

Adult, Career. & Vocational Education 6

13

36

22

46

9

16

13

19

COunseling and Personnel Services 8 19 22 16 12

15

10

7

20

20

7

Reading and Communication Skills 60 38

_8 5

12 31

16

7

35

15 31 52 30 371

EA

EC

EF

Educztional Management 6 8 14 36 18 43 62 71' 18

6

23

25

14

9

40 500

Handicapped and Gifted Childien

Educational Facilities

14

1

7

II

19

8

53

16

11

68

8

106 57 57 5 4 5 14

-r

12 6 11 5 49 559

14 16

3

16 -5

6

fi

6

11

18

5

4

1

7

16

9

6

11

4

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10

2__

15

,

3

11

11

19

21

31

14

8_ .. .,

16

6

11

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9

23

23

10

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28 306

23 351--t---19 233

12 406

LM Educational Media and Technology

FL

HE

Languages and Linguistics

Higher Education

Information Resources.

Junior Colleges

1

15

11

10

16

11

2/

1

....

21

2

12

18

19

11

/

7

29

8

11

16

18

26

16

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26

12

17

19

21

35

30

5/

1

41 .1_

20

26

45

4/

61

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46

24

31

33

37

16

16

8

1/

10

17

12

13

10 11

16 7

6 4

25 11

9

11.14

9

3

10

20

5

IR_ ..JC

LI Library and Information Sciences 7

7

13

15

22

28

32,

14

9

15

23

14

21

9

8 1

26_ .9

IS

13

28

6

9

6

161

ti

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10

8

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18

11

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6

7

12

8

18

9

14

9

5

6

8

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6

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4

24

7

6

2U

15

10_ ..

1

11

14

23

1

14

15

14

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1

_40

PS

RC

RE

SE

SO

SP

TE

TM

Elementary arid Early Childhood Education

Rural Educatinn and Small Schools

7

9

18

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13

11

36

--I10

19

6

12

11

I

1/

2

11

20

21

10

15

i18

311

298

64Reading

Science, Mathematics, and Environmental Education

9

28

6

19

24

5

13

10

19

26

30

'3

19

53

17

31

428

217

264,

161

Social StudiestSocial Science Education

3

Teacher Education

Teaching of English---- -- --------- -Tests. Measurement, and Evaluation 19

18

7

8

_ _

512628

239

.

I?

_1

10

12

10

11

14

51-

12

159

--

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VT

Urban Education 6

11

149

14 18 20 300. . _ .

Vocational and Technical Education 18

240

30

366

39

416

42

415

18

3% 534 600

"1

-1211 176

t111

1 i181

..__111 14? 116 221 2134

1256

158

355 5814TOTALS

le Research Heviews, Stateot.the.Art Reports, Bibliograpthes, Int.trprfflive Studies. Digests, etc" Digests (2 page pubhcations) r8tirmly included in RIE tor first time in 1986

BEA' COPY AVAILABLE

ERIC1=M1,

A

Ready Reference #3Revised May 1989

Sample Document Resume

ERIC Accession Number-- denfillcation number sequentially assigned ,

to documents as they are processed \

Authorial.

Title.

Date Published.

Organization where documentoriginatad.

Contract or Grant Number.

Alternate source for obtainingdocumnt.

Language of Document documents written entirely in English arenot designated, although "E nglish iscarried in their computerized records

Publication Typobroad categoriesindicating the form or organization ofihe document, as contrasted to itssubiect matter The category name isfollowed by the categorY code

ERIC Document RproductionSrvici (EORS) Availability---MVmeans microfiche. "PC' means reproduced paper copy When de-scribed as "DOcument Not Availablefrom MRS," alternate sources arecited above Prices are sublect tochange, for latest price code schedulesee section on "How to Order ERICDocuments" in the most recent issueof RIE

ED 654 321 ('I: 123 456Smah, John I) Johnson, JaneCareer Planning for Women.Central Univ., Chicago. ILSpons Agency Office of Hucational Research

and Improvement (ED), Washington, IX:Report No CU-2081 .SPub Date May 89Contract NW. C MI 0001Note 12p.; Paper presented at the National

Conference on Career Education (3rd, Chicago,IL, May 15-17, 1989).

Available from- Campus Bookstore. 123 CollegeAve., Chicago. IL 60690 (S3.25)

LanguageEnglish. FrenchPub Type Speeches/Meeting Papers 11 511)EDRS PriceMFOI /PC06 Plus Postage.Descnptors -- Career Guidance,*Career Planning.

Careers. *Demand Occupations, *EmployedWomen. *Employment Opportunities, Femaks.Labor Force, Labor Market, *Labor Needs. Oc-cupational Aspiration, Occupations

Identifiers Consortium of States, *National Occupational Competency Testing InstituteWomen's opportunities for employment will be

directly related to their level of skill and expenenceand also to the labor market demands through theremainder of the decade The number of workersneeded for all major occupational categones is ex.pected to increase by about one-fifth between 1980and 1990. but the growth rate will vary by occupa .uonal group Professional and technical workers artexpected to have the highest predicted rate (39percent). followed by service workers (35 percent),clencai workers (26 percent), sales workers (24percent), craft workers and supervisors (20 percent),managers and administrators ( 15 percent). and opera.byes ( I I percent). This publication contains a bnefdiscussion and employment information concemirgoccupations for professional and technical workers,managers and administrators, skilled trades, salesworkers. clencal workers, and service waiters Inorder for women to take advantage of increased labormarket demands, employer attitudes toward worlungwomen need to change and women must (1) receivebetter areer planning and counseling. (2) changetheir career aspirations, and ( 3) fully uulue the'urcc i.l Icgal protcction and assistance that dfCavailable to them (SB)

iv

1 u

z

Clearinghouse Accession Numbar.

Sponsoring Agencyagency responsible for initiating funding andmanaging the research probect.

Report Numberassigned byoriginator

Descriptive Note (pagination firsts

Descriptorssubject terms foundin the Thesaurus of ERICDescriptors that characterizesubstantive content, Only themajor terms (preceded by anasterisk) are printed in the SubjectIndex.

Identifiersadditional identifyingterms not found in the ThesauTus.Only the major terms (preceded byan asterisk) are printed in the Sub-ject Index.

Informative Abstract.

Abstractoes Initials.

1

Document Resumes

The document resumes in this section are arranged by ERIC Clearinghouse, with a secondary sortby accession number (ED number) within each Clearinghouse group. The following is a list of theERIC Clearinghouses, the two-letter prefixes used to identify them, and the page on which eachClearinghouse's entries begin.

CE Adult, Camer, and Vocational Education .

Page

1 PS Elementary and Early

Page

CG Counseling and Personnel Services 5 Childhood Education 41

CS Reading and Communication Skills 8 RC Rural Education and Small Schools 43EA Educational Management 12 SE Science, Mathematics, andEC Handicapped and Gifted Children 19 Environmental Education 47FL Languages and Linguistics 26 SO Social Studies/Social Science Education .. . 50HE Higher Education 31 SP Teacher Education 52IR Information Resources 35 TM Tests, Measurement, and Evaluation 54

JC Junior Colleges 39 UD Urban Education 57

CEED 312 411 CE 053 485!mei. SusanEntrepreneurship Education. Treads and Issues

Alerts.ERIC Clearinghouse on Adult, Career. and Voca-

tional Education, Columbus. Ohio.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Pub Date-89Contrac tR188062005Note-3p.Pub Type Information Analyses ERIC Informa-

tion Analysis Products (071) Reference Mate-rials Bibliographies 031)

EDRS Price MF01/PC01 Plu Postage,DescriptorsBusiness Administraticn, °Educa-

tional Needs. Educational Resources, Educa-tional Trends, Education Work Relationship,°Entrepreneurship. Futures (of Society), JobTraining, Postsecondary Education, °ProfessionalAssociations. Secondary Education, °Small Busi-nesses. °Vocational EducationDuring the 1980s, most of the new job growth hu

occurred in small businesses. Not only is the smallbusiness enterprise growing, but also its nature ischanging. For example, there is an increase in thenumber of small businesses in the service industry.and a greater number of women than men are start-ing businesses. Training youth and adults for em-ployment in existing businesses has been a

traditional role for vocafional education, but therehas been little consideration of this training u abasis for self-employment. Given recent trends, en-trepreneurship education should be incorporatedinto the vocational and technical curriculum. Voca-tional education can help prepare youth for roles uentrepreneurs as well as for employment in smallbusinesses. (This report lists sources of informationabout the role of vocational tducation in entrepre-neurship development. In addition to 31 print re .sources, it lists 10 organizations that supportentrepreneurship.) (KC)

ED 312 412 CE 053 486Imel SusanThe New Work Force. Trends and Issues Alerts.ERIC Clearinghouse on Adult, Career, and Voca-

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

and Improvement (ED), Washington, DC.Pub Date-89ContractR188062005Note.- 3p.Pub Type.-- Information Analyses - ERIC Informa-

tion Analysis Products (071) -- Reference Mate.nals - Bibliographies (131)

EDRS Price MFOI /Pall Plus Postage.DescriptorsDisadvantaged. Educational Needs.

Educational Trends, Education Work Relation-ship, Employed Women, °Employment Patterns.Employment Problems, °Futures (of Society). JobSkills, °Job Training, °Labor Force, MinorityGroups, Postsecondari Education. ProfessionalAssociations, Secondary Education, °VocationalEducationDuring the last years of this century, the work

force will grow more slowly, becoming older, morefemale, and more disadvantaged. An increasingnumber of minority groups and immigrants will en-ter the work force. !Despite public deoands for reform, education lags behind in preparing youth faremployment. The changing work force has manyimplications for providers of education and trainingprograms that prepare individuals for the work-place. Such programs must accommodate a greaterdiversity of learners, including women, Hispanics,Blacks, limited-English-proficient persons, andolder adults. In developing effective programs forthese populations, providers must address a numberof specific issues in such areas as access, programquality, support services, interagency coordination,family influence, and employers. In addition, eachpopulation hu specific characteristics and needsthat must be considered. Changts in the composi-tion of the work force are exacerbated by changesin the skill requirements of jobs. However, under-standing and addressing the needs of the work forceof the future is a critical task for providers of em-ployment-related education and training programs.(This report lists 17 print resources and 9 organiza .lions that can be consulted for further informationon the new work force.) (KC)

ED 312 454 CE 053 548Imel. SusanEnsployers' Expectations of Vocational Educarion,

ERIC Digest No. 90.ERIC Clearinghouse on Adult, Career, and Voca-

tional Education, Columbus, Ohio.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-CE8990Pub Date-89Contract--RI88062005Note-4p.; For an earlier version of this document,

see ED 252 963.Pub Type Information Analyses - ERIC Informa.

non Analysis Products (071)EDRS Prke MF01/PC01 Plus Postage.DescriptorsBuic Skills, Communication Skills,

Computer Literacy, Decision Making Skills, Edu-cational Assessment, EducationA Benefits. Edu-cational Improvement. Education WorkRelationship. *Employer Attitudes, *Employ-

ment Potential, Employment Qualifications, °JobSkills, °Outcomes of Education. PosmecondaryEducation, Problem Solving, Program Evaluation,'School Business Relationship, Secondary Educa-tion, Vocational Education

IdentifiersERIC DigestsEmployers expect their employees to

skills in reading. writing, and math; speaking andlistening skills; problemsolving ability; employabil-ity skills; reasoning skills; leadership skills; com-

literacy;puter interpersonzlability-to-lurniluming-how-tolearn skills; andcollaborativeiteamwork skills. How well do em-ployers think vocational education is preparing itsgraduates? Results of studies conducted since 1985demonstrate that employers continue to view voca-tional graduates favorably. The following recom-meadations for improving vocational educationwere offered by three recent studies: (1) more com-munication and closer collaboration between busi-ness/industry and education; (2) more and betterpublicity concenfing vocational education so that itsimage can be improved; (3) integration of reading,writing, and math instruction into vocational in-struction; (4) identification of and instruction in acommon core of employability skills that ue trans-ferable across occupations, including problem.solv-ing and decision-making skills necessary for gettingand keeping a job; (5) more opportunities for super.vised work experience; and (6) empha.sis on appliedbuic skills and employability skills in secondaryprograms and technical skills in postsecondary pro-grams. (Ten references are included.) (CML)

ED 312 455 CE 053 549Kerka. SandraCooperative Education: Cbaracteristics and Effec-

tiveness. ERIC Digest No. 91.ERIC Clearinghouse on Adult. Career, and Voca-

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

and Improvement (ED), Washinitton, DC.Report No.EDO-CE-89-9IPub Date-89ContractR188062005Nuob peteT-4y p.

Information Analyses - ERIC Informa-tion Analysis Products (071)

EDRS Price MF01/PC01 Plas Postage.Descriptors--Cooperative Education, Coopers.

tive Programs, Educational Benefits, EducationalCooperation. Education Work Relationship. Ex-periential Learning. Field Experience Programs,Instructor Coordinators. Outcomes f Educa-tion, Postsecondary Education, °Program Effec-tiveness. Relevance (Education), °SchoolBusiness Relationship, Secondary Education. Vocations! Education, 'Work Experience ProgramsCooperative education can enhance classroom in

1 iracT NIPY AVAILABLE

2 Document Resumes/CE

struction by providing practical work experiencethat is relevant to students' career goals. Amongco-op's benefits to students are increased relevanceof learning and motivation for study; improvedself-reliance, self-confidence, and responsibility;contacts with potential employers; and higher start-ing salary after graduation. Among the benefits toparticipating institutions are improved relationshipswith business and the community; enhanced studentretention and graduate placement; workplace-testedcurriculum; and less need to maintain expensivestate-of-the-art facilities. Among the benefits to em-ployers are effective screening and recruitment:higher employee retention and productivity; andImproved public relations. Co-op education appearsto work best in metropolitan settings, in communitycolleges, and for students who major in engineering.business, and health occupations. However, fewerthan 2 percent of all full-time postsecondary stu-dents and no more than 10 percent of all secondaryvocational education students are involved in co-opprograms. Some research on the effects of co-opeducation has been criticized for methodologicalweaknesses. Among the suggestions for increuingco-op's impact are to recruit larger numbers of thestudents most likely to benefit from it and to pro-mote :o-op as a viable alternative to heavy borrow-ing fer college expenses. (Eleven references areincluded.) (CML)

ED 312 456 CE 053 550Kent°. SandraWomen, Work, and Literacy. ERIC Digest No. 92.ERIC Clearinghouse on Adult, Career. and Voca-


and Improvement (ED), Washington, DC.Report No.EDO-CE-8992Pub Date-89ContractRI88062005Note-4p.Pub Type Informati( n Analyses ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PCOI Plus Postage.Descriptors*Adult Basic Education. Adult Liter-

acy, Basic Skills, Educational Benefits, 'Educa-tion Work Relationship, Employment Potential.Employment Qualifications, *Females. Func-tional Literacy, 'Job Training, Labor Force De-velopment, *Literacy Education, *One ParentFamily, Social Services

IdentifiersWorkplace LiteracyThe numbers of women with low literacy levels,

the increased labor force participation of women,and increasing literacy requirements on the jobmake the cue for the inclusion of a literacy compo-nent in employment programs for women. Such pro-grams should strive to be comprehensive.learner-centered. flexible, standardsbued, andlinked to activities that advocate public policy issuesthat shape literacy services. Wider Opportunitiesfor Women, an organization that seeks to expandernploymeat opportunities for women, developed aprogram model based on cue studies of five literacyprograms that focus on the needs of low-incomesingle mothers. The model, which can be used withother women, attacks the many internal barriers(such as low self-esteem. self-doubt about ability tolearn, and guilt about taking time from their familiesfor self-improvement) and external barriers (such ashousing problems, financial and health difficulties.and the need for child care and transportation)faced by women in need of both literacy and jobtraining. The five steps to the model (assessing,shaping the program, getting stnted, delivering ser-vices. measuring impact. and advocating public pol-icy changes) are influenced by research showingthat the comprehensive needs of the woman and herfamily must be addressed in order to have successin both literacy and employment readiness-becausethe women usually cannot focus on literacy as anisolated goal. (The document includes five refer-ences.) (CML)

ED 312 457 CE 053 551Lowry. Cheryl MeredithSupporting and Fadlitating SelfDirected Learn-

ing. ERIC Digest No. 93.ERIC Clearinghouse on Adult, Career. and Voca-

tional Educauon. Columbus, Ohio.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-CE-89-93Pub Date -89Contract- RI88062005Note-4p.

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071)

EDRS Price - MFOI /PC01 Plus Postage,DescriptorsAdult Education, °Adult Educators.

Autoinstructional Aids, Independent Reading,*Independent Study, *Lifelong Learning, Locusof Control, °Open Education, *Personal Auton-omy, Student Projects, Study Guides, °TeacherRoleSelf-directed leaming has been a high-interest

topic within the field of adult education for the lastdecade. The following are among suggestions writ-ers have made about how adult educators can bestfacilitate self-directed learning: (1) encourage learn-ers to appreciate that they can act on their worldindividually or collectively to transform it; (2) nevi-tiate a learning contract for goals, strategies, andevaluation criteria with learners; (3) be a manager ofthe learning experience rather than an informationprovider: (4) provide examples of previously accept-able work; (5) teach inquiry skills, decision making.pc' minal development, and self-evaluation of work;4 help learners locate resources: (7) help learners

cievelop feelings of independence relative to learn-ing: (8) use techniques such as field experience andproblem solving that take advantage of adults' richexperience base; (9) develop high-quality learningguides; (10) encourage critical thinking skills by in-corporating such activities as seminars; and (II)create an atmosphere of openness and trust to pro-mote better performance. The following are amongsuggestions for institutions and employers: (1) meetregularly with panels of experts who can suggestcurricula and evaluation criteria; (2) obtain the nec-essary tools to usess learners' current performanceand to evaluate their expected performance; (3) rec-ognize and reward learners when they have mettheir learning objectives; .nd (4) promote learningnetworks. (The document includes 13 references.)(CML)

ED 315 663 CE 054 810Felknz Robin A. Conti. Gary J.Learning and Reality: Reflections on Trends in

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


and Improvement (ED), Washington, DC.Pub Date-89ContractR188062005Note-44p.Available fromPublications Office. Center on Ed-

ucation and Training for Employment. 1900Kenny Road. Columbus, OH 43210-1090 (orderno. IN336: 55.25).

Pub Type Information Analyses - ER:C Informa-tion Analysis Products (071)

EDRS Price NIPOI /PCO2 Plus Postsge.DescriptorsAdult Education, *Adult Learning,

°Adult Students. Cognitive Processes. 'CognitivePsychology. Cognitive Style. Crifical Thinking,Cultural Context, Educational Research, Educa-tional Trends. 'Learning Strategies, Memory,Metacognition, Participatory Research. SocialAction, *Social EnvironmentThe focus of the adult education field is shifting to

adult learning. Current trends are the continued de-velopment of the concepts of andragogy andself-directed learning, increased emphuis on learn-ing how to learn, and real-life learning. Cognitivepsychology is influencing work in adult learning.The concept of intelligence as it relates to adults ismoving away from the notion of IQ toward a recog-nition that intelligence has multipk aspects. Appli-ca.ion of the concept of learning style has beenhindered by confusioa over terminology and lack ofappropriate measurement instruments for adults.The teaching of learning strategies to adults tends toemphasize maanognition, memory, and motivation.Critical thinking is becoming more important in anenvironment complicated by an information explo-sion and rapid social and technological change. Theinfluence of the social environment and cultureupon learning is also being examined. The goal oflearning in the social environment is action, oftenintended to cause social change. One method in-creasingly being used is participatory research, theultimate goal of which is empowerment. Currenttrcnds in adult learning research point to a newlinage of the adult learner as an empowered learn-

.one who understands the learning process andthe social environment and who can respond to thechallenges of improving that setting. Adult educa-tors must take a more active stance to meet learnerneeds for individual development and social recon-

struction. The shift of research focus to the adultlearner ho:ds potential for mending the fragmentednature of the field of adult education. (145 refer-ences.) (SK)

ED 315 664 CE 054 8 1 1Ross.Gordon, Jovita M.Adults with Learning Disabiiitiest An Overview for

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


and Improvement (ED), Washington, DC.Pub Date-89Contract- -R188062005Note-64p.Available fromPublications Office, Center on Ed-

ucation and Training for Employment. 1900Kenny Road, Columbus, OH 43210-1090 (orderno. !N337: $7.00).

Pub Type Information Analysts ERIC Informa-tion Analysis Products (071)

EDRS Price - MFOI / PC03 Plus Postage.DesaiptorsAdult Basic Education, Adult Educa-

tion. *Adults, *Cognitive Processes, CognitivePsychology, Coping, *Diagnostic Tests, Educa-tional Diagnosis, Independent Living, 'LearningDisabilities, Neurological Impairments, *Psycho-educational Methods, UnderachievementLearning disabilities among adults are more prev-

alent than was once believed, although estimates ofnumbers are difficult to make. Problems faced byadults with LD include difficulties with academicand information processing and adult life adjust-ment. Many adults with LD exhibit strengths thatenable :hem to compensate for their disabilities andfunction successfully without supportise services.Key issues in assessment include the following: (I)assessment should be a means of helping the adultlive more fully; (2) formal diagnostic tools appropri-ate for use with adults should be used with caution;and (3) assessment should consider the adult's abil-ity to provide information about strengths, weak-nesses. and goals. The following principles guideselection of diagnostic instruments: (1) consult star'dard guides to measurement to determine whethertest norms apply to adults; (2) read reviews of testreliability and validity; (3) consider whether timedtests are appropriate; and (4) use input from intakeinterviews to determine a test's relevance for indi-vidual goals and needs. Intervention approachesshould take into account principles of adult learn-ing. Policy concerns include increasing public andprofessional awarzness; early inteivention; trainingand staff development, a system of intennstitutionalcoordination of services; funding for assessment. di-agnostic, and prescriptive services: and the impacton the family of an adult member with LD. System-atic research on 1,D causes, assessment. rehabilita-tion needs, and effectiveneu of interventionapproaches is needed. A comprehensive. holistic ap-proach to assisting adults with LD should moveaway from a deficit focus and shift toward identify-ing talents, skills, and resources that can aid successin adult life. (184 references) (SK)

ED 315 665 CE 054 812Lyric Susan L. Wolfe, MarcieAdult Literacy Educed= Program Evaluation and

Learner Assessment. Information Series No.338.

ERIC Clearinghouse on Adult. Career, and Voca-tional Education. Columbus, Ohio.

Spons AgencyOffice of Educatiotal Researchand Improvement (ED). Washington, DC.

Pub Date-89ContractRI88062005Note-86p.Available fromPublications Office. Center on Ed-

ucation and Training for Employment. 1900Kenny Road, Columbus. OH 43210-1090 (ordcrno. 1N338: $8.75).

Pub Type-- Information Analyses - ERA; Informa-tion Analysis Products (071)

EDRS Price MF01/ PC04 Plus Postage.DescriptorsAdult Basic Education. Adult Educa-

tors, Adult Learning, *Adult Literacy, Compe-tency Based Education, Educational Policy.°Evaluation Methods, Evaluaton Research.Functional Literacy, *Literacy Education, Mea-sures (Individuals), Program Evaluation. Read-ing Tests, Standardized Tests, *StudentEvaluation. Student ParticipationAdult literacy programs need reliable information

about program quality and effectiveness for ac-countability. improvement of practice, and expan-

4

a

sion of knowledge. Evaluation and assessment re-flect fundamental beliefs about adult learners, con-cepts of literacy, and educational settings.Resources for planning program evaluations includesurveys, handbooks, instruments, and policy stud-ies. Evaluation issues include the following: ( I) pro-gram goals and mission a:e subject to scrutiny andchange; (2) data about teaching and learning areessential; (3) expanded outcome measures forlearner progress are needed; and (4) the roles ofstaff, managers, learners, and external evaluators af-fect the evaluation process and outcomes. Four ma-jor approaches to learner assessment are considered:(1) standardized testing is norm referenced and costeffective; (2) materials-based assessment is com-mercially available and follows a systems manage-ment model; (3) competency-based assessmentinvolves real-life tasks, predetermined performancestandards, a continuum of difficulty, and a range ofstrategies; and (4) participatory assessment allowslearners an active role and involves a ranr of texts,tasks, contexts, and strategies. Evaluation uhould:(I) be both external and internal; (2) be both forma-tive and summative; (3) involve learners and staff;(4) generate design questions ft om theory, research,evaluation, and practice; (5) involve critical reflec-tion on program philosophy ail,: goals; (6) giveprominence to the processes of teaching and learn-ing; (7) capture a range of learner and program out-comes; (8) require a variety of longitudinal datacollection methods; (9) be integrated with programfunctions; and (10) be systema tic and systemic. (131references) (SK)

ED 315 666 CE 054 813Feichtner, Sheila H.School-to-Work Transition for At-Risk Youth. In-

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


and Improvement (ED), Washington, DC.Pub Date-89Contract}t188062005Note-86p.Available fromPublications Office, Center on Ed-

ucation and Training for Employment, 1900Kenny Road, Columbus, OH 43210-1090 (orderno. IN339: S8.75).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071)

EDRS Price - MFOI/PC04 Plus Postage.DescriptorsAdolescents, 'Agency Cooperation,

'Coordination, Curriculum Development, *De-livery Systems, Disabilities, DisadvantagedYouth, *Education Work Relationship, FederalLegislation, *High Risk Students, IndividualizedEducation Programs, Job Training, Limited En-glish Speaking, Secondary EducationSchool-to-work transition helps at-risk youth se-

cure and maintain employment and an adultlife-style. Transition focuses on individual charac-teristics, training needs, and choices that result inthe development of realistic long-range goals andselection of appropriate programs and services. Et-fective school-to-work transition necessitates a widearray of transition options. articulated services. sys-tematic prescription procedures, and an informationtracking system. The following program and servicebarriers compound the societal barriers faced byat-risk youth: lack of sytiematic service delivery,lack of case managers, lack of career explorationprograms, lack of agency ;:oordination, underuse ofparents as resources, and shortage of adult serviceprograms. The unemployment and underemploy-ment problems of at-risk youth are significantenough to the nation's economy to merit mandatinga systematized school-to-work transition process forall at-risk youth. Major policy concerns include lackof an advocated transition model, trained personnel,and longitudinal information about the outcomes oftransition processes. Recommendations for im-provement include identification and training ofcase managers, especially for youth with disabilitiesand limited English proficiency; integration of ca-reer development/exploration in middle schools; re-search on outcomes; funding for the development ofa standardized and computerized management in-formation system to improve decision making andprovide outcome measures about the cost effective-ness of programs and services. (74 references) (SK)

ED 317 846 CE 054 721ImeL Susan Kerka, SandraCareer Education for Teen Parents. Trends and

Issues Alerts.ERIC Clearinghouse on Adult, Career, and Voca-

tional Education, Columbus. Ohio.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062005Note-3p. ,Pub Type Reference Materials - Bibliographies

(131) Information Analyses - ERIC Informa-tion Analysis Products (071)

EDRS PricaMFOI/Pall Plus Postage.DescriptorsAdolescents. Career Development,

*Career Education, Dropout Prevention, DropoutPrograms, 'Early Parenthood, 'EducationalNeeds, One Parent Family, 'Program Develop-ment, Program Effectiveness, Secondary Educa-tion, Womens EducationAdolescent pregnancy and childbearing rates re-

main higher in the United States than in most West-ern nations; more than 500,00 teenage girls havebabies every year. As these teen parents mature,they have diminished educational and career expec-tations. A small number of programs directedtoward the career needs of teenage parents was de-veloped during the 1970s and 1980s; many more areneeded. The trend is for these programs to sharemany of the same :haracteristics of dropout preven-tion programs. Specific career education compo-nents are included, such as assessment of aptitudes,career and vocational counseling, life skills develop-ment, preemployment preparation, and job develop-ment and placement. In addition, support servicessuch as child care and transportation are provided.Characteristics of successful programs for tcen par-ents include established sites that can provide ser-vices for nontraditional students, support andreferral networks, and newsletters. Equity goalsmust be remembered when developers design pro-grams for teen parents, and teens need to be encour-aged to aspire to higher-wage jobs to supportthemselves and their children. However, gender-role biases need to be addressed. (This fact sheetprovides information that can be used in developingprograms for teen parents. It includes an annotatedlist of 14 print resources and addresses of 12 re-source organizations that can be contacted for moreinformation.) (KC)

ED 317 847 CE 054 722Imel, SusanVocational Education in Corrections. Trends and

Issues Merts.ERIC Clearinghouse on Adult, Career, and Voca-

tional Education, Columbus, Ohio.Spons AgencyOffice of Educational Resea:ch

and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062005Note-3p.Pub Type Reference Materials - Bibliographies


EDRS Price MFOI/PCOI Plus Postage.Descriptors*Correctional Education, Ed uca-

tional Needs, Equal Education, *Females, JobPlacement, Males, Nontraditional Education,Postsecondary Education, 'Prisoners, ProgramEffectiveness, Recidivism, *Vocational EducationThe number of persoil. confined to correctional

institutions continues to grow at an unprecedentedrate. Some of the factors contributing to this growthinclude an increase in the 18- to 25-year-old popula-tion, a tougher stance on crime resulting in moreprison sentences, longer sentences because youngeroffenders commit more violent climes, and moresevere sentences for some types of offenders. Edu-cation is offered b... about 90 percent of correctionalinstitutions, but naly about 5 percent of inmates areenrolled in vocational education programs, although50 percent could benefit from them. Despite its lim-ited availability, vocational education has a long tra-dition in correctional facilities and is considered tohave great potential. However, provision of voca-tional education is hampered by lack of funding,inadequate number of programs, outmoded equip-ment and materials, and limited space. Some studieshave documented positive relationships between in-mates' participation in vocational education andemployment upon release. A newer issue is provi-sion of vocational education to female inmates, apopulation that has increased 158 percent in the

Document Resumes/CE 3

past 10 yerrs. Female inmates have typically hadtraining only in traditional service occupations; fe-male inmates have sued for more opportunities forvocational education in nontraditional fields. (Thisfact sheet lists resources that provide informationabout correctional vocational education. Includedare annotations of 14 print rcsourccs and a list of 5organizations that can provide morc information.)(KC)

ED 318 912 CE 054 836Kerka, SandraJob-Related Basic Skills. ERIC Digest No. 94.ERIC Clearinghouse on Adult, Career, and Voca-

tional Education, Columbus, Ohio.Spans AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Report No.EDO-CE-90-94Pub Date-90ContractR188062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.DescriptorsAdult Education, 'Basic Skills, Com.

munication Skills. Creative Thinking, *EmployerAttitudes, Functional Literacy, Goal Orientation.Interpersonal Competence, Job Skills, LaborForce Development, Leadership. 'Learning Strat-egies, Listening Skills, Problem Solving, *Produc-tivity, *Program Development, ProgramEvaluation, Self Esteem, Simulation, Teamwork,Thinking Skills

IdentifiersERIC Digests. *Workplace LiteracySeven job-related basic skills identified as skills

employers want are as follows: (1) learning to learn;(2) reading, writing, and computation; (3) oral com-munication and listening; (4) creative thinking andproblem solving; (5) personal management, includ-ing self-esteem, goal setting, motivation, and per-sonal and career development: (6) groupeffectiveness, including interpersonal skills, negoti-ation, and teamwork; and (7) organizational effec-tiveness and leadership. The importance ofworkplace literacy has been underscored b:' the linkbetween basic skills and productivity. The impor-tance of "functional context" to basic skills trainingfor adults is illustrated by programs for extremelow-level literate persons who need long-term inten-sive adult literacy programs, programs for improv-ing the effectiveness of training through basic skillsimprovement, and simulation programs that illus.trate the effects of on-the-job mistakes without jeop-ardizing the employee or the work process. Thesteps for developing programs to improve job-re-lated basic skills are as follows: identify the problem;prepare an action plan; design, develop, and imple-ment curriculum; and evaluate and monitor the pro-gram. Workplace literacy programs can improveworker self-esteem and job performance. companyproductivity, and the nation's competitiveness. (13references) (CML)

ED 318 913 CE 054 837line!. SusanJobs in tbe Future. ERIC Digest No. 95.ERIC Clevinghouse on Adult. Career, and Voca-


and Improvement (LD). Washington. DC.Report No.EDO-CE-90-95Pub Date-90ContractRI88062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.DescriptorsAccess to Education. Artice!ation

(Education), Basic Skills, Career Education, Dis-located Workers, °Education Work Relationship,Emerging Occupations, Employment Opportuni-ties, Employment Patterns, 'Employment Projec.tions, Human Capital, Job Development. JobSkills, Labor Economics, Labor Force. 'LaborForce Development, *Labor Needs, Labor Sup-ply, Labor Utilization, *Nontraditional Occupa-tions, Occupational Mobility, PostsecondaryEducation, Retraining, Vocational Education

IdentifiersERIC DigestsThe most significant factors affecting the labor

market during the 1980s were the United States'loss of competitiveness in the world marketplace.continued shifts in production from goods to ser-vices, changes in the skill requirements of manyjobs, and demographic shifts in the population. Dur-ing the next decade, incompatibility between the

4 Document Resumes/CE

type of work available and the kind of labor forceavailable to do it is expected because (1) the mostrapid growth will be in occupations that requiresome postsecondary education and training, but thework force is not expected to have the educationalbackground to qualify for the required training andeducation; (2) minorities and women, who continueto enter the labor force in large numbers, are under-represented in the fast-growing occupations andoverrepresented in occupations for which the slow-est growth is projected; and (3) projected job declinewill displace some goods-producing workers whoare not expected to have the training for other avail-able jobs and, unless men infiltrate the "pink collarghetto," there may be serious worker shortages inhealth occupation.. %ategies for vocational and ca-reer educators inciude playing a larger role in drop-out prevention; developing articulation modelsbetween secondary and postsecondary education;emphasizing the importance of all students consid-ering nontraditional occupational choices; develop-ing programs that are accessible to all groups withinthe population; and providing programs that includethe development of basic skills as well as those thatare occupationally specific. (CML)

ED 318 914 CE 054 838lmel. SusanVocational Education Performance Standards.

2RIC Digest No. 96.ERIC Clearinghouse on Adult, Career, and Voca-

tional EducrtMn, Columbus, Ohio.Sp Agency --Office of Educational Research

and Improve .aent (ED). Washington, DC.Report No.. :DO-CE-90-96Pub Date-9t.ContractRI88062005Note-3p.Pub Type Information Analyses ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/PC01 Plus Postage.DescriptorsAccess to Education, *Accountabil-

ity, *Competence, *Educational Quality, Em-ployment Level, Job Skills, Occupational Tests,*Outcomes of Education, Performance, Post-secondary Education, Program Evaluation. Sec-ondary Education, *Standards, VocationalEducation

IdentifiersCarl D Perkins Vocational EducationAct 1984, ERIC DigestsPending legislation for the reauthorization of the

Carl D. Perkins Vocational Education Act man-dates the development of performance indicators orstandards, which are also called educational indica-tors, quality indicators, outcome indicators, perfor-mance standards, and performance measures. Thereis general agreement that indicators or standards aresingle or composite statistics that reveal somethingabout the performance or health of an education&system. Three of the most frequently used outcomemeasures developed for vocational education in thelast decade are labor market (including job place-ment, earnings, and the duration of employmentand unemployment), learning (most often measuredin occupational competency testing), and access(monitoring the numbers of women, minorities, andstudents with special needs who are enrolled in pro-grams). None of the outcome measures currently inuse appears to be sufficient when used singly, al-though some combination of labor market, learning,and access outcomes seems promising. Illinois andMinnesota are working on such combinations. De-veloping and implementing a system of perfor-mance standards for vocational education requiresmaking demanding decisions on performance as-sessment, accountability, and actions. Among po-tential problems are the impact of performancestandards on those whom the program serves, theinfluence of performance standards on the types oftraining provided, the difficulty of meeting multiplestandards, and the difficulty of adjusting standardsfor programs in different labor markets. (CML)

ED 318 915 CE 054 839Wagner, Judith 0.Locating Vocational Education Curricula. ERIC

Digest No. 97.ERIC Clearinghouse on Adult, Career, and Voca-


and Improvement (ED), Washington, DC.Report No.EDO-CE-90-97Pub Date-90ContractRI 88062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI /PC01 Plus Postage.DescriptorsAccess to Information. Consortia,

Curriculum Development, Educational Re-sources, Information Networks. *InformationSources, *Instructional Materials, Media Selec-tion, Postsecondary Education, Resource Mate-rials, Secondary Education, *Shared Resourcesand Services, *Vocational Education

IdentifiersCurriculum Co3rdination Centers,ERIC Digests, *National Network for CurrCoord in Voc Tec Educ, State Liaison Represent-atives, Vocational Education Curriculum Materi-als DatabaseTo find vocational education curriculum mated-

a!s, educatcrs can contact their State Liaison Repre-sentative (SLR) to the Na:ional Network forCurriculum Coordination in Vocational and Techni-cal Education (NNCCVTE), regional CurriculumCoordination Center (CCC), state voca:ional edu-cation resource center (SVEP.C), and/or one of theconsortia that develop and sell vocational educationmaterials. They may also search the ERIC (Educa-tion& Resources Information Center) and VECM(Vocational Education Curriculum Materials) data-bases. ERIC is a general education database thatcontains more than 700,000 references to print doc-uments VECM is limited to instructional materialsbut includes audiovisual as well as print materials.The NNCCVTE is made up of si:: regional CCCsand a web of SLRs that serve ec links between theeducation community of a particular state and :Asregional CCC. One of the advantages of borrowingcurriculum from a regional CCC is that the materi-als can be reviewed and evaluated before purchase.Some SVERCs are maintained as libraries of printand audiovisual vocational education materials, andprovide services such as curriculum developmentworkshops and computer searches. SVERCs can becontacted by calling a state department of voca-tional education, SLR. or CCC. Among the manycommercial and nonprofit agencies that developcurriculum materials are the Vocational-TechnicalEducation Consortium of States (V-TECS),Mid.America Vocational Curriculum Consortium,and American Association of Vocational Instruc-tional Materials. (CML)

ED 321 153 CE 055 824Limkard, Bettina A.The Multicultural Work Force. Trends and Issues

Alerts,ERIC Ciearinghouse on Adult, Career, aad Voca-

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

and Improvement (ED), Washington, DC.Pub Date--90ContractR188062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MF01/PC01 Plus Postage.DescriptorsAdults, Corporate Education, *Cross

Cultural Training, Cultural Differences, *CulturalInfluences, Education Work Relationship. Em-pMyee Attitudes, Employer Attitudes, EthnicGroups, Intergroup Relations, *Labor Force De-velopment. *Management Development, Men-tors. *Multicultural Education, Sex DifferencesWhite males represent only 46 percent of the U.S.

work force. Within a few years, 75 percent of thoseentering the labor force will be women and minori-ties, according to the U.S. Department of Labor.The work force is getting smaller as well u changingin nature. To attract and keep the most qualified andproductive workers, businesses must make changesin their management policies and practices that fewemployers or workers have anticipated or are pre-pared for. Among the companies that have pro-moted the benefits of a multicultural, diversifiedwork force are Procter and Gamble, Digital Equip-ment Corporation, Avon, Xerox, Mobile, Honey-well, Colgate-Palmolive. and OrthoPharmaceutical. For example, Procter and Gamblehas established special mentoring programs to helpbring women and blacks into management by pro-viding them information about organization& stylesof management, leadership, communication, andnetworking. Digital Equipment Corporation hasstarted a program to create management awarenessof attitudes and assumptions about races and gen-ders and how those attitudes and assumptions influ-ence company and employee policies and behaviors.To manage a diversified work force, managers mustlearn to be serzitive to the cultural influences amongtheir employees. Cross-cultural training is also cru-

14

cial to success in international markets, as U.S. com-panies compete in a global market and form jointventures that require the transfer of employeesacross continents. (18 annotated resources) (CML)

lEmDe 3s2u1san154 CE 055 825

Environmental Adult Education, Trends and IssuesAlerts.

ERIC Clearinghouse on Adult. Career, and Voca-tional Education, Columbus, Ohio.

Spons AgencyOffice of Educational lesearchand Improvement (ED), Washington, DC.

Pub Date-90ContractRI88062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/PC01 Plus Postage,DescriptorsAdult Education, *Conservation

(Environment), Continuing Education, *Ecology,Environment. *Environmental Education, Inter-national Cooperation, Science and Society,*Teacher Role, Teaching MethodsEnvironmentalism has be .ome a part of the cul-

ture, and environmentalists now constitute a majorsocial movement. The solutions to many currentenvironmental problems require a local or nationalresponse, but solutions to other problems will re-quire a global response. Major United Natioas re-ports have recognized that solving globalenvironmental problems will occur only throughlong-term strategies for achieving sustainable devel-opment. Education is one such long-term strategy,and adult educators possess much knowledge abomadult learning and program planning and develop-ment that can be beneficial to environmentalists.However, the role adult educators should play in theenvironmental movement is not yet clear. Becauseadult educators are more accustomed to meeting theneeds of individuals rather than groups, they mayhave to adjust some of their strategies to work withexisting environmmental groups. Adult educatorswill need to approach environmental groups as part-ners who want to support rather than sipplant theireducational activities. They also wilt .:eed to beaware of some issues affiliated with environmentaleducation. Among those issues are that: (1) environ-mental education is by its very nature a politicalactivity: (2) questioning the merits of global devel-opment raises the issue of balancing environmentalneeds against the needs of developing nations: and(3) because adult environmental learning is primar-ily a cognitive activity, perhaps adult educatorsshould engage not in adult education but in promo-tion of adults who take action. (16 annotated re-sources) (CML)

ED 321 155 CE 056 067!met SusanMaaseng Your Professional Development A

Guide for Part-Thne Teachers of Adults. ERICDigest.

ERIC Clearinghouse on Adult, Career, and Voca-tional Education, Columbus, Ohio.

Spons AgencyOffice of Educational Researchand Improvement (ED), Washington. DC.

Report No.EDO-CE-90-98Pub Date-90ContractRI88062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.DescriptorsAdult Education, *Adult Educators,

Educational Planning. Guideline... InserviceTeacher Education, 'Part Time Faculty, *Profes-sional Development

IdentifiersERIC DigestsProfessional development. a continuing process of

activities that enhance professional growth. shouldbe planned and managed by the individual. Al-though part-time adult educators may be able toconsult with supervisors in planning professionaldevelopment, more often they work in relative isola-tion and must take sole responsibility for eotir inser-vice needs. Development of a plan provides aframework for the discipline and commitmentneeded to achieve changes. One type of plan, thePersonal Professional Devele merit Model, has fourphues: initiating, planning, managing, and evalua-tive. The success of a professional development planrequires identification of resources such as print andnonprint materials, staff development opportunities,and other adult educators. Feedback is also neces-sary as a measurement of prograss. Guidelines for

managing professional development include: (1)stating no more than three objectives; (2) acknowl-edging the existence of deterrents such as lack oftime, resources, or support; (3) forming a networkfor collegial feedback; (4) making site visits; (5) pair-ing with a peer to learn a new technique; (6) joiningprofessional associations and attending confer-ences; and (7) using ERIC resources. (SK)

ED 321 156 CE 056 068Lowry, Cheryl MeredithTeaching Adults with Learning Disabilities. ERIC

Digest No. 99.ERIC Clearinghouse on Adult. Career. and Voca.


and Improvement (ED), Washington, DC.Report No.EDO-CE-90-99Pub Date-90ContractR188062005Note-3p.Pub Type Information Analyses ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAdult Basic Education, Adult Edu-

cators, Adult Students, Coping, *DiagnosticTests, Educational Diagnosis, *Learning Dis-abilities, Psychoeducational Methods

IdentifiersERIC DigestsThe number of adults with learning disabilities

(LD) is difficult to estimate. They may comprise asmany as 80% of adult basic education students, buta smaller proportion of students in other adult edu-cation settings. Many adults with LD exhibitstrengths that enable them to compensme for theirdisabilities and perform successfully without sup-portive services. Among the most serious issuesconcerning adults with LD are lack of an..greed-upon definition and scarcity of appropriateassessment tools. Prevailing theories assume thatindividuals with LD have difficulty learning becauseof a difference in information processing that mayhave a neurological basis. This difference can affectself-esteem, education, work, socialization, anddaily living. Adult educators should be aware thatfew diagnostic tools are appropriate for use withadults. Adults with LD should usist in the assess-ment process, which is useful only to the extent thatit helps adults live more fully. A combination ofintervention strategies and teaching techniques ismost effective in meeting the needs of these adults.Techniques include: assessing learning style and us-ing multisensory techniques; motivating studentsthrough feedback and positive experiences; teachingmemory techniques and transferable strategies; using compensatory aids such as tape recording, wordprocessing. and computer-assisted instruction; andbeing organized and clear in instruction. (SK)

ED 321 157 CE 056 069Kerko, SandraFlexibk Work Scheduks. ERIC Digest.ERIC Clearinghouse on Adult. Career, and Voca-


and Improvement (ED), Washington, DC.Report No.EDO.CE90-100Pub Date-90Contract-12188062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Phis Postage.DescriptorsCareer Development. Employee Atti-

tudes. Employer Attitudes, 'Flexible WorkingHours, 'Job Sharing, Part Time Employment,'Personnel Policy, Supervision

IdentifiersERIC Digests. 'Temporary Employ-mentFlexible work schedules are one response to

changes in the composition of the work force, newlife-styles, and changes in work attitudes. Types ofalternative work schedules are part-time and tempo-rary employment, job sharing, and flextime.Part-time workers are a diverse group-women, thevery young, and older near-retirees. Althoughpart-time jobs are disproportionately lower-wagejobs, a growing number of part-time jobs are in man-agerial and professional positions. Part-time work-ers often have extensive commitments to activitiesand responsibilities outside of work. such as childand elder care, which makes parttime work an ap-pealing option. Temporary workers are a fast.grow-ing segment of the labor force. Temporary jobsprovide scheduling freedom and variety for work-ers, and businesses often use contingent workers for

cost containment and staffing fLxibility. One re-sponse to a shortage of permanent, career-statuspart-time jobs is job sharing, typically an arrange-ment in which two people shay one full-time job.Successful job sharing depends on the commitmentof job partners and willingness of supervisors to beflexible. Flextime schedules allow variability in thestarting and ending times of the work day. Flexibleworking hours can result in higher motivation andjob satisfaction. A diverse work force and potenfiallabor shortages imply that an array of schedulingoptions should be offered. Greater demand for alter-native work schedules will require changes in thepractices and attitudes of employers and employees,such as rethinking organiutional structures andtask assignments, altering supervisory styles. con-ceiving new methods of performance appraisal, andpreparing flexible, self-directed workers. (SK)

El) 321 158 CE 056 070Lowry. Cheryl MeredithHelping AtRisk Youth Make the School-to-Work

Transition. ERIC Digest.ERIC Clearinghouse on Adult, Career, and You-

timid Education, Columbus, Ohio.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-CE-90-101Pub Day-90ContractR188062005Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/Pall Plus Postage.Descriptors--"Agency Cooperation, *Articulation

(Education), 'Coordination. *Delivery Systems.Disadvantaged Youth, *Education Work Rela-tionship, Employment Potential, °High Risk Stu-dents, Job Skills, Secondary Education

IdentifiersERIC DigestsSchool-to-work transition services are intended to

help youth develop the skills and attitudes theyneed to find and keep employment, maintain ameaningful adult life-style, and develop positive so-cial interactions. Eligibility for such services hunow been broadened beyond disabled students toinclude students with economic or educational dis-advantages or limited English proficiency. Barriersto effective delivery of transition services are: (1)lack of career exploration programs in middleschools; (2) lack of interagency coordination; (3)lack of ose managers; (4) limited parental involve-ment; and (5) absence of a computerized manage-ment information system. Four types of models foreffective delivery include: curriculum content mod-els; instructional stages models; supportive servicesmodels; and articulation and communication mod-els. Successful transition service practices dependupon: ( I) the availability and identification of a widearray of community services; (2) systematic procedures for prescribing appropriate services, such asindividualized plans, case management, transitionassistance centers, and parent resource centers: (3)articulation between service providers, within singleagencies or institutions and between multiple agen-cies or institutions; and (4) systematic tracking ofinformation regarding the availability, cost, andevaluation of services. (SK)

CGED 314 660 CG 022 193Gysbers. Norman C. And OthersComprehensive Guidance Programs That Work.ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.ISBN-1-56109-001-8Pub Date-90ContractR118062011Note-178p.Available fromER1C/CAPS. 2108 School of Ed

ucation, University of Michigan, Ann Arbor, MI48109 ($18.95).

Pub Type Books (010) -- Collected Works - Gen-eral (020) Information Analyses - ERIC Infor-mation Analysis Products (071)

EDRS Price - MFOI/PC08 Plus Postage.DescriptorsDevelopmental Programs, Elemen-

tary Secondary Education, 'Guidance Programs.Models, Program Development, °Program Im-provement, 'School Counselors, 'School Guid-ance

Document Resumes/CG 5

Identifiers"Comprehensive GuidanceThis monograph describes how the comprehen-

sive guidance model is transforming elementary-secondary school guidance and counseling pro-grams in schools across the country. It incorporatesthe ideas and experiences of 12 guidance programdevelopers in the actual use of the comprehensiveguidance model in diverse school and cultural set-tings. The book is intended as a source of ideas,resources. and procedures to help state and localguidance and administrative personnel remodel andrevitalize guidance in their schools. Papers includedare: (1) "A Model Comprehensive Guidance Pro-gram" (Norman C. Gysbers); (2) "Missouri Com-prehensive Guidance-A Model for ProgramDevelopment, Implementation and Evaluation"(Robert J. Larivee and Marion F. Starr); (3) "Com-prehensive Guidance in Alaska" (Jamie Bucknerand Marie MacKenzie); (4) "Comprehensive Guid-ance in Montgomery County. Maryland" (John P.Goodloe); (5) "The Comprehensive Guidance Pro-gram in San Antonio" (Patricia Henderson); (6)"Guidance and Counseling New Hampshire Style"(Josephine B. Hayslip and James V. Carr); (7) "TheComprehensive Guidance Program in St. Joseph,Missouri" (Mark H. Hargens and Jean T. Johnson);(8) "An Effective Guidance and Counseling Pro-gram in Lincoln. Nebraska" (John Dudley); (9)"The Comprehensive Guidance Model at HillsboroHigh School" (Gloria Morgan); and (10) "After-thoughts" (Norman C. Gysbers). (NB)

ED 314 708 CG 022 245Purkey, William W And OthersInvitational Learning for Counseling and Develop-

ment.ERIC Clearinghouse on Counseing and Personnel


and Improvement (ED). Washington. DC.Report No.-1SBN-1-56109-002-6Pub Date-90ContractR18806201Note-137p.Available fromERIC/CAPS, 2108 School of Ed-

ucation, University of Michigan, Ann Arbor, MI48109-1259 ($16.95).

Pub Type Collected Works - General (020)Information Analyses - ERIC Information Analy-sis Products (071)

EDRS Price - MFOI/PC06 Plus Postage.Descriptorsnehavior Theories, 'Counseling

Theories, Educational Objectives. 'EducationalPractices, °Educational Theories, ElementarySecondary Education, Foundations of Education.Guidance Objectives, Higher Education. Learn.ing Motivation, Learning Theories. 'Models. Pro-gram Descriptions. Reinforcement, TeacherResponse. Values

IdentifiersInvitational EducationThis monograph describes the theory and practice

of the invitational learning model as it applies toschool counseling and development. Invitationallearning is a paradigm for personal and professionalfunctioning, and for organizational restructuring,based on four nit: 3 regarding the nature of peopleand their potential and the nature of professionalhelping: respect, trust, optimism, and intentionality.Part 1 of the book develops the theory of invitationallearning in five chapters which: define invitationallearning (chapter 1); discuss foundations of invita-tional learning (chapter 2); identify four levels offunctioning (chapter 3); explore the five "powerfulP's" of places. policies, programs, processes, andpeople (chapter 4); and explain the "Four CornerPress" of being personally and professionally invit-ing with oneself and others (chapter 5). Part II sur-veys the practice of invitational learning throughseven essays by separate authors describing theirexperience in institutions or programs that employthe invitational learning model: (1) "The BaltimoreCounty Guidance and Counseling Experience"(Donald E. McBrien); (2) "The Furman UniversityCenter for Excellence Experience" (Judy Lehr); (3)"The East Davidson Hiel School Experience"(Debbie Chance); (4) "The Kansas ElementuySchool Curriculum Experience" (John H. Wilson);(5) "The Affton School District Experience" (GaryC. Benedict); f,6) "The University of South CarolinaAdjunct Instructor Experience" (Cheryl FrenchStehle); and (7) "The Sugar Loaf School Experi-ence" (Joel Blackburn). Forty-eight references areincluded, and the inviting school checklist is ap-pended, along with an Honor Roll of invitingschools. (TE)

1 5. In'. IMPY AVEHLE

6 DoLument Resumes/CG

ED 315 94 CG 022 263Ger ler. Edwin R.. Jr.. Ed. Csechalski. Joseph C,

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

World.American School Counselor Association. Alexan-

dria, VA.; ERIC Clearinghouse on Counselingand Personnel Services, Ann Arbor. Mich.


Report No.ISBN 1-56109-000-XPub Date-90ContractRI88062011Note-414p.; For individual chapters, see CG 022

264-273.Available from--ER1C/CAPS. 2108 School of Ed-

ucation, University of Michigan, Ann Arbor. MI48109-1259 (S26.95 each).

Pub Type Collected Works - General (020)Information Analyses - ERIC Information Analy-sis Products (071) Books (010)

EDRS Price MFOI/PCI7 Plus Postage.DescriptorsBehavior, Change, Child Abuse,

Child Neglect, *Counseling Techniques, *Coun-selor Role, Cultural Differences, Drug Abuse, El-ementary Education, 'Elementary Schools,Employment, Exceptional Persons, Family Life.Human Relations, Learning Strategies. 'SchoolCounseling, *School Counselors, TechnologyThis book of readings was developed to increase

the reader's awareness of the cultural and socialissues which face children and their counselors. Itdraws attention to environmental factors which im-pinge on both teaching and counseling techniques,and encourages counselors to re-examine their rolesand interventions for the 1990s. The readings showcounselors in elementary schools how to help chil-dren grow and develop in a changing world. Eachchapter of the book contains articles that have beenpuolished in counseling journals during the 1980s.Each chapter begins with an introduction by theeditors and concludes with a set of issues designedto stimulate thinking about the current state of ele-mentary school counseling. Individual chapters fo-cus on: (1) cultural diversity; (2) changing families;(3) drug abuse; (4) child abuse and neglect; (5) ex-ceptional children; (6) technology; (7) the changingworld of work; (8) learning in a changing world; (9)children's behavior in a changing world: and (10)human relations. (NB)

ED 315 699 CG 022 280Ellis, Thomas I.The Missouri Comprebeuive Gaidance Model.

Highlights: An ERIC/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel

`iervices, Ann Arbor, Mich.Sp)ns AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-90Contract R188062011Note-3p.Available fromERIC/CAPS, 2108 School of Ed-

ucation, University of Michigan, Ann Arbor, MI48109-1259.

Pub Type Information Analyses ERIC Informs.tion Analysis Products (071)

EDRS Price MFOI/PC01 Plus Postage.Descriptors*Counseling Objectives, *Counseling

Theories, Counselor Performance, 'CounselorRole, Counselor Teacher Cooperation, *Curricu-lum Design, Elementary Secondary Education.*Guidance Objectives, *Guidance Programs, In-tegrated Curriculum

Identifiers*Comprehensive Guidance Model,ERIC Digests, Gysbers (Norman)This digest describes the structural and program-

matic components of the Missouri ComprehensiveGuidance Program Model, a model designed to helpschool districts develop comprehensive and system-atic guidance programs oriented toward overall stu.dent development. It discusses the content of themodel (based on the concept of life career develop-ment) and provides a seven-step process for imple-menting the model. References are included. (TE)

ED 315 700 CG 022 281Thompson, RosemarySuicide and Sudden Loss; Crisis Management in

the Schools. Highlights: An ERIC/CAPS Di-gest.

ERIC Clearinghouse on Counseling and PersonnelServices, Ann Arbor, Mich.

Spons AgencyOffice of Educational Researchand Improvement (ED), Washington, DC.

Pub Date 90ContractR188062011Note--3p.Available fromER1C/CAPS. 2108 School of Ed-

ucation. University of Michigan, Ann Arbor, MI48109-1259.


EDRS Price MFOI /PC01 Plus Postage.DescriptorsCoping, Counseling Techniques,

Counselor Role, *Crisis Intervention. 'Death.*Depression (Psychology), Elementary Second-ary Education, *Grief, School Involvement,School Role, Stress Management, *Suicide

Identifiers*Crisis Management, ERIC Digests,*Grief CounselingThis digest considers how counselors and educa-

tors can cope with the emotional needs of suicidesurvivors and prevent future suicides among stu-dents. It discusses self-destructive tendencies inyouth and behavioral manifestations of loss; offerssuggestions to counselors for managing th: first 48hours following a suicide or loss and lists criticalquestions to consider after a suicide or suddendeath. Tasks of mourning and grief counseling arediscussed along with special treatment issues foradolescents. (TE)

ED 315 701 CG 022 282Sprik, JeanetteCounseling and Guidance Software. Highlights: An

ERIC/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich.Spons AgencyOffice of Educational Rescarch

and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062011Note-3p.Available fromERIC/CAPS. 210E School of Ed-

ucation, University of Michigan, Ann Arbor. MI48109-1259.


EDRS Price - MFOI /PC01 Pins Postage.Descriptors--*Computer Software, *Computer

Software Reviews, Computer Uses in Education.*Counseling, *Counseling Services. EducationalTechnology, Expert Systems, Information Sys.'MIMS

IdentifiersERIC DigestsThis digest describes the "Counseling Software

Guide" (Walz and Bleuer, 1989). It summarizes thecontents of the guide: (1) general information aboutthe use of computers in counseling; (2) practicalguidelines on what to look for in software; (3) anoverview of trends and developments in availabilityand use of software; (4) an overview of the range ofsoftware programs available on a particular ropic;and (5) information on specific software programs.(rE)

ED 315 702 CG 022 283Ellis, Thomas I.Invitational Learning for Counseling and Develop-

ment. Highlights: An ERIC/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel


and Improvement (ED), Washington, DC.Pub Date-90Con tractRI88062011Note-3p.Available fromERIC/CAPS, 2108 School of Ed-



EDRS Price MFOI /PC01 Plus Postage.DescriptorsCounseling Theories, Counselor

Role, *Educational Environment, *EducationalObjectives, Elementary Secondary Education,Humanistic Education, °Models, School Policy,*School Responsibility, Self Concept, *StudentSchool Relationship. Teacher Responsibility

IdentifiersERIC Digests, *Invitational LearningModelThis digest describes the Invitational Learning

model developed by William W. Purkey, an ap-proach that emphasizes mutual respect and humanpotentia; in every aspect of schooling. It presents abrief overview of the invitational learning conceptand discusses the theoretical foundations of themodel. It describes cnaracteristics of an invitingschool, inviting school policies and programs, invit-ing behavior in the classroom, and the invitational

approach to school counseling. Advice is providedfor incorporating the invitational model amongprincipals, teachers, and counselors. (TE)

ED 315 703 CG 022 284Ellis, Thomas I.Counselors and Teachers as Student Advisors.


Services. Ann Arbor. Mich.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Pub Date-90ContractRI88062011Note--3p.Available fromERIC/CAPS. 2108 School of Ed-


Pub Type Info:mation Analyses - ERIC Informa-tion Analysis Products (071)

EDRS Price - MFOI /PC01 Plus Postage.Descriptors*Counselor Teacher Cooperation.

Curriculum Design. Elementary Secondary Edu-cation, *Guidance Programs. Program Descrip-tions, School Guidance, 'Teacher Guidance,'Teacher Role, *Teacher Student Relationship

IdentifiersERIC Digests, Myrick (Pnbert).'Teacher Advisor ProgramThis digest summarizes the essential aspects of

Myrick's Teaoher Advisor Program (TAP) concept,discussing; (1) why schools need a teacher advisorprogram; (2) whether teachers are qualified to pro-vide counseling; (3) what a teacher advisor programwould involve; (4) what should be included in aguidance curriculum: (5) the counselor's role inTAP; (6) teacher support of TAP; and (7) the advan-tages and limitations of teachers as advisors. (TE)

ED 315 704 CG 022 285Danziger. Sandra Farber, NaomiAdolescent Pregnancy and Parenthood. High.

lights: An ERIC/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor. Mich.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062011Note-3p.Available fromERIC/CAPS, 2108 School of Ed-



EDRS Price MFOI/PCOI Plus Postage.DescriptorsAbortions, 'Adolescents, Birth Rate,

Contraception, 'Early Parenthood, ElementarySecondary Education, Family Planning, Illegiti-mate Births, Population Trends. *Pregnancy,*Pregnant Students, Prevention, Sex Education,*Unwed Mothers

IdentifiersERIC DigestsThis digest reviews trends in adolescent sexual

activity and discusses conceptual and programmaticapproaches to pregnancy prevention. It discusses apregnant adolescent's choices for resolving an un-planned pregnancy (i.e. abortion, adoption, keepingthe baby, and marriage), and the challenges faced byteenage parents. The final section touches on effortsto include young men in efforts to prevent preg-nancy, help young parents, and promote more re .sponsible adolescent behavior. (TE)

ED 315 705 CG 022 286Golden. LarryBrief Family Consultation in Schools. Highlights:

An ER1C/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich.Spons AgencyOffice of Educat;onzl Research

and Improvement (ED). Washington, DC.Pub Date-90ContractRI 88062011Note-3p.Available fromERICiCAPS, 2108 School of Ed-


Pub Type Information Analyses - ERIC Infc:rna-tion Analysis Products (071)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsBehavior Problems. Counselor Role.

Elementary Secondary Education, FamilyCounseling. *Family Environment, Family °rob-lems. Family Relationship. *Milieu Therapy, Par-ent Child Relationship, Parent Counseling, ParentSchool Relationship, *Systems Approach

Identifiers- *Brief Family Consultation, ERIC Di-gestsThis digest describes brief family consultation, a

shortterm strategy that enlists the home and schoolin an attempt to solve childhood behavior problems.Five criteria are given for assessing the functionalstatus of a family: (1) parental resources; (2) chro-nicity; (3) communication between family mem-bers; (4) parental authority; and (5) rapport withprofession& helpers. Limitations of this approachare considered. (TE)

ED 315 706 CG 022 287McFadden, Emily JeanCounseling Abused Children. Highlights: An

ERIC/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel


and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062011Note-3p.Available fromERIC /CAPS, 2108 School of Ed-



EDRS Price - MFOI/PC01 Plus Postage.Descriptors*Child Abuse, Childhood Needs,

*Child Neglect, Child Welfare, Counseling Tech-niques, Counselor Attitudes, Counselor Role.*Family Violence, Play Therapy, *Sexual Abuse,Social Workers, Teamwork

IdentifiersERIC DigestsThis digest familiarizes counselors with the four

major types of child maltreatment: neglect, physicalabuse. sexual abuse and exploitation, and emotionalabuse or neglect. A definition is provided for each.along with relevant symptoms and statistics. Thesubsequent discussion focuses on identifying mal-treatment and on counseling abused children. Sincecounseling alone cannot ensure the safety of a mal-treated child, a team approach involving socialworkers, medical personnel, counselors, and educa-tors is recommended. (TE)

ED 315 707 CG 022 288Pu /hams, PrestonThe Emerging Role of the Community College

Counselor. Highlights: An ERIC/CAPS Digest.ERIC Clearinghouse on Counseling and Personnel

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

and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062011Note-3p.Available fromERIC /CAPS, 2108 School of Ed-



EDRS Price - MFOI/PC01 Plus Postage.Descriptors--Adult Education, *Career Guid-

ance, *Community Colleges, Counselor ClientRelationship, Counselor Role. Educational Plan-ning, Learning Strategies. Nontraditional Stu-dents, Study Skills, Two Year Colleges

IdentifiersERIC DigestsThe increase in adult, minority, women, part-

time, and displaced students attending communitycolleges has caused the roles of community collegecounselors to shift from an "in loco parentis" em-phasis on personal counseling, vocational guidanceand social support to new roles as student develop-ers and learning agents. As student developers,counselors must communicate the importance of ac-ademic skilhbuilding, and help students understandthe value of their academic endeavors. As learningagents, counselors must assist, manage, and ens:our-age students to build a pattern of success. (TE)

ED 315 708 CO 022 289Thompson. RosemaryPost-Traumatic Loss DebriefInw Providing Imme-

diate Support for Survivors of Suicide or SuddenLoss. Highlights: An ERIC/CAPS Digest.

ERIC Clearinghouse on Counseling and PersonnelService!, Ann Arbor, Mich.


Fub Date-90ContractRI88062011Note-3p.Available fromERIC/CAPS, 2108 School of Ed-

ucation, L'niversity of Michigan, Ann Arbor, MI48109-1259.


EDRS Price MFOI/PC01 Plus Postage.DescriptorsAt Risk Persons, Coping, Counseling

Technues. Counselor Role, *Death, *Depres-sion (Psychology), Elementary Secondary Educa-tion, Emotional Adjustment, *Grief, High RiskStudents, School Involvement, School Role,Stress Management, *Suicide

ldentifiersLRIC Digests, °Grief CounselingThis digest describes post-traumatic loss debrief-

ing, a structured group process approach to helpsurvivors manage their physical, cognitive, andemotional responses to a traumatic loss. It discussesseven stages of debriefing: (1) htroductory Stage;(2) Fact Stage; (3) Life Review Stage: (4) FeelingStage; (5) Reaction Stage; (6) Learning Stage; and(7) Closure Stage. References are included. (TE)

ED 315 709 CG 022 290Huey. Wayne C. Remley. Theodore P. Jr.Ethical and Legal Issues in School Counseling.



and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062011Note--3p.Available fromER1C /CAPS, 2108 School of Ed-


Pub Type Information Analyses - ERIC Informa-tion Analysis Products (07))

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsBehavior Standards, *Codes of Eth-

ics, Compliance (Legal). Coniidentiality, Coun-selor Role, *Counselors, Elementary SecondaryEducation, Ethics. Legal Responsibility, MoralIssues, Moral Values. *School Counselors, SchoolLaw

Identifiers.ERIC DigestsThis digest summarizes ethical and legal issues

affecting school counselors. It empha&zes the im-portance of ethical standards, and of knowing thecontent, purposes, and limitations of professionalcodes of conduct as general guidelines for address:ing difficult issues. Advice is offered on how to ad-dress colleagues' unethical behavior, and oncounselors' legal responsibilities in the areas of con-fidentiality and privileged communication. (rE)

ED 316 791 CG 022 338Myrick, Robert D. And OthersThe Teacher Achisor Program: An Innovative

Approach to School Giddance.ERIC Clearinghouse on Counseling and Personnel

Services, Ann Arbor, Mich.Spons AgencyOffice of Educat;or.al Research

and Improvement (ED), Washington, D.C.Report No.ISBN-1-56109-003-4Pub Date-90ContractRI88062011Note-121p.Available fromERIC/CAPS. 2108 School of Ed-

ucation. Universi:y of Michigan, Ann Arbor, MI48109-1259 (S16.95).

Pub Type Collected Works - General (020)Information Analyses - ERIC Information Analy-sis Products (07))

EDRS Price MFOI/PC05 Plus Postage.DescriptorsCooperative Planning, *Counselor

Teacher Cooperation, Curriculum Design, *De-velopmental Programs, Educational Cooperation,Elementary Secondary Education. *Group Guid-ance, Guidance Objectives, Middle Schools, Pro-gram Descrip.ions, *Teacher Guidance, *TeacherRole

Identifiers--*Teacher Advisor ProgramsThe Teacher Advisor Program (FA?) is an inno-

s:ative developmental approach to counseling thatdirectly involves teachers as advisors to 18 to 20students, with whom they meet both individuallyand in group sessions. An introductoiy chapter thatcites the need for a developmental approach tocounseling in contemporary schools and the poten-tial role of tecchers in guidance. The second chapterdiscusses the suitability and limitations of teachersas advisors, and then describes the design and pur-pose of TAP, discussing the counselor's role in sucha program. approaches to building support for TAPamong teachers, and critical factors for success ofthe program. Chapters 3 through 8 present case his-

Document Resumes/CG 7

tories, by participants, of the following teacher advi-sor programs throughout the nation: (1) PRIMETIME in Sarasota, Florida middle schools (BillHighland); (2) OUR TIME in Green Bay, Wiscon-sin (Sue odey); (3) TA groups in La Forte, Indiana(Charles Blair); (4) the Middle School AdvisoryProgram in the Collegiate Schools. Richmond. Vir-ginia (Sally Chambe!s); (5) TAP in Pasco County,Florida (Madonna Wise and Cathy Micheau); and(6) Florida's Model and Pilot Schools (ElizabethLawson). The final chapter answers commonteacher questions about the program and discussesstaff development and training workshops. Ap-pended are developmental guidance units, roles ofschool personnel in TAP, a sample advisement tele-phone call, and TAP staff development. Referencesare included. (TE)

ED 321 161 CG 022 569O'Rourke, Kathleen, Ed.The Challenge of Counseling in Middle Schools.American Association for Counseling and Develop-

ment, Aleundria, VA.; ERIC Clearinghouse onCounseling and Personnel Services, Ann Arbor,Mich.

Spons Agency-001-e of Educational Researchand Improvement (LD), Washington, DC.

Report No.ISBN-I-56109-030-1Pub Date-90Contract--RI88062011Note-403p.; For individual chapters, see CG 022

570-577.Available fromERICiCAPS, 210b School of Ed-

ucation. University of Michigan, Ann Arbor, MI48109-1259 ($26.95 each).

Pub Ty oe Collected Works - General (020)Information Analyses - ERIC Information Analy-sis Products (071)

EDRS Price - MF01/PC17 Plus Postage.DescriptorsAcademic Achievement, Adolescent

Development, °Arlolescents, Career Exploration,Drug Abuse, Family Relationship, IntermediateGrades, Junior High Schools, *Middle Schools,Peer Influence. *School Counseling, *SchoolCounselors, Sexuality, Stress Variables, SuicideThis book of readings presents 33 articles that

address topics of importance to counselors whoserve middle school students. It was written forcounselors already working in middle schools andfor individuals who are preparing for careers as mid-dle school counselors. The book will also benefitboth elementary school counselors who help chil-dren make the Uansition from elementary to middleschool and high school counselors who work withadolescents making the u&sition from middleschool into high school. It deals with how counsel-ors in middle schools can help early adolescents facethe challenges of adcliescence. noting that middleschool counseling programs should focus on prepar-ing students for the increased independence of highschool life that is typically accompanied by moresocial pressures and increased stress. The chaptersin this book offer many ideas for helping youngpeople improve their sense of self, their deci-sion-making capabilities, their interpersonal rel&tionships, their academic skills, and their abilities todeal with suess. Chapters contain articles that havebeen invited for the book in addition to articles thathave been published in various counseling journals.Each chapter contains an introduction by the edi-tors and a collection of articles on a particular topic.Individual chapters focus on: (1) self-discovery; (2)family relationships; (3) peer pressure and drugabuse; (4) stress and suicide; (5) sexual maturation;(6) academic achievement; (7) career exploration;and (8) orgarizing a middle school counseling pro-gram.. (NB)

ED 321 224 CG 022 720Myers, Jane E.Empowerment for Later Life.ERIC Clearinghouse on Counseling and Personnel


and Improvement (ED), Washington, DC.Report No.ISBN-1-56109-029-8Pub Date-90GrantR188062011Note--135p.Available fromERIC/CAPS. 2108 School of Ed-

ucation, University of Michigan, Ann Arbor, MI48109-1259 ($14.95).

Pub Type-- Books (010) -- Information Analyses -ERIC Information Analysis Products (071)

8 Document Resumes/CS

EDRS Price MF01/PC06 Plus Postage.DescriptorsChronologicai Age. 'Individual

Power, *Locus of Control. 'Older Adults, 'SelfEfficacy, Self Esteem

IdentifiersEmpowermentThis monograph purports that American society

limits the behavior of older individuals based on thearbitrary criterion of chronological age and pro-poses the concept of empowerment-gaining a senseof personal power or control over over's life-as theantidote for older persons who face devalued statusas they age and the for the accompanying drop inself-esteem and self-worth. The concept of empow-erment is explored in detail, developmental issues.the key to understanding the aging process are re-viewed. and empowerment strategies are discussedthrough a holistic wellness model. Chapter 1 looksat aging and the need for empowerment, consider-ing: demographic changes, gender and aging, healthand disability, and the social context of aging. Chap-ter 2 examines self-efficacy and empowerment andpresents models of helping and empowerment.while chapter 3 focuses on developmental and tran-sition theories for later life. Chapter 4 concentrateson reactions to late life stress, looking at mentalhealth and aging, the social breakdown syndrome.and psychological components of social breakdown.Chapter 5 suggests strategies for reversing thebreakdown syndrome by presenting the social re-construction model and discussing societal, psycho-logical. and other aspects of reconstruction.Overcoming learned helplessness and perceivedlack of control and coping with depression and dis-couragement are also addressed. Stages of the empowerment process are outlined. The final chapterconsiders empowerment through developmental ap-proaches, with an emphasis on wellness. (NB)

CSED 309 457 CS 212 028Newkirk. Thotna.sCritical Thinking and Writing: Reclaiming the

Euay. Monographs on Teaching Critical Think-ing Number 3.

ERIC Clearinghouse on Reading and Communica-tion Skills, Bloomington. IN.; National Council ofTeachers of English. Urbana, III.

Spons AgencyOffice of Educational Researchand Improvement (ED). Washington, DC.

Report No.-1SBN-0-927516-04-7Pub Date-89ContractR188062001Note-63p.Available fromERIC Clearinghouse on Reading

and Communication Skills, 2805 E. 10th St.,Smith Research Center, Suite 150. Bloomington.IN 47405 (55.95 plus $1.50 postage and handling); National Council of Teachers of English,1111 Kenyon Rd., Urbana, IL 61301 (Stock No.09691; 55.95 member, $7.50 nonmember).

Pub Type Guides - Classroom - Teacher (052)Books (010) Information Analyses - ERIC In-formation Analysis Products (071)

EDRS Price MF01/PC03 Plus Postage.DescriptorsCritical Thinking, Elementary Sec

ondary Education, 'Essays. Higher Education.Language Arts. Teaching Methods, Writing Exer-cises. *Writing Instruction, Writing Processes,'Writing Skills

IdentifiersERIC Clearinghouse on Reading andCommun Skills, *Montaigne (Michel Eyquemde), Personal Writing. *Thinking SkillsIntended for teachers, this monograph argues

that, unlike the structured. formulaic "school" es-say, personal essays in the manner of Michel deMontaigne lead students to explore their connec-tions with ideas and texts. The monograph describesseveral strategies which use writing as a tool forcritical thinking. The monograph contains the fol-lowing chapters; (I) "The School Essay (Bad Mem-ories of)": (2) "The Case against Writing-Plato'sChallenge"; (3) "For it is myself that I portray':Montaigne's Legacy": (4) "Invitations to the Essay"; and (5) '"I'm not going to talk about it'."Forty-three references and an annotated bibliography derived from searches of the ERIC database areattached. (MS)

ED 309 463 CS 212 045Stocking S. Holly Grois, Paget H.How Do Journalists Think? A Proposal for the

Study of Cognitive Bias in Newsmaking.ERIC Clearinghouse on Reading and Communica

tion Skills, Bloomington, IN.Spons AgencyOffice of Educational Research

and Improvement (ED). Wasnington, DC.Report No.-1SBN-0-927516-03-9Pub Date-89ContractR188062001Note-124p.Available fromERIC Clearinghouse on Reading

and Communication Skills. 2305 E. 10th St.,Smith Research Center, Suite 150. Bloomington,IN 47405 (59.95 plus $1.50 postage and han-dling).

Pub Type Books (010) Reports Evaluative(142) Information Analyses - ERIC Informa-tion Analysis Products (071)

EDRS Price - MF01/PC05 Plus Postage.Descriptors*Cognitive Processes, Cognitive Psy-

chology, Communication Research. DecisionMaking, Higher Education, *Journalism, *MassMedia Role, Media Research, News Media.Press Opinion. Psychological Studies. *SocialPsychology, Theory Practice Relationship

IdentifiersERIC Clearinghouse on Reading andCommun Skills, Journalism Research, Journalis-tic Objectivity, 'Journalists. *Media Bias. MediaCoverage, News Reporters, News SourcesThis monograph examines how bias affects the

perception of journalists and discusses factors whichmight exacerbate or mitigate such bias. The bookrecommends the study of journalistic decision-making from perspectives developed in the field of socialpsychology. The book includes the following chap-ters: (1) "Media Bias. Cognitive Bias?"; (2) "Cogni-tive Processes in Journalism: An Overview"; (3)"Categorization"; (4) "Theory Generation": (5)"Theory Testing": (6) "Selection of Information":(7) "Integration of Information"; (8) "Interactionsand Persevcrance of Biases and Errors"; (9) "Impli-cations for the Study of Newswork'', and (10)"Summary and Conclusions." Forty-one end notesand 16 pages of references are attached. (MS)

ED 310 369 CS 009 774Metz ElizabethThe Issue: Adult Literacy Assessment. ERIC Di-

gest.ERIC Clearinghouse on Reading and Communica-

tion Skills. Bloomington. IN.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub DateOct 89ContractR188062001Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MF01/PC01 Plus Postage.DescriptorsAdult Basic Education, Adult Learn-

ing. *Adult Literacy, *Adult Reading Programs,*Evaluation Methods, Reading Instruction, Read-ing Skills, Reading Tests

IdentifiersEducational Issues. ERIC Digests. Stu-dent Centered AssessmentIntended to help adult education teachers and ad-

ministrators select the type of adult literacy pro-gram that works best for their students, this digestsurveys nine different programs and discusses theassessment methods used for each program. Theprograms examined are: (1) Time to Read; (2) Cen-ter for Literacy program; (3) Federal Prison Systemprogram; (4) Project: LEARN; (5) City Universityof New York Adult Literacy program; (6) GreeceCentral School District Continuing Education pro-gram; (7) CASAS (Comprehensive Adult StudentAssessment System): (8) Literacy Vulun:eers ofAmerica-Danbury. Connecticut program: and (9)California Literacy Campaign. (NKA)

ED 311 393 CS 009 597Hanle, Jerome CNew Policy Guidelines for Reading: Connecting

Research and Practice.ERIC Clearinghouse on Reading and Communica

tion Skills, Urbana. Ill.; National Council ofTeachers of English, Urbana, III.


Report No.ISBN-0-8141-3342-8Pub Date- -89Contract-400-86-0045Note-86p.

1 b

Available fromNational Council of Teachers ofEnglish. 1111 Kenyon Rd.. Urbana, IL 61801(Stock No. 33428-3020. 55.95 member, S7.50nonmember). St., Bloomington, IN (55.95).

Pub Type-- Books (010) Guides - Non-Class-room (055) Information Analyses - ERIC In-formation Analysis Products (071)

EDRS Price MF01/PC04 Plus Postage.DescriptorsChange Strategies, *Educational

Change. Educational Policy, Elementary Seccnd-ary Education, Instructional Effectiveness. Pro-gram Effectiveness. Reading. *ReadingComprehension, Reading Instruction. 'ReadingResearch, Teacher Role, 'Theory Practice RelationshipIntended to help teachers, researchers. curriculum

developers, and administrators develop improvedpolicy in reading instruction and research, this bookchallenges several widespread assumptions abouteffective reading instruction and concludes with 20policy guidelines which can be used to evaluate ex-isting reading programs and redesign them to aim athigher levels of comprehension. Following an intro-duction, the book contains five chapters: (1) "Read-ing. Reading Instruction. and Reading Research."discussing the relationship among the three: (2)"Supporting Practical Theory," dealing with trust-ing teachers, supporting inquiry, taking risks, build-ing upon what we know, and supportingself-evaluation: (3) "Effective Change Projects."discussing the characteristics of school reading pro-grams exemplifying effective school change and dy-namic. research-based instruction; (4) "The AgendaAhead"; and (5) "Guidelines for Improving Read-ing Comprehension Instruction." encapsulatingavailable information about the conditions that arelikely to improve the teaching of reading in ourschools. A section of 54 notes, and a 228-item bibli-ography are attached. (SR)

ED 312 611 CS 009 821Alva= Marino C. Rtsko, Victorla J.Schema Activation, Construction, and Application.

ERIC Digest.ERIC Clearinghouse on Reading and Communica-

tion Skills, Bloomington. IN.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub DateNov 89ContractR188062001Note-4p.Available fromER1C Clearinghouse on Reading

and Communication Skills, Indiana University.Smith Research Center, 2805 E. 10th St., Suite150. Bloomington, IN 47405 (no cost for 3 singlecopy; $2.00 postage and handling for up to 10no-cost items).


EDRS Price MFOI/PC01 Plus Postage,Descriptors--Elementary Secondary Education,

Higher Education, *Prior Learning. Reader TextRelationship, *Reading Comprehension. 'Read-ing Research, *Reading Strategies. *Schemata(Cognition)

IdentifiersERIC Digests, Prereading Activities.*Schema TheorySchema theorists have advanced the understand.

ing of reading comprehension by describing howprior knowledge can enhance a reader's interataionwith the text. Accordingly, comprehension occurswhen a reader is able to use prior knowledge andexperience to interpret a text's message. Educatorsand researchers have suggested numerous instruc-tional strategies to help students activate and useprior knowledge to aid comprehension. In order forschema construction to occur, a framework must beprovided that helps readers elaborate upon newfacts and ideas to clarify their significance or rele-vance. (RS)

ED 312 626 CS 009 837Silvern, Stephen B. Silveri!, Linda KBeginning Literacy and Your Child.ERIC Clearinghouse on Reading and Communica-

tion Skills, Bloomington, IN.; International Read-ing Association, Newark, Del.


Report No.ISBN-0-87207-164-2Pub Date--11391ContractR188062001Note-21p.Available from -Parent Booklets. International

Reading Association, 800 Barksdale Rd., P.O.Box 8139, Newark, DE 19714-8139 (No. 164,

51.75 prepaid); ERIC Clearinghouse on Readingand Communication Skills, 2805 E. 10th St., Suite150, Indiana University, Bloomington, IN 47401($1.75 prepaid).

Pub Type Guides - Non-Classroom (055)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsFamily Environment. Literacy, Par-

ent Attitudes, 'Parent Child Relationship. Read-ing Writing Relationship. 'Young Children

IdentifiersEmergent Literacy, Print AwarenessEmphasizing that beginning literacy consists of

experiences during the first years of life that lead toreading and writing, this booklet offers practical tipsfor parents who wish to create a literate home envi-ronment for their young children. The booklet dis-cusses reading with the child, listening and talkingto the child, going to the library together, and otherinformal activities. The booklet also contains rec-ommended reading and resources for parents.(NKA)

ED 313 675 CS 009 868Wagner, Betty JaneWhole Language: Integrating the Language

Arts-and Much More. ERIC Digest.ERIC Clearinghouse on Reading and Communica-


and Improve= nt (ED). Washington. DC.Pub DateDec 89ContractR 188062001Note-4p.Available fromERIC Clearinghouse on Reading

and Communication Skills. Indiana University.Smith Research Center. Suite 150, Bloomington.IN 47405 (single copy. free; up to 10 no-costitems, 52,00 postage and handling).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsClassroom Environment. 'Language

Arts, Language Research. Primary Education.Reading Writing Relationship. Student CenteredCurriculum, 'Teacher Role

IdentifiersEmergent Literacy. ERIC Digests.'Whole Language ApproachIn response to a current grass-roots movement

among teachers, this ERIC digest provides an over-view of the whole language approach. The first sec-tion outlines what whole language is, and the secondsection enumerates what whole language is not. Thethird section discusses what happens in whole lan-guage classrooms, and the final section discussestheory and research supporting whole language.(NKA)

ED 313 687 CS 009 880Aim Nola KortnerUsing Literature To Teach Reading. ERIC Digest.ERIC Clearinghouse on Reading and Communica-


and Improvement (ED). Washington, DC.Pub DateJan 90ContractRI88062001Note-5p.Available from--ERIC Clearinghouse on Reading

and Communication Skills, Indiana University,Smith Research Center 150. Bloomington. IN47405 (single copy. free; up to 10 no-cost items,$2.00 postage and handling).


EDRS Price - MFOI/PC01 Pim Postage.DescriptorsBasal Reading, Childrens Literature,

Class Activities, Informal Assessment, Intermedi-ate Grades, Primary Education, 'Reading in-struction, Reading Research, Reading WritingRelationship. Student Evaluation. TeachingMethods

IdentifiersERIC Digests, Guided Reading Proce-dure, 'Whole Language ApproachThis digest is intended to help and inform those

teachers who are contemplating using children's lit-erature to leach reading, and provides a brief reviewof material in the ERIC database on literature-basedreading instruction. The digest includes sections onrecent research, basic resources, assessing literaturebased reading, diverse methods approaches, andpractical teaching guides. (NKA)

ED 314 728 CS 009 907Morgan. Mary Shermis, MichaelCritical Thinking, Reading. and Writing. Teaching

Resources in the ERIC Database (TRIED) Se-ries.

ERIC Clearinghouse on Reading and Communica-tion Skills. Bloomington, IN.


Report No.ISBN-0-927516-08-XPub Date-89ContractRI88062001Note-106p.Pub Type Information Ansuyses - ERIC Informa-

tion Analysis Products (071) Guides - Class-room - Teacher (052) Reference Materials -Bibliographies (131)

EDRS Price NIF01/PCOS Plus Postage.DescriptorsAnnotated B;bliographies. *Class Ac-

tivities. *Critical Reading, 'Critical Thinking. El-ementary Secondary. Education, TeacherDeveloped Materials. Teaching Methods. 'Writ-ing Instruction

IdentifiersERICPart of the TRIED Series (teaching resources in

the ERIC database, condensed and reorganizedfrom their original sources to offer a wide but man-ageable range of teaching suggestions, useful ideas.and classroom techniques). this book focuses onpractical suggestions for developing cntical think-ing. reading, and writing skills at both the elemen-tary and the secondary level. Following anintroduction and a user's guide. an activities chartindicates the skills emphasized in each lesson, aswell as the types of activities (such as collaborativewriting, role-playing, group presentations, etc.)found in each lesson. The next section offers 19lesson outlines involving critical thinking, reading,and writing at the elementary level. while the fol-lowing section on secondary education also offers19 such lessons. Each lesson includes a brief de-scription, objectives, and procedures. A 28-item an-notated bibliography at the end of the book containsreferences to additional lessons and resources forincorporating critical thinking, reading. and writinginto the classroom. ISR)

ED 314 737 CS 009 917Behm, Mary Rehm, Richard101 Ideas to Help Your Child Learn To Read and

Write.ERIC Clearinghouse on Reading and Communica-

tion Skills, Bloomington. IN.Spons AgencyOffice of Fducationa! Research

and Improvement (ED), Washington. DC.Report No.ISBN-0-927516-13-6Pub Date-89ContractRI88062001Note-52p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Guides -Non-Classroom (055)

EDRS Price - MFOI/PC03 Plus Postage.DescriptorsEarly Childhood Education, 'Family

Environment. *Learning Activities, 'ParentChild Relationship, Parent Participation, 'Parentsas Teachers. 'Reading Attitudes, Young Children

IdentifiersEmergent Literacy. Reading Motiva-tion. *Writing AttitudesBased on the idea that parents are the first and

most important teachers of their children's literacy.this booklet offers 101 practical and fun-to-do activ-ities that children and parents can do together. Theactivities in the booklet are organized to fit the wayparents tend to think about their time with theirchildren: in the nursery; at bedtime:on the road; andwatching television. The booklet also includes a listof additional resources that will interest parents.(NKA)

ED 314 802 CS 507 028Gottlieb, Stephen S.Media Ethics: Some Specific Problems. ERIC

Digest.ERIC Clearinghouse on Reading and Communica-


and Improvement (ED). Washington. DC.Pub Date--Feb 90ContractRI88062001Note-4p.Pub Type, Information Analyses - ERIC Informa-

tion Analysis Products (071)

Document Resumes/CS 9

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsCodes of Ethics. Ethics, Freedom

of Speech. Joanalism, 'Mass Media. Techno-logical Advancement

IdentifiersERIC Digests, Journalistic Objectivity.Journalists, *Media EthicsThis digeFt identifies some of the ethical issues

which appeared in the mass media in the 1980s anddiscusses the implications which these issues havefor the law and for those who already work in orstudy the mass media, as well as for those coliegestudents contemplating a career in journalism orbroadcasting. (NKA)

ED 315 785 CS 212 225Hyslop, Nancy B.Evaluating Student Writing: Methods and Mea-

suremeat. ERIC Digest.ERIC Clearinghouse on Reading and Communica-

tion Skills, Bloomington. IN.Spons AencyOffice of Educational Research

and Improvement (ED). Washington. DC.Pub DateMar 90ContractRI88062001Note-4p,Pub Type Guides - Classroom - Teacher (052)

Information Analyses - ERIC Information Analy-sis Products (071)

EDRS Price MFOI/PC01 Plus Postage.DeseriptorsElementary Secondary Education.

Evaluation Methods, Higher Education, Instruc-tional Effectiveness. *Student Evaluation,Teacher Role, 'Writing Eva!uation, 'Writing In-struction, Writing Processes. Writing Research.'Writing Teachers

Identifiers ERIC DigestsTh:s digest offers an overview of current research

in the ERIC database on methods and measure-ments for evaluating student writing. The digestconsiders: (1) methods of response to students' writ-ten products; and (2) the measurement of quality asrepresented by effective classroom teaching meth-ods. (SR)

ED 315 792 CS 212 241Vultaggio, BarbaraWriting Exercises for High School Students.

Teaching Resources in the ERIC Database(TRIED) Series.

ERIC Clearinghouse on Reading and Communica-tion Skills, Bloomington, IN.


Report No.-1SBN-0-927516-09-8Pub Date-89ContractRI88062001Note-9Ip.Available fromERIC Clearinghouse on Reading

and Communication Skills, Indiana University.Smith Research Center. Suite 150, Bloomington.IN 47408-2698 (59.95 plus 52.00 postage andhandling).

Pub Type Guides - Classroom Teacher (052) --Information Analyses - ERIC Information Analy-sis Products (071) Reference Materials - Bibli-ographies (131)

EDRS Price MFOI/PC04 Pins Postage.DescriptorsAudience Awareness. *Class Activi-

ties, Creative Writing. Descriptive Writing. Ex-pository Writing, High Schools, Lesson Plans.*Teacher Developed Materials, Teaching Meth-ods, Writing Assignments. 'Writing SkillsDesigned to tap the rich collection of instructional

techniques in the ERIC database. this compilationof lesson plans offers practical suggestions f3r devel-oping high school students' writing skills. The 37lesson plans in this book are divided into four sec-tions: (1) descriptive; (2) audience/voice; (3) expos-itory; and (4) creative. A user's guide, activity chart,and a 22-item annotated bibliography of relatedsources in the ERIC database are included. (RS)

ED 316 837 CS 009 967McGowen, Carolyn SmithRemedial Reading for Elementary School Stu-

dents. Teaching Resources in the ERIC Database(TRIED) Series.

ERIC Clearinghouse on Reading and Communica-tion Skills. Bloomington. IN.

Spons AgencyOffice of Educational Researchand Improvement (ED). Washington. DC.

Report No.ISBN-0-927516-14-4Pub Date-90Con tractR188062001Note-86p.Pub Type Guides Classroom - Teacher (052)

10 Document Resumes/CS

Reerence Materials - Bibliographies (131) In-formation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price - MFOI/PC04 Pins Postage.DescriptorsClass Activities, Elementary Educa-

tion, Elementary School Curriculum. *LessonPlans, °Reading Comprehension, ReadingGames, *Reading Skills, *Reading Strategies:Remedial Reading, *Teacher Developed Materi-als, Teaching MethodsDesigned to tap the rich collection of instructional

techniques in the ERIC database, this compilationof lesson plans offers practical suggestions for teach-ing remedial reading at the elementary level. The 42lesson plans in this book are divided into four sec-tions: (I) creative activities; (2) games; ;3) readingcomprehension; and 54) reading skills. A user'sguide, activity chart, ifqd a 26-item annotated bibli-ography of related soufces in the ERIC database areincluded. (RS)

ED 316 838 CS 009 969Smith, Carl B.An Overview of the ERIC Clearinghouse on Read-

ing and Communication Skills. ERIC/RCSWhite Paper No. 1 (1990).


Spons Agency--Office of Educational Researchand Improvement (ED), Was'..ington. DC.

Pub Date-29 Mar 90ContractRI80062001NoteI3p.; Paper presented at the Annual Meet-

ing of the Indiana State Reading Conference (In-dianapolis, IN, March 29, 1990).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsDatabase Producers, Databases, *Ed-

ucational Resources, *Education Service Centers,Elementary Secondary Education, Higher Educa-tion, Information Centers, Program Descrip-tions, Research Tools

IdentifiersERIC Clearinghouse on Reading andCommun SkillsThe Educational Resources Information Center

(ERIC) is a national network of 16 specialized clear-inghouses and several central ERIC service facili-ties, each of which is charged with enhancing theERIC database of educational resources by identify-ing hard-to-find materials including research re-ports, curriculum guides, conference papers,project/program reviews, and government rcports.The ERIC Clearinghouse on Reading and Commu-nication Skills (ERIC/RCS) collects, evaluates, anddisseminates educational information related to re-search, instruction, and personnel preparation at alilevels and in all institutions, including documentson all aspects of reading and writing, English, jour-nalism and mass communications, and speech andtheater. ERIC/RCS also synthesizes and analyzesselected information from the database. Among themany products now available from ERIC/RCS aredigests, FAST bibliographies, minibibliographies,and monographs. ERIC users play an important rolein the identification of topics for future ERIC/RCSpublications, and most of the authors are ERIC us-ers. ERIC/RCS has a packet of descriptive litera-ture about the ERIC system, and brochures andorder forms for ERIC products and publications areavailable upon request. (RS)

ED 316 853 CS 009 986Johns, Jerry L Davis, Susan J.Integrating Literature into Middle School Reading

Classrooms. ERIC Digest.ERIC Clearinghouse on Reading and Communica-


and Improvement (ED), Washington, DC.Report No.EDO-CS-90-04Pub DateApr 90ContractR188062001Note-4p.Available fromERIC Clearinghouse on Reading

and Communication Skills, Indiana University,Smith Research Center, Suite 150, 2805 E. 10thSt., Bl000mington, IN 47408 (free, $2.00 postageand handling for up to 10 free items).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsIntermediate Grades, Journal Writ-

ing, Junior High Schools, *Learning Activities,Literary Genres, Literature Appreciation, Mid-dle Schools, *Reader Response, Reading Aloud to

Others, Reading Instruction, Reading Interests,Reading Material Se;ection, SupplementaryReading Materials, Thin;.ing Skills

IdentifiersERIC DigegsOne way that success in integrating literature into

middle school classrooms has been achieved is bythe systematic study of different genres of literature.Through a variety of activities, students can be en-gaged in comparisons, contrasts, and other high-er-level thinking skills. Response journals, in whichstudents react to their reading by writing. provideanother avenue to promote refle,:tion about the lit-erature being read. To develop student interest inreading literature, teachers might try the followingtechniques: (1) suggest books that match studentinterest; (2) read literature aloud to the students; (3)give students time to read in class; and (4) make agreat number of books available to students. (RS)

ED 316 881 CS 212 264Sorenson. SharonComputers in English/Langnage Arts. Teaching

Resources in the ERIC Database (TRIED) Se-ries.



Report No.-1SBN-0-927516-15-2Pub Date-90ContractR188062001Note-86p.Available fromERIC Clearinghouse on Reading

and Communication Skills, Indiana University,Smith Research Center, Suite 150, 2805 E. 10thSt., Bloomington, IN 47408-2698 ($12.95 plus52.00 per book postage and handling).

Pub Type Guides - Classroom - Teacher (052) -Reference Materials - Bibliographies (131) -- In-formation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price - MFOI/PC04 Plus Postage.DescriptorsAnnotated Bibliographies. *Class Ac-

tivities. *Computer Assisted Instruction, Com-puter Software. Desktop Publishing, ElementarySecondary Education, *English Instruction,Language Arts, *Lesson Plans, *Teacher Devel-oped 'Materials, Word ProcessingDesigned to tap the rich collection of instructional

techniques in the ERIC database, this compilationof lesson plans offers practical suggestions for incor-porating computers into the English/language artsclassroom at both the elementary and secondarylevel. Bectuse many teachers and administrators areusing computers for the first time, the first sectionof the TRIED offers guidelines on the sequentialorganization of word-processing skills, software se-lection, class organization, desktop publishing, anda variety of other considerations for the effectiveintegration of computers into the instructional pro-gram. The second section of the TRIED provideslessons using the computer in elementary languagearts classes. The final section of the TRIED offerslessons for English teachers to use with their com-puter resources. A 47-item annotated bibliographyof related resources in the ERIC database is at-tached. (RS)

ED 318 035 CS 212 324Applebee, Arthur N.Book-Length Works Taught in High School En-

glish Courses. ERIC Digest.ERIC Clearinghouse on Reading and Communica-


and Improvement (ED). Washington, DC.Report No.EDO-CS-90-05Pub DateMay 90ContractR18806200 1GrantG008720278Note-3p.Available fromERIC Clearinghouse on Reading

and Communication Skills, Smith Research Cen-ter, Suite 150, Indiana University, Bloomington,IN 47408-2698 (no cost; up to 10 no-cost items,52.00 postage and handling).

Pub Type Reports - Research (143) Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Price MFOI/PC01 Plus Postage.DescriptorsDrama, Educational Research. *En-

glish Curriculum, English Instruction, *Fiction.High Schools, *Literature Appreciation. SchoolSurveys

Identifiers -ERIC Digests, Literary CanonThis digest discusses the highlights of a study

which surveyed (in 1988) the book-length workstaught in high school English programs in public,parochial, and independent schools and then com-pared the survey results with results of a similarsurvey in 1963. The digest reports that the 10 titlesmost frequently taught in public, Catholic, and inde-pendent schools for Grades 9-12 are remarkable fortheir consistency more than their differences: thetitles included in the top 10 are identical in thepublic and Catholic school samples, and nearly so inthe independent schools. Additionally, the digestreports that the lists of most frequently requiredtexts show little recognition of the works of womenor of minority authors and have changed only mini-mally since 1963. (SR)

ED 318 039 CS 506 766Nok Kortner

How to "Read" Television: Teaching Students toView TV Critically, ERIC Digest,



Pub DateSep 89Contrac t R188062001Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Guides -

Non-Classroom (055)EDRS Price MFOI/PC01 Plus Postage.Descriptors---Audience Response, *Critical View-

ing, "Curriculum Development, Evi. JativeThinking. High Schools, High School Students,Mass Media Use, Models, Television Curriculum,*Television Viewing, *Visual Literacy

IdentifiersERIC Digests, Media Courses, *MediaEducation, *Television LiteracyAlthough schools in many countries have initiated

mass media education, American schools still givelittle consideration to any systematic study of themass media. Students are particularly in need oflearning how to apply basic critical viewing con-cepts to watching television, the most powerful andubiquitous of the mass media. Most researchers andscholars advocate formal media education for highschool students, arguing that it would make for bet-ter informed citizens, r.nd that critical viewing willstimulate critical thinking. (NKA)

ED 319 046 CS 212 331Davis. Susan J. Johns, Jerry L.Laminate Arts for Gifted Middle School Students.

Teaching Resources in the ERIC Database(TRIED) Series.

ERIC Clearinghouse on Reading and Communica-tion Skills, Bloomington. IN.; Indiana Univ.,Bloomington. Center for Reading and LanguageStudies.


Report No.ISBN-0-927516-16-0Pub Date-90ContractR18806200 IN ote-84p.Available from--ERIC Clearinghouse on Reading

and Communication Skills, Indians University.Smith Research Center, Suite 150, 2805 E. 10thSt., Bloomington, IN 47408-2698 (59.95 plus52.00 postage and handling).

Pub Type Guides - Classroom - Teacher (052)Reference Materials - Bibliographies (131) In-formation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price MFOI/PC04 Plus Postage.DescriptorsAcadernically Gifted, Annotated

Bibliographies. Class Activities, History Instruc-tion, Intermediate Grades, Junior High Schools,*Language Arts, *Lesson Plans, Mass MediaRole. *Middle Schools, Reading Instruction,Teac neveloped Materials, Theater Arts,Thins. kith, Writing Instruction

Identifier. 7ollaborative Learning, ERIC DigestsDesigned 1, tap the rich collection of instructional

techniques in the ERIC database, this compilationof lesson plans focuses on language arts activities forgifted middle school students. The 40 lesson plansin this book cover history, literature, mass media,leading, theater arts, thinking skills, and writing.The book Includes an activities chart which indi-cates the focus and types of activities (such as com-munication skills, collaborative learning, vocabularsdevelopment, etc.) found in the various lessons A4 I-item annotated bibliography contains referencesto research and additional resources. (RS)

2e ECT PRDV AVAIl IR! r

ED 319 067 CS 212 359Gottlieb, Stephen SThe Right To Read: Censorship in the School

Library. ERIC Digest.ERIC Clearinghouse on Reading and Communica-

tion Skills. Bloomington. IN.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington. DC.Report No.--EDO-CS90-6Pub DateJun 90ContractRI88062001Note 4 p.Available fromERIC Clearinghouse on Reading

and Communication Skills. Indiana University.Smith Research Center, Suite 150. Bloomington.IN 47408-2698 (single copy, free; up to 10 no-costitems. S2.00 postage and handling).


EDRS Price - MFOI/PCOI Phis Poitage.Descriptors°Censorship, Court Litigation. Court

Role, Information Sources, *Literature, SchoolCommunity Relationship. 'School Libraries

Identifiers-6Controversial Materials, ERIC Di-gests, *New Teachers, Pico v Island Trccs UnionFree School DistrictThis digest examines the current status of outsidc

attempts to censor literature in the school library.The digest (I) reports on several court cases whichcame about because literary works were removedfrom school libraries; (2) discusses the censors andtheir opponents; and (3) reviews some guidelines fornew teachers who might be presented with censor-ship dilemmas. (NKA)

ED 320 138 CS 010 138Sen.senbaugh. RogerMidtiplicities of Literacies in the 1990s. ERIC


tion Skills. Bloomington, IN.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington. DC.Report No.EDO-CS.907Pub DateJul 90Contract--RI88062001Note-3p.Available fromERIC Clearinghouse on Reading

and Communicztion Skills, Indiana University,Smith Research Center, Suite 150. Bloomington.IN 47408-2698 (free).


EDRS Price MFOI/PC01 Plus Postage.DescriptorsDefinitions, Educational Objectives,

Elementary Secondary Education. LanguageRole, *Literacy. Reading Instruction

IdentifiersERIC DigestsDiscussing the evolving conception of 'literacy,

this digest provides a current review of material inthe ERIC database on the multiplicities of literacies.The digest includes sections on the broadeningscope of literacy, acquisition of literacies, definingliteracy, and expanding the domain of literacy. (RS)

ED 320 180 CS 507 185Walker. AlbertPublic Relations Bibliography 1986-1987.ERIC Clearinghouse on Reading and Communica

tion Skills, Bloomington, IN.; Institute for PublicRelations Research & Education. New York. Y.


Report No.ISBN0927516-11-XPub Date-90ContractRI88062001NoteI47p.Available from--ERIC Clearinghouse on Reading

and Communication Skills, Indiana University,Smith Research Center, Suite 150, 2805 East 10thStreet, Bloominvon, IN 47408-2698 ($12.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reference Mate-rials Bibliographies (131)

EDRS Price MFOI/PC06 Plus Postage.DescriptorsAnnotated Bibliographies, °Commu-

nication Research, Higher Education, *Media Re-search, 'Public RelationsThis edition of the public relations annotated bib-

hography (approximately 950 entries) contains ti.tles published in 1986 and 1987 and includes books,magazines, master's theses, and doctoral disserta-tions that pertain to the practice and analysis ofpublic relations. Among the extensive list of topicscovered in the bibliography are: (I) business crech-

bihty and ethics; (2) communications; (3) consum-erism; (4) government relanons; (5) law; (6) mcdiarelations; (7) schools; and (8) writing techniques. A65-item annotated bibliography of related materialsin the ERIC database is attached. (RS)

ED 321 249 CS 010 181Cousin. Patricia TefftContent Ares Textbooks: Friends or Foes? ERIC


tion Skills. Bloomington, IN.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub DateAug 89ContractRI8t062001Note-3p.Available fromERIC Ckaringhouse on Reading

and Communication Skills. Indiana University.Smith Research Center, 2805 E. 10th Si. Suite150. Bloomington, IN 47408-2698 (Single copiesfree with a stamped self-addressed envelope).

Pub Type Informmion Analyses (070) Infor.mation Analyses - ERIC Information AnalysisProducts (071)

EDRS Prict MFOI/PC01 Plus Postage.DescnptorsContent Area Reading. Elementary

Secondary Education. Reading Comprehension.Reading Research. Textbook Content. *TextbookPreparation. *Textbook Research. Theory Prac-tice Relationship

IdentifiersERIC Digests. Textbook Design. *TextFactorsResearch has indicated that current information

about reading and the effective teaching of readinghas not yet made much impact on content area text-books. As a result. there is much room for improve-ment in how textbooks are written. Recent researchhas yielded a great deal of information about whatmakes a text more understandable and supportive tothe student in learning concepts. Yet research in thearea of text adaptation indicates that the process ofrevision is complex and cannot be addressed withsimple solutions. Publishers also need to considerparticularly the need for inclusion of additionalgraphics and attention not only to the content butalso to the organization and style of the text. (Six-teen references are attached.) (RS)

ED 321 250 CS 010 205Adams. Marilyn JagerBeginning Reading Instruction in the United

States. ERIC Digest.ERIC Clearinghouse on Reading and Communica-

lion Skills, Bloomington. I.Spons AgencyOffice of Educational Research

and Improvement (ED), Wa.shington, DC.Report No.EDOCS-90-10Pub DateOct 90Con tractRI88062001Note-3p.; For related documents, see ED 315 740,

ED 317 950. and ED 320 128.Available fromERIC Clearinghouse on Reading

and Communication Skills, Indiana University,2805 E. 10th St.. Suite 150, Bloomington, IN47408.2698 (free with a stamped selfaddressedenvelope).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (A71)

EDRS Price - MFOI/PC01 Phu Postage.DescriptorsBeginning Reading, Educational

Trends. Literature Reviews. Phonics, PrimaryEducation, *Reading Instruction, Reading Re-search, Research Utilization, State of the Art Re.views. Teaching Methods, Theory PracticeRelationship

IdentifiersEmergent Literacy, ERIC DigestsA child's success in learning to read in the first

grade appears to be the best predictor of his or herultimate success in schooling as well as all of theevents and outcomes that correlate with that. Yet.across the research literature reviewed for a recentbook, "Beginning to Read: Thinking and Learningabout Print," children's first-grade reading achieve-ment appears to depend most of all on how muchthey know about reading before they get to school.Differences in reading potential do not seem to bestrongly related to poverty, handedness. dialect.gender, intelligence quotient, mental age, or toother such diflicuh-toalter circumstances. Differ-ences appeared to be due instead to learning andexperience-and specifically to learning and experi-ence with print id print concepts. Such differencescan be taught a v provided that teachers have theknowledge, serr .tvity, and suppon to do so. (RS)

Document Resumes/CS 11

ED 321 251 CS 010 224Newman. Anabel Powell Reverstock, CarolineAdult Literacy: Contexts and Challenges.ERIC Clearinghouse on Reading an.! Communica-

tion Skilk, Bloomington. IN.: Internatnal Read-ing Association, Newark. Del.


Report No.ISBN-087707-3564Pub Date-90ContractRI88062001Note-232p.Available fromInternational Reading Associa-

tion. 800 Bardsdale Rd.. Newark, DE 19714(S9.00 members: S13.50 nonmembers); ERICClearinghouse on Reading and CommunicationSkills. Indiana University. 2508 E. 10th St.. Blocs-mington, IN 47408-2698 (S9.95 plus S2.00 post-age and handling).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Books (010)

EDRS Price MFOI/PC10 Phis Postage.DescriptorsAdult Literacy, Adult Reading Pro-

grams. *Adults. 'Educational History. Futures (ofSociety). Illiteracy, Literature Reviews. 'ReadingResearch, Theory Practice Relationship

IdentifiersWorkplace LiteracyReporting recent and significant studies across the

spectrum of the literacy movement w help plan theUnited States' literacy future, this book discussesthe history of the adult literacy movement. espe.cially in the United States. and the emergent defini.tions of adult literacy. The book also reports on thescholarship about, practice of, and challenges con-fronting the adult literacy movement. Chapters in-clude: (1) "Adult Literacy: A New AmericanValue"; (2) "What Literacy Has Come To Mean";(3) "Measuring America's Literacy": (4) "TheEmergence of Thinking about Adult Literacy"; (5)"Adult Literacy Research: Surveying a New Field":(6) "The National Coalition for Literacy"; (7) "Lit-eracy Initiatives"; and (8) "The Challenges of AdultLite racy." (RS)

ED 321 253 CS 212 174Eveslage. ThomasThe Supreme Court on "Hazelwood": A Reversal

on Regulation of Student Expression. ERICDigest No. 8.

ERIC Clearinghouse on Reading and Communica-lion Skills. Bloomington, IN.

Spons Agency--Office of Educational Researchand Improvement (ED), Washington. DC.

Pub DateJun 88ContractRI88062001Note-4p.Available fromERIC Clearinghouse on Reading

and Communication Skills, Indiana University.Smith Research Center, Suite 150, Bloomington.IN 47405 (single copy. free; up w 10 nocostitems, S2.00 postage and handling).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAdministrators, Censorship, Faculty

Advisers. *Freedom of Speech. Higher Educalion. High Schools, Journalism. *Legal Probkms.School Newspapers. 'Student Publications, Stu-dent Reaction

IdentifiersERIC Digests. Hazelwood SchoolDistrict v Kuhlmeier. *Supreme CourtThis digest reviews earlier court decisions which

led up w the Supreme Court's 1988 "HazelwoodSchool District v. Kuhlmeier" decision and also dis-cusses the "Hazelwood" case's implications for free-dom of student expression. The digest cites variousdocuments in the ERIC database which deal withstudent journalism, censorship, and legal rights andresponsibilities. (NKA)

ED 321 261 CS 212 411Purves. Alan CTesting Literature: The Current State of Affairs.

ERIC Digest.ERIC Clearinghouse on Reading and Communica-


and Improvement (ED), Washington, DC.Report No.EDO-CS-90-08Pub Date.Aug 90ContractRI88062001Note--3p.Available from--ERIC Clearinghouse on Reading

and Communication Skills, Indiana University,Smith Research Center. Suite 150, 2805 E. Tenth

12 Document Resumes/EA

St., Bloomington, IN 47408-7.698 (free).Pub Tyne. Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI /PC01 Plus Postage.DescriptorsCritical Reading. Evaluation Criteria.

°Evaluation Methods, Evaluation Problems.Literature Appi eciation, Secondary Education,State Standards, Student Needs, 'Test Validity

IdentifiersAesthetic Reading, ERIC DigestsA synthesis of the report. "The Current State of

Assessment in Literature," (produced by the Centerfor the Learning and Teaching of Literature), thisdigest discusses methods of evaluating students'knowledge of literature. The digest argues that. byand large, the tests that now exist in the UnitedStates do not live up to the standards set by exami-nation systems of countries in which studentachievement in literature is high. A table of dataregarding state assessment of literature achievementin the 1987-1988 school year in the northeast.southeast. central. and west United States is in-cluded. (NKA)

ED 321 334 CS 507 252Alex. Nola KortnerDebate and Communication Skills. ERIC Digest,ERIC Clearinghouse on Reading and Communica-


and Improvement (ED), Washington, DC.Report No.EDO-CS-90.09Pub DateSep 90ContractR188062001Note-3p.Available fromERIC Clearinghouse on Reading

and Communication Skills. Indiana University,2805 E. 10th St., Suite 150, Bloomington, IN47408-2698 (free with a stamped self-addressedenvelope).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reports De-scriptive (141)

EDRS Price - MFOI /PC01 Plus Postage.DescriptorsAudience Awareness, 'Communica-

tion Skills, °Debate, Debate Fnrmat, ElementaryEducation, Intergenerational Programs, MiddleSchools, Program Descriptions, Verbal Commu-nication

IdentifiersDebate Strategies, ERIC Digests, FlopidaDebate is an activity which an help young chil-

dren learn to be part of a team without experiencingthe intense competition that is present in athletics.For children, a focus on developing communicationskills rather than on competition in debate can helpfoster attitudes of open-mindedness, fairness, andtolerance for the viewpoints of others. Examples ofsuccessful programs aimed at young children in-clude: (1) "Kidspeak," an after-school program forgrades three through six designed to teach oral com-munication skills; (2) a Florida State Department ofEducation program for middle school students; and(3) a cross-generational debate program emphasiz-ing communication skills developed as a 4-Hproject. (RS)

ED 321 335 CS 507 267Measell. James STeaching tbe Introductory Public Relation.:

Course: A Communication Perspective,ERIC Clearinghouse on Reading and Communica-

tion Skills, Bloomington. IN.; Speech Communi-cation Association, Annandale, Va.


Report No.--ISBN-0-927516-20-9Pub Date-90ContractR188062001Note--88p.Available fromERIC Clearinghouse on Reading

and Communication Skills. Indiana University,2805 E. 10th St., Suite 150. Bloomington, IN47408-2698 (58.95 plus 52.00 postage and han-dling).

Pub Type Guides - Classroom - Teacher (052)EDRS Price - MFOI/PC04 Plus Postage.DescriptorsAssignments, Communication

(Thought Transfer), Communication Problems,Course Descriptions, Higher Education, 'PublicRelations, Teaching Guides. Teaching Methods

IdentifiersApplied CommunicationExpressing a communication perspective on

teaching public relations, this booklet is designed forinstructors of public relations courscs. The introduc-lion to the booklet establishes the theoreticalgrounding of this investigation, namely, the mutual

relationship between public relations and communi-cation. The first section explicates the communica-tion perspective for teaching public relations. Thesecond section provides a series of examples of typi-cal communication problems facing contemporarypublic relations practitioners. The coursework pagesof the booklet embrace a composite course outlineand sample student assignments, and the instruc-tor's guide which is also provided replicates theseassignments, adding teacher-to-teacher advice. Fi-nally a "Sources and Resources" section presents alist of textbooks and other materials on a variety ofcommunication and public relations-related topics.(RS)

EAED 309 504 EA 020 964Smith. Stuart C.. Ed. Piele, Philip A. Ed.School Leadership: Handbook for Excellence. Sec-

ond Edition.ERIC Clearinghouse on Educational Management,

Eugene, Oreg.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Report No.-1SBN-086552-096-8Pub Date-89ContractOERIR86-0003Note-407p.; For individual chapters. see EA 020

965-979. For first edition, see ED 209 736.Available fromPublications. ERIC Clearinghouse

on Educational Management, University of Ore-gon, 1787 Agate Street, Eugene, OR 97403-5207(515.95 prepaid; $2.50 domestic, 53.00 interna-tional, handling charge on billed orders; checkspayable to ERIC/ CEM Publications).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071) Guides -

Non-Classroom (055)EDICS Price - MFOI/PCI7 Plus Postage.DescriptorsAdministrator Qualifications, 'Ad-

ministrator Responsibility, 'Administrator Role,Communication Skills, Conflict Resolution, Deci-sion Making, 'Educational Administration, Edu,cational Environment, Elementary SezondaryEducation, °Excellence in Education. Instruc-tional Leadership, 'Leadership Qualities, 'Lead-ership Styles, Management Teams, Meetings.Personnel Management, Principals, ProblemSolving, Racial Discrimination, "School Adminis-tration. Sex Discrimination, Superintendents,Theory Practice RelationshipRecognizing the importance of good leadership to

the achievement of educational excellence, the sec-ond edition of this handbook synthesizes a largebody of school leadership literature and explores thesubject from three perspectives: the person, thestructure, and the skills. Part !examines characteris-tics of today's educational leaders; effective leader-ship styies and qualities; administrator training.hiring, and induction methods; and the scarcity offemale and black school leaders. Part II looks at theorganizational supports underlying school leader-ship. This section examines the balance of authoritybetween the central office and the school site, theteam approach to management, the decision-mak-ing context, and the components of school climate.Part III highlights leadership abilities needed by to-day's school administrators. Besides knowing howto manage the school's instructional program andstaff, administrators must be able to communicate intoday's more open. sharing organization; build co-alitions of community grows; make meetings moreproductive; and manage time, stress, and conflictmore effectively. Concerned about integrating the-ory with practice, the book offers many practicalsuggestions for using the information presented. Ac-companying each chapter are extensive bibliograph-ical references that appear at the end of the volume.(MLH)

ED 309 556 EA 021 183Bowers. Bruce C.State-Enforced Accountability of Local School

Districts. ERIC Digest Series Number EA 36.ERIC Clearinghouse on Educational Management,


and Improvement (ED). Washington, DC.Pub Date-89ContractOER1-R-188062004Note-4p.Available fromPublication Sales, ERIC Clearing.

0 0

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene. OR 97403($2.50 prepaid postage and handling).

Pub Type Reports General (140) InformationAnalyses ERIC Information Analysis Products(071)

EDRS Price MFOI /PC01 Pins Postage,DescriptorsAcademic Achievement, 'Account-

ability. 'Change Strategies. Elementary Second-ary Education, Excellence in Education,Incentives, Institutional Autonomy. Motiva.tion Techniques. 'Rewards, *Sanctions, SchoolEffectiveness

IdentifiersER IC DigestsDevelopments in several states suggest that a

state.imposed accountability system is graduallytaking shape. State authorities have established bothincentive systems to reward high-performing schooldistricts and systems of sanctions to be applied todistricts with a record of repeated low performance.To accomplish this, a majority of states are nowcollecting from local districts a formidable array ofstatistics on student performance, including, at thevery least, student achievement test scores, mini-mum competency scores, or both. Incentives aregenerally of two types: financial and deregulatory.Consequences of 3 state takeover of a district arealso discussed. (13 references) (SI)

ED 309 563 EA 021 191Klauke, AmyRestructuring the Schools. ERIC Digest Series

Number EA 37.ERIC Clearinghouse on Educational Management,

Eugene, Oreg.Spons AgencyOffice of Lducational Research

and Improvement ( .;D). Washington. DC.Pub Date-89Contrac tOERI -R-188062004Note-4p.; Original is printed on colored paper.Available fromPublication Sales, ERIC Clearing-

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene, OR 97403(52.50 prepaid postage and handling).


EDRS Price - MPOI/PC01 Plus Postage,DescriptorsChange Strategies, 'Educational

Change, 'Educational Improvement. ElementarySecondary Education. 'School Based Manage-ment. "School District Reorganization

IdentifienERIC Digests, 'School RestructuringThis ERIC digest focuses on school restructuring

as the central issue in the school reform movementby answering five questions: (1) What is "restructur-ing?" (2) What characteristics of the current educa-tional system are the objects of reform? (3) How canrestructuring attend to new skills students will need?(4) How can individual schools implement a restruc-turing plan? (5) How can district officials participatein the restructuring process? The digest concludesby encouraging structural experimentation In addi-tion, any institutionalization of new structuresshould be predicated on school districts' reducingregulatory barriers; providing implementation, sup-port, and technical assistance; linking rewards toperformance; and researching and disseminating theresults of effective new practices among theirschools. (JAM)

ED 309 564 EA 021 192Liontos, Lynn BolsterAIDS/HIV Education. ERIC Digest Series Num-

ber EA 38.ERIC :!earinghouse on Educational Management,

Eugene. Oreg.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89Contrac t OE R I-R-188062004Note-4p.Available from--Publication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(2.50 prepaid postage and handling).


EDRS Price MFOI/PC01 Plus Postage.DescriptorsAcquired Immune Deficiency Syn-

drome, 'Curriculum Design, 'Curriculum Devel-opment. Elementary Secondary Education.'Health Education, 'Health Programs, PublicSchools, 'Teacher Education Programs

IdentifiersERIC DigestsThis ERIC Digest explores issues connected with

AIDS /HIV education in public K-I2 education by

addressing five concerns: (I) Why are teenagers atrisk? (2) What should be taught when? (3) Whoshould teach it and in what department? (4) Howshould teacher training prepare teachers to handleclassroom. inservice. and community outreach HIVeducational programs? (5) How can school board;avoid or deal with controversy? If comprehensivehealth education has been erective in reducingsmoking and teen pregnancies, this Digest con.eludes that AIDS/HIV education may reduce this

disease's incidence. (JAM)

ED 309 565 EA 021 193Klaukc. AmyChoice in the Public Schools, ERIC Digest Series

Number EA 39.ERIC Clearinghouse on Educational Management.

Eugene. Oreg.Spons Agency--Office of Educational Research

and Improvement (ED), Washington, DC.

Pub Date-89Contract--OER1.R-188062004Note-4p.Available fromPublication Sales. ERIC Clearing-

house on Educational Management. University ofOregon, 1787 Agate Street. Eugene. OR 97403

(52 50 postage and handling, prepaid).Pub Type Information Analyses ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/PC01 Plus Postsge.DescriptorsEducational Innovation. Elemen-

tary Secondary Education, *Instructional Innova-tion, *Nontraditional Education. *ParticipativeDecision Making, *Public Schools, School Based

Management, *School ChoiceIdentifiers---*ERIC Digests

This Digest advocates alternative educationalprograms as ways to reduce dropout rates, increase

academic and personal satisfaction and achieve.ment. provide real option' for struggling students,and generate improvement in all grade levels. Thestudy discusses five concerns in relation to alterna-

tive school programs: (I) issues raised regardingchoice options within and outside the public schoolsystem; (2) characteristics of public school alterna-tive programs; (3) examples of educational options;(4) tI:c implementation and management of alterna.ti ve school programs within sc hoot districts; and, (5)the potential challenges for schools in the adoptionof programs of choice. The Digest concludes by ex-pressing the need for adequate planning in order tomake alternative school programs practical, feasi-

ble, and mutually beneficial. (JAM)

ED 311 550 EA 021 320Fhnders. David J.Voices front the Classroom: Educational Practice

Can Inform Policy.ERIC Clearinghouse on Educational Management.

Eugene. Oreg.Spons Agency--Office of Educational Research

and Improvement (ED). Washington, DC.

Report No.ISBN-0-86552-093-3Pub Date-89ContractOERI.12-188062004Note-92p.Available fromPublication Sales. ERIC Clearing-

house on Educational Management. University ofOregon, :787 Agate Street. Eugene. OR 97403

(57.75 prepaid, quantity discounts).Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reports - Re-search (143)

El)RS Price - MFOI/PC04 Phis Postage.DescriptorsClassroom Environment. Educa-

tional Change, °Educational Policy. High

Schools, *Staff Development, Teacher Admi.: s-trator Relationship, *Teacher Student Relation-ship, 'Teacher Welfare, *Teaching ConditionEducational policy discussions typically exclude

the teacher's voice and ignore constraints of time,energy, and resources that challenge teachers andhinder policy implementation. The case studiespresented in this monograph attempt to restore the

teacher's perspective. Rather than analyzing policyshortfalls stemming from teacher "apathy" or "in-competence," the booklet studies three successfulhigh school English teachers committed to theirprofession and to visions of "best practice" withindiverse classroom contexts. A qualitative approach

based on interviews, classroom observe-Ins. andexamination of written documents wuemployed toconstruct the case studies. Each case study containsa description of the teacher's school day and inter-pretive sections examining work demands andteaching strategies. All three teachers worked at

suburban, comprehensive high schools with enroll-ments of about 1,500. Confronted with persistentdemands of curriculum management, large classes,and time constraints, all teachers studied developedconservation and isolationist strategies to ensuretneir daily survival. Teachers' work environmentsresemble other "street level bureaucracies" (like po.lice stations and welfare offices) characterized: by

(1) inadequate resources; (2) ambiguous goals; (3)unclear performance evaluation criteria, and (4)

nonvoluntary clients. Fortunately, the teachers didnot process their students as they did their curricula,but negotiated cooperative alliances with studentsand bent rules in their interest. Policymakers need

to follow these teachers' example and seek allianceswith teachers, develop supportive staff developmentprograms. relinquish tight control over classroommethods, and revamp their stereotyped images ofteachers. (22 references) (MLH)

ED 311 593 EA 021 370Andrews. CarlInducting Principals.ERIC Clearinghouse on Educational Management.

Eugene. Oreg.; National Association of Elemen.tary School Principals. Alexandria. VA.


Pun DateNov 89ContractOERI-R-86-0003Note--6p.Available fromPublication Sales. National Asso-

ciation of Elementary School Prinipals, 1615

Duke Street. Alexandria. VA 22314 (52.00; quan-tity discounts).

Journsl CitResearch Roundup: v6 nl Nov 1989

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reference Mate-

rials - Bibliographies (131)EDRS Price MF01/PC01 Plus Postage.DescriptorsAdministrative Organization. Ad-

ministrator Education, Annotated Bibliographies.Elementary Secondary Education. Higher Educa-tion. Instructional Leadership. Literature Re-views. 'Occupational Information, Orientation.*Principals. *School Administration, School Su-pervision

IdentifiersBeginning PrincipalsPrincipal induction is the process by which new

school principals make the transition from theoreti-cal to operational leadership. Many approaches toinduction have been tried, ranging from simplyhanding over the building keys to comprehensivecareer development programs. To exemplify ongo-ing research and development in educational ad-ministration seeking to fill the gap between theidealized abstraction characteristic of principal aca-demic preparation and the demanding reality con-fronted during their first years on the job, fivestudies are discussed in this document. First, RonHickey outlines the results of his survey of 34 newKentucky principals and recommends, based onthecompiled data, additional orientation in time man-agement, communication with staff, working withparents. budgeting, and curricular instruction. Sec-ond, based on his recently completed study in theMidwest, John C. Daresh delineates the major prob-lems confronting new prIncipals and offers somepromising recommendations. Third. Joseph W.Licata describes how a Louisiana State Universityproject has organized a collaborative inservice train-ing effort for 15 new principals. Fourth, Mark E.Anderson gives a comprehensive guide to the for-mation of strategies for successful principal induc.tion. And fifth, Howard Sosne provides frompersonal experience a practical guidc of "dos anddon'ts" for new principals. (KM)

ED 311 603 EA 021 389Student Self-Esteem. The Best of ERIC on Educa-

tional Management, Number 94.ERIC Clearinghouse on Educational Management.

Eugene, Oreg,Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Pub DateSep 88ContractOERI-400-86-0003Note-5p.Available fromPublication Sales. ERIC Clearing-

house on Educational Management. Univetsity ofOregon. 1787 Agate Street. Eugene, OR 97403

(52.50 prepaid postage and handling).Pub Type Information Analyses - ERIC Informs-

tton Analysis Products (071) -- Reference Mate-rials - Bibliographies (131)

Document Resumes/EA 13

EDRS Price NiFol/pcot Plus Postage.

DescripiorsAcademic Achievement. Adoles-

cent Development. Delinquency Causes, Elemen-

tary Secondary Education. High Risk Students.Literature Reviews, Middle Schools, Parent Stu-dent Relationship. *Self Esteem. *Self Evaluation(Individuals). *Student Development, *StudentSchool Relationship. Success. Teacher Student

RelationshipThis annotated bibliography of 12 publications on

student self-esteem includes six research studiesthat indicate the following: (I) it is the actual abilityof students, not their self-concepts of ability, thatmake the difference in academic success: (2) stu-dents who feel strong parental pressure generallyhave lower self-esteem; (3) self-esteem has a negligi-

ble effect on subsequent delinquency, and delin-quent behavior itself tends to lower, not raise,self-esteen; (4) there is no significant causal rela-

tionship between general self-esteem and academicachievement: (5) self-esteem is caused by prior suc-

CM in the classroom: and (6) high self-esteem is aconsequence of having experienced meaningful suc-

cesses. Additional publications deal with: meascringself-esteem in early adolescents; steps administra-tors can take to raise students' self-esteem and tohelp students in middle-level schools enhance theirself-perception; ways to block the no-effort strategyemployed by students who have a fear of failure:helping students set meaningful goals that they canattain. Finally, one article argues that healthyself-esteem is based on a realistic and responsibleassessment of one's self in all its aspects. and accept-ing the worth and rights of others. (MLF)

ED 311 604 EA 021 390AIDS, Suicide, Drugs. The Best of ERIC on

Educational Management. Number 95.ERIC Clearinghouse on Educational Management.


and Improvement (ED). Washington, DC.Pub DateOct 88ContractOE RI-400-86.0003Note--5p.Available fromPublication Sales. ERIC Clearing-

house on Educational Management. University ofOregon. 1787 Agate Street, Eugene, OR 97403(52.50 prepaid postage and handling).

Pub Type-- Information Analyses - ERIC Informalion Analysis Products (071) Reference Mate-

rials - Bibliographies (131)EDRS Price - MF01/PC01 Plus Postage.DescriptorsAcquired Immune Deficiency Syn.

drome. 'Administrator Role, Annotated Bibliog.raphies, Crisis Intervention. CurriculumDevelopment, *Drug Abuse. Drug Use Testing.Educational Environment. Elementary Second-

ary Education, Leadership Responsibility, Liters.ture Reviews, Prevention, *Principals. SchoolLaw, *Student School Relationship, Substance

Abuse. SuicideIdentifiersAdoleseent Suicide

In this annotated bibliography of 11 publications,4 concern student suicide: (I) the role of the schoolin dealing with adoleseent suicide: (2) a handbookfor preventing suicide that includes warning signsand suggestions to help with the grieving processwhen a student suicide occurs; (3) guidelines forhigh school suicide prevention programs; and (4)

suicide in middle-level schools. Of the four annota-tions concerning drug abuse in schools, three de-scribe drug free schools, two in Oregon, and one inNew York. The fourth citation is a legal memorandum on drug testing. The effect that the acquiredimmune deficiency syndrome (AIDS) has on theschools is the topic of three publications. The firstdeals with legal issues concerning AIDS and school.Two concentrate on teaching about AIDS: how toinform student of the ways that the virus can betransmitted so they can avoid contracting A:DS:and and how to incorporate AIDS education intothe curriculum. (MLF)

ED 311 605 EA 021 393Teacher Evalution. The Best of ERIC ou Educa-

tional Mu/gement, Number 99.

ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington. DC.

Pub DateOct 89Cont -se t-400-86-0003Note- -5p.Available frontPublication Sales. ERIC Cleanng-

house on Educational Management. University of


Oregon, 1787 Agate Street, Eugene, OR 97403(S2.50 prepaid postage and handling).

Pub Type Information Analyses - ERIC Informs.tion Analysis Products (071) Reference Mate-rials Bibliographies (131)

EDRS Price MFOI/PC01 Plus Postage.DescriptorsAnnotated Bibliographies, Classroom

Techniques, Discipline, Educational Quality, Ele-mentary Secondary Education, Faculty Develop-ment, *Teacher Effectiveness, *TeacherEvaluation, 'Teaching SkillsThe first 2 of the 11 publications reviewed in this

annotated bibliography recommend the involve-ment o' teachers in the evaluation of their col-league-.. Subsequent reports include the followingpoints. (1) those who are likely to benefit from anassessment are the competent instructors who knowtheir subject well; (2) a discrepancy exists betweenstate-of-the-art and actual teacher evaluation prac-tices in the nation's 100 Wiest school districts; (3)effective teacher evaluation entails qualitative judg-ment.s; and (4) the two common flaws in teacherevaluation instruments are instructional undervalu-ing and vagueness. Additional publications re-viewed describe evaluation strategies thatincorporate assessment center exercises and exten-sive field observation, feature six diverse modelsaimed at evaluating teachers' ability to think andimprove, propose a single system to encompass bothformative and summative evaluations, and providean overview of recent research on and discussion ofteacher evaluation. (KM)

ED 311 606 EA 021 394Ethics and the School Administrator, The Best of

ERIC on Educational Management, NumberIRO.

ERIC Clearinghouse on Educational Management.Eugene, Oreg.


Pub DateDec 89Contract-400-86-0003Note-5p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403($2.50 prepaid postage and handling).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071) Reference Mate-rials Bibliographies (131)

EDRS Price MFOI/PC01 Plus Postage.Descriptors*Administrative Principles, *Admin-

istrator Responsibility, 'Administrators, Anno-tated Bibliographies, 'Codes of Ethics, Conflict ofInterest, Elementarl: 'secondary Education, °Eth-ics, Integrity, 'Moral ValuesIncluded in this annotated bibliography of 1 1 pub-

lications are reports asserting that ethical values arean integral part of school leadership and must not beneglected in the pursuit of academic excellence.Subsequent reports suggest that adequate moral so-cialization should be demonstrated by school ad-ministrators, focus on the ethical principles thatmust guide administrators when divulging informa-tion, and outline whether teachers should assumethe responsibility of developing and enforcing ethi-cal standards in the school. The remaining docu-ments reviewed suggest that routine decisionssometimes involve ethical values and can be per-ceived as a pattern of wrongdoing; that administra-tors must become aware of how values and ethicsaffect the way that their school is run; and thatobjective ethical reasoning is possible. important,and aids in the understanding of methods of ethicalreflection. (KM)

ED 312 746 EA 021 391School-Based Management. The Best o, ElIC on

Educational Management. Number 97.ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington. DC.Pub DateDec 88Contract-400-86-0003Note-5p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon. 1787 Agate Street, Eugene, OR 97403($2.50 prepaid postage and handling).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reference Mate-rials - Bibliographies (131)

EDRS Price MFOI/PC01 Plus Poatage.DescriptorsAnnotated Bibliographies. Budgeting.

*De.:entralization. Decision Making, ElementarySecondary Education. 'Participative DecisionMaking. *School Administration, 'School BasedManagement, School SupervisionThe first 3 of the 11 publications reviewed in this

annotated bibliography discuss both the benefits ofschool-based management (SBM) to educationalquality and the appropriate degree of school districtinvolvement in developing educational objectives,providing training for school managment teams,and monitoring school-site leadership. Subsequentreports include: a study of the impact of SBM onaccountability, flexibility, and efficiency: a review offour elements that are necessary for the school tobecome the pnmary decisiorunaking unit; and a re-port that advocates evaluation of both the benefitsand the potential problems of SBM before imple.mentation. The remaining documents suggest thatthe district office should facilitate rather than die.tate SBM, discuss the composition of SBM decisionmaking councils, encourage central office aid indecentralization by briefly and generally stating poi-icy, explore the possibility of the school as the focalpoint for all endeavors without possessing completeauthority, and investigate the SBM budgeting development and success. (KM)

ED 312 747 EA 021 392Preposition of Principals. Best of ERIC on Educe.

tional Management, Number 98.ERIC Clearinghouse on Educational Management,

E ugene, Oreg.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub DateSep 89Grant-400-86.0003NoteSp.Available fromPublication Sales. ERIC Clearing.

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403($2.50 prepaid postage and handling).

Pub Type Information Analyses - ERIC Information Analysis Products (071) Reference Mate.rials - Bibliographies (1S1)

EDRS Price MFOI/PC01 Plas Postage.Descnptors*Administrator Education, *Admin.

istrator Role. Annotated Bibliographies, AssistantPrincipals, Elementary Secondary Education,Higher Education, *Principals, 'School Administration. School Supervision, 'Supervisor QualificationsIncluded in this annotated bibliography of 11 pub-

lications are reports asserting that principals primal-ily are instructional leaders whose training mustinclude a strong mentor relationship and expandedexperiential education. Subsequent reports suggestthat educational programs should prepare studentsfor the socialization aspects of their future adminis.trative roles. assert that student achievement is themost important outcome of schooling, explore thenegative aspects of the reform movement and theimposition of a set of practices and curricula uponprincipals, address the disagreement among profes-sors regarding an educational administration pro-gram due to the diversity of the school leadershiprole, and encourage the principal education pro-grams to teach those skills specifically required forthe administrative profession. The remaining docu.ments reviewed suggest that: sehool districts shouldcreate assistant principal academies; traditional academic programs do not prepare their students forthe complex and dynamic situations that principalsface; university education departments have notadopted recent insights on principal preparation:and a restructuring of national understanding of future educational leadership requirements must occur. (KM)

ED 312 773 EA 021 4 31Bo...Tn. Bruce C.Alternatives to Standardized Educational Assess-

ment. ERIC Digest Series Number EA 40,ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington. DC.Pub Date-89ContractOERI-R 188062004Note 4p.Available fromPublication Sales, ERIC Clearing.

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene. OR 97403($2.50 prepaid postage and handling).

Pub Type Information Analyses - ERIC Informa-tion Analysts Products (071)

2 4

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAchievement Tests, *Criterion Refer-

enced Tests. *Educational Assessment, *Educa-tional Testing. Elementary Secondary Education.*Evaluation Methods. Mastery Tests, Norm Ref.erenced Tests, 'Student Evaluation. StudentPlacement

IdentifiersER IC DigestsStandardized testing of American students pro.

vides comparative scores for the placement of indi-vidual students, enables students to makeappropriate decisions regarding a future course ofstudy, and offers the opportunity to assess the cffec.tiveness of teachers. schools, and school distncts.As a result of using standardized test scores for com.parative purposes, however, "teaching to the test" isbecoming a common practice in our nation'sschools. Performance-based assessments offer an al-ternative to standardized testing by requiring .u.dents to demonstrate active skills. Becauseperformance-based assessments are more easilyscored using a criterion- rather than a normrefer-enced approach. to maintain assessment reliabilitycomparisons must be made with similar assessmentsmade by other teachers in other settings, the adop-tion of an exemplary system involving regular meet-ings between teachers responsible for scoring wouldbe necessary. Such a shift in testing methodologysacrifices reliability for the benefits of validity. (9references) (MM)

ED 312 774 EA 021 432Peterson. DavidStrategic Plaaning. ERIC Digest Series Number

EA Al.ERIC Clearinghouse on Educational Management.


and Improvement (ED), Washington, DC.Pub Date-89ContractOERIR 88062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management. University ofOregon, 1787 Agate Street. Eugene, OR 97403(52.50 prepaid postage and handling).


EDRS Price - MFOI/PC01 Plus Postage.Descriptors*Cooperative Planning. Educational

Objectives, °Educational Planning. ElementarySecondary Education, °Long Range Planning,Master Plans

IdentifiersERIC Digests. °Strategic PlanningWithin the field of education, the act of planning

implies thst the schools are more than passivepawns in the hands of socioeconomic forces. Thecurrent profound demographic changes, which willcontinue to reshape the nation and its schools in thecoming decades, make strategic planning particu-lary important. Implementing a strategic plan firstinvolves summarizing and documenting the dis-trict's purpose and operations, what it wants to ac-complish, and what it does; everyone concernedwith public education should participate in the stra-tegic plan's creation. Further, the strategic planshould be fully discussed and publicized before It isimplemented; must find its wily into the district'sbudget and job descriptions; and should be for theduration of at least 5 years with annual reviews. (8references) (KM)

ED 312 775 EA 021 433Peterson. DavidSuperintendent Evaluation. ERIC Digest Series

Number EA 42.ERIC Cleannghouse on Educational Management,


and Improvement (ED), Washington, DC.Pub Date-89ContractOER1R 188062004Note- -4p.Available fromPublication Sales. ERIC Clearing.

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(52.50 prepaid postage and handling).


EDRS Price - MF01/PC01 Plus Postage.Descriptors'Achievement, `Administrator Eval-

uation, 'Boards of Education, Competence. Ele-mentary Secondary Education, Job Performance,*Personnel Evaluation, *SuptsintendentsWhile a superintendent evaluation offers the

school board protection from lawsuits and criticismfrom both terminated superintendents and constitu-ents angered over :he superintendent's performatkeand salary, it also offers encouraging praise, instruc-tive criticism, and suggestions for overcomingshortcomings and problems. The performance ap-praisal system, a useful and flexible tool for superin-tendent evaluation, requires the boardmembers-with the superintendent's cooperation-toidentify and prioritize the superintendent's majorgoals before the year begins. Additionally, objec-tives, like goals, must be established before the eval-uation period begins. The final evaluation should bein writ:en form and should focus oil how effecivelythe surrintendent accomplished the goals and ob-jectives agreed upon. (10 references) (KM)

ED 312 776 EA 021 434Peterson. DavidParent Involvement in the Educational Process.

ERIC Dirst Series Number EA 43.ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington, DC.Pub Date-89ContractOER I-R 188062004N ote 4 p.Available fromPublication Sales, ERIC Cleanng-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene. OP. 97403($2.50 prepaid postage and handling).


EDRS Price MFOI /PC01 Plus Postage,DescriptorsEducational Improvement, 'Educa-

tional Innovation, Elementary Secondary Educa-tion, Family Influence, "Funily Involvement.'High Risk Students. 'Parent Participation, Par-ent Role

IdentifiersERIC DigestsChildren whose parents are involved in their for-

mal education, among other things, have bettergrades, test scores, and long-term academicachievement than those with disinterested mothersand fathers. Tutoring is probably the best way forparents to participate in public education, but paren-tal attitudes and expectations toward academicachievement can be as important as explicit teach-ing activities. The term "at-risk" is not synonymouswith minority student, student in poverty, or stu-dent in single parent or restructured household;however, some family characteristics do inhibit aca-demic achievement. The design of a program thatallows parents to interact with school professionalsas colleagues or peers would be a positive way tofoster parental involvement in education. Further,to stimulate parental participation, administratorscan hire staff sympathetic to parent involvement,alert parents to home vducation's advantages, anduse signed parent/teacher education contracts. (10references) (KM)

ED 313 800 EA 021 483Mills, Geoffrey EA Consumer's Guide to School Improriment.

Trends and Issues Series, Number 4.ERIC Clearinghouse on Educational Management,


and Improvement (ED). Washington. DC.Report No.ISBN-0-86552-101-8Pub DateJan 90ContractR188062004Note-33p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1187 Agate Street, Eugene, OR 97403(S6.00 prepaid; $2.50 postage and handling onbilled orders).

Pub Type Reports - Evaluative (142) Informa-tion Analyses - ERIC Information Analysts Prod-ucts (071)

EDRS Price MPOI/PCO2 Plus Postage,DescriptorsAdministrator Role. 'Change Strat-

egies. 'Cooperation. Coping. *Educational Im-provement. Elementary Secondary education,Instructional Improvement, 'Models, 'ProgramImplementation, School EffectivenessIntended as a synthesis of current literature on

school improvement and educational change, thisguide attempts to provide central office personnel,principals, teachers, and parents with an overview offive school improvement models, along with practi-cal suggestions for improving instructional pro-grams. The second chapter summarizes relevant

literature, focusing on two themes: the actors in thechange process and impediments to change. Specifi.cally discussed are district administrators' and prin-cipals' roles in the change process, principals'strategies for coping with change, the effect ofteacher and administrator career paths on innova-tion. and "top-down" versus "bottom-up" change.The third chapter examines five school improve-ment models (the Structure of School Improvement,Onward to Excellence, Program DevelopmentEvaluation, School-Based Improvement, and theSchool Improvement Process) and summarizescommon program characteristics. The final chapterpresents qualifying assumptions (including the nedfor multilevel cooperation and strategies for manag-ing the slowly evolving change process) and sevenrecommendations: (1) fostering an attitude favor-able to change; (2) broadening participation; (3)identifying and defining problem areas and keyschool effectiveness research elements; (4) decidingon long-range goals; (5) developing an informationand feedback system; (6) anticipating obstacles andways to overcome them; and (7) promoting a spiritof collaboration among participants. A bibliographyof 40 references is included. (MLH)

ED 314 842 EA 021 531School Improvement Teams, The Best of ERIC on

Educational Management, Number 102,ERIC Clearinghouse on Educational Management,


and Improvement (ED). Washingtol. DC.Pub DateMar 90Contract-400-86-0003Note-5p.Available fromPublication Sales. ERIC Clearing-

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene, OR 97403($2.50 prepaid postage and handling).


EDRS Price MIFOI /PC01 Plas Postage.DescriptorsAdministrative Organization, Anno-

tated Bibliographies, Decision Making, Elemen-tary Secondary Education, °Management Teams,'Participative Decision Making. 'School BasedManagement. 'Teacher Participation. 'Team-workThe reports included in this annotated biblic;..ra-

phy of 11 publications on school improvementteams suggest that ownership and commitment toimprovement are natural consequences of sharedplanning and decisionmaking, that overcentraliza-tion has severely limited the scope of teachers' pro-fessional discretion, and that qualitycircles-stressing active employee participation-anenhance schools. Subsequent reports eumine fourmodels of structured teacher participation in schoolmanagement; explore a site-based improvementprogram in eight Oaklahoma City schools that be-gan with training the principal, a teacher, and aparent at each school; review a book offeringstep-by-step assistance for school improvementteams in which teachers play leading roles; and de-tail how school improvement teams healed thewounds from a teachers' strike in Minnesota. Theremaining documents considered include an anno-tated bibliography on school improvement teams, areport on collaborative and prompt goal setting asthe key to improving schools, and a description ofa program in Fairfax County (Virginia) designed toincrease participation in school mrnagement. (KM)

ED 315 864 EA 021 578Aurnague-DeSpain, leanMarie Baas AlanCensorship of Curriculum Materials. ERIC Digest

Series Number EA44,ERIC Clearinghouse on Educational Management,


and Improvement (ED). Washington, DC.Pub Date-89ContractR188062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management. University o;Oregon, 1787 Agate Street, Eugene. OR 97403($2.50 prepaid postage and handling).

Pub Type-- Information Analyses - ERIC Informa-tion Analysis Products (071)

:"i Dregr PRP,/


EDRS Price MFOI/PCOI Plus Postage.DescriptorsMcademie Freedom 'Censorship.

Curriculum Evaluation, Elementary SecondaryEducation, 'Instructional Effectiveness, "Instruc-tional Materials. Intellectual Freedom

Identifiers--ERIC DigestsWhat schools should teach and what materials

they should use arc fundamental questions. Cen-sorhsip of K-12 curriculum materials threatens aca-demic freedom, diversity of thought, and otherimportant educational values. The definition of cen-sorship is itself the subject of disagreement. Censor-ship cannot be clearly distinguished from thegatekeeping function tha: is exercised by those whoselect materials for use in schools. The legal trendsin censorship issues, as they can be deduced fromSupreme, Court cases, are very broad and appear tobe allowipg schools broad discretion with respect tocurriculdm materials, methods, and programs.Good internal communications and public relationsoffer the best way to avoid unnecessary contro-versy. The district must specify criteria for makingcurriculum judgments, identify personnel to makethose decisions, and provide written rationales forincluding or excluding potentially controversial ma-terials. Educators should follow clearly defined pro-cedures from initial response to a complaint throughto its resolution. (8 references) (SI)

ED 315 865 EA 021 579Klauke, AmyCoping with Changing Demographics. ERIC Di-

gest Series Number EA45.ERIC Clearinghouse on Educational Management.

Eugene, Oreg.Spons Agency--Office of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89Con trac tR188062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene, OR 97403($2.50 prepaid postage and handling).


EDRS Price - MPOI/PC01 Plas Postage,DescriptorsCultural Differences, *Educational

Development. Educational Improvement, Ele-mentary Secondary Education. 'EnrollmentRate, Migration, °Migration Patterns. PublicSchools. 'School Demography, 'School Effec-tiveness, Sociocultural Patterns

IdentifiersERIC DigestsStudying local and national population distribu-

tion, as well as economic and social patterns, is be-coming crucial for educators who serve rapidlychanging communities. School officials shvild takeinto consideration the tremendous diversity in cul-tures. economic and family situations, and educa-tional levels existing within an ethnic group. Severalsocial and economic patterns characterize today'sstudent population: (1) low income, two-income,singleparent, and homeless families are all on therise: and (2) drug and alcohol abuse, pregnancy,suicide, and teenage dropout rates continue to chal-lenge school districts. School offtcials can investi-gate demographic changes in their district in severalways, but it is recommended to compare enrollmentby grade level to establish migration rates. As aresult of shifting cultural makeup of student enroll-ment, the nation's schools will have to create pro-ductive, multicultural environments and addressissues of racism and ethnicity. Comprehensive helpto at-risk and low-achieving students is recom-mended. (I 1 references) (SI)

ED 315 909 EA 021 668Bowers, Bruce CInitiating Change in Schools.ERIC Clearinghouse on F.ducattonal Management,

Eugene, Oreg.: National Association of Elemen-tary School Principals, Alexandria, VA.


Pub DateApr 90Contract-- OER1-11188062004Note-5p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; $2.50 prepaid postage and handling).

Journal CitResearch Roundup; v6 n3 Apr 1990Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Collected Works- Serials (022)


EDRS Price MFOI/PCOI Phis Postage.DescriptorsAdministrator Role. *Change

Agents, Cooperation, 'Educational Change, Ele-mentary Education, Elementary Secondary Edu-cation, 'Leadership Styles, *Principals, ProgramImplementation

IdentifiersInstitutionaliution (of Goals),*School CultureSchools are expected not only to conserve soci-

ety's values and standards, but to be dynamic orga-nizations with built.in mechanisms forincorporating rapid, far-reaching change. Althoughchange is unlikely unless at least one highly moti-vated individual assumes the role of initial changeagent, lasting change requires more than the effortsof a single person. Pat L. Cox and her colleaguesfound that change can be successfully implementedwithin a school only if it has been institutionalizedat both the individual and organizational levels.Once an innovation has been initiated, the principalbecomes a key player in the change process, asshown in two articles originating from a year-longstudy of schools where innovations had been initi-ated at the district level. Shirley M. Hord and LeslieHuling-Austin found that successful program imple-mentation hinged on the principal's actions in foursupport function areas Gene E. Hall argues thatsuccessful implementation of innovation is also de-termined by principals' use of an "initiator" leader-ship style. Roland Vandenberghe's study ofeducational innovation in Belgian elementaryschools corroborates Hall's leadership style thesisand suggests that proposed innovations should bemade meaningful to those (primarily teachers) whomust expedite the change. Finally, Kent D. Petersonviews the school as a culture whose shape and direc-tion can be powerfully influenced by the principal'saction or inaction. (MLH)

ED 316 918 EA 021 574Smith. Stuart C. Scott, James J.The Collaborative School: A Work Environment

for Effective Instruction,ERIC Clearinghouse on Educational Management,

Eugene, Oreg.; National Association of Second-ary School Principals, Reston, Va.

Spons AgencyOffice of Educational Researchand Improv.tment (ED), Washington, DC.

Report No.ISBN-0-86552-092-5Pub Date-90ContractOERI-11-86-0003Note-85p.Available fromPublication Sales. ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street. Eugene, OR 97403($8.00 prepaid; $2.50 postage and handling on allbilled orders).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reports - Evalua-tive (142)

EDRS Price - MFOI/PC04 Plus Postage.DescriptorsAdministrator Role. 'Cooperation.

Elementary Secondary Education, ParticipativeDecision Making, Principats, 'Teacher Adminis-trator Relationship. *Teaching Conditions.*Teamwork, 'Work Environment

IdentifiersIsolation (Professional)The benefits of a collaborative work setting-in-

cluding ittch practices as mutual help, exchange ofideas. joint planning, and participative decision-making-have been consistently confirmed by stud-ies of effective schools and successful businesses.However, teacher isolation remains the norm.Drawing on recent research and educators' first-hand experiences, this book explores the benefits ofcollaboration, describes various collaborative prac-tices and programs already occurring in schools, andshows how these practices can be introduced usingcurrently available resources. As chapter 1 shows,collaboration has no single model and can occur informal programs or informally among a few facultymembers. Collaboration cannot be imposed fromabove, but depends on educators' voluntary effortsat self-improvement through teamwork. Collabora-tive schools foster help-related exchange, harmo-nize teachers' professional autonomy andprincipals' managerial authority, and convertteacher accountability to a self-policing policy. Thesecond chapter shows the costs of self-imposed, pro.fessionally sanctioned teacher isolation, as con-trasted with the benefits of collaboration, includingincreased professional development opportunities,improved student cooperation. and a more collegiallearning environment. The third chapter surveyscurrent collaborative practices in such areas asschool improvement, professional development.

teacher evaluation, and school decision-making.Chapter 4 shows that developing new practices isitself a collaborative process involving all schoolprofessionals. Strategies are suggested for principalsdesiring to encourage collaboration and for compre-hensive and modest undertakings. Policymakers'promotion of instructional leadership might helpprincipals create a truly professional teaching envi-ronment. (84 references) (MLH)

ED 316 957 EA 021 781Klauke, Amy Hadderman. MargaretDrug Testing. ERIC Digest Series Number EA35

(Revised).ERIC Clearinghouse on Educational Management.


and Improvement (ED). Washington, DC.Pub Date-90ContractRI88062004Note-3p.: Revision of ED 307 656.Available fromPublication Sales, ERIC Cleanng-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene. OR 974)3(free: $2.50 postage and handling).

Pub Type Information Analyses - ERIC Informa-tion Anelysis Products (071) Reports - Evalua-tive (142)

EDRS Price MFOI/PC01 Plus Postage.DescriptorsAdministrator Responsibility. *Alco-

hol Abuse, Athletes. 'Drug Abuse. Drug UseTesting, Elementary Secondary Education. Le-gal Problems, Prevention, 'School Responsibility,Student Attitudes

IdentifiersNew Jersey v TLO. Oldenham v Carl-stadt East Rutherford Reg Sal Dist, Schad v Tip-pecanoe County School Corporation, UrinalysisDespite privacy concerns, school administrators

are feeling pressure to adopt urgent measures tokeep drugs and alcohol from further endangeringour youth's well-being and undermining staff perfor-mance. This urgency is reinforced by a national an-ti-drug campaign and Congressional passage of theDrug-Free Workplace Act (1988) and theDrug-Free Schools and Communities Act (1986.with 1989 amendments) tying institutional compli-ance to federal funding eligibility requirements.Drug testing raises issues pertaining to the First andFourteenth Amendments. Although an earlier ap-pellate court case upheld the need for a "factualbasis" of suspicion before subjecting a teacher tourinalysis. two 1989 U.S. Supreme Court cases in-volving public employees ruled that public safetyconsiderations outweighed privacy and individual-ized suspicion requirements. Attempts to preteststudent athletes raise the issue of whether extracur-ricular activities are rights or privileges. Also, uri-nalysis and breathilizer tests can inaccurately reflectan individual's use or abuse of a controlled sub-stance, particularly marijuana. According to onecase analysis. school officials have no authority toregulate offcampus conduct having no bearing onproperly maintaining the educational process. Man-datory urinalysis should be based only on individu-alized suspicion and satisfy both prongs of theT.L.O. v. New Jersey test for search and seizureconstitutionality (i.e.. reasonable suspicion and ap-propriate circumstances). Various drug educationand prevention measures are recommended. (Ninereferences) (MLH)

ED 318 131 EA 021 882Andrews. CarlEvaluating Principals. Research Roundup.ERIC Clearinghouse on Educational Management.

Eugene, Oreg.; National Association of Elemen-tary School Principals. Alexandria, VA.


Pub DateFeb 90ContractOERI-R-86-0003Note-6p.Available fromPublication Sales. National Asso-

ciation of Elementary School Principals, 1615Duke Street, Alexandria, VA 22314 ($IM quan-tity discounts).

Journal CitResearch Roundup; v6 n2 Feb 1990Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reference Mate-rials - Bibliographies (131) Collected WorksSerials (022)

EDRS Price MFOI/PC01 Plus Postage.DescriptorsAdministrator Effectiveness, 'Ad-

ministrator Evaluation. Annotated Bibliogra-phies, Elementary Secondary Education,Evaluation Criteria. *Evaluation Methods,

*Principals, Professional Development, Supervi-sionFive recent studies included in this annotated bib-

liography highlight the diverse facets of an effectiveprincipal evaluation system. A technical report byJerry W. Valentine and Michael L. Bowman in-dudes a clinical instrument for assessing teachers'perception of principals effectiveness. In a secondreport, Daniel L. Duke and Richard J. Stiggins givevoice to pleas from principals that their chronic iso-lation from the central office be remedied by theinstitution of channels for ongoing communication..A report by Joseph Murphy and others examinesthe process of principal supervision and evaluationused by 12 California school districts whose studentachievement scores are consistently excellent. Astudy by William C. Harrison and Kent D. Petersonexamines the contrast between principals who weresatisfied with their superintendents' handling of anevaluation procedure and those who were not. Thefinal selection, a study by Mark E. Anderson, assim-ilates the lessons of previous research to layout astrategy for principal evaluation that balances ac-countability with the nurturing of professional de-velopment. The study also contains detaileddescriptions of systems used by two highly regardedOregon school districts to evaluate their principals,and offers recommendations for other intcrcstcddistricts. (MLF)

ED 318 132 EA 021 883Ante, Philip K.The Politics of Technology Utilisation: From Mi-

crocomputers to Distance Learning. Trends &Issues Series. Niunber 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Manigtment.

ERIC Clearinghouse on Educational Management.Eugene. Oreg.


Report No.-1SBN-0-86552-100-XPub DateOct 89ContractRI88062004Note-21p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403($6.00 plus $1.50 shipping and handling).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071) Reports - Evalua-tive (142) Opinion Papers (120)

EDRS Price MFOI/PC01 Phis Postage.DescriptorsCommunications Satellites. °Com-

puter Uses in Education, 'Distance Education.Educational Trends. Elementary Secondary Education. Futures (of Society), Government SchoolRelationship. Information Utilization, InteractiveVideo. 'Microcomputers, *Political Issues, Politi-cal Power. 'Politics of Education, Public Schools,Technological Advancement. Telecommunica.tions

IdentifiersTechnology UtilizationThe external politics of technology utilization in

schools involving local, state, and federal levels ofgovernment is the central focus of this paper. Inter.est group politics are also examined, especislly aspracticed at the state level by professional associa.tions representing teachers, administrators, andschool board members. The first chapter examinesthe failure of the microcomputer to transform thetraditional role of the teacher in the schools andthen assesses the promise of interactive distancelearning to do so. The primary conclusion reachedis that only technologies like interactive distancelearning, with its capacity to offer an educationallyviable and cost-effective alternative to the class-room teacher. will have a real impact on schools.The second chapter describes the technology of in-teractive distance learning and state-level providersof distance learning services as well as the federalrote in distance learning. The third chapter ana-lyzes, at each of the three educational governancelevels, political and legal issues that have beenraised by distance learning. In the years aheadteacher unions may find themselves in some diffi-cult political battles either to prevent school dis-tricts from obtaining and expanding interactivedistance learning instruction or to compensateteachers for mastering its use. (24 references)(MLF)

ED 318 133 EA 021 884Bielefeld:, TalbotClassroom Discipline. Research Roundup.ERIC Clearinghouse on Educational Management,

Eugene, Oreg.; National Association of Elemen-tary School Principals, Alexandria. VA


Pub DateFeb 89Con tractOERI-R-860003Note-6p.Available fromPublication Sales, National Asso-

ciation of Elementary School Principals, 1615Duke Stree', Alexandria, VA 22314 (S2.00 pre-paid; quantity discounts).

Journal CitResearch Roundup; v5 n2 Feb 1990Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (07)) Reference Mate-rials - Bibliographies (13))

EDRS Price MFOI/PC01 Plus Postage.DescriptorsAnnotated Bibliographies. 'Class-

room Environment, Classroom Research, 'Class-room Techniques, 'Discipline, ElementaySecondary Education, Instructional Effective-ness, Research and Development, Research Utili-zation, 'Teacher Effectiveness, Theory PracticeRelationshipRecent research in classroom discipline tends to

show that discipline is a by-product of effective in-struction and classroom management. The five pub-lications reviewed in this annotated bibliographyexplore aspects of the complex classroom environ-ment that relate to student discipline. WalterDoyle's chapter on "Classroom Organization andManagement" in the third edition of the "Hand-book of Research on Teaching" synthesizes the rela-tionship among management, student engagement,and discipline. An Oregon School Study CouncilBulletin, "The Challenge of Classroom Discipline,"focuses on common principles of classroom disci-pline and urges educators to use and disseminate theavailable base of proven techniques. Jere Brophyand Mary Rohrkemper '.nvestigate teachers' strate-gies for dealing with the hostile-aggressive student.Timothy Turco and Stephen Elliott look at disci-pline from the other side, surveying students to dis-cover what kinds of interventions are mostacceptable to children. Finally, in "The InternTeacher Casebook," details of early clauroom con-flicts are recorded by teachers in training along withcommentary by outside observers. (MLF)

ED 319 145 EA 021 880Morey. Ann L. Ed. Murphy, Diane S. FALDesigning Programs for New Teschers: The Cali-

fornia Experience.ERIC Clearinghouse on Educational Management,

Eugene, Oreg.; Far West Lab. for Educational Re-search and Development, San Francisco, Calif.


Report No.ISBN0-865521042Pub DateApr 90ContractR188062004NoteI27p.Available fromPublication Sales, Far West Labo-

ratory for Educational Research and Develop-ment, 1855 Folsom Street, San Francisco, CA94103 ($13.50).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Guides -

Non-Classroom (055)EDRS Price NIFIl1/PC06 Plus Postage.DescriptorsAlternative Teacher Certification.

Beginning Teacher Induction, *Beginning Teach-ers, 'Elementary Secondary Education, 'TeacherEducation, 'Teacher Education Programs,*Teacher Effectiveness, Teacher Evaluation,Teacher Guidance

IdentifiersCaliforniaNine articles by California educators are included

in this guidebook for the planning and implements-tion of beginning teacher snpport prograrns, with afocus on improving teacher quality and retention.An explicit relationship between the conceptualframework and the operational program increasesthe effectiveness of such programs. Chapters titlesand authors are as follows: (I ) "A Context for Ana-lyzing State Supported New Teacher Reform Ef-forts in California," by Laura A Wagner; (2)"Conceptual Frameworks and Models of Assistanceto New Teachers." by Mary Gendemalik Cooper;(3) "Content and Strategies for Assisting NewTeachers," by Diane S. Murphy. Katherine K.Merseth, and Ann I. Morey; (4) "The Role of Expe-

rienced Educators in Assisting New Teachers," byJudith H. Shulman and Victoria L. Bernhardt; (5)"The Role of the University in New Teacher Pro-grams," by Victoria L. Bernhardt and Judith H.Shulman; (6) "Program Administration," by LouiseBay Waters, Carlyn Cates. and Cynthia Harris; (7)"Models of New Teacher Instruction Programs";(8) "A Policy Framework for New Teacher Sup-port," by Douglas E. Mitchell and David Hough;and (9) "Beginn;ng Teacher Assessment Activitiesand Developments in California." by Gary D. Estes,Kendyll Stansbury, and Claudia Long. Appendicesinclude a section on resources for beginning teachersupport and a list of contributors. (8 references)(LM1)

ED 320 193 EA 021 476The Role of the School: Educational or Social? The

Best of ERIC on Educational Management,Number 101.

ERIC Clearinghouse on Educational Management.Eugene, Oreg.


Pub DateFeb 90Contract-400-86-0003Note-5p.; Contains some text on colored paper.Available fromPublication Sales, ERIC Clearing-

liouse on Educational Management, University ofOregon, 1787 Agate Street. Eugene, OR 97403($2.50 prepaid postage and handling).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Guides -Non-Classroom (055)

EDRS Price - MF01/PC01 Phis Postage.DescriptorsElementary Secondary Education,

Family Problems, 'Homeless People, 'Institu-tional Cooperation, School Demography, 'SchoolResponsibility, 'Social ResponsibilityThe first of 11 annotated publications on schools'

growing social responsibilities examines ways forschools to help with students' changing family situa-tions (mainly through divorce) and increase educa-tors' sensitivity to the stigma attached tonontraditional families. The second takes issue withthose using the schools "as a catchall for problemsocial issues and as whipping boys" for the UnitedStates' diminished economic standing. The next twopublications emphasize the need for cooperationamong schools and social service agencies for thebenefit of children and their families. The fifth arti-cle portrays a Texas superintendent's efforts to es-tablish a "lighted schoolhouse" to assist homelesschildren. N.B. Pinkney's brief article argues persua-sively for more support and less criticism for schoolsstruggling to provide expanded services. The nextarticle recounts a Queens, New York, principal'sefforts to establish an afterschool care center forkids living in welfare hotels. The two succeedingpapers on the problems facing schools argue for lesscriticism and more cooperation. The next article, areasseument of the progressive educational legacy,points out that turn-of-the-century reformers wentway beyond "Great Society" goals to demand freelunch programs, social workers, health clinics, sum-mer programs to serve the poor, and night schoolprograms for adults. The last article recommendsthat schools cooperate with social agencies and setlimits on what the community can expect of them.(MLF1)

ED 320 195 EA 021 575Bridges. Edwin M.Managing the Incompetent Teacher. Second Edi-

tion.ERIC Clearinghouse on Educational Management.


and Improvement (ED). Washington, DC.Report No.-1SBN-0-86552-102-6Pub Date-90Contrac tR 188062004Note-97p.; For previous edition, see ED 245 296.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403($6.95 prepaid, plus $2.50 postage and handling).

Pub Type Guides - Non-Classroom (055) In-formation Analyses ERIC Information AnalysisProducts (071) Tests/Questionnaires (160)

EDRS Price - MIF01/PC04 Plus Postage.Descriptors*Accountability, Administrator Re-

spor sibility, 'Due Process, Elementary Second.ary Education, 'Job Performance, 'TeacherDismissal, *Teacher Effectiveness. 'TeacherEvaluation, Teacher Improvement, Tescher Re-sponsibility


Featuring the same practical guidelines for rid-ding schools of incompetent teachers as the 1984edition, this new edition incorporates substantiallyrevised material on three topics: criteria and infor-mation sources for evaluating teaching effective-ness, remediation procedures, and grounds fordismissal. The book presents an eight-step system-atic, organizational approach to resolving severalinterrelated problems: (1) the legal barriers to dis-missing tenured teachers for classroom incompe-tence; (2) the technical problems of evaluatingteacher effectiveness; and (3) the human obstacles,chiefly supervisors' unwillingness to dischargeteacher evaluation, remediation, and dismissal re.sponsibilities. The eight steps are: (I) establishingteaching excellence as a high district priority; (2)adopting and publishing reasonable teacher evalua-tion criteria; (3) adopting sound procedures for de-termining whether teachers satisfy these criteria; (4)providing unsatisfactory teachers with remediationand a reasonable time to improve; (5) ensuring thatappraisers have the requisite competencies; (6) pro-viding appraisers with necessary resources; (7) hold-ing appraisers accountable for evaluating anddealing with incompetent teachers; and (8) provid-ing incompetent teachers with a fair hearing prior tomaking the dismissal decision. The final chapterrecommends strategies for creating envirormentalconditions conducive to success. A commitment toongoing leadership is essential. An appendix con-tains the District Evaluation Practices Inventory,designed to be used in conjunction with this hand-book. (143 references) (MLII)

ED 320 196 EA 021 582Besuqck. RichardRacism in America's Schools. ERIC Digest Series,

Number EA 49.ERIC Clearinghouse on Educational Management.


and Improvement (ED), Washington, DC.Pub Date-90ContractR188062004Note-4p.Available fromPublication Salts, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403($2.50 shipping and handling).


EDRS Price MF01/PC01 Plas Postage.DescriptorsElementary Secondary Education,

Ethnic Bias, Ethnicity, Ethnic Relations, Minor-ity Groups. Multicultural Education, 'Racial At-titudes, 'Racial Bias, Racial Discrimination

IdentifiersERIC DigestsSchools play an important role in combatting rac-

ism, which, despite a quarter century of desegrega-tion, may be increasing. Possible solutions c7ered inthis report are: public declarations of repugnance forracism; multicultural educational programs; use ofteachers as role-models; and effective us.: of toler-ance-generating resources. Several other motiva-tional and confrontational strategies used byeducators to change racist behavior are discussed.Schools can preserve ethnic identity without sacri-ficing social integration by offering programs thatrecognize the distinction between the meanings ofculture and ethnicity. Multicultural education mustdistinguish between culture and ethnicity if it is topreserve ethnic identity while facilitating social in-tegration. Multicultural education offers excellentways to uncover prejudice and to stimulate appre-ciation for racial and ethnic differences. (12 refer-ences) (LMI)

ED 320 197 EA 021 583Liontos. Lynn BolsterCollaboration between Schools and Social Ser-

vices. ERIC Digest Series, Number EA 48,ERIC Clearinghouse on Educational Management,


and Improvement (ED). Washington, DC.Pub Date-90Con tractR I 8'4062004Note-4P.Available fromPublication Sales. ERIC Clearing.

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene, OR 97403($2.50 postage and handling).

Pub Type Information Analyses - ERIC lnforma.tion Analysis Products (071) Reports - Evalua-tive (142)


EDRS Price - MFOI/PC01 Plus Postage,Descriptors*Disadvantaged, Elementary Sec-

ondary Education, Govetnment Role. *Institu-tional Cooperation, *School Responsibility.*Social Problems, *Social Services

IdentifiersERIC Digests, *Joining Forces(NASBE)The growing chasm between society's complex

problems and what the systems can do to help isdriving reform in all sectors. Just as schools alonecannot compensate for the disadvantage created bytroubled homes and communities, welfare and so-cial agencies cunnot hold out a hopeful future toclients lacking employment abilities. Comprehen-sive problems call for comprehensive services to thewhole person and community. Family crises andpoverty conditions must be alleviated if children areto concentrate in the classroom; children must suc-ceed in the classroom if they are to support them-selves and avoid long-term dependency as adults.Demographics and financial reasons also supportcollaboration. "Joining Forces," a National Associ-ation of State Boards of Education report, haslaunched a national effort to help education andsocial services work together to aid children andfamilies at risk. Areas for collaboration includehealth care, income support, family social services,tutorial and remedial help, before- and after-schoolcare, improved parental literacy and involvement,linkage between employment and education, andattendance policies seeking to retain rather than ex-clude. Advice is provided for understanding theproblem and building interagency collaboration.Examples of collaborative efforts in New Hamp.shire, Washington, D.C., Texas, and Michigan aresummarized. Tips are provided for ensuring collabo-rative success that transcends special project statusand attempts fundamental organizational change.(Nine references) (MLH)

ED 321 341 EA 021 576Smith. Stuar. C. And OthersWorking Together The Collaborative Style of

Bargaining.ERIC Clearinghouse on Educational Management.


and Improvement (ED), Washington, DC.Report No.ISBN-0-86552-103-4Pub Date-90ContractRI88062004Note-82p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(S6 75 prepaid; S2.50 postage and handling on allbilled orders).

Pub Type Reports - Evaluative (142) Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Price - MF01/PC04 Plus Postage,Descriptors*Collective Bargaining, *Coopera-

tion, Elementary Secondary Education, Guide-lines, 'Labor Relations, ProgramImplementation, *Teacher Administrator Rela-tionship. 'Unions

IdentifiersAdversarial Approach. *Professional-ism, 'Teacher StatusAlthough conventional collective bargaining has

helped teachers achieve greater professional status,its win/lose approach causes participants to over-look shared educational objectives. Since the firstexperiments in win/win bargaining, the acrimonygenerated by the adversarial process has led an in-creasing number of school districts to incorporatetrust, problem-solving, and cooperation into theirbargaining procedures. This book describes ongoingexperiments with collaborative bargaining, using in-formation gleaned from journal and newspaper arti-cles, reports obtained through ERIC databasesearches, and telephone interviews and correspon-dence with personnel in districts employing collabo-rative bargaining. Insights are shared regarding themost effective collaborative bargaining proceduresand pitfalls threatening the process. Chapter I re-views teacher union achievement, the pros and consof union membership, teachers' professional image,and the unions' role in school reform. Chapter 2examines .:olleetive bargaining as traditionally im-plemented in industry and education and lists rea-sons for current efforts to restructure the process.Chapter 3 addresses whether the collaborative stylecan compete with traditional adversarial bargainingas a method of securing higher teacher salaries andbenefits. In chapter 4, specific district models arepresented to show how districts have adapted col-

lective bargaining processes to their specific situa-tions, focusing on drawbacks and necessary modifi-cations. Benefits and common elements are alsosummarized. Chapter 5 offers 24 guidelines to con-sider before, during, and after implementing collab-orative bargaining. An appendix presents positionstatements by four national educational organiza-tions. (50 references) (MLH)

ED 321 342 EA 021 577Crampton. Faith .EFiscal Policy Issues and School Reform. ERIC

Digest Series Number EA 50.ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; S2.50 p nage and handling).


EDRS Price - MF0I/PC01 Plus Postage.DescriptorsAcademic Achievement, 'Account-

ability, Budgeting, 'Cost Effectiveness, Curricu-lum Development, 'Educational Change,'Educational Finance, Educational 7:ends, Ele-mentary Secondary Education, Equal Education,Federal State Relationship, 'Financial Policy, Fu-tures (of Society), Graduation Requirements,School Based Management, School Choice,School Restructuring

IdentifiersERIC DigestsReforms in edt,cation have raised two critical fis-

cal policy issues: How i. education reform to befinanced? and Do the dollars spent on educationreform make a difference? Schools can successfullymeet these challenges by practicing sound fiscalmanagement and placing an emphasis on cost-effec-tiveness and accountability. In the future, a rethink-ing of the federal role will be necessary particularlyin the funding of student equity issues and techno-logical innovation in learning. (9 references) (M7-F)

ED 321 343 EA 021 580Gaustad, JoanSchool Security. ERIC Digest Series Number EA

46.ERIC Clearinghouse on Education, 1 Management,


and Improvement (ED), Washington, DC.hub Date-90ContractRI88062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; S2.50 pcstage and handling).


EDRS Price MF01/PC01 Plus Postage,DescriptorsAggression. Attitude Change, 'Be-

havior Change, 'Crime Prevention, 'Crisis Inter-vention, Discipline Policy, Elementary SecondaryEducation, 'Legal Responsibility, Needs Assess-ment, Police School Relationship, *School Com-munity Relationship, 'School Security

IdentifiersERIC DigestsPreventive and coping strategies that provide

school security include terhniques to obtain and an-alyze data in order to identify trends and to developa school security needs assessment. Other securitymeasures involve special training for teachers. su-pervision, and a crisis plan. Administrators who ex-amine and upgrade their schools' security systemsmay not be able to prevent all crime, but they canprotect their schools from liability in court. Ten re-sources are listed. (MLF)

ED 321 344 EA 021 581Baas, AlanThe Role of Business in Education. ERIC Digest

Series Number 47.ERIC Clearinghouse on Educational Management,

Euger r, Oreg.Spons AgencyOffice of Educational -Research

and Improvement (ED), Washington, DC.Pub Date-90Contract--RI88062004Note--4p.Available fromPublication Sales, ERIC Clearing-

2 'A

house on Educational Management. University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; S2.50 postage and handling).


EDRS Price - MF0I/PC01 Plus Postage,DescriptorsCorporate Support, Educational Ob-

jectives, *Educational Trends, 'Education WorkRelationship, Elementary Secondary Education,'Futures (of Society), *School Business Relation-ship, School Community Relationship

Identifiers*Business Role, ERIC DigestsBusinesses are working with schools in ways that

can affect every aspect of the education process.The most widespread form of business help takesplace in the classrooms. School leaders neee to beclear with themselves as to how much and what kindof involvement they want businesses to have in theirschools. Business leaders can also help schools byactions in their own environment such as offeringchildcare at the workplace and allowing employeesflexible schedules. Thirteen references are listed.(MLF)

ED 321 368 EA 021 992Bowers, Bruce C.State Efforts To Deregulate Education, ERIC

Digest Series Number EA 51.ERIC Clearinghouse on Educational Management,

Eugene, Oreg.Spons AgencyOffice of Educational Reseerch

and Improvement (ED), Washington, DC.Pub Date-90ContractR188062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; S2.50 postage and handling).


EDRS Price - MF0I/PC01 Plus Postage.DescriptorsAccountability, 'Educational Im-

provement, Elementary Sccondary Education.Public Schools, 'School District Autonomy.School Districts, 'School Effectiveness, 'SchoolRestructuring, State Legislation, *State SchoolDistrict Relationship

Identifiers'Deregulation, ERIC DigestsMore than 20 states have adopted some form of

regulation-relief legislation for their public schools.Two major issues confront the movement to deregu-late the schools. The first is that there have beensurprisingly few takers of regulation waivers; andsecond, whether, even if current deregulation effortsare successful, the end result is really thesought-after improved educational outcome. It ap-pears that a major stumbling block to the practicalimplementation of state-level deregulation legisla-tion is the dearth of suggested alternatives to theexisting educational system. However, this maychange as innovations become more widely avail-able and establish credibility. (9 references) (MLF)

ED 321 391 EA 022 043The Role of Business in the Schools. The Best of

ERIC on Educational Management Number 102.ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington, DC.Pub DateSep 90Contract-400-86-0003Note-6p.; Portions printed on dark background

may reproduce poorly.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; 52.50 postage and handling).

Pub Type Information Analyses - ERIC Informa.tion Analysis Products (071) Reference Mate-rials - Bibliographies (131)

EDRS Price MF01/PC01 Plus Postage.Descriptors*Business Responsibility, Coopera-

tive Education, 'Corporate Support, ElementarySecondary Education. Human Capital, PrivateSector, Productivity, 'School Business Relation-ship, School RestructuringAnnotations of ERIC literature on tbe role of

business in the schools are presented in this docu-ment. The fOowing 10 items are reviewed: "WhatReform Talk Does: Creating New Inequalities inEducation," by Michael W. Apple; "Guidelines forBusiness Involvement in the Schools," by the Asso-ciation for Supervision and Curriculum Develop-ment; "Investing in People: A Strategy to Address

4

America's Workforce Crisis," by the Commissionon Workforce Quality and Labor Market Effi-ciency; "Taking a Cue from Business-Schools CanBecome More Responsive," by Robert De Blois; "ABlueprint for Business on Restructuring Educa-tion," by Frederick S. Edelstein; "Will Schools Getthe Business!" by Will Englund; "An Education Re-covery Plan for America," by David T. Kearns;"Business Involvement and Public School Improve.ment," by Dale Mann; "Partners in Education: AnOld Tradition Renamed," by Daniel W. Merenda;"The Compact Project. School-Business Partner-ships for Improving Education, Corporate ActionPackage," by the National Alliance of Business.Inc.; and "Company-School Collaboration; A Man-ual for Developing Successful Projects," by SheilaOnuska. (LM1)

ED 321 419 EA 022 104Gaustad, JoanGangs. ERIC Digest Series Number EA 52.ERIC Clearinghouse on Educational Management,


and Improvement (ED), Washington, DC.Pub Date-90ContractRI88062004Note-3p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management College ofEducation; University of Oregon, Eugene, OR97403 (52.50 postage and handling).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsBehavior Problems, Community Ac-

tion, Community Coordination, Community In-volvement, Community Resources, Crime,Delinquency, Discipline, *Discipline Policy,*Discipline Problems, Dress Codes, ElementarySecondary Education Ethnic Groups, Interven-tion, Outreach Programs, Prevention, School In-volvement, School Policy, 'School Safety, SchoolVandalism, Student Subcultures. Urban Schools,Violence

IdentifiersERIC DigestsAn increase in gang violence and mobility in the

last 20 years has alarmed members of the publicschool community. Gang membership, formation.location, and growth are described. Strategies tocounteract gang activity, such as school disciplinepolicies, school and community prevention pro-grams, information sharing networks, and state leg-islation, are discussed. (9 references) (LM1)

ED 321 424 EA 022 176Lumsden. Linda S.Meeting the Special Needs of Drug-Affected ail-

drat. ERIC Digest Series Number Lei 53.ERIC Clearinghouse on Educational Management,

Eugene, Oreg.Spons AgencyOffice of Educational Rescarch

and Improvement (ED), W-shington, DC.Pub Date-90ContractR188062004Note-4p.Available fromPublication Sales, ERIC Clearing-

house on Educational Management, University ofOregon, 1787 Agate Street, Eugene, OR 97403(free; 52.50 postage and handling).

Pub Type Information A,-'es - ERIC Informa-tion Analysis Produ. to71) Guides -

Non-Classroom (055)EDRS Price - MFOI/PCOI Plus Postage.DescriptorsBehavior Problems. Child Develop-

ment, Child Herlth, Classroom Environment. Co-caine, Drug Abuse, *Drug Addiction. ElementarySecondary Education, Family School Relation-ship, Learning Problems. *Prenatal Influences,Special Health Problems, *Special Needs Stu-dents, Special Programs, Substance Abuse

IdentifiersERIC DigestsIssues pertinent to prenatal drug-affected students

are discussed in this ERIC Digest. The rising num-ber of drug-exposed children approaching schoolage presents a challenge to school personnel inmeeting their special needs. Topics covered are: (I)seriousness of the problem; (2) problers unique todrug-affected children; (3) creation of a classroomenvironment conducive to optimal development:and (4) the pros and cons of placement in specialeducation programs. (7 references) (LM1)

ECED 309 582 EC 220 570Learning Related Visual Problems. ERIC Fact

Sheet.ERIC Clearinghouse on Handicapped and Gifted

Children, Reston, Va.Spons AgencyNational Inst. of Education (ED),

Washington, DC.Pub Date-8IContract-400-81.0031Note-3p.Available fromCouncil for Exceptional Children,

Publication Sales. 192C Association Dr., Rcston,VA 22091 (51.00 each, minimum order of fiveprepaid).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Guides -NonClassroom (055)

EDRS Price - MFOI/PCOI Plus Postage.DescriptorsOptometry. Vision, Visual Acuity.

*Visual Impairments. Visual Learning, *VisualPerceptionThis fact sheet defines vision, outlines the visual

skills needed for school achievement (ocular motil-ity. binocularity, eye-hand coordination skills, andvisual form perception), and describes how visualproblems are evsluated and treated. The fact sheetalso lists clues to look for when a visual problem issuspected, including the appearance of the eyes,complaints when using eyes for desk work, and be-havioral signs. (MD)

ED 309 590 EC 220 581Sirvis. BarbaraStudents with Specialized Health Care Needs.

ERIC Digest #4511.Council for Exceptional Children, Reston, Va.:

ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va.


Pub Date-89Contract--R188062207Note-3p.Available fromThe Council for Exceptional Chil-

dren, Publication Sales, 1920 Association Dr.,Reston, VA 22091 (51.00 each, minimum order of5 prepaid).


EDRS Price - MFOI/PCOI Plus Postage.DescriptorsAssistive Devices (for Disabled).

*Curriculum Design, Elementary Secondary Edu-cation, *Health Needs, *Health Services. 'SpecialHealth Problems, *Student Characterisrs

IdentifiersERIC DigestsStudents with specialized health care needs re-

quire specialized technological health care proce-dures for :ife support and/or health support duringthe school day. They may or may not require specialeducation. These children were previously unservedin educational settings. Estimation of their numbersis difficult, but as many as 100,000 infants and chil-dren may be technologically dependent in someway. Their conditions may include ventilator de-pendence, tracheostomy dependence, oxygen de.pendence, nimitional supplement dependence,congestive heart problems, need for long-term care,apnea monitoring, and kidney dialysis. Unique med-ical needs must be met before the students can bene-fit from educational experiences. Fatigue, limitedvitality, short attention span. and limited mobilitymay accompany technological dependence. Beforethe children enter the classroom, teachers shouldconsider several possible environmental and inter-vention adaptations, Medical complications must beconsidered when developing schedules and curricu-lar plans. Of considerable concern is the teacriertendency to overcompensate for handicaps. Curric-ular modifications may be similar to those adoptedfor students with physical disabilities. Parents, sib-limp, and families play an important role fr. habilitation and manafement of health care needs.promotion if independem.e. and coping. Interdisci-plinary planning can enhance the positive impact ofthe learning experience. (MSE)

29

Document Resumes/EC 19

ED 312 854 EC 221 312Ekstran,:. Richard E. And OthersPreparation for Special Education Hearings: A

Practical Guide to Lessening the Trauma of DucProcess Hearings.

Council for Exceptional Children, Reston, Va.;ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va.


Report No,ISBN-0-86586-189-7Pub Date-89ContractR188062007Note-48p.Available fromThe Council for Exceptional Chil-

dren, Publication Sales, 1920 Association Drive.Reston, VA 22091-1589 (510.00, nonmembers;$8.00, members; Stock No, 327).

Pub Type Guides - Non-Classroom (055) In-formation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price - MFOI/PCO2 Plus Postage.DescriptorsChild Advocacy. *Coping. *Disabili-

ties, Due Process, Elementory Secondary Education, *Hearings, *School Counseling, *StudentRights

IdentifiersEducation For All Handicapped Chil-dren ActOne of the fundamental rights guaranteed by the

Education of the Handicapped Act is the right to animpartial due process hearing. Such hearings areoften difficult and emotionally draining experi-ences. Thcy need not be so difficult, however, be-cause proper and sensitive preparation for a hearingcan minimize its negative emotional impact. Thismonograph presents fundamental informationabout the hearing process, followed by a practicalstep-by-step guide to help school systcm personnelprepare for due process hearings and their after-math. (Topics covered include: grounds for a hear-ing, the impartial hearing officer, parties andcounsel, conducting the hearing, appea6, prehear-ing preparation, role of the attorney/case presenter,role of the witness, preparing to testify, and post-hearing reactions. Appendixes include informationon the Attorneys' Fees Act, a Case PreparationChecklist. a Testimony Preparation Guide, and acase study.) (Author /PB)

ED 312 869 EC 221 328Curriculum-Based Assessment: Research Brief for

Teachers, Brief T2.ERIC Clearinghouse on Handicapped and Gifted

Children, Reston, Va.Spons AgencyOffice of Special Education and

Rehabilitative Services (ED). Washington, DC.Div. of Innovation and Development.

Pub DateDec 88ContractRI88062007Note-3p.Available fromCouncil for Exceptional Children,

Publication Sales, 1920 Association Dr., Reston,VA 22091-1589 (51.00 each, minimum order of55.00 prepaid).


EDRS Price - MFOI/PCOI Plus Postage.DocriptorsB!bliographies, *Diagnostic Teach-

ing, *Disabilities, Elementary Secondary Educa-tion, Evaluation Methods. *Student Evaluation,Teaching Methods

IdentifiersCurriculum Based AssessmentThis special education research brief provides a

synopsis of the steps in curriculum-oased assess-ment (CBA) and lists resources that provide moredetail on the method and applications of CBA. Thedescribed CM method involves selecting or devel-oping a method of measurement, assessing studentknowledge. tailoring instruction to student needs,and using repeated assessments to fine tune instruc-tion and track progress. The 20 bibliographic re-sources listed are arranged in four categoriesgeneral information and CBA models; measuring,recording. and analyzing student data; tailoring in-struction; and using CBA data. (JDD)

ED 313 867 EC 221 736Early Intervention for Infilits and Toddlers: A

Te2121 Effort. ERIC Digest :461.Council for Exceptional Children. Reston. Va.;



Pub Date--89

20 Document Resumes/EC

Contract- -RI88062207Note-3p.Available from--Council for Exceptional Children.

Publication Sales, 1920 Association Drive, Res-ton. VA 22091-1589 ($1.00 each, minimum order$5.00 prepaid, product no. 461).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Guidcs -Non-Classroom (055)

EDRS Price MFOI/Pall Plus Postage.DescriptorsCooperative Planning, 'Delivery Sys-

tems, 'Disabilities, °Early Intervention, Educational Legislation, Infants, 'InterdisciplinaryApproach, Models, Preschool Education, 'Team-work, Toddlers

IdentifiersEducation of the HandicappedAmendments 1986, ERIC Digests, Multidisci-plinary Teams, Transdisciplinary ApproachThis information sheet summarizes findings from

two reports: "Staffing Patterns and Team Models inInfancy Programs" by Jeanette McCollum andMary-alayne Hughes. and "Early InterventionTeam Approaches: The Transdisciplinary Model"by Geneva Woodruff and Mary McGonigel. Thedigest outlines the provisions of the Education ofthe Handicapped Amendments of 1986, (PublicLaw 99-457), the types of children who are eligiblefor services, and the services which must be madeavailable. It describes the functioning of early inter-vention teams, which are composed of professionalsrepresenting a variety of disciplines: special education; social work; psychology; medicine; child de-velopment; and physical, occupational, and speechand language therapy; and vihkh may also includeparents. Three service delivery models that struc-ture interaction among team members in differentways ate discussed: multidisciplinary teams, inter-disciplinary teams, and transdisciphnary teams.(J DD)

ED 313 868 EC 221 737Teaching Children with Attention Deficit Disor-

der. ERIC Digest #462.Council for Exceptional Children. Reston, Va.;



Pub Date-89ContractRI88062207Note-3p.Available fromCouncil for Exceptional Children,

Publication Sales, 1920 Association Drive, Res-ton, VA 22091-1589 ($IM each, minimum order$5.00 prepaid, product no. 462).


EDRS Price - MF01/Pall Plus Postage.DescriptorsAssignments. 'Attention Deficit Dis

orders, Behavior Modification, Classroom Envi-ronment, Elementary Secondary Education,Intervention, 'Teaching Methcis

IdentifiersERIC DigestsThis digest adapts information from "Attention

Deficit Disorders: A Guide for Teachers," preparedby members of the Education Committee of Chil-dren with Attention Deficit Disorders. It definesattention deficit disorders and describes the twotypes (attention deficit hyperactivity disorder andundifferentiated attention deficit disorder.) Sugges-tions are offered for establishing the proper learningenvironment, giving students instructions, and giv-ing students a.ssignments. Tips on modifying behav-ior and enhancing self-esteem by providingsupervision, discipline, and encouragement are alsoprovided. Additional sources of information arelisted, including eight suggested readings and a sup-port organization. (JDD)

ED 314 914 EC 222 074Using Personal Computers To Acquire Special

Education Information. Revised. ERIC Digest#429.

ERIC Clearinghouse on Handicapped and GiftedChildren. Reston, Va.

Spons Agency--Office of Educational Researchand Improvement (ED), Washington, DC.

Pub Date-89ContractRI88062207Note-3p.Available fromThe Council for Exceptional Chil-

dren, Publications Sales. 1920 Association Dr..Reston, VA 22091-1589 (S1.00 each, minimumorder $5.00).

Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) GuidesNonClassroom (055)

EDRS Price - MFOI /Pall Plus Postage.DescriptorsComputer Networks, Databases,

'Disabilities. Elementary Sccondary Education.Faculty Development. Information Networks,' Information Services, 'Microcomputers, Preschool Education, Professional Development, Resources, Sp,:ial EducationThis digest offers basic information about re-

sources, available to users of personal computers, inthe area of professional development in special edu-cation. Two types of resources are described: thosethat can be purchised on computer diskettes andthose made available by linking personal computersthrough electronic telephone networks. Resourcesdescribed include: (1) portions of the ERIC (Educa-tional Resources Information Center) databaseavailable on diskette; (2) Bibliographic RetrievalServices (HRS) and Dialog information services,which make available the Exceptional Child Educa-tion Resources database and the complete ERICdatabase; (3) ERIC on CD-ROM (compact diskread only memory); (4) SpecialNet, an electroniccommunications network designed for special edu-cators; (5) Special Education Solutions, an onlinedatabase of resources available to Apple computerusers who are disabled; and (6) the IBM/SpecialNeeds Exchange available through the CompuServeInformation Service. (JDD)

ED 314 915 EC 222 075Venn, JohnStudents with Physical Disabilities and Health

Impairments. Revised. ERIC Digest #459.ERIC Clearinghouse on Handicapped and Gifted

Children, Reston, Va.Spons AgencyOffice of Educational Rcscarch

and Improvement (ED). Washington, DC.Pub Date-89ContractRI88062207Note-3p.Avaiiable fromThe Council for Exceptional Chil-

dren. Publications Sales, 1920 Association Dr.,Reston. VA 22091-1589 (51.00 each. minimumorder 55.00).

Pub Type-- Information Analyses - ERIC Informa-tion Analysis Products (071) Guides -

Non-Classroom (055)EDRS Prke MF01/Pall Phis Postage.Descriptors"Educational Diagnosis, Elementary

Secondary Education, Organizations (Groups).' Physical Disabilities, Preschool Education.'Special Health Problems, 'Student Characteris-ticsThis information sheet defines physical disabili-

ties and health impairments, describes characteris-tics of students with these conditions. outlinesspecial considerations necessary in assessing thesestudents, notes key educational considerations andpoints out some of the special problems in workingwith preschool children with physical disabilities.The document includes a list of six organizations tocontact for further information or assistance and alist of five references. (JDD)

ED 314 916 EC 222 076Meeting the Needs of Able Learners through

Flexible Pacing. ERIC Digest *464.ERIC Clearinghouse on Handicapped and Gifted

Children, Reston, Va.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89ContractRI88062207Note-3p.Available fromThe Council for Exceptional Chil-

dren, Publications Sales, 1920 Association Dr..Reston, VA 22091-1589 ($1.00 each, minimumorder $5.00).

Pub Type Information Analyses - ERIC Imorma-tion Analysis Products (071) GuidcsNon-Classroom (055)

EDRS Price - MF01/PC01 Plus Postage.Descriptors"Academically Gifted, Acceleration

(Education), Continuous Progress Plan, Curricu-lum Design, Elementary Secondary Education,Flexible Progression. Individualized Instruction,

Pacing, 'Program Development, Student Needs,Teaching MethodsThis information sheet, based on "Flexible Pacing

for Able Learners' by Neil Daniel and June Cox,defines flexible pacing as any program in which stu-dents are taught material that is appropriately chal-lenging for their ability and allows them to moveforward in the curriculum as they master content

and skill. The document outlines methods used toachieve flexible pacing, such as grade skipping, earlyentrance, and credit by examination. The digest alsobriefly describes methods of implementing a flexiblepacing program, the teacher changes needed to pro-mote flexible pacing, the benefits of flexible pacing,and the reactions of students to flexible pacing pro-grams. A list of II bibliographic resources and oneorganizational resource concludes the digest. (JDD)

ED 314 917 EC 222 077College Planning for Students with Leading Dis

abWties. ERIC Digest *466.ERIC Clearinghouse on Handicappcd and Gifted

Children. Reston, Va.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89Contract---R188062207Note-3p.Available fromThe Council for Exceptional Chil-

dren, Publications Sales, 1920 Association Dr.,Reston, VA 22091-1589 (51.00 each, minimumorder 55.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) GuidesNon-Classroom (055)

EDRS Price - MFOI /Pall Plus Postage.DescriptorsCollege Choice. 'College Prepara-

tion, College Programs. College Students, 'Coun-selor Role. Decision Making. GuidancePersonnel, Higher Education, High Schools,'Learning Disabilities. 'School CounselorsThis information digest emphasizes that learn-

ing-disabled students must be cautious in selectinga higher education program that matches the stu-dent's unique needs with the features of the learningdisabilities program. Planning for a successful post-secondary education begins with developing an ap-propriate individualized educational program inhigh school, to ensure that students complete highschool with the necessary skills, content, knowl-edge, and a positive self-concept. Students also needto develop skills in evaluating courses, planninglong-range study time, and interacting with facultyand other students. The role of high school counsel-ors includes providing students with detailed infor-mation about potential postsecondary institutionsand analyzing students needs in terms of the avail-ability and quality of support services. The digestconcludes with a list of questions which should beasked in making the final college selection. Fourreferences and a list of five college guides are in-cluded. The digest was developed from a paper byS. F. Shaw et al. titled "Preparing Learning DisabledHigh School Students for Postsecondary Educa-tion." (MD)

ED 316 963 EC 221 313Guetzloe. Eleanor C.Youth Suicide: What the Educator Should Know. A

Spedal Educator's Perspective.Council for Exceptional Children, Reston. Va.;



Report No.ISBN-0.86586-188-9Pub Date-89ContractRI88062007Note-2I6p.Available fromThe Council for Exceptional Chil-

dren, Publication Sales, 1920 Association Drive.Reston, VA 22091-1589 ($18.50. $14.80 mem-bers; Stock No. 331).

Pub Type Books (010) Guides - Non-Class-room (055) Information Analyses - ERIC In-formation Analysis Products (071)

EDRS Price MF01/PC09 Plus Postage.Descriptorsnehavior Disorders, Elementary

Secondary Education, 'Intervention, MentalHealth, Prevention, 'School Counseling, 'SuicideThis book is intended to aid educators in under-

standing the phenomenon of suicidal behavioramong youth and in developing programs for inter-vention within the school setting. The first section,aimed toward an understanding of the phenomenon,covers risk factors, history, current trends. research,the problem of contagion, three levels of preventionin the public health context. and other relevant is-sues. The second section, focusing on preventionthrough the schools, discusses assessment of suicidepotential, crisis intervention in the school, workingwith parents. counseling guidelines, procedures forthe aftermath of a suicide. and enhancing emotionalhealth in the schools. (PB)

30REST COPY AVAILABLE

ED 317 007 EC 230 069Educating Exceptional Children. ERIC Digest

#E456.ERIC Clearinghouse on Handicapped and Gifted

Children, Reston, Va.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89ContractRI88062207Note-3p.Available fromThe Council for Exceptional Chil-

dren, Publications Saks, 1920 Association Dr..Reston, VA 22091-1589 ($1.00 each, minimumorder $5.0P).


EDRS Price - MFOI /PC01 Plus Postage.DescriptorsDefinitions, 'Delivery Systems,

*Disabilities, Early Intervention, EducationalTrends, Education Work Relationship, Elemen-tary Secondary Education, *Incidence. PreschoolEducation, *Special Education, Special ProgramsThe digest briefly summarizes the characteristics

and current trends in special education programingfor exceptional children. Exceptional children aredescribed as having physical, mental, or behavioralhandicaps and ranging in age from birth to 21. Re-quirements of basic federal legislation (The Educa-tion for All Handicapped Children Act) and recentamendments are briefly described. Incidence infor-mation as well as a listing of program options areprovided for gifted students, children with physicalhandicaps, children with mental handicaps, childrenwith behavior disorders, children with speech andlanguage disabilities, children with karning disabili-ties, and children with specialized health care needs.Two trends in special education are also ieentified.First, children with disabilities are receiving specialeducation services carlier and second, a change inthe public's attitude toward employment of peoplewith handicaps has led w more instruction in voca-tional skills and assistance in the transition fromschool to community life and work. Three refer-ences are included. (DB)

ED 318 176 EC 230 579Rights and Responsibilities of Parents of Children

with Handicaps. ERIC Digest #E460.Council fur Exceptional Children, Reston, Va.;



Pub Date-89ContractRI88062207Note-3p.Available fromCouncil for Exceptional Children,

Publication Sales, 1920 Association Dr., Reston,VA 22091-1589 ($1.00 cach, minimum order of 5prepaid).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071) Guides -Non-Classroom (055)

EDRS Price - 1441701/PC01 Plus Postage.DescriptorsDisabilities, *Educational Legisla-

tion. Elementary Secondary Education, Individu-alized Education Programs, *ParentResponsibility, Parent Rights, Parent Role, Pre-school Education

IdentifiersEducation for All Handicapped Chil-dren Act, ERIC DigestsIn a question-and-answer format, this single sheet

outlines the rights of parents in the special educa-tion process, as provided by Public Law 94-142,including the right to a free appropriate public edu-cation for the child, to request a reevaluation tohave the child tested in the child's primary lan-guage, and to participate in the development of thechild's individualized education program. Parent re-sponsibilities are also noted, such as developing apartnership with the school or agency, making surethe child is included in the regular school activitiesprogram, and monitoring the child's progress. Theparent's role in developing the Individualized Education Program is also described. A final sectionlists resources available to help parents. (JDD)

ED 319 179 EC 230 868Readings about Children and Youth with Learning

Disabilities. ERIC MiniBib #E465.Council for Exceptional Children, Reston, Va.;



Pub Date-89ContractR188062007Note-3p.Available fromERIC Clearinghouse on Handi-

capped and Gifted Children, 1920 AssociationDr., Reston, VA 22091 (free).

Pub Type Reference Materials - Bibliographies(131) Information Analyses - ERIC Informa-tion Analysis Products (071)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAnnotated Bibliographies, Child

Rearing, Learning Disabilities, Teaching Meth-odsThis "ERIC MiniBib" lists and annotates 20

monographs and booklets about children and youthwith learning disabilities. The items were publishedbetween 1979 and 1989 and address child-rearingstrategies, teaching methods. and career placementtechniques. A source of availabitity is listed for eachitem. (JDD)

ED 319 227 EC 231 130Student Self-Management To Increase On-Task

Behavior, Research Brief for Teachers T3.Council for Exceptional Children, Rel ri, Va.:


Spons AgencyOffice of Special Education andRehabilitat've Services (ED). Washington. DC.Div. of Innovation and Development.

Pub DateMar 90ContractRI88062007Note-3p.; A product of the ERIC/OSEP Special

Project on Interagency Information Dissemina-tion. This research brief is abstracted from "Dis-tractible Students Use Self-Monitoring" by S. S.Osborne et al. (EC 191 166) and "Self-Manage-ment Tactics" by T. C. Lovitt and C. Bellew (ED303 581).

Availabk fromCouncil for Exceptional Children.Publication Sales, 1920 Association Dr., Reston,VA 22091-1589 (51.00 each, minimum order of$5.00 prepaid).


Non-Classroom (055)EDRS Price MFOI/PC01 Plus Postage.DescriptorsBehavior Problems, *Disabilities,

Elementary Secondary Education. *Self Control,Self Evaluation (Individuals), *Student Behavior,*Time on Task

IdentifiersSelf ManagementThis brief guide notes the effectiveness of

self-management strategies in increasing students'responsibility for their own learning and behavior,heightening student motivation and self-esteem,and reducing demands on the teacher's time. Astrategy is outlined to help students increase theiron-task behavior, by having students chart, correct,and evaluate their own performance. Twenty-tworesources describing the use of self-management arelisted. (JDD)

ED 321 427 EC 222 033Assessing the Language Difficulties of Hispanic

Bilingaal Student& Abstract 23: Research &Resources on Special Education.


Spons AgencyOffice of Educational Researchand Improvement (ED), Washington. DC.; Officeof Special Education and Rehabilitative Services(ED). Washington, DC. Div. of Innovation andDevelopment.

Pub DateAug 89ContractRI88062007Note-8p.Available fromERIC/OSEP Special Project on

Interagency Information Dissemination, Councilfor Exceptional Children, 1920 Association Dr..Reston, VA 22091 ($1.00 each, minimum order$5.00).

Pub Type Reference Materials - Bibliographies(131) Collected Works - Serials (022) Infor-mation Analyses ERIC Information AnalysisProducts (071)

31


EDRS Price MFOI/PC01 Plus Postage.DescriptorsBilingual Students, Cultural Differ-

ences, Diagnostic Tests, Elementary SecondaryEducation, *Evaluation Methods, *HandicapIdentification. Hispanic Americans, *LanguageHandicaps, *Language Tests. Research Needs,Student Evaluation. Test Bias, Testing ProblemsThis research summary identifies major factars

affecting the validity of language assessments in bi-lingual students. The four factors include: (I) deter-mining which language is dominant and in whichlanguage the child should be tested; (2) recognizingthat bilingual children may use language in a waythat is qualitatively different from that of monolin-gual children: (3) recognizing the influence of cul-tural differences and the local environment; and (4)overcoming the insufficiencies of existing diagnosticinstruments. Literature-based recommendations forselecting a battery of language assessments are of-fered, and research needs are listed. A 35-item bibli-ography on assessing language disorders in bilingualstudents accompanies the research summary.(JDD)

ED 321 480 EC 231 801Berger, Sandra L., Ed.Gifted Students: Flyer File.Council for Exceptional Children. Reston. Va.;

ERIC Clearinghouse on Handicapped and GiftedChildren, Reston. Va.


Pub Date-90ContractRM062007Nok-71p.Availabk fromCouncil for Exceptional Children,

Publication Sales. 1920 Msociation Dr., Reston,VA 22091 (S22.50 nonmembers; S18.00 mem-bers; Publication No. E105).

Pub Type Collected Works - General (020)Information Analyses - ERIC Information Analy-sis Products (071) Guides Non-Classroom(055)

EDRS Price - MFOI/PC03 Plus Postage.DescriptorsAcademicaily Gifted. C reer Educa-

tion, Child Advocacy, Child Rearing, Creativity,Educational Needs, Elementary Secondary Edu-cation, Flexible Progression, *Gifted, Gifted Dis-abled, *Individual Needs, Mathematics,Microcomputers, Minority Groups, Parent ChildRelationship, Postsecondary Education, Pre-school Education, Reading Instruction, StressManagement. Student Need4, Summer Programs,*Talent, Talent Identification. UnderachievementThis collection of 20 digests on gifted students is

intended to provide practical information for stu-dents themselves, their families, professional educa-tors community groups, and others. Resources.hints and tips, and suggestions for additional read-ing are included in most digests. Digests have thefollowing titles and authors/primary contributors:"Giftedness and the Gifted: What's It All About?"(D. W. Russell and others); "Helping Your HighlyGifted Child" (Stephanie Tolan); "UnderachievingGifted Students" (James Delisle and Sandra Ber-ger); "Gifted but Learning Disabled: A PuzzlingParadox" (Susan Baum); "Meeting the Needs ofGifted and Talented Minority Language Student(Linda Cohen); "Guiding the Gifted Reader" (Ju-dith Wynn Halsted); "Discovering MathematicalTalent" (Richard Miller); "Personal ComputersHelp Gifted Students Work Smart" (GeoffreyJones); "Fostering Academic Creativity in GiftedStudents" (Paul Torrance and Kathy Goff); "Devel-oping Leadership in Gifted Youth" (Frances Karnesand Suzanne Bean); "Mentor Relationships andGifted Learners" (Sandra Berger); "Nurturing Gift-edness in Young Children" (Wendy Roedell);"Helping Gifted Students with Stress Manage.ment" (Leslie Kaplan); "Helping Adolescents Ad-just to Giftedness" (Thomas Buescher and SharonHigham); "College Planning for Gifted and Tal-ented Youth" (Sandra Berger); "Discovering Inter-ests and Talents through Summer Experiences"(Cindy Ware); "Career Planning for Gifted and Tal-ented Youth" (Barbara Kerr); "Fostering the Post.secondary Aspirations of Gifted Urban MinorityStudents" (Margaret McIntosh and M. Jean Green-law): "Supporting Gifted Education Through Advo-cacy" (Sandra Berger); "Readings and Resourcesfor Parents and Teachers of Gifted Children" (San.dra Berger, Comp.): "Meeting the Needs of AbleLearners through Flexible Pacing" (Neil Daniel andJune Cox). (DB)


ED 321 481 EC 231 802Giftedness and the Gifted: What's It All About?

ERIC Digest #E476.Council for Exceptional Children, Reston, Va.:



Pub Date-90ContractRI88062007Note-5p.Pub Type Information Analyses - ER1 C Informa-


Non-Classroom (055)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAcademically Gifted, Child Rear-

ing. °Definitions. °Gifted, Individual Needs, In-telligence, Parent Child Relationship. *StudentCharacteristics, °Talent, *Talent Identification

IdentifiersERIC DigestsThis digest was adapted from D.W. Russell, D.G.

Hayes and L.B. Dockery's book. "My Child isGifted! Now What Do I Do?". The digest is in-tended to give parents of gifted students an over-view of characteristics of gifted children andterminology used in this field. Several definitions ofgiftedness are offered including one from a parentgroup emphasizing the interaction with the environ-ment and one from a U.S. government report identi-fying six types of giftedness. Fourteen generalcharacteristics typically used by educational author-ities as indicative of giftedness are listed. The natureof intelligence itself is briefly discusssed. Otherterms parents might hear in the context of giftedchildren are explained including: genius, talented.prodigy. precocious, superior, rapid learner. excep-tional, and elitism. Includes five references. (DB)

ED 321 482 EC 231 803Tolan, StephanieHelping Your Highly Gifted Child. ERIC Digest

#E477.Council for Exceptional Children. Reston, Va.;



Pub Date-90ContractRI 88062007Note-5p.Pub Type Information Analyses - ERIC Informa-


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAcademically Gifted, *Acceleration

(Education), Attitudes, °Child Rearing, Develop-mental Stages, Educational Needs. ElementarySecondary Education. *Emotional Adjustment.°Individual Needs, Parent Attitudes. ParentChild Relationship. Student Needs, Young Chil-dren

IdentifiersERIC Digests. °Extremely GiftedThis digest provides parents of highly or pro-

foundly gifted children with practical suggestionsbased on the experience of other parents and themodest amount of research available. Pa..ents areencouraged to understand that such children aresignificantly different from other children and havetwo primary needs: to feel comfortable with them-selves and to develop their astonishing potential.Suggestions are given for dealing with public atti-tudes toward exceptional performance in veryyoung children and for dealing with the multipledevelopmental ages the gifted child may exhibit si-multaneously. Problems of schooling the highlygifted child are discussed in terms of lack of fit withthe usual school, the various possibilities of acceler-ation for this typt of child, and ways to help thegifted child meet his or her social/emotional needs.Stressed is the importance of providing the childwith a safe home in which the child feels loved andaccepted. Includes 18 references. (DB)

ED 321 483 EC 231 804Dehsle, James Berger, Sandra LUnderachieving Gifted Students. ERIC Digest

4E478.Council for Exceptional Children. Reston. Va.;


Spons AgencyOffice of Educational Researchand Improvement (ED), Washington, DC,

Pub Date-90ContractRI88062007Note-5p.


Non-Classroom (055)EDRS Price MFOI/PC01 Plus Postage.DescriptorsBehavior Change. 'Child Rearing,

Definitions, Elementary Secondary Education,*Gifted, Intervention, Parent Role. *Parent Stu-dent Relationship, Self Concept. °Teacher Stu-dent Relationship. *Underachievement

IdentifiersERIC DigestsThis digest is intended to help parents and teach-

ers understand and cope with underachievement ingifted students. Underachievement is defined andits various components (e.g.. content and situationspecificity and ties to self-concept development) areexplained. Strategies to reverse patterns of undera-chievement are classified as either supportive, in-trinsic. or remedial. Guidelines are offered tofamilies in applying all three types of strategies. Thevalue of participation by underachieving gifted stu-dents in a gifted program is noted. A distinction ismade between praise for achievement outcomes andencouragement of a child's efforts. Underachieve-ment is seen as a reversible but complex web ofbehaviors. Includes 13 references and 15 resourcesfor students. (DB)

ED 321 484 EC 231 805Baum, SusanGifted but Learning Disabled: A Puzzling Paradox.

ERIC Digest 4E479.Council for Exceptional Children. Reston, Va.;


Spons Agency--Office of Educational Researchand Improvement (ED). Washington. DC.

Pub Date-90ContractR188062007Note-5p.Pub Type. Information Analyses - ERIC Informa-


Non-Classroom (055)EDRS Price - MFOI /PC01 Plus Postage.DescriptorsDefinitions, °Educational Needs, El-

ementary Secondary Education, °Gifted. GiftedDisabled. °Handicap Identification, Intervention,Learning Disabilities, Learning Strategies. Stu-dent Charactenstics. Talent, °Talent Identifica-tion

IdentifiersERIC DigestsThis digest is derived from Susan Baum's "Being

Gifted and Learning Disabled...From Definition toPractical Intervention." The learning disabled giftedare grouped into three categories: identified giftedstudents who have subtle learning disabilitie., uni-dentified students whose gifts and disabilities maybe masked by average achievement, and identifiedlearning disabled students who are also gifted. Fourgeneral guidelines are offered to professionals in de-veloping appropriate educational programs. The)are: (1) focus attention on the development of thegift; (2) provide a nurturing environment that valuesindividual differences; (3) encourage compensationstrategies (five compensation strategies are sug-gested); and (4) encourage awareness of individualstrengths and weaknesses. 5.ressed is the impor-tance of such students learning to be their own ad-vocates. Includes nine references, nine resources,and 14 suggestions for additional reading. (DB)

ED 321 485 EC 231 806Cohen. Linda M.Meeting the Needs of Gifted and Talented Minor-

ity Language Students. ERIC Digest #E480.Council for Exceptional Children. Reston. Va.;



Pub Date-90Contract--R188062007Note 5p.Pub Type Information Analyses - ERIC Informa-


EDRS Price - MFOI/PC01 Phis Postage.DescriptorsAbility Identification, Acceleration

(Education). Cultural Differences, ElementarySecondary Education, Eligibility, EnrichmentActivities. 'Gifted, Gifted Disadvantaged. 'Lan-guage Handicaps. 'Limited English Speaking.Mentors. *Minority Groups. Parent Participation,Program Development, Student Evaluation. Stu-dent Placement

IdentifiersERIC DigestsThis digest is adapted from Linda Cohen's publi-

cation, "Meeting the Needs of Gifted and TalentedMinority Language Students." It explores the con-troversy surrounding the underrepresentation of mi-nority language students in gifted and talentedprograms and makes recommendations for moresuitable assessment techniques and program mod-els. Addressed are the following questions: (1) Whyare minority language students underrepresented inprograms for gifted and talented students? (2) Whatare some commonly used techniques for the identi-fication of gifted and talented minority languagestudents? and (3) What types of programs are avail-able for gifted and talented students, and are theysuitable for minority language students who are se-lected to participate? Specifically described are en-richment programs, parent involvement programs,acceleration or honors programs, and mentor pro-grams. The following recommendations are made:broaden the concept of giftedness: expand researchon giftedness and minority language students: em-ploy more well-rounded assessment techniques; in-crease staff awareness of their potential fordeveloping a gifted and talented program; explorevarious program models; and increase awareness ofdifferent ways giftedness may be manifested in dif-ferent populations. Includes 17 references. (DB)

ED 321 486 EC 231 807Halsted. Judith WynnGuiding the Gifted Reader. ERIC Digest #E481.Council for Exceptional Children. Reston. Va.:



Report No.EDO.EC-90-1Pub Date-90ContractRI88062007Note-3p.Pub Type Information Analyses - ERIC Informa-


Non-Classroom (055)EDRS Price - MF01/PC01 Phis Postage.DescriptorsBibliotherapy, °Childrens Literature,

Cognitive Development, Educational Needs. Ele-mentary Secondary Education. Emotional Devel-opment, °Gifted. Group Discussion. Literature.°Reading Instruction. °Reading Programs

IdentifiersERIC DigestsThis digest offers guidelines providing challeng-

ing reading opportunities for gifted students. Re-search findings concerning the characteristics of thegifted child as reader (e.g.. they read earlier, betterand more) are noted. Specific needs of gifted learn-ers can be met by: using literature as a supplementto the readings in basal texts; forming discussiongroups based on books; and following programssuch as the Junior Great Books discussion format.The use of literature is also suggested for guiding theemotional development of gifted students throughsuch techniques as developmental bibliotherapy. In.eludes nine references. (DB)

ED 321 487 EC 231 808Miller, Richard CDiscovering Mathematical Talent. ERIC Digest

#E482.Council for Exceptional Children, Reston. Va.;



Pub Date-90ContractRI88062007N ote-5p.Pub Type Information Analyses - ERIC Informa-


Non-Classroom (055)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAbility Identification, °Academically

Gifted. Acceleration (Education). ElementarySecondary Education, Enrichment Activities,Flexible Progression, °Mathematics Instruction,Mathemmics Tests. Standardized Tests, *Talent.°Talent Identification

IdentifiersERIC Digests, Mathematically GiftedThis digest offers guidance in identifying and nur-

turing mathematical talent in chilAren. Mathemati-cal talent is defined and the characteristics ofmathematically talented students are listed. Somemathematically talented students do not achievewell in school mathematics due to a mismatch be-tween the student and the mathematics program.Ways that various standardized tests-intelligencetests. creativity tests, mathematics achievementtests, mathematics aptitude tests, and out-of-

q 9 KU PM VAI1 AR1 F

grade-level mathematics aptitude tests-can be usedto identify mathematical talent are offered. A sys-tematic process for talent identification is suggestedinvolving first a screening phase and then out-of-grade-level mathematics abilities assessment.Characteristics of appropriate instructional pro-grams for mathematically talented students includethe following: they bring mathemati talentedstudents together to work with one another; theystress mathematical reasoning and independent ex-ploratory behavior; they deemphasize repetitiouscomputational drill work and cyclic review; theyinvolve a comprehensive mathematics curriculumappropriate for potential mathematicians; and theyprovide flexible pacing. Specific ways to provideflexible pacing include continuous progress, com-pacted courses, advanced-level courses, grade skip-ping, early entrance, concurrent or dual enrollment,and credit by examination. Includes 15 references.(DB)

ED 321 488 EC 231 809Jones GeoffreyPersonal Computers Help Gifted Students Work

Smart. ERIC Digest #E483.Council for Exceptional Children, Reston, Va.;



Report No.EDO-EC-90-2Pub Date-90ContractRI88062007Note-3p.Pub Type Information Analyses - ERIC Informa-


EDRS Price MF01/PC01 Plus Postage.DescriptorsAbstract Reasoning, *Cognitive De-

velopment, Computer Assisted Instruction.*Computer Uses in Education, 'EducationalNeeds, Elementary Secondary Education,*Gifted, Microcomputers, 'Questioning Tech-niques, Simulation, Student Educational Objec-tives, Student Needs

IdentifiersERIC DigestsThis digest considers the role of personal comput-

ers in the education of gifted students. There is evi-dence that students are working "smarter," whetherthey are learning and using more information, un-derstanding key concepts and relationships better,or developing higher level thinking skills. Researchfindings concerning the specific instructional needsof gifted and talented students are listed. The com-puter is seen as an idea engine for such students.Although educational uses in computerassisted in-struction, student-developed computer simulations,and programming are recognized, the computer'sgreatest power is seen to lie in the quality of ques-tions students can ask and attempt to answer. Theimpact of a nationwide program to encourage stu-dents to formulate good questions for a supercom-puter is reported. Recommendations include:encouraging experimentation and individual learn-ing styles; structuring experience to help studentsdevelop strengths and overcome weaknesses; andpromoting interpersonal relationships through com-puters. Includes eight references. (DB)

ED 321 489 EC 231 810Torrance. E. Paul Goff. KathyFostering Academic Creativity in Gifted Students.

ERIC Digest *EOMCouncil for Exceptional Children. Reston, Va.;

ERIC Clearinghouse on Handicapped and GiftedChildren. Reston, Va,


Report No.EDO-EC-90-3Pub Date-90ContractRI88062007Note--3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/P031 Plus Postage.DescriptorsChild Rearing, *Creative Develop-

ment. *Creativity, Elementary Secondary Educa-tion, *Gifted, Individual Differences, IndividualNeeds. Parent Attitudes. Parent Child Relation-ship. Student Needs. Teacher Attitudes, *TeacherStudent Relationship

IdentifiersERIC DigestsThis digest describes academic creativity and of-

fers suggestions for its development in gifted stu-dents. Creative learning and learning by authorityare contrasted and examples of each are given. The

naturally creative behavior of young children isnoted. Among suggestions offered to teachers are:respect the unusual questions of children; show chil-dren that their ideas have value by listening andconsidering them; and provide chances for childrento learn and discover without threats of immediateevaluation. Among suggestions offered to parentsare: provide opportunities for creative expression,problem solving, and constructive response tochange and stress; find creative ways to resolve con.flicts between family members; and ensure that ev-ery family member receives individual attention andrespect. Noted are ways adults can kill creativity inchildren, by insisting that children do things the"right way"; making comparisons with other chil-dren; and discouraging children's curiosity. In-cludes 14 references or other resources. (DB)

ED 321 490 EC 231 811Karnes. Frances A. Bean. Suzanne M.Developing Leadership in Gifted Youth. ERIC

Digest 4E485.Council for Exceptional Children. Reston, Va.;



rteport No.EDO-EC-90-4Pub Date-90ContractRI88062007Note-3p.Pub Type Information Analyses ERIC Informa-

tion Analysis Products (071) GuidesNon-Classroom (055)

EDRS Price MFOI /PC01 Plus Postage.Descriptors*Gifted, *Leadership, Leadership

Qualities, *Leadership Training, Parent Child Re-lationship, Secondary Education, *Skill Develop-ment, *Student Characteristics, *Talent

IdentifiersERIC DigestsThis digest is intended to help parents and educa-

tors assist with the development of leadership atti-tudes and skills in gifted youth. The relative lack ofinterest in leadership despite its designation as atalent area in definitions of giftedness for state andfederal policies requiring differentiated programs islisted. Characteristics of gifted youth that enablethem to profit from leadership development arelisted. Suggestions for parents include involvingchildren in planning family activities and discussingcurrent topics. Suggestions are provided for infusingcurriculum concepts and skills into the sciences, hu-manities, and arts. Other school options for leader-ship development include: credit courses onleadership; implementation of personal plans forleadership development; and mentorships and in-ternship programs. Extracurricular activities areparticularly valuable in providing talented stidentswith leadership experiences. Includes 15 references.(DB)

ED 321 491 EC 231 812Berger, Sandra L.Mentor Relationships sad Gifted Learners. ERIC

Digest #E486.Council for Exceptional Children, Rtston, Va.;


Sports AgencyOffice of Educational Researchand Improvement (ED). Washington, DC.

Report No.EDO-EC90-5Pub Date-90ContractR188062007N ote-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) -- Guides -

Non-Classroom (055)EDRS Price MFOI/PC01 Plus Postage.DescriptorsDisadvantaged Youth. Elementary

Secondary Education. Females. *Gifted, Individ-ual Needs, Interpersonal Relationship, *Men-tors, *Program Development, *Role Models,*Student Needs

IdentifiersERIC DigestsThis digest explores the concept of mentoring

with gifted students and offers guidelines on its im-plementation. The literature on mentoring is re-viewed, noting the maturing effect of mentorrelationships and the particular value of mentors fordisadvantaged students and for females. Among sixguidelines offered are: decide what (not whom) thestudent needs, identify a few mentor c ndidates,and monitor the mentor relationship. An ong ques-tions to ask students are whether a student wants amentor and whether the student is prepared tospend a significant amount of time with the mentor.


Among questions to ask potential mentors arewhether the mentor understands and likes workingwith children and adolescents and whether the men-tor is willing to be a real role model. Includes 16references. (DB)

ED 321 492 EC 231 813Roedell. Wendy C.Nurturing Giftedness in Young Children. ERIC

Digest #E487.Council for Exceptional Children, Reston. Va.;





Non-Classroom (055)EDRS Price MF01/PC01 Plus Postage.DescriptorsChild Development, Cognitive De-

velopment, Developmental Stages, *Early Child-hood Education, *Educational Needs. *Gifted,Individualized Instruction, Individual Needs, In-terpersonal Relationship, Social Development.Young Children

Identifiers--ERIC DigestsThe digest addresses ways that parents and educa-

tors can nurture giftedness in young children. Prob-lems in appropriate school placement for younggifted children with uneven de. elopment are dis-cussed and illustrated with examples. In selecting aprogram, parents need to look for a highly individu-alized program in which children are encouraged toprogress at their own learning rate. with plannedopportunities for development of social, physical.and cognitive skills in an informal classroom atmo-sphere. Parents also need to support the child's needfor friendship with intellectually equal children. In-cludes six references. (DB)

ED 321 493 EC 231 814Kaplan. Leslie S.Helping Gifted Students with Stress Management.

ERIC Digest 4*E488.Council for Exceptional Children, Reston, Va.;



Pub Date-90ContractR188062007Note-5p.Pub Type Information Analyses - ERIC Informa-


Non-Classroom (055)EDRS Price MFOI/PC01 Plus Postage.DescriptorsAdjustment (to Environment), Burn-

out, Elementary Secondary Education, Emo-tional Adjustment. *Emotional Problems.*Gifted, Individual Needs, Parent Student Rela-tionship, Self Esteem, *Stress Management,*Stress Variables, Student Needs. Teacher Stu-dent Relationship

IdentifiersERIC DigestsPresented in a question-and-answer format, this

digest offers guidelines to help gifted students man-age stress effectively. The following questions areconsidered: What is stress? How can a youngsterexperience stress when nothing bad is happening? Isa gifted student more likely to feel stress than others? What are some stresses on a gifted student?How can stress hurt a gifted student's selfesteem?How can it be stressful to have so much potential?How can gifted students cope with stress? How canone tell whether or not a gifted student is experienc-ing burnout? How can parents, teachers, and coun-selors reduce stress on gifted students? Amongrecommendations for coping with stress are chang-ing the source of the stress, confronting the sourceof the stress, and getting regular physical exerciseand sound nutrition, Students should be discour-aged from escaping through alcohol, drugs, sleep.frequent illness, overeating, or starving themselves;and from aiming too low. A checklist is provided toidentify the student experiencing burnout. Parents.teachers, and counselors are encouraged to reducestress on gifted students by such measures as help-ing each gifted student develop a realistic self-con-cept and letting students live their own lives.Includes 10 references or resources. (DB)


ED 321 494 EC 231 815Buescher, Thomas M. Highom. SharonHelping Adolescents Adjust to Giftedness. ERIC

Digest #E489.Council for Exceptional Children, Reston. Va.;

ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va,




Non-Classroom (055)EDRS Price - MFOI/Pall Plus Postage.Descriptors"Adolescents, 'Coping. 'Emotional

Adjustment, Expectation, 'Gifted, 'IndividualNeeds, Interpersonal Relationship, Maturity (In-dividuals), Secondary Education, 'Self Concept.Self Evaluation (Individuals), Student Character-istics, Student Needs

IdentifiersERIC DigestsThis digest offers guidelines to parents and educa-

tors helping gifted adolescents adjust to problemsrelated to their giftedness. Challenges to adjustmentare noted in the areas of: ownership (talented ado-lescents simulmneously "own" and yet question thevalidity of their abilities); dissonance (between theirhigh standards and their capabilities); taking risks(gifted adolescents are characteristically unwillingto take risks); competing expectations (adolescentshave a variety of pressures on them from others);impatience; and premature identity (they typicallyattempt to achieve an adultlike identity). Copingstrategies used by gifted adolescents are listed, in-cluding: accepting and using abilities to help peersdo better in classes, making friends with other stu-dents with exceptional talents, and selecting pro-grams and classes designed for gifted/talentedstudents. Contains 12 references. (DB)

ED 321 495 EC 231 816Berger, Sandra L.College Planning for Gifted and Talented Youth.

ERIC Digest #E490.Council for Exceptional Children, Reston, Va.;



Report No.EDO-EC-90-8Pub Date-90rontractRI88062007


Non-Classroom (055)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAcademic Aspiration, Career Guid-

ance, 'College Admission, College Bound Stu-dents, 'College Choice, "Educational Counseling,'Gifted, Higher Education, 'School Guidance,Secondary Education, Self Evaluation (Individu-als). "Student Needs

IdentifiersERIC DigestsThis digest provides students, parents, and educa-

tors with guidelines to help gifted students in thecollege planning process. As learning about oneselfand career options is essential to college planning,a 6-year program of guidance activities is outlinedfor grades 7-12. Learning about colleges is discussedin terms of two steps, the first involves collectinggeneral information by reading, talking with people,and visiting colleges; and the second involves ana-lyzing and evaluating that information. Brieflynoted are the following factors considered by col-leges in selecting students: academic performance;academic rigor (including depth of study, quality .balance, and trends); consistency; performance unstandardized tests; extracurricular activities andother supporting material; community service; rec-ommendations; and the application essay. (DR)

ED 321 496 EC 231 817Ware, CindyDiscovering Interests and Talents through Sum-

mer Experiences. ERIC Digest #E49I.Council for Exceptional Children, Reston, Vs.:



Report No.EDO-EC-90-9

Pub Date---90ContractRI88062007Note-3p.Pub Type Information Analyses - ERIC Informa-


Non-Classroom (055)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsCareer Exploration, Elementary Sec-

ondary Education, 'Enrichment Activities.' Gifted, Individual Needs, Self Evaluation (Indi-viduals). 'Student Needs, 'Summer Programs

IdentifiersERIC DigestsPresented in a question-and-answer format, this

digest offers guidelines in choosing an enrichingsummer program for gifted students. The followingquestions are addressed; What arc the possibilities?What needs do summer programs meet? Whoshould make the selection? What does the selectionprocess involve? What variables are important? andWhat financial assistance is available? The summerprogram can allow students to experiment in spe-cific areas of interest, to work with adult role mod-els, and to sample college life. It is important thatthe students themselves be involved in the selectionprocess. Program selection requires the identifica-tion of what the student wants and what programsare available in his/her areas of interest. Importantvariables to consider include: length. age range, pro-gram requirements, group size, individual attention.leadership, depth of staff experience, credit or non-credit courses, facilities and equipment, schedule,recreation, social activities, safety, and programsabroad. The availability of financial assistance formany programs is noted. Includes two references.(DB)

ED 321 497 EC 231 818Kerr. BarbaraCareer Planning for Gifted and Talented Youth.

ERIC Digest #E492.Council for Exceptional Children, Reston. Va.;





Non-Classroom (055)EDRS ?rice - MFOI/P031 Phis Postage.DescriptorsAdults, Career Awareness, Career

Choice, 'Career Education, 'Career Planning,Decision Making, Educational Counseling, Ele-mentary Secondary Education. 'Gifted, HigherEducation. 'Intervention, School Guidance,' Student Needs

IdentifiersERIC DigestsThis digest addresses some of the special career

planning needs of gifted and talented students andoffers intervention guidelines for the elementary,junior high, senior high, college, and adult levels.Indications that students are having difficulty cop-ing with the multipotentiality of their talents may beevidenced by early difficulty in making choices anddecisions and difficulty in choosing an academicmajor in college. Possible intervention strategies formultipotentiality at different educational levels areoffered. Alternatively, children may be early emerg-ers who havr extremely focused career interests andiequire balanced encouragement of their special in-terests. Indicators of early emergence characteris-tics as well as possible intervention strategies ateach age level are offered. Both multipotentialityand early emergence characteristics require skillfulcareer education and guidance. In addition, specialpopulations such as minority gifted students andgifted girls and women have unique career guidanceneeds. Includes 12 references. (DB)

ED 321 498 EC 231 819McIntosh. Margaret E. Greenlaw. M. JeanFostering the Postsecondary Aspirations of Gifted

Urban Minority Students. ERIC Digest # E493.Council for Exceptional Children, Reston, Va.;





3 4

EDRS Price - MFOI /PC01 Plus Postage.DescriptorsAcademic Aspiration. 'Career Plan-

ning, Disadvantaged Youth, 'Educational Coun-seling, Educational Needs. ElementarySecondary Education. 'Gifted, High Schools,' Minority Groups, Parent School Relationship,Student Educational Objectives, *Student Needs,' Urban Education

IdentifiersERK, DigestsThis digest addresses the special needs of gifted

urban minority students in the selection of post.sccondary career and educational options. Noted isthe frequent lack of family encouragement in thispopulation toward higher education and careerachievement. Suggestions are offered for teachers.students. counselors, administrators, and parents.These include: continuous gentle persuasion andprovision of contact with successful minority pro-fessions (teachers); informing gifted minority stu-dents of educational options and working withparents to find sources of financial aid (counselors);serving as an advocate through contact with com-munity service organizations, recognition of thcachievements and potential of individual students.and rallying the school community behind able stu-dents (administrators). Noted are the possible ef-fects of the student's aspirations on his/her positionin the family. Contains 10 references. (DB)

ED 321 499 EC 231 820Berger, Sandra L.Supporting Gifted Education through Advocacy.

ERIC Digest #E494.Council for Exceptional Children. P.eston, Va.;


Spoils AgencyOffice of Educational Researchand Improvement (ED), Washington, DC.



Non-Classroom (055)EDRS Price - MPOI/PC01 Plus Postage.Descriptors"Activism, 'Child Advocacy, Ele-

mentary Secondary Education, 'Gifted. GroupUnity, Lobbying, Organizations (Groups). ParentAssociations, Program Development, 'Social Ac-tion

IdentifiersERIC DigestsThis digest offers guidelines for group advocacy

efforts on behalf of gifted education. Four potentialpitfalls are identified: using an adversarial ratherthan a persuasive approach; assuming that people inadministrative and political positions are not toobright or not very knowledgeable-or both; being im-patient; and ineffectively coping with intragrouptensions. In contrast, effective advocay involvesfour basic phases: needs assessment; planning;contact; and follow up and evaluation. Elevenguidelines for establishing and maintaining a suc-cessful parent advocacy group are suggested andinclude: focus on a mission and a sense of purpose;include not only parents but also business leadersand school professionals; contact the state advocacygroup; adopt a constitution that spells out the orga-nization's goals: identify and respect the group thatholds the power; allow professionals to develop theprogram; conduct short- and long-term evaluationof the advocacy process; and be an informed advo-cate. 'DB)

ED 321 500 EC 231 821Berger Sandra L., Comp.Readings end Resources for Parents and Teachers

of Gifted Children. ERIC Digest 4E495.Council for Exceptional Children, Reston, Va.;



Pub Date-90ContractRI88062007Note-5p.Pub Type. Information Analyses ERIC Informa-

tion Analysis Products (071) Reference Mate-rials Bibliographies (131)

EDRS Price MFOI/Pall Plus Postage.DescriptorsChild Ruaring, Creativity, Educa-

tional Needs, Elementary Secondary Education.'Gifted, Organizations (Groups), Parent ChildRelationship, Publications, 'Resources, SummerPrograms, 'Talent

IdentifiersERIC DigestsThis annotated bibiliography of readings and re-

sources for parents and teachers of gifted children isdivided into the following categories: books con-taining general information about gifted and tal-ented students. 1985-1989 (15 items); practicalself-help books, 1979-1989 (16 items); books onspecific areas in gifted education (13 items); jour-nals/periodicals (6 items); journals on creativity (2items); selected summer guides ( I 0 items): and asso-ciations (5 associations). Also provided are the ad-dresses of 46 publishers and resources for materials.(DB)

ED 321 501 EC 231 822Integrating Students with Severe Disabilities.

ERIC Digest #E468.Council for Exceptional Children, Reston, Va.:

ERIC Clearinghouse on Handicapped and GiftedChildren. Reston. V.

Spons Agency-Office of Educaticaal Researchand Improvement (ED), Washington. DC.

Report No.-EDO-EC-90-10Pub Date---90Con tract-R188062007Notc-3p.; Based on information presented in "In-

tegration of Students with Severe Handicaps intoRegular Schools" (1985) by Susan Stainback andWilliam Stainback (ED 255 009).

Available from-Council for Exceptional Children,Publication Sales, 1920 Association Dr.. Reston,VA 22091-1589 (SI.00 each, minimum order$5.00 prepaid.

Pub Type-- Information Analyses - ERIC Informa-tion Analysis Products (071) - Guides -NonClassroom (055)

EDRS Price MFOI/PC01 Plus Postage.Descriptors-Educational Practices, Elementary

Secondary Education, Extracurricular Activities.Mainstreaming, Peer Relationship. *Severe Dis-abihties. Social Integration

Identifiers-ERIC DigestsThis digest defines students with severe handi-

caps. documents the benefits of integrating studentswith severe disabilities into regular classrooms. andoutlines procedures for facilitating integration. Itnotes some issues associated with access and sched-uling, areas in which additional support might beneeded, ways to incorporate information about peo.pre with disabilities into the curriculum, ways inwhich nondisabled students can support integrationefforts, and how extracurricular actives canstrengthen integration. A list of 10 references con-cludes the digest. (JDD)

ED 321 502 EC 231 823Goodship. Joan M.Life Skills Mastery for Students with Special

Needs. ERIC Digest #E469.Council for Exceptional Children, Reston. Va.:

ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va

Spons Agency-Office of Educational Researchand Improvement (ED). Washington, DC.

Report No.-EDO-EC-90-IIPub Date-90Con tract-R I 88062007Note-3p.Available from-Council for Exceptional Children.

Publication Sales, 1920 Association Dr., Reston.VA 22091-1589 ($1.00 each, minimum order$5.00 prepaid).

Pub Type- Information Analyses - ERIC Informa-tion Analysis Products (071) - Guides -

Non-Clauroom (055)EDRS Price MFOI/PC01 Plus Postage,Descriptors-Daily Living Skills. Diubilities. L:1-

ementary Secondary Education, InterpersonalCompetence, *Job Skills. Skill Development

Identifiers-ERIC DigestsA rationale is offered for including life skills in

curricula for students with special needs. Life skillsare defined as encompassing daily living, personal/ -social, and occupational skills. Daily living skillsinclude: managing personal finances, selecting andmanaging a household, caring for personal needs,safety awareness, preparing and.consuming food.buying and caring tor clothing, exhibiting responsi-ble citizenship, using recreational facilities and en .gaging in leisure activities, and getting around thecommunity. Personal/social skills encompass:achieving self-awareness. acquiring self-confidence,achieving socially responsible behavior, maintaininggood interpersonal skills, achieving independence.achieving problem-solving skills, and communicat-ing with others. Occupational skills focus on: know-ing and exploring occupational options, selectingand planning occupational lhoices; exhibiting ap-

propriate work habits and behavior; seeking, secur-ing, and maintaining employment; exhibiting suffi-cient physical and manual skills: and obtainingspecific occupational skills. Schools can require thateach student with learning problems achieve theselife skills prior to graduation. Three references andfive suggested readings arc listed. (JDD)

ED 321 503 EC 231 824Pinkerton. DiannaExtended School Year (ESY). ERIC Digest

1r E471.Council for Exceptional Children, Reston, Va.;


Spons Agency-Office of Educational Researchand Improvement (ED). Washington. DC.

Report No.-EDO-EC-90-12Pub Date-90Contract-RI88062007Note-3p.Available from-Council for Exceptional Children,

Publication Sales, 1920 Association Dr., Reston.VA 22091-1589 (S1.00 each, minimum order55.00 prepaid).

Pub Type- Information Analyses - ERIC Informa-tion Analysis Products (071) - Guides -

Non-Classroom (055)EDRS Price MFOI/PC01 Plus Postage.Descriptors-.Dehvery Systems. Disabthties. Edu-

cational Practices. Elementary Secondary Educa-tion, Eligibility, *Extended School Year, Models,Student Needs

Identifiers-ERIC DigestsThis digest defines the term "extended school

year" (ESY) and notes the issues of regression andrecoupment which have led to development of ESYservices for students with disabilities. The digestthen provides answers to the following questions:(I) ' /hen is ESY needed? (2) How is eligibility forESY determined? (3) What are some factors thatcould mandate a need for ESY? (4) What otherfactors may be considered in offering an ESY pro-gram? and (5) What types of delivery models areavailable? Includes 13 references. (JDD)

ED 321 504 EC 231 825Children with Communication Disorders. ERIC

Digest #E470 (Revised #419).Council for Exceptional Children, Reston, Va.;


Spons Agency-Office of Educational Researchand Improvement (ED). Washington, DC.

Report No.-EDO-EC-90-13Pub Date-90Contract-RI88062007Note-3p.Available from-Council for Exceptional Children,

Publication Sales. 1920 Association Dr., Restoa.VA 22091-1589 ($1.00 each. minimum order55.00 prepaid).

Pub Type- Information Analyses - ERIC Informa-tion Analysis Products (071) Guides -

Non-Classroom (055)EDRS Price - MPOI/PC01 Plus Postage.Descriptors-Communication Disorders, Educa-

tional Practices, Elementary Secondary Educa-tion, Incidence, 'Student Characteristics.*Student Needs

Identifiers-ERIC DigestsThis digest defines the term "communication dis-

orders." states prevalence rates for the condition,describes characteristics of children with communi-cation disorders, and outlines educational implica-tions. Thirteen publications on communicationdisorders and six organizational resources are listed.(MD)

*ED 321 505 EC 231 826Peer Support and Cooperative Learning for Ac-

commodating Student Variance, Super SearchReport, No. C575.

Council for Exceptional Children, Reston, Va.:ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va.


Pub Date-Dec 89Contract-R188062007Note-112p.Available from-Council for Exceptional Children.

Publication Sales, 1920 Association Dr., Reston,VA 22091-1589 (Publication No. C575, $22.50nonmembers; $18.00 members).

Pub Type- Information Analyses - ERIC Informa-


tion Analysis Products (071) - Reference Mate-rials - Bibliographies (131)

EDRS Price MFOI/PCOS Plus Postage.Descriptors-Cooperative Learning. *Disabilities,

Elementary Secondary Education, *Heteroge-neous Grouping. *Mainstreaming, Peer Teach-ing. Program Development, Student Needs.*TutoringThis document begins with a paper titled "Ac-

commodating for Greater Student Variance in Lo-cal Schools" by Jacqueline Thousand and RichardVilla, which identifies the fundamental characteris-tics of successful heterogeneous public schools anddescribes specific examples of educational and orga-nizational practices that enable schools to accom-modate greater student variance. A bibliography ofreferences from the ERIC (Educational ResourcesInformation Center) database is then presented,containing 182 citations. For each citation, informa-tion provided includes bibhographic information.indexing information, and an abstract of the docu-ment if available. The references comprise fourtypes: journal articles, documents available from theERIC system, commercially published materials,and doctoral dissertations. Citations are arrangedalphabetically by author. (JDD)

ED 321 506 EC 231 827Prereferral Interventions for Students with Learn-

ing and Behavior Problems. Super Search Re-print No. C574.

Council for Exceptional Children, Reston. Va.:ERIC Clearinghouse on Handicapped and GiftedChildren. Reston, Va.

Spoils Agency-Office of Educational Researchand Improvement (ED). Washington, DC.

Pub Date-Dec 89Contract-RI88062007Note-82p.Available from-Council for Exceptional Children.

Publication Sales. 1920 Association Dr., Reston.VA 22091-1589 (Publication No. C574, $22.50nonmembers; S18.00 members).

Pub Type- Information Analyses ERIC Informa-tion Analysis Products (071) - Reference Mate-rials Bibliographies (131) - Reports - Research(143)

EDRS Price MFOI/PC04 Plus Postage.Desc ri ptors- Be h avic Problems, *Diagnostic

Teaching, Educational Practices. ElementarySecondary Education. *Intervention, 'LearningProblems, Models, National Surveys. *Referral.'Student Placement

Identifiers-Prereferral InterventionSeventy-seven references from the ERIC (Educa-

tional Resources Information Center) database andthe Exceptional Child Education Resources data-base are presented, on the topic of prereferral inter-ventions for students with learning and behaviorproblems. References are arranged by database andthen alphabetically by author. Information for eachreference includes bibliographic data, indexing data,and an abstract when available. In addition to thereferences, the texts of foilr background publica-tions are offered. These publications include: (I) anabstract from the Research and Resources on Spe-cial Education series, titled "Prereferral Interven-tion: Using Mainstream Assistance Teams ToAccommodate Diflkult-To-Teach Students in Gen-eral Education"; (2) "Implementing a PrereferralIntervention System: Part I. The ModeL" (1985) byJanet Graden and others: (3) "Implementing a Pre-referral Intervention System: Part II. The Data"(1985) by Janet Graden and others; and (4) "Surveyon Prereferral Practices: Responses from State De-partments of Education," (1989) by Jane Carter andGeorge Stigai. Articles 2-4 are reprints from thejournal "Exceptional Children." (JDD)

ED 321 507 EC 231 828Preventive Discipline and Behavior Management

Prnctices. Super Search Reprint No. 572.Council for Exceptional Children. Reston. Va.:



Pub Date-Aug 89Contract-RI88062007Note-I12p.Available from--Council for Exceptional Children,

Publication Sales, 1920 Association Dr., Reston,VA 22091-1589 (Publication No. C572. S22.50nonmembers; $18.00 members).

Pub Type- Information Analyses - ERIC Informa-tion Analysis Products (071) - Reference Mate-

BEST COPY AVAILABLE

26 Document Resumes/FL

rials - Bibliographies (131)EDRS Price - MFOI /PCO5 Plus Postage.DescriptorsBehavior Problems, Classroom En-

vironment. 'Classroom Techniques, 'Discipline,Educational Practices, Elementary SecondaryEducation, Prevention, Student Behavior

Identifiers--"Behavior ManagementA paper by Christine Cheney, titled "Preventive

Discipline through Effective Classroom Manage-ment," introduces the issue of preventive disciplineand behavior management practices. Following thereprinted paper, 149 citations from the ECER (Ex-ceptional Child Education Resources) database andthe ERIC (Educational Resources Information Cen-ter) database are presented. These citations containbibliographic information, indexing information,and an abstract of the document when available.Four basic types of references are included: journalarticles, documents available from the ERIC sys-tem, commercially pu'olished materials, and doc-toral dissertations. (JDD)

ED 321 508 EC 231 829Curriculum-Based Assessment and Curriculum-

Based Management. Super Search Reprint No.C576.

Council for Exceptional Children, Reston, Va.;ERIC Clearinghouse on Handicapped and GiftedChildren. Reston, Va.


Pub DateApr 90ContractR188062007NoteI20p.Available fromCouncil for Exceptional Children.

Publication Sales, 1920 Association Dr., Reston,VA 22091-1589 (Publication No. C576, $22.50nonmembers; $18.00 members).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reference Mate-rials Bibliographies (131)

EDRS Price M1701/PC05 Plus Postage.DescriptorsAcademic Achievement, *Achieve-

ment Tests, Criterion Rtferenced Tests, 'Elemen-tary Secondary Educafion, 'Evaluation Methods,'Student Evaluation

IdentifiersCurriculum Based AssessmentThe "Super Search Reprint" contains a back-

ground paper and 152 abstracts on the topic of cur-riculum-based assessment and curriculum-basedmeasurement. A paper by Mark Shinn and others,titled "Curriculum-Based Assessment: A Compari-son of Models" (*School Psychology Review,"1989, volume 18. number 3), presents four com-monly used curriculum-based assessment modelsand compares them along a set of important dimen-sions, including; primary decision-making purpose,usefulness for other types of decisions, relationshipto instructional planning, test formats, and technicaladequacy. The four models include; Curriculum-Based Assessment for Instructional Design, Crite-rion-Referenced-Curriculum-Based Assessment,Curriculum-Based Measurement, and Curricu-lum-Based Evaluation. Relevant citations fro.i theERIC (Educational Resources Information Center)and ECER (Exceptional Child Education Re-sources) databases are then provided, arranged bydatabase and then alphabetically by author. Eachreference contains bibliographic information, index-ing information, and an abstract when available.(JDD)

ED 321 509 EC 231 830Efficacy of P.L. 94-142 and the Implementation of

the LRE Concept. Computer Search Reprint No.C579.

Counc:: for Exceptional Children, Reston, Va.:ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va.


Pub DateApr 90ContractRI88062007Note -91p.; For related documents, see EC 231

831-832.Available fromCouncil for Exceptional Children,

Publication Sales, 1920 Association Dr Reston,VA 22091-1589 (Publication No. C579, $16.00nonmembers; 512.80 members).


EDRS Price - MFOI /PC04 Plus Postage.DescriptorsDisabilities. Educational Legisla-

tion, Elementary Secondary Education, 'FederalLegislation. Mainstreaming, Normalization(Handicapped), Program Effectiveness, Regularand Special Education Relationship

IdentifiersEducation for All Handicapped Chil-dren ActThe computer search reprint provides abstracts of

118 references concerned with the efficacy of PublicLaw 94-142 (the Education for All HandicappedChildren Act) and the least restrictive environmentconcept. Citations were selected from the ERIC(Educational Resources Information Center) andECER (Exceptional Child Educnion Resources)databases. Introductory sections explain: how cita-tions are arranged; what information is provided;how to locate actual copies of journal articles, docu-ments, and products: and a sample reference. Alsoprovided is a list of source journals with addressesand an ERIC Document Reproduction Service or-der form. Abstracts are arranged alphabetically byauthor within separate sections for each database.An additional section lists (without abstracts) eightresources not currently in the databases. (DB)

ED 321 510 EC 231 831The Regular Education Initiative: Rationaks for

and Against. Computer Search Reprint No.C580.

Council for Exceptional Children, Reston, Va.;ERIC Clearinghouse on Handicapped and GiftedChildren, Reston, Va.


Pub DateApr 90ContractR188062007Note-94p.: For related documents, see EC 231

830-832.Available fromCouncil for Exceptional Children,

Publication Sales, 1920 Association Dr., Reston.VA 22091-1589 (Publication No. C580, S16.00nonmembers; 512.80 members).


EDRS Price - MFOI/PC04 Plus Postage.DescriptorsDisabilities, Educational Legisla-

tion, Elementary Secondary Education, Govern-ment Role, MaMstreaming, Normalization(Handicapped), Program Effectiveness, 'Regularand Special Education RelationshipThe computer search reprint provides abstracts of

122 references concerned with rationales for andagainst the Regular Education Initiative. Citationswere selected from the ERIC (Educational Re-sources Information Center) and ECER (Exczp-tional Children Education Resources) databases.Introductory sections explain: how citations are ar-ranged; what information is provided; how to locateactual copies of journal articles, documents, andproducts; and a sample reference. Also provided isa list of source journab with addresses and an ERICDocument Reproduction Service order form. Ab-stracts are arranged alphabetically by author withinseparate sections for each database. An additionalsection lists (without abstracts) 32 resources notcurrently in the databases. (DB)

ED 321 511 EC 231 832Practices Consistent with the Regular Education

Initiative. Computer Search Reprint. No. C581.Council for Exceptional Children, Reston, Va.;



Pub DateApr 90ContractR I 88062007NoteII5p.; For related documents, see EC 231

830-831.Available fromCouncil for Exceptional Children.

Publication Saks, 1920 Association Dr., Reston,VA 22091-1589 (Publication No. C581, SI6.00nonmembers; $12.80 members).


EDRS Price MFOI/PCOS Plus Postage.Descriptors"Disabilities, Educational Methods.

'Educ stion al Practices, Elementary SecondaryEducation, Government Role, Mainstreaming,Normaliution (Handicapped), 'Regular and Spe-cial Education Relationship, Teaching MethodsThe computer search reprint provides abstracts of

150 references concerned with educational prac-

tices consistent with the Regular Education Initia-tive. Citations were selected from the ERIC (Educa-tional Resources Information Center) and ECER(Exceptional Children Education Resources) data-bases. Introductory sections explain: how citationsare arranged; what information is provided; how tolocate actual copies of journal articles, documents.and products; and a sample reference. Also pro-vided is a list of source journals with addresses andan ERIC Document Reproduction Service orderform. Abstracts are arranged alphabetically by au-thor within separate sections for each database. Anadditional section lists (without abstracts) 16 re-sources not currently in the databases. (DB)

ED 321 512 EC 231 833VanTazel-Baska, Joyce, Ed.A Practical Guide to Counseling the Gifted in a

School Setting. Second Edition.Council for Exceptional Children, Reston. Va.;



Report No.ISBN-086586-192-7Pub Date-90ContractF.I88062007Note-111p.; For first edition, see ED 231 153.Available fromCouncil for Exceptional Children,

Publication Sales. 1920 Association Dr., Reston,VA 22091-1589 (Publication No. 268, 512.50nonmembers; $10.00 members).

Pub Type. Collected Works General (020)Guides - Non-Classroom (055) InformationAnalyses - ERIC Information Analysis Products(071)

EDRS Price MF01/PC05 Plis Postage.DescriptorsAffective Behavior, 'Counseling

Techniques. Counseling Theories, *Counselors,Elementary Secondary Education, °EmotionalDevelopment, 'Gifted, Models. Parent Role.'Program Development, 'Talent, Trend AnalysisThis book is intended to aid in the development

of a counseling program component for gifted stu-dents. The 10 papers address the following areas:the nature and needs of the population, the tole ofinterventionists (educators and parents), strategiesfor intervention, and model counseling programs.After an introductory paper which lists guidingprinciples in counseling the gifted, papers have thefollowing titles and authors: "Recent Trends andIssues in Counseling the Gifted" (Joyce VanTas-sel-Baska); "Issues in Affective Deve1opment of theGifted" (Linda Kreger Silverman); "Who ShouldCounsel the Gifted: The Role of Educational Per-sonnel" (Beverly Ness Parke); "Collaboration ofTeachers and Counselors in Serving AffectiveNeeds of Gifted Students" (Joyce VanTassel-Basks); "The Parent's Role in Counseling theGifted: The Balance between Home and School"(Arlene Munger); "School Counseling Needs andSuccessful Strategies To Meet Them" (Joyce Van-Tusel-Buka); "The Writing, Reading, and Coun-seling Connection: A Framework for Serving thcGifted" (Jane M. Bailey et al.); "Educational Ther-apy for the Gifted; The Chicago Approach" (LelandBaska); "A Model for Counseling the Gifted at theHigh School Level" (Ron Seegers). References ac-company each paper. (DB)

FLED 309 651 FL 018 128Wilcox. ShermanForeign Languge Requirement? Why Not Ameri-

can Sign Language? ERIC DigestsERIC Clearinghouse on Languages and Linguistics,

Washington, D.C.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-IL39-01Pub DateAug 89ContractRI-88062010Note--4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.DescriptorsAmerican Sign Language. Cultural

Education, Curriculum Design, Deafness, 'Grad-uation Requirements, Higher Education, *SecondLanguage Learning, Teacher Education, Uncom-monly Taught Languages

IdentiflersAERIC Digests

A

A discussion focusing on whether American SignLanguage (ASL) should be accepted in fulfillment ofuniversity foreign language requirements attemptsto dispel misconceptions about the language; and toshow that ASL can provide the same benefits as thestudy of more traditional foreign languages, includ-ing the opportunity to communicate in another lan-guage and to learn about a different culture. Thediscussion highlights the following common ques.tions and misconceptions about ASL: (I) Isn't ASLjust a derivative of English?; (2) If ASL is Amerman,how can it be considered a foreign languagel; (3) IsASL an important international language?; (4) Whatkind of culture is associated with ASL?; (5) DoesASL have a body of literature?; and (6) Will accep-tance of ASL cause declining enrollments in tradi-tional foreign languages? Issues universities shouldconsider when choosing to accept ASL to fulfill thegraduation requirement include curriculum design,teacher qualifications, student evaluation, and pro-gram location. (Author /VWL)

ED 309 652 FL 018 170Reeves. JaneElementary School Foreign Language Programs.

ERIC Digest.ERIC Clearinghouse on Languages and Linguistics.

Washington. D.C.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-FL-89-01Pub DateSep 89Contract R188062010N ote-4 p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI /PC01 Plus Postage.DescriptorsCultural Awareness, Elementary Ed-

ucation. FLES, 'Instructional Materials, 'Lan-guage Teachers, *Second Language Instruction.Second Language Learning, 'Teacher Qualifica-tions

IdentifiersContent Area Teaching, 'ERIC Di-gests, 'Exploratory Foreign Language ProgramsVarious elementary school foreign language pro-

grams (FLES) are introduced, including, regularFLES, content-based FLES, and exploratory for-eign language programs (FLEX), and a descriptionof each of the programs is presented. The followingquestions are addressed: (I) Where should FLESprograms meet? (2) How are FLES and FLEX pro-grams staffed? (3) What materials and resources areavailable to the FLES teacher or for use in the FLESclassroom? and (4) What are the hallmarks of a suc-cessful program? References, suggestions for furtherreading, and resources are included. (VWL)

ED 309 653 FL 018 179Hudelson, SarahWrite On: Children Writing in ESLERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED), Washington, DC.Report No.ISBN-0-13891961-5Pub Date-89ContractR188462010N oteInp.Available fromPrentice Hall Regents, Englewood

Cliffs. NJ 07632 (514.00).Pub Type-- Information Analyscs ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/PCOS Plus Postage.Descriptors"Children, Classroom Techniques.

Cognitive Processes, Elementary Education, 'En-glish (Second Language), Language Acquisition,Language Research, Language Teachers, PeerEvaluation, Reading Skills, Second LanguageLearning, 'Skill Development, 'Teaching Meth-ods, 'Writing Eva/uation, Writing Instruction,'Writing Skills

IdentifiersDialogue Journals, Whole LanguageApproachThis monograph focuses on the writing develop-

ment of young English-as-a-Second-Language(ESL) learners in order to provide teachers with anoversiew of research and theory about ESL chil-dren's writing from the perspective that researchand theory may and should form practice. Recentresearch on children's first and second languagewriting is reviewed, including the influence of nativelanguage reading and writing ability on ESL writingdevelopment. The application of these researchfindings to instructional strategies and the need forclassroom assessment and documentation of chil-dren's progress as writer's are considered. The fol.

lowing topics are highlighted: (1) the whole lan-guage approach; (2) the use of peer review in theclassroom; (3) the elements that ESL students bringto writing; and (4) the connaction between readingand writing. (Author /VWL)

ED 317 036 FL 018 298Stansfield, Charles W.Simulated Oral Proficiency Interviews. ERIC Di-

gest.ERIC Clearinghouse on Languages and Linguistics.


and Improvement (ED), Washington, DC.Report No.EDO-FL-89-04Pub DateDec 89ContractR188062010Note-4p.Pub Type Opinion Papers (120) Information

Analyses (070) Information Analyses - ERICInformation Analysis Products (071)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsComparative Analysis, 'Language

Proficiency, Language Tests, 'Oral Language,Testing

IdentifiersERIC Digests. 'Oral Proficiency Inter-view, 'Simulated Oral Proficiency InterviewThe Simulated Oral Proficiency Interview (SOPI)

is a semi-direct speaking test that models the formatof the Oral Proficiency Interview (OP!), an oralproficiency test used by government agencies to as-sess general speaking proficiency in a tccond lan-guage. The SOP1 is a tape-recorded test consistingof six parts. It begins with simple, personal back-ground questions posed on a tape in a simulatedinitial encounter with a native speaker of the targetlanguage, Part one of the SOP1 is analogous to thewarm-up phase of the OP1, and the other five partsare designed to elicit language that is similar to lan-guage that would be elicited during the check andprobe phases of the OP1. An examination of theSOPI research shows that the SOPI correlates sohighly with the OP1 that it is safe to say that thetests measure the same abilities. A comparison ofthe advantages of each test suggests that the SOP1offers certain practical and psychometric advan-tages over the OPL (VWL)

ED 317 039 FL 018 347Krause, JulieTelecommunications in Foreign Language Educa-

tion: A Resource List. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED). Washington. DC.Report No.EDO-FL-89-06Pub DateDec 89Contract R188062010Note-4p.Pub Type Information Analyses (070) Infor-

mation Analyses ERIC Information AnalystsProducts (071)

EDRS Prict - MFOI/PC01 Plus Postage.DescriptorsClassroom Techniques, Cultural

Awareness, 'Intercultural Communication, 'Sec-ond Language Instruction. Second LanguageLearning, Teaching Methods. 'Telecommunica-tions

IdentifiersCompuServe, Computer Writing Net-work, De Orilla A Orilla, Global TELEclass,Minitel. Satellite Communications for LearningForeign language and bilingual educators are in

the unique position of being able to bring the worldto their classrooms via the telecommunicationstechnologies. Telecommunication is electroniccommunication over long distances by means of anonline computer service, a telephone, a television, asatellite, or other long distance technologies. Thisdigest discusses many of the resources available toforeign language educators, including De Orilla AOrilla, The Computer Writing Network. Com-puServe, Minitel. The Global TELEclass Project(Telecommunication Enriches Language Experi-ence), and the Satellite Communications for Learn-ing (SCOLA), The advantages of usingtelecommunications in the foreign language class-room are highlighted. (VWL)

Document i(esumes/F id 27

El) 317 086 FL 018 442Short, Deborah J. Spanas, GeorgeTeaching Mathematics to Limited English Profi-

cient Student& ERIC Digests.ERIC Clearinghouse on Languages and Linguistics.

Washington. D.C.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington. DC.Report No.EDO-FL-89-03Pub DateNov 89ContractR188062010Note--4p.Pub Type Information Analyses (070) Infor-

mation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price MFOI/PC01 Plus Postage.Descriptors'Cultural Awareness, Cultural Differ-

ences, 'Curriculum Development, 'Limited En-glish Speaking, 'Material Development.'Mathematics Instruction, Student Evaluation,'Teacher Education

IdentifiersContent Area Teaching, 'ERIC Di-gestsA mathematical problem is used to illustrate the

difficulties non-native or limited-English-speakingstudents may encounter while attempting to solvemathematical problems in English. Simply knowingthe language of instruction and the required mathskills may not be sufficient for solving math prob-lems. Cultural issues are present as well. It is sug-gested that instruction should be sensitive to boththe cultural and linguistic needs of language minor-ity students. Instruction that emphasizes languageactivities should be incorporated into content arealessons and curricula. This requires development inteacher training, curricula and materials, assess-ment, and cooperation between content and lan-guage educators. (Author/VWL)

ED 317 087 FL 018 443Oxford, RebeccaThe Role of Styles and Strategies in Second

Language Learning. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics.


and Improvement (ED), Washington, DC.Report No.EDO-FL-89-07Pub DateDec 89ContractR188062010Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.Descriptors"Cognitive Style, Individual Differ-

ences, Language Research. Learning Strategies.'Second Language Learning

Identifiers---*ERIC DigestsLanguage learners use different learning strate-

gies, specific actions and behaviors to help themlearn, at least partly because their general learningstyles. or overall approaches to learning and theenvironment, are so varied. Learning style encom.passes: cognitive style: patterns of attitudes and interests; a tendency to seek situations compatiblewith one's own learning patterns; and a tendency touse certain learning strategies and avoid others. Atleast twenty dimensions of learning styles have beenidentified. Language learning strategies are of-ten-conscious steps or behaviors used to enhanceacquisition, storage, retention, recall, and the use ofnew information. Strategies can be assessed in avariety ot ways. Language learning research has suf-fered from overemphasis on metacognitive and cog-nitive strategies at the expense of other importantconsiderations. Research has focused on the rela-tionship between learning strategy use and languageproficiency, individual differences in the use oflearning strategies, and the value of training in theuse of language learning strategies. Language learn-ing styles and strategies appear to be among themost important variables influencing second lan-guage performance. A 30-item bibliography is in-cluded. (MSE)

ED 317 096 FL 800 092Peyton. Joy KreeftListening to Students' Voices: Educational Mated-

als Written by and for LEP Adult LiteracyLearners, NCLE Digest.

Adjunct ERIC Clearinghouse on Literacy Educe-t'nn for Limited-English-Proficient Adults, Wash-

DC.; Center for Applied Linguistics,Washington, D.C.; National Clearinghouse on1 :eracy Education, Washington, DC.



Report No.EDO-LE-90-01Pub DateDec 89ContractRI8916601Note-4p.; NCLE is also an Adjunct ERIC Clear-

inghouse.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.DescriptorsAdult Education, °English (Second

Language), Instructional Materials, °LimitedEnglish Speaking, °Literacy Education, SecondLanguage Instruction, *Student Developed Mate-rials, *Writing Instruction, Writing Processes

IdentifiersERIC DigestsStudents at all levels of literacy learning can ex-

press their ideas in print. Teachers working withstudent writers have found that the attempt to ex-press, organize, and understand personal experienceis also a powerful language learning device. Whenstudents publish their wntings, they can see theirown thoughts and concerns, and those of others likethem, represented and validated in print. Many lit-eracy programs compile student writings into book-lets, newsletters, or magazines both for in-housedistribution and for external audiences. When adultlearners publish for outside audiences, they are mativated to produce interesting and clearly-writtentexts and gain self-esteem. When students serve oneditorial boards to categorize, select, edit, and pre-pare pieces for publication, they have opportunitiesto identify and reflect on good writing. The readersof learner-produced materials benefit from the sim-plicity of text and topic, are inspired to write, andare provided with an inexpensive source of neededreading material. A successful writing program forlimited-English-proficient adult literacy learners re-quires a process approach to writing, conversationas an essential part of the process, personal experi-ence and the community as resources for material,and a well-developed publication system. A list ofstudent-published materials is included. (MSE)(Adjunct ERIC Clearinghouse on Literacy Educa-tion)

ED 318 226 FL 018 297Stansfield. Charles W.Language Aptitude Reconsidered. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED), Washington, DC.Report No.EDO-FL-89-05Pub DateDec 89ContractRI88062010Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.Deseriptors"Aptitude, °Aptitude Tests, °Cogni-

tive Processes. Research Needs. °Second Lan-guage Learning, Standardized Tests, *Test Use

Identifiers°E RIC DigestsForeign language aptitude wu the subject of

much research in the 1950s and hu been the subjectof intermittent research for the last 30 years. Apti-tude is measured by the amount of time it takes anindividual to learn. Foreign language aptitude ap-pears to differ from general aptitude or intelligence.One theory states that foreign Lang': sge aptitudeconsists of four cognitive abilities: (1) phonetic cod-ing, or the ability to segment and identify distinctsounds, form associations between the sounds andtheir symbols, and retain these associations; (2)grammatical sensitivity, or the ability to recognizethe grammatical function of words or other linguis-tic structures in sentences; (3) rote learning abilityin foreign language situations; and (4) inductive lan-guage learning ability, or the ability to infer the rulesgoverning language use. Several tests of foreign lan-guage ability are in use today for a variety of pur-poses in government and education. Concerns aboutthe age of currently used language aptitude tests andthe need to incorporate new knowledge of aptitudeinto test design suggest a need for research, testdevelopment, and data colkction and analysis. Theconcept of language aptitt.de may need to be ex-panded and refined. (MSE)

ED 318 230 FL 018 444Baron, NaomiThe Uses of Bu:.y Talk. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED), Washington, DC.Report No.EDO-FL-89-08Pub Date.Dec 89ContractRI88062010Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/Pall Plus Postage.DescriptorsAffection, °Age Differences, Atten-

tion Control, *Interpersonal Communication,Language Research. °Language Role. °LanguageStyles, °Parent Child Relationship, Social Experi-ence

IdentifiersBaby Talk, ERIC DigestsBaby talk, also known u motherese or child-di-

rected speech, refers to a set of speech modificationscommonly found in the language adults use to ad-dress young children. The same functional motiva-tions underlying adult speech to other adults alsoshape adul: speech to children. These include peda-gogy, control, affection, social exchange, and infor-mation-giving. In each of these ares, baby talk is acoherent language style used with both children andadults, and it arises for identifiable, logical reasons.While use of an isolated baby talk feature may tem-porarily slow emergence of a specific linguistic con-struction, overall, as a speech register, it hu neverbeen shown to hamper linguistic growth. Researchhas addressed only the pedagogical function of babytalk. Every parent must evaluate the efficacy ofbaby talk, especially when it functions for control oras an expression of affection. Baby talk for socialinteraction does both foster language devdopmentand benefit the parent. (MSE)

ED 318 231 FL 018 445Wolfram. WaltIncorporating Dialect Study ioto the Language

Arts Class. ERIC Digest,ERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED), Washington, DC.Report No.EDO-FL-89-10Pub Date--Feb 90ContractRI88062010Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.DescriptorsClass Activities. Classroom Tech-

niques, Curriculum Design. °Dialect Studies. Ele-mentary Secondary Education, °Language Arts,Pronunciation Instruction, Research Projects,Standard Spoken Usage, Student Projects, Vowels

IdentifiersERIC DigestsMost educational programs focusing on dialect

differences are constructed to move speakerstoward the standard variety of English. However,dialect study as language study in its own right in-troduces dialects as resources for laming about lan-guage and culture, with potential for language artseducation. Systematic introduction of dialect diver-sity in the language arts curriculum can be used to:(1) challenge popular myths about dialects; (2) offera new perspective on the nature of language; and (3)develop critical thinking skills. Studying dialectsdoes not threaten the sovereignty of Standard En-glish, but instead offers an understanding of the rea-sons for learning this variety. Although the themesin a curnculum unit on dialects vary depending onlevel, topics should be included concerning the nat-uralness of American English dialects, dialect pat-terning and rule government, dialect levels, anddialect consequences. Learning about dialects is ac-complished most efficiently through active learningsupported by a variety of audio-visual aids, severalof which are available commercially. A sample exer-cise about dialect patterning in Southern vowel pro-nunciation illustrates another kind of learningactivity: the range of possible class projects is broadand varied. Appropnate levels for dialect studyrange from mid-elementary to upper secondary edu-cation. (MSE)

38

ED 321 550 FL 018 644Sunan, DavidSecond Language Classroom Research. ERIC Di-

gest.ERIC Clearinghouse on Languages and Linguistics.


and Improvement (ED), Washington, DC.Report No.EDO-FL-89-09Pub DateMay 90ContractRI88062010Note-3p.Pub Type-- Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.Descriptors*Classroom Research, °Language Re-

search, °Language Teachers, Research Methodol-ogy, °Second Language Instruction, °SecondLanguage Learning

IdentifiersERIC DigestsThe purpose of second (or foreign) language class-

room research is to answer important questionsabout the learning and teaching of foreign lan-guages. This kind of research collects data from gen-uine language classrooms or from experimentalsettings sometimes established to repiicate whattakes place in the classroom. Classroom researchcan focus on teachers or learners, or on the interac-tion between the two. Four traditions have beenidentified as methods employed in classroom re-search. These include: (1) psychometric studies; (2)interaction analysis; (3) discourse analysis; and (4)interaction analysis. Because the language cla.s.s-room is specifically designed to facilitate languagelearning, it seems logical that more research shouldbe carried out there. More research is needed thatfocuses specifically on what does and does not takeplace in the language classroom. (VWL)

ED 321 551 FL 018 645Buc:.snan, KeithVocational English-as-a-Second-Language Pro.

grams. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics,

Washington, D.C.Sports AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-FL-89-11Pub DateJun 90ContractR188062010N ote-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MF01/PC01 Plus Postage.DescriptoisBilingual Education Programs, Coop-

eration, Cross Cultural Training. Curnculum De.velopment, Needs Assessment, ° P r ogr a m

Descriptions, °Program Design, Second Lan-guage Instruction, Staff Development, StudentNeeds, *Vocational Education, °Vocational En-ghsh (Second Language)

IdentillersERIC DigestsThere are an estimated 30 million people in the

United States with native languages other than En-glish. Within this group are a number of limit-ed-English-proficient individuals. Whether seekinga first American job or better employment, thisgroup encounters a job market that is changing dras-tically in the number of jobs it can offer to individu-als with limited English skills. As a result. growingnumbers of these individuals are seeking courses inVocational English-as-a-Second-Language (VESL)that combine language education with job specificskills. VESL refers to the language needed to inter-act with English speaking customers or employees.to fill out job applications, or to use manual or cata-logues, and its goal is to teach the language requiredfor successful participation in training programs andfor job performance. Several different programmodels have evolved to meet the different skills.education levels, and vocational goals of students.These models include: (1) the ESL approach; (2) thevocational approach; (3) the wcrk experience ap-proach; and (4) the workplace approach. Anothermodel that should be mentioned is the bilingual vo-cational training model. The following should beconsidered when designing a VESL program: fi-nances; administration and staff development; cur-riculum development; needs assessment; supportservices; and cross-cultural training. (VWL)

4

ED 321 555 FL 018 673Barnett. Marva 4.More Than Meets The Eye: Foreign Language

Reading. Language and Education: Theory andPractice.

ERIC Clearinghouse on Languages and Linguistics,Washington, D.C.


Report No.-1SBN-0-13-601345-7Pub Date-89Contract--R188062010Note-244p.Available fromPrentice-Hall Regents, Englewood

Cliffs. NJ 07632.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PCIO Plus Postage.Descriptors'Classroom Te:hniques, *Reading

Research, *Reading Strategies, *Schemata (Cog-nition). Second Language Instruction. 'SecondLanguage Learning, Student Motivation, *TheoryPractice RelationshipThis monograph provides an overview of the field

of second and foreign language reading research andtheories. The intent of the monograph is to provokethought about future directions for investigating theser:ond or foreign language reading process, and tosuggest productive reading pedagogy. In Part I. per-tinent first language theory and research are notedfocusing on its impact on second language readingtheory. Reading models are presented that includeboth bottom-up and top-down varieties and interac-tive coMbinations of the two. In addition, a reviewis given of studies conducted to ascertain determin-ing factors in second or foreign language reading, aswell Ls a discussion of the relative importance ofreader characteristics versus text characteristicswith special emphasis on the role of strategy use inreading. Part II focuses on classroom applicationsand is directed to the teacher considering betterways to teach reading in another language to &doles.cents or adults already literate in one language.Metl.ods are 1.43 discussed for analyzing readers'processes, choosing appropriate reading texts, moti-vating students through self-selected reading, mov-ing beyond reading comprehension to literaryanalysis, adapting textbooks when necessary, andtesting reskiiing. (GLR)

ED 321 559 FL 018 679Baron. Hawn SPigeos-Birds and Rhyming Words: The Role of

Parents in Longtime Learning. Language inEducation: Theory and Practice.

Center for Applied Linguistics, Washington, D.C.;ERIC Clearinghouse on Languages and Linguis-tics, Washington, D.C.


Report No.ISBN-0-13-662875-3Pub Date-90Contract-11188062010Note-143p.Pub Type Information Analyses - ERIC Informa

tion Analysis Products (071) Books (010)EDRS Price MFOI/PC06 Plus Postage.Descriptors*Caregiver Speech, 'Child Language,

Grammar, *Language Acquisition, LanguageStyles, Learning Processes, Parent Child Rela-tionship, *Parent Role, Phonology, Sociolinguis-tics, Vocabulary Development

Identifiers*Baby TalkThis 10-chapter monograph explores the range of

influences parents have on their c hildren** linguisticdevelopment and in the process attempts to under-stand why parents adopt the language styles they doin addressing children. The discussion focuses onthe following three themes that are interwoventhroughout the book: (I) the social nature of humanlanguage that drives parents to adopt a particularstyle of language with their children; (2) the impor-tance of multiple variables in determining the precise effect a specific parent may have on thelanguage of a particular child; and (3) the differencebetween direct and indirect effects on the learningprocess. Chapters 1 and 2 discuss variables that helpshape linguistic interaction between parent andchild. Chapter 3 examines the character and func-tioning of baby talk, and the next four chapters focuson how adults influence their children's develop-ment of conversational skills, phonology, lexicon,and grammar. Chapter 8 turns to parental roles inthe development of literacy and the place of televi-sion in language learning. Language problems (real

and imagined) are the subject of chapter 9, andchapter 10 offers concluding remarks. (VWL)

ED 321 573 FL 018 711Parry. Thomas S., Ed. Stansfield. Charles W. Ed.Language Aptitude Reconsidered. Language in Ed-

ucation: Theory and Practice, No. 74.ERIC Clearinghouse on Languages and Linguistics.


and Improvement (ED), Washington. DC.Pub Date-90ContractR1880620l 0Note-272p.; Selected papers from the 1LR Invita-

tional Symposium on Language Aptitude Testing(Arlington. VA, Sept`ember 14-16, 1988).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Books (010)Collected Works Proceedings (021)

EDRS Price MFOI/PCI I Plus Postage.DescriptorsAdult Learning. 'Aptitude Tests.

Case Studies, 'Cognitive Ability. Cognitive Style.Intensive Language Courses, 'Language Apti-tude. Language Proficiency, *Language Tests.'Learning Strategies, 'Personality Traits, Predic-tor Variables. Second Language Learning, Test-ing, Trend Analysis

Identifiers'Defense Language Institute CASix of 11 papers presented at a symposium on

language aptitude testing are included in this docu-ment. "Cognitive Abilities in Foreign Language Ap-titude: Then and Now" (John B. Carroll)reconsiders language aptitude testing 30 years afterpublication of the Modern Language Aptitude Test(MLAT). "Preliminary Investigation of the Rela-tionship Between VORD, MLAT, and LanguageProficiency" (Thomas S. Parry and James R. Child)reports preliminary findings of correlational validityof a new language aptitude test. "Styles. Strategies.and Aptitude: Connections for Language Learning"(Rebecca L. Oxford) defines and differentiates be-tween sevetal interrelated cognitive constructs thatalso relate to successful language learning. "TheRole of Personality Type in Adult Language Learn-ing: An Ongoing Investigation" (Madeline Ehr-man), discusses the relationship between languagelearning styles, preferred student learning strate-gies, and method of instruction used at the ForeignService Institute. "Attitudes, Motivation, and Per-sonality as Predictors of Success in Foreign Lan-guage Learning" (Robert C. Gardner) examines theliterature concerned with the relation of two vari-ables to second language achievement. "Predictorsof Success in an Intensive Foreign Language Learn-ing Context: Correlates of Language Learning at theDefense Language Institute Foreign Language Cen-ter" (John A. Lett and Francis E. O'Mara) describeshow one measure (the Defense Language AptitudeBattery) is used to select learners of a particularlanguage at the Defense Language Institute in Mon-terey, California. (MSE)

ED 321 586 FL 018 806Byrnes. HeidiForeip Langur Program Articulation from High

School to the Unirmity. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED). Washington, DC.Report No.EDO-FL-90-01Pub DateJul 90ContractR1880620l 0Note-3p.Pub Type Information Analyser. ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsArticulation (Education), Class Size.

Curriculum Design, *Educational Objectives.Higher Education, High Schools. Material Devel-opment, 'Second Language Programs, StudentEvaluation. Teacher Education

IdentifiersERIC Digests, South CarolinaThis digest focuses on the articulation of foreign

language programs between secondary and highereducation. The following questions are addressed:(1) What are urgent reasons for better program ar-ticulation?, (2) What forms does articulation take?;(3) What aspects of the educational process doesarticulation address?; (4) Are them examples of ef-fective articulation between secondary and highereducation?: and (5) What administrative and professional challenges lie ahead? (VWL)

39

Document Resumes/FL 29

ED 321 587 FL 018 807Or,portunities Abroad tor Teaching English as a

Foreign Language: A Resource List. ERIC Di-gest.

ERIC Clearinghouse on Languages and Linguistics.,*'ashington, D.C.

Snons Agency--Office of Educational Researchan:4, Improvement (ED), Washington. DC.

Report No.EDO-FL-90-03Pub Date--Aug 90ContractRI88062010Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.Descriptors*Employment Opportunities, 'En-

glish (Second Language). *Foreign Countries.*Language Teachers, *Second Language Instruc-tion. 'Teacher Qualifications

IdentifiersERIC DigestsThis digest provides general information on ob-

taining English-as-a-foreign-language (EFL) teach-ing positions abroad. The considerations involved inteaching EFL abroad and the qualifications neededfor teaching EFL in various countries are outlined.and general information sources on EFL employ-ment opportunities are listed and described. A sec-tion on opportunities for teaching in international:chools. as well as a section listing addresses of vari-ous additional sources of overseas teaching informa-tion are also provided. (VWL)

ED 321 588 FL 018 808Lange, Dale L.Assessing Language Proficiency for Credit in

Higher Education. ERIC Digest.ERIC Clearinghouse on Languages and Linguistics,


and Improvement (ED). Washington, DC.Report No.EDO-FL-90-02Pub DateSep 90ContractR188062010Note-3p.Pub Type Informatien Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAdmission Criteria. Case Studies.

*College Credits, Degree Requirements, °HigherEducation, *Language Proficiency, Liberal Arts.*Second Language Learning

ldentifiersACTFL Proficiency Guidelines, ERICDigests, 'University of MinnesotaThis digest discusses the assessment of prof"-

ciency in a foreign language for credit in highereducation. This refers to the process of awardingacademic credit for tested proficiency in a foreignlanguage rather than for the number of years a student has spent studying a particular language. TheProficiency Guidelines of the American Council forthe Teaching of Foreign Languages (ACTFL) pro-vides the frame of reference for this digest. Thefollowing questions are addressed: (1) What are theconsiderations involved in developing language pro-ficiency requirements as credit standards?: (2) Howate the ACTFL proficiency guidelines applied to thedeterminination of proficiency requirements; and(3) Are there examples of proficiency-based pro-grams currently in effect? A case study of the expehence of the University of Minnesota College ofLtieral Arts, with implementing a proficiency-based language requirement is provided. (VWL)

ED 321 589 FL 018 809TwoWay Language Development Programs.

ERIC Digests.ERIC Clearinghouse on Languages and I. :nguistics.

Washington. D.C.Spons AgenryOffice of Educational Research

anti improvement (ED), Washington. DC.Report No.EDO-FL-90-04P.ib DateSep 90ContractR188062010Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.Descriptorsnehavioral Objectives, 'Bilingual

Education Programs, Educational Objectives.*English (Second Language), Immersion Pro-grams, *Native Language Instruction. *ProgramDesign, *Second Language Instruction

IdentifiersERIC DigestsTwo-way language development programs are

full-time programs that use two languages, one of


which is English, for the purpose of instniction. Ide-ally, these programs are composed of elementary orsecondary students half of whom are native speak-ers of English and the other half of whom are nativespeakers of the other language of instruction. Sub-ject matter is learned through both languages. en-abling students w become proficient in a secondlanguage. The objectives of two-way language de-velopment programs include the following: lan-guage minority students will become literate in theirnative language as well as in English; language ma-jority students will develop high levels of profi-ciency in a second language; both language groupswill perform academically at their grade level, de-velop positive attnudes toward the two languagesbeing learned and toward the communities they rep-resent. and devdop a positive self-image. Two-wayprograms are different from transitional and immer-sion programs in that the two-way programs targetboth language minority an:1 language majority stu-dents and do not separate native English speakersfrom limitedEnglish-proficient students during in-struction. In designing a two-way program. class-room composition, program length, staffing,languages of instruction, the separation of the lan-guages of instniction, and instructional setting mustall be considered. (VWL)

ED 321 615 FL 800 217Spener, DavidThe Freirean Approach to Adult Literacy Educa-

tion. NCLE Q&A.Adjunct ERIC Clearinghouse on Literacy Educa-

tion for Limited-English-Proficient Adults, Wa,h-ington, DC.; Center for Applied Linguistics.Washington. D.C.; National Clearinghouse onLiteracy Education. Washingtor, DC.

Spons Agency--Office of Educational Researchand Improvement (ED), Washingwn, DC.

Pub DateApr 90ContractRI 8916601Note-5p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MIF01/PC01 Phis Postage.DescriptorsAdult Literacy, Competency Based

Education, Curriculum Design. 'English (SecondLanguage), *Literacy Education. 'Native Lan-guage Instruction, Program Design, 'TeachingMethods

Identifiers. --Freire (Paulo), *Problem PosingMethodThe Freirean approach to adult literacy education

bases the content of language lessons on learners'cultures and personal experiences. This approachhas been used in the devdoping world in successfulnative and second language literacy projects spoil-sored by governments and voluntary organizationsin both urban and rural settings. The two most dis-tinct features of the Freirean approach are dialogueand problemposing. Dialogue is used as a means inwhich two parties confront each other as knowl-edgeable equals in a situation of genuine two-waycommunication. In Problem-posing, cultural themesin the form of open-ended problems are incorpo-rated into materials (e.g., pictures, songs, short stirries) that are used to gnerate discussion. Thisquestioning process leads students to define thereal-life problem being represented, discuss it'scauses, and propose actions to solve it. The Freireanapproach can be used in native language literacyeducafion and adapted for use in English-as-a-Sec-ond-Language literacy education. (VWL)

ED 321 616 FL 800 235Terdy, Dennis Spener. DavidEnglish Language Literacy and Other Require-

ments of the Amnesty Program. ERIC Q&A.Adjunct ERIC Clearinghouse on Literacy Educa-

tion for Limited-English-Proficient Adults, Wash-ington, DC.; Center for Applied Linguistics,Washington, D.C.; National Clearinghouse onLiteracy Education, Washington, DC.


Pub DateJun 90ContractR18916601Note 6p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFO1/PC01 Plas Postage.DescriNorsCitizenship Education, Civics, 'En-

glish (Second Language), *Immigrants, Literacy,Literacy Education, Program Design. RequiredCourses, Teaching Methods, Test Coment.United States History

ldentifiersCitizenship Knowledge Test. EnglishLiteracy, *Immigration Reform and Comm! Act1986This document focuses on the requirements of the

immigrant amnesty process, which were establishedby the Immigration Reform and Control Act(IRCA) of 1986. Sections focus on the followingquestions: (1) How can eligible legalized aliens(ELA) fulfill the 1RCA educational requirements?(2) What issues are considered in designing and of-fering an amnesty course? (3) Are there alternativesto the certificate of satisfactory pursuit? (4) What dothe Immigration and Naturalization Service testscontain and how are they administered? (5) AreELAs remaining in English classes once they havemet the IRCA requirements? and (6) Where can Iget more information on 1RCA and amnesty liter-acy? (VWL)

ED 321 619 FL 800 264Chandler. Carolyn EbelUsing Newspapers in the ESL Literacy Classroom.

ERIC Digest.Adjunct ERIC Clearinghouse on Literacy Educa-

tion for Limited-English-Proficient Adults, Wash-ington. DC.

Fpons AgencyOffice of Educational Researchand Improvemem (ED). Washington. DC.

Report No.EDO-LE-90-02Pub Date- -Jul 90Contract R189166001N ote-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Prke MFOI/PC01 Plus Postage.DescriptorsAdult Literacy. Class Activifics. En-

glish (Second Language), 'Instructional Materi-als, *Literacy Education, *Newspapers

IdentifiersERIC DigestsNewspapers can be inexpensive and useful tools in

the literacy classroom, but newspapers written fornative English speakers are not always appropriatefor English-as-u-Second-Language (ESL) students.Adapting the newspaper to classroom instruction isa natural way to introduce students w cultural andlinguistic concepts. The newspaper can be used forESL students at all proficiency levels. Many practi-tioners have compiled detailed and level-appropri-ate lists of classroom activities for using thenewspaper u text. The newspaper industry itself isproviding materials for use in adult literacy class-rooms. These efforts involve using the newspaper ascurriculum. Nationally. newspaper groups have en-couraged their local newspapers to develop literacyprojects and coalitions. On a local level, newspapergroups cover literacy activities, provide free adver-tising space, and establish community-wide coali-tions. Newspapers. a cultural and communityconstant in American life, can help newcomers ac-quire literacy skills and useful information at thesame time. (VWL) (Adjunct ERIC Clearinghouseon Literacy Education)

ED 321 620 FL 800 265Thar, RobertInternadonal Literacy Year. ERIC Digest.Adjunct ERIC Clearinghouse on Literacy Educa-

tion for Limited-English-Proficient Adults. Wash-ington, DC.

Spons AgracyOffice of Educational Researchand Improvement (ED), Washington, DC.

Report N ).EDO-LE-90-03Pub DateAug 90ContractR189166001Note-3p,Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Prke MFOI/PC01 Plus Postage.DescripwrsAduh Literacy, Educational Objec-

tives. *Illiteracy. International Cooperation. Lit-eracy, Primary Education

Identifiers--ERIC Digests, *International Literacy:Year 1990, UNESCOThe United Nations Education, Scientific, and

Cuhural Organization's goal of achieving 100 per-cent international literacy by the year 2000 led theUnited Nations General assembly to proclaim 1990as International Literacy Year. This proclamationwas linked to the formulation of a plan of action wassist member states in all regions of the world towipe out literacy by the end of the twemieth cen-tury. The goals of Imernational Literacy Year in-clude the following: (1) to promote betterunderstanding internationally of the problems of il-literacy; (2) to strengthen and revitalize existing pri-mary education programs: (3) to encourage ncw

programs w reach adult illiterates; and (4) w pro-mote the struggle against reverting w previous ley-els of illiteracy. There are a number of majorinternational efforts to promote literacy, largelythrough the Wenn .)na/ Task Force on Literacy. acoalition of over 35 international nongovernmentalorganizations involved in adult education and liter-acy. UNESCO will publish a study this year arguingthat unless an all-out effort is made w boost thequality of primary schooling, making it accessible toall children, and w give education renewed financialpriority, the fight against illiteracy will be lost(VWL) (Adjunct ERIC Clearinghouse on LiteracyEducation)

FED 321 621 L SOO 266Brod. ShirleyRecruiting and Retaining Language Minority Stu-

dents in Adult Literacy Programs. ERIC Digest.Adjunct ERIC Clearinghouse nn Literacy Educa-

tion for Limited-English-Proficient Adults. Wash-ington, DC.


Report No.EDO-FL-LE-90-06rub DateAug 90ContractR189166001Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFO1/PC01 Plus Postage.DescriptorsAdult Education. Adult Literacy .

'English (Second Language), Literacy Edu;:a-lion. *School Holding Power, *Student Recruit-ment

IdentifiersERIC DigestsAs the nation has become aware of ilie scope of

adult illiteracy and its tremendous cost. literacy pro-grams have proliferated. New populations of lan-guage minority adults ate becoming eligible for andinvolved in an increasing number of these programs.They include, among others, refugees whose traIn-ing is no longer funded by the Office of RefugeeResettlemeru, and newly legal amnesty clients whohave come into Adult Basic Education programsfrom classes conducted under the Immigration Re-form and Control Act of 1986. It is necessary toconsider how recruitment and retention of theseand other students in literacy programs can be en-hanced. (VWL) (Adjunct ERIC Clearinghouse onLiteracy Education)

ED 321 622 FL 800 267Blanton. LandoTalking Adult ESL Students into Writing Building

or Oral Fluency To Promote Literacy. ERICDigest.

Adjunct ERIC Ckaringhouse on Literacy Educa-tion for Limited-Enghsh-Proficient Adults, Wash-ington. DC.

Spons AgencyOffice of Educational Researchand Improvemem (ED), Washington, DC.

Repoil No.EDO-LE-90-05Pub DamAug 90Contract- -RI89166001Nom-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.DescripwrsAdult Students. College Students.

'English (Second Language), Higher Education.*Language Fluency. *Literacy. Oral Language,Teaching Methods, °Written Language

IdentifiersERIC DigestsIn English-as-a-Second-Language (ESL) cluscs

at the college level, students are often enrolled whohave a high degree of oral fluency. but little profi-ciency in reading or writing. Developmental ESLstudents need a solid start toward "inventing.'themselves as readers and writers. One method ofteaching I ;L. students to write is to build on theirlevel of oral fluency. Situations can be created in theclassroom where students collaborate as partners bysharing their personal histories aloud. After stu-dents have discussed their broadly focused personalhistories, they narrow the focus to onc specific as-pect (e.g., a childhood memory). Students are en-couraged to take notes during the talking andlistening phase of their work. This helps them makethe transition from the oral to the written phase oftheir work. and enables students to understand howtexts are created on the basis of personal signifi-cance. Writers nanow and organize their materialon the basis of what is significant to them. Likewise,readers/listcners focus on areas they find w be sig-nificant. Within this approach, students begin to

(.) RT PIM MIMI AM V

4

make connections between writing and reading thatthey did not make before. (VV..) (Adjunct ERICClearinghouse on Literacy Education)

ED 321 623 FL 800 268Spanas. George Smith, Jennifer J.Closed Captioned Television for Adult LEP Liter-

acy Learners. ERIC Digest.Adjunct ERIC Clearinghouse on Literacy Educa-

tion for LimitedEnglish-Proficient Adults, Wash-ington, DC.

Spons AgencyOffice of Educational Researchand Improvement (ED), Washington, DC,

Report No.--EDO-LE-90-04Pub DateAug 90Contract -R189166001Note-4 .

Pub Ty: c Information Analyses - ERIC Informa-tion . snalysis Products (071)

EDRS Prke MFOI/PC01 Phis Postage.Descriptors*Adult Students, *Captions, Elemen-

tary Education, 'English (Sccond Language). In-structional Materials, *Limited English Speaking,*Literacy Education, Teaching Methods, *Televi-sion

Identifiers*Closed Captioned Television, ERICDigestsClosed captioning is the process by which audio

portions of television programs are transcribed intowords that appear on the television screen at thesame time as the program. This digest focuses onusing closed captioned television for teaching lim-ited-English-speaking literacy learners, and looksat: (1) the educational uses of closed captioned tele-vision (CCTV); (2) CCTV for English-as-a-Se-cond-Language (ESL) elementary students as wellas adult students; and (3) the identification, selec-tion, and adaptation of CCTV for materials for usewith adult ESL literacy learners. (VWL) (AdjunctERIC Clearinghouse on Literacy Education)

ED 321 624 FL 800 269Weinstein-Shr. GailFamily and Intergenerational Literacy in Multilin-

gual Families. NCLE Q & A.Adjunct ERIC Clearinghouse on Literacy Educa-

tion for Limited-English-Proficient Adults, Wash-ington, DC.


Pub DateAug 90ContractR189166001Note---5p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MF01/PC01 Plus Postage.DescriptorsClassroom Techniques. 'Educational

Objectives, English (Second Language), FamilyCharacteristics, 'Family Programs, InstructionalMaterials, lntergenerational Programs, 'Liter-acy, 'Literacy Education, Multilingualism,'Teaching MethodsThe questiuns and answers in this document focus

on the way that families affect and create the condi-tions for literacy development and use among fam-ily members. The following questions are addressed:(1) What is family literacy? Is it the same as inter-generational literacy? (2) What are the goals of fam-ily and intergenerational programs, and what aresome model.... for working toward those goals? (3)What are some of the instructional approaches,methods, and techniques used in family literacy pro-grams? (4) What are some materials and resourcesthat have been developed for family and intergener-ational literacy programs? and (5, What are somepromising directions for the future? Eighteen refer-ences and 10 suggestions for further reading ateincluded. (VWL) (Adjunct ERIC Clearinghouse OpLiteracy Education)

HEED 314 98'1 HE 023 153Smith, Any! G.The Challenge of Diversity, Iniolremen. or Aliena-

tion in the Academy? ASHE-ERIC Higher Edw.cation Report No. St 1989.

Assot:iation for the Study of Higher Education.;ERIC Clearinghouse on Higher Education, Wash.ingron, D.C.; George Washington Univ., Wash-ington, D.C.

Spons AgencyOffice of Educational Researchand improvement (ED), Washington, DC.

Report No.ISBN.0-9623882-5.4Puo Date-89ContractRI.88-062014NoteI29p.Available fromASH E-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Dept. ES, Wash-ington, DC 20036-1181 ($15.00).

Pub Type Information Analyses ERIC Inform-tion Analysis Products (071) Reports - De-scriptive (141)

EDRS Prke MFOI /PC06 Plus Postage.DescriptorsAccess to Education, Change Strate-

gies, College Faculty, *Cultural Pluralism, De-mography, *Educational Change, EducationalQuality, Enrollment Trends. Higher Education,Institutional Evaluation, Institutional Survival,School Holding Power, *Student Characteristics,Trend Analysis

Identifiers*Diversity (Student)For years, researchers have forecast the increas-

ing diversification of students in higher education ass result of changing demographics and a variety ofother social and economic shifts. The diverse ele-ments of today's student body include differing age,gender, ethnic and racial backgrounds, and increas-ing numbers of differently able and part-time stti-dents. The issues facing higher educationfundamentally relate to the capacity of institutionsto function in a pluralistic environment. After anexecutive summary and introduction, six sectionscover the following topics: (I) the status of diversity(enrollment, retention, and the campus environ-ment); (2) the role of student characteristics; (3) thechallenge of involvement (theories of involvement,cultural pluralism, intergroup relations, and demog-raphy); (4) institutional responses to diversity (ap-proaches of successful institutions andimplications); (5) organizing for diversity (diversifi-cation of faculty and staff, mission and values, deal-ing with conflict, the quality of interaction oncampus, educating for diversity, the perceived con-flict between access and quality, and the changingclimate); and (6) assessment and implications (insti-tutional assessment, research, coordination amongsectors, national issues, costs and commitment, andleadership). An appendix describes institutionalcharacteristics. Contains approximately 360 refer-ences. (SM)

ED 316 074 HE 022 965Bensimon. Estela M. And OthersMaking Sense of Administrative Leadership: The

"L" Word in Higher Education. ASHE-ERICHigher Education Report 1, 1989.

Association for the Study of Higher Education.;ERIC Clearinghouse on Higher Education, Wash-ington, D.C.

Spons AgencyLilly Endowment, loc., Indianap-olis, Ind.; Office of Educational Research and Im-provement (ED), Washington, DC., TeachersInsurance and Annuity Aszociation, New York,NY. College Retirement Equities Fund.

Report No.ISBN-0-9623882-0-3Pub Date-89Contract--R188062014Note-121p.Available fromASHE-ERIC Higher Education

Reports. The George Washington University.One Dupont Circle, Suite 630, Dept. RC, Wash-ington, DC 20036-1183 ($15.00).


EDRS Price - MFOI /PC05 Plus Postage.DescriptorsAdministrator Guides, 'Administra-

tors, *College Administration, College Planning.'College Presidents, °Higher Education, Institu-tional Role, 'Leadership, Leadership Qualities,Leadership Responsibility, Politics of Education,TheoriesAn integration and synthesis of the theoretical

literature on leadership with the literature concern-ing higher education as a social institution is pres-ented. The literature on a conceptual explanation ofleadership is reviewed and related directly to highereducation and its 5ocio1ogica1 and organiutionaluniqueness. The first rour of the report's five sec-tions discuss the following topics and subtopics: (I)thc contemporary context and calls for kadership(constrainis in responding to the calls for leadershipand overcomin; constraints to leadership); (2) con-ceptual explanations of leadership (theories andmcxtels of leadership r nd organiutional theory andimages of leadership); (3) higher education andleadership theory (trait thcories. power and influ-ence theories, behavioral theories, contingency the-

41

Document Resumes/HE 31

ones, cultural and symbolic theories, and cognitivetheories); and (4) higher education and organiza-tional theory (the university as bureaucracy-thestructural frame, the university DS collesium-the hu-man resource frame, the university as political sys-tem-the politkal frame, the University as organizedanarchy-the symbolic frame, the university as cy-bernetic system, and an integrated perspective ofleadership in higher education). The fifth and finalsection, Overview and Integration, discusses the ef-fectiveness of leadership, cognitive complexity,transformational and transactional leadership, lead-ership paradigms, thinking about leadership, and anagenda for research on leadership in higher educa-tion. The report contains approximately 250 refer-ences. (SM)

ED 316 075 HE 022 978Washington. Valora Harvey. WilliamAffirmative Rhetork, Negative Action: Afri-

canAmerican and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2, 1989.

Association (Jr the Study of Higher Education.:ERIC Clearinghouse on Higher Education, Wash-ington, D.C.


Report No.ISBN-0-9623882-1-1Pub Date--89Contract R18806214Note-128p.Available fromASHE-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Dept. RC, Wash-ington, DC 20036.1183 ($15.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (07!) Reports - Re-search (143)

EARS Price MFOI/PC06 Plus Postage,DescriptorsAccess to Education, *Affirmative

Action, *Black Teachers, Civil Rights, *CollegeFaculty, Educational Discrimination, Educa-tional Opportunities, Equal Education, 'EqualOpportunities (Jobs), Excellence in Education,Higher Education, *Hispanic Arnencans, Minor-ity Groups, Racial Discrimination. Teacher Re-cruitment, Teacher Supply and DemandThe need for higher education to shift from a pol-

icy of nondiscrimination to one of affirmative actionis examiued, with note taken of the clear opportu-nity for higher education to take advantage of fac-ulty positions being vacated due to retirementduring the mid-to-late 1990s. Preparations can bemade now to provide opportunities for minority stu-dents to enter graduate school and be prepared fora future career in the professoriate. Necessary issuesand actions are defined. The first four of the reportsdiscuss the following topics and subtopics: (1) over-view nr affirmative action for African-American andHispanic faculty (why it is important to have a di-verse faculty, higher education before affirmativeaction, defining affirmative action, and the impactof affirmative action on higher education); (2) sup-ply and demand for African-American and Hispanicfaculty (status of this :acuity in higher education,supply and demand issues quality of faculty life,tomorrow's professoriate: the empty pipeline, andbarriers to equal access and effective affirmative ac-tion); (3) effective affirmative action, institutionalapproaches and barriers (including institutionalleadership, search committees, affirmative actionoffices, and case study -the African-American pres-ence at .Antioch College); and (4) national responsesto affirmative action issues in higher education(court decisions, governmental agencies, Publiccommissions, and professional organizatkms). Con-chtsions and recommendations are provided in sec-tion 5 and cover public policy, higher educationpractices, and research needs. Tables are included.Contains approximately 180 references. (SM)

ED 316 076 HE 022 979Tomlinson. Lotdse M.Postsecondary Developmental Programs: A Tradi-

tional Agenda with New Imperatives.ASHE-ERIC Higher Education Report 3, 1989.


Spons AgencyOffice of Educahonal Researchand Improvement (ED), Washington, DC.

Report No.ISBN-0-9623882-2-XuD Date--89

contract--R18806214Note--127p.

32 Document Resumes/HE

A :Wale fromASHE-ERIC Higher EducationIseports, The George Washington University.One Dupont Circle, Suite 630, Dept. RC, Wash-ington, DC 20036-1183 ($15.00).


EDRS Price MF01/PCO6 Plus Postage.DescriptorsCollege Bound Students, 'College

Preparation, 'Developmental Studies Programs,Educational Development, Educationally Dis-advantaged, Higher Education, High Risk Stu-dents, Skill Development, Transitional ProgramsThe report examines postsecondary developmen-

tal education for students denied regular admissionto the institution. Addressed are such concerns asthe evolution of developmental programs, the effectof developmental programs on the integrity of aca-demic institutions, and the future of postsecondarydevelopmental programs. The report's seven sec-tions discuss the following topics and subtopjcs: (1)the historical perspective of postsecondary develop-mental education (the evolution of developmentalprograms in the United States and the purpose,function, nature, definition and ambiguities of suchprograms); (2) the rationale for developmental pro-grams (new target population, projections, argu-ments on role and responsibility, learningdeficiencies, experiential deficiencies, and standard-ized placement trends-SAT averages); (3) charac-teristics of pnstsecondary developmental programs(alternative structures, types of interventions, deliv-ery modes, operational models, and the role of ju-nior and senior colleges and universities); (4)exemplars and problems in the delivery of develop-mental services (profiles of two successful pro-grams. factors of success) personnel, programdesign, general criticisms, and problems); (5) pro-gram evaluation (assessments of program evalua-tion, focus and findings, and evaluation designs andimplications); (6) changes in education and the chal-lenge to developmental curriculum (including acomparison of Sternberg on training intelligence,Fcurstein on instrumental enrichment, and Lipmanon philosophy in the classroom); and (7) policy andpossibilities for future developmental programs (therole of the state in policy, training administratorsand faculty, the prospective developmental studentpopulation, the general prosperity of programs, anddevelopmental research). Contains 139 references.(SM)

ED 317 099 HE 023 148Bensimon. Estela M. And OthersMaking Sense of Administrative Leadership. The

"L" Word in Higher Education. ERIC Digest.ERIC Clearinghouse on Higher Education, Wash-

ihgton, D.C.Spons AgencyOffice of Educational Res h

and Improvement (ED), Washington, DC.Report No.EDO-HE-89-1Pub Date-89ContractR 188062014NoteFor the report on which this digest is based,

see ED 316 074.Available fromERIC Higher Education Reports,

The George Washington University, One DupontCircle, Suite 630, Washington. DC 20036-1181($1.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Opinion Papers(120)

EDRS Price - MF01/PCOI Plus Postage.DescriptorsAdministrator Effectiveness. 'Col-

lege Administration, 'College Presidents. HigherEducation, Leadership, Leadership Qualities,Leadership Styles

IdentifiersERIC DigestsThe digest is based on a full length report (with the

same title) on leadership in higher education. Thefull report provides a definitive review of the litera-ture and instituticnal practice on the topic. Recentscholars have new ideas challenging traditional no-tions that organizations are driven by leadership orthat the quality of leadership greatly affects organi-zational performance. Research tradit:ons in leader-ship can be grouped into six categories of theories:trait, power and influence, behavioral, contingency.cultural and symbolic, and cognitive. One usefulorganizational typology from the perspective ofleadership suggests that organizations can beviewed from four vantage points (atructural, humanresources, political, and symbolic frames). Study ofleadership in colleges and universities is problem-atic because of the dual control systems, conflictsbetween professional and administrative authority.unclear goals, and other properties of professional

organizations. Leadership in higher education csnbe examined from the perspective of leadership the-ories and organizational frames, though an explicitconceptual orientation is absent in many of theworks. Contemporary works indicate understandingof leadership in academic organizations may be un-dergoing a paradigmatic shift from a rational per-spective toward a cultural and symbolic perspective.Cultural and symbolic theories deserve serious at-tention because they present a view of leadershipthat is highly compatible with the characteristics ofacademic organizations. Contains 9 references.(SM)

ED 3)' 100 HE 023 149Washington, Valora ifarvey. WilliamAffirmative Rhetoric, Negative Action. Afri-

can-American and Hispanic Faculty at rredomi-nantly White Institutions. ERIC Digest.

ERIC Clearinghouse on Higher Education, Wash-ington, D.C.


Report No.EDO-HE-89-2Pub Date-89Con tractR 188062014Note-3p.; For the full report, see ED 316 075.Available fromERIC Clearinghouse on Higher

Education, The George Washington University.One Dupont Circle, Suite 630, Washington. D.C.20036-1181 ($1.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reports - De-scriptive (141)

EDRS Price - MFOI/PCOI Plus Postage.Descliptors--"Affirmative Action, Blacks, Civil

Rights. College Faculty, 'Equal Opportunities(Jobs), Higher Education, Hispanic Americans.Minority Groups. Personnel Selection, RacialDiscrimination


same title) on African-American and Hispanic fac-ulty at predominantly white. four-year institutionsof higher education. The full report provides a defin-itive review of the literature and institutional prac-tice on the topic. Three topics are discussed: (1) hownecessary affirmative action really is, noting that itcontinues to be necessary because of its limited suc-cess and because of the pluralistic nature of society);(2) why more progress has not been made in hiringdiverse faculty (e.g. lack of accurate availabilitydata, political and philosophical dominance of is-sues related to merit and standards for qualificationrather than equity. and a focus on regulation andcompliance rather than on advocacy in affirmativeaction operations); and (3) what can be done toincrease employment opportunities for African-American and Hispanic faculty (e.g. adopting pro-active rather than reactive approaches to seekingsuch faculty, more use of minority networks or vitaebanks, and strong leadership among members of thetarget groups who are already part of thc campuscommunity). Contains 7 references. (SM)

ED 317 101 HE 023 150Tomlinson, Louise M.Postsecondary Developmental Programs. A Tradi-

tional Agenda with New Imperatives. ERICDigest.

ERIC Clearinghouse en Higher Education. Wash-ington, D.C.


Report No.EDO-HE-89-3Pub Date-89Con tractR I 88062014NoteFor full report. see ED 316 076.Available fromERIC Clearinghouse on Higher

Education. The George Washington University,One Dupont Circle, Suite 630. Washington. D.C.20036-1181 ($1.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Prsducts (071) Reports De-scriptive (141)

EDRS Price - MIF01/PC01 Plus Postage.DescriptorsCollege Preparation. College Stu-

dents, 'Developmental Programs. EducationalDevelopment, Equal Education, Higher Educa-tion. Postsecondary Education. 'Remedial In-struction, Remedial Mathematics, RemedialReading, 'Student Development. Study Skills,Test Wiseness, Writing Skills


same title) on postsecondary de elopinental pro-

C1

grams. The full report provides a definitive reviewof the literature and institutional practice on thetopic. Postsecondary developmental programs at in-stitutions of higher education encompass a varietyof courses and services that are conducted to pro-vide assistance to individuals who have been deniedregular admission to thc institution because of fail-ure to meet specified admission and placement re-quirements or because of predicted risk in meetingthe requirements of college-level courses. These ser-vices focus primarily on skills in reading, writing.mathematics, and study and test-taking strategies.as well as personal adjustment and other affectivevariables crucial to success in the college curricu-lum. Such programs began evolving as early as Ilsemid-1800s when in response to the needs of under-prepared students, programs classified as collegepreparatory served many of the same goals.Changes in labeling of preparatory programs are as-sociated with the changes in student populations(reflecting the wide range of student statuses).Many developmental program models haveemerged as a result of the growing diversity amongenrollees. Remedial programs are perceived by theirsupporters as additions to, not replacements for, arequired curriculum. They have helped fulfill themission of providing equal educational opportunityin a democratic society. Enrollment in these pro-grams has increased in recent years, and the trendwill most likely continue into thc 1990s and beyond.Contains 6 references. (SM)

ED 317 102 HE 023 151Thelin. John R. Wiseman. Lawrence LThe Old College Try. Balancing Academics and

Athletics in Higher Education. ERIC Digest.ERIC Clearinghouse on Higher Education, Wash-

ington, D.C.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Report No.EDO-HE-89-4Pub Date-89Contract R 188062014Note-3p.; For the full report. sec HE 023 152.Available fromERIC Clearinghouse on Higher

Education. The George Washington University.One Dupont Circle, Suite 630, Washington, DC20036-1181 ($IM).

Pub Type Information Analyses - ER IC Informa-tion Analysis Products (071) Reports - De-scriptive (141)

EDRS Price MFOI/PCOI Pins Postage.DescriptorsAcademic Standards Athletics.

Business, Change Strategies, 'College Athletics.College Curriculum, 'Educational Changc,Higher Education, Poiltics

IdentifiersERIC DigestsThe digest is based on a full length report on aca-

demics and athletics in higher education. The fullreport provides a definitive review of the literatureand institutional practice on the topic. Three sec-tions consider: (1) business and politics of collegesports (e.g. most budgets for athletics programsshow signs of precarious fiscal fitness. some stan-dard procedures of bie-time sports programs jeopar-dize many privileges and exemptions collegestraditionally have enjoyed as nonprofit educationr1organizations, and sports programs managed as ad-mittedly commercial enterprises tend to have gov-ernment agencies looking at athletics foundationsmore as entertainment than education): (2) why col-lege sports programs resist reform (the key figure insuch a reform is the college president, yet makingdecisive changes in athletics policy is not easy for apresident who must contend with external pres-sures, problems of a single campus working in isolation. and the visibility of college sports); and (3)reform measures that can help achieve a proper bal-ance (e.g. internal taxation. public policy for non-profit organizations, and cooperation amongcolleges and thcir presidents). Contains 7 refer-ences. (SM)

ED 317 103 HE 023 152Thelin, John R. Wiseman. Lawrence LThe Old College Try. Balancing Academics and

Athletics in Hijher Education. ASHE-ERICHigher Education Report No. 4, 1989.

Association for the Study of Higher Education.;ERIC Clearinghouse on Higher Education. Wash-ington. D.C.: George Washington Univ., Wash-ington. D.C.


Report No.ISBN-0-9623882-3-8Pub Date-89

a

ContractR188062014NoteI58p.; For a related ERIC Digest, see HE

023 151.Available fromASHE-ERIC Higher Education

Reports, The George Washington University.One Dupont Circle, Suite 630, Dept. ES, Wash-ington, DC 20036-1181 (515.00).

Pub Type Information Analyses .. ERIC Informa-tion Analysis Products (071) Reports - De-scriptive (141)

EDRS Price - MFOI/PC07 Plus Post'age.DescriptorsAcademic Standards, Alhletics, Busi-

ness, Change Strategies, 'College Athletics, Col-lege Curriculum, Educational Change, HigherEducation, 'Intercollegiate Cooperation, PoliticsThis book reviews the literature and institutional

practice concerned with intercollegiate sports inhigher education. Six sections cover the followingtopics: (1) academics and athletics (e.g., trends inresearch and scholarship and a framework for insti-tutional analysis); (2) fiscal fitness: the peculiar eco-nomics of intercollegiate athletics (e.g. why

expenses for college sports are so high and philan-thropy and fund raising); (3) public policy and inter-collegiate athletics programs (e.g., accountability.compliance, and other aspects of paying the price ofnonprofit status, and colleges and the courts as illus-trated by the case of television); (4) presidentialleadership (e.g., the prescribed presidential role and

problems of presidential leadership); (5) intercolle-giate athletics and institutionalized administration(e.g. faculty involvement and the athletics director);and (6) educational mission, academic structure,and intercollegiate athletics policy, including rec-ommendations for reform (e.g. structural modelsand institutional mission and from mission state-ments to self-study and accountability). Containsapproximately 140 references. (SM)

ED 317 109 HE 023 309Mayville. ZoriEmerging Trends in Higher Education.ERIC Clearinghouse on Higher Education, Wash-


and Improvement (ED), Washington, D.C.Pub Date-89Note-23p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS PrIze - MFOI/PCOI Plus Postage.Descrir,orsCollege Faculty, Curriculum, *Edu-

cational Change. Educational Fin. cc, Educa-tional Practices, 'Educational Trends,Employment, Enrollment Trends, 'Higher Edu-cation, Quality Control, Student Financial Aid,"Trend AnalysisThis literature survey examines trends in higher

education requiring a broad base of support from thechanging institutions and the people who have torespond to, plan for, and manage the changes.Trends are identified in the areas of enrollment,financial aid, curricula, faculty, financial status, andassessment. Trends affecting enrollment ,clude re-cruiting practices, increased publicity about institu-tions, emphasis on student retention, anddemographic changes in the pool of potential appli-cants. Enrollment rates in general are analyzed,with special emphasis to racial/ethnic group stu-dents, adult learners, and part-time students. Thenumber of students receiving financial aid has de-clined, and recipients have shifted from long-termdegree programs to short-term vocational programs.Changes in curricula are taking place, especially inthe areas of general education and critical thinkingskill development. Trends in employment includethe increase in the number of part-time faculty, theunderrepresentation of minority faculty members.and shortages of faculty in certain subject areas. Thefinancial status of colleges and universities is bcingimpacted by tuition rates, inflation, and faculty sala-

ries. There is also a trend towards increased assess-rnent as businesses and industriesdemand assuranceof the quwity of higher education programs. In-

cludes 34 references. (JDD)

ED 317 121 HE 023 331Stark Joan S. And OthersStudent Goals for College and Courses- A Missing

Link in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher Educadom

Report 6, 1989.Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash-

ington, D.C.; George Washington Univ., Wash-ington, D.C.


Report No.--ISBN-0-9a3882-4-6Pub Date-89ContractR 188062014NoteI32p.Available fromASHE-ER IC Highcr Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036-1183 (515.00).


EDRS Price - MFOI/PC06 Plus Postage.Descriptors*Academic Achievement, 'Educa-

tional Improvement, Evaluation Methods, Expec-tation, 'Goal Orientation, Higher Education, SelfConcept. 'Student Educational Objectives, 'Stu-dent EvaluationHelping students take active responsibility for

their education may depend on how well educatorslink their classroom goals with the goals studentshold for themselves. Goals are not fixed, but change

as individuals change. Helping students revise theirgoals and improve their control of behavior are valideducational goals. Most institutions collect informa-tion about broad student goals as they enter, but fewmeasure how they change from entrance to gradua-tion. Current efforts to measure student outcomesfoster the connection of goals and outcomes atcourse and program levels. Research on studentgoals continues to have a psychological orientation.Recent research has identified goal attributes, such

as specificity, clarity, source, commitment, and tem-porality. that may be helpful in better defining goalsor relating college experience to goal attainment.Ideally. an inventory of student goals for achieve-

ment in particular courses would include broadgoals, expectancies, self-concept, and goals specificto the course type. Faculty can use course-levelgoals to improve teaching by understanding the di-versity and intensity of student effort in a particularclass, apply teaching approaches appropriate for stu-dent expectations and interest, and refine the assess-

ment process. An inventory will soon be availablefor use by classroom teachers and researchers. Ap-pendixes list broad student goals identified in sev-eral major surveys as well as details of somecommon typologies. Contains about 220 references.

(MSE)

ED 317 145 HE 023 366Smith. Daryl G.The Challenge of Diversity: Involvement or Aliena-

tion in the Academy? ERIC Digest.Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash-


and Improvement (ED), Washington, DC.

Report No.EDO-HE-89-5Pub Date-89Contract-1;1=62014Note-3p.; For the full report, see ED 314 987.

Available fromASHE-ERIC Higher EducationReports. The George Washington University.One Dupont Circle N.W., Suite 630. Washington.DC 20036-1183 (51.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (07Iy

EDRS Price MFOI/PCOI Plus Postage.DescriptorsAlienation, Change Strategies, 'Col-

lege Administration, 'College Ehvironment,'College Planning, °College Students, CulturalPluralism, Educational Change, Higher Educa-

tion, 'School Desegregation, 'Social Integration,Student Attitudes, Student Characteristics

Identifiers'D; . ersity (Student)The makeup of student bodies in higher education

ha.s become more diverse, but students tend to beclustered in segments of the postsecondary systemand in various levels and fields. Man)' campuses donot effectively integrate students who are different.Institutions that are successful in this area tend to:(1) focus on student success and provide the toolsfor success; (2) enhance coordination and articula-tion with other educational levels; (3) dedicate re-

sources to fostering ecceptance; (4) have access togood information on institution and students; and(5) have leaders in the faculty and administrationwho provide direction for these efforts. Transformation of the institution into a system that is organizedfor diversity means addressing a numbar of issues.including faculty and staff diversity, Institutionalmission and values, educating for diversity, dealingwith conflict, the quality of interaction between stu-dents and faculty and institution, and the perceived

43

Document Resumes/HE 33

conflict betwcen quality and diversity. Institutionsand policymakers can take these steps to respond to

diversity: undertaking comprehensive institutionalassessment and cross-institutional research, coordi-nating among sectors, increasing the numbers ofstudents entering teaching, involving organizationssuccessfully meeting the challenge, improving ac-

cess. providing sustained commitment, and provid-

ing leadership. (MSE)

ED 317 146 HE 023 367Stark, Joan S. And OthersStudent Goals for Colleges and Courses: A Missing

Link in Assessing sid Improving AcademicAchievement. ERIC Digest.

Association for the Study of Higher Education.;ERIC Clearinghouse on Higher Education, Wash-


and Improvement (ED), Washington, DC.Report No.EDO-HE-89-6Pub Date-89ContractR188062014Note-3p.Available fromASHE-ER IC Higher Education

Reports, The George Washington University.One Dupont Circle N.W., Suite 630. Washington.DC 20036-1183 (51.00).


EDRS Price - MFOI/PC01 Phis Postage.Descript ors-6 Acade mic Achievement, 'Educa-

tional Improvement, Expectation, Higher Educa-

tion, Self Concept, *Student EducationalObjectives, 'Student EvaluationAs the United States debates what it expects of

college graduatoz and how to measure the achieve-

ment of these expectations, the goals of studentsfrequently are overlooked. Goals are what individu-als hope to achieve and accomplish. Currently mostcolleges collect information about the broad goalsstudents hold for attending college as they enter,and the information is used for administrative plan-ning or devel. .ing strategies to recruit and retainstudents. Soma institutions also collect perceptionsfrom graduating seniors and alumni about the extentto which they achieved their academic, personal.social, and vocational goals in college. Few institu-tions measure how student goals change from en-trance to graduation or as a result of specificprograms of study. Scholars have developed typolo-gies related to student characteristics, which havebeen criticized for perpetuating stereotypes. Newdevelopments in social science can help guidedevel-

opment of a comprehensive course-specific goalsinventory capable of illuminating the multidimen-sional goal patterns students bring to college and the

classroom. Faculty can use course-level goals to im-prove teaching and assessment. An inventory willsoon be available for use by classroom teachers and

researchers. (MSE)

ED 319 297 HE 023 485Jacoby. BarbaraThe Student as Commuter Developing a Compre-

hensive Institutional Response. ERIC Digest.ERIC Clearinghouse on Higher Education, Wash-

ington, D.C.; George Washington Univ., Wash-


and Improvement (ED), Washington. DC.

Report No.EDO-HE-89-7Pub Date-89ContractR188062014Note-3p.Available fromASHE-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036-1183 ($1.00).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products i071)

EDRS Price - MFOI/PCOI Plus Postage,Descriptors*Commuter Colleges, 'Commuting

Students, Educational Experience, Higher Educa-

tion, Institutional Evaluation, Institutional Role,'Student College Relationship, 'Student Welfare

IdentifiersERIC DigestsA preview is given of ASHE-ERIC report no. 7

which focuses on commuting students at colleges

and universities and how institutions of higher edu-cation can begin to respond to these students' spe-cial circumstances that are greatly affecting the,'educational experience. The diversity of commuterstudents and their educational goals requires the use

of multiple approaches, such as human developmenttheories, campus design, and the use of Maslow's

34 Document Resumes/HE

hierarchy, of needs. Institutions of higher educationcan determine whether or not commuter students'goals and educational needs are being met by firstdeveloping a commuter student profile, thcn by car-rying out an institutional self-appraisal of its ser-vices and offerings that benefit all students, andfinally, by completing an analysis of the institu-tion/student interactions that are important to thestudent's development and campus life. Thirteenprinciple elements of a comprehensive institutionalresponse are provided. Six references. (GLR)

ED 319 298 HE 023 486Jacoby, BarbaraThe Student as Commuter Developing a Compre-

hensive Institutional Response. ASHE-ERICReport No, 7.

Association for the Study of Higher Education.;ERIC Clearinghouse on Higher Education, Wash-ington, D.C.; George Washington Univ., Wash-ington, D.C.


Report No.-1SBN-0.96238826-2Pub Date-89ContractR188062014Note-118p.Available fromPublications Department,

ASHE-ERIC Higher Education Reports, TheGeorge Washington University, One Dupont Cir-cle, Suite 630, Washington, DC 20036-1183 (Sin-gle copy prices, including 4th class postage andhandling. are 515.00 regular and $11.25 for mem-bers of AERA, AAHE, AIR, and ASHE).


EDRS Price - 11F1/1/PC05 Pk.s Postage.Descriptors--Commuter Colleges, 'Commuting

Students, Dropout Prevention, Educational Expe-rience, Higher Education, High Risk Students, In-stitutional Evaluation, Institutional Role,*Student College Relationship, *Student WelfareSeveral major studies have identified student

commuters as being at particularly high risk for at-trition from higher educational institutions. This re-port reviews the knowledge that exists aboutstudents-as-commuters in depth. Among the impli-cations for educational policy makers is the need forcommuter institutions to provide opportunities toincrease students' involvement and to evaluate theinstitution's impact. Educators should assess howstudents think about important issues and how theenvironment of the commuter institution eitherchallenges or supports their thinking. Ways that in-stitutions can assess their effectiveness with theircommuting students and create a sense of commu .nity for them within the institution are outlined.One model describes the development of a compre-hensive institutional response to the student-as-commuter in three stages. In stage I. institutionmerely removes obvious barriers like requirementsfor admission or housing. In stage 2, separate stu-dent programs specifically for commuters on residential campuses are developed. Finally. stage 3involves the active use of the principles of justiceand fairness to correct inequities in a system that defacto discriminates against one group in favor ofanother. Thirteen recommendations for developinga plan of action are provided. Contains 275 refer.ences. (GLR)

ED 320 524 HF 023 651Morse, Suzanne W.Renewing Civic Capacity: Preparing College Stu-

dents for Service and Citizenship. ASHE-ERICHigher Flucation Report 8.


Spons AgencyOPice of Educational Researchand Improvement (ED), Washington, DC

Report No.-1SBN-0-9623882-70Pub Date-89Contract---RI88062014NoteI48p.Available fromERIC Clearinghouse on Higher

Education, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036-1183 ($15.00).

Pub Type Information Analyses - ERIC Informs.tion Analysis Products (071) Guides -

Non-Classroom (055) Reports Descriptive(141)

EDRS Price - NIFOI/P036 Plus Postage.DescriptorsCitizen Participation, Citizen Role,

'Citizenship Education. Citizenship Responsibil-ity. *Civics. Curriculum. Higher Education, *Roleof Education, *Teaching MethodsThe history of higher education in America has a

rich tradition of preparing students for civic rolesand responsibilities, but with increased specializa-tion, these goals have lost their emphasis in the cur-riculum. This monograph defines responsiblecitizenship in a democratic society and its requisiteskills; reviews higher education's role in civic educa-tion; identifies ways colleges and universities canhelp develop the skills and requirements of citizen-ship and public life; and presents ways that cam-puses can create a new environment for learningabout the civic life, through teaching, governance,extracurricular activities, campus life, and commu-nity relations. Six approaches to civic education arepresented, including: (1) cultural traditions andclassical education, (2) community and pubhc service and experiential education, (3) studies of lead-ership, (4) general and liberal arts education, (5)civic or public leadership education, and (6) othereducation such as international studies and philan-thropy. A list of 193 references is included. (JDD)

ED 321 704 HE 023 722Morse, Suzanne W.Renewing Civic Capacity: Preparing College Stu-

dents for Service and Citizenship. ERIC Digest.Association for the Study of Higher Education.;

ERIC Clearinghouse on Highcr Education, Wash-ington, D.C.; George Washington Univ., Wash-ington, DC. School of Education.


Report No.- -EDOHE-89-8Pub Date-89ContractR18806214Note-3134 For the full report, see ED 320 524.Available fromASHE-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036 (51.00).

Pub Type Information Analyses- ERIC Informa-tion Analysis Products (071)

EDRS Price MF01/PC01 Plus Postage,DescriptorsCitizen Role, *Citizenship Education,

"Citizenship Responsibility, Community Respon-sibility, *Educational Objectives, Higher Educa-tion, Models. Values Education

IdentifiersERIC DigestsThis digest summarizes a full length report on

preparing college students for citizenship responsi-bilities. The following questions are considered:What is citizenship and public life? What is highereducation's role in educating for citizenship? andwhat are the skills for a renewed civic life?. Theimportance of citizens integrating their public andprivate lives for maximum social productivity isstressed. Higher education offers a setting, a curric-ulum, and an estabhshed community, all aimed atdeveloping human beings for living in a publicworld. Three models can define the citizen's role:electoral-competitive, representative, and participa-tory democracy. Each model requires different atti-tudes, skills, and levels of participation. Collegesand universities can help students expand their no-tions of citizenship through the classroom structure,by providing opportuniks for experiential learning,and in creating a campus community where all con-stituencies can think together about their sharedlives. Includes 11 references (DB)

ED 321 705 HE 023 723Bnuingham, Barbara Pezzullo Thomas R.The Campus Green: Fund Raising in Higher Educa-

tion. ERIC Digest.Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash-ington, D.C.; George Washington Univ., Wash-ington, DC. School of Education.

Spons AgencyOffice of Educational Rescarchand Improvement (ED), Washington, DC.

Report No.EDO-HE-90-1Pub Date--90ContractR188062014Note-3p.; For the full report. see HE 023 724.Available fromASHE-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle. Suite 630, Washington, DC20036 ($1.00).


EDRS Price - MF01/PC01 Plus Postage.DescriptorsAdministrative Policy, Donors, Ed-

ucational Financc. *Ethics, *Fund Raising,Higher Education, Institutional Advancement,Models. Motivation, *Private Financial Support,Private Schools, Public Education, ResearchNeeds, Trend Analysis

IdentifiersERIC DigestsThis digest summarizes issues raised in a research

report on fund raising in higher education. The fol-lowing questions are addressed: What are thechanges and trends since the early days of educa-tional fund raising? What are the implications?What is known about spending? What is knownabout donor behavior? What are the major ethicalissues? What are the practical implications? andWhere should future research focus? Among trendchanges noted is the expansion of fund raising fromindependent colleges to public institutions, the re .placement of the notion of charity by that of philan-thropy, 3nd the changing place of fund raising froma peripheral to a central institutional activity. Aconsistent association between dollars spent on fundraising and results of fund raising is noted, and It issuggested that internal rather than cross-institu-tional comparisons should be used for determiningoptimum spending levels. Research on donor behav-ior is seen to favor exchange models over models ofaltruism. Ethical issues are identified concerningprovision of information to donors, knowing whichgifts to refuse, and determining obligations of fundraisers. Practical suggestions are made to institu.tions (e.g., they should consider sources of privatesupport strategically) and suggestions are made toprofessional associations and foundations (e.g., theyshould support institutions in shaping their fundraising to reflect demographic changes). It is recom-mended that additional research address spendingand the effectiveness of fund raising, consistency ofcollege mission, and formation of alumni donors'attitudes. Includes four references. (DB)

ED 321 706 HE 023 724Bratingham, Barbara Pezzullo, Thomas R.The Campus Green: Fund Raising in Higher Educa-

tion. ASHE-ERIC Higher Education Report I.Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash-ington. D.C.

Spons AgencyCouncil for Advancement and Sup-port of Education. Washington, D.C.; Office ofEducational Research and Improvement (ED).Washington, DC.

Report No.-1SBN-04623882-8-9Pub Date 90ContractR188062014NoteI46p.; For a digest of this document, see HE

023 723. This report is a special cooperativeproject between the Council for Advancementand Support of Education (CASE) and the ERICClearinghouse on Higher Education.

Available fromASHE.ER1C Higher EducationReports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036 ($17.00).


EDRS Price 11/F01/PC06 Plns Postage.DescriptorsAdministrative Policy. Donors. Ed-

ucational Finance. *Ethics. *Fund Raising,Higher Education, History, Institutional Ad-vancement, Models, Motivation, *Private Finan-cial Support, Private Schools, Public Education.Research Needs, Trend AnalysisThis report reviews the research on fund raising in

higher education in the United States. It considerssuch questions as: What are the costs of fund rais-ing? What is known of donor motivation? and Whatis the connection between successful intercollegiateathletics and successful fund raising? Research find-ings indicating the consistent association betweendollars spent on fund raising and results of fundraising, and the preference of exchange models overmodels of altruism in understanding donor motiva-tion are noted. The first section of the report looksat the American tradition of private philanthropy byconsidering annual alumni funds, charitable giftsfrom business gains and professional fund raisingand fund-raiser organizations. Institutional effec-tiveness, policies, and programs are examined next,and this is followed by a brief consideration of orga-nization and costs in the third section. Donor be-havior and motivation are discuned in the fourthsection, which takes up the issues of modeling donorbehavior and predicting alumni giving donor behav-ior in relation to tax incentives and economics. the

effect on donor behavior of intercollegiate athletics.and corporations and foundations as donors. In thefifth section, ethics and values in fund raising areconsidered in sub-sections on institutional priori-ties. sharing information with donors, refusing a gift,and obligations of fund raisers. Thc final sectionprovides analysis, discusses implications, and offersrecommendations. Contains about 200 references.(DB)

ED 321 723 HE 023 774Marshall, William J. A.Power An Administrator's Guide along the Corri-

dors of Arrogance.American Association of Univ. Administrators,

Washington, D.C.; ERIC Clearinghouse onHigher Education, Washington, D.C.


Pub DateJul 90ContractR188062014Nott-14p.Available fromAmerican Association of Univer-

sity Administrators, P.O. Box 6221, Tuscaloosa,AL 35487 (52.00).

Journal CitAAUA-ER1C Administrators Update;v7 n1-3 Jul 190

Pub Type Journal Articles (080) Guides -Non-Classroom (055)

EDRS Price - MFOI/Pall Plus Postage.DescriptorsAdministrator Effectiveness, *Ad-

ministrator Role, Administrators, *College Ad-ministration, Higher Education, IndividualPower, Interpersonal Relationship, *Power Struc-tureUniversity administrators must realize that past

management styles they used to acquire their posi-tions of campus power often become the future in-carnations of their failure as administrators. Theconundrum of power is that the less power a leadergrants to people, the less powerful the leader be-comes in the eyes of the people. Individuals have aneed for power though they tend to deny the need'sexistence; acknowledgement of the power motivemust precede any mastery of the conundrum mak-ing up the power-complex of leadership, Power hasmultiple descriptions as leaders utilize severalpower bases, including raw power, person power,legitimate power, coercion power, reward power,expert power, information power, and referentpower. Power's scope and scale can be configured asa representation of x-axis and y-axis intercepts. Thescope of power refers to the purpose or motive forwhich it is being employed, ranging from low to highcongruence of one individual's motives with an-other individual's needs. The scale of power gaugesthe degree to which the resources of a position arcbrought to bear on the followers as the leader at-tempts to carry out his or her power motive. In-cludes 59 references. (JDD)

ED 321 724 HE 023 834Mauch, Jame.s E. And OthersThe Emeritus Professor: Old Rank, New Meaning.

ERIC Digest.444 ociation for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash-ington, D.C.; George Washington Univ., Wash-ington, D.C. School of Education.


Report No.EDO-HE-90-2Pub Date-90ContractR188062014Note-3p.Available fromASHE-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036 ($1.00).


EDRS Price - MFOI/PC01 Plus Postage,DescriptorsAcademic Rank (Professional), *Ag-

ing in Academia, *Faculty College Relationship,Higher Education, Negotiation Agreements, *Re-tirement, Teacher Employment Benefits, TeacherRights, °Teacher Role. Trend Analysis

IdentifiersEmeritus Professors, ERIC Digests,Faculty StAIUSThis digest summarizes issues raised in a research

report on the academic rank of the emeritus profes-sorship and retirement. Among the questions ad-Aressed are: What prompts 2n interest in theemeritus status? What trends presage its restructur-ing? What changes in the emeritus rank are likely?How might a new emeritus rank help solve problems

of abolishing a compulsory retirement agc? andWhat should colleges and universities do? The inter-est in emeritus status is now coinciding with thedemise of compulsory retirement, Recent studiesillustrate how personnel procedures can utilize freshconceptions abut the meaning of emeritus status tothe mutual benefit of faculty and institution. Trendsshow the number of emeriti is large and growing,they are becoming mote assertive, and they are or-ganizing. Changes in emeritus status would includea part-time working rank, the benefits of whichwould be negotiated on an individual basis withinstated institutional policy. Several problems willemerge if compulsory retirement is abolished, suchas making funding available for new teachers andgetting rid of deadwood. It is recommended thatuniversities start planning roles now for the emeri-tus role using the faculty senate as the planningvehicle. Contains 4 references. (GLR)

ED 321 725 HE 023 835Mauch, James E. And OthersThe Emeritus Professor Old Rank, New Meaning.

ASHE/ERIC Higher Education Report No, 2.Association for the Study of Higher Education.;

ERIC Clearinghouse on Higher Education, Wash-ington, D.C.; George Washington Univ., Wash-ington, D.C. School of Education.


Report No.-1SBN-0-9623882-9-7Pub Date-90ContractR1880620 4Note-106p.Available fromASHE-ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036 ($17.00).


EDRS Price - MF01 /PC05 Plus Postage.DescriptorsAcademic Rank (Professional), 'Ag-

ing in Academia, *Faculty College Relationship,Higher Education, Negotiation Agreements, *Re-tirement, Teacher Employment Benefits, TeacherRights, *Teacher Role, Trend Analysis

IdentifiersEmeritus Professors, *Faculty StatusThis report examines the rank of emeritus profes-

sor in higher education and considers such ques-tions as: What trends presage its restructuring?What changes in the emeritus rank are likely? Howmight a new emeritus rank help solve problems ofabolishing compulsory retirement age? and Whatshould colleges and universities do? Recent studiesabout the emeritus rank illustrate how personnelprocedures can utilize fresh conceptions about themeaning of emeritus status to the mutual advantageof faculty and institution. The report begins by ex-amining the theory, research, and advocacy foremeritus positions and concludes with a review ofpolicy and practice considerations while also pro-viding a definitive review of the rank itself. Alsodiscussed is the apparently increasing need by retir-ing faculty to seek role continuity long into theirlater years and the lack of studies in preparing andguiding institutions for these new roles. Next theissue of forced retirement versus a negotiated agree-ment to alter tenure for those who wish to transferto an emeritus status is examined. Eight conclusionsresulting from this analysis are presented in conjuc-tion with recommendations on how institutions mayfind new and productive roles for the professoremeritus rank. Contains 104 references. (GLR)

ED 321 726 HE 023 891Jones, Dionne J. Watson. Betty CollierHigh-Risk Students and Higber Education: Future

Trends, ASHE-ERIC Higher Education ReportNo. 3.

Association for the Study of Higher Education.;ERIC Clearinghouse on Higher Education, Wash-ington, D.C.; George Washington Univ., Wash-ington, DC. Schonl of Education and HumanDevelopment.


Report No.-1SBN-1-878380-00-1Pub Date-90ContractR188062014Note-- 138p.Available fromASHE/ERIC Higher Education

Reports, The George Washington University,One Dupont Circle, Suite 630, Washington, DC20036-1183 ($17.00).

Pub Type-- Books (010) Reports - Descriptive(141) Information Analysts - ERIC Informa-tion Analysis Products (071)

Document Resumes/IR 35

EDRS Price MFOI /PC06 Plus Postage.DescriptorsAcademic Achievement, Academic

Persistence. Disabilities, Disadvantaged Youth.Dropout Prevention, Elementary Secondary Ed-ucation, Higher Education, 'High Risk Students,* Minority Groups, School Holding Power,* School Role, Self Esteem, *Social Bias, StudentFinancial Aid, Teacher Attitudes, Teaching StylesThis report reviews the literature on high-risk stu-

dents at the higher education level in terms of thefollowing questions: are high-risk students and non-traditional students the same? what is the impact ofhigh-risk students on institutions of higher educa-tion? are high-risk students treated differently inelementary and secondary schools? do instructionalstyles vary in classrooms depending on students'racial and socioeconomic status? and do teachers'negative attitudes adversely affect socioeconomicstatus? and do teachers' negative attitudes adverselyaffect students' self-esteem and performance?Among conclusions are the following: high risk stu-dents are minorities, the academically disadvan-taged, the disabled, and those of lowsocio-economic status; high-risk students affect in-stitutions in such ways as declining enrollments andincreased average cost per student; discriminationbased on class, race, and gender affect educationalquality in the elementary secondary program; mi-nority and poor children tend to be taught more byrote and less by questioning and teachers' negativeattitudes may result in prejudgment or avoidance ofculturally different students. High-risk studentsneed to develop skills and competencies associatedwith success in college. School administrators,teachers, and counselors should facilitate persis-tence and program completion. Institutions ofhigher education must guarantee financial assist-ance for the duration of the student's degree pro-gram. Businesses and community-basedorganizations can form partnerships with educa-tional institutions to reduce risk. Includes approxi-mately 240 references. (DB)

IRED 310 780 IR 052 853Vaughn. B. I Eisenberg Michael B.Access Points to ERIC: An Update. ERIC Digest.ERIC Clearinghouse on Information Resources,

Syracuse, N.Y.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-1R-88-10-11-12Pub DateDec 88ContractR188062008Note-7p.Available fromERIC Clearinghouse on Informa-

tion Resources, 030 Huntington Hall, SyracuseUniversity, Syracuse, NY 13244-2340 (free whilesupply lasts).

Pub Type Reference Materials - Directories/Cat-alogs (132) Reports - Descriptive (141) In-formation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAccess to Information, Clearing-

houses, Databases, Indexes, Information Sys-tems, Online Systems, Optical Data Disks,Reference Services

IdentffiersERIC, ERIC DigestsThis digest describes the traditional, new, and

emerging points of access to the ERIC system: (1)traditional print access; (2) online access throughcommercial vendors; (3) CD-ROM; and (4) ERICDigests Online. Also described are services offeredby the ERIC Clearinghouse on Information Re-sources (ERIC/1R) that provide access to the sys-tem-ERIC MICROsearch, the ER1C/IR ElectronicBulletin Board, and local mainframe access at Syra-cuse University using the PRISM interface. A list ofsources and prices for ERIC publictzions, a direc-tory of vendors, a comparison of CD-ROM systems,a sample PRISM search, and a directory of onlineaccess services are included. (MES)

d 1111111

36 Document Resumes/IR

ED 314 099 IR 053 067Eisenberg Michael B. And OthersTrends and Issues in Library and Information

Science, 1988.ERIC Clearinghouse on Information Resources.

Syracuse, N.Y.Spons AgencyOffice of Educational Rescarch

and Improvement (ED), Washington, DC.Report No.-112-81; ISBN-0-937597-24-4Pub DateDec 88Con tractR188062008Note-44p.; For a companion study on educational

technology. see ED 308 859.Available fromInformation Resources Publica-

tions, 030 Huntington Hall, Syracuse University.Syracuse. NY 13244-2340 (1R-81: $4.00 plus$1.50 shipping and handling).


EDRS Price MFOI/PCO2 Plus Postage.Descriptors*Content Analysis, Elementary Sec-

ondary Education, Futures (of Society), HigherEducation, Information Science, Learning Re-sources Centers, *Library Administration, *Li-brary Education, °Library Research, LibraryRole, °Library Services, °Technological Ad-vancement, Trend AnalysisThis synthesis paper provides a state-of-the-art

analysis of the field of library and information sci-ence based on the results of a content analysis of itsliterature, including selected journals, conferenceproceedings, dissertations, and ERIC input. The 18trends and issues identified by the analysis includedevelopments in technology, management, services.professional education, and research and theory.The following trends are discussed: (I) CD-ROM'semergence as a major technology; (2) the effects oftechnology on the work done by library and infor-mation science personnel; (3) the impact of technol-ogy on ways information is presented; (4) theincorporation of planning processes into librarymanagement activities; (5) increased concern aboutthe quality of rollections; (6) new ways to promoteliterature and literacy; (7) the need to incorporatetechnology as a method of bibliographic instruction;(8) libraries attempt to provide quality literatureand services to the widest possible constituency; (9)librarian's professional image and identity; (10) theexpanded roles and respon.sibilities of library andinformation professionals; (11) the need to providelibrary education in specific areas; (12) continuingeducation opportunities; (13) the impact of "Infor-mation Power" on the school library media field;(14) the information professional's recognition ofethical responsibilities; (15) concerns of informationretrieval; (16) new research involving technologicaldevelopments; (17; the application of methods fromrelated fields to the problems of library and informa-tion science; and (18) bfoliometrics. (SD)

ED 315 062 IR 014 279Beanie, Elena D. Preston, Nancy R.Sekcting Microcomputer Courseware. ERIC Di-

gest.ERIC Clearinghouse on Information Resources.


and Improvement (ED). Washington, DC.Report No.ED01R-89-9Pub DateDec 89ContractR188062008Note-4p.Available fromERIC Clearinghouse on Informa-

tion Resources, 030 Hur,tington Hall, SyracuseUniversity, Syracuse, NY 13244-2340 (free whilesupply lasts).


EDRS Price MFOI/PC01 Pins Postage.DescriptorsComputer Assisted Instruction.

'Computer Software Reviews, 'Courseware,'Evaluation Criteria, Instrucional Design

IdentifiersERIC DigestsThe number of educational software packages on

today's market is growing steadily. A large percent-age of them are found to be of poor quality in termsof instructional and/or technical design. Arguingthat a microcomputer in the classroom is only aseffective as the software used with it, the first partof this digest provides an overview of the basic stepsin courseware selection and evaluation that are rec-ommended in the education& literattne: (I) evaluat-ing needs and constraints; (2) identifying softwaretitles and previewing copies; and (3) evaluating thesoftware package. Criteria for evaluating the con-

tent instructional qualities, and technical character-istics of courseware are included in the second part.Finally, a select resource guidc lists orFjournals, guidebooks. indexes, and data ases fromwhich useful information can be obtained. (7 refer-ences) (GL)

ED 315 063 IR 014 280Roblyer, M. D.The Impact of Microcomputer-Based Instruction

on Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ERIC Clearinghouse on Information Resources.Syracuse, N.Y.


Report No.ED0-1R-89-10Pub DateDec 89ContractR188062008Note-4p.Available fromERIC Clearinghouse on Informa-

tion Resources. 030 Huntington Hall, -cuseUniversity, Syracuse, NY 13244-2340 (f. /hilesupply lasts).


EDRS Price MF01/PC01 Plus Postage.DescriptorsAcademic Achievement. *Com-

puter Assisted Instruction. Creativity, Effect Size.Elementary Secondary Education, English (Sec-ond Language), Higher Education. InstructionalEffectiveness, Literature Reviews, Meta Analysis.Problem Solving, *Student Attitudes. Word Pro-cessing, 'Writing Skills

IdentifiersERIC DigestsIn an effort to provide information about the ef-

fect of computer use in schools on student achieve-ment, attitudes, dropout rate, and learning time, areview of instructional computing research ana-lyzed studies done between 1980 and 1987 usingstatistical summary procedures. Reviewers used ameta analysis procedure to calculate effect size asthey focused on the impact of microcomputer use inspecific areas and with specific kinds of students.Thirty-eight published and unpublished studies and44 dissertations were reviewed. While com-puter-based instruction was shown to be potentiallyeffective in most educational applications, com-puter-using educators are advised to keep the fol-lowing in mind: (1) since significant results havebeen found at all grade levels, current data cannotbe used either to increase or decrease use of com-puter applications at any particular grade level; (2)computer uses in all content areas except English asa Second Language (ESL) seem productive, and sci-ence may be an especially promising area; (3) usingcomputer applications seems to significantly im-prove students' attitudes toward school and subjectmatter, but insufficient data exist to indicate thatbetter attitudes have any impact on achievement oron dropout rate; and (4) while most types of skillsprofit from computer applications, word processingand use of Logo to enhance creativity and prob-lem-solving skills are especially promising. (4 refer-ences) (GL)

ED 315 064 IR 014 292Grabowski. Barbara LIntersctire Videodisc: An Emerging Technology

for Educators. ERIC Digest.ERIC Clearinghouse on Information Resources.


and Improvement (ED), Washington. DC.Report No.EDO-1R89-8Pub DateDec 89ContractR188062008

ote 4p.Available fromERIC Clearinghouse on Informa-

tion Resources, 030 Huntington Hall, SyracuseUniversity. Syracuse, NY 13244.2340 (free whilesupply lasts).


EDRS Price MF01/PC01 Plus Postage.Descriptors--Computer Assisted Instruction, In-

formation Retrieval, *Information Storage. In-structional Design, Interaction, InteractiveVideo, 'Learning Processes. 'Videodisks

IdentifiersERIC DigestsInteractive video can be a very complex learning

system, or it can be a simple tool for teachers to useto enhance their instruction. The term has been usedbroadly in the literature and includes three majoraspects: (1) interactive video as storage; (2) interac-tive video as hardware; and (3) interactive video as

4

learning concept. This digest describes each of theseconcepts in detail. The first section discusses theinformation storage and retrieval capacities of bothConstant Angular Velocity (CAV) and ConstantLinear Velocity (CLV) videodisks. A scheme forclassifying interactive video hardware by "levels ofintelligence" (based on a three-level scheme devel-oped by O..: Nebraska Design/Production Group) isoutlined in the second section. Emphasizing learnerinteraction with visuals, the third section focuses onthe advantages of interactive video over other com .puter-based systems for instructional purposes. (10references) (GL)

ED 316 249 IR 053 104Reinhold, FranUse of Local Area Networks in Schools. ERIC

Digest.ERIC Clearinghouse on Information Resources.

Syracuse. N.Y.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington. DC.Report No.EDO-1R-89-11Pub DateDec 89ContractR188062008Note-4p.; Condensed version of an article "Educa-

tors Explore the Lay of LAN," that appeared inElectronic Learning. 8(5). March 1989.

Available fromERIC Clearinghouse on Informa-tion Resources. Syracuse Uni..trsity, 030Huntington Hall, Syracuse. NY 13244-2340 (freewhile supply lasts).


EDRS Price MF(11/Pall Plus Postage.Descriptors'Computer Assisted Instruction,

Computer Software, Elementary Secondary Edu-cation, Futures (of Society). 'Local Area Net-works, Microcomputers. Program Descriptions.Purchasing. °School Districts, Telecommunica-tions

IdentifiersERIC DigestsThe current status and apparent trends of local

area networks (LANs) in school districts are ex-plored in this short report. Results of a 1987-88Quality Education Data survey are cited, indicatingthat 64% of 173 of the largest school districts in thecountry were already networking and 36% intendedto be networking by 1990. The advantages of net-works are briefly summarized, and a description ofhow LANs work is provided. Availability of net-work software in the recent past and at present isdiscussed, as is the response of software publishersto the increased demand for network software. Twocase studies are presented. The first profiles the Is-land Park School District in New York, where threeLAN laboratories are used for: (1) teaching basicskills to kindergarten through third grade pupils; (2)instructing fourth through eighth grade students inskills reinforcement and word processing; and (3)offering creative applications in the library. The sec-ond case study reports on progress made in the28,000-student Plano Texas School District, whosegoal is to have a network that will channel every-thing a student does into one core electronic grade-book by 1992. Eight tips for buying a LAN arelisted, together with six sources to consult for fur-ther information. (SD)

ED 318 464 IR 014 412Barron, Linda And OthersEnhancing Learning in At-Risk Students: Applica-

tions of Video Technology. ERIC Digest.ERIC Clearinghouse on Information Resources.

Syracuse. N.Y.Spons AgencyOffice of Education& Research

and Improvement (ED). Washington, DC.Report No.ED0-1R-89-12Pub DateDec 89Con tractR188062008Note-4p.; Contributors are from Peabody College

of Vanderbilt University, Learning TechnologyCenter, Cognition and Technology Group.

Available fromERIC Clearinghouse on Informa-tion Resources, 030 Huntington Hall. SyracuseUniversity. Syracuse, NY 13244-2340 (free whilesupply lasts).


EDRS Price MFO1/PC01 Plus Postage.DescriptorsComparative Analysis, Grade 5.

'High Risk Students, 'Instructional Effective-ness, Instructional Improvement, IntermediateGrades, Intermode Differences, Language Arts.

eschool Children, Prior Learning. Social Stud-ies, °Videodisks, °Videotape Rccordings

IdentifiersContextualized Learning Environ-ments, ERIC Digests, Story ComprehensionThe use of contextualized learning environments

with learners who are at risk of school failure arisesfrom the recognition that students who are intro-duced to concepts and strategies out of a meaningfulcontext will view them as irrelevant to daily life.Contexts created by teachers using videotape andrandom access videodisc technologies have threeadvantages: (I) they provide rich sources of infor-mation with opportunities to notice various images,features, issues, and problems; (2) they enable stu-dents to perceive dynamic moving events; and (3)they allow students to develop skills of pattern rec-ognition related to visual and auditory cues. An-chored instruction projects at Vanderbilt's LearningTechnology Center have examined the effectivenessof shared contextualized learning environments inpromoting learning. One study showed that a groupof preschool children who viewed a videodisc of astory learned much more than a group who heardthe same story read aloud. A second project foundthat fifth grade students who received instruction inthe language arts and social studies within the con-text of a movie were much more likely to use thenew vocabulary, writing skills, and historical infor-mation that was presented than students who re-ceived the same instruction without thc videoanchor. Data from such projects offer an opportu-nity to merge recent knowledge about cognition,instruction, and culture with video techaology todevelop instructional systems that can make signifi-cant improvements in the way the teaching andlearning process for at-risk students is carried out inthe schools. (9 references) (BBM)

ED 318 471 IR 014 454McLaughlin, PamelaComputer-Based Education. The Best of ERIC,

1988,ERIC Clearinghouse on Information Resources,


and Improvement (ED), Washington, DC.Report No.-1SBN-0-937597-25-2Pub DateDec 89ContractR188062008NoteI03p.; For thc 1986 and 1987 editions. see

ED 295 675 and IR 014 505.Available fromInformation Resources Publica-

tions, 030 Huntington Hall. Syracuse University,Syracuse, NY 13244-2340 (IR-84, S10.00 plusSI.50 postage and handling).


EDRS Price MFOI/PC1115 Plus Postage,DescriptorsAdult Education, Annotated Bibliog-

raphies, Artificial Intelligence, 'Computer As-sisted Instruction, Computer Assisted Testing,'Computer Literacy, Computers, "ComputerSoftware, Computer Software Evaluation, Copy-rights, Counseling Services, Disabilities, Elemen-tary Secondary Education, 'Equal Education,Ethics. 'Interactive Video, Media Research, Mi-crocomputers, Preschool EducationThis annotated bibliography provides an overview

of literature entered into the ERIC database in 1988on computer use in elementary and secondary edu-cation, adult education, and special education. Thefirst of four sections provides a list of overview doc-uments on: computer-assisted instruction. Focusingon special applications, the second section lists doc-uments on artificial intelligence, computer equity,computer ethics, computer literacy, copyright,counseling and guidance, interactive video, man-agement and administration, research, softwareevaluation, and tests and testing. References to doc-uments for various subject applications are listed inthe third section under the headings of: English asa Second Language and Foreign Languages, Key-boarding. Logo Programming Language, Mathe-matics, Programming, Reading, Science, SocialStudies, Vocational Education, and Writing. Thefourth section contains references to documents onspecial populations, under the following headings:adult education, disabled learners, learning dis-abled, and preschool education. Each entry includesthe title and author of the document, information onprice and availability, the publication type, majorERIC descriptors, and an abstract. An alphabeticalindex of authors is provided. A copy of an ERICdigest, "The Impact of Microcomputer-Based In-struction on Teaching and Learning: A Review ofRecent Research." by M. D. Roblyer, is appended.Instiuctions are included for ordering ERIC docu-ments. (GL)

ED 318 474 IR 014 505McLaughlin. PamelaComputer-Based Eduattion. The Best of ERIC,

1987,ERIC Clearinghouse on Information Resources,


and Improvemem (ED), Washington, DC.Report No.ISBN-0-937597-22-8Pub DateDec 88,...ontractR188062008Note-125p.; For 1986 and 1988 editions, sec ED

295 675 and IR 014 454.Available fromInformation Resources Publica-

tions, 030 Huntington Hall, Syracuse University.Syracuse, NY 13244-2340 (1R-79, 510.00 plusSI.50 shipping and handling).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071) Reference Mate-rials - Bibliographies (131)

EDRS Price MF01/PC05 Phu Postage.DescriptorsAdult Education, Annotated Bibliog-

raphies, 'Computer Assisted Instruction, Com-puter Assisted Testing. 'Computer Literacy.Computers, Computer Simulation, 'ComputerSoftware. Computer Software Evaluation, Copy-rights, Counseling Services, Disabilities, Elemen-tary Secondary Education, Interactive Video,Media Research. 'Microcomputers, PreschoolEducationThe seventh in a series and the third annual up-

date, this annotated bibliography provides an over-vic-v of the literature entered in the ERIC databasein 19157 on computer use in elementary and second-ary education, adult education, and special educa-tion. The first of four sections provides a list ofoverview documents on computer assisted instruc-tion Focusing on special applications, the secondsection lists documents on computer literacy, copy-right, counseling and guidance, interactive video,management and administration, research, simula-tion, software evaluation, and tests and testing. Ref-erences to documents for various subjectapplications are listed in the third section under theheadings of Agricultural Education, Business Edu-cation, English as a Second Language and ForeignLanguages, Language Arts, Logo ProgrammingLanguage, Mathematics, Reading, Science, SocialStudies, Vocational Education, and Writing. Thefourth section contains references to documents onspecial populations, i.e., adult education, disabledlearners, distance education, minority groups, andpreschool educatior.. Each entry includes the titleand author of the document, information on its priceand availability, the publication type, major ERICdescriptors and an abstract. An alphabetical indexof authors and instructions for ordering ERIC docu-ments are included. (BBM)

ED 319 414 IR 053 166Preston, Nancy R., Comp.Library and Information Services for Democrscy.

A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services, ERIC/1RMini-Bib.

ERIC Clearinghouse on Information Resources,Syracuse, N.Y.


Pub DateMar 90ContractR188062008Note-4p.Available fromERIC Clearinghouse on Informa-

tion Resources, 030 Huntington Hall, SyracuseUniversity. Syracuse, NY 13244-2340 (free whilesupply lasts; please include stamped. self-ad-dressed envelope).

Pub Tyye Information Analyses - ERIC Inforrna-tion Analysis Products (071) Reference Mate-rials - Bibliographies ( I 31)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAccess to Information, Annotated

Bibliographies, 'Democracy, 'Freedom of Infor-mation. Information Needs, 'Information Ser-vices. Library Role, "Library Services

IdentifiersInformation Policy, Information Soci-veticesy, White House Conference Library Info Ser-

Documents and journal articles featured in thisnine-Item annotated bibliography concern informa-tion as a critical resource in a democratic societyand the role of the library and information servicesin ensuring access to information, especially that

4 7

Document Resumes/IR 37

which is government produced. Citations were se-lected through a computer search of the Educa-tional Resources Information Center (ERIC)database. (GL)

ED 320 569 IR 014 504Preston, Nancy R.. Ed.Trends and Issues in Educational Technology:

1989. ERIC Digest,ERIC Clearinghouse on Information Resources,


and Improvement (ED), Washington, DC.Report No.EDO-IR-90-1Pub DateMay 90ContractRI88062008Note---tp.; This digest is based on "Trends and Is-

sues in Educational Technology 1989." by Don-ald Ely.

Available fromERIC Clearinghouse on Informa-tion Resources, 030 Huntington Hall. SyracuseUniversity, Syracuse, NY 13244-2340 (free whilesupply lasts; please include self,addressedstamped envelope).

Pub Type Reports - Research (143) Informa-tion Analyses - ERIC Information Analysis Prod-

EDRS Price - MFOI/PCO1 Pins Postage.ucts (071)

DescriptorsComputer Assisted Instruction.Content Analysis. Distance Education. 'Educa-tional Technology, Elementary Secondary Edu-cation. 'Evaluation, Higher Education,Instructional Design, 'Instructional Develop-ment. Interactive Video, 'Professional Education.Research and Development. Training, TrendAnalysis

IdentifiersERIC DigestsA content analysis was performed to determine

the trends and issues in educational technology forthe period from October I, 1988, through Septem-ber 30, 1989. Sources for the analysis included fourleading professional journals in educational technol-ogy, papers given at annual conventions of threepiofessional associations, dissertations from fiveuniversities that have a high level of doctoral pro-ductivity, and the educational technology docu-ments that ha:re been entered in the ERIC database.The analysis was complemented by the examinationof supplementary documents to determine the polit-ical, social, and economic reasons for the findings.This digest features the top trends and selected is-sues identified in the study. Trends reflect: (1) aconcern for the design and development of instruc-tional products and procedures; (2) an increasinglyimportant role for evaluation in the instructionaldevelopment process; (3) an increasing use of re-search and development to solve current teachingand learning problems; (4) the presence of comput-ers in almost all public schools in the United States;(5) the wide acceptance of interactive video as aresearch and development product but not inschools and higher education; (6) the establishmentof distance education as a major vehicle of instruc-tion at all levels of education and training; (7) apreoccupation among practitioners with profes-sional education in the field; and (8) a concern forthe impact of technology on society at large. (13references) (GL)

ED 320 572 IR 053 167Preston, Nancy Comp.Library and Information Services for Literacy. A

Select ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services, ERIC/IR Mini-Bib.

ERIC Clearinghouse on Information Resources,Syracuse, N.Y.


Pub DateMar 90ANvnateilablep

.from--ERIC Clearinghouse on Informa-tion Resources, 030 Huntington Hall. SyracuseUniversity, Syracuse. NY 13244-2340 (free whilesupply lasts; please include a self-addressedstamped envelope).


EDRS Price MFOI /Pall Plus Postage.Descriptors--Adolescents, Adult Literacy. Ann's.

tilted Bibliographies. 'Illiteracy, 'InformationServices, 'Library Role, 'Library Services, Lit-eracy Education. Reading Attitudes

Identifiers --Information SocietyDocuments and journal articles featured in this

38 Document Resumes/IR

nine-item annotated bibliography concern the roleof library and information services in developingand expanding literacy at all levels in an increas-ingly information-oriented society. Citations wereselected through a computer search of the Educa-tional Resources Information Center (ERIC) data-base. (GL)

ED 320 573 IR 053 168Preston. Nancy R., Comp.Library and Information Services for Productivity.

A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ERIC Clearinghouse on Information Resources.Syracuse. N.Y.


Pub DateMar 90Note-4p.Availabie fromERIC Clearinghouse on Informa-

tion Resources, 030 Huntington Hall, SyracuseUniversity. Syracuse. NY 13244-2340 (free whilesupply lasts: please include self-addressedstamped envelope).


EDRS Price MF01/PC01 Plus Postage.DescriptorsAnnotated Bibliographies. Eco-

nomic Development. information Needs. in-formation Services. *Library Role. *LibraryServices, *Quality of Life

IdentifiersProductivity ImprovementDocuments and journal articles featured in this

nine-item annotated bibliography concern the roleof the library and information services, in both pub-lic and private settings, in promoting the competi-tiveness and economic well-being of businesses.regions, and the nation. Citations were selectedthrough a computer search of the Educational Re-sources Information Center (ERIC) database. (GL)

ED 320 608 IR 053 213Preston. Nancy R., Comp.The 1979 and 1991 White House Conferences on

Library and Infonnation Services. Bibliography.ERIC Clearinghouse on Information Resources,


and Improvement (ED). Washington, DC.Pub DateApr 90ContractRI88062008Note-7p.Availabie fromERIC Clearinghouse on Informa-

tion Resources, 030 Huntington Hall, SyracuseUniversity. Syracuse, NY 13244-2340 (free whilesupply lasts).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAnnotated Bibliographies, Federal

Programs, Government Role. informationNeeds. *Information Services, *International Co-operation, Library Services. *Lifelong Learning,°Literacy. Professional OccupationsThe 15 citations in this bibliography were selected

through a computer search of the Educational Re-sources Information Center (ERIC) database. Doc-uments and journal articles featured here pertain tothe first and second White House Conferences onLibrary and Information Services (the second cnn-ference was originally proposed for 1989). The :.n-notated citations are presented in roughlysequential order under three subheadings: (1) Forthe 1979 Conference (including citations related tolibrary and information services for personal needs.lifelong learning, organizations and the professions.effectively governing society, and international un-derstanding): (2) Following the 1979 Conference(including citations reporting on the progress madetoward implementation of 55 of the 64 resolutionsadapted at lie 1979 conference); and (3) For the1991 Conference (including citations which explorelibrary and information services for productivity,literacy, and democracy). (GL)

ED 320 611 IR 053 228Preston, Nancy R., Comp.Automating the School Library Media Center. A

Select ERIC Bibliography. MiniSib.ERIC Clearinghouse on Information Resources,


and Improvement (ED). Washington. DC.Pub DateMay 90ContractR188062008Note-4p.Available fromERIC Clearinghouse on Informa-

tion Resources, 030 Huntington Hall, SyracuseUniversity, Syracuse. NY 13244-2340 (free whilesupply lasts).

Pub Type-- Information Analyses - ERIC Inform-tion Analysis Products (071) Reference Mate-rials - Bibliographies (131)

EDRS Prke MFOI/PC01 Plus Postage.DescriptorsAnnotated Bibliographies. *Biblio-

graphic Databases, Bibliographic Utilities. Ele-mentary Secondary Education. IntegratedLibrary Systems. *Learning Resources Centers.*Library Automation. *Machine Readable Cata-loging, *Online Catalogs

IdentifiersRetrospective Conversion (LibraryCatalogs)This 13-item annotated bibliography was coin-

piled through a search of the Educational ResourcesInformation Center (ERIC) databue using the fol-lowing descriptors: Library Automation, Bibho-graphic Databases. Bibliographic Utilities. OnlineCatalogs, Machine Readable Cataloging, and Inte-grated Library Systems. Among the issues ad-dressed are the impact of CD-ROM technology onthe school library media center. planning for libraryautomation. management of library automation, ret-rospective conversion, and expanding the onhnecatalog. (GL)

ED 321 767 IR 014 678Zugner. Lua Crooks, Ed.Learning Technology Resource Guide.ERIC Clearinghouse on Information Resources,


and Improvement (ED), Washington. DC.Report No.ISBN-0-937597-28-7Pub Date-89ContractRI88062008Note-69p.Available fromInformation Resources Publica-

tions, 030 Huntington Hall, Syracuse University,Syracuse, NY 13244-2340 (IR-87. 56.00 plus51 50 shipping and handling).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reference Mate-rials - Directories/Catalogs (132)

EDRS Price MFOI/PC03 Plus Postage.Descriptors--Clearinghouses, Computer Software,

Educational Improvement, *Educational Re-sources, *Educational Technology, EducationalTelevision, Elementary Secondary Education,Higher Education, information Sources, MediaResearch. Private Agencies, Programing (Broad-cut). i'ublic Agencies. Publications, RegionalLaboratories. Research and Development Cen-ters. °Resource Materials, State Departments ofEducation, Technical Assistance

IdentifiersERIC. Office of Educational Researchand ImprovementThis guide to electronic technologies resource or-

ganiutions offers a broad range of informationabout selected projects, centers, institutions, clear-inghouse activities. courseware, software. uniqueproducts and services, consortiums, panels, forums,commissioned reports, and other available re-sources. Three major sections make up the guide:(I) Technology Resource Organizations-these pro-vide an alphabetical listing of selected public andpnvate organizations based nationally. statewide,and regionally; (2) State Departments of Educa-tion-which provide an alphabetical listing of stateand U.S. territory departments of education includ-ing names, telephone numbers, addresses, andcontact persons, as well as activity/product/servicedescriptions: and (3) an Index-listing organizationsand contact persons. The guide is intended primpily for use by federal, state. local, and private educa-tion officials in obtaining information on electronictechnologies to be utilized in the improvement oflearning and instruction. (DB)

4 6

ED 321 773 IR 053 285McQueen. JudyCreating and Maintaining the Bibliographic Data-

base for Library Automation. ERIC Digest.ERIC Clearinghouse on Information Resources.


and Improvement (ED). Washington. DC.Report No.ED0-1R-90-2Pub DateJul 90ContractRI88062008Note-4p.Pub Type Guides - General (050) Information

Analyses - ERIC Information Analysis Products

EDIR7S1)Price - MFOI/PC01 Plus Postage.Descriptors--Bibliographie Databases. Library

Automation. *Library Catalogs. *Machine Read-able Cataloging

IdentifiersER1C Digests. MARCThis digest highlights bibliographic file creation

and maintenance practices that affect a library'sability to use various automated system capabilitiesfor current and future applications. The first sectioncovers database creation options, cataloging re-source file forms, and record creation and editing.The importance of adherence to MARC formattingand a consistent format are stressed in the next twosections. Correcting a defective database is ad-dressed in the fourth section. The fifth section listsguidelines for a healthy bibliographic file: (1) followthe established national standard for recording andformatting bibliographic data (MARC format): (2)include and maintain all relevant data elements inthe records: (3) consider future system require-ments and capabilities: (4) pay attention to codeddata elements and standard numbers in record cre-ation and editing; (5) select an automated librarysystem with the ability to output records in MARCformat; and (6) document changes in database cre-ation practices, procedures. and policies. (5 refer-ences) (MES)

IED 321 774 R 053 305Weller, Carolyn R.. Ed. Brandhorst, Ted. Ed.ERIC Clearinghouse Publications, 1989. An Anna

tated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, JanuaryDecember 1989.

ERIC Processing and Reference Facility. Rockville,MD.


Pub DateJul 90ContractRI8900200 INote-89p.; For the 1988 bibliography. see ED 308

881.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reference Mate-rials - Bibliographies (131)

EDRS Price - MFOI/PC04 Plus Postage.DescriptorsAbstracts, Annotated Bibliographies,

*Clearinghouses. *Education, Educational Re-search. Federal Programs, Literature Reviews,*Publications. °Resource Materials. *State of theArt Reviews

Identifiers*Educational Information. *ERICThis annotated bibliography provides citations.

abstracts, and indexes for the 256 publications pro-duced by the 16 Educational Resources InformationCenter (ERIC) Clearinghouses in 1989. These pub-lications consist of digests, bibliographies, state ofthe art reviews, and information syntheses of vari-ous types. An introduction describes the ERIC sys-tem, clearinghouse publications, the organization ofthis bibliography, and the availability of clearing-house publications. A statistical summary by year(1968-1989) shows the number of publications in-cluded for each clearinghouse in the series of whichthis bibliography is the most recent. Document re-sumes are provided from the following clearing-houses: (1) Adult, Career. and VocationalEducation: (2) Counseling and Personnel Services;(3) Reading and Communication Skills: (4) Educa-tional Management; (5) Handicapped and GiftedChildren; (6) Languages and Linguistics: (7) HigherEducation: (8) Information Resources; (9) JuniorColleges: (10) Elementary and Early Childhood Ed-ucation: (11) Rural Education and Small Schools;(12) Science. Mathematics. and Environmental Ed-ucation: (13) Social Studies/Social Science Educa-tion; (14) Teacher Education; (15) Tests.Measurement, and Evaluation; and (16) Urban Edu-cation. Indexes by subject. author, and institutionare provided. A directory of ERIC system compo.

nents with addresses, telephone numbers, and briefdescriptions of the clearinghouse scope areas is alsoprovided. A form for ordering microfiche or papercopy of ERIC Clearinghouse publications from theERIC Document Reproduction Service is attached.(MES)

ED 321 775 IR 053 316Burke. Michael A.Distance Education and the Changing Role of the

Library Media Specialist.ERIC Clearinghouse on Information Resources,


and Improvement (ED), Washington. DC.Report No.-1SBN-0-937597-27-9Pub Date-89ContractR188062008Note-96p.Available fromInformation Resources Publica-

tions, 030 Huntington Hall, Syracuse University.Syracuse, NY 13244-2340 (1R-85, $6.00 plus$1.50 for shipping and handling).

Pub Type Information Analyses - ERIC Informs.tion Analysis Products (071) Reports - De-scriptive (141) Books (010)

EDRS Price - MFOI/PC04 Plus Postage.Descriptors*Distance Education. °Educational

Technology, Elementary Secondary Education,Futures (of Society). Learning Resources Cen-ters, *Library Role. Media Specialists, SchoolLibraries

IdentifiersWisconsinThis monograph looks at the need for distance

education technology as a result of demographicand socioeconomic changes and examines the roleof the school library media program in facilitatingthe changes in education resulting from the utiliza-tion of distance education technology. The first sec-tion presents the mission of the school library mediaprogram as envisioned in guidelines for library me .dia specialists published by two national profes.sional organizations in 1988; discusses fourchallenges inherent in that mission; and gives exam-ples of current responses to these challenges. Sec-tion 2 deals with changes in demographics that theeducational system needs to address as the year2000 is approached, and the third section providesa synopsis of the use of distance education technol-ogy and how it is being used to address the changingneeds of students and staff. Section 4 reviews howschool districts in northeastern Wisconsin are usingdistance education technology to enhance learningopportunities for students and the community andto expand opportunities for stafT development, staffcommunication, and resource sharing. Sections 5and 6 deal with the role of the library media special-ist in integrating distance education programminginto elementary and secondary education. A map ofinstructional television sites in Wisconsin and a Sat.ellite Educational Resources Consortium fact sheetare appended. (93 references) (MES)

JCED 309 828 JC 890 404Cohen, Arthur Al. Brower. Florence B.The American Community College. Second Edi-

tion. The Jossey-Bass Higher Education Series.ERIC Clearinghouse for Junior Colleges, Los An-

geles, Calif.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Report No.ISBN-1-55542-178.4Pub Date 89ContractR1.88.062002Note-485p.; For the first edition, see ED 213 469.Available from--Jossey-Bass Inc.. Publishers, 350

Sansome St., San Francisco. CA 94104 ($25.95)Pub Type Books (010) Reports - Descriptive


EDRS Price - MF02/PC20 Plus Postage.DescriptorsAdult Education, *College Adminis-

tration, *College Curriculum, *College Faculty.College Instruction, *College Role, °CommunityColleges, Compensatory Education, EducationalFinance, Educational History, Educational Ob.jectives. Futures (of Society), General EducationGovernance. Liberal Arts, Student Personnel Ser.vices. Teaching Methods, Two Year Colleges,*Two Year College Students, Vocational Educa.non

This monograph provides a comprehensive over-view of community college education in the UnitedStates, emphasizing trends affect g two-year col-leges within the past decade, Chapter I identifiesthe social forces that contributed to the develop-ment and expansion of community colleges and thecontimling changes in institutional purposes. Chap-ter 2 ..xamines the shifting patterns of student char-acteristics and goals, the reasons for thepredominance of part-time attendance, participa-tion and achievement among minority students, at-trition issues, and recent moves toward studentassessment. Chapter 3 draws on national data toillustrate the differences between full- and part-timefaculty and discusses issues reiated to tenure, salary,workload, faculty evaluation, moonlighting, burn-out, and job satisfaction. Chapter 4 reviews thecoanges that have taken place in college manage-ment as a result of changes in institutional size. theadvent of collective bargaining, reductions in avail-able funds. and changes in governance and control.Chapter 5 describes various funding patterns andtheir relationship to organizational shifts. Chapter 6discusses the rise of learning resource centers andthe maintenance of stability in instructional forms inspite of the introduction of a host of reproducibleinstructional media. Chapter 7 considers studentpersonnel functions, inchicling counseling, guid-ance. recruitment, retention, orientation, and extra-curricular aaivities. Chapter 8 traces the rise ofoccupational education, as it has moved from a pe-ripheral to a central position in the curriculum.Chapter 9 focuses on remedial and developmentalprograms and addresses the controversies surround-ing student assessment and placement. Chapter 10deals with adult and continuing education, lifelonglearning, and community services. Chapters I I and12 examine curricular trends in the liberal arts andgeneral education, highlighting problems and pro-posing solutions. Chapter 13 addresses the philo-sophical and practical questions that have beenraised about the transfer function and the commu-nity college% role in enhancing student progresstoward higher degrees. Finally, chapter 14 offersprojections based on current trends in student andfaculty demographics, college organization, curricu-lum, instruction, and student services. (JMC)

ED 310 829 JC 890 437Deegan. William L. Ed. O'Banion, Terry, Ed.Perspectives on Student Development. New Direc-

tions for Community Colleges, Number 67.ERIC Clearinghouse for Junior Colleges, Los An-


and Improvement (ED), Washington, DC.Report No.ISBN.I-55542-842-8Pub Date-89ContractR1-88-062002Note-1:3p.Available fromJossey-Bass Inc.. Publishers, 350

Sansome Street, San Francisco, CA 94104($14.95).

Journal CitNew Directions for Community Col-leges; v17 n3 Fall 1989

Pub Type Collected Works - Serials (022) Re-ports - Descriptive (141) Information Analyses- ERIC Information Analysis Products (071)

EDRS Price - MFOI/PCOS Plus Postage,DescriptorsAdministrator Responsibility, Ad-

ministrator Role, Community Colleges. Educa.tional History, *Educational Trends, InstitutionalMission, *Student Development, *Student Per-sonnel Services, Two Year CollegesThis collection of articles examines the history of

student development practices, reviews key issue!'that have emerged in the field, and proposes pathsof action for the future. The volume includes: (I)"Student Development Philosophy: A Perspectiveon the Past and Future." by Terry O'Banion, whichreviews the history of student development; (2)"Student Development from Theory to Practice,"by Charles R. Dassance and Gary HIM, which of-fers a series of strategies for implementing changesin student services; (3) "Changing Internal Condi-tions: Impact on Student Development," by Don G.Creamer. examining the effects of changing condi-tions in community colleges ori programs and ser-vices; (4) "Student Development and CollegeServices: A Focus on Consumers," by Erne4 R.Leach, which predicts that the model of stu-dent-as.consumer will serve as the focus for fut.:,estudent services; (5) "A Framework for Student De.elopment Practices: A Statement of the League for

Innovation in the Community College," by DonaldS. Doucette and Linda L. Dayton, providing a com-

4 9

Document Resumes/JC 39

prehensive list of criteria for developing and evalu-ating successful programs; (6) "Telling the Truth,Warming the Heart: The Future of Student Devel-opment in the Community College," by Ruth G.Shaw, which argues for maintaining the communitycollege mission of attending to tne individual stu-dent's needs; (7) "Future Direction for Student Ser-vices: A View from the Top," by Robert H.McCabe, which argues that community collegesshould become more student-centered; and (8)-Trends and Issues in Student Development," byJennifer Curry and Brian Young. which provides aliterature review of current trends in the practiceand development of student personnel services.(JMC)

ED 310 832 JC 890 441Cohen. Arthur M.Commitment to Transfer. ERIC Digest,ERIC Clearinghouse for Junior Colleges. Los An-


and Improvement (ED). Washington, DC.Report No.EDO.JC.89.02Pub DateAug 89ContractRI-880-62002Note-4p.Pub Type Opinion Papers (120) Information

Analyses ERIC Information Analysis Products(071)

EDRS Price - MFOI /Pall Plus Postage.Descriptors--Academic Standards, Articulation

(Education), College Transfer Students, Com-munity Colleges. *Curriculum Problems, HigherEducation. Intercollegiate Cooperation, PartTime Students, Statewide Planning, *TransferPolicy, *Transfer Programs. Two Year CollegesThe proportion of community college students

transferring to a four-year institution dropped con-siderably during the 1970's and early 1980's, a situa-tion leading to accusations that the colleges do notprepare their students sufficiently well for transfer.However, several other factors have an influence ontransfer rates. The fact that most community collegestudents attend on a part-time basis accounts forsome of the difference in rates of bachelor's degreeattainment between community college andfour-year college matriculants. The mere fact thatcommunity.college students must transfer from oneinstitution to another may also account for some ofthe shortfall. The transfer function is further weak-ened by institutional policies that support the ideaof the college as a passive resource available to allwho would drop in at any time during their life-times. These policies result in 85% of the matricu-lants not obtaining a degree, a lateral curriculum inwhich prerequisites to courses are not enforced, anda system in which student progress towards comple-tion is not monitored. In efforts to increase transferrates, colleges have begun to monitot studentprogress, provide information and hold meetings ontransfer opportunities, enforce course prerequisites,and offer remedial courses to bring a sizable popula-tion up to a basic standard of literacy. Statewideefforts can be seen in California, which set aside $3million for transfer centers in 20 colleges; New Jer-sey, which awarded special funds to its colleges torecruit transfer oriented minority students; and Col-orado and Michigan, which mandated articulationplans between community colleges and public uni-versities. While these efforts will eventually havesome effect, major changes in philosophy and policymust be made if the number of students who transferto a four. year university is to increase substantially.Statewide policies should be established to: (1) guar-antee transfer students acceptance at a universitywithout loss of units; (2) set aside special funds toreward colleges for improved transfer rates; (3) es-tablish a common course numbering system for two-and four-year colleges; and (4) develop a central-ized, accessible nterinstitutional database. Moreimportantly, community college staff membersshould identify potential transfers early on andmonitor their progress until they complete theirstudies and enter toe university. (VVC)

ED 310 833 JC 890 442Quimbira, GraceStudent Tracking Systems in Community Colleges.

ERIC Digest, September 1989.ERIC Clearinghouse for Junior Colleges. Los An-


and Improvement (ED), Washington, DC.Report No EDO-JC-89-03Pub DateSep 89

40 Document Resumes/JC

ContractR1-880-62002Note-5p.Pub Type Opinion Papers (120) Information


EDRS Price MFOI/PC01 Plus Postage.DescriptorsAccountability, Community Col-

leges, °Data Collection, Evaluation Criteria, Fol-lowup Studies, Institutional Administration,*Management information Systems. °Outcomesof Education. Pogram Development, ResearchDesign. Student Placement, Two Year Colleges

IdentifiersStudent Flow, °Student InformationSystemsStudent tracking systems are enabling increasing

numbers of community colleges to respond to exter-nal demands for accountability with tangible mea-surements of student progress and institutionaloutcomes. Several recent trends in marketing, ac-countability, communications with students, and in-ternal competition for resources have promptedinterest in monitoring student progress. Six stages inthe student flow process should be monitored:awareness of the college, first inquiry about thcschool, formal entry. the college experience, com-pletion, and followup. Tracking systems can be de-veloped for any one of these stages, but a number ofdecisions must first be made in order to collect,store, and disseminate the information that the col-lege and its staff need. In addition to decisions aboutthe purposes and organization of the tracking sys-tem. the designers must identify from the data ele-ments routinely collected on each student those thatare relevant to student persistence and outcomes.The American Association of Community and Ju.nior Colleges has developed a student trackingmodel that identifies variables related to studentcharacteristics, progress. and followup. White track-ing systems offer many benefits, the potential forproblems exists with respect to data collection, theinstitution's research capacity, follow-up informa-tion, and effective use of the information. Regard-less of these difficulties. tracking is destined tobecome an integral part of community college man-agement. (JMC)

ED 320 647 JC 900 375Railsback Gar," Colby. AnitaImproving Academic Advising at the Community

College. ERIC Digest.ERIC Clearinghouse for Junior Colleges, Los An-

geles. Calif.Spons Agency.0flke of Educational Research

and Improvement (ED), Washington. DC.Report No.EDO-JC-88-04Pub DateJul 88Contract-400-83-0030Note-6p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAcademic Advising. Community

Colleges, °Counseling Effectiveness, CounselingTheories, *Counselor Role, Counselor Selection.Counselor Training, Faculty Advisers, Models,*Program Improvement, Two Year Colleges

IdentifiersERIC DigestsWhile there is general consensus on the impor-

tance of good academic advising to student successand support for the American College Testing Pro-gram's developmental concept of advising, there isless agreement on the most effective model for de-livery. Research suggests that both faculty-orientedadvising and profession& counselor-oriented sys-tems may have fallen short of their intended pur-poses. Concern for the quality of academic advisingand recognition of the important role it can play inpromoting student retention and success underpincurrent efforts to improve advising. Steps to im-prove academic advising include the following: (1)preparing, reviewing, and revising 7 written plandetailing the goals and functions of academic advis-ing; (2) screening potential advisors and informingthem that they must be willing to do more than helpstudents schedule classes; (3) requiring that stu-dents meet on a regular buis with their advisors: (4)implementing advising programs in which counsel-ors and teachers work together as a team; (5) re-warding the efforts of those involved in academicadvising; (6) training advisors in basic counselingskills and techniques and providing simulation androle-playing activities: (7) using computers in aca-demic advisement: and (8) assessing students andadministrators to determine if the advising system ismeeting its goals. (JMC)

ED 320 648 JC 900 376Banks. Debra L. Colby. AnitaOrganizing Institutional Research in the Commu-

nity College, ERIC Digest.ERIC Clearinghouse for Junior Colleges, Los An-

geles, Calif.Spons AgencyOffice of Educanonal Research

and Improvement (ED). Washington, DC.Report No.EDO-JC-89-04Pub DateDec 89Contract-400-830030Note 4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.DescriptorsAccountability, °Administrative Or-

ganization, College Planning, Community Col-leges. Consortia. °Institutional Research.*Intercollegiate Cooperation, 'Models. SchoolEffectiveness, Self Evaluation (Groups), -atePrograms, Two Year Colleges

IdentifiersERIC DigestsAccountability has been a devebping issue for

community colleges for the past several years. De-mands that two-year colleges provide evidence ofthe achievement of their goals has placed a heavyburden on institutional research offices. A numberof organizational models have been used by commu-nity colleges in carrying out the research function.including on-site operations at the college or districtlevel, collaborative efforts involving a consortium ofcolleges, and state-level coordination of researchprojects. Determining the most effective organiza-tional model for integrating research into collegeoperations depends upon the college's size, organi-zational complexity, available resources, researchexpertise, and commitment to institutional re-scorch. Four exemplary institutional research molels are provided. (JMC)

ED 320 649 JC 900 383Woodroof. Robert H.. Ed.The Viability of the Private Junior College. New

Directions for Community Colleges. Number 69.ERIC Clearinghouse for Junior Colleges, Los An-

geles, Calif.Spons AgencyOffice of Education& Research

and Improvement (ED), Washington. DC.Report No.ISBN-1-55542-822-3Pub Date-90ContractR188062002Note-101p.: Part of the Jossey-Bass Highcr Edu-

cation Series.Available fromJossey-Bass Inc. Pubhshers. 350

Sansome Street. San Francisco, CA 94104(14.95).

Journal CitNew Direction for Community Col-leges: vI8 n I Spr 1990

Pub Type Collected Works - Serials (022) Re-ports - Descriptive (141) Information Analyses

ERIC Information Analysis Products (071)EDRS Price - MFOI/PC05 Plus Postage.DescriptorsAccess to Education, Adjunct Fac-

ulty. °Church Related Colleges. *College Faculty,Computer Assisted Instruction, Declining Enroll-ment, °Educational History, °EducationalTrends, Evaluation Methods. Full Time Faculty.Futures (of Society), Institutional Advancement.Institutional Research. °Private Colleges, PublicRelations. Religious Cultural Groups, Student Re-cruitment, Two Year CollegesA rapid decline in the number of private liberal

arts junior colleges is forcing educators to examinethe status of this special sector of higher education.This monograph focuses on the history and future ofthese colleges in higher education, the marketing ofprivate junior colleges. institutional assessment,church-related colleges, computer instruction in ju-nior colleges, and adjunct and full-time faculty ra.tios. The following articles are included: (1) "AHistory of Resilience." by Robert H. Woodroof: (2)"The Private Junior College in Higher Education'sFuture," by Nelson M. Hoffman, Jr.; (3) "A Profes-sional Approach to Marketing the Private JuniorCollege," by Peter T. Mitchell; (4) "Assessment, theAffordable Way," by John H. Williams; (5) "Ex-panding the Religious Heterogeneity of the StudentBody," by George D. Fields, Jr.; (6) "InstructionalUse of Computers in the Junior College," by Gor-don L. Wells; (7) "The Adjunct/Full-Time FacultyRatio." by Milton L. Smith: and (8) "Doubts aboutthe Future of the Private Liberal Arts Junior Col-lege," by Robert H. Woodroof. (VVC)

4

ED 320 651 JC 900 385Cotanzaeo. James L., Ed. Arnold, Allen D.. Ed.Alternative Funding Sources. New Directions for

Community Colleges, Number 68.ERIC Clearinghouse for Junior Colleges, Los An.

geles. Calif.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.ISBN-1-55542-8436Pub Date-89Contract R188062002Note-128p.; Part of the Jossey-Bass Higher Edu-

cation Series.Available from--Jossey-Bass Inc., Publishers. 350

Sansome Street, San Francisco, CA 94104(14.95).

Journal CitNew Directions for Community Col-leges.. v 17 n4 Wm 1989

Pub Type Collected Works - Serials (022) Re-ports - Descriptive (141) Information Analyses- ERIC Information Analysis Products (071)

EDRS Price MFOI/PC06 Plus Postage.DescriptorsAlumni, Ancillary School Services.

Community Colleges. 'Corporate Support. Eco-nomic Development. °Educational Finance. En-dowment Funds. Financial Needs, Fund Raising.°Philanthropic Foundations. °Private FinancialSupport, Program Descriptions. Program Devel-opment. °School Business Relationship, SchoolCommunity Relationship, School Support. TwoYear CollegesIn an effort to identify and tap new sources of

funds for community colleges. this monograph pres-ents a series of descriptive articles on the most suc-cessful alternative funding ventures. In addition, thesourcebook provides a sense of where and how newventures have aided two-year colleges and hov.other institutions might follow in this pursuit. Thefollowing articles are included: (1) "The Commu-nity College Foundation Today: History. Character-istics, and Assets," by Dan Angel and Dale Gares.and "Reasons for Success." by G. Jeremiah Ryan:(2) "Foundation Restricted Funds, A Special Appli-cation: Miami-Dade's Endowed Teaching Chair."by Horace Jerome Traylor, Stephen G. Katsmas.and Siegfned E. Herrmann: (3) "Alumni: Fnendsand Funds for Your Institution," by Richard J. Pok-rass: (4) "Alternative Education 'Alternative Reve-nue: Contract Training-Public and Private SectorModels." by Raymond Lestina and Beverly A.Curry. and "Media Technology Begets Revenue,"by Jana B. Kooi; (5) "Economic Development, theCommunity College. and Technology Training," bySteve Maradian: (6) "Entrepreneurship in the Com-munity College: Revenue Diversification," by Rich-ard W. Brightman; (7) "A Case for CommercialDevelopment of College Property," by Richard W.McDowell and W. Kenneth Lindner; and (8) "Per-formance Contracting: Profits and Perils." byCharles C. Spence and Jeffrey G. Oliver. Appen-dixes provide a guide to key resources and 2 list ofcompanies that provide matching funds to junior orcommunity colleges. (VVC)

ED 321 791 JC 900 377Hernandez Kathleen RodaneAre New Models of Student Development Needed?

ERIC Digest.ERIC Clearinghouse for Junior Colleges. Los An-

geles. Calif.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington. DC.Report No.EDO-JC89-06Pub DateDec 89ContractR188062002Note-3p.Pub Type-- Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.DescriptorsCollege Role, Community Colleges,

Futures (uf Society). Individual Development, In.stitutional Mission. °Models. 'Student Develop-ment, Student Improvement, *Student PersonnelServices. *Student Personnel Workers. °TheoryPractice Relationship. Two Year Colleges

IdentifiersERIC DigestsAlthough the role of the student development

professional has changed along with the mission ofthe community colleges, the models providing a the-oretical framework for the profession have re-rn&ned relafively unchanged. In 1937. theAmerican Council on Education published a state-ment which declared that student development pro-fessionals were to facilitate the intellectual.personal. social, and moral development of the stu

50 Ottor NUN luAu inir

dent. A number of theoretical models have sinceevolved. In 1972, a Human Development Facilita-tor Model was proposed that presented the studentpersonnel worker as committed to positive humandevelopment and as possessing the skills and exper-tise needed to implement programs for the realiza-tion of human potential. Another model. theMaintenance Model, reduced the student develop.ment function to an unintegrated set of servicesavailable through various offices of the college. In1975. the American College Personnel Associationreleased a position paper which emphasized the in-tentional and systematic use of adult developmenttheories in carrying out as.signed functions, such asskill and attitude development and the integrationof learning experiences. In 1986, the League forInnovation in the Community College reaffirmedthe principles of student development established inprevious years and recommended minimum re-quirements for assuring student success. Challengesexpected to influence the student development pro-fession in the coming decade include the qualityreformation, educational technology, financial con-straints, changes in institutional mission, and enroll-ment management. These challenges will requiredthe development of innovative strategies and prac-tices to address future needs. (JMC)

ED 321 833 JC 900 434Quirnbita. GraceInternationalizing the Community College: Exam

ples of Success. ERIC Digest.ERIC Clearinghouse for Junior Colleges. Los An-

geles. Cahf.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO.JC-89-08Pub DateDec 89ContractRI88062002Note-4 p.Pub Type Opinion Papers (120) Information

Analyses - ERIC Information Analysis Products(071)

EDRS Price - MFOI/PCOI Plus Postage.DescriptorsCommunity Colleges, 'Cross Cul-

tural Studies, *Cultural Awareness. CurriculumDevelopment, 'Foreign Students. Global Ap-proach, International C.00peration, InternationalEducational Exchange, International Programs.S:cond Language Instruction, Study Abroad,Two Year Colleges

IdentifiersERIC DigestsWith the growing technological, economic and

political interdependence between nations, theword "community" has come to have internationalimplications. In order to alleviate American igno.ranee about other nations and global issues, commu-nity colleges must institutionalize internationalperspectives into their curricula. More than 50% ofall foreign undergraduate students are enrolled atcommunity colleges. and these students are an un-tapped resource for promoting cultural awarenesson campus and in the surrounding community.Rockland Community College (RCC) and BrevardCommunity College encourage foreign students tooffer tutoring in their native languages and adviceon travel to their homelands. Community collegecurricula can be internationalized through specifi-cally designed courses or through the incorporationof lectures or assignments on global themes intoexisting courses. The nursing department at RCC,for example, has added a cross-cultural perspectiveto its curriculum by exposing students to local immi.grant populations and the hcalth issues affectingthem. Some colleges bring an international flavorinto their curricula through foreign languagecourses or study abroad programs. Work-studyabroad programs offer career-oriented students achance to gain employment experience and contactswhile exploring another country. Another impor-tant aspect of an international curriculum is broad .ening the outlook of faculty and staff. This can beaccomplished through travel study programs, fac.ulty exchanges. and college consortia. The soundestadvice for colleges attempting to internationalizetheir curricula is to relate new international ven-tures to the existing resources, programs, and mis-sion of the college. (1MC)

ED 321 834 JC 900 435Heaney. BarbaraThe Assessment of Educational Outcomes. ERIC

Digest.ERIC Clearinghouse for Junior Colleges. Los An-


and Improvement (ED), Washington, DC.Report No.EDO-JC-90-01Pub DateJul 90ContractRI88062002Note-4p.Pub Type Opinion Papers (120) Information

Analyses - ERIC Information Analysis Products(071)

EDRS Price MPOI/PC01 Plus Postage.DescriptorsAccountability. College Outcomes

Assessment, College Planning, Community Col-leges, Educational Trends, Evaluation Criteria.Evaluation Problems, *Evaluation Research.Graduate Surveys, Institutional Evaluation, Leg-islators. Models, *Outcomes of Education, TwoYear Colleges

IdentifiersERIC DigestsWith the growing demand for accountability by

legislators, outcomes assessment has become amuch higher institutional priority for communitycolleges. According to a recent survey. two-thirds ofthe states have implemented formal assessmentinitiatives, compared to a very few states only 1 yearearlier. Institutions, however, must be careful thatassessment is not used only to ensure accountabil-ity. but also to enhance institutional quality. Effec-tive and meaningful assessment evolves within acollaborative framework in which both legitimatelegislative needs and the integrity of institutionalautonomy are respected equally. Follow-up studiesand job placement surveys are often adequate forinstitutional needs but do not sufficiently fulfill staterequirements. Some colleges have therefore imple-mented comprehensive assessment programs whichattempt to evaluate mality at all levels, over time.through systematic reviews of academic programsand services and longitudinal studies of educationaltrends. One model idenfifies six areas of concernfaced by all colleges: access and equity; employmentpreparation and placement; college/universitytransfer; economic development; college/commu-nity partnerships; and cultural and cross.culturalde-velopment. In 1988, a national study of outcomesmeasures investigated the use of academic progressand employment outcomes, student learning out-comes, and student satisfaction outcomes among asample of 675 institutions of the American Associa-tion of Community and Junior Colleges. Over 90%of the respondents expected outcomes measures tomaintain their current priority or increase in priorityover the next 3 to 5 years. The results of outcomesassessment should help colleges identify wherepresent efforts and priorities lie and where theyshould be placed. (JMC)

ED 321 835 JC 900 446Willianu. Dana NicoleCorrectional Education and the Community Col.

kge. ERIC Digest.ERIC Clearinghouse for Junior Colleges. Los An-


and Improvement (ED). Washington, DC.Report No.ED0-1C-89.05Pub DateDcc 89ContractRI88062002Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.Descnptors--Associate Degrees. *Classroom Tech-

niques, Com. iunity Colleges. Correctional Edu-cation, Correctional Institutions, *CorrectionalRehabilitation. Individualized Instruction. Insti.tutional Cooperation, *Prisoners. Recidivism.'Teacher Chaiacteristics. Two Year Colleges. Vo-cational Education, Vocational Rehabilitation

IdentifiersERIC DigestsRecent studies on correctional education point to

the value of such programs in helping to train andrehabilitate those inmates disposed to such opportu-Mties. Because of their vocational curricula andcommunity service orientation, community collegesare in an ideal position to educate prison inmates.While in r965, only 12 correctional education pro-grams were in operation, by 1982 at lea.st 350 func-tioning programs were reported. Three-quarters ofthese programs are sponsored by community col-

r

Document Resumes/PS 41

leges, which provide courses that range from basicmath and reading to vocational instruction. Over80, of the programs are held inside of the prisons.and most are smffed by part.time faculty. Recentstudies have shown that prison programs have pro.duced positive behavioral changes, improved mathand verbal skills among student inmates, and mayaccount for a decrease in the recidivism rate of in-mates who receive vocational training. Along withsuch benefits, prison programs also encounter prob-lems including an unstable financial base. inade-quate coordination and articulation among prisons,interagency and interpersonal conflicts, and highfaculty turnover. In many cases, faculty are unpre-pared for the significant differences in the environ-ment and their roles between regular classroominstruction and prison instructors, and many burnout quickly. Important characteristics for correc-tional program teachers include good listeningskills, the ability to curb their own aggressive behav-ior, the capacity to work effectively in a relaxedclassroom atmosphere, and thc ability to workone-on-one with students. (GFW)

PSED 310 881 PS 018 308Tudge, Jonathan Caruso. DavidCooperative Problem-Solving in the Classroom.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana, Ill.Spons AgencyOffice of Educatinnal Research

and Improvement (ED), Washington, DC.Report No.EDO.PS-88-1Pub Date-89Grant--0ER1-88.062012Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Prke MFOI/PC01 Plus Postage.DeseriptorsCooperation, Early Childhood Edu-

cation, *Elementary School Students, Guidelines.Piagetian Theory, *Preschool Children, *Prob.km Solving. *Teacher Role

IdentifiersERIC DigestsCooperation among students in classroom prob.

lem.solving activities is briefly discussed in terms ofPiaget and cooperative problem-solving, guidelinesfor teachers, and the teacher's role. While researchresults are not unambiguous, teachers can encour-age children to interact and share their perspectivesduring cooperative play by: (I) planning activities inwhich children have a shared goal: (2) ensuring thatthe goal is intrinsically interesting; (3) making itpossible for children to achieve their goals throughtheir own actions; and (4) seein:j to it that the resultsof the child's actions are visibk and immediate. Toavoid giving directions. teachers can encourage chil-dren to interact with each other, help children clarify or adapt their shared goals, and involve childrenwho are unlikely to initiate interaction. It is con-cluded that cooperative problem-solving becomes avaluable part of the curriculum when teachers pres-ent problems that children at different developmen-tal levels can work on together, encouragechildren's efforts to share perspectives, and helphem achieve a common objective. Nine referencesare cited for further reading on the topic. (RH)

ED 313 108 PS 018 307Hiu, Randy Di scoff. AmyPraise in the C.utsroom.ERIC Clearinj louse on Elementary and Early

Childhood T.. .ucation, Urbana. 111.Spons Agency Office of Educational Research

and Improvcment (ED), Washington. DC.Report N PS-80-1Pub Date-89GralitOER I-88.062012Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage,Descriptors---Clawoom Techniques. Early Child-

hood Education, Elementary School Students,*Emotional Development. 'Preschool Children.*Teacher Role

IdentifiersEducational Encouragement, ERICDigests, *PraiseResearch suggests that: (1) teachers' use of praise

may lower students' confidence in themselves; (2)systematic use of praise as a reinforcer in the class-room is impractical; (3) praise is a weak reinforcer;

42 Document Resumes/PS

(4) varinus forms of praise have different effects ondifferent kin0s of students; and (5) use of praise isnot the most powerful method for controlling devi-ant behavior and maintaining student attention.However, research also indicates that there are ef-fective ways to praise students. The term "effectivepraise," or "encouragement," refers to a teacher'suse of positive acknowledgments that neither judgestudent work nor assign status to the student. En-couragement offers specific, teacher-initiated, andprivate feedback that focuses on improvement andefforts, uses sincere and direct comments, helps stu-dents appreciate their behaviors and achievements,avoids comparisons with others, helps children de-velop selfsatisfaction from a task or product, anddoes not set the student up for failure. It is con-cluded that teachers who avoid ineffective praiseand use encouragement create a classroom environ-ment in which students do not fear continuous eval-uation, can make and learn from mistakes. and donot need to strive to meet someone else's standardof excellence. Nine references arc cited. (RH)

ED 313 168 PS 018 457Katz. Lilian G. And OthersFamily Living: Suggestions for Effective Parenting.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana, Ill.Spons Agency--Office of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89ContractR1-88-062012NoteI 2Ip.Available (romERIC Clearinghouse on Elemen-

tary and Early Childhood Education, Universityof Illinois, 805 West Pennsylvania Avenue, Ur-bana, IL 61801 (Catalog No. 205, 511.75).


EDRS Prke - MFOI/PCOS Plus Postage.DescriptorsAcademic Achievement, Annotated

Bibliographies, *Behavior, Childhood Needs,Creativity, Early Childhood Education, Elemen-tary School Curriculum, *Emotional Experience,Employer Supported Day Care, 'Family Life,High Risk Students, Individual Characteristics,Kindergarten, Language Acquisition, Oral Lan-guage, Parent Education, *Parenting Skills, Par-ent Participation, Play, *Young Children

Identifiers--Infant Day Care. PraiseSuggestions for effective parenting of preschool

children are provided in 33 brief articles on chil-dren's feelings concerning self-esteem; fear; adoptedchildren; the birth of a sibling; death; depression;and coping with stress, trauma, and divorce. Chil-dren's behavior is discussed in articles on toddlers'eating habits, punishment and preschoolers, whin-ing, making friends, bedtime, good mannets, inter-personal conflict, and friendship. Articles onchildren's learning focus on preparation for pre-school, what preschoolers should be learning, firstdays of preschool. exercising choice, and questionsabout sex. Parenting is discussed in articles on uses-sing preschoolers' development, nudity at home,traveling with a preschooler, monitoring televisionviewing, parental disagreements about child rearing .the only child, chores, sex differences, stress, andchildren's wish to sleep in their parents' bed. Alsoincluded are ERIC digests on involving parents inthe education of their children, the escalating kin-dergarten curriculum, praise in the classroom, thenature of children's play, creativity in young chil-dren, infant day care, and language development.Resource lists cite ERIC documents and journal artides on employer-supported child care, at-risk chil-dren, and school success. A reprint of a computersearch of the ERIC database on family living is in-cluded. (RH)

ED 317 273 PS 018 655Bowman, Barbara TEducating Language-Minority Children.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana, Ill.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-PS-90-1Pub Date-90ContractRI88062012Note-3p.Pub Type Information Analyses - ERIC Informa-


EDRS Price - MFOI/PCOI Plus Postage.DescriptorsChild Language, *Classroom Com

munication, Cultural Differences, *Cultural Influ-ences, Elementary Education, Ethnic Groups,Guidelines, 'Individual Development, Languageof Instruction, Limited English Speaking, Mi-nority Group Children, Teacher Responsibility,Teaching Methods

IdentifiersERIC Digests, Language MinorityStudentsThis ERIC Digest delineates problems posed by

the increasing number of language-minority chil-dren in schools and offers suggestions for teachingchildren from different cultures. It is maintainedthat a group's language reflects its culture, and theuses to which that language is put are culturallydetermined. When children and adults do not sharecommon experiences and beliefs, adults are less ableto help children encode their thoughts in language.To overcome problems of the multicultural clus-room, teachers need to learn to recognize develop-mentally equivalent patterns of behavior acrosscultures. They should not value some ways ofachieving developmental milestones more highlythan others. Teachers need to begin instruction withinteractive styles and content that is familiar to thechildren. Whether this entails speaking in the child'sprimary language, using culturally appropriatestyles of address, or relying on patterns of manage.ment familiar to the children. the purpose is to es-tablish a basis for communication. One of the mostimportant tasks for teachers is interpreting theschool's agenda to parents. When differences existbetween the cultural patterns of the home and com-munity and those of the schoci., teachers must dealwith the differences directly. Formal assessment oflearning outcomes should be delayed until teachersand children have built a set of shared meanings.(RH)

ED 319 537 PS 018 846ERIC/EECE Digests Related to the Education

sad Care of Children from Birth through 12Years of Age.

ERIC Clearinghouse on Early Childhood Educa-tion, Champaign, Ill.


Pub Date-90Contract-0 ER188-062012Note-72p.Avsilable fromERIC Clearinghouse on Elemen-

tary and Early Childhood Education, 805 W.Pennsylvania Avenue, Urbana, IL 61801 (CatalogNo. 206, $6.95).


EDRS Prke MFOI/PC03 Plus Postage.DescriptorsChild Caregivers. Child Develop-

ment, *Children, Day Care, *Early ChildhoodEducation, Educational Policy. Educational Prac-tices, Educational Quality, Elementary Educa-tion, Elementary School Curriculum,Kindergarten, Latchkey Children, Parent Partici-pation. Pres;hool Education

ldentillersDeselopmental Assessment, ER1CDigests. Infan Day Care, Screening ProceduresThe ERIC/ EECE Digests in this compilation fo-

cus on different upects of the education and care ofchildren from birth through 12 years of age. Thefour digests produced in 1989 concern the escalat-ing kindergarten curriculum, involvement of par-ents in the education of their children, mixed-agegroups in early childhood education, and praise inthe classroom. The eight digests from 1988 focus onthe training and qualifications of child care direc-tors, cooperative learMng strategies for children.creativity in young children, cooperative problemsolving in the clauroom, critical issues in the provi-sion of infant day care, latchkey children andschool-age child care, the nature of children's play.and young children's oral language development.The 12 digests produced in 1987 deal with abilitygrouping in elementary schools, the development ofsocial competence, early childhood classrooms andcomputers, "hothousing" of young children,trade-offs between program quality and affordabil-ity in early childhood programs, readiness for kin-dergarten, screening for school entry, the shiftingkindergarten curriculum, the shy child, training ofday care providers, and what young children shouldbe learning. Digests produced before 1987 addressthe assessment of preschoolers' development.homework policies, full- or half-day kindergarten.and parents and schools. Materials concerning theERIC System are provided. (RH)

52

PED 320 661 S 018 815Powell. Douglas R.Parent Education and Support Programs. ERIC

Digests.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana, III.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.--EDO-PS-90-2Pub Date-90Con tractRI88062012Note-3p.Pub Type Reports - Descriptive (141) Informa-

tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI/PCOI Plus Postage.DescriptorsCommunity Programs, *Delivery

Systems, *Educational Quality, Federal Pro-grams, Outcomes of Education, *Parent Educa-tion, *Program Effectiveness. State Programs

IdenfillersERIC DigestsThis digest identifies current programmatic ef-

forts to inform and support parents and briefly re-views research on the effectiveness of parenteducation and support programs, The discussion ofapproaches to parent support focuses on parent edu-cation programs, the Education of the HandicappedAct Amendments (Public Law 99-457), Head Start .state early childhood programs that center on fami-lies, and local. grassroots parent-oriented programs,such as Chicago's Family Resource Coalition. Eval-uations of intensive parent- or family-oriented earlychildhood programs serving low-income popula-tions have found positive short-term effects on childcompetence and maternal behaviors, and long-termeffects on such family characteristics as level of edu-cation, family size, and financial self-support. Di-mensions of a high quality parent program arediscussed. (RH)

PED 320 662 S 018 816Guidelines for Family Television Vkwing. ERIC

Digest.ERIC Clearinghouse on Elementary and Early

Childhood Education. Urbana. Ill.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington. DC.Report No.EDO-PS-90-3Pub Date-90ContractR188062012Note-3p.Pub Type Guides - Non-Clusroom (055) -- In-

formation Analyses ERIC Information AnalysisProducts (071)

EDRS Price - MFOI/PC01 Plus Postage,DescriptorsFamk Problems, Guidelines, Par-

ent Responsibility, Parent Role, *Programing(Broadcast), Social Action, *Television Commer-cials, *1 elevision Viewing, *Violence

IdentifiersERIC DigestsThis ERIC 'igest addresses problems associated

with children :xcessive viewing of television pro-grams and commercials and provides suggestions tohelp parents guide their children's television view-ing. Children who watch television 3 to 5 hours aday have little time for other activities such as play.reading. and talking with others. Excessive televi.sion viewing may have a detnmental effect on chil-dren's learning and school performance. Theamount of violence depicted on television is increas-ing. The average child views more than 20.000 zom-mercies a year, and by doing so, may acquire adistorted picture of appropnate eating habits. A re-cent study found a direct relationship betweenamount of television viewing and children's risk ofobesity. In this digest, parents who wish to addressthe problems associated with excessive televisionviewing are advised to; (1) know how much televi-sion their children watch and set limits on theamount of viewing; (2) encourage their children toplan their viewing; (3) watch television with theirchildren and provide interpretations of excesses anddistortions, such as violent actions; (4) encouagetheir children to watch programs that depict charac-ters who cooperate and care for each other; (5) calltheir local stations and write or call networks orsponsors to express their feehngs about program-ming; and (6) join with other concerned parents andpublic action groups. (RH)

ED 321 843 PS 018 869Child Sexual Abuse: What It Is and How To

Prevent It. ERIC Digest.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana, III.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington. DC.Report No.PS-EDO-5-90Pub Date-90Con tractRI88062012Note-3p.; Adapted from the flyer "Child Sexual

Abuse: What It Is and How to Prevent It" (1988)by the American Academy of Pediatrics.


EDRS Price MFOI/PC01 Plus Postage.DescriptorsChild Abuse, Definitions, Guide-

lines. "Parent Responsibility, Prevention. "Sex-ual Abuse

IdentifiersERIC DigestsThis digest is intended to help parents prevent

child sexual abuse. The digest provides facts aboutchild sexual abuse and guidelines for dealing withabuse. Sections of the digest address the follow ingquestions: (I) What is child sexual abuse? (2) Couldmy child be sexually abused, and if so, by whom? (..,/How would 1 know if my child is being sexuall';abused? (4) If my child reveals sexual abuse, whitshould I do? (5) Can I deal with sexual abuse in illyfamily without contacting the aothorities? (6) Whatwill happen to the child and the offender if sexualabuse is reported? and (7) What can parents do toprevent sexual abuse? Re .rces for further infor-mation arc listed. (RH)

ED 321 890 PS 018 960Cummings. CarolynAppropriate Public School Programs for Young

Children. ERIC Digest.ERIC Clearinghouse on Elementary and Early

Childhood Education. Urbana. III.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington. DC.Pub Date-90Con tract--R188062012Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Pins Postage.DescriptorsCommunity Involvement. Curricu-

lum, 'Early Childhood Education, 'EducationalDevelopment, Educational Philosophy. InserviceTeacher Education, ?arent Participation. Pro-gram Development, °Public Schools

IdentifiersDevelopmentally Appropriate Pro-grams, ERIC Digests, Screening ProgramsThis digest discusses issues related to the imple-

mentation of high quality early childhood educationby public school districts. Contents focus on: (1) thedevelopment of a written statement of philosophy;(2) the analysis of screening and assessment prac-tices; (3) organization of the learning environment;(4) teacher preparation; (5) parent involvement; (6)collaboration with the community; and (7) ways tosustain programs. It is concluded that public schoolscan change to better meet the needs of young chil-dren. Such changes should be carefully planned andbased on research and theory about what is appro.priate for young children. Changes should be sup-ported by commitment from the district's decisionmakers and by an increase in the time allotted forplanning, training, and problem solving. Eachchange can be implemented over a period of time sothat those involved have time to make preparations.(RH)

ED 321 912 PS 019 065Eheart. Brenda Krause Leavitt Robin LynnFamily Day Care: Discrepancies between Intended

and Observed Caregiving Practices.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana. III.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington. DC.; Spencer Foundation, Chicago, Ill.

Pub Date-89ContractR188-062012GrantI-5-37217Note-21p.Journal CitEarly Childhood Research Quarterly;

v4 nl p145-62 Mar 1989Pub Type Journal Articles (080) Information


EDRS Price - MF01/PC01 Plus Postage.DescriptorsCertification. 'Child Caregivers.

'Classroom Environment. Early Childhood Edu-cation. "Educational Practices, "Etiology. 'Fam-ily Day Care. Individual Development,'Intention, Interviews. Observation, ResearchNeeds, Teacher Education

IdentifiersInterpretive Research, Symbolic In-teractionismThe purpose of this two-phase study, guided by

the theory and method of interpretive interaction-ism, is to describe how family day care providersperceive and implement their caregiving intentionsand practices. In phase 1 of the study. data wereobtained from interviews with 31 providers and inphase 2. observations of 6 providers over a 10-month period were carried out in the providers'homes. The paper focuses on providers' responses toquestions concerning their responsibilities to chil-dren in thcir care, the kinds of experiences theywant children to have while in their care, and atypical day in their home care environment. Find-ings revealed that what family day care providersintcndcd to provide for children, namely, a loving.attentive, play-filled environment, was rarely real-ized in practice. Incidents reflecting a non-nurturingenvironment were repeatedly observed. Play in theday care homes primarily amounted to allowingchildren to run around and do what they pleasedunder the provider's supervision. It is suggested thatthese discrepancies may be due to the differences ininterpretations that providers and researchers placeon various words, phrases, and behaviors. Discrep-ancies may also be duc to aspects of group composi-tion, such as group size, consistency of the grcup.and relationship of children to provider. Recom-mendations for training and research re offered.and implications for children's develoment andfamily day care licensing are discussed. (RH)

ED 321 913 PS 019 067Brown. Patricia ClarkKindergarten Curriculum Materials.ERIC Clearinghouse on Elementary and Early

Childhood Education, Urbana. III.Spons Agency--Office of Educational Research

and Improvement (ED), Washington, DC.Pub Date-12 Sep 88ContractR1 88062012Note-13p.Pub Type Reference Materials - Bibliographies

(131) Information Analyses - ERIC Informa-tion Analysis Peoducts (071)

EDRS Price MFOI/PC01 Plus Postage.DescriptorsAnnotated Bibliographies, Commu-

nity Programs, County Programs, 'ElementarySchool Curriculum, Guidelines, 'Kindergarten.Primary Education, State ProgramsThis annotated bibliography provides 28 citations

of kindergarten curriculum materials produccdsince 1983 by states, regions, counties, municipal-ities, districts, and associations. Materials focus ona range of topics, such as approprnee practices, con-ceptual language development, imp:-mentation ofall-day programs, integrated programs. N multi-sen-sory approach to letters and sounds, ano scienceactivities for kindergarten children. Most materialsfall into the categories of guides to curriculum de-velopment. guides to program development and im-plementation, handbooks, resource books, and skilllists. Others provide position statements, curricu-lum standards, recommendations, and regulations.State and provincial materials come from Alias,Arkansas, Connecticut, Delaware, Georgia. Idaho.Iowa, Kentucky. Maine, Mississippi, Oklahoma,Oregon, Nebraska, New Brunswick. South Dakota.and Utah. County materials come from PrinceGeorge County. Maryland, and Fairfax County,Virginia. City materials come from New York City;Charlotte-Micklenburg, North Carolina: and SanDiego, California. Other materials come from theLincolnwood School District in Illinois. the NewHampshire Association for the Education of YoungChildren, and Region VI. Texas. (RH)

Document Resumes/RC 43

RCED 313 192 RC 017 328Mestre, JawHispanic and Anglo Students' Misconceptions in

Mathematics. ERIC Digest.ERIC Clearinghouse on Rural Education and Small

Schools, Charleston, WV.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Report No.EDO-RC-89-9Pub DateMar 89ContractR1-88-062016Note-3p.Avcilahlc numAppalachia Educational Labora-

tory, P.O. Box 1348, Charleston, WV 25325(free).


EDRS Price - MF01/PC01 Plus Postage.DescriptorsAnglo Americans, Concept Forma-

tion. 'Concept Teaching. Elementary SecondaryEducation. Error Patterns. *Hispanic Ameri-cans. 'Mathematical Concepts. 'Mathematics In-struction. °Misconceptions, Student Attitudes

IdentifiersERIC DigestsStudents come to the classroom with theories that

they have actively constructed from their everydayexperiences. However, some of these theories areincomplete half-truths. Although such misconcep-tions interfere with new learning, students are oftenemotionally and intellectually attached to them.Some common mathematical misconceptions in-volve: (1) confusion between variables and labels.with failure to understand that variables stand fornumerical expressions; (2) mistakes about the waythat an original price and a sale price reflect oneanother; (3) misconceptions about the independentnature of chance events:and (4) reluctance to multi-ply fractions. Hispanic students display someunique mathematical error patterns resulting fromdifferences in language or culture. In addition, lin-guistic difficulties increase the frequency withwhich Hispanic students commit the same errors asAnglo students. Since students will not easily giveup thcir misconceptions, lecturing them on a partic-ular topic has little effect. Instead, teachers musthelp students to dismantle their own misconcep-tions. One effective technique induces conflict bydrawing out the contradictions in students' miscon-ceptions. In the three steps of this technique. theteacher probes for qualitative, quantitative, and con-ceptual understanding. asking questions rather thantelling students thc right answer. In the process ofresolving the conflicts that arise, students activelyreconstruct the conccpt in question and truly over-come their misconceptions. This digcst contains 10references. (SV)

ED 314 224 RC 017 314Thompson. David C And OthersAchievement of Equity is Capital Outlay Financ-

ial; A Policy Analysis for the States.ERIC Clearinghouse on Rural Education and Small

Schools, Charleston, WV.Spor.s AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub DateJun 89ContractR188062016Note-96p.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory, Inc., P.0 Box 1348.

Charleston, WV 25325 ($12.50).Pub Type Information Analyses - ERIC Informa-


EDRS Price MFOl'PC04 Phis Postage.Descriptors"Capital Outlay (for Fixed Asscts).

'Educational Equity (Finance), Educational Fa-cilities, Educational Finance, Educational Policy.Educational Trends, Elementary Secondary Edu-cation, Equalization Aid. 'Facility Requirements,'Financial Policy. Full State Funding, Grants,School District Autonomy. *State Aid, "StateSchool District Relationship

IdentifiersEducational Adequacy, KansasThis monograph examines four plans for state

funding of educational facilities: total control; 50-50

flat grants; full state funding; and equalization. Thetrend in many states is to become increasingly moreinvolved in helping local school districts with capi-tal outlay for facility requirements. Recent litigationsuggests that capital outlay is an emerging issue thatwill be addressed in the courts if it is not effectively

44 Document Resumes/RC

addressed by state policy. Twenty-eight states cur-rently provide some form of true assistance. Theresult is a greater degree of equity, enhanced educa-tional opportunity, and reduced vulnerability to le-gal challenges. Policymakers need to understandtheir options and they need methods to assess themin the context of political econoiny, legislative cli-mate. demography, and patterns of school organiza-tion. The four plans examined in this document areevaluated for their effects on adequacy and equityin the context of two models-the average practicemodel and the estimated needs model, each appliedto data from Kansas schools. The goal within thefirst model is to enable every district to fund facili-ties at an average level. The goal in the secondmodel is full funding of needs estimated by districts.The discussion draws a number of implicationsabout the adequacy and equity of school financing,urban-rural differences in financing, and systematicimprovements. Recommendations to state policy-makers address increased local control; funds fordebt service and new projects; and funds to meetspecial needs, growth, and the exigencies of spar-sity. (TES)

ED 314 225 RC 017 315Honeyman, David S. And OthersFinancing Rural and Small Schools: Issues of

Mequacy and Equity.ERIC Clearinghouse on Rural Education and Small


and Improvement (ED). Washington. DC.Pub DateJun 89ContractR188-062016Note-79p.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory. Inc.. P.O. Box 1348.Charleston, WV 25325 (S11.50).

Pub Type Information Analyses ERIC Informa-tion Analysis Products (071) Reports - Re-search (143)

EDRS Price MFOI /PC04 Plus Postage.DescriptorsCapital Outlay (for Fixed Assets),

Consolidated Schools. Educational Equity (Fi-nance). *Educational Finance. Educational Pol-icy, Educational Trends. Elementary SecondaryEducation. *Finance Reform, 'Financial Policy.*Resource Allocation, *Rural Schools. Rural Ur-ban Differences. Small Schools, *State Aid. StateSchool District RelationshipThis monograph investigates issues related to the

financial support of rural schools. The first sectiondescribes various state formulas and the methodsused to distribute funds to rural schools. It considersquestions about the adequacy of funding adjust-ments based on sparsity and the relationship of suchadjustments to equal educational opportunity. Italso synthesizes the current research on the statusof school facilities. This section of the discussiondetails the relationships among wealth, ability topay. and the maintenance and capital expenditureproblems that rural, small (and usually poor) schooldistricts face. The second section descnbes some ofthe legal challenges relevant to rural and smallschools currently before the courts. At the heart ofthese challenges is the inability of existing financeformulas to address adequately the needs of ruraleducation. These challenges are compared to similarchallenges brought by urban schools. The third sec-tion discusses state and local support mechanismsand details efforts by some states to make the taxbase more responsive to rural education needs. Itconsiders issues involved in reclassification and re-assessment of property, including relevant eco-nomic concerns of primarily agriculture-basedeconomies. Conclusions and recommendations in-clude discussions about consolidation and schoolreform as related to equal educational opportunity.(AuthurITES)

ED 314 228 RC 017 342Reyhner, JonChanges in American Indian Education.. A Histori-

cal Retrospective for Educators in the UnitedStates. ERIC Digest.

ERIC Clearinghouse on Rural Education and SmallSchools, Charleston, WV.

Sports AgencyOffice of Educational Researchand Improvement (ED). Washington, DC.

Report N o.E DO-RC-89-1Pub DateApr 89ContractR188062016Note-3p.Available frorn--Appalachia Educational Labora-

tory, P.O. Box 1348, Charleston, WV 25325(free).


EDItS Price - MFOI/Pall Plus Postage.Descriptoi.;American Indian Education, Ameri-

can Indian History. American Indians. Curricu.lum Problems, Educational Change, EducationalHistory. *Educational Improvement. EducationalNeeds. Elementary Secondary Education

IdentifiersERIC DigestsThis brief retrospective outlines major points in

the history of American Indian education and majorissues in Indian curriculum and teacher training.From the arrival of Europeans until recent times,formal schooling for American Indians has beencontrolled by others-first missionaries, then the Bu-reau of Indian Affairs (BIA). After World War II,American Indians began to actively promoteself-determination and their own civil rights. Todayall Indian schools are controlled by the local com-munity or are operated by the BIA in conjunctionwith local Indian school boards. American Indianstudents' genertly poor academic achievement hasbeen attributed to sociocultural factors, such as dif-ferences between students' and teachers' languages,cultures, values, and learning styles. School im-provement efforts either are based on studies of ur-ban or suburban schools serving the dominantculture or follow the "whole language approach,"focusing on getting students to read more "real liter-ature- and to write more. Integration of AmericanIndian language and culture into the regular schoolcurriculum is critical to improving student achieve-ment. Teachers of Indian children need systematictrainios about sociocultural influences on learningand tribal cultures. Some tribal councils haveformulated educational policies that mandateschool instruction in the tribal language and culture.This digest contains 10 references. (SV)

ED 317 332 RC 017 430Cole RobertSmall Schools: An International Overview, ERIC

Digest.ERIC Clearinghouse or. Rural Education and Small

Schools. Charleston. WV.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington. DC.Report No.EDO-RC-89.12Pub DateSep 89ContractRI88062016Note-3p.Pub Type Information Analyses ERIC Inforrna-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage,Descriptors!Comparative Education. Educa-

tional Change. Educational Policy. ElementarySecondary Education, Excellence in Education,Institutional Survival. One Teacher Schools. *Ru-ral Schools. School Demography. *School Size.'Small Schools. Social Change, Teaching Condi-tions

IdentifiersERIC Digests. Small School DistrictsThis ERIC digest presents an overview of

small-scale schooling in an international context:examines demographic data, staffing problems. andincentives used in other nations; and points out thedistinctive characteristics and unique value and po-tential of small schools in both industrialized anddeveloping nations. Rural school populations re-main significant in most countries and even in themost industrialized countries, small rural schoolsare stll the rule rather than the exception. Theplight of small schools has, however, grown worse inboth industrialized and developing nations. Stereo-types of small schools and their settings are mislead-ing; these schools are diverse, and theircharacteristics vary substantially, even within a sin-gle nation. Small schools have survived out of neces-sity in industrialized and developing nations alike.Although no one definition of "rural" or "small"applies to all countries and settings, the strengthsand needs of small schools transcend nationalboundaries. Small schools will not disappear in theforeseeable future because the rural populationsserved by small schools will continue to be substan-tial, even as industrialization proceeds. Thestrengths of small schools, as well as their evidentneeds, are significant, and policies should attend toboth. Because of their diversity, small schools can-not be well served by a single policy even within agiven nation. Policies to support small schools mustconsider the specific local or regional context, sothat the needs of small schools can be met at thesame time. This digest lists 10 references. (ALL)

5 4

ED 319 580 RC 017 653Soso. AliciaMaking Education Work for Mexican-Americans:

Promising Community Practices. ERIC Digest.ERIC Clearinghouse on Rural Education and Small

Schools. Charleston, WV.Spons AgencyOffice of Educational Rescarch

and Improvement (ED). Washington, DC.Report No.EDO-RC-90-2Pub DateMar 90ContractR188062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory. P.O. Box 1348, Charleston.WV 25325 (free).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsACommunity Involvement. Elemen-

tary Secondary Education. 'Enrichment Activi-ties. *High Risk Students, Hispanic Americans.*Mexican American Education. Parent Educa-tion, Role Models. 'School Community Pro-grams. School Community Relationship. SocialSupport Groups, Youth Programs

IdentifiersCalifornia, ERIC Digests, TexasHispanic students have higher dropout rates and

lower academic achievement than Anglo students.While schools have begun to address the issue ofunderachievement, some community groups haveimplemented enrichment programs that focus onthe affective domain-self-esteem, family values, andcultural pride. This digest describes and synthesizesthe successful strategies of several community pro-grams in Texas and southern California: ValuedYouth Partnership Program (San Antonio). YouthCommunity Service program (Los Angeles). ProjectONDA (Opportunities for Networking ;old Devel-oping Aspirations) (Dallas). Pasadera (SteppingStone) Program (San Antonio). National HispanicInstitute programs (Austin). Del Mar College's Pre-freshman Engineering Program (Corpus Christi).the Un;versity of Texas at El Paso's Mother-Daugh-ter Program. and ADVANCE (San Antonio). Theseprograms involve peer tutoring, adult mentors,training in leadership and communication skills.support groups, health promotion. child abuse pre-vention, and college experiences for high school stu-dents. These programs share many key features. Inparticular. they: (1) actively recruit students: (2)serve a small group of students: (3) direct personalattention at students; (4) focus on enrichment. notdeficits; (5) target th affective domain; (6) validatethe language and culture of students' homes; (7)provide support and role models using local re-sources; (8) facilitate other support needed to en-sure attendance; and (9) celebrate students'accomplishments publicly. This digest contains 10references. (SV)

ED 319 581 RC 017 654McEachern. William RossSupporting Emergent Literacy among Young

American Indian Students.ERIC Clearinghouse on Rural Education and Small

Schools. Charleston, WV.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington, DC.Report No.EDO-RC903Pub DateMar 90CuntractRI88062016Note-3p.Available fromERIC, CRESS. Appalachia Edo.

cational Laboratory. P.O. Box 1348. Charleston.WV 25325 (free).


EDRS Price - MFOI/PCOI Plus Postage.DescriptursAmerican Indian Education. *Be-

ginning Reading, Cultural Activities, LanguageExperience Approach, Listening Comprehension,Prereading Experience, Primary Education.'Reading Comprehension, Reading Instruction.Reading Materials. Reading Readiness, TeacherDeveloped Matenals Vhole Language Approach

IdentifiersEmergent Literacy. ERIC DigestsThis digest 'nk.s the development of listening

comprehensic. the emerging reading compre-hension of young American Indian students, andsuggests ways that teachers can use locally pro-duced materials to enhance young students' emer-gent literacy. Reading comprehension is the key toliteracy, and prior knowledge supports listening andreading comprehension. However, most commer-cial reading materials used in schools do not reflect

American Indian students' exprience of the world.Since there arc many cultwally distinct Americas,Indian groups, producing commercial "Indian" ma-terials is not a viable alternative. Studies haveshown, however, :het culturally relevant instruc-tional materials increased listening comprhensionamong American Indian primary students. Suchfindings indicate the effectiveness of teachers' ef-forts to produce instructional materials locally. Suchefforts might involve inviting community story-tell.ers into thc classroom and transcribing oral presen-tations for use as reading materials, or encouragingchildren to develop stories based n;, their own eepe-riences. Teachers must also recognize the linguisticdiversity of their students, who may use English asfirst language, second language, or dialect. Students'linguistic backgrounds must be considered when de-signing a language arts program. This digest con-tains 10 references. (SV)

ED 319 582 RC On 55Sherwood, TopperGot live Education Beat? Use ERIC! st Journalist's

Handbook abuut the Educational Resources In-Innuation Cenaer (ERIC).

ERIC Clearinghouse on Rural Education and SmallSchools, Charleston. WV,


Pub DateJan 90ContractRI88062016Note-27p.As ailable fromERIC/CRESS. Appalachia

cations! Laboratory, P.O. Box 1348, Charleston,WV 25325 (S3.00).


EDRS Price - MFOI/PCO2 Plus Postage,DescriptorsBibliographic Databases, E duce-

tiona! Reeeerch, Information Centers, 'Informa-tion Retrieval, *Journalism, Research Tools

IdentifiersComputer Searches, *ERIC11,15 brief guide provides journalists with informa-

tion on the Educational Resources InformationCenter (ERIC). it describes what is in ERIC. whyjournalists writing education news should use ERIC,when ERIC is most useful. and how journalists canobtain access to ERIC. It explains how to search theERIC database, manually or on compact disks(CDROM), and provides examples of manual andcomputer searches. It discusses how to obtain copiesof journal articles in the "Cureent Index to Journalsin Education" and documents in "Resources in Education." The guide lists addreases, phone numbers,and contact persons for ACCLOS EkiC and the 16ERIC cleariaghouses, and provides bibliographic in-formation and annotations for six other guides toERIC. (SV)

ED 3,19 583 RC 017 656Hunter, jaine.; Hawley, Craig B.Capital Outlay: A Crieictl Concern in Rural Educa-

tion, ERIC Digest.ERIC Clearinghouse on Rural Education and Small

&shoots, Charleston, WV.Spons AgencyOfilce of Educational Research

and Improvement (ED), Washington, DC.Report No.EDORC-90-1Pub DateMar 90Contract--RI88062016Note-3p.; For the monograph by D. Thompson

and others, see ED 306 067.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory. P.O. Box 1348, Charleston,WV 25325 (free).


EDRS ?rice MFOI/Pall Plus Postage,Descriptors--Capital Outlay (for Fixed Assets),

*Educational Equity (Finance), Educational Fi-nance, Elementary Secondary Educatios vinan-cial Problems, "Financial Support, Public Schools,*Rural Schools, School Construction, *SchoolDistricts. *State Aid, State School District Rela-tionship

Identifiers *Educational Adequacy, ERIC Digests'his digest. which is based primarily on the 1989

ERIC /CRESS monograph entitled "Achievementof Equity in Capital Outlay Financing: A PolicyAnalysis for the States," by D. Thompson G.Stewart, D. Honeyman, and R. Wood, addressespossible solutions to the emerging problem of capi-tal outlay financing, with special attention to facili-ties in rural areas. Construction and maintenance ofschool buildings have traditionaily depended on lie

cal fundiog. But rural school districts, operating onsome of the lowest revenue bases in the country, arcoften unsuccessful in raising property taxes to meetcapital outlay needs. Also, the state-mandated re-forms of recent years have placed an additional bur-den on local budgets, diverting possible resourcestram capital outlay financing. Recent court rulingshave linked capital outlay financing to the estab-lished legal premises of adequacy and equity, andhave implied the need to provide poor achool dis-tricts with additional outside funds. State aid forcapital outlay has been instituted in 28 states, rang-ing from full state funding to state or local buildingauthorities, which often seek to involve private en-terprise. All forms of such state aid have disadvan-tages related to loss of local control. Strongpartnerships between state education agencies andlocal education agencies are vital to countering suchdisadvantages. This digest contains 10 references.(SV)

ED 319 584 RC 017 657Directory of Organizations and Programs in Rural

Education,ERIC Clearinghouse on Rural Education and Small

Schools, Charleston, WV.; National Rurai Educa-tion Association, Fort Collins, CO.


Pub Date(901ContractRI8862016Note-73p.Available fromERIC;CRESS, Appalachia Edu-

cational Laboratory, P.O. Box 1348. Charleston,WV 25325 ($6.50).

Pub Type Reference Materials - Directories/Cat-alogs (132) Information Analyses - ERIC In-formation Analysis Products (071)

EDRS Price MFOI/PC03 Plus Postage.DescriptorsAgencies, Clearinghouses, *Informa-

tion Centers, National Organizations, Organizations (Groups). Periodicais. Regional Programs,*Rural Education, *State Programs

IdentifiersCooperative Extension Service. Naclonal Diffusion NetworkInterest in the rural context of education is grow-

ing, and connections between educatism and thewider rural community are increasingly acknowl-edged to be important. Hundreds of organizationswere contacted to update this directory. which pro-vides recent information on programs, organize-tiors, and resources useful to practitioners,policymakers. and researchers in rural education.Each entry includes address, phone numbet, andcontact person: some contain a short description.Sections contain entries for 13 national associationsand networks; 9 regional educational laboratories; 8national information centers and clearinghouses; 38statewide and regional associations, programs, andcenters; 26 federal government ageacies and hot-lines; 15 rural journals; and State contacts for theNational Diffusion Network (NDN), state educa-tion agencies with defined rural programs. state datacenters, and offices of the Cooperative ExtensionSystem. NDN facilitators can be especially helpfuliii rural arras, as they can help select proven pro-grams to match local needs. A final section lists 63organizations that may have an interest in rural edu-cation but that were unable to reply with currentinformation. An index lists entries by state. (SV)

ED 319 585 RC 017 760Carrera John WilshireEducating Undocumented Children: A Review of

Practices and Policies. Trends and IssuesPaper,


Spoils AgencyOffice of Educational feesearchand Improvement (ED), Washington, DC,

Pub DateSep 89ContractR188062016Note-51p.Available fromERIC Clearinghouse on Rural Ed-

ucation and Small Schools, P.O. Box 1348.Charleston, WV 25325 ($7.50)

Pub Type Informatton Analyses - ERIC Informa-tion Analysis Products (071) Opinion Papers(120)

EDRS Price - MFOI/PC03 Plas Postage.Descriptors.--*Access to Education, "Childrcns

Rights. Civil Rights. Court Litigation, Educa-tional Discrimination, Educational Policy, Ele-rnentary Secondary Education, *FederalLegislation, Legal Responsibility, Public Educa-tion. School Policy, Student Rights. *Undocu-mented Immigrants

Document Resumes/RC 45

IdentifiersDetention, Immigration And Natural-ization Service, 'Immigration LawThis paper discusses trends and issues surround-

ing undoeumented students in the United States.War, hope, politicai difficulties, and economic trou-bles propel immigrants into the country. Estimatesrange from 100,000 to 500,000 undocumented im-migrants entering annually, almost one-fifth ofwhom are under age 15. Many undocumented chil-dren attend public schools. Issues for educators in-clude the right to education for undocumentedcnildren. the right of immigration officials to enterthe classroom, and children in detention. State lawssay all school-aged immigrants are required to at-tend school without regard to citizenship. However,some immigrant students must receive permissionfrom immigration officials to attend school, and thatpermission can be withdrawn. Education rights aredefined by the courts, federal education acts. andcivil-rights legislation. Provisions of the ImmigrantReform and Control Act end the Transition Pro-gram for Refugee Children tie services to students'immigration status. Other federal programs do not.Court decisions also address detention center issues,language proficiency, equal educational opportenity, a 1 educational access by undocumented mi-grant students. Schools are advised to be aware ofstudents' rights and work toward an atmospherethat is hospitable to all immigrants. They are prohib-ited from discriminating against students basedupon their immigration status or making inquiriesthat might expose that status. Recommendations forschools include staff training, preparation of infor-mation materials, and the development of policiesdealing with victimization or harassment of immi-grant students. The document also includes a legalbibliography, a table of applicable court cases, and14 references. (TES)

ED 321 941 RC 017 658Benally, Elaine Roanhorse. Comp. And OthersAmerican Indian Education: A Directory of Orga-

nizations and Activities in American IndianEducation, Document No. 29. Revised.



Pub DateOct 90ContractRI88062016Note-44p.Available fromERIC/CRESS. Appalachia Edu-

cational Laboratory. P.O. Box 1348, Charleston,WV 25325 (54.50).

Pub Type Reference Materials - Directories/Cat-alogs (132) Information Analyses - ERIC In-formation Analysis Products (071)

EDRS Price - MFOI/PCO2 Plus Postage,DescriptorsAlaska Natives. *American Indian

Education, American Indians, Canada Natives,Federal Programs, *Information Centers. Na-tional Organizations. *Organizations (Groups),Pnecrieodicals, *Public Agencies, *Technical Assist-

This expanded and updated edition of the ERIC/-CRESS American Indian Education Directory wascompiled through a telephone survey and follow-upmail survey. Sections contain entries for: (I) 20 na-tional Indian organizations; (2) 13 national and re-gional programs and information centers thatbenefit A.merican Indians and Alaska Natives; (3) 5regional resource and evaluation centers that pro-vide technical assistance and training related to Titie V projects; (4) multifunctional resource centersand evaluation assistance centers providing servicesin 16 regional service areas under the Bilingual Edu-cation Act of 1984 (Title VII); (5) 14 state Indianeducation organizations; (6) state department of ed-ucation staff responsible for American Indian education in all 50 states: (7) 7 American Indianjournals; and (8) relevant Congressional commit-

eneies include address, phone number,and contact person: some contain a short descrip-

ED 321 961 RC 017 838Voldirieso. RafaelDemographic Trends of the Mexican-American

Population: Implications for Schools. ERIC Dsgest.

ERIC Clearinghouse on Rural Education and SmallSchools, Charleston. WV.


Report No.EDO-RC-90-10

55 BEST COPY AVAII ARI

46 Document Resumes/RC

Pub DateSep 90ContractRI88062016Note-3p.Availabk fromERIC/CRESS, Appalachia Edu-

cational Laboiatory, P.O. Box 1348, Charleston,WV 25325 (free).


EDRS Price - MF01/PC01 Plus Postage,DescriptorsDropout Rate, Educational Attain-

ment, Elementary Secondary Education, Em-ployment Patterns, Income, Low Income,Mexican American Education, *Mexican Ai..er-icans, *Population Trends, Poverty, *ResidentialPatterns, Socioeconomic Influences

IdentifiersERIC DigestsWhile becoming increasingly important to the

economic and social development of the UnitedStates, Mexican-Americans still face barriers thathinder their full partnership in U.S. society. ThisERIC digest is a summary of the latest availabledemographic and socioeconomic trends on Mexi-can-Americans. It discusses the broad imphcationsfor education that follow from these trends. In 1990,the Census Bureau esfimated that 12,565,000 Mexi-can-Americans were living in this country, and thatMexican Americans represented the most rapidgrowing ethic group in the U.S. due to its high immi-gration and fertility rates. Mexican Americans arebecoming increasingly an urban population, concen-trated in California and Texas. Mexican-Americanpopulation characteristics include younger age,larger family size, marital stability, the least educa-tional attainment, and low-status occupations. In1988 about 25% of all Mexican American familieslived below the official poverty line; many of thesefamilies include working adults, but their wages arcgenerally so low that they remain part of the "work-ing poor?' The final section of the digest considersthe implications of these demographic and socio-economic characteristics in terms of the following:(1) young-adult school ch'opouts; (2) young parents;(3) cultural and language considerations for schoob;(4) the need for expanded preschool opportunities;and (5) MexicanAmerican students' need for guid-ance, encouragement, and counseling. Thi: docu-ment includes 11 references. (TES)

ED 321 962 RC 017 839Hunter, James Howley, Craig B.Undocumented Children in the Schools: Successful

Strategies and Policies. ERIC Digest.ERIC Ckaringhouse on Rural Education and Small


and Improvement (ED), Washington, DC.Report No.EDO-RC-90-10Pub DateSep 90ContractR188062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory, P.O. Box 1348, Charleston,WV 25325 (free).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAccess to Education, 'Court Litiga-

tion, Elementary Secondary Education, EqualEducation. 'Legal Responsibility, Publk Educa-tion. 'School Responsibility. Staff Role, 'StudentRights. *Undocumented Immigrants

IdentifiersERIC Digests, Supreme Court, 'Un-documented StudentsThis ERIC digest reports the background effects,

and implications of Plyler v. Doe, a 1982 U.S. Su-preme Court ruling guaranteeing the right of un-documented immigrant children to attend publicschool. The document is divided into five parts."Background of the Plyler Case" describes thc Ply-ler v. Doe ruling and the Texas law that the Courtheld to be unconstitutional under this ruling. "Un-documented Children in the United States" de-sciibes the everyday difficulties experienced byundocumented children and their families. "Access:Students Rights and Schools' Responsibilities" de-scribes how and why state lesidency requirementscannot be used to deny public education to undocu-mented children and emphasizes that school staffshould be aware of these students' rights. "WhatShould School Staff Do?" describes practicesschools should avoid regarding undocumented stu-dents, and makes recommendations regarding theirproper treatment. "The Bottom Line" emphasizeshow staff sensitivity can foster the atmosphere ofacceptance and trust that undocumented studentsneed. This digest includes 10 references. (TES)

ED 321 963 RC 017 840Garcia. EugeneBilingualism and the Academic Performance of

Mexican-American Children: The Evolving De-bate. ERIC Digest.



Report No.EDO-RC-90-9Pub DateSep 90ContractR188062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-



EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAcademic Achievement, *Bilingual

Education, *Bilingualism, Bilingual Students, Ele-mentary Secondary Education, English (SecondLanguage), Hispanic Americans, Language Dom-inance, Language Handicaps, *Language of In-struction, *Language Role, Social Influences,°Spanish Speaking

IdentifiersERIC DigestsThis ERIC digest considers three important issues

for educators of bilingual students, specificallySpanish-American children. First, it articulates theongoing debate about which language to use for in-struction. Second, it examines myths about the neg-ative effects of bilingualism. And finally, it presentssupporting evidence and suggestions for creating aresponsive educational environment for bilingualMexican-American students. The bilingualism de-bate pits those who believe that two-language in-struction helps develop general language andthinking skills against those who believe early andintensive English instruction is the most effectiveand appropriate way for learning in an English-dom-inant environment. Early research identified bilin-gualism as a handicap, finding that bilingualismcaused language confusion among children. Morerecent studies show that young children who live innurturing bilingual environments do not developlinguistic handicaps and even demonstrate cogni-tive advantages over monolinguistic children. Cur-rent studies support the idea that bilingual languageinstruction should match the natural social contextof the student, showing that the better a child mas-ters language in general, the setter that child per.forms academics in English. The digest concludeswith five recommendations for teachers who wish togive rewarding instruction to bilingual and Spanishmonolingual students. This digest includes 10 refer-ences. (TES)

ED 321 964 RC 017 841Lutz. Frank W.Trends and Options in the Reorganization or

Closure of Small or Rural Schools and Mstricts.ERIC Digest,

ERIC Clearinghouse on Rural Education and SmallSchools, Charleston. WV.


Report No.EDO-RC-90-11Pub DateSep 90ContractRI88062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-


Pub Type-- Information Analyses - ERIC Informa-tion Analysis Prodacts (071)

EDRS Price - MFOI/PCOI Plus Postage.Doseriptors*Consolidated Schools, Cost Effec-

tiveness, Educational Equity (Finance), Educa-tional Policy, Educational Trends, ElementarySecondary Education, Policy Formation, RuralEducation, Rural Schools. Rural Urban Differ-ences. 'School District Reorganization. 'SchoolEffectiveness. 'School Size. 'Small Schools, StateAction

Identifiers.ER1C DigestsThis ERIC digest examines the slowed pace of

school district reorgaMzation since 1970 and theexpanded role of state education agencies (SEAs). Italso reports trends that influence consideration ofvarious reorganization forms and considers theframework in which future policy options may takeshape. The decades from 1940 to 1970 show thelargest declines in the number of U.S. school dis-tricts, largely attributable to the rcorganizafion of

small and rural districts. Still, in 1987-88, approxi-mately 53% of all schools were located in nonmet-ropolitan areas. The slowed pace of school-districtreorganization since 1970 seems not to be caused byany reduction in the power of the various SEAs.Several trends, in fact, suggest that the influence ofSEAs may be increasing in rural areas. Other trendsthat influence school-district reorganization in-clude: (1) litigation over fiscal equality; (2) problemsin reaching consensus on what adequate support foreducation might be; and (3) research findings thatindicate possible negative effects of 'urge scale orga-nizational units on !earning, especially for at-risksiudeirs. Education reform in thc 1980s has re-flected a nahonal, often urban-based consensus. Ru-ral and small schools, especially in impoverishedareas, are more likely to be judged "inefficient" thanlarge urban ones. Research suggests, however, thatwhat happens in the classroom is still the ultimatemeasure of the effectiveness of schoolreform.Small-scale reorganization has shown potential forpositive educational results. Policymakers contmueto face the task of balancing small schools' highercosts with the advantages they offer, especially forat-risk students. (TES)

ED 321 965 RC 017 854Kleinfeld, JudithThe Case Method hi Teacher Education: Alaskan

Models. ERIC Digest.ERIC Clearinghouse on Rural Education and Small


and Improvement (ED), Washington, DC.Report No.EDO-RC-90-6Pub DateJun 90Contract--R188062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory, P.O. Box 1348, Charleston.WV 25325 (free).


EDRS Price - MFOI/PC01 Plus Postage.Descriptors*Case Studies, Instructional Effec-

tiveness, 'Instructional Innovation, 'Instruc-tional Materials, 'Methods Research, RuralEducation, *Teacher Education, Teacher Educa-tor Education, Teacher Improvement, TeachingMethods

IdentifiersAlaska, ERIC DigestsThis ERIC digest discusses the theoretical basis of

cue teaching and examines its strengths and limita-tions as a tool for teacher education. Case teachingpresents authentic, concrete teaching problems forstudents to analyze. The study of a classroom fight,for example, might draw discussion of racial, ethi-cal, political, and other community issues, as stu-dents consider questions faced by teachers andadministrators in such situations. The case methodhas long been used in professional training for busi-ness, law, and medicine, but has only recently beenexplored in the preparation of teachers. Casemethod teaching provides vicarious experience of avariety of concrete cases, sharpening students' un-derstanding of the profession. It offers models ofhow to think professionally about problems, and en-hances teachers' ability to learn from their own ex-periences. The case method also illuminates humanexchanges that are often the core of teaching prob-lems, increases students' repertoire of educationalstrategies, and helps students learn to spot issuesearly. Case method teaching is, however, not a sys-tematic means of teaching, nor do cases give stu-dents actual practice in pedagogical skills. Somefaculty find it hard to locate good case-teaching ma-terials or fear that classes can degenerate into point-less exchanges of personal opinions. The documentlists sources for cues and provides pointers on in-struction. It encourages teacher educators to de-velop their own cases that fit into a particulareducational context such as an ethnic community ora rural small school. The document also includessources of Alaska cases developed by rural educa-tors. (TES)

ED 321 966 RC 017 855Ferrell, SusanAdult Literacy Programs in Rural Areas. ERIC

Digest.ERIC Clearinghouse on Rural Education and Small


2nd Improvement (ED). Washington, DC.Report No.--EDO-RC-90-70Pub DateJun 90

ContractRI 88062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-



EDRS Price - ME01/PC01 Plus Postage,Descriptors*Adult Literacy, *Adult Reading Pro-

grams, Economic Development, Educational Ob-jectives, 'Educational Strategies, FunctionalLiteracy, High School Equivalency Programs.Literacy Education, Program Effectiveness, RuralAreas, Rural Development, *Rural Education

IdentifiersEquality (Social), ERIC DigestsThis ERIC digest examines states' goals of rural

literacy programs and the types of programs thathave proven effective in the past. It inelt.des severaldefinitions of literacy applied by effectiv rural liter-acy programs. It alto examines the conditions thatsupport or limit widespread influence of effectiveprograms in rural areas. The level of concern aboutadult literacy in rural areas varies with economic,social, and political differences. Literacy programsvary with the definitions of literacy those areasadopt. Goals for adult literacy programs may in-clude promonng economic productivity, increasingsocial equity, or stimulating political change. Com-petency-based programs generally define literacy asthe minimum skill required for a high school di-ploma. Volunteer programs serve adults whosereading achievement is below the fourth-grade level.Community-oriented programs help adults deter-mine their own reading needs. Some U.S. rural liter-acy projects offer a single service while others offermore, such as tutors, learning centers, and indepen-dent-study projects. A scarcity of available fundingoften limits rural literacy programs. Moreover, thegoal of many programs, that of improving the ruraleconomy, can pose a potential threat to programeffectiveness. If the expected economic benefits failto develop, programs can lose the support of exter-nal funding sources. Nevertheless, rural literacyprograms manage to persist and to succeed for manyreasons, among them the involvement of the com-munity in program development, promotion, andevaluation. (TES)

ED 321 967 RC 017 856Hartshorn. Robert Boren, SueExperiestial Leaning of Mathematics: Using

Manipidatives. ERIC Digest.ERIC Clearinghouse on Rural Education and Small


and Improvement (ED), Washington, DC.Report No.EDO-RC-90-5Pub DateJun 90ContractRI88062016Note-3p.Available fromERIC/CRESS, Appalachia Edu-

cational Laboratory, P.O. Box 1348. Charleston,WV 25325 (free).


EDRS Price MFOI/PCOI Plus Postage.DescriptorsAbstract Reasoning, Elementary Sec-

ondary Education, *Experiential Learning, Infor-mation Sources, *Instructional Effectiveness,*Manipulative Materials, *Mathematics Instruc-tion, *Methods Research, Object Manipulation,State Aid

IdentifiersActivity Based Curriculum, ERIC Di-g' sTs-as ERIC digest examines recent research about

the use of manipulatives to teach mathematics."Manipulatives" refers to objects that can betouched and moved by students to introduce or re-inforce a mathematical concept. The digest alsospeculates on same of the challenges affecting futureuse of manipulatives. Since the 19th century, educa.tors have advocated the active involvement of chil-dren in learning. Research suggests thatmanipulatives are particularly useful in helping chil-dren move from the concrete to the abstract level.Building the bridge between these levels, however.requires careful structuring of manipulatives by theteacher. Studies indicate that manipulatives can beeffective when used properly. Issues relating to theimplementation and success of manipulatives in-clude the availability of manipulatives, the period ofstudents' exposure to manipulatives, and teachers'experience and training. Two influences will proba-bly affect the use of manipulatives in the future .schools' efforts to conform to the "Curriculum andEvaluation Standards for School Mathematics" and

the commitment of state resources to transform the-ory Into practice. Some state and local initiativeshave mandated the implementation of manipula-tives through policy, law, or curriculum documents.Among the states that mandate or encourage ma-nipulative use are California. North Carolina. Ten-nessee, and Texas. The document concludes thatfurther research is needed to shed more light on theeffectiveness of manipulatives in both elementaryand secondary schools. The document includes 10references. (TES)

ED 321 968 RC 017 857Pepper. Floy C.Unbiased Teaching about American Indians and

Alaska Natives in Elementary Schools, ERICDigest.



Report No.EDO-RC-90-8Pub DateJun 90ContractRI88062016Note-3p.Available fromERIC /CRESS, Appalachia Edu-

cational Laboratory. P.O. Box 1348, Charleston,WV 25325 (free).


EDRS Price MF01/PC01 Plus Postage.DescriptorsAlaska Natives, American Indian

History, American Indians, *American IndianStuches, *Curriculum Development, *CurriculumProblems, *Elementary Education, Eskimos,*Ethnic Bias, *Ethnic Stereotypes. Federal IndianRelationship, Information Sources, InstructionalImprovement

IdentifiersERIC DigestsThis ERIC digest gives elementary school teach-

ers realistic information about American Indiansand Alaska Natives and identifies some of the corn-mon myths based on ethnic bias. Bias againstIndians Is often the result of inaccurate information.Stylized classroom acco.ints of Indian life reinforce"buckskin-and- feather" or "Eskimo and igloo" ste-reotypes. Indians who defended their homelandsfrom invaders have been portrayed as enemies ofprogress, barriers to frontier settlement, and, morerecently, a "social problem" draining national re-sources. Teachers can be victims of the instructionalmaterials they count on, and so they should becomeconsciously aware of the processes by which theychoose such materials. In recent years, AmericanIndians have recognized their right to insist uponaccurate and unbiased accounts of their own historyand culture and more and more educators are realiz-ing that this right extends to all students. Mythsabout native peoples are commonplace, occurring inhistory, law, sociology and economics. Many peoplebelieve, for example, that American Indians share acommon language and culture, when there are actu-ally more than 300 officially recognized tribes, dis-tinct in many ways including language. Otherexamples of myths about Indians include the "firstThanksgiving" stories that wme created in the1890s to promote the "melting pot" theory ofAmerican social progress. Instead of repeating suchmyths, teaches should encourage classroom discus-sion of real and current Indian issues (such as landand fishing rights) as a means of teaching AmericanIndian history and establishing Native Americans asa people. This document includes 10 references anda 4-item annotated list of essential resources. (TES)

SEED 309 921 SE 050 510Slaver, John R. And OthersA Summary of Research in Science Educa-

tion-1987.ERIC Clearinghouse for Science, Mathematics, and

Environmental Education, Columbus, Ohio.Sports AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub Date-89ContractR188062006Note-163p.; For 1986 summary, see ED 292 607.Pub Type-- Information Analyses - ERIC Informa-

tion Analysis Products (071) Reports - Re-search (143) Reference Materials -

Bibliographies (131)

Document Resumes/SE 47

EDRS Price MFOI /PC07 Plus Postage.DescriptorsCollege Science, 'Curriculum. Edu-

cational Research, Elementary School Science,Elementary Secondary Education, Higher Educa-tion, 'Literature Reviews, *Research and Devel-opment, Science Education. 'Science Instruction.Secondary School Science, Teacher Attitudes,*Teachers

Identifiers*Science Education ResearchThis volume presents a compilation and review of

more than 400 research efforts reported in 1987,organized in such a way that studies on related top-ics are easy to access by practitioners or researchers.The document is organized around four major sec-tions that reflect the process of teaching, learning.and schooling including: (I) "Learners and Learn-ing"; (2) "Teachers and Teaching"; (3) "Curriculumand Instruction"; and (4) "Context and Settings."Each major section begins with an overview of theresearch summarized and a context for review, andends with a reference list appropriate to that section.A discussion of the significance of the studies andimplications for practice and future research is in-cluded in each major section. (CW)

ED 319 628 SE 051 444Howe, Robert W. Warren, Charles R.Accountability in Mathematics Education. ERIC/.

SMEAC Mathematics Digest No. 3, 1988.ERIC Clearinghouse for Science, Mathematics, and

Environmental Education, Columbus, Ohio.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-SE-88-7Pub Date-88ContractRI 88062006Note---4p.Available fromERIC/SMEAC. The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 (S1.00 single copy: ordered insets by year and area S3.00).

Pub Type Reports - Descriptive (141) Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI/PC01 Plus Postage.Descriptors*Accountability, *Elementary School

Mathematics, Elementary Secondary Education,Evaluation Criteria, Mathematics Achievement.*Mathematics Curriculum, Mathematics Educa-tion, *Mathematics Instruction, Outcomes of Ed-ucalon, Performance, *Program Effectiveness,School Effectiveness, *Secondary School Mathe-maticsThis digest provides information on determining

the effectiveness of school mathematics programs.The purposes for developing accountability pro-grams and characteristics of good mathematics pro-grams are listed. State goals and objectives andstandards developed by the National Council ofTeachers of Mathematics have furthered the pro-duction of materials useful in the development ofschool goals and objectives. Data on several vari-ables should be collected, including curriculum, in-struction, and student learning, to determine theeffectiveness of the program. Processes for usingcollected data are considered. Thirteen referencesare listed. (YP)

ED 319 629 SE 051 447Disinger, John F And OthersRecent Developments in College Level Environ

mental Studies Courses and Programs. ERIC/.SMEAC Environmental Education Digest No. 2,1988.

ERIC Clearinghouse for Science, Mathematics. andEnvironmental Education, Columbus, Ohio.


Report No.EDO-SE-88-10Pub Date-88ContractRI 88062006Note-4p.Available fromERIC/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310. Co-lumbut. OH 43212 (51.00 single copy; ordered insets by year and area S3.00).


EDRS Price MF01/PC01 Plus Postage.Descriptors*College Programs, College Science,

Curriculum, *Educational Trends. 'Environmen-tal Education, 'Higher Education, Program Im-provement, *Science and SocietyThis digest identifies characteristics of successful

higher education programs in environmental studies

48 Document Resumes/SEand trends in environmental studies programs andcourses. Characteristics of programs that have con-tinued for the past two decades are listed. Some ofthe variables associated with programs that have notcontinued are identified. Recent trends related tothe programs in environmental studies include: (1)an increase in the number of courses including envi-ronmental concerns; (2) a small increase in the num-ber of general education courses with emphasis onenvironment; (3) an increase of internships and re-search experiences; (4) an increase in the number oftechnically-oriented programs; (5) an increase incourse offerings for adult education and post-degreetraining; and (6) development of courses related toscience/technology/society. Seven references arelisted. (YP)

ED 319 630 SE 051 465Suydam, Marilyn N.Curriculum and Evaluation Standards for Mathe-

matics Education. ERIC/SMEAC MathematicsEducation Digest No. 1, 1990.

ERIC Clearinghouse for Science, Mathematics, andEnvironmental Education, Columbus, Ohio.


Report No.EDO-SE-90-28Pub Date-90ContractR188062006Note-4p.Available fromERIC /SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 (51.00 single copy; ordered insets by year and area $3.00).


EDRS Price MFOI/PC01 Plus Postage.Descriptors*Curriculum Guides, *Elementary

School Mathematics, Elementary Secondary Ed-ucation, Evah :ion Criteria, *Mathematics Cur-riculum, Mathematics Education, *MathematicsInstruction, Mathematics Tests, *SecondarySchool Mathematics

Identifiers*National Council of Teachers ofMathematicsThis digest reviews the National Council of

Teachers of Mathematics' "Curriculum and Evalua-tion Standards for School Mathematics." Topicssummarized are: (1) rationale; (2) underlying as-sumptions; (3) five goals for students; (4) frameworkfor curriculum; (5) standards for each grade cluster;(6) standards for general assessment, student assess-ment, and program evaluation; (7) suggested changein mathematics instruction; and (8) steps for imple-mentation. Ten references are listed. (YP)

ED 320 758 SE 051 441Howe, Robert W. Warren, Charles R.Recent Developments in College Science Pro-

grams and Courses. ERIC/SMEAC Science Edu-cation Digest No, 4.



Report No.EDO-SE-90-4Pub Date-88ContractR188062006Note-4p.Available fromER1C/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set of four for the year and content area $3.00).


EDRS Price MFOI/PC01 Plus Postage,Descriptors*College Curriculum, *College Sci-

ence, Course Content, *Educational Improve-ment, *Educational Trends, EngineeringEducation, Higher Education, Program Descrip-tions, 'Science Curriculum, Science Education,Two Year Colleges, Universities

IdentifiersERIC DigestsDue to data released in several repoi ts in recent

years, concern has been growing regarding the sta-tus of undergraduate science in two-year colleges,four-year colleges, and universities. Recommenda-tions of reports on this topic are summarized. Typesof programs and activities that have been developedwith precollege schools and students; current devel-opments in college sciencc programs, courses, andmaterials for science and engineering majors; andcurrent developments in college science programs,courses, and materials for non-science majors arediscussed. Listed are the addresses of seven sources

of information on developments in science and engi-neering at the postsecondary level. Twelve selectedreferences are presented. (CW)

ED 320 759 SE 051 446Howe, Robert W. Disinger, John F.Teaching Environmental Education Using

Out-of-School Settings and Mass Media,ERIC/SMEAC Environmental Education Di-gest No. 1, 1988.



Report No.EDO-SE-90-9Pub Date-88Con tractR188062006Note-4p.Available fromER1C/SMEAC, The Ohio State



EDRS Price - MFOI/PC01 Plus Postage.DescriptorsElementary School Science, Elemen-

tary Secondary Education, *Environmental Edu-cation, Field Studies, *Museums, NonformalEducation, *Organizations (Groups). OutdoorEducation, Postsecondary Education, ScienceEducation, Secondary School Science, *TeachingMethods, Zoos

IdentifiersERIC DigestsResearch related to environmental education has

consistently indicated that many students andyoung adults attribute a large amount of theirknowledge of environmental concepts, problems,and issues to out-of-school (non-formal) educa-tional settings and experiences. Data also indicatethat students and young adults attribute much oftheir attitudes and values to similar experiences.This digest discusses out-of-school settings and ex-periences related to environmental education; effec-tive strategies for teaching concepts; issueawareness in out-of-school environmental educa-tion; and trends in out-of-school environmental ed-ucation. A list of tcn selected references is included.(CW)

ED 320 760 SE 051 448Howe. Robert W.Linking Environmental Education with Environ-

mental and Health Hazards in the Home.ERIC/SMEAC Environmental Education Di-gest No. 3, 1988.


Spons AgencyOffice of Educational Researchand Improvement (ED), Washington, DC

Report No.EDO-SE-90-11Pub Date-88C.ontractR188062006Note-4p.Available fromERIC /SMEAC. The Ohio State



EDRS Price MFOI/PC01 Plus Postage.DescriptorsElementary Secondary Education,

*Environmental Education, *Environmental In-fluences, Environmental Standards, *Family En-vironment, *Hazardous Materials, *Pollution.Postsecondary Education, Public Health, ScienceEducation, Secondary School Science, *WasteDisposal, Wastes

IdentifiersER1C DigestsDuring the past several years, interest, concern.

and action related to environmental problems haveincreased. Among the problems creating the con-cern have been materials that can cause pollutionand biological damage in and near the home and thedisposal of materials used in the home. Discussed inthis digest are the reduction of problems Mated tohazardous and toxic materials in the home; studentand parent awareness of hazardous and toxic mate-rials found in the home and regulations concerningthose materials; environmental decisions regardinghome purchase and the correction of environmentalproblems in a family's current home, and the addi-tion of information regarding hazardous and toxicmaterials to the school curriculum. Several goodsources of information on the subject are recom-mended. A list of 12 references is included. (CW)

53

ED 320 761 SE 051 449Howe, Robert W. Disinger, John FEnvironmental Education that Makes a Differ-

enceKnowledge to Behavior Changt.::. ERIC/-SMEAC Environmental Education Digest No. 4,1988.






EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAttitudes, *Behavior Change, Con-

eept Formation, *Curriculum, Educational Im-provement, Elementary School Science,*Elementary Secondary Education, *Environ-mental Education, Program Descriptions, Sec-ondary School Science, *Teaching Methods

IdentifiersERIC DigestsGoals and objectives of many state and local envi-

ronmental education programs have included devel-oping students with knowledge, skills. positiveattitudes and motivation to take action, to preventand to resolve environmental problems. This digestdescribes variables involved in developing responsi-ble environmental behavior and some teaching ap-proaches and materials that have been effective inachieving this goal. Implications for educators arcdiscussed. A list of 13 selected references is in-cluded. (CW)

ED 320 762 SE 051 450Helgeson, Stanley L Howe, Robert W.

Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. 1, 1989.



Report No.EDO-SE-90-13Pub Date-89ContractR188062006Note-5p.Available fromER1C /SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set of four for the year and content area 53.00)


EDRS Price MFOI/PC01 Plus Postage.Descriptols*Demonstration Programs. 'Educa-

tional Improvement, Elementary Education, *El-ementary School Science, Information Centers,*Information Sources, Instructional Materials.*Organizations (Groups), Science Education,*Science Materials, Teaching Methods

IdentifiersERIC DigestsMany school staff and their client communities

are concerned about pupil achievement, skills, andattitudes related to science. To respond to theseconcerns, staff need to determine how they can im-prove their science programs by modifying the con-tent and skills emphasized in the curriculum,changing and supplementing instructional materi-als. changing instructional approaches, and chang-ing the use of technology. This digest discussespublications and sources of information on exem-plary pros rams from several states and national or-ganizations. Highlighted are efforts of the NationalDiffusion Network (NDN), the National ScienceFoundation (NSF), the Educational Products Infor-mation Exchange (EP1E). Regional EducationalLaboratories, 'The Educational Resources Informa-tion Center (ERIC), the COSMOS Corporation, theDepartment of Education. and the National ScienceTeachers Association (NSTA). A list of informationsources and 14 references are included. (CW)

4 0

ED 320 763 SE 051 451Hdgeson. Stanley L. Howe, Robert W.Sources of Information about Promising and Ex-

emplary Programs and Materials for SecondarySchool Science, ERIC/SMEAC Science Educa-tion Digest No, 2, 1989.

ERIC Clearinghouse for Science, Mathematics, andEnvironmental Education. Columbus, Ohio.


Report No.EDO-SE-90-14Pub Date-89Con t: ac tRI88062006Note-5p.Available fromERIC/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310. Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set of four for the year and content area $3.00).


EDRS Price MFOI/PC01 Plus Postage,Descriptors*Demonstration Programs, *Educa-

tional Improvement. Elementary Education, In-formation Centers, *Information Sources,Instructional Materials, *Organizations (Groups),Science Education, °Science Materials, *Second-ary School Science. Teaching Methods


are concerned about student achievement, skills.and attitudes related to science. To respond to theseconcerns, staff need to determine how they can im-prove their science programs by modifying the con-tent and skills emphasized in the curriculum.changing and supplementing instructional materi-als, changing instructional approaches, and chang-ing the use of technology. This digest discussespublications and sources of information on exem-plary programs from several states and national or-ganizations. Highlighted arc efforts of the NationalDiffusion Network (NDN), the National ScienceFoundation (NSF), the Educational Products Infor-mation Exchange (EPIE), Regional EducationalLaboratories, The Educational Resources Informa-tion Center (ERIC), the COSMOS Corporation, theDepartment of Education, and the National ScienceTeachers Association (NSTA). A list of informationsources and 18 references are included. (CW)

ED 320 764 SE 051 453Blosser, Patricia E.The Impact of Educational Reform on Science

Education. ERIC/SMEAC Science EducationDigest. No. 4.

ERIC Clearinghouse for Science, Mathematics, andEnvironmental Education. Columbus, Ohio.


Report No.EDO-SE-90-16Pub Date-89ContraetR188062006Note-4p.Available fromERIC /SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered insets by year and area $3.00).


EDRS Price - MFOI /PC01 Plus Postage.Descriptors*Educational Change, *Elementary

School Science, Elementary Secondary Educa-tion, 'Graduation Requirements, 'Science Cur-riculum. Science Education, 'Science Tests.°Secondary School Science

IdentifiersERIC DigestsThis digest focuses on the impact of the educa-

tional reform movement on science education. Top-ics reviewed are: (1) "What is the message ofeducational reform?"; (2) "What changes have oc-curred?" listing increasing graduation requirementsand lengthening schooling; (3) "Have educationalreform efforts irrproved education?" reporting therecoveries of achievement scores and the lack ofchange in teaching methods; and (4) "What aresome recommended actions?" suggesting focusingattention on middle school and low-achieving stu-dents, and designing an indicator system to trackthe reform. Fourteen references are listed. (YP)

ED 320 765 SE 051 468Disin,:er, Jahn F.EnviNnmental Education for a Sustainable Future.

ERIC/SMEAC Environmental Education Di-gest No. 1.

ERIC Clearinghouse for Science, Mathematics. andEnvironmental Education, Columbus, Ohio.


Report No.EDO-SE-9031Pub Date-90ContractR188062006Note-4p.Available fromERIC/ SMEAC. The Ohio State

University, :200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered insets by year and area $3.00).


EDRS Price MF01/PC01 Plus Postage.DeseriptorsCurriculum. Elementary School Sci-

ence, Elementary Secondary Education, 'Envi-ronmental Education. Higher Education.°Science and Society, Science Curriculum

IdentifiersERIC DigestsThis digest discusses the inciusion of "sustainabil-

ity" concept in environmental education. Topics in-cluded are: (1) definiton of sustainability; (2)inclusion of the concept in the curriculum usinginterdisciplinary approaches; and (3) a list of in-structional materials containing the concept at theelementary, secondary. and college levels. Seven-teen references are listed. (YP)

ED 321 99 SE 051 296Kohalla. Thomas R., Jr. And OthersA Summary of Research in Science Educa-

tion-1988,ERIC Clearinghouse for Science, Mathematics, and

Environmental Education, Columbus. Ohio.; /*Ia.tional Association for Research in Science Teach-ing.; Ohio State Univ., Columbus, Ohio.Information Reference Center for Science. Math-ematics, and Environmental Education.


Pub Date-89Con trac t RI88062006Note-167p.; For 1987 summary see ED 309 921.Available fromSMEAC Information Reference

Center. 1200 Chambers Road. Room 310, Colum-bus, OH 43212 ($12.50).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reports Re-search (143)

EDRS Price - MFOI /PC07 Plus Postage.DescriptorsAcademic Achievement, Cognitive

Development. College Science, Computer Uses inEducation, Educational Research, EducationalTechnology, Elementary School Science. Ele-mentary Secondary Education, Epistemology,Higher Education, Literature Reviews, ProblemSolving. Program Evaluation, 'Research and De-velopment, Science Education, 'Science Instruc-tion. Scientific Concepts, Secondary SchoolScience. Sex Differences, Student Attitudes.Teacher Attitudes, Teacher Education

Identifiers*Science Education ResearchThis volume presents a compilation and review of

more than 400 research studies on science teachingand the preparation of science teachers that werereported in 1988, organized into 10 sections. Thesections are: (1) "Professional Concerns"; (2)"Teacher Education"; (3) "Programs"; (4) "Curric-ulum"; (5) "Instruction"; (6) "Conceptual Develop-ment"; (7) "Problem Solving"; (8) "Achievement";(9) "Attitude"; and (10) "Epistemology." Each ma-jor section begins with an overview of the researchsummarized in the section and a context for review,and ends with an invited commentary on the impactand implications of the research presented in thatsection. A master bibliography is appended. (CW)

ED 321 970 SE 051 442Kasten. Margaret And OthersThe Role of Calculus in College Mathematics,

ERIC/SMEAC Mathematics Education DigestNo. 1.

ERIC Clearinghouse for Science. Mathematics. andEnvironmental Education, Columbus, Ohio.


Report NctEDO-SE-90-5Pub Date--88ContractRI88062006

Document Resumes/SE 49

Note-4p,Available fromERIC/SMEAC, Thr Ohio State

University, 1200 Chambers Road, Room 310. Co-lumbus, OH 43212 ($1.00 single copy; orderld ina set of four for the year and content area, $3.00).


EDRS Price - MFOI /PC01 Plus Postage,Descriptors---*Calculus, 'College Mathematics,

'Curriculum Development, 'Educational Trends,Higher Education, 'Mathematics Curriculum,Mathematics Education, Teaching Methods

IdentifiersERIC DigestsCalculus has become the center of a heated debate

within the mathematics community. There arethose who question the very centrality of calculus inthe mathematics curriculum. Evidence indicatesthat many current calculus courses are not servingstudents well. In addition, computers and advancedcalculators can now do many of the manipulationsthat students learn in calculus. Discussed in thisdigest are: the status of calculus in high school math-ematics; enrollment and success patterns in collegecalculus; the calculus needs of various college ma-jors; calculus teaching methods in colleges and uni-versities; and curriculum development support fromthe National Science Foundation. A list of 11 refer-ences is included. (CW)

ED 321 971 SE 051 443Kasten. Margaret Howe. Robert W.Students at Risk in Mathematics: Implications for

Elementary Schools. ERIC/SMEAC Mathemat-ics Education Digest No. 2.


Sports AgencyOffice of Educational Researchand Improvement (ED), Washington. DC.

Report No.EDO-SE-88-6Pub Date-88ContractRI88062006Note-5p.Available fromERIC/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Calumbus, OH 43212 ($1.00 single copy; ordered insets by year and field of study, $3.00).

Pub Type Reports Descriptive (141) Informa-tion Ana/yaes - ERIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI/PC01 Plus Postage.Descriptors*Dropout Prevention, Dropouts, Ele-

mentary Education, *Elementary School Mathe-matics, °High Risk Students. °MathematicsAchievement, Mathematics Education, Mathe-matics Skills, Minority Groups, 'Potential Drop-outs

IdentifiersERIC DigestsTwo groups of students at risk of not developing

adequate mathematical knowledge and skills are (l )the "typical or usual" and (2) "the nominal mathe-matics students"-those who do not achieve at a sat-isfactory level in mathematics and/or do not enrollin mathematics courses beyond typical requiredcourses. This digest provides information for pre-venting and reducing the problems related to at-riskstudents. Included are: (1) descriptions of the poten-tial dropout and of the nominal mathematics stu-dent; (2) a summary of at-risk students; and (3) anoutline of ways to reduce the number of mathemati-cally at-risk students. This section lists some vari-ables associated with elementary schoolmathematics programs which in various combina-tions tend to produce a lower percentage of drop-outs and a lower percentage of nominalmathematics students. Seventeen references arelisted. (YP)

ED 321 972 SE 051 452Howe, Robert W. Warren. Charles R.Resources for Educational Materials Related to

Science Education, K-12. ERIC/SMEAC Sci-ence Edustion Digest No. 3.



Report No.EDO-SE-90-15Pub Date-89ContractR188062006Note-4p.Available fromERIC/ SMEAC, The Ohio State

University. 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set of four for the year and content area. $3.00).


50 Document Resumes/SO

EDRS Price MF01/PC01 Plus Postage.DescriptorsAudiovisual Aids, Computer Soft-

ware, Educational Trends, *Elementary SchoolScience, Elementary Secondary Education, In-structional Materials, *Resource Materials, Sci-ence Curriculum, *Science Education, *ScienceMaterials, °Secondary School Science

IdentifiersERIC DigestsThis digest identifies selected sources of materials

for science education. Included are: the EducationalResources Information Center; the American Asso-ciation for the Advancement of Science; the Na-tional Science Resources Center; the NationalScience Teachers Association; and publications pro-duced by the California State Department of Educa-tion. Also identified are references and reviews ofprint, audiovisual, and computer software materials;PS1-NET; sources of research and report informa-tion; local and state sources; and professional associ-ations. Five sources of science educationinformation and nine references are listed. (CW)

ED 321 973 SE 051 454Howe, Robert W. Suydam. Marilyn N.Sources of Information about Promising and Ex-

emplary Programs and Materials for ElementarySchool Mathematics. ERIC/SMEAC Mathe-matics Education Digest No. I.




University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00).


EDRS Price - MF01/PC01 Plus Postage.DescriptorsDemonstration Programs, °Educa-

tional Improvement, Educational Trends, Ele-mentary Education, 'Elementary SchoolMathematics, *Information Sources, Mathlimat-ics Curriculum, Mathematics Education, *Orga-nizations (Groups), Teaching Methods


are concerned about pupil achievement, skills, andattitudes related to mathematics. To respond tothese concerns, staff need to determine how theycan improve their elementary mathematics pro-grams by modifying the content and skills empha-sized in the curriculum, changing andsupplementing instructional approaches, and chang-ing the use of technology. In this digest, sources ofcurricular frameworks, sources of information onmaterials and programs which have evaluation data,and sources of information on promising programsand materials are discussed. Highlighted are the Na-tional Diffusion Network and the National ScienceFoundation. A list of four selected informationsources with addresses is included. Eleven refer-ences are listed. (CW)

ED 321 974 SE 051 455Helgeson, Stanley L. And OthersSources of Information about Promising and Ex-

emplary Programs and Materials for SecondarySchool Mathematics. ERIC/SMEAC Mathe-matics Education Digest No. 2.


Sports AgencyOffice of Educational Researchand Improvement (ED), Washington, DC.

Report No.EDO-SE-90-18Pub Date-89ContractR188062006Note-4p.Available fromERIC/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00).


EDRS Price MF01/PC01 Plus Postage.Deseriptors°Demonstration Programs, 'Educa-

tional Improvement, Educational Trends, Infor-mation Sources, *Mathematics Curriculum,Mathematics Educldon, *Organizations(Groups), Secondary Education, 'SecondarySchool Mathematics, Teaching Methods


are concerned about pupil achievement, skills, and

attitudes related to mathematics. To respond tothese concerns, staff need to determine how theycan improve their secondary mathematics programsby modifying the contcnt and skills emphasized inthe curriculum, changing and supplementing in-structional approaches, and changing the use oftechnology. In this digest, sources of curricularframeworks, sources of information on materialsand programs which have evaluation data, andsources of information on promising programs andmaterials are discusscd. Highlighted are the Na-tional Diffusion Network and the National ScienccFoundation. A list of four selected informationsources with addresses is included. Eleven refer-ences are listed. (CW)

ED 321 975 SE 051 460Howe, Robert W.Sources of Information about Promising and Ex-

emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC/SMEAC Environmental Education Di-gest No. 3.

ERIC Clearinghouse for Science. Mathematics, andEnvironmental Education, Columbus. Ohio.


Report No.EDO-SE-90-23Pub Date-89ContractRI88062006No tc-4p.Available fromERIC/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set of four for the year and content area. $3.00).


EDRS Price MF01/PC01 Phu Postage.DescriptorsConservation Education, 'Educa-

tional Improvement, Educational Trends, Ele-mentary School Science, *Elementary SecondaryEducation, *Environmental Education, *Infor-mation Sources, *Organizations (Groups), Sec-ondary School Science, Teaching Methods


are concerned about pupil achievement, skills, andattitudes related to the environment. To respond tothese concerns, staff need to determine how theycan improve their environmental education pro-grams by modifying the content and skills empha-sized in the curriculum, and supplementinginstructional approaches. In this digest, sources ofcurricular frameworks, sources of information onmaterials and programs which have evaluation data,and sources of information on promising programsand materials are discussed. A list of 10 selectedinformation sources with addresses is included.Seven references are listed. (CW)

ED 321 976 SE 051 461Howe, Robert W. Disinger, John F.Resources for Educational Materials Related to

Environmental Education, K-12. ERIC/SMEACEnvironmental Education Digest No. 4.



Report No.EDO-SE-90-24Pub Date-89ContractR188062006Note-4p.Available fromERIC/SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set of four for the year and content area, $ ).


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAudiovisual Aids, Computer Soft-

ware, Educational Trends, Elementary SecondaryEducation, 'Environmental Education, Informa-tion Sources, Instructional Materials, 'ResourceMaterials, Science Education

IdentifiersERIC DigestsThis digest identifies selected sources of materials

for environmental education. Included are: the Edu-cational Resources Information Center; the UnitedStates Environmental Protection Agency; the Pub-lic Broadcasting System; the N Mona! Wildlife Fed-eration; and the National Science TeachersAssociation. References and reviews of print, audio-visual, and computer software materials; Eco-NET;sources of technical information on thc environ-ment; local and state sources; and professional asso-

ciations are discussed. Ten sources of ens ironmen-tal education information and six references arclisted. (CW)

ED 321 977 SE 051 462Blosser, Patricia E.Procedures To Increase the Entry of Women in

Science-Related Careers. ERIC/SMEAC Sci-ence Education Digest No. 1.



Report No.EDO-SE-90-25Pub Date--90ContractRI88062006Note-4p.Available fromERIC /SMEAC, The Ohio State

University, 1200 Chambers Road, Room 310, Co-lumbus, OH 43212 ($1.00 single copy; ordered ina set by year and content area, $3.00).


EDRS Price - MF01/PC01 Pius Postage.DescriptorsAcademic Achievement, *Educa-

tional Trends, Elementary School Mathematics,*Elementary School Science, Elementary Sec-ondary Education, 'Females, 'Intervention. Ju-nior High Schools. Mathematics Education.Middle Schools, *Science Careers, Science Edu-cation, Secondary School Mathematics, 'Second-ary School Science, Student Attitudes, StudentParticipation

IdentifiersERIC DigestsGirls and boys start off equal in mathematics and

science performance and interest in school. Theyappear to do equally well in both subjects in elemen-tary school. Once courses become optional in sec-ondary school, the down hill spiral in enrollment offemale students in mathematics and physical sci-ence begins, accompanied by decreasts in achieve-ment and interest. This means that women areinadequately prepared for most college majors aswell as those in technical fields. The findings ofresearch, improvements in the situation, and inter-vention strategies to help increase girls' participa-tion in science are discussed. Several resources forthe identification of intervention programs are listedincluding four national networks of women in sci-ence and engineering. A list of 12 references is pro-vided. (CW)

SOED 313 270 SO 019 746Patrick, John J.Schools and Civic Values. ERIC Trends/Issues

Paper No. 2.ERIC Clearinghouse for Social Studies/Social Sci-

ence Education, Bloomington, IN.; Social StudiesDevelopment Center, Bloomington, Ind.


Pub DateDec 88ContractR188062009Note-21p.; Also presented to the international

conference on "The Development of Civic Re-sponsibility Among Youth" (Urbino, Italy, Octo-ber 8-15, 1988) under the title "The Effects ofSchool and Society on Civic Values and Behaviorof American Youth."

Available fromPublications Manager, SocialStudies Development Center, Indiana University.2805 East Tenth St., Bloomington, IN 47408($3.50).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (07?` Speeches/Meet-ing Papers (150)

EDRS Price MF01/Pal1 Plus Postsge.DescriptorsAttitudes, *Citizenship Education,

"Citizenship Responsibility, Community Respon-sibility, Elementary Secondary Education,*Schools, Social Agencies, *Values Education,Youth

IdentifiersSocietyIn this paper, the questions of whether or not the

transmission of common civic values and commit-pints to society should be a major goal of U.S.schools is considered. The effects of classroom,school, and society on civic values and attitudes areaddressed in terms of: (I) the curriculum and class-room instruction; (2) school structures and climates;and (3) teaching and learning. The paper concludes

as. mamas all MI ill MIS P

that: (I) civic education in schools should empha-size constitutional democracy's core values; (2) U.S.citizens tend to be disappointed in the lack of re-sponsible citizenship exemplified by the nation'syouth; (3) interested persons tend to debate how theschools, in concert with other social agencies, canaffect U.S. youths' character and citizenship educa-tion; and (4) U.S. citizens agree that education forresponsible citizenship can be improved through anincreased focus on school and societal agents.Thirty-four footnotes and a selective bibliography ofERIC resources is included. (JHP)

ED 316 489 SO 020 684Leming. Robert S. Peach. Lucinda J.Guide to Resources in Law-Related Education.ERIC Clearinghouse for Social Studies/Social Sci-

ence Education, Bloomington, IN.; Indiana Univ.,Bloomington. Social Studies Development Cen-ter.


Report No.ISBN-0-941339.09-2Pub Date-90ContractRI88062009Note-80p.Pub Type Reference Materials - Directories /Cat-

alogs (132) Guides - Non-Classroom (055)Information Analyses - ERIC Information Analy-sis Products (071)

EARS Price - MFOI/PC04 Plus Postage,DescriptorsAnnotated Bibliographies, Audiovi-

sual Aids. Audiovisual Instruction, CitizenshipEducation, Computer Software, *Educational Re-sources, Elementary Secondary Education, Hu-man Resources, Instructional Materials, 'LawRelated Education, Organizations (Groups), Re-source Materials

IdentifiersMoe k TrialsIn an effort to acquaint educators in social studies

with resources in law-related education, this re-source guide lists national and state organizationsand coordinators and materials available throughthose organizations as well as those from variouspublishers and the ERIC database, Selected teach-ing and learning materials in various media are high-lighted: books. curriculum packages. computersoftware, and video programs. Price and orderinginformation are provided, an indication of appropri-ate grade level is given, and short annotations givean idea of the content of the materials. A list ofpublishers and distributors of these materials is in-cluded at the end of the document. (113)

ED 319 651 SO 020 822Prior. Warren R.Teaching about Australia. ERIC Digest.ERIC Clearinghouse for Social Studies/Social Sci-

ence Education, Bloomington, IN.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-SO-90-1Pub Date--Feb 90ContractRI88062009Note-4P.Available fromER1C Clearinghouse for Social

Studies/Social Science Education. 2805 EastTenth Street, Suite 120. Indiana University. Bloo-mington, IN 47405.

Pub Type Information Analyses - ERIC Informa-tion Antlysis Products (071) Guides - Class-room - Teacher (052)

EARS Price - MFOI/PC01 Plus Postage.DescriptorsArea Studies, Comparative Analysis.

Cultural Awareness, Cultural Differences, *Cur-riculum Enrichment, 'Educational Strategies, El-ementary Secondary Educatiun, ForeignCountries, Global Approach, 'Social Studies

IdentifiersMustralia, ERIC DigestsMany reasons can be offered for teaching about

Australia. The field of Australian studies offersmany opportunities for U.S. teachers and studentsto critically analyze aspects of their own culture. forthere are many experiences in the history of Austra-lie that parallel the U.S. experience. Australia andthe United States have strong ongoing economic.social, and political ties. A study of Australia revealsinteresting interactions between an extremely oldgeological landscape and the evolution of its uniquefauna and flora. The Aboriginal people in Australiahave possibly the oldest indigenous culture still op-erating. Teaching about Australia can profitably beincluded in the curriculum from kindergarten to12th grade as part of a global perspective in socialstudies education. Teachers can begin with basicgeography lessons to locate Australia on a world

map, noting its size, major geographic features, cli-matic zones, demographic distribution, location ofmajor cities, and state borders. A historical perspec-tive can be used to enhance understanding of differ-ent cultures in Australia. The use of a range ofAustralian literature, art, films, and visual and oralprimary source materials can be a useful entry intoan understanding of the values and assumptions un-derlying Australian culture. A study of issues facingAustralia today can enhance students' inquiry skillsand enable them to form generalizations that may beuseful in explaining issues facing the United States.A I 6-item bibliography is included. (.1B)

ED 319 652 SO 020 823Holt, Evelyn R."Remember the Ladies"-Women in the Curricu-

lum. ERIC Digest,ERIC Clearinghouse for Social Studies/Social Sci-


and Improvement (ED), Washington, DC.Report No.EDO-SO-90-2Pub DateMar 90ContractR188062009Note-4p.Available fromERIC Clearinghouse for Social

Studies/Social Science Education, 2805 EastTenth Street, Suite 120. Indiana University, Bloo-mington, IN 47405.


Non-Classroom (055)EARS Price - MFOI/PC01 Plus Postage.DescriptorsCurriculum Development, 'Educa-

tional Strategies, Elementary School Curriculum,Elementary Secondary Education, 'Females,Feminism, Secondary School Curriculum, SexBias, Sex Stereotypes, *Social Studies, UnitedStates History, Womens Studies

!den tifiersER1C DigestsThree questions are addressed in this document:

(I) How have women been treated in social studiestextbooks and curricula? (2) What are some strate-gies for including women in social studies? (3) Whatresources are recommended for teachers and stu-dents? Textbook studies of the 1970s revealed lim-ited coverage of women in the social studies. and thefew references to women conveyed negative stereo-types rather than balanced and realistic portrayalsof changing roles in modern society. Coverage ofwomen in textbooks increased in the 1980s, but nei-ther the quality nor quantity of these treatments wasadequate. Suggestions offered for integratingwomen in the curriculum are: (I) In economics,study the inequalities of income distribution andinvestigate why these inequalities exist in society.(2) In sociology, examine charges of sex discrimina-tion in the United States and what these charges arebued upon. (3) Political science classes can re-search significant court cues that have influencedwomen's tights in this country, (4) Geography.world history, and world studies can involve theanalysis of the status of women in other countriesand at other times. Resources arc available at theinternational, national, state, and local levels. Sev-eral are noted, along with their areas of interest andaddresses. A 10-item bibliography is included. (.1B)

ED 322 021 SO 020 890Patrick. John J.Social Studies Curriculum Reform Reports. ERIC

Digest.ERIC Clearinghouse for Social Studies/Social Sci-


and Improvement (ED), Washington, DC.Report No.EDO-SO-90-3Pub DateApr 90ContractRI88062009Note-4p.Available fromPublications Manager. ERIC

Clearinghouse for Social Studies/Social ScienceEducation. 2805 East Tenth Street, Suite 120, In-diana University, Bloomington, IN 47408.

Pub Type Reports - Evaluative (142) - Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EARS Price - MFOI/PCOI Plus Postage.DescriptorsCurriculum Development, Curricu-

lum Problems, 'Educational Change, EducationalResources, *Elementary School Curriculum, Ele-mentary Secondary Education, Geography. His-tory. 'Secondary School Curriculum, SocialStudies

Identifiers-1980s, ERIC Digests

Document Resumes/SO 51

The 1980s were years of concern about the curric-ula in elementary and secondary schools. Through-out the decade educators in the social studies, aswell as in other fide knowledge, formed curricu-lum study groups i. assess the status quo and torecommend improvements in widely distributed re-ports. This ERIC Digest examines: (I) four socialstudies curriculum reform reports of 1989; (2) thetreatment of geography and history in these reports;(3) challenges to the expanding environments cur-riculum; and (4) implementation of recommenda-tions for curriculum reform. (Author)

ED 322 022 SO 020 891Graves GinnyTeaching about the Built Environment. ERIC


ence Education, Bloomington, IN.Spons Agency--Office of Educational Research

and Improvement (ED). Washington, DC.Report No.EDO-SO-90-4Pub DateMay 90ContractRIB 8062009

ote-4p.Available fromPublications Manager. ERIC

Clearinghouse for Social Studies/Social ScienceEducation, 2805 East Tenth Street. Suite 120, In-diana University, Bloomington. IN 47408.

Pub Type Guides - Classroom - Teacher (052)Information Analyses - ERIC Information Analy-sis Products (071)

EARS Price - MFOI/PCOI Plus Postage.DescriptorsArchitecture. *Built Environment,

Community Characteristics, 'Curriculum Devel-opment, Elementary Secondary Education, Envi-ronmental Influences, *Heritage Education,Instructional Materials, Physical Envirenment,*Social Studies, Teacher Education

IdentifiersAmerican Institute of Architects,ERIC DigestsCritical thinking, responsible citizenship. cultur.il

literacy, social relevancy; these concerns of educa-tors in the social studies can be addressed throughteaching and learning about the built environment.The tangible structures that humans have created(bridges, houses, factories, farms, monuments) con-stitute the built environment. Objects in the builtenvironment can be used to enhance teaching andlearning in core subjects of the social studies (his-tory, geography, civics, and economics). This digestdiscusses: (I) what built environment education is;(2) why it belongs in the school curriculum; (3) howto connect it to the social studies; (4) how to initiatesuccessful programs on it in schools; and (5) modelprograms and resources for teachers. (Author)

ED 322 023 SO 020 892Gaunt. PhilipTeaching about Western Europe, ERIC Digest,ERIC Clearinghouse for Social Studies!Social Sci-

ence Education, Bloomington. IN.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-SO-90-5Pub DateJun 90ContractRI88062009Note-4p.Available fromPublications Manager, ERIC

Clearinghouse for Social Studies/Social ScienceEducation, 2805 East Tenth Street, Suite 120, In-diana University, Bloomington, IN 47408.


EARS Price - MFOI/PCOI Plus Postage,DescriptorsCross Cultural Studies, Current

Events. *Curriculum Development, ElementarySecondary Education, *Foreign Countries,Global Approach, *Instructional Materials. Inter-national Studies, Social Change. *Social Studies,Student Educational Objectives, °TeachingMethods, *World Affairs

IdentifiersERIC Digests, *Europe (West), Euro-pean Community, European Economic Commu-nityRecent historical events have made it increasingly

important to strengthen the study of Western Eu-rope in U.S. schools. With full integration of theEuropean Community after 1992, with the unifica-tion of the two Gerrnanys, and with the newly dem-ocratic states of the old Soviet bloc seeking someform of association with the European EconomicCommunity. Western Europe will inevitably con-tinue to affect our lives in significant ways. And yetthe speed and complexity of the changes that are

52 Document Resumes/SP

taking place make it difficult for educators to gainaccess to recent relevant information and to developcoherent teaching programs about Western Euro-pean affairs. This ERIC Digest (I) discusses whystudents should learn about Western Europe; (2)suggests where Western European studies belong inthe curriculum; (3) outlines strategies for teachingthe subject; and (4) lists a selection of key sourcesof information. (Author/DB)

ED 322 080 SO 030 135Hickey. M. Gail Braun. PattySodal Studies and the Disabled Reader. ERIC



and Improvement (ED), Washington, DC.Report No.EDO-SO-90-6Pub DateJul 90ContractRI88062009Note-4p.Available fromERIC Clearinghouse for Social

Studies/Social Science Education, 2805 EastTenth Street, Suite 120, Bloomington, IN 47405.


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsDisabilities. Educational Resources,

Elementary Secondary Education, 'LearningDisabilities, Learning Strategies. Mainstreaming,Reading Ability, *Reading Instruction, °SocialStudies. °Special Needs Students, Student Needs,Teaching Guides, Teaching Methods

IdentifiersERIC DigestsAs a result of federal legislation, the effects of

mainstreaming of special needs students are beingfelt now more than ever. Regular classroom teach-ers are responsible for much of the instruction forspecial needs students, even though they may lacknecessary training in effective teaching techniques.Teachers of social studies may feel especially unpre-pared to deal with the needs of the disabled reader.This digest provides teachers with information andresources for differentiating social studies instruc-tion for students with reading difficulties. Threequestions are addressed: (I) Who is the disabledreader? (2) What are the special needs of disabledreaders? and (3) What strategies can be used toteach social studies to disabled readers? (DB)

ED 322 081 SO 030 136Stoltnian. Joseph P.Geography Education for Citizenship.ERIC Clearinghouse for Social Studies/Social Sci-

ence Education, Bloomington, IN.; Social ScienceEducation Consortium, Inc., Boulder, Colo.; So-cial Studies Development Center, Bloomington,Ind.


Report No.iSBN-0-89994-329-2Pub Date-90Contract R188062009Note-102p.Available fromPublications Manager, Social

Studies Development Center, Indiana University,2805 E. 10th Street, Bloomington, IN 47408-2698.

Pub Type Books (010) Guides - Classroom -Teacher (052) Information Analyses - ERICInformation Analysis Products (071)

EDRS Price - MF01/PC05 Plus Postage.DescriptorsCitizenship, °Citizenship Education.

Competence, °Curriculum Development, Ele-mentary School Curriculum, Elementary Second-ary Education, Geography, °GeographyInstruction, Secondary School Curriculum, SocialStudies, State Curriculum Guides, Student Edu-cational ObjectivesThrough its approach to knowledge and issues,

geography education makes a significant contribu-tion to the development of citizenship and citizen-ship competencies. The ways that geographyeducation has contributed to citizenship educationas the two have developed during this century areexamined. It is argued that students who study geography should develop competencies in three ar-eas: (1) literacy in the subject matter of geography;(2) the ability to apply geography, its fundamentalthemes, skills, and perspectives to a wide range ofpolitical, economic, social, and environmental issues; and (3) knowledge to help students activelyparticipate as citizens in their local communities.the nation, and the world. Each of the seven chap-ters concludes with a list of references. (DB)

ED 322 083 SO 030 251Patrick, John J. And OthersJames Madison and "The Federalist Papers."ERiC Clearinghouse for Social Studies/Social Sci-

ence Education. Bloomington, IN.; National Cen-ter for America's Founding Documents, Boston,MA.; National Trust for Historic Preservation.Washington, D.C.


Report No.ISBN0-94133911-4Pub Date---90ContractRI88062009GrantR123B80011NoteI87p.Available fromPublicatim.s Manager. ERIC

Clearinghouse fot Social Studies!Social ScienceEducation. Indiana University, 2805 East TenthStreet. Bloomington. IN 47408.


EDRS Price MFOI/PC08 Plus Postage.DescriptorsCitizenship Education, 'Constitu-

tional History, Constitutional Law, InstructionalMaterials. Learning Activities, Political Issues.Political Science, Secondary Education, SocialStudies, Teaching Methods, 'United States His-tory

IdentifiersFederalist Papers. Madison (James)A collection of resources for high school history

and government teachers and their students, thisvolume treats core ideas on constitutional govern-ment in the United States. James Madison's ideas asfound in "The Federalist Papers" are examined inconjunction with their counterpoints in essays of theAnti-Federalists. This volume contains three mainsections. Part 1 includes three papers that providebackground info,mation and ideas for teachers."The Federalist pers in the Curriculum" (John J.Patrick); "James Madison and the Founding of theRepublic" (A. E. Dick Howard); and "The Consti-tutional Thought of the Anti-Federalists' (MurrayDry). Part 2 of the volume includes six lesson setsfor high school students of U.S. history or govern.ment. Each lesson set consists of a teaching plan andaccompanying lessons for students. Part 3 contains13 primary documents: 7 papers by Madison in-The Federalist" and 6 papers by leading Anti-Fed-eralists. A selected annotated bibliography (Earl P.Bell) provides teachers and students with additionalinformation on Madison and "The Federalist Pa-pers." (DB)

SPED 310 112 SP 031 484Schweitzer. CathieCoaching Certification. ERIC DigestERIC Clearinghouse on Teacher Education, Wash-


and Improvement (ED), Washington. DC.Report No.EDO-SP1-89Pub DateJan 89ContractRI88062015Note-3p.Pub Type Reports Descriptive (141) I nforma


EDRS Price MFOUPC01 Plus Postage.Descriptors°Athletic Coaches, °Certification. El-

ementary Secondary Education, Faculty Work-load, Physical Education Teachers. 'StateStandards, 'Womens AthleticsThis digest focuses on coaching certification, its

importance, its ..urrent status. and types of certifica-tion programs currently in existence. The discussionalso covers the status of women coaches and theissue of national certification requirements. The listof addresses of certification programs given includescommercial agencies state programs, and a recog-nized accreditation program for volleyball. (JD)

62

ED 316 544 SP 032 232Fisher. Robert LWhen Schools and Colleges Work Together. ERIC

Digest 20-88.ERIC Clearinghouse on Teacher Education. Wash-


and Improvement (ED), Washington, DC.Pub Date-88Contract-40083-0022Note-5p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reports - De-scriptive (141)

EDRS Price - MF01/PC01 Plus Postage.DescriptorseArticulation (Education), °Career

Development. 'College School Cooperation, Ele-mentary Secondary Education, Higher Educa-tion. lnservice Teacher Education, PolicyFormation, Preservice Teacher Education. °Pro-gram Development, 'Student Teachers

IdentifiersERIC DigestsProposed reforms in cducation call for. among

other things: developing K-12 schools as field sitesfor teacher education; professionalizing teachers togive them a greater voice in carrying out the respon-sibilities of their positions; and providing the oppo,-tunny for lifelong career development for teachers.Schools and colleges or universities have often initi-ated cooperative relationships to enhance the edu-cational experience of their teachers.teacher-candidates, or students. This Digest pro-vides a sampling of some of the different types ofcooperative ventures entered into by some combi-nation of K-12 schools and colleges or universities.(JD)

ED 316 545 SP 032 235Baron, BarbaraAssessment for National Teacher Certification.

ERIC Digest 7-88,ERIC Clearinghouse on Teacher Education. Wash-

ington. D.C.Spons AgencyOffice of Educational Research

and Improvement (ED). Washington. DC.Pub Date-88Con tract-400830022Note-4p.Pub Type Repor: i Descriptive (141) -- Informa-

tion Analyses - f RIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI/PC01 Plus Postage.Descriptors°Evaluation Methods, Higher Educa-

tion, National Programs, Preservice Teacher Ed-ucation, State Standards, °Teacher Certification,°Teacher Evaluation

IdentifiersERIC Digests, °National Teacher Cer-tificationAll but two of the states are in the process of

implementing some form of mandatory teacher test-ing. if they have not already done so. However, thelimitations of state procedures, i.e., different stan-dards, approaches, and requirements, combinedwith significant improvement in evaluation tech-niques, have led to the call for a system of nationalassessment. This Digest discusses what nationalteacher certification will mean and what it will con-sist of. The potential effect on teachers of nationalassessment and certification is considered. Citationsfrom the ERIC database are included. (JD)

ED 316 546 SP 032 237oruyo. Ebo.Demand and Supply of Minority Teachers. ERIC

Digest 12-88.ERIC Clearinghouse on Teacher Education, Wash-


and Improvement (ED), Washington, DC.Pub Date-88Contract-400-83-0022Note--4p.Pub Type Reports - Descriptive (141) Informa-


EDRS Price - MFOI/PC01 Plus Postage.DescriptorsElementary Secondary Education.

°Minority Group Teachers, Role Models.°Teacher Recruitment, 'Teacher Shortage,°Teacher Supply and Demand

IdentifiersERIC DigestsIt is pointed out in this Digest that there is an

imbalance between the number of Black, Hispanic.Asian and Native American teachers and the percentage of children of similar ethnic backgrounds in

4

0

the schools. The growing minority student enroll-ment in public schools has increased the demand forproportional minority teacher representation. Fac-tors contributing to shortages of minority teachersare discussed. References in the ERIC database arecited. (JD)

ED 316 547 SP 032 238Abdal-Haqq. IsmatViolence in Sports. ERIC Digest I89.ERIC Clear nghouse on Teacher Education, Wash-

ington, D.C.Spons AgencyOffice of Educational Pe earch

and Improt cment (ED), Washington, DCPub Date-89ContractRI-88062015Note--4p.Pub Type Report - Descriptive (141) Informa-

tion Analyses ERIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAthletic Coaches, 'Athletics, Be-

havior Patterns, Competition, Physical EducationTeachers, 'Sport Psychology, Teacher Responsi-bility, *Team Sports, *Violence

IdentifiersERIC DigestsThis Digest examines violence in team sports and

how manifestations of violence reflect the attitudesand behavior of players, coaches, and fans. Threetheoretical explanations of sports violence are dis-cussed-the biological theory, the psychological the-ory, and the social learning theory. The pressures ofcompetitive sports on children are noted. The re-sponsibilities of coaches, physical educators, andparents in curbing violence in youth sports arebriefly discussed. (JD)

ED 316 548 SP 032 239Ismat

The Nature of Professional Development Schools.ERIC Digest 4-89.

ERIC Clearinghouse on Teacher Education, Wash-ington, D.C.


Pub Date-89Contract-400-83-0022N ote-4p.Pub Type Reports - Descriptive (141) I nforma-


EDRS Price - MFOI/PC01 Plus Postage.Descriptors--Beginning Teachers, *College School

Cooperation, 'Educational Innovation, Elemen-tary Secondary Education, Higher Education,Instructional Improvement, Professional Devel-opment, *Teacher Administrator Relationship,*Teacher Improvement

IdentifiersERIC Digests, *Professional Develop-ment SchoolsThree major purposes have been proposed for

Professional Development Schools: (I) to improveeducation of prospective and practicing teachers;(2) to strengthen knowledge and practice in teach-ing; and (3) to strengthen the profession of teachingby serving as models of promising and productivestructural relations. At present there is neither afully realized Professional Development School inthe country nor a consensus about the mission ofsuch schools. This Digest explores the proposedpurposes of these schools and some of the researchstudies that provided the concepts upon which theywould be based. Some critiques of the concept of theschools are also noted. (JD)

ED 316 549 SP 032 240Teaching and Teacher Education, 1988 AERA

Division K Abstracts.ERIC Clearinghouse on Teacher Education, Wash-

ington. D.C.Spons AgencyAmerican Association of Colleges

for Teucht: i./..-lucation, Washington, D.C.Pub Date-88Note-38p.; Abstr icts of papers presented at the

Annual Meeting of the Atnencan Educational Re-search Associatica, (New Orleans, LA, April 5-9,1988).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) Reports - Re-search (143)

EDRS Price MFOI/PCO2 Phis Postage.DescriptorsAbstracts, Case Studies, Elementary

Secondary Education, Higher Education, *Pro-fessional Development. Program Evaluation,*Research Projects, *Research Reports, Surveys.*Teacher Education, *Teacher Education Pro-grams

This publication provides information on currentresearch on teaching and teacher education. Theabstracts contained here have been organized intothree major categories: teacher education programs,professional development, and intellectual growth.In addition to addressing a variety of topics, thesepapers are based upon a range of scholarly ap-proaches to the study of teacher education-concep-tual analyses, surveys, case studies, and programevaluation. Contributors represent a diverse groupof professionals, including recent graduates of doc-toral programs and seasoned researchers. Contribu-tions arc included from several foreign sources aswell as the United States. The full texts of thesepapers are available from ERIC. (JD)

ED 316 550 SP 032 241Teaching and Teacher Education: 1989 AERA

Division K Abstracts (1989).ERIC Clearinghouse on Teacher Education, Wash-

ington, D.C.Spons AgencyAmerican Association of Colleges

for Teacher Education, Washington, D.C.Pub Date-89Note-70p.; Abstracts of papers presented at the

Annual Meeting of the American Educational Re-search Association (San Francisco, CA, March27-31, 1989).

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) -- Reports - Re-search (143)

EDRS Price - MF01/PC03 Plus Postage.DescriptorsAbstracts, 'Case Studies, Elementary

Secondary Education, Higher Education, Intel-lectual Development, Professional Development,*Program Evaluation, *Research Projects, *Re-search Reports, *Surveys, *Teacher Education,Teacher Education ProgramsThis publication contains abstracts of papers on

current research on teaching and teacher educationwhich were presented in the segment of the 1989AERA annual meeting organized by Division K(teaching and teacher education). A diversity oftopics are addressed in the papers and a diversity ofinvestigative protedures-case studies, conceptualanalyses, program evaluation-are represented. Thepapers reflect the diversity that exists within theprofessional community concerned with research,policy, and practice in teaching and teacher educa-tion. The full texts of these papers are available fromERIC. (JD)

ED 317 542 SP 032 236Curry, JenniferThe Role of the Community College in the Creation

of a Multi-Ethnic Teaching Force. ERIC Digest,ERIC Clearinghouse on Teacher Education Wash-


and Improvement (ED), Washington, DC.Report No.EDOSP-11-88Pub Date-88Contract-400-83-0022Note-4p.Pub Type Information Analyses ERIC Informa-

tion Analysis Products (071)EDRS Price - MF01/PC01 Plus Postage.Descriptors*Community Colleges, *Cultural Plu-

ralism, Ethnicity. Higher Education, *MinorityGroup Teachers, *Student Recruitment, TeacherEducation, *Teacher Supply and Demand, TwoYear CollegesCommunity colleges have the students, support

services, and articulation mechanisms in place toplay a critical role in the development of a mul-ti-ethnic teaching force. This Digest examines thedemand for an ethnically diverse teaching force andthe possible sourcer of supply for that force. Therole of the commu ity colleges in recruiting andtraining are discussed as well as some strategies theymight employ for realizing their potential in recruit-ing and retaining promising students. (JD)

ED 318 738 SP 032 424Kauffman. DagmarSuccessful Minority Teacher Education Recruit-

ment Programs. ERIC Digest.ERIC Clearinghouse on Teacher Education, Wash-


and Improvement (ED). Washington, DC.Report No.EDO-SP-9-88Pub DateSep 88ContractR188062015Note-4p.

Dociunent Resumes/SP 53

Pub Type-- Reports - Descriptive (141) Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI /PC01 Plus Postage.DescriptorsArticulation (Education), Higher Ed-

ucation, High Schools, High School Students,Magnet Schools, *Minority Group Teachers,*Nontraditional Education, *Teacher EducationPrograms, *Teacher Recruitment, Two Year Col-leges

IdentifiersERIC DigestsA brief overview is presented of some successful

minority teacher education recruitment programs.'Oie sample of programs includes the following: sec-ondary education programs targeting junior and se-nior high school students; teaching professionmagnet programs; articulation programs betweenfour- and two-year colleges for community collegestudents; and nontraditional programs preparingprofessionals, retirees, andror career changers tobecome teachers. Fifteen references on the topic arccited. (JD)

SED 319 742 P 032 428Summerfield, LaneAdolescents and AIDS, ERIC Digest.ERIC Clearinghouse on Teacher Education, Wash-


and Improvement (ED). Washington, DC.Report No.EDO-SP-8-89Pub DateJun 90ContractR 188062015Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFO1/PC01 Plus Postage.DescriptorsAcquired Immune Deficiency Syn-

drome, 'Adolescents, At Risk Persons, Commu-nicable Diseases, Drug Abuse, Health Promotion,

PSeroxbulaelmitys,

*Social Attitudes, 'Special Health

IdentifiersERIC DigestsA brief overview is presented on the incidence of

AIDS among the adolescent population. Some rec-ommendations are included on promoting behaviorchange through educational intervention. Refer-ences from the ERIC data base are included. (JD)

ED 320 890 SP 032 445Scnwartz Henrietta S., Ed. And OthersCollaboration: Building Common Agendas.

Teacher Education Monograph No. 10.American Association of Colleges for Teacher Edu-

cation, Washington, D.C.; ERIC Clearinghouseon Teacher Education, Washington, D.C.


Report No.ISBN-09333-065-5Pub DateFeb 90Con tractR 188062015Note-253p.; Papers presented at the Annual Meet-

ing of the American Association of Colleges forTeacher Education (Anaheim, CA, March 2.5,1989).

Available fromERIC Clearinghouse on TeacherEducation, One Dupont Circle, NW, Suite 610,Washington. DC 20036 ($20.00).

Pub Type Collected Works - Proceedings (021)Information Analyses - ERIC Information Analy-sis Products (071)

EDRS Price - MFOI/PC11 Pius Postage.Descriptors*Agency Cooperation, *College

School Cooperation, *Cooperative Learning, Ele-mentary Secondary Education, Higher Educa-tion, *Institutional Mission. Minority GroupTeachers, *Needs Assessment, PreserviceTeacher Education, Teacher RecruitmentThis book offers a collection of papers from a

conferenc.: focused on various aspects ofschool/co/leo collaboration, edited so as to form acoherent presentation. The papers are grouped intofive chapters. each with its own theme. Chapter 1,on the nature of collaboration, aims to promote in-quiry into research, theory, and application con-cerning the nature of collaboration and thenecessary conditions for successful partnerships.This chapter also contains a speech by former Edu-cation Secretary Tercel H. Bell and a summary of asymposium on cooperative learning. Chapter 2, onimplementation strategies, contains discussions ongeneral lessons to be drawn from successful pro-grams and those programs' characteristics, and onthe re-emerging importance given to teacher prepa-ration. Chapter 3, on ro1e relationships!leadership,considers the coming educational challenges pres-

54 Document Resumes/TM

ented by demographic trends; the changing rolesand responsibilities of university, school, and unionpersonnel working in collaboration; and the natureof leadership. Chapter 4, on context variables, fo-cuses on the factors influencing the outcome of acollaborative project. Finally, chapter 5, on collabo-rative models, presents reports on different in-placeprograms. A featured symposium assessing currentissues in educational reform and the requirements ofeffective collaboration conclude the documcnt.(.11D)

ED 322 100 SP 032 397Kennedy, Mary M.Trends and Issues In: Teachers Subject Matter

Knowledge. Trends and Issues Paper No. I.ERIC Clearinghouse on Teacher Education. Wash-

ington. D.C.; National Center for Research onTeacher Education. East Lansing, MI.


Report No.ISBN-0-89333-069-8Pub DateAug 90ContractRI88062015Note-36p.Available fromERIC Clearinghouse on Teacher

Education, One Dupont Circle. Suite 610, Wash-ington, DC 20036 (512.00 prepaid); also availablefrom The Nations; Center for Research onTeacher Education, 116 Erickson Hall, College ofEducation. Michigan State University, East Lan-sing, MI 48824-1034 (54.75).


LIAS Price MFOI/PCO2 Pins Postage.DescriptorsDegrees (Academic). Higher Educa-

tion, 'Intellectual Disciplines, 'Knowledge Level.Preservice Teacher Education. *State Standard-.Teacher Characteristics. Teacher Evaluation.'Teacher Qualifications, Teaching Methods,Trend Analysis

Identifiers"Knowledge Base for TeachingStudies have addressed the substantive knowledge

of teachers and the content that is actually taught inclassrooms. Some research has indicated that teach-ers have difficulty teaching certain areas becausethey themselves lack sufficient understanding aboutthose areas. In considering the kind or amount ofsubject matter knowledge teachers need, discussioncenters around the content of the subject itself, theorganization and structure of that content, andmethods of inquiry used within the subject. Thesethree aspects are construed as the core aspects ofsubject matter knowledge. Consideration of sub-ject-specific pedagogy provides the example of ascience teacher who wants students to understandthe scientific method. Three different pedagogicsare described, each teaching something differentabout the scientific method. An analysis of the kindof policies that address subject matter knowleds,efocuses on: research pertaining to the generally ac-cepted concept of teachers and their functions, cur-rent methods of evaluating teachers' subject matterknowledge. and the difficulty of attaining the highstandards considered desirable. A 48-item bibliogra-phy is included. (1D)

ED 322 147 SP 032 647Abdal-Haqq. lomatTbe Influence of Reform on Inservice Teacher

Education. ERIC Digest.ERIC Clearinghouse on Teacher Education, Wash-


and Improvement (ED), Washington. DC.Report No.EDO-SP-2-89Pub Date-89Contract--R188062015Note-3p.Pub Type-- Info. mation Analyses - ER IC Informa-

tion Analysis Products (071)EDRS Price - MF01/PC01 Plus Postage.DescriptotsCareer Ladders, Collegiality. 'Educa-

tional Change. Elementary Secondary Education.Inservice Teacher Education. Merit Pay. Orga-nizational Change. Participative Decision Mak-ing, School Based Management, 'SchoolRestructuring, 'Teacher Improvement

IdentifiersERIC DigestsRecent educational reform efforts have scught to

restructure schools, changing the character ofschool culture and creating a need for a nontradi-tional approach to inservice teacher education. In-service projects have been implemented whichattempt to prepare practicing teachers for restruc-tured schools and as participants in the restructur-

ing process. This digest provides a brief overview offive emerging trends in inservice teacher education.Inservice programs are: (I) research based, reflect-ing a reform trend that roots school improvementefforts in theoretical soil; (2) preparing teachers toexamine and assess their own practice, to becomeinquiring, reflective practitioners; (3) emphasizingcollegiality; (4) preparing teachers to participate indecision making on varied school issues; and (5)helping teachers to qualify for professional advance-ment through differentiated staffing programs. (JD)

ED 322 148 SP 032 648Dilworth, Mary E.Reading Between the Lines: Teachers and Their

Racial/Ethnic Cultures. Teacher EducationMonograph No. 11.

ERIC Clearinghouse on Teacher Education, Wash-ington, D.C.


Report No.ISBN-0-89333-068-XPub DateAug 90ContractR188062015Note-71p.Available fromERIC Clearinghouse on Teacher

Education. One Dupont Circle. NW, Suite 610.Washington, DC 20036-2412 (520.00).


EDRS Price MFO1/PCO3 Plus Postage.DescnptorsAmerican Indians. Asian Americans,

Blacks, Cultural Background, 'Cultural Differ-ences. Culture, 'Ethnic Distribution, HispanicAmericans, Incentives, 'Minority Group Teach-ers. Preservice Teacher Education, Rewards, So-cioeconomic Status, *Teacher Attitudes, TeacherMotivation, Teacher RecruitmentThis monograph identifies for researchers and

teacher educators important questions about theways in which race, ethnicity, and culture influenceteachers' motivations and intentions for teaching, aswell as their expectations of their students and oftheir own professional lives. Chapter 1, "The Cul-ture of Teachers: The Culture of Teaching." pres-ents a general overview of common knowledgeregarding the nature or culture of the profession andits participants, the generally accepted notions re-garding teaching as an occupation. and the attitudesor needs that may prompt an individual to pursuethis career. Chapter 2. "Studying Teachers' Racial-/Ethnic Cultures." suggests that for various reasons,educational researchers have generally overlookedthis line of inquiry, which holds promise for recruit-ing minority teachers, as well as explaining theirperformance and the achievement of children fromthese groups. Chapter 3, "The Teaching Population:Present and Future," provides a general descriptionof the current and prospective teaching populationand leads into chapter 4, a discussion of racial andethnic differences in "Teacher Motivation, Re-wards, and Incentives." Chapter 5, "Racial /EthnicCultures," provides a brief descriptive profile of themajor minority groups in the United States, and isa reference for much of the discussion. A 7-pagebibliography concludes the volume. (JD)

TMED 314 426 TM 014 144Rudner, Lawrence M.. L'et. Conoley. Jane Close

Plake, Barbara S.Understanding Achievement Tests: A Guide for

School Administrators.American Institutes for Research, Washington.

DC.; @tiros Inst. of Mental Meuuretnent. Lin-coln. ERIC Clearinghouse on Tests. Mea-sure. and Evaluation, Washington, DC.


Report No,ISBN-0-89785-215-XPub DateOct 89ContractRI88062003Note-169p.; For three ERIC Digests extracted

from this document. see TM 014 145-147.Pub Type-- Guides - Non-Classroom (055) In-

formation Analyses - ERIC Information AnalysisProducts (071)

EDRS Price - MFOI/PC07 Phis Postage.Descnptors *Achievement Tests, Administrator

Role, "Administrators, Elementary SecondaryEducation. School Districts, School Personnel.Scores. 'Standardized Tests, Testing Problems.

Cd

Test Interpretation, Test Results, 'Test UseCurrent information about tests and testing proce-

dures is provided for school district staff, particu-larly in districts without specially trained testingdirectors. Practical information is given about se-lecting and administering tests and about reportingresults effectively. This guide opens with a discus-sion of the basic principles of testing. The varioustypes of district-level tests are described, and differ-ent types of test scores are presented. The advan-tages and limitations of certain types of tests andscores are reviewed. The viewpoints of measure-ment experts on important issues in testing are ex-pressed in the following chapters: (1) "CommonMisuses ot' Standardized Tests" (Eric Gardner); (2)"Preparing Students To Take St-indudizedAchievement Tests" (William A. Mehrens); (3)"Matching Your Curriculum and StandardizedTests" (Jane C. Conoley); (4) "Using CustomizedStandardized Tests" (Paul L. Williams); (5) "Inter-preting Test Scores for Compensators' EducationStudents" (Gary Echternacht); and (6) "Workingwith the Press" (Allan Hartman). Four additionaldiscussions are appended: "Finding Informationabout Standardized Tests' (Lawrence M. Rudnerand Kathryn Dorko); Organizations That ProvideTest Information" (Ronald T. C. Boyd); "PuttingTest Scores in Perspective: Communicating a Com-plete Report Card for Your Schools" (M. KevinMatter); and "Major Achievement Tests and TheirCharacteristics" (Northwest Regional EducationLaboratory). Names and addresses of major testpublishers, and a glossary of testing terms arc alsoincluded. (SLD)

ED 314 427 TM 014 145Mehrens, William A.Preparing Students To Take Standardized

Achievement Tests, ERIC Digest.American Institutes for Research, Washington.

DC.; ERIC Clearinghouse on Tests. Measure-ment, and Evaluation, Washington. DC.


Report No.--EDO-TM-89-2Pub DateDec 89ContractR188062003Note-3p.; For document from which this Digest

was extracted, see TM 014 144.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PCOI Plus Postage.Desciiptors"Achievement Tests, Administrator

Role. 'Administrators, Elementary SecondaryEducation. 'Standardized Tests, 'Test Coaching,Test Interpretation, Test Wiseness

IdentifiersERIC Digests, Fact Sheets. 'Teachingto the TestA discussion of appropriate ways of preparing stu-

dents to take standardized tests is presented forschool administrators. The point at which prepara-tion practices move beyond the ethical depends onthe inferences one wishes to draw from test scores.Inferences drawn from test scores are general innature and will be inaccurate if instruction is limitedto the actual objectives sampled in the test or, worseyet. to the actual questions on the test. Appropriateactivities include teaching students general test-tak-ing skills that would help students answer questionscorrectly if they have mastered the objectives.These skills are relatively easy to teach and shouldnot take much instructional time. (SLD)

ED 314 428 TM 014 146Echternacht, GaryInterpreiing Test Scores for Compensatory Educa-

tion Students. ERIC Digest.American Institutes for Research. Washington.

DC.; ERIC Clearinghouse on Tests, Measure-ment, and Evaluation, Washington, DC.


Report No.EDO-TM-89-5Pub DateDec 89ContractR1811062003Note-3p.; For document from which this Digest

was extracted, see TM 014 144.Pub Type Information Analyses - ERIC Infoima-

tion Analysis Products (071)EDRS Price MF01/PC01 Plus Postage.DescriptorsAchievement Tests, 'Administrator

Role. Administrators. 'Admission Criteria.Compensatory Education, Educational Assess-ment. Elementary Secondary Education, 'HighRisk Students, Objective Tests, Program Evalua-tion, Scores. Selection, Standardized Tests, 'TestInterpretation, Test Use

4

IdentifiersERIC Digests, Fact Sheets. SelectionToolsFollowing the rules and regulations of compensa-

tory education programs requires the use of objec-tive measures in selecting students for programs,assessing their progress, and monitoring the pro-gram's quality. Administrators must remember thefollowing four points when they use test scores forcompensatory education students: (1) test scoresalone should not be used to select students; (2) goodprograms select students through several assess-ment tools rather than just one; (3) administratorsshould not use out-of-level tests; and (4) the use oftests for lower grade levels may be less frustratingfor some students. but will not give an accurate pic-ture of the content learned or the real meaning ofthe scores. It is also important to understand thatthe term "grade level" in testing does not relate tohow well students perform in the classroom. Whenstudents score at grade level. about half of theirpeers score higher and about half score lower. Ad-ministrators must also differentiate the degree oferror in individual and group scores. Interpretationsare most sure when administrators consider districtaverages, followed by building averages, classroomaverages, and individual students' scores. (SLD)

EJ 314 429 TM 014 147Williams. Paul L.Using Customized Standardized Tests. ERIC Di.

gest.Amencan Institutes for Research. Washington.

DC.: ERIC Clearinghouse on Tests, Measure.ment, and Evaluation. Washington, DC.


Report No.EDO-TM-89-3Pub DateDec 89ContractRI88062003Note-3p.; For document from which this Digest

was extracted. see TM 014 144.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price - MFOI/PC01 Plus Postage.DescnptorsAchicvement Tests. "Criterion Ref-

erenced Tests, Elementary Secondary Education.Norm Referenced Tests. "Standardized Tests.State Programs. 'Test Construction, Test Format,Testing Problems, Testing Programs, Test Inter-pretation, Test Norms, Test Use

Identifiers--ERIC Digests, Fact Sheets. °Test Cus-tomizationBoth normreferenced and criterion-referenced

interpretations of student, school, district, and statetesting data can be improved by customizing thetraditional norm-mferenced test. Improvementsthat can be made include: (I) increuing the rele-vance of the test to the curriculum and (2) havinggreater confidence in the national comparative in-formation. Testing time can also be reduced. For thepast several years. Texas has used a model statecriterion-referenced test that was statisticallyequated to a nationally norm-referenced test. Inspite of the reduced testing time and greater rele-vance to the curriculum of this approach, Texas willleave this model in 1990 for one that may be moresuccessful in producing scores that approach normvalidity. A second model of a custom-made test isone in which state or district-developed criter-ion-referenced items are combined with a completenorm-referenced test. Norm invalidity may still bea problem if norm-referenced scores are inflated byinstruction targeted at the objectives. In Tennessee,a third model of a customized test remedies theshortcomings of the first two models and providesobjective scores for instructional planning andnorm-referenced scores for national comparisons.Customized norm-referenced tests offer a viable al-ternative to both norm-referenced and criterion-ref-erenced tests. (SLD)

ED 314 430 TM 014 149Russell. LindaThe GED Testing Prugram. ERIC Digest.American Instit es for Research, Washington,

DC.; ERIC f maringhouse on Tests. Measure-ment. and Evaluation, Washington. DC.


Report No.EDO-TM-89-11Pub DateOct 89ContractRI88062003Note-3p.Pub Type Information Analyses - ERIC Informa-


EDRS Price - MFOI/Pall Plus Posthge.DescriptorsAdult Education, Educational At-

tainment, 'Equivalency Tests, 'High SchoolEquivalency Programs. "National Programs. Sec-ondary Education, Standardized Tests. 'TestingPrograms. Test Use

IdentifiersERIC Digests, General EducationalDevelopment TestsThe Tests of General Educational Development

(GED Tests) are described. Developed in 1942 formilitary personnel who had not graduated from highschool, the GEDTests enabled veterans to quahfyfor jobs or enter college. More than 10 million per-sons have earned GED Ttst diplomas since 1971.There are five parts to the GED Tests; (1) WritingSkills; (2) Social Studies; (3) Science; (4) Interpret-ing Literature and the Arts; and (5) Mathematics.Test questions are multiple choice, with the excep-tion of part of the writing skills assessment. Whileno formal preparation is required, many people at-tend adult education classes before taking the GEDTests. Each participating state and province sets itsown passing scores at or above a minimum level setby the American Council on Education. Tests aregiven regularly throughout the United States. Can-ada, and overseas. A small fee is charged and it ispossible to retake the GED Tests in the event offailure. While the diploma is no guarantee of em-ployment or college entrance, 92'-i of colleges and96'7, of employers accept the GED Tests as theequivalent of a high school diploma. (SLD)

ED 315 424 TM 014 439Matter, M. KevinCommunicating Scholastic Success. ERIC Digest.American Institutes for Research, Washington.

DC.; ERIC Clearinghouse on Tests. Measure-ment. and Evaluation. Washington, DC.

Spons AgencyOffice of Educational Researchand improvement (ED). Washington, DC

Report No.EDO-TM.89-4Pub DateNov 89ContractRI88062003Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reports - Evalua-tive (142)

EDRS Price MF0I/P0.11 Plus Postage.DescriptorsAcademic Achievement, 'Communi-

cation Skills, 'Educational Quality, ElementarySecondary Education, Evaluators. "InstitutionalCharacteristics. Orgcnizational Communication,Publicity. 'Public RI lations. Public Schools, Re-searchers, School Attitudes. *School Community.Relationship, Schoel Districts, School Personnel,Test Interpretation, Test Results

Identifiers*Educrional Information, ERIC Di-gestsResearch and evaluation staff members in schools

and school distric's are frequently called on to an-swer questions ..sout the quality of schools. Re-sponding merely with test scores is not sufficient.because it is important to communicate informationabout the total educational program in the district.Additional masures are available. Characteristicsof the student body that should be communicatedare: (I) atmndance, enrollment, and graduationrates; (2) the participation of community membersin school utivities; (3) the diversity of the studentbody; and (4) the stability of the student body. Char-acteristks of the staff that should be communicatedinclude staff experience and staff development ef-forts ond programs. The community should be in-forrmAl about programs for students, includingdropout prevention, tutoring, and enrichment ef-forts. Achievement should be demonstratedthrough test scores, feedback on achievement afterstudents leave the school, and information aboutexcellence and performance beyond test scmes. Theschool environment should be described, and thcfiscal situation in which the school operates shoutdbe public knowledge. (SLD)

ED 315 425 TM 014 440Gnu. Susan And OthersComputerized Adaptive Tests. ERIC Digest No,

107.American Institutes for Research. Washington.

DC.; ERIC Clearinghouse on Tests. Mecsure-ment. and Evaluation. Washington, DC.


Pub Date-- Feb 89Contract-.R1-88062003N om 3p.Pub Type Information Analyses - ERIC Informs-

Document Resumes/TM 55


EDRS Price MFOI /PC01 Plus Postage.DescriptorsAbility Identification. Adaptive

Testing. 'Computer Assisted Testing, ComputerUses in Education, Elementary Secondary Educa-tion. "Individual Testing, Test Construction,Testing Problens, "Test Use

IdentifiersERIC DigestsComputerized adaptive tests (CATs) make it pos-

sibk to estimate the ability of each student duringthe testing process. The computer presents iter,. tostudents at the appropriate level, and students takedifferent versions of the same test. Computerizedtesting increases the flexibility of test managementin that: (1) tests :se given on demand and scores areimmediately available; (2) differences among ad-ministrators cannot affect scores and trained admin.istrators are no': needed; (3) tests can be individuallypaced; and (4) test security is increased. Computer-ized testing also offers options for timing and for-matting, increases efficiency, and can provideaccurate scores over a wide range of abilities. Somelimitations to CATs are considered. CATs are notappropriate for some subjects and skills. Hardwarelimitations restrict the types of items that can beadminimered by computer, and many schools sim-ply do not have the resources to administer CATs.A reluively large sample is needed to norm testitems; comparable scores depend heavily on thequaliv of the estimates of item characteristics be-cause each student answers a different set of items.The military has been among the pioneers in usmgCATs and at least two public school systems havebegun to use them. A list of six organizations in-volved in computerized adaptive testing is included.(SLD)

ED 315 426 TM 014 441Childs Ruth AxmanCoastructing Classroom Achievement Tests. ERIC

Digest.American Institutes for Research. Washington.

DC.; ERIC Clearinghouse on Tests. Measure-ment. and Evaluation, Washington, DC.


Report No.EDO-TM-89-8Pub DateNov 89ContractRI-88062003Note-3p.Pub Type Guides - Non-Classroom (055) In

formation Analyses - ERIC Information AnalysisProducts (071) Reports - Evaluative (142)

EDRS Prke MFOI/PC01 Plus Postage.Descriptors°Achievement Tests, Behavioral Ob-

jectives. Classroom Techniques, Multiple ChoiceTests, Standardized Tests. 'Teacher Made Tests.Teacher Role. "Test Construction, Test Format,Test Interpretation

IdentifiersERIC Digests, Paper and Pencil TestsCommercial achievement tests often provide lim-

ited instnictional guidance and seldom providefeedback specific to any given classroom. The mostinstructionally relevant achievement tests are thosedeveloped by an individual teacher for use with aparticular class. This digest describes the steps oftest construction and presents suggestions for Inter-preting the outcomes of the achieveme..t tests. Thefirst steps involve identifying what the studentsshould have learned and designing the test. Thelearning objectives emphasized determine the mate .rial to include and the form the test will take. Oncethe objectives have been designed. the secondstep-writing the questions-can be attempted. Gen-erel pnnciples of test construction are reviewedGuidelines for construction of multipk-choice tests,probably the most difficult to construct, are alsogiven. The third step is a final check and review ofthe finished test. Considering the questions relatedto the various learning objectives as separate subt.ests can help the teacher develop a profile of eachstuden.'.'s knowledge of the objectives. A carefullyconstructed achievement test can help the educatorteach more effectively and the student master moreof the objectives. (SLD)

13 5 DIRT PRIPI AVAil ARI r

56 Document Resumes/TM

ED 315 427 TM 014 442Ayers, Jerry B.Evaluating Workshops and Institutes. ERIC Di.

gest.American Institutes for Research, Washington.

DC.; ERIC Clearinghouse on Tests. Measure-ment, and Evaluation, Washington, DC.


Report No.EDO-TM-89-1 IPub DateDec 89Contract--RI-88062003Nme-3p,Pub Type Information Analyses ERIC Informa-


EDRS Price - MFOI/PC01 Plus Postage,DescriptorsConferences, Data Analysis. Educa-

tional Improvement, Educational Planning.'Evaluation Methods, Evaluation Utilization,Evaluators, Formative Evaluation. *Institutes(Training Programs), 'Instructional Improve-ment, 'Program Evaluation. Program Improve-ment, Summative Evaluation, "TrainingMethods, 'Workshops

IdentifiersERIC DigestsA well-planned and well-conducted evaluation

can provide useful information to funding agencies,sponsoring institutions, instructors, and partici-pants. Evaluating an instructional program, such asa workshop or institute, involves collecting, organiz-ing. analyzing, and reporting data about several fea-tures of the program and its impact on theparticipants. Evaluating a workshop or institute canhelp in at least four areas: (1) planning (deciding onthe overall content, major goals, and more detailedobjectives of the workshop/institute); (2) program.ming (deciding on the procedures, faculty, facilities,budget, and other resources needed for running theworkshop/institute); (3) conducting the workshopor institute; and (4) making changes. Planning theevaluation requires the same care that planning theprogram requires. Both the overall effectiveness ofthe program and the progress each participantmakes toward the specified goals should be evalu-ated. Both of these levels can be addressed throughformative evaluation during the program. summa-tive evaluation at its conclusion, and follow-ups toassess the lasting value of the program. Suggestionsare provided for conducting each of these types ofevaluations. (SLD)

ED 315 428 TM 014 443Crosby-Muilenburg. CorrynFiading Non-Commercial Tests. ERIC Digest No.

110.American Institutes for Research. Washington,



Pub Date--Mar 89Contract R1-88062003Note--3p.Pub Type Guides - Non-Classroom (055) In-

formation Analyses - ERIC Information AnalysisProducts (071) Reference Materials - Directo-ries/Catalogs (132)

EDRS Price - MFOI/PC01 Plus Postage.Docriptors"Achievement Tests, 'Educational

Testing, Psychological Testing, Reference Mate-rials. "Standardized Tests, Student Attitudes, Stu-dent Characteristics, "Test Reviews. Tes'Selection

IdentifiersERIC Digests, 'Noncommercial Tests,Unpublished MaterialsThis digest lists guides to non.commercial tests

and compilations of such tests to help identify po-tentially useful non-commercial tests and usessment instruments to measure special characteristicsof students. Reliability and validity information isfrequently available. The guides reviewed include:(I) "Measures for Psychological Assessment: AGuide to 3.000 Original Sources and Their Applica-tions" by KiTaek Chun et al.; (2) "AchievementTests and Measurement Devices" from the Educa-tional Testing Service Collection Catalog; (3) "Di-rectory of Unpublished Experimental MentalMeasures'' by B. A. Goldman and J. L. Saunders;and (4) "Tests and Measurements in Child Devel-opment: Handbooks I and 11" by 0. G. Johnson.Tne compilations reviewed am: (I) "The Experi-ence of Work: A Compendium and Review of 249Measures and Their Use" by J. D. Cook et al.: (2)"Measures for Clinical Practice: A Sourcebook" by

K. Corcoran and J. Fischer; (3) "Thc Clinical Mea-surement Package: A Field Manual" by W. W. Hud-son: (41 "Measures of Occupational Attitudes andOccupational Characteristics" by J. P. Robinson etal.; (5) "Measures of Political Attitudes" by J. P.Robinson et al.; (6) "Measures of Social Psychologi-cal Attitudes" by J. P. Robinson et al.; (7) "Scalesfor the Measurement of Attitudes" by M. E. Shawand J. M. Wright; and (8) "Mirrors for Behavior II:An Anthology of Observation Instruments" by A.Simon and E. G. Boyer. (SLD)

ED 315 429 TM 014 444Gardner. EricFive Common Misuses of Tests. ERIC Digest No.


DC.; ERIC Clearinghouse on Test.s, Measure-ment, and Evaluation, Washington, DC.


Pub DateMar 89ContractR1-88062003Note-3p.: Reprinted from "Ability Testing: Uses,

Consequences, and Controversies," 1982.Pub Type Information Analyses - ERIC Informa-


EDRS Price - MF01/PC01 Plus Postage.DescriptorsError of Measurement, Evaluation

Problems, Examiners. Scoring, 'Statistical Analy-sis, *Testing Problems, Test Interpretation, *TestUse

IdentifiersERIC DigestsFive of the common misuses of tests are reviewed:

(I) acceptance of the test title as an accurate andcomplete description of the vatiable being measured(failure to examine the manual and the items care-fully to know the specific aspects to be tested canresult in misuse through selection of AN inappropri-ate test for a particular purpose or situation); (2)ignoring the error of measurement in test scores; (3)use of a single test score for decision making (scoresare not interpreted in the full context of the variouselements that characterize students, teachers, andthe environment); (4) a lack of understanding of themeaning of test score reporting (the misinterpreta-tion of raw scores or grade equivalents is common);and (5) attributing cause of behavior measured totest (confusing the information provided by a testscore with interpretations of what caused the behav.ior or described by the score). A test score gives noinformation as to why the individual performed asreported. No statistical manipulation of test datawill permit more 'han probabilistic inferences aboutca...sation or future performance. (SLD)

ED 315 430 TM 014 446A Glouary of Me4unment Terms. ERIC Digest.American Institutes for Research. Washington,

DC.; ERIC Cle.Tinghouse on Tests. Measure-ment, and Evaluation, Washington. DC.

Spons Agency-0 Tice of Educational Researchand Improvement (ED), Washington, DC.

Report No.EDO-TM.89- IPub DateAug 89ContractR1-88062003Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reference Mate-rials - Vocabularies/Classifications (134)

EDRS Price - MF11/PC01 Plus Postage.DescriptorsDefinitions. Glossaries, Measure-

ment, 'Testing, ' VocabularyIdentifiersERIC Digests

A glossary of terms commonly used m discussingmeasurement is pi esented. Terms. arranged in al-phabetical order, contaln definitions as they pertainto the measurement field. Terms defined are: (I)achievement test: (2) age norms: (3) average; (4)battery; (5) ceiling; (6) c riterion, referenced test: (7)diagnostic test; (8) domatn.referenced test: (9)grade equivalent; (10) informal test; (I I) inventory;(12) item: (13) norm; (14) normal curve equivalent;(15) norm-referenced test; (16) objective percentcorrect; (17) percentile; (18) percent score; (19) per-formance test; (20) published test; (21) rating scales:(22) raw score: (23) reliability: (24) screentng; (25)specimen set: (26) standardized test; (27) standardscores; (28) stannic; and t29) validity. (SLD)

ED 315 431 TM 014 447Boyd, Ronald T. C.Improving Teacher Evaluations. ERIC Digest No.




Pub DateMar 89ContractRI-88062003Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) Reports Evalua-tive (142)

EDRS Price - MFOI /PC01 Plus Postage.DescriptorsClassroom Observation Techniques,

Elementary Secondary Education. EvaluationCriteria, "Evaluation Methods, Evaluation Prob-lems, Evaluation Utilization. Evaluators, FacultyDevelopment, "Feedback. 'Principals. TeacherAttitudes, Teacher Effectiveness, "Teacher Eval-uation

IdentifiersERIC DigestsCharactyristics of effective teacher evaluations

are reviewed, and some common teacher zoncemsare discussed. A teacher evaluation system shouldgive teachers useful feedback on classroom needs.the opportunity to learn new teaching techniques,and counsel from principals and other teachers onhow to make changes in their clusrooms. Standardsfor evaluation should: relate to important teachingskills; be as objective as possible; be clearly commu-nicated before the evaluation begins and revieNedafter the evaluation is completed; and be linked toteachers professional development. Some proce-dures evaluators can use are to: (1) observe class-room activities: (2) review lesson plans andclassroom records; and (3) expand the number ofpeople involved in the evaluations. Equally impor-tant is reporting the results of the evaluation to giveteachers adequate, but not overwhelming, feedback.Linking teacher evaluation to professional develop-ment is essential. Teachers often have real concernsabout the evaluation process: thrse concerns in-clude the following: teachers do not have any inputinto the evaluation process; evaluators do not spendenough time on the evaluation; evaluators are notwell trained; and results of the evaluation are notbeing used to further teacher development. To maketeacher evaluation a positive experience for both theteacher and the evaluator, the evaluator must ensurethat the process is more than an empty exercise.(SLD)

ED 315 432 TM 014 448Rudman, Herbert CIntegratiag Test* with Teaching. ERIC Digest.American Institutes for Research, Washington,

DC.; ERIC Clearinghouse on Tests. Measure-ment, and Evaluation, Wuhington, DC.

Spons AgencyOffice of Educati- al Researchand Improvement (ED), Washington, DC.

Report No.EDO-TM-89-7Pub DateNov 89ContractR1-88062003N ote-3p.Pub Type-- Informatica Analyses - ERIC Informa-


EDRS Price - MF01/PC01 Plus Postage,DescriptorsAdministrator Attitudes. Educa-

tional Testing, Elementary Secondary Education.School Administration, Standardized Tests,Teacher Attitudes, 'Teaching Methods, "TestUse

IdentifiersERIC DigestsThis digest discusses the Integration of teaching

and testing. The use of tests as instructional toolsand administrative tools is discussed as well asteacher and administrator attitudes toward testmgand teacher competency in interpreting test resuks.The term "tests'' covers standardized tests ofachievement and aptitude, leu formal paper-and.pencil tests, performance tests. and the like. Tolink testing directly to teaching, tests can be used atthe beginning of the school year to gain an overviewof student knowledge in decisions about groupingstudents in the classroom. in diagnoses of each stu-dent's knowledge. and in atMmpte to determine theappropriate pace of clauroom instruction. Tests canbe used to make student promotion and retentiondecisions. :o share information with parents andother non-student stakeholders, and to measure theefTectiveness of instruction and learning. Teachers

generally seem to be more supportive of testing thanis indicated by the literature, and teachers attitudesseem to be a function of their experience and knowl-edge. Superintendents report a higher level of satis-faction with use of tests by practitioners for decisionmaking than do measurement specialists. Studentsfavor frequent testing, but while most of them wantto know the results of their tests. less than half wantto discuss them with their teachers. A short readinglist is appended. (TIN)

ED 315 433 TM 014 451Rudner. Lawrence M. Etssenberg. Tho.nas E.State Testing of Teachers: The 1989 Report. ERIC

Digest.American Institutes for Research, Washington,



Report No.EDO-TM-89-10Pub DateDec 89ContractRI-88062003Note-3p.Pub Type Information Analyses - ERIC Informa-


EDRS Price MFOI /PC01 Plus Postage.DescriptorsBasic Skills. 'College Entrance Ex-

aminations, Cutting Scores, Elementary Second-ary Education, Higher Education, KnowledgeLevel. 'National Surveys, 'State Programs. StateSurveys, °Teacher Certification, Teachzr Educa-tion Programs, Teaching Skills. °Testing Pro-grams, Test Use

IdentifiersERIC DigestsThis digest summarizes the results of the latest

annual survey of state teacher testing prograim.State directors of teacher testing programs werecontacted in the summer of 1989 and asked to up-date the data compiled by the American Institutesfor Research in 1988. Data indicate that: (1) statescommonly use admission tests for applicants toteacher education programs and certification testsfor graduates of such programs prior to teaching; (2)25 states have begun admissions testing. with anadditional 2 states expecting to do so in the nearfuture; and (3) 35 states now use certification tests,with an additional 2 states expecting to do so in thenear future. A table provides detailed informationby state concerning the year the survey data werecollected, test use, and passing scores and pass ratesfor admission tests and certification tests The tablealso indicates whether certification tests cover basicskills, professional skills, and/or subject knowledge.(TM)

ED 315 434 TM 014 452Bagin. Carolyn BoccellaTalking to Your Child's Tescber about Standard-

ized Tests. ERIC Digest No. 106.American Institutes for Research, Washington,



Pub DateFeb 89ContractRI-880620003Note-3p.Pub Type Information Analyses - ERIC Informa-


EDRS Price MFOI/PC01 Plus Postage.DescriptorsAchievement Tests, Aptitude Tests,

Elementary Secondary Education, Parent Role,Patent Student Relationship, 'Parent TeacherConferences, 'Standardized Tests. Test Coach-ing, Testing Problems. 'Test Use

IdentifiersERIC DigestsThis digest highlights one tool that teachers

use-standardized tests-from the parent's viewpoint.The discussion covers basic features of testing andsuggests questions that a parent might ask his or herchild's teacher concerning such tests. Standardizedtests are usually objective tests sold by commercialpublishers and designed to provide a common mea-sure of students' performance. Schools use stan-dardized tests to evaluate individual students,school systems, and school programs in relation totheir counterparts among the pool of other test tak-ers. Standardized achievement and aptitude testsare defined and described, and their :imitations arediscussed briefly. Ways that parents can preparetheir children for such tests are outlined, and howparents can discuss tests with teachers before andafter the tests are administered is discussed. The

addresses of four organizations that distribute addi-tional information are provided. (TM)

ED 315 435 TM 014 453Bagin, Carolyn BoccellaTalking to Your High School Students about

Standardized Tests. ERIC Digest No. 105.American Institutes for Research, Washington,

DC.; ERIC Clearinghouse on Tests. Measure-ment, and Evaluation, Washington, DC.


Pub DateFeb 89ContractRI-88062003Note-3p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI iPC01 Plus Postage.DescriptorsAchievement Tests, Aptitude Tests,

High Schools, 'High School Students, 'Second-ary School Teachers. 'Standardized Tests, Stu-dent Reaction, 'Teacher Role, Teacher StudentRelationship, 'Test Coaching, Testing Problems,Test Interpretation. Test Use

IdentifiersERIC DigestsThis digest explains basic elements of standard-

ized tests in order to help teachers in making stu-dents feel comfortable about taking such tests.Usually created by commercial publishers, stan-dardized tests are designed to provide a commonmeasure of students' performance. They help com-pare an individual student's performance with theperformance of a group of students from a givenclass, school, or school system. They also help com-pare students' performance across the country.Standardized achievement and aptitude tests are de-scribed, and their limitations are discussed. Meansof helping students prepare for testing are outlined,and pointers for helping students assess the testingexperience following the test and after receiving thetest results are provided. A list of additional litera-ture resources is included. (T.11-1)

ED 320 964 TM 015 272Childs, Ruth AmnonLegal Issues in Testing.American Institutes for Research, Washington,

DC.; ERIC Clearinghouse on Tests, Measure-ment, and Evaluation. Washington, DC.


Report No.ISBN-0-89785-219-2Pub DateJun 90Contract-11188062003Note-41p.Pub Type Information Analyses - ERIC Informa-


EDRS Price MFOI/PCO2 Plus Postage.DescriptorsCourt Litigation, 'Educational Test-

ing, Elementary Secondary Education, Test Bias,'Testing ProblemsCourt cases are presented that illustrate some of

the issues that courts have dealt with in the area ofeducational testing. While this study was developedprimarily for parents, the booklet should aLso helpschool administrators and testing professionalslearn about court cases and precedents relevant tosome major issues in educational testing. This docu-ment is not a comprehensive listing of court casesand precedents on the issue of educational testing,and it does not fully discuss the implications of thesecases and precedents. The study simply provides anoverview of the following critical issues, each repre-sented by a particular case: racial and cultural bias(Larry P. v. Riles); linguistic bias in tests (Diana v.California State Board of Education); test resultsthat dominate special education placement dicisions(Larry P. v. Riles); failure to test sufficiently or atthe appropriate time (Hoffman v. Board of Educa-tion of New York City); unequal opportunities tolearn tested material (Debra P. v. Turlington); as-signment to ability tracks without educational justi-fication (Dillon County School District); racialdiscrimination in the interpretation of college ad-mission test results (Regents of the State of Califor-nia v. Bakke); under discrimination in theinterpretation of test 1-esults (Bray v. Lee); use of thewrong type of test (Sh Aril' v. New York State Educa.tion Department); use or test results to deny educa-tion (Pennsylvania Association for RetardedChildren v. Commonwealth of Pennsylvania); andaccess to student academic records (Family Educa.tion Rights and Privacy Act of 1974). A list of courtcases cited in the study is appended. (TM)

6

Document Resumes/UD 57

UDED 311 120 UD 027 019Kleifgen. Jo AnneComputers and Opportunities for Literacy Devel-

opment. ERIC/CUE Digest No. 54.ERIC Clearinghouse on Urban Education. New

York, N.Y.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Pub DateAug 89ContractR1-88-062013Note-4p.Available fromERIC Clearinghouse on Urban

Education, Teachers College, Box 40, ColumbiaUniv., New York, NY 10027 (free).

Pub Type Information Analyses - ERIC Informa-tion Ana:ysis Products (071) Reports - De-scriptive (141)

EDRS Price - MF01/PC01 Plus Postage.DescriptorsAcademic Achievement, Computer

Literacy, 'Computer Uses in Education, Cour-seware, Educational Opportunities, ElectronicMail, Elementary Secondary Education, EqualEducation, Females, 'High Risk Students, 'Lan-guage Skills, 'Literacy Education, MinorityGroup Children, Problem Solving. 'Process Edu-cation, Sex Bias, Teacher Role. 'Writing Instruc-tion

IdentifiersCollaborative Learning, ERIC Di-gests. LOGO SystemThe computer revolution was expected to help

American schools to teach traditionally unsuccess .ful students more effectivsly and to reduce educa-tional inequalities. Research suggests, however, thatcomputer technology has in many ways actuallywidened the gap in educational opportunity. Never-theless, this report finds that computers and collabo-rative larning environments can be used effectivelyto develop language and literacy skills in studentswho have difficulty with traditional teaching meth-ods. Inequities in school computer use result fromsome of the following factors: (1) unequal access tocomputers in 'he home; (2) limited access in ethnicand language minority schools; (3) reductionistteaching approaches; and (4) limited access and ap-plicability for female students. Research indicatesdramatic linguistic and academic immovementwhen students are given access to problem solving,word processing, and cemmunications software, es-pecially for use in collaborative tasks. The couplingof the process approach and computer use in groupwriting instruction encourages purposeful social in-teraction in the classroom and engenders both spo-ken and written language enrichment. Theintegration of computers into the language arts cur-riculum involves female students in technologicalliteracy. Electronic mail has also developed as animportant tool in literacy development. Emphasis isplaced on the role of skilled teachers in engaging allstudents through computers. A list of 12 referencesis appended. (AF)

ED 311 136 UD 027 062sehwartz WendyRecent Literature on Urban and Minority Educa-

tion. ERIC/CUE Digest No. 44.ERIC Clearinghouse on Urban Education, New


and Improvement (ED), Washington, DC.Pub DateJun 88Contract R188062013Note-4p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071)EDRS Price MFOI/PC01 Plus Postage.DescriptorsAcademic Achievement, Black Stu-

dents, Book Reviews, Elementary' Secondary Ed-ucation, 'Equal Education, Higher Education,Homeless People, 'Minority Group Children, Ra-cial Differences, Sex Differences, Social Differ-ences. 'Student Characteristics, Teachi-(Occupation), Urban Culture, 'Urban Educat'Urban Youth, White Students

IdentifietsERIC DigestsThis report reviews six recently published b loks

on the education of urban and minority youth, andthe social and cultural environment in which theylive. "The Homeless in Contemporary Society" (ed-ited by R. D. Bingham, R. E. Green, and S. B.White), is a primer on homelessness in America."Gender Influences in Classroom Interaction" (ed-ited by L. C. Wilkinson and C. B. Marrett) consists

58 Document Resumes/UD

of 11 conference papers that discuss the ways thatgender-related differences are manifested in school."Effective Education: A Minority Policy Perspec-tive** (C. V. Willie) presents a case for maintainingthe integrity of black culture throughout a student'seducational experience. "Clas.s, Race, & Gcnder inAmerican Education" (edited by L. Weis) consistsof 13 essays that address the ways schools fosterinequalities based on students' sex, race, and class."Toward Black Undergraduate Student Equality inAmerican Higher Education" (edited by M. T. Net-tles) consists of a collection of essays that documentthe barriers that black college-bound studcnts mustovercome, and makes recommendations for educa-tional reform, government policy, and privateagency programs that can reduce these obstacles."Policies for America's Public Schools: Teachers,Equity & Indicators" (edited by R. Haskins and D.MacRae) consists of nine papers that cover thethree education areas that the editors believe aremost in need of reform: (1) teachers and teaching;(2) diversity and equity; and (3) the uses of informa-tion and educational indicators. (FMW)

ED 311 147 UD 027 082Ascher, CarolUrban School Finance: The Quest for Equal Educa-

tional Opportunity. ERIC/CUE Digest No. 55.ERIC Clearinghouse on Urban Education, New

York, N.Y.; Nationa/ School Boards Association.Washington, DC. Council of Urban Boards of Ed-ucation.


Report No.E DO-UD-89-5Pub Date-89ContractR188062013Note-6p.Pub Type Information Analyses - ERIC Informa-

tion Analysis Products (071) InformationAnalyses (070)

EDRS Price - MF01/Pall Plus Postage.DescriptorsAcademic Achievement. Educa-

tional Equity (Finance). Educational Finance,Educational Opportunities. Elementary Second-ary Education. Expenditure per Student, Finan-cial Needs, *Financial Problems, Special NeedsStudents, Suburban Schools, Urban Problems,*Urban Schocls

IdentifiersERIC DigestsLegislatures and courts have attempted to create

equitable formulas for school finance. However,these formulas may have negative effects on educa-tional opportunities for urban students. Compari-sons of the per-pupil expenditures of large urbanschool districts, such as New York, with nearbysuburban districts and state-wide averages disclosedramatic inequities. Urban schooi financing mustcontend with the following problems: (I) structuralfeatures in the State aid system that work againsturban distric ts; (2) increased State control over localbudgets; and (3) the decline in urban capacity forschool support. Urban districts face higher coststhan suburban districts in the following areas: (1)personnel; (2) facilities; and (3) special studentneeds. The relationship between school finance ar dstudent achievement has been difficult to establishbecause achievement has traditionally been mea-sured in terms of basic skills and has not consideredadditional learning opportunities, Suggestions forimproving educational equity in urban schools focuson the following areas: (I) increasing federal fund-ing; (2) improving the methods of calculating urbanstudents needs; and (3) allowing greater local au-tonomy in determining standards and programs. Alist of 18 references is appended. (FMW)

ED 311 148 UD 027 083Amy Stuart

Middle School Education-The Critical Link inDropout Prevention. ER1C/CUE Digest No. 56.

ERIC Clearinghouse on Urban Education, NewYork, N.Y.


Report No.EDO-LID89-6Pub Date-89ContractR188062013Note-4p.Available fromERIC Clearinghouse on Urban

Education, Teachers College, Box 40, ColumbiaUniversity, New York, N7 10027.

Pub Type-- Information Analyses - ERIC Inform-a.tion Analysis Products (071)

EDRS Price - MF01/PC01 Plus Postage.DescriptorsAdolescents. *Curriculum Problems.

Dropout Prevention. Educational Change,High Risk Students, *Middle Schools, *SchoolOrganization. Secondary Education, *StudentNeeds

IdentifiersERIC DigestsEven though middle schools are important in re-

taining at-risk students, the organization and curric-ulum of most of them do not meet thedevelopmental needs of young adolescents. Im-provements should focus on making middle and ju-nior high schools function less like large, impersonalhigh schools and more like caring, nurturing ele-mentary schools, while offering a challenging. sub-ject-specific curriculum. The size anddepartmentalized structure of middle schools tendto make students leaving self-contained elementaryschool classrooms feel vulnerable, The fragmentedstructure of middle schools allows teachers to spe-cialize in subject areas, but weakens teacher-studentrelationships. Retaining middle school students ingrade does not improve academic achievement andstudents who are retained are likely to feel embar-rused and stigmatized. Ability grouping, which be-comes formalized in middle schools as academiclevels become more fixed and obvious, results insocial segregation, the reinforcement of racial ste-reotypes, and the promotion of negative self-imagesamong minority students. Cooperative learning.where students of all ability levels work together ingroups, is suggested as an alternative to tracking.Health education and career education should beemphasized in the curriculum. Teachers in middlegrades should receive specialized training in adoles-cent development _s well as in subject areas to im-prove teacher-student relationships. A list of eightreferences is appended. (FMW)

ED 312 318 UD 026 347Wells. Amy StuartUrban Teacher Recntitment Programs.

ERIC/CUE Digest Number 03.ERIC Clearinghouse on Teacher Education, Wash-

ington, D.C.; ERIC Clearinghouse on Urban Edu-onion. New York, N.Y.


Pub DateMay 88CNoontetr_4actp. R188062013

Available fromERIC Clearinghouse on UrbanEducation, Institute for Urban and Minority Edu-cation, Box 40. Teachers College, Columbia Uni-versity, New York, NY 10027 (single copies free.include stamped self-addressed envelope).


EDRS Price MFOI /PC01 Plus Postage.DescriptorsBlack Teachers, Elementary Second-

ary Education, Grants, Minority Groups. Minor-ity Group Teachers. Public School Teachers,Scholarships, School Demography, *Student Fi-nancial Aid, Student Loan Programs, TeacherDistribution, Teacher Education Programs,*Teacher Recruitment, *Teacher Supply and De-mand, *Urban Schools, Urban Teaching

IdentifiersERIC DigestsThe need to recruit more minority teachers for

urban schools is acute. Although enrollment inteacher preparation programs has increased, few ofthese future teachers intend to teach in urbanschools where they are most needed. Ninety-fivepercent of prospective secondary school teacherscome from suburban, rural, or small town back-grounds. and intend to return to those s ltings aftergraduation. Of all students enrolled in programsleading to initial certification at the elementarylevel, 90 percent are White. 4.3 percent are Black.2 percent are Hispanic, and 1.8 percent are Asian.In contrast, 93 percent of the nation's largest urbanschool districts rnaintain minority student enroll-ments of 70 percent. The following representativeprograms for recruiting teachers for urban schoolsare described: (1) Perkins Loans; (2) Governor'sTeaching Scholars Program (New Jersey): (3) Mi-nority Teachen Program (New Jersey); (4) TeacherOpportunity Corps (New York); (5) Peace CorpsFellows Program (Teachers College, Columbia Uni-versity, New York); and (6) Early Teaching Con-tract Programs, anv the Young Educators Society(YES) (University of Wisconsin-Milwaukee).School districts that have developed programs in-clude: (1) Columbus Public Schools, Columbus,Ohio; (2) Houston Independent School District,Houston. Texas: and (3) Los kngeles Unified

P54

School District. Los Angeles, California. A brief listof references is included. (FMW)

UD 027 230ED 314 546McDonnell. Lorraine M.Restructuring American Schools: The Promise and

the Pitfalls. ERIC/CUE Digest.ERIC Clearinghouse on Urban Education. New

York, N.Y.Spons Agei.cyOffice of Educational Research

and Improvement (ED). Washington, DC,Report No.EDO-UD89-7Pub Date-89ContractR1 880620 I 3Note-6p.: For the document of which this is a

digest, see UD 027 231.Available from--ERIC Clearinghouse. Teachers

College. Box 40. Columbia Univ.. New York, NY

30Pu1bT2y7pe. Information Analyses - ERIC Informa-tion Analysis Products (071) Reports - Evalua-tive (142)

EDRS Price - MFOI/Pall Plus Postage.DescriptorsAccountability, *Change Strategies.

Decentralization. Economic Factors, 'Educa-tional Change, Educational Improvement. Ele-mentary Secondary Education, *School BasedManagement, School Choicc. School CommunityRelationship, Teaching Conditions. TeachingMethods

IdentifiersEducational RestructuringThis digest briefly reviews major approaches to

restructuring American schools and evaluates theirpotential for improving student learning and theirfeasibility-politically, financially, and administra-tively. The following reasons for restructuring arediscussed: (I) poor educational performance; and(2) the changing skills needed for today's jobs. Thefollowing restructuring options are evaluated: (1)decentralizing authority over schools, which in-cludes school-based management, more profes-sional teaching conditions, and school choice inpublic education; (2) holding schools more account-able for performance; (3) altering the content andprocess of classroom instruction; and (4) strength-ening school-community links. Possible problemswith these proposals for restructuring are identified.(JS)

ED 315 484 UD 027 263Bempechat. Janine Wells. Amy StuartTrends and Issues in Urban and Minority FAuca-

tion, 1909. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.



Pub DateDec 89ContractR188062013Note-38p.Available from--ERIC Clearinghouse. Teachers

College, Box 40, Columbia Univ., New York, NY10027 (53.00).


EDRS Price - MFOI/PCO2 Plus Postage.DescriptorsAcademic Achievement, *Beliefs,

*Classroom Environment, Competition, Cooper-ative Learning, Disadvantaged Youth. DropoutPrevention, Elementary Secondary Education.*High Risk Students, Literature Reviews. *Mid.dle Schools. Parent Attitudes. Peer Influence. Stu-dent Attitudes, Teacher Attitudes, *Track System(Education), Urban AcasThis document compirses reviews of recent stud-

ies on the influence of classroom environment; cur-riculum tracking; child, parent and teacher beliefs;and middle school environment on the achievementof 'nigh risk students. Chapter I. "Competitive, Co-operative, and Individualistic Structures of Class-room Learning." reports on the negative Om ofinterpersonal competition in learning environmentsand cites movement towards cooperative learningstrategies. Chapter 2, "Determinants and Outcomesof Curriculum Tracking in Public and P ivateSchools," reports on how tracking favors Advarouged and white students but locks lower track students into an unchallenging curriculum that limitslater academic pursuits and produces deleteriouspsychological effects such as decreased satisfactionwith school, lower self-esteem, and lower educa.tional aspirations. Chapter 3. "The Role of Child.Parent. and Teacher Beliefs in Motivational Factorsin Children's Learning," reports that children whosefamilies and teachers strongly value effort and per.

sonai responsibility are more apt to develop the dis-cipline needed to persevere in the face of cduca-tmral difficulties, while students whose peersdisparage academic achievement have more obsta-eles to overcome in the effort to succeed in school.Chaster 4, "Middle School Education as the Criti-cal Link in Dropout Prevention. cites studies dem-onstrating the importance of a nurturing, supportivemiddle school environment to dropout prevention.Each chapter is accompanied by a list of references.(FMW)

ED 315 485 1.JD 027 264.8empechat, Janine Ginsburg, Herbert P.Underachievement and Educational Disadvantage:

The Home and School Experience of At-RiskYouth. Urbon Diversity Series No. 99.


Spons AgencyDffice of Educational Researchand Improvement (ED), Washington, DC.

Pub Date--Nov 89ContractR188062013Mote 64p.; For related document, see UD 027

265.Avsilable fromERIC Clearinghouse, Teachers

College, Box 40, Columbia Univ., New York. NY10027 (58.00).

Pub Type-- Information Analyses - ERIC informa-tion Analysis Products (071) Reports - De-scriptive (141)

EDRS Pries - MFOISPC03 Plus Poetage.DescriptorsAcademic Achievement. Community

Influence, Compensatory Education, 'Education-aiiy Disadvantaged, Efementary Secondary Edu-cation, Family Influence, "High Risk Students,Literature Reviews, Minority Group Children,Predictor Variables, Research Needs, 'SchoolDemography, 'School Effectiveness, 'StudentBehavior. °Underachievement, Urban Schools

ldentifiersEducation Consolidation Improve-ment Act Chapter 1, °Research SuggestionsResearch on acadtmic achievement and high risk

students over the past 30 years indicates thst thehome, the :school, or tht community can be thesource of insufficient educational experiences thatcontribute to educational disadvantage. About 30percent of the present school population is esti-mated to be at risk of failure, and demographic pro-jections predict a dramatic increase in the poor andminority school-age populations that largely com-prise this group. This document comprises a reviewof the demographic factors aasociatsed with educa-tional disadvantage and school failure, the scopeand nature of problem behaviors associated withschool failure, and educational programs and prac-tices that appear to be effective in increasing thecognitive development f high risk students. Thefollowing predictors of school failure are discussed:(1) poverty status; (2) race and ethnicity; (3) familyand household characteristics; (4) parent education;and (5) language minority status. The followingproblem behaviors of high risk youth are discussed:(1) iraancy; (2) grade retention; (3) school suspen-sion; (4) dropping out; (5) drug and alcohol abuse;(6) teenage pregnancy; and (7) teenagechildbearing. The following effective educationalstrategies for high risk students are discussed: (1)types of school-based compensatory education pro-grams and extended day/year programs; (2) someexamples of school-wide reform and commu-nity-based approaches; (3) parent participation; and(4) instructional techniques. Further research wouldbenefit from attention to definition and measure-ment of risk factors, and from the use of ethno-graphic research methods. A list of 178 referencesis appended. (FMW)

ED 315 486 L'D 027 265Pollack Seth D. Bempechat. JanineThe Home and School Experiences of At-Risk

Youth; An Annotated Bibliography of ResearchStudies.

ERIC Clearinghouse on Urban Education, NewYork, N.Y,

Sports Agency.--Office of Educational Researchand Improvement (ED), Washington, DC.

Pub DateNov 89Cont ractR 188062013Note-41p.; For relay d document. see UD 027

264.Available fromERIC Clearinghouse, Teachers

College, Box 40, Columbia Univ., New York, NY10027 (53.00).

Pub Type Information Analyses - ERIC Infor ma.tion Analysis Products (071) Reference Mate-

rials - Bibliographies (131)EDRS Price - MFOI/PCO2 Plus Postage.Descriptors"Academic Achievement. Annotated

Bibliographies, 'Educational Experience. Educa-tionally Disadvantaged, Educational Research,Elementary Secondary Education, "Family Influ-ence. 'High Risk Students, 'Outcomes of Educa-tion, Parent Influence, Predictor Variables, SocialInfluencesThis bibliogtaphy ovides annotations of 33 ma-

jor research studies on the school and social factorsthat impede disadvantaged children's ability tolearn and succeed in school. The studies demon-strate that a wide range of educational, familial, andsocial influences can either put children at risk of'educational failure early in their lives or help themovercome their disadvantages later in their schoolcareers. No single aspect seems to explain a child'sachievement, and several of the studies even contra-dict the findings of others. Studies are arranged inthree sections that reflect the influences r ; sshool,home, and society in general on a child's educa-tioaal experiences. Several authors are representedby different papers in more than one eategors. Re-cent research is emphasized. but some seminal stud-ies on at-risk children that were conducted a decadeor more ago are also included. Most studies arcdated between 1982 and 1989. (Author /FMW)

ED 316 615 LTD 027 301Bempechat, Janine And Othersfeenage Pregnancy and Drug Abuse: Sources of

Problem Behaviors. ERIC/CUE Digest NO. 58.ERIC Clearinghouse on Urban Education. New


and linproistment (ED). Washington, DC.Report No.EDO-UD-89-8Pub Date-89ContractR 180062013Note-4p,Available from ERIC Clearinghouse on Urban

Education, Teacners College, Box 40, ColumbiaUniversity, New York, NY 10027.

Pub Type Information Analyses - ERIC Informa-tion Ana/ysis Products (071)

EDRS Price MFOI/PC01 Pins Postage.Descriptors-6Adolescents, Alcohol Abuse, Anti-

social Behavior, Disadvantaged Youth, 'DropoutCharacteristics, Drug Abuse, 'Early Parenthood,'High Risk Students, Literature Reviews. 'Pre-dictor Variables, Pregnancy, Secondaiy Educa-tion, 'Substance Abize, Youth Problems

IdentifiersERIC DigestsDrug and alcohol abuse and teenage pregnancy

is'o behaviors manifested by at-risk childrendist sse both a cause and a result of their lack ofsuccess in school and possible subsequent droppingout. The distinction between substance use andabuse may be determined using the following crite-ria: (1) age of onset; (2) physiological responses; (3)levels of dependence; (4) attitudes about substanceuse; and (5) effects on other areas of functioning.The following factors predict drug and alcohol ex-perimentation: (I) parental drug use, absence, andlack of consistent parenting; (2) early antisocial be-havior; (3) school problems; (4) peer drug use; (5)attitudes, beliefs, and personality traits; and (6)stress. Teen pregnancy has become a national epi-demic t ',use more teenagers keep and raise theirchildren at great individual, family. and societalcosts. While the national average age of first sexualintercourse is 16 years, the average age for initiatingsexual activity for some groups of urban youth is asyoung as 11.6 years. Disadvantaged minority youthaccount for a sproportionate number of teen preg-nancies and births. The following factors influenceearly pregnancy and parenthood: (I) expectationsfor the future; (2) poor academic achievement; (3)ignorance about reproduction; and (4) family influ-ences. Teenage childbearing has serious negative ef-fects on the mother and en the child's health, as wellas on the educational attainment and employmentof both parents. A list of 12 references is appended.(FMW)

ED 316 616 UD 027 302Wells. Amy StuartHispanic Education in America: Separate and

Unequal. ERIC/CUE Digest No. 59.ERIC Clearinghouse on Urban Education. New


and Improvement (ED), Washington, DC.Report No.EDO-UD-89-9Pub Date-89

69

Document Resumes/UD 59

Contract R188062013Note-4p.Available fromER1C Clearinghouse on l:rban

Education, Teachers College. Box 40, ColumbiaUniversity, New York, NY 10027.


EDRS Price MF01/PC01 Plus Postage.Descriptors*Bilingual Education, 'Civil Rights

Legislation. Elementary Secondary Education.Hispanic Americans, Literature Reviews. 'Out-comes of Education, Racial Differences. 'RacialSegregation, 'School Demography, 'School De-segregation, Urban Schools

IdentifiersERIC Digests, 'Hispanic AmericanStudentsDespite the 1973 Supreme Court decision, Keyes

v. Denver Schoal District, Hispanic students aremore segregated today than they were 20 years ago,and gaps between the educational attainment andearnings of Hispanics and non-Hispanics continueto widen. The nation's Hispanic population hasgrown almost five times faster than the non-His-panic population and is heavily concentrated in cer-tain :egions and major cities. Recent enrollmentstudies show an increase in the number of Hispanicswho attend heavily segregated schools, a fact attrib-uted to rising Hispanic enrollment and the diapro-portionate concentration of Hispanics in urbanschool districts with large minority enrollments anda lack of any significant desegregation initiatives.Hispanic parents and leaders have not insisted onintegration, as have many Blacks, because they be-lieve that Hispanic children are better served in apredominantly Hispanic school with extensive bilin-gual services. The following trends indicate a needfor desegregation: (I) many students in predomi-nantly Hispanic schools are not receiving the bilin-gual education entitled to them under Title VI of theCivil Rights Act of 1964; (2) Hispanics have thehighest dropout rate of any minority group; and (3)few Hispanic students are prepared for college in thesame way that White and Asian students are. A listof nine references is appended. (FMW)

ED 316 617 UD 027 303Pallas. Aaron M.Making Schools More Responsive to At-Risk

Students. ERIC/CUE Digest No. 60.ERIC Clearinghouse on Urban Education, New

York. N.Y.Spons AgencyOffice of Educational Research

and Improvement (ED), Washington, DC.Report No.EDO-UD-89-0Pub Date-89ContractR188062013Note-4p.Available fromERIC Clearinghouse on Urban

Education. Teachers College, Box 40, ColumbiaUniversity, New York, NY 10027.


EDRS Price - MI/01/PCOl Plus Postage.DescriptorsCommunity Influence, 'Definitions,

*Educational Change, 'Educational Trends. Ele-mentary Secondary Education. Family Influence.'High Risk Students, Individual Characteristics,Literature Reviews, 'Predictor Variables, SchoolDemography, 'Student Needs

IdentifiersERIC DigestsCurrent approaches to educating at-risk students

are the result of several shifts in thinking over thelast 35 years. and a new way of defining at-riskstudents is needed to permit changes in school pol-icy and practice to meet these students' needs. Cul-tural deprivation was originally considered thesingle cause of at-risk status. Subsequently, educa-tional deprivation was considered the primarycause. Another cause was thought to be the failureof all social institutions charged by society with edu-cating youth. The current definition of at-risk statusis the probability that the student will fail academi-cally. A new definition of at-risk status must incor-porate all of the factors that put a student at-risk,including the influence of family and ommunity.Acknowledging the influence of home, school, andcommunity highlights the need for comprehensiveacademic and non-academic program strategies thatserve students throughout their school careers. Thefollowing factors are associated with exposure toinadequate educational experiences: (1) poverty; (2)race and ethnicity; (3) family composition; (4)mother's education; and (5) language background.The highest concentrations of at-risk students are inurban centers and rural areas; roughly 40 percent ofthe school-aged population can currently be consid-

60 Document Resumes/UD

ered at-risk and the number is certain to increase.Thc problem of restructuring schools to meet theneeds of at-risk students is one of developing anenvironment, programs, and services that will pro-vide appropriate educational experiences. Makingschools more responsive to at-risk students will bedifficult for the following reasons: (1) unique familybackgrounds and school experiences of the stu-dents; (2) the responsibility of schools for a diversearray of educational goals: (3) society's need forhighly skilled workers; (4) increased number ofat-risk students; and (5) imprecise nature of educa-tion. A list of seven references is appended. (FMW)

ED 319 876 UD 027 530Passow, A. HarryEnHching the Compensatory Education Curricu-

lum for Disadvantaged Students, ERIC/CUEDigest No, 61.



Report No.EDO-UD-90-1Pub DateJan 90ContractR 188062013Note-4p.Availabk fromER1C Clearinghouse on Urban


Pub Type Reports Evaluative (142) Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Price - MFOI/PC01 Plus Postage.Descriptors*Class Organization, °Cognitive De-

velopment, Compensatory Education, Curricu-lum Development, 'Curriculum Problems,'Disadvantaged, Elementary Secondary Educa-tion, High Risk Students, Literature Reviews,Program Evaluation, Remedial Mathematics,'Remedial Programs, Remedial Reading. 'Stu-dent Needs

Identifiers"Education Consolidation Improve-ment Act Chapter 1, ERIC DigestsEvaluations of compensatory education programs

provided under Chapter 1 of the Education Consoli-dation and Improvement Act (ECIA) indicate thatthe traditional provision ofa less challenging curric-ulum, limited achievement goals, and emphasis onpull-out programs for compensatory instruction ac-tually hamper the ability of low-achieving studentsto develop critical thinking skills, lower their learn-ing expectations, and stigmatize them as inferior.Because of a lack of coordination between regularand compensatory education classes, Chapter 1 stu-dents end up with less instructional time than otherstudents, and the reading skills teaching they re-ceive is not related to other learning and study ar-eas. Chapter I's emphasis on mutery learningtechniques that may improve standardized testscores fails to help students learn how to work inde-pendently and develop cognitive strategies. Disad-vantaged Vudents continue to be taught relativelylow-level reading skills that do not transfer to thehigher-level knowledge and skills that comprise lit-eracy. Remedial mathematics programs have beencriticized for fragmenting the curriculum into en-richment programs. differential programs, and de-velopmentally based programs rather thanemphasizing the interdependence of ideas and theuse of reasonable procedures to arrive at an answer.Disadvantaged students need access to a sound corecurriculum that is as rich and balanced as that pro-vided to high achieving stud-oats. (FMW)

ED 319 877 LID 027 531Ascher, CarolLinking Schools with Human Service Agencies.

ERIC/CUE Digest No. 62.Children's Defense Fund, Washington, D.C.; ER IC

Clearinghouse on Urban Education, New York,N.Y.; National School Boards Association, Wash-ington, DC. Council of Urban Boards of Educa-tion.


Report No.EDO-UD-90-2Pub DateFeb 90ContractRI88062013Note-4p.Available fromER1C Clearinghouse on Urban



EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAncilli,Ty School Services. Coopera-

tive Programs, Elementary Secondary Education,Health Services, 'Human Services, IndividualNeeds. 9nstitutional Cooperation, Literature Re-views, 'Program Development, *Pupil PersonnelServices, 'School Community Relationship, So-cial Services

Identifiers'Collaboratives, ERIC DigestsA number of factors put pressure on schools to

work more closely with health, social service, andother youth-serving institutions but poor communi-cations, program redundancies, fear for job security,and concerns about parent and community supportfor controversial services inhibit close collaboration.Recent successful collaborative school, health, antisocial service programs at the federal and local levelhave renewed interest in school-human serviceslinkages. Schools are the natural focus for combinedservices because every child must attend school, butschool organization proves problematic for serviceprofessionals. Most efforts at improving collabora-tion have focused on improving bureaucratic coop-eration. The following characteristics are associatedwith successful locally developed programs. They:(1) offer a wide array of direct services or serve asentry to those comprehensive services; (2) movebeyond crisis management and early interventionand focus on prevention and development; (3) crossprofessional and bureaucratic boundaries; (4) pro-vide staff time, training, and skills needed to buildrelationships of trust and respect; (5) hire a staffmember from the local community to serve as afacilitator; (6) involve both parents and teachers incommunications; (7) deal with the child as part ofa family, and the family as part of the community;and (8) provide accountability, with creative antimeaningful measures. Because collaborations stillfocus on bureaucracies, integrated youth policiesmust be developed that focus on thc individualneeds of the student. (FMW)

ED 322 273 CD 027 5744scher, CarolAssessing Bilingual Students for Placement and

Instruction. ERIC/CUE Digest No. 65.ERIC Clearinghouse on Urban Education, New


and Improvement (ED), Washington, DC.Report No.EDO-UD-90-5Pub DateMay 90ContractRI 88062013Note-5p.; This publication was developed with

funding from the National Committee on PublicPolicy.

Available fromERIC Clearinghouse on UrbanEducation, Teachers College, Box 40, ColumbiaUniversity, New York, NY 10027 (free).

Pub Type Information Analyses - ERIC Informa-tion An',sis Products (071)

EDRS I-rice MFOI/PC01 Plus Postage.DescriptorsAchievement Tests, Aptitude Tests.

'Bilingual Students, 'Educational Assessment,Educational Research, Elementary SecondaryEducation, Limited English Speaking, LiteratureReviews, 'Standardized Tests, 'Student Place-ment, Testing, 'Testing Problems, Test Interpre-tation

Identifiers---*Curriculum Bued Assessment, ERICDigestsStandardized achievement and aptitude tests may

be of very limited value in making placement orinstructional decisions about bilingual students. Thepractice of categorizing standardized test scores byethnic groups obscures the difficulties of administer-ing and interpreting tests taken by bilinguals. Indi-viduals who are bilingual have two language systemsthat overlap and are distinct; both are relied upon ina variety of ways, depending on the linguistic andcommunicative demands of everyday settings. It isnot yet known how to measure the extent to whichone of the languages of a bilingual student influ-ences the other, or even how to describe bilingualcompetence. In test-taking situations, the switchingand other linguistic adaptations of bilinguals createnotable differences from the way that monolingualstudents perform. Because standardized tests in anylanguage are biased in favor of native speakers, lowtest scores received by bilinguals are often inter-preted as evidence of deficits or even tiisorders. Thefollowing commonly used options for administeringstandardized tests to limited English speakers arereviewed: (1) mnverbal tests; (2) translated tests:(3) use of interpreters; (4) tests that are norm-refer-enced in the primary language; and (5) true bilingual

lirtf NM Will A F 70

assessment. The educational opportunities of bilin-gual students would be improved by expanding di-agnostic protocols to include information beyondstandardized test scores and by creating assessmentthat is more directly based on curriculum. A list ofnine references is appended. (FMW)

ED 322 274 UD 027 575Mitchell. VernayCurriculum and Instruction To Reduce Racial

Conflict. ERIC/CUE Digest No. 64.ERIC Clearinghouse on Urban Education, Ncw


and Improvement (ED), Washington, DC.Report No.EDO-UD-90-4Pub DateApr 90ContractR 188062013Note-3p.Available fromERIC Clearinghouse on Urban on

Urban Education, Box 40, Teachers College. Co-lumbia University. New York, NY 10027 (free).


EDRS Price MFOI/Pall Plus Postage,Descriptors"Conflict Resolution. Cultural

Awareness, 'Curriculum Development, Educa-tional Research, Elementary Secondary Educa-tion, 'Multicultural Education. ProgramDcscriptions, 'Racial Bias, 'Racial Relations, So-cial Integration

-ERIC DigestsMulticultural education, anti-racist education,

and conflict resolution are curriculum-based ap-proaches to reducing racial conflict. Since the1930s, attempts have been made to develop curric-ula to change negative racial attitudes and encour-age appreciation for people of all races. In the 1980s.multicultural education Las focused on the uniquequalities and the mutual interdependence of minor-ity and majority groups within a society and of vari-ous communitites within the world system.However, some critics have suggested that educa-tion labelled "multicultural" evades the issue of rac-ism by diverting attention to milder topics. Somestudies demonstrate the limited effectiveness ofmulticultural programs and the fact that someschool districts without minority group students donot promote thc discussion of racial or ethnic differ-ences. Anti-racist education and conflict resolutionaddress racism by allowing teachers and students toanalyze the inequalities in power and economic sta-tus that determine race relations. The following rec-ommendations for evaluating and reformingcurricula and school policy are suggested; (1) issuepolicy statements that cover broad school districtphilosophy, hiring practices, and the handling ofbias-motivated incidents; (2) maintain racial andcultural diversity among school personnel; (3) pro-vide services for victims of bias-motivated violence;(4) report and monitor trends in racial attitudes; (5)establish school-wide committees on human rela-tions; (6) use the arts to encourage critical thinkingabout social issues; (7) check textbooks and otherresources for bias; (8) reflect the cultural diversity ofthe school in teaching strategies; and (9) aflirm ra-cial and cultural differences with regular and specialactivities. A list of 16 references and six resourcesare appended. (FMW)

ED 322 275 UD 027 576Wells. Amy StuartPublic School Choke: Issues and Concerns for

Urban Educators, ERIC/CUE Digest No. 63.ERIC Clearinghouse on Urban Education, New


and Improvement (ED). Washington, DC.Report No.EDO-UD-90-3Pub DateMar 90ContractR188062013Note-5p.; This publication was developed with

funding from the National Committee on PublicPolicy.

AvaileJle fromERIC Clearinghouse on UrbanEducation, Teachers College, Box 40, ColumbiaUniversity, New York, NY 10027 (free).

Pub Type-- Information Analyses - ERIC lnforma-tion Analysis Products (071)

EDRS Price - MFOI/PC01 Plus Postage.DescriptorsAccess to Education, Admission

(School). Educational Improvement, EducationalResearch, Elementary Education, Free ChoiceTransfer Programs, Low Income Groups, MagnetSchools, Minority Groups, Open Enrollment.'Parent Participation. 'Public Schools, 'SchoolChoice, Urba:.. Education

IdentificrsERIC DigestsExisting choice plans, which allow parents and

students to choose among a variety of schools, varydramatically in size, shape, and purpose. Differenttypes of choice programs have different impacts,especially on low-income and minority group stu-dents; and it is not yet clear how school choiceprograms should be structured to assure that thosestudents with the fewest resources will not be shutout of the best schools, Reasons for the politicalappeal of choice plans include the following: (1)low-income and minority families can avoid poorlyrun and overcrowv.ed urban schools; (2) free mar-ket, competitive principles are infused into a slug-gish public education system; (3) individual familieshave more control over which schools their childrenattend and what services are provided; (4) alow-cost solution to problems in public education isprovided; (5) pupil needs are better matched toschool offerings; and (6) parent involvement may beincreased. However, critics argue that many pro-grams discriminate against poor and minority par-ents who are less informed about how theeducational system works or are too overwhelmedwith day-to-day survival to research the various ed-ucational options. There is a dearth of well-docu-mented research on how school choice programsaffect either academic achievement or educationalopportunities. The following variations in choiceprograms are outlined: (I) controlled choice; (2)magnet schools; and (3) interdistrict and open en-rollment. Recommendations for more equitableprograms consist of the following suggestions: (1) adear goal statement; (2) outreach to, and informa-tion and counseling for parents; (3) a fair, unrestric-tive. noncompetitive, and equitable admissionsprocedure; and (4) provision of adequate transporta-tii.n for students. A list of II references is appended.(FM W)

ED 322 283 UD 027 693Ascher, CarolTesting Shidents in Urban Schools: Current Prob-

lems mid New Directions. Urban Diversity Se-ries No, 100.

Columbia Univ.. New York, N.Y. Inst. for Urbanand Minority Education.; ERIC Clearinghouse onUrban Education, New York, N.Y.

Spons AgencyNational Commission on Testingand Public Policy.; Office of Educational Re-search and Improvement (ED), Washington, DC.

Pub DateMar 90Contract-12188062013Note-48p.Available fromERIC Clearinghouse on Urban

Education, Box 40, Teachers College, ColumbiaUniversity, New York, NY 10027.


EDRS Prke - MF01/PCO2 Plus Postage,DescriptorsCurriculum Development, *Educa-

tional Testing, Elementary Secondary Education.Literature Reviews, Politics of Education, *Stan-dardized Tests, *Testing Problems. *Test Use,Thinking Skills. *Urban Education

IdentifiersDynamic Assessment, Policy Impli-cationsThis review of the literature on testing urban stu-

dents indicates that standardized tests may not re-flect accurately the ability and achievement of poorminority children. Further, new research in cogni-tion makes clear that both teaching and testingcould be structured to better prepare students forthe complex thinking required by life. Since currentpolitical trends make it unlikely that the power oftesting will decline nationally, or that testing willcease to drive instruction, it is crucial to reformulateassessments S.) that they can help alter schooling inways that will better educate individual students tomeet both their pemnal needs and those of society.Because short answer tests have been so importantin driving learning in urban schools, and because thesize of urban school systems encourages bureau-cratic forms of accountability, it will be difficult tocreate forms of change that demand greater flexibil-ity. However, new performance-based assessmentpractices offer particular hope to urban studentswhose gifts and needs are diverse, and who havesuffered the most under traditional teaching andtesting methods. Portfolios, work station assess-ments, certain computer-based assessments, and thevariety of reciprocal teaching methods that rely ondynamic assessment all offer directions for improv-ing urban education. A list of 66 references is ap-pended. (MW)

ED 322 284 UD 027 694&coda. Walter G. Carey, Deborah A.Teriching Mathematics with Understanding to

Limited English Proficient Students. Urban Di-versity Series No. 101.

Columbia Univ.. New York, N.Y. Inst. for Urbanand Minority Education.; ERIC Clearinghouse onUrban Education, New York. N.Y.

Spons AgencyNational Science Foundation.Washington, D.C.; Office of Bilingual Educationand Minority Languages Affairs (ED). Washing-ton. D.C.; Office of Educational Research andImprovement (ED), Washington, DC.; WisconsinCenter for Education Research, Madison.

Pub DateOct 90Contract-300860050; R188062013; T289005006GrantMDR-8550236Note-65p.Available fromERIC Clearinghouse on Urban

Education, Box 40. Teachers College, ColumbiaUniversity, New York, NY 10027,

Pub Type Reports - Research (143) Informa-tion Analyses - ERIC Information Analysis Prod-ucts (071)

EDRS Prict - MFOI/PC03 Plus Postage.DescriptorsBilingual Education Programs, Cur-

riculum Development. Elementary Education,*Elementary School Mathematics, *Limited En-glish Speaking, Literature Reviews, Mathemat-ics Curriculum, Mathematics Instruction,*Teaching Methods

IdentifiersActive 14.-thematics TeachingThis document provides research-based informa-

tion to help school district personnel select appro-priate mathematics education programs for theirlimited English proficient (LEP) elementary schoolstudents. A review of the mathematics educationliterature is discussed in the context of the reformmovement in school mathematics. Two instruc-tional programs for effectively teaching mathemat-ics to LEP students, Active Mathematics Teaching(AMT) and Cognitively Guided Instruction (COI),are discussed in detail. Examples, using additionand subtraction problems, illustrate each program.Since teaching math in a student's native languagemay be more effective than limiting instruction toEnglish, Spanish translations of examples are alsoincluded to demonstrate how simple presentation ofprobkms can facilitate their solving. Recommenda-tions are woven throughout the text and each sec-tion ends with a list of additional recommendationsfor teaching mathematics to LEP students. The fol-lowing final recommendations are suggested: (1)choose and use manipulatives carefully; (2)manipulatives should support discussion aboutmathematics, not replace it; (3) activities shouldemphasize the mathematics content; (4) the Na-tional Council of Teachers of Mathematics' docu-ment, "Curriculum and Evaluation Standards,"provides specific recommendations for content thatshould be emphasized as well as deemphasized; (5)AMT has been proven effective for conveying iargeamounts of basic information that is well organized;(6) COI shows promise for developing problemsolving skills, higher order thinking, and enhancingstudent confidence; and (7) mathematics is too im-portant for students' futures to be reduced to com-putations or omitted entirely. Five figures areincluded. A list of 72 references is appended.(FMW)

ED 322 285 UD 027 713Bempechat, JanineThe Role of Parent Involvement in Children's

Academie Achievement A Review of the Litera-ture, Trends and Iuues No. 14.

Columbia Univ.. New York, N.Y. Inst. for Urbanand Minority Education.; ERIC Clearinghouse onUrban Education, New York, N.Y.

Spons AgencyDepartment of Education, Wash-ington, DC. Office of Planning, Budget, and Eval-uation.; Office of Educational Research andImprovement (ED), Washington. DC.

Pub DateJun 90ContractR 188062013Note 21p.Available fromERIC Clearinghouse on Urban

Education, Institute for Urban and Minority Edu-cation. Box 40, Teachers College, Columbia Uni-versity, New York, NY 10027.

Pub Type Information Analyses - ERIC Informa-tion Analysis Products (071) InformationAnalyses (070)

71

Document Resumes/ 61

EDRS Price - MF01/PC01 Plus Postage,DescriptorsAcademic Aspiration. *Child Devel-

opment, Cognitive Development, Elementary Ed-ucation, Literature Reviews. 'Parent ChildRelationship, Parent Education. 'Parent Influ-ence. Parent Participation. Parents as Teachers,*Parent Student Relationship, Social Develop-ment, *Teacher RoleThis literature review examines patterns of par-

ent-child involvement that foster high academicachievement and describes effective parent involve-ment programs. Parents affect their children's aca-demic achievement through cognitive socialization,the development of basic intelligence; and academicsocialization, the development of attitudes and mo-tives essential for school learning. Cognitive social-ization is developed through the following parentpractices: (I) encouraging active learning; (2) devel-oping psychological distancing; (3) creating a con-text for new learning; and (4) structuringinformation to provide a "scaffold" for problemsolving. Academic socialization is associated withthe following parent practices. (1) attributing suc-cess to ability; (2) implementing supportive strate-gies; (3) communicating high expectations foracademic success; and (4) expecting high career as-pirations. While cognitive and academic socializa-tion are facilitated by middle-class status, parenteducation programs can provide lower-class parentswith thc skills needed to enhance their children'sachievement while improving their own job skils.'Teacher attitudes and support are crucial to effec-tive parent involvement programs, which includethe following strategies: (1) developing frequentcontact between parent and teacher; (2) helping par-ents create home environments conducive to learn-ing; (3) using parents as resources in schools; and (4)involving parents in school governance. A list of 68references is appended. (FMW)

Ability IdentificationComputerized Adaptive Tests. ERIC Digest No.107.

ED 315 425 (TM)Meeting the Needs of Gifted and Talented Minor-ity Language Students. ERIC Digest ittE480.

ED 321 485 (EC)

Academic AchievementBilingualism and the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.

ED 321 963 (RC)The Home and School Experiences of At-RiskYouth; An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)The Impact of Microcomputer-Based Instructionon Teaching and Learning: A Revicw of RecentResearch. ERIC Digest.

ED 315 063 (IR)Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6, 1989.

ED 317 121 (HE)Student Goals for Colleges and Courses: A Miss-ing Link in Assessing and Improving AcademicAchievement. ERIC Digest.

ED 317 146 (HE)Student Self-Esteem. The Best of ERIC on Edu-cational Management. Number 94.

ED 311 603 (EA)Urban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.

ED 311 147 (UD)

Academic AdvisingImproving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)

Academic AspirationThe Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and latles No. 14.

ED 322 285 (UD)

Academic FreedomCensorship of Curnculum Materials. ERIC Di-gest Series Number EA44.

ED 315 864 (EA)

Academic StandardsThe Old College Try. Balancing Academics andAthletics in Higher Education. ERIC Digest.

ED 317 102 (HE)

Subject Index

Academically GiftedDiscovering Mathematical Talcnt. ERIC Digest# E482.

ED 321 487 (EC)Giftedness and the Gifted: What's It All About?ERIC Digest #E476.

ED 321 481 (EC)Giftel Students: Flyer File,

ED 321 480 (EC)Helping Your Highly Giftcd Child. ERIC Digest# E477.

ED 321 482 (EC)Language Arts for Gifted Middle School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 319 046 (CS)Meeting the Needs of Able Learners throughflexible Pacing. ERIC Digest #464.

ED 314 916 (EC)

Acceleration (Education)Helping Your Highly Gifted Child. ERIC Digest#E477.

ED 321 482 (EC)

Access to EducationEducating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)Public School Choice: Issues and Concerns forUrban Educators. ER1C/CUE Digest No. 63.

ED 322 275 (UD)Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 902 (RC)

Access to InformationAccess Points to ERIC: An Update. ERIC Digest.

ED 310 780 (IR)Library and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IR

ED 319 414 (IR)

AccountabilityAccountability in Mathematics Education.ERIC/SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Fiscal Policy Issues and School Reform. ERICDigest Series Number EA 50.

ED 321 342 (EA)Managing the Incompetent Teachcr. Second Edi-tion.

ED 320 195 (EA)

63

State-Enforced Accountability of Local SchoolDistricts. ERIC Digest Series Number EA 36.

ED 309 556 (EA)Vocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)

AchievementSuperintendent Evaluation. ERIC Digest SeriesNumber EA 42.

ED 312 775 (EA)

Achievement TestsConstructing Classroom Achievement Tests.ERIC Digest.

ED 315 426 (TM)Curriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.

ED 321 508 (EC)Finding Non-Commercial Tests. ERIC DigestNo. 110.

ED 315 428 (TM)Preparing Students To Take StandardizedAchievement Tests. ERIC Digest.

ED 314 427 (TM)Understanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)Using Customized Standardized Tests. ERIC Di-gest.

ED 314 429 (TM)

Acquired Immune Deficiency SyndromeAdolescents and AIDS. ERIC Digest.

ED 319 742 (SP)AIDS/HIV Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA)AIDS, Suicide, Drugs. The Best of ERIC on Edu-cational Management, Number 95.

ED 311 604 (EA)

Active Mathematics TeachingTeaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (UD)

ActivismSupporting Gifted Education through Advocacy.ERIC Digest #E494.

ED 321 499 (EC)

Adaptive TestingComputerized Adaptive Tests. ERIC Digest No.107.

ED 315 425 (TM)

64 Administrative Organization

Administrative OrganizationInducting Principals.

ED 311 593 (EA)Organizing Institutional Research in the Commu-nity College. ERIC Digest.

ED 320 648 (JC)

Administrative PrinciplesEthics and the School Administrator. The Best ofERIC on Educational Managemcnt, Number 100.

ED 311 606 (EA)

Administrator EducationPreparation of Principals. Best of ERIC on Educa-tional Management. Number 98.

ED 312 747 (EA)

Administrator EffectivenessEvaluating Principals. Research Roundup.

ED 318 131 (EA)

Administrator EvaluationEvaluating Principals. Research Roundup.

ED 318 131 (EA)Superintendent Evaluation. ERIC Digest SeriesNumber EA 42,

ED 312 775 (EA)

Administrator ResponsibilityEthics and the School Administrator. The Best ofERIC on Educational Management, Number 100.

ED 311 606 (EA)School Leadership: Handbook for Excellence.Sccond Edition.

ED 309 504 (EA)

Administrator RoleAIDS. Suicide, Drugs. The Best of ERIC on Edu-cational Management. Number 95.

ED 311 604 (EA)A Consumer's Guide to School Improvement.Trends and Issues Series, Number 4.

ED 313 800 (EA)Initiating Changc in Schools.

ED 315 909 (EA)Interpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)Power: An Administrator's Guide along the Cor-ridors of Arrogance.

ED 321 723 (HE)Preparation of Principals. Best of ERIC on Educa-tional Management, Number 98.

ED 312 747 (EA)School Leadership: Handbook for Excellence.Second Edition.

ED 309 504 (EA)

AdministratorsEthics and the School Administrator. The Best ofERIC on Educational Management, Number 100.

ED 311 606 (EA)Making Sense of Administrative Leadership: The"L" Word in Highcr Education. ASHE-ER1CHigher Education Report I. 1989.

ED 316 074 (HE)Preparing Students To Take StandardizedAchievement Tests. ERIC Digest.


ED 314 426 (TM)

Admission (School)Public School Choice: Issues and Concerns forUrban Educators. ER1C/CUE Digest No. 63.

ED 322 275 (UD)

Admission CriteriaInterptnting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)

Adolescent SuicideAIDS, Suicide, Drugs. The Best of ERIC on Edu-cational Management, Number 95.

ED 311 604 (EA)

AdolescentsAdolescent Pregnancy and Parenthood. High-lights: An ER1C/CAPS Digest.

ED 315 704 (CG)Adolescents and AIDS. ERIC Digest.

ED 319 742 (SP)Career Education for Tcen Parents. Trends andIssues Alerts.

ED 317 846 (CE)

The Challenge of Counseling in Middle Schools.ED 321 161 (CG)

Helping Adolescents Adjust to Giftedness. ERICDigest #E489.

ED 321 494 (EC)Teenage Pregnancy and Drug Abuse. Sources ofProblem Behaviors. ER1C/CUE Digest No. 58.

ED 316 615 (UD)

Adult Basic EducationWomen, Work, and Literacy. ERIC Digest No.92.

ED 312 456 (CE)

Adult EducationThe Emerging Role of the Community CollegeCounselor. Highlights: An ER1C/CAPS Digest.

ED 315 707 (CG)Environmental Adult Education. Trends and Is-sues Alerts.

ED 321 154 (CE)

Adult EducatorsManaging Your Professional Development: AGuidc for Part-Time Teachers of Adults. ERICDigest.

ED 321 155 (CE)Supporting and Facilitating Self-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)Teaching Adults with Learning Disabilities. ERICDigcst No. 99.

ED 321 156 (CE)

Adult LearningLearning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336.

ED 315 663 (CE)

Adult LiteracyAdult Literacy: Contexts and Challenges.

ED 321 251 (CS)Adult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)Adult Literacy Programs in Rural Areas. ERICDigest.

ED 321 966 (RC)The Freirean Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)The Issue: Adult Literacy Assessment. ERIC Di-gest.

ED 310 369 (CS)Recruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest.

ED 321 621 (FL)

Adult Reading ProgramsAdult Literacy Programs in Rural Areas. ERICDigest.

ED 321 966 (RC)The Issue: Adult Literacy Assessment. ERIC Di-gest.

ED 310 369 (CS)

Adult StudentsClosed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)Learning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336.

ED 315 663 (CE)Teaching Adults with Learning Disabilities. ERICDigest No, 99,

ED 321 156 (CE)

AdultsAdult Literacy: Contexts and Challenges.

ED 321 251 (CS)Adults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.

ED 315 664 (CE)

Affirmative ActionAffirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ER1C HigherEducation Report 2, 1989.

ED 316 075 (HE)Affirmative Rhetoric. Negative Action. Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ERIC Digest.

ED 317 100 (HE)

Subject Index

Age DifferencesThe Uses of Baby Talk. ERIC Digest.

ED 318 230 (FL)

Agency CooperationCollaboration: Building Common Agcndas.Teachcr Education Monograph No. 10.

ED 320 890 (SP)Helping At-Risk Youth Makc the School-to-Work Transition. ERIC Digest.

ED 321 158 (CE)School-to-Work Transition for AtRisk Youth. In-formation Series No, 339.

ED 315 666 (CE)

Aging in AcademiaThe Emeritus Professor: Old Rank, New Mcan-ing. ASHE/ERIC Higher Education Report No.2.

ED 321 725 (HE)The Emeritus Professor: Old Rank. New Mean-ing. ERIC Digest.

ED 321 724 (HE)

Alcohol AbuseDrug Testing. ERIC Digest Scries Number EA35(Revised).

ED 316 957 (EA)

American Indian EducationAmerican Indian Education: A Directory of 01-ganizations and Activities in Amcrican IndianEducation. Document No. 29. Revised.

ED 321 941 (RC)Changes in American Indian Education: A His.torical Retrospective for Educators in the UnitedStates. ERIC Digest.

ED 314 228 (RC)Supporting Emergent Literacy among YoungAmerican Indian Students.

ED 319 581 (RC)

American Indian StudiesUnbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gest.

ED 321 968 (RC)

American Sign LanguageForeign Language Requirement? Why Not Amer-ican Sign Language? ERIC Digests

ED 309 651 (FL)

Ancillary School ServicesLinking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (UD)

Annotated BibliographiesReadings about Children and Youth with Learn-ing Disabilities. ERIC Mini Bib #E465.

ED 319 179 (EC)

AptitudeLanguage Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)

Aptitude TestsLanguage Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)Language Aptitude Reconsidered. Language inEducation: Theory and Practice, No. 74.

ED 321 573 (FL)

Articulation (Education)Foreign Language Program Articulation fromHigh School to the University. ERIC Digest.

ED 321 586 (FL)Helping At-Risk Youth Make the School-to-Work Transition. ERIC Digest.

ED 321 158 (CE)When Schools and Colleges Work Together.ERIC Digest 20-88.

ED 316 544 (SP)

Assistive Devices (for Disabled)Students with Specialized Health Care Needs.ERIC Digcst #458.

ED 309 590 (EC)

Athletic CoachesCoaching Certification. ERIC Digest.

ED 310 112 (SP)

AthleticsViolence in Sports. ERIC Digest 1-89.

ED 316 547 (SP)

Subject Index

Attention Deficit DisordersTeaching Children with Attention Deficit Disor-der. ERIC Digest #462.

ED 313 868 (EC)

Audience AwarenessDebate and Communication Skills. ERIC Digest.

ED 321 334 (CS)

Audience ResponseHow to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)

AustraliaTeaching about Australia. ERIC Digest.

ED 319 651 (SO)

Baby TalkPigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)Thc Uses of Baby Talk. ERIC Digest.

ED 318 230 (FL)

Basic SkillsJob-Related Basic Skills. ERIC Digest No 94.

ED 318 912 (CE)

Beginning PrincipalsInducting Principals.

ED 311 593 (EA)

Beginning ReadingBeginning Reading Instruction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)Supporting Emergent Literacy among YoungAmcrican Indian Students.

ED 319 581 (RC)

Beginning TeachersDesigning Programs for Ncw Teachers: The Cali-fornia Experience.

ED 319 145 (EA)

BehaviorFamily Living: Suggcstions for Effective Parent-ing.

ED 313 168 (PS)

Behavior ChangeEnvironmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERIC/SMEAC Environmental Education Digest No. 4,1988.

ED 320 761 (SE)School Security. ERIC Digest Series Number EA46.

ED 321 343 (EA)

Behavior DisordersYouth Suicide: What the Educator Should Know.A Special Educator's Perspective.

ED 316 963 (EC)

Behavior ManagementPreventive Discipline and Behavior ManagementPractices. Super Search Reprint No. 572.

ED 321 507 (EC)

Behavior PatternsViolence in Sports. ERIC Digest 1-89.

ED 316 547 (SP)

Behavior ProblemsGangs. ERIC Digest Series Number EA 52.

ED 321 419 (EA)Prereferral Interventions for Students with Learn-ing and Behavior Problems. Super Search ReprintNo. C574.

ED 321 506 (EC)Preventive Discipline and Behavior ManagementPractices. Super Search Reprint No. 572.

ED 321 507 (EC)Student Self-Management To Increase On-TaskBehavior, Research Brief for Teachers T3.

ED 319 227 (EC)

Behavior StandardsEthical and Legal Issues in School Counseling.Highlights: An ERIC/CAPS Digest.

ED 315 709 (CG)

Behavior TheoriesInvitational Learning for Counseling and Devel-opment.

ED 314 708 (CG)

Behavioral ObjectivesTwo-Way Language Development Programs.ERIC Digests.

ED 321 589 (FL)

BeliefsTrends and Issues in Urban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (1JD)

Bibliorraphic DatabasesAutomating the School Library Media Center. ASelect ERIC Bibliography. Mini-Bib.

ED 320 611 (IR)Creating and Maintaining the Bibliographic Data-base for Library Automation. ERIC Digest.

ED 321 773 (IR)

Bilingual EducationBilingualism and the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.

ED 321 963 (RC)Hispanic Education in America: Separatc and Un-equal. ERIC/CUE Digest No. 59.

ED 316 616 (UD)

Bilingual Education ProgramsTeaching Mathematics with Understanding toLimitcd English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (UD)Two-Way Language Development Programs.ERIC Digests.

ED 321 589 (FL)

Bilingual StudentsAssessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Assessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Education.

ED 321 427 (EC)

BilingualismBilingualism and the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.

ED 321 963 (RC)

Black TeachersAffirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2, 1989.

ED M6 075 (HE)

Boards of EducationSuperintendent Evaluation, ERIC Digest SeriesNumber EA 42.

ED 312 775 (EA)

Brief Family ConsultationBrief Family Consultation in Schools. Highlights:An ERIC/CAPS Digest.

ED 315 705 (CG)

Built EnvironmentTeaching about the Built Environment. ERIC Di-gest.

ED 322 022 (SO)

Business ResponsibilityThe Role of Business in the Schools. The Best ofERIC on Educational Management Number 102.

ED 321 391 (EA)

Business RoleThe Role of Business in Education. ERIC DigestSeries Number 47.

ED 321 344 (EA)

CalculusThe Role of Calculus 41 College Mathematics.ERIC/SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)

Capital Outlay (for Fixed Assets)Achievement of Equity in Capital Outlay Financ-ing: A Policy Analysis for the States.

ED 314 224 (RC)Capital Outlay: A Critical Concern in Rural Edu-cation. ERIC Digest.

ED 319 583 (RC)

Child Advocacy 65

CaptionsClosed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)

Career DevelopmentWhen Schools and Colleges Work Together.ERIC Digest 20-88.

ED 316 544 (SP)

Career EducationCareer Education for Teen Parents. Trends andIssues Alerts.

ED 317 846 (CE)Career Planning for Giftcd and Talented Youth.ERIC Digest #E492.

ED 321 497 'EC)

Career GuidanceThe Emerging Role of the Community CollegeCounselor. Highlights: An ERIC/CAPS Digest.

ED 315 707 (CG)

Career PlanningCareer Planning for Giftcd and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)Fostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest# E493.

ED 321 498 (EC)

Caregiver SpeechPigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)

Carl D Perkins Vocational Education Act1984

Vocational Education Performance Standards.ERIC Digcst No. 96.

ED 318 914 (CE)

Case StudiesThe Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)Teaching and Teacher Education: 1989 AERADivision K Abstracts (1989).

ED 316 550 (SP)

CensorshipCensorship of Cutriculum Materials. ERIC Di-gest Scrics Number EA44.

ED 315 864 (EA)The Right To Read: Censorship in the School Li-brary. ERIC Digest.

ED 319 067 (CS)

CertificationCoaching Certification. ERIC Digest.

ED 310 112 (SP)

Change AgentsInitiating Change in Schools.

ED 315 909 (EA)

Change StrategiesA Consumer's Guide to School Improvement.Trends and Issues Series, Number 4.

ED 313 800 (EA)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)Restructuring American Schools: The Promiseand the Pitfalls, ERIC/CUE Digest.

ED 314 546 (UD)Restructuring the Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)State-Enforced Accountability of Local SchoolDistricts. ERIC Digest Series Number EA 36.

ED 309 556 (EA)

Child AbuseChild Sexual Abuse: What It Is and How To Pre-vent It. ERIC Digest.

ED 321 843 (PS)Counseling Abused Children. Highlights: AnERIC/CAPS Digest.

ED 315 706 (CG)

Child AdvocacySupporting Gifted Education through Advocacy.ERIC Digest # E494.

ED 321 499 (EC)

66 Child Caregivers

Child CaregiversFamily Day Care: Discrepancies between In-tended and Observed Caregiving Practices.

ED 321 912 (PS)

Child DevelopmentNurturing Giftedness in Young Children. ERICDigest #E487.

ED 321 492 (EC)The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (UD)

Child LanguagePigeonBirds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)

Child NeglectCounseling Abused Children. Highlights: AnERIC/CAPS Digest,

ED 315 706 (CG)

Child RearingHelping Your Highly Gifted Child. ERIC Digest#E477.

ED 321 482 (EC)Readings and Resources for Parents and Teachersof Gifted Children. ERIC Digest #E495.

ED 321 500 (EC)Underachieving Gifted Students. ERIC Digest#E478.

ED 321 483 (EC)

ChildrenERIC/EECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)Write On: Children Writing in ESL.

ED 309 653 (FL)

Childrens LiteratureGuiding the Gifted Reader. ERIC Digest #E481.

ED 321 486 (EC)Using Literature To Teach Reading. ERIC Di-gest.

ED 313 687 (CS)

Childrens RightsEducating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)

Chronological AgeEmpowerment for Later Life.

ED 321 224 (CG)

Church Related CollegesThe Viability of the Private Junior College. NewDirections for Community Colleges, Number 69.

ED 320 649 (JC)

Citizen ParticipationRenewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ERICHigher Education Report 8.

ED 320 524 (HE)

Citizenship EducationEnglish Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)Geography Education for Citizenship.

ED 322 081 (SO)James Madison and "The Federalist Papers."

ED 322 083 (SO)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ER1CHigher Education Report 8.

ED 320 524 (HE)Renewing Civic Capacity: Preparing Collcge Stu-dents for Service and Citizenship. ERIC Digest.

ED 321 704 (HE)Schools and Civic Values. ERIC Trends/IssucsPaper No. 2.

ED 313 270 (SO)

Citizenship Knowkdge TestEnglish Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (11.)

Citizenship ResponsibilityRenewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ERIC Digest.

ED 321 704 (HE)Schools and Civic Values. ERIC Trends/IssuesPaper No. 2.

ED 313 270 (SO)

CivicsRenewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ERICHigher Education Report 8.

ED 320 524 (HE)

Civil Rights LegislationHispanic Education in America: Separate and Un-equal. ERIC/CUE Digest No. 59.

ED 316 616 (UD)

Class ActivitiesComputers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Series

ED 316 881 (CS)Critical Thinking, Reading, and Writing. Teach-ing Resources in the ERIC Database (TRIED)Series.

ED 314 728 (CS)Writing Exercises for High School Students.Teaching Resources in the ERIC Database(TRIED) Series.

ED 315 792 (CS)

Class OrganizationEnriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (CD)

Classroom CommunicationEducating Language-Minority Children.

ED 317 273 (PS)

Classroom EnvironmentClassroom Discipline. Research Roundup.

ED 318 133 (EA)Family Day Care: Discrepancies between In.tended and Observed Caregiving Practices.

ED 321 912 (PS)Trends and Issues in Urban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (UD)Voices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)Whole Language: Integrating the LanguageArts-and Much More. ERIC Digest.

ED 313 675 (CS)

Classroom ResearchSecond Language Classroom Research. ERIC Di-gest.

ED 321 550 (FL)

Classroom TechniquesClassroom Discipline. Research Roundup.

ED 318 133 (EA)Correctional Education and the Community Col-lege. ERIC Digest.

ED 321 835 (JC)More Than Meets The Eye: Foreign LanguageReading. Language and Education: Theory andPractice.

ED 321 555 (FL)Praise in the Classroom.

ED 313 108 (PS)Preventive Discipline and Behavior ManagementPractices. Super Search Reprint No. 572.

ED 321 507 (EC)

ClearinghousesERIC Ciearinghouse Publkations, 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, January-Decemher 1989.

ED 321 774 (IR)

Closed Captioned TelevisionClosed Captioned Television for Adult LEP Liter-acy Ltarners. ERIC Digest.

ED 321 623 (FL)

Codes of EthicsEtlikal And Legal Issues in S,:hool Counseling.Highlights; An ERIC!CAPS Digest.

'ED 315 709 (CG)

Subject Index

Ethics and the School Administrator. The Best ofERIC on Educational Management, Number 100.

ED 311 606 (EA)Media Ethics: Some Specific Problems. ERIC Di-gcst.

ED 314 802 (CS)

Cognitive AbilityLanguage Aptitude Reconsidered. Language inEducation: Theory and Practice, No. 74.

ED 321 573 (FL)

Cognitive DevelopmentEnriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC; CUE Di-gest No. 61.

ED 319 876 (UD)Personal Computers Help Gifted Students WorkSmart. ERIC Digest #E483.

ED 321 488 (EC)

Cognitive ProcessesAdults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.

ED 315 664 (CE)How Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)

Cognitive PsychologyLearning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336.

ED 315 663 (CE)

Cognitive StyleThe Role of Styles and Strategies in Second Lan-guage Learning. ERIC Digest.

ED 317 087 (FL)

Collaborative LearningComputers and Opportunities for Literacy Devel-opment. ER1C'CUE Digest No. 54.

ED 311 120 (UD)

CollaborativesLinking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (UD)

Collective BargainingWorking Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

College AdministrationThe American Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (JC)The Challenge of Diversity: Involvement orMienation in the Academy? ERIC Digest.

ED 317 145 (HE)Making Sense of Administrative Leadership: The"L" Word in Higher Education. ASHE-ERICHigher Education Report 1, 1989.

ED 316 074 (HE)Making Sense of Administrative Leadership. The"L" Word in Higher Education. ERIC Digest

ED 317 099 (HE)Power: An Administrator's Guide along the Cor-ridors of Arrogance.

ED 321 723 (HE)

College AdmissionCollege Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)

College AthleticsThe Old College Try. Balancing Academics andAthletics in Higher Education. ASHE-ERICHigher Education Report No. 4, 1989.

ED 317 103 (HE)The Old College Try. Balancing Academics andAthletics in Higher Education. ERIC Digest.

ED 317 102 (HE)

College ChoiceCollege Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)College Planning for Skidents with Learning Dis-abilities. ERIC Digest #4c;..

ED 314 917 (EC)

'd BEST COPY AVAILABLE

Subject Index

College CreditsAssessing Language Proficiency for Credit inHigher Education. ERIC Digest.

ED 321 588 (FL)

College CurriculumThe American Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (JC)Recent Developments in College Science Pro-grams and Courses. ERIC/SMEAC Scicnce Edu-cation Digest No. 4.

ED 320 751 (SE)

College Entrance ExaminationsState Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)

College EnvironmentThe Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)

College FacultyAffirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2. 1989.

ED 316 075 (HE)The Amencan Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (IC)The Viability of thc Private Junior College. NewDirections for Community Colleges, Number 69.

ED 320 649 (JC)

College MathematicsThe Role of Calculus in College Mathematics.ERIC/SMEAC Mathematics Education DigestNo. 1.

ED 321 970 (SE)

College Outcomes AssessmentThe Assessment of Educational Outcomes. ERICDigest.

ED 321 834 (JC)

College PlanningThe Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)

College PreparationCollege Planning for Students with Learning Dis-abilities. ERIC Digest *466.

ED 314 917 (EC)Postsecondary Developmental Programs: A Tra-ditional Agenda with New Imperatives.ASHE-ERIC Higher Education Report 3. 1989.

ED 316 076 (HE)Postsecondary Developmental Programs. A Tra-ditional Agenda with New Imperatives. ERIC Di-gest.

ED 317 101 (HE)

College PresidentsMaking Sense of Administrative Leadership: The"L" Word in Higher Education. ASHE-ERICHigher Education Report 1. 1989.

ED 316 074 (HE)Making Sense of Administrative Leadership. The"L" Word in Higher Education. ERIC Digest.

ED 317 099 (HE)

College ProgramsRecent Developments in College Level Environ-mental Studies Courses and Programs. ERICSMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)

College RoleThe American Community College. Second Edi-tion, The Jossey-Bass Higher Education Series.

ED 309 823 (JC)

College School CooperationCollaboration: Building Co.. -on Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)The Nature of Professional DevelopmentSchools. ERIC Digest 4-89.

ED 316 548 (SP)When Schools and Colleges Work Together.ERIC Digest 20-88.

ED 316 544 (SP)

College ScienceRecent Developments in College Science Pro-grams and Courses. ERIC/SMEAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)

College StudentsThe Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)

College Transfer StudentsCommitment to Transfer. ERIC Digest.

ED 310 832 (JC)

Communication (Thought Transfer)Teaching the Introductory Public RelationsCourse: A Communication Perspective.

ED 321 335 (CS)

Communication DisordersChildren with Communication Disorders. ERICDigest #E470 (Revised #4I9).

ED 321 504 (EC)

Communication ResearchPublic Relations Bibliography 1986.1987.

ED 320 180 (CS)

Communication SkillsCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)Debate and Communication Skills. ERIC Digest.

ED 321 334 (CS)

Community CollegesThe American Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (JC)The Emerging Role of the Community CollegeCounselor. Highlights: An ERIC/CAPS Digest.

ED 315 707 (CG)The Role of the Community College in the Cre-ation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)

Community InvolvementMaking Education Work for Mexican-Ameri-cans: Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)

Commuter CollegesThe Student as Commuter: Developmg a Com-prehensive Institutional Response. ASHE-ERICReport No. 7.

ED 319 298 (HE)The Student as Commuter: Developing a Com-prehensive Institutional Response. ERIC Digest.

ED 319 297 (HE)

Commuting StudentsThe Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ER1CReport No. 7.

ED 319 298 (HE)The Student as Commuter: Developing a Com-prehensive Institutional Response. ERIC Digest

ED 319 297 (HE)

Comparative EducationSmall Schools: An International Overview. ERICDigest.

ED 317 332 (RC)

Compensatory EducationInterpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)

CompetenceVocational Education Performance StandardsERIC Digest No. 96.

ED 318 914 (CE)

Comprehensive GuidanceComprehensive Guidance Programs That Work.

ED 314 660 (CO)

Comprehensive Guidance ModelThe Missouri Comprehensive Guidance Model.Highlights: An ERIC/CAPS Digest.

ED 315 699 (CG)

Computer Assisted InstructionComputer-Based Education. The Best of ERIC,1987.

76

ED 318 474 (IR)

Consolidated Schools 67

Computer-Based Education. The Best of ERIC,1988.

ED 318 471 (IR)Computers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Series.

ED 316 881 (CS)The Impact of Microcomputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ED 315 063 OR)Interactive Videudisc: An Emerging Technologyfor Educators. ERIC Digest.

ED 315 064 (IR)Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)Trends and Issues in Educational Technology:1989. ERIC Digest.

ED 320 569 (IR)Use of Local Area Networks in Schools. ERICDigest.

ED 316 249 (IR)

Computer Assisted TestingComputerized Adaptive Tests. ERIC Digest No107.

ED 315 425 (TM)

Computer LiteracyComputer-Based Education. The Best of ERIC,1987.

ED 318 474 (IR)Computer-Based Education. Thc Bcst of ERIC,1988.

ED 318 471 (ER)

Computer NetworksUsing Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest4 4 29 .

ED 314 914 (EC)

Computer SoftwareComputer-Based Education. The Best of ERIC.1987.

ED 318 474 (IR)Computer-Based Education. The Best of ERIC,1988.

ED 318 471 (IR)Counseling and Guidance Software, Highlights:An ERIC/CAPS Digest.

ED 315 701 (CG)

Computer Software ReviewsCounseling and Guidance Software. Highlights:An ERIC/CAPS Digest.

ED 315 701 (CG)Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)

Computer Uses in EducationComputers and Opportunities for Literacy Devel-opment. ERIC/CUE Digest No. 54.

ED 311 120 (CD)Personal Computers Help Gifted Students WorkSmart. ERIC Digest #E483.

ED 321 488 (EC)The Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series. Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 313 132 (EA)

Concept TeachingHispanic and Anglo Students Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)

Conflict ResolutionCurriculum and Instruction To Reduce RacialConflict. ERIC/CUE Digest No. 64.

ED 322 274 (LD)

Conservation (Environment)Environmental Adult Education. Trends and Is-sues Alerts.

ED 321 15, (CE)

Consolidated SchoolsTrends and Options in the Reorganization or Clo-sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)

68 Constitutional History

Constitutional HistoryJames Madison and "The Federalist Papers."

ED 322 083 (SO)

Content AnalysisTrends and Issues in Library and Information Sci-ence, 1988.

ED 314 099 (IR)

Content Area ReadingContent Area Textbooks: Friends or Foes? ERICDigest.

ED 321 249 (CS)

Contextualized Learning EnvironmentsEnhancing Learning in At-Risk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)

Controversial MaterialsThe Right To Read: Censorship in the School Li-brary. ERIC Digest,

ED 319 067 (CS)

CooperationThe Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)A Consumer's Guide to School Improvement.Trends and Issues Series. Number 4.

ED 313 800 (EA)Cooperative Problem-Solving in the Classroom.

ED 310 881 (PS)Working Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

Cooperative EducationCooperative Education: Charactenstics and Ef-fectiveness. ERIC Digest No. 91

ED 312 455 (CE)

Cooperative LearningCollaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)Peer )port and Cooperative Learning for Ac-commodating Student Variance. Super SearchReport, No. C575.

ED 321 505 (EC)

Cooperative PlanningStrategic Planning. ERIC Digest Series NumberEA 41.

ED 312 774 (EA)

CoordinationHelping At-Risk Youth Make the Schoolto-Work Transition. ERIC Digest.

ED 321 158 (CE)School-to-Work Transition for At-Risk Youth. In-formation Series No. 339.

ED 315 666 (CE)

CopingHelping Adolescents Adjust to Giftedness. ERICDigest #E489.

ED 321 494 (EC)Preparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)

Corporate SupportAlternative Funding Sources. New Directions forCommunity Colleges. Number 68.

ED 320 651 (JC)The Role of Business in Education. ERIC DigestSeries Number 47.

ED 321 344 (EA)The Role of Business in the Schools. The Best ofERIC on Educational Management Number 102.

ED 321 391 (EA)

Correctional EducationCorrectional Education and the Community Col-lege. ERIC Digest.

ED 321 E35 (JC)Vocational Education in Corrections. Trends andIssues Alerts.

ED 317 847 (CE)

Correctional RehabilitationCorrectional Education and the Community Col-lege. ERIC Digest.

ED 321 835 (JC)

Cost EffectivenessFiscal Policy Issues and School Reform. ERICDigest Series Number EA 50.

ED 321 342 (EA)

CounselingCounseling and Guidance Software. Highlights.An ERIC/CAPS Digest.

ED 315 701 (CG)

Counseling EffectivenessImproving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)

Counseling ObjectivesThe Missouri Comprehensive Guidance ModelHighlights: An ERIC/CAPS Digest

ED 315 699 (CG)

Counseling ServicesCounseling and Guidance Software, Highlights:An ERIC/CAPS Digest.

ED 315 701 (CG)

Counseling TechniquesElementary School Counseling in a ChangingWorld.

ED 315 684 (CG)A Practical Guide to Counseling the Gifted in aSchool Setting. Second Edition.

r ED 321 512 (EC)

Counseling TheoriesInvitational Learning for Counseling and Devel-opment.

ED 314 708 (CG)The Missouri Comprehensive Guidance Model.Highlights: An ERIC/CAPS Digest.

ED 315 699 (CG)

Counselor RoleCollege Planning for Students with Learning Dis-abilities. ERIC Digest *466,

ED 314 917 (EC)Counseling Abused Childien. Highlights: AnERIC/CAPS Digest.

ED 315 706 (CG)Elementary School Counseling in a ChangingWorld.

ED 315 684 (CG)The Emerging Role of the Community CollegeCounselor. Highlights: An ERIC/CAPS Digest.

ED 315 707 (CG)Improving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)The Missouri Comprehensive Guidance lodel.Highlights: An ERIC/CAPS Digest.

ED 315 699 (CG)

Counselor Teacher CooperationCounselors and Teachers AS Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 703 (CG)The Teacher Advisor Program: An InnovativeApproach to School Guidance.

ED 316 791 (CG)

CounselorsEthical and Legal Issues in School Counseling.Highlights: An ERIC/CAPS Digest.

ED 315 709 (CG)A Practical Guide to Counseling the Gifted in aSchool Setting. Second Edition.

ED 321 512 (EC)

CoursewareSekcfing Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)

Court LitigationEducating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)Legal Issues in Testing.

ED 320 964 (TM)Undocumented Children iu the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

Creative DevelopmentFostering Academk Creativity in Gifted Stu.dents. ERIC Digest #E484.

ED 321 489 (EC)

7 7

Subject Index

CreativityFostering Academic Creativity in Gifted Stu-dents. ERIC Digest #E484.

ED 321 489 (EC)

Crime PreventionSchool Security. ERIC Digest Series Number EA46.

ED 3?1 343 (EA)

Crisis InterventionSchool Security. ERIC Digest Series Number EA46.

ED 321 313 (EA)Suicide and Sudden Loss: Crisis Management inthe Schools. Highlights: An ERIC/CAPS Digest.

ED 315 700 (CG)

Crisis ManagementSuicide and Sudden Loss: Crisis Management inthe Schools. Highlights: An ERIC/CAPS Digest

ED 315 700 (CG)

Criterion Referenced TestsAlternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40

ED 312 773 (EA)Using Customized Standardized Tests, ERIC Di-gest.

ED 314 429 (TM)

Critical ReadingCritical Thinking. Reading. and Writing. Teach-ing Resources in the ERIC Database (TRIED)Series.

ED 314 728 (CS)

Critical ThinkingCritical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.

ED 309 457 (CS)Critical Thinking. Reading. and Writing. Teach-ing Resources in the ERIC Database (TRIED)Series.

ED 314 728 (CS)

Critical ViewingHow to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)

Cross Cultural StudiesInternati,nalizing the Community College: Examples of Success. ERIC Digest.

ED 321 833 (JC)

Cross Cultural TrainingThe Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)

Cultural AwarenessInternationalizing the Community College: Ex-amples of Success. ERIC Digest.

ED 321 833 (JC)Teaching Mathematics to Limited English Pro II-cient Students. ERIC Digests.

ED 317 086 (FL)

Cultural BackgroundReading Between the Lines: Teachers and TheirRacial/Ethmc Cultures. Teacher EducationMonograph No. 1 1.

ED 322 148 (SP)

Cultural DifferencesCwing with Changing Demographics. ERIC Di-gest Series Number EA45.

ED 315 865 (EA)Reading Between the Lines: Teachers and TheirRacial/Ethnic Cultures. Teacher EducationMonograph No. 11.

ED 322 148 (SP)

Cultural InfluencesEducating Language-Minority Children.

ED 317 273 (PS)The Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)

Cultural PluralismThe Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ERIC HighetEducation Report No. 5, 1989.

ED 314 987 (HE)

Subject Index

The Role of thc Community College in thc Cre-ation of a Multi-Ethnic Tcaching Force. ERICDigest.

ED 317 542 (SP)

CultureReading Between the Lines: Teachers and TheirRacial/Ethnic Cultures. Teacher EducationMonograph No. I I.

ED 322 148 (SP)

CurriculumEnvironmental Education for a Sustainable Fu-ture. ER1C/SMEAC Environmental EducationDigest No. I.

ED 320 765 (SE)Environmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERIC/SMEAC Environmental Education Digest No. 4,1988.

ED 320 761 (SE)A Summary of Research in Science Educa.tion-I987.

ED 309 921 (SE)

Curriculum Based AssessmentAssessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Curriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.

ED 321 508 (EC)Curriculum-Based Assessment: Research Brief forTeachers. Brief T2.

ED 312 869 (EC)

Curriculum DesignAIDS/HIV Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA)The Missouri Comprehensive Guidance Model.Highlights: An ERIC/CAPS Digest.

ED 315 699 (CG)Students with Specialized Health Care Needs.ERIC Digcst #458.

ED 309 590 (EC)

Curriculum DevelopmentAIDS/HIV Education. ERIC Digest Serics Num-ber EA 38.

ED 309 564 (EA)Curriculum and Instruction To Reduce RacialConflict. ERIC/CUE Digest No. 64.

ED 322 274 (UD)Geography Education for Citizenship.

ED 322 081 (SO)How to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)Internationalizing the Community College: Ex-amples of Success. ERIC Digest.

ED 321 833 (JC)"Remember the Ladies"-Women in the Curricu-lum. ERIC Digest.

ED 319 652 (SO)The Role of Calculus in College Mathematics.ERIC/SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)Social Studies Curriculum Reform Reports. ERICDigest.

ED 322 021 (SO)Teaching ahout the Built Environment. ERIC Di-gest.

ED 322 022 (SO)Teaching about Western Europe. ERIC Digest.

ED 322 023 (SO)Teaching Mathematics to Limited English Profi-cient StudenPs. ERIC Digests.

ED 317 086 (FL)Unbiased Teaching about American Indians andAlaska Natives in Elementary Schools, ERIC Di-gest.

ED 321 968 (RC)

Curriculum EnrichmentTeaching about Australia. ERIC Digest.

ED 319 651 (SO)

Cuniculum GuidesCurriculum and Evaluation Standards for Mathe-matics Education. ER1C/SMEAC MathematicsEducation Digest No. I, 1990.

ED 319 630 (SE)

Curriculum ProblemsChanges in American Indian Education: A His-torical Retrospective for Educators in the UnitedStates. ERIC Digest.

ED 314 228 (RC)Commitment to Transfer. ERIC Digest.

ED 310 832 (JC)Enriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (UD)Middle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest tie, 56.

ED 311 148 (UD)Unbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gest.

ED 321 968 (RC)

Daily Living SkillsLife Skills Mastery for Students with SpecialNeeds. ERIC Digest #E469.

ED 321 502 (EC)

Data CollectionStudent Tracking Systems in Community Col-leges. ERIC Digest, September 1989.

ED 310 833 (JC)

DatabasesAccess Points to ERIC: An Update. ERIC Digest.

ED 310 780 (IR)Using Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest#429.

ED 314 914 (EC)

Day CareERIC/EECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)

DeathPost-Traumatic Loss Debriefing: Providing Im-mediate Support for Survivors of Suicide or Sud-den Loss. Highlights: An ERIC/CAPS Digest.

ED 315 708 (CG)Suicide and Sudden Loss: Crisis Management inthe Schools. Highlights: An ERIC/CAPS Digest.

ED 315 700 (CG)

DebateDebate and Communication Skills. ERIC Digest.

ED 321 334 (CS)

DecentralizationSchool-Based Management. The Best of ERIC onEducational Management, Number 97.

ED 312 746 (EA)

Defense Language Institute CALanguage Aptitude Reconsidered. Language inEducation: Theory and Practice, No. 74.

ED 321 573 (FL)

DefinitionsEducating Exceptional Children. ERIC Digest#E456.

ED 317 007 (EC)Giftedness and the Gifted: What's It All About?ERIC Digest # E476.

ED 321 481 (EC)A Glossary of Measurement Terms. ERIC Digest.

ED 315 430 (TM)Making Schools More Responsive to At-Risk Stu.dents. ER1C/CUE Digest No. 60.

ED 316 617 (UD)Multiplicities of Literacics in the 1990 t. ERICDigest.

ED 320 138 (CS)

DelinquencyGangs. ERIC Digest Series Number EA 52.

ED 321 419 (EA*;

Delivery SystemsEarly Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest #46I.

ED 313 867 (EC)Educating Exceptional Children. ERIC Digest# E456.

ED 317 007 (EC)Helping At.Risk Youth Make the School-to-Work Transition. ERIC Digest.

ED 321 158 (CE)

7

Disabilities 69

Parent Education and Support Programs. ERICDigests.

ED 320 661 (PS)School-to-Work Transition for At-Risk Youth. In-formation Series No. 339.

ED 315 666 (CE)

DemocracyLibrary and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Confcrence onLibrary and Information Services, ER1C/IRMini-Bib.

ED 319 414 (IR)

Demonstration ProgramsSources of Information about Promising and Ex-emplary Programs and Materials for Elementary.School Mathematics. ERIC/SMEAC Mathemat-ics Education Digest No. I.

ED 321 973 (SE)Sources of Information about Promising and Ex-emplary P7.ograms and Materials for ElementarySchool Science. ER1C/SMEAC Science Educa-tion Digest No. I. 1989.

ED 320 762 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Mathematics. ER1C/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 974 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Science. ER1C/SMEAC Science Educa-tion Digest No. 2, 1989.

ED 320 763 (SE)

Depression (Psychology)Post-Traumatic Loss Debriefing: Providing Im-mediate Support for Survivors of Suicide or Sud-den Loss. Highlights: An ERIC/CAPS Digest.

ED 315 708 (CG)Suicide and Sudden Loss: Crisis Management inthc Schools. Highlights: An ERIC/CAPS Digest.

ED 315 700 (CG)

DeregulationState Efforts To Deregulate Education. ERIC Di-gest Series Number EA 51.

ED 321 368 (EA)

Developmental ProgramsComprehensive Guidance Programs That Work,

ED 314 660 (CG)Postsecondary Developmental Programs. A Tra-ditional Agenda with New Imperatives. ERIC Di-gest.

ED 317 101 (HE)The Teacher Advisor Program: An InnovativeApproach to School Guidance.

ED 316 791 (CG)

Developmental Studies ProgramsPostsecondary Developmental Programs: A Tripditional Agenda with New Imperatives.ASHE-ERIC Higher Education Report 3, 1989.

ED 316 076 (HE)

Diagnostic TeachingCurriculum-Based Assessment: Research Bnef forTeachers, Bnef T2.

ED 312 869 (EC)Prereferral Interventions for Students with Learn-ing and Behavior Problems. Super Search ReprintNo. C574.

El) 321 506 (EC)

Diagnostic TestsAdults with Learning Disabilities: An Overviewfor the Adult Educator. Information Scries No337.

ED 315 664 (CE)Teaching Adults with Learning Disabilities. ERICDigest No. 99.

ED 321 156 (CE)

Dialect StudiesIncorporating Dialect Study into the LanguageArts Class. ERIC Digest.

ED 318 231 (FL)

DisabilitiesCurriculum-Based Assessment: Research Bnef forTeachers. Brief T2.

ED 312 369 (EC)

70 Disabilities

Early Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest *461.

ED 313 867 (EC)Educating Exceptional Children. ERIC Digest#E456.

ED 317 007 (EC)Efficacy of P.L. 94-142 and the Implementationof the LRE Concept. Computer Search ReprintNo. C579.

ED 321 509 (EC)Extended School Year (ESY). ERIC Digest#E471.

ED 321 503 (EC)Life Skills Mastery for Students with Sper.ialNeeds. ERIC Digest #E469.

ED 321 502 (EC)Peer Support and Cooperative Learning for Ac-commodating Student Variance. Super SearchReport, No. C575.

ED 321 505 (EC)Practices Consistent with the Regular EducationInitiative. Computer Search Reprint. No. C58I.


ED 312 854 (EC)The Regular Education Initiative: Rationales forand Against. Computer Search Reprint No. C580.

ED 321 510 (EC)Rights and Responsibilities of Parents of Childrenwith Handicaps, ERIC Digest #E460.

ED 318 176 (EC)Student Self-Management To Increase On-TaskBehavior, Research Brief for Teachers 13.

ED 319 227 (EC)Using Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest*429.

ED 314 914 (EC)

DisadvantagedCollaboration between Schools and Social Ser-vices. ERIC Digest Series, Number EA 48.

ED 320 197 (EA)Enriching the Compensator'. Education Curricu-lum for Disadvantaged Stuuents. ERIC/CUE Di-gest No. 61.

ED 319 876 (UD)

DisciplineClassroom Discipline. Research Roundup.

ED 318 133 (EA)Preventive Discipline and Behavior ManagementPractices, Super Search Reprint No. 572.

ED 321 507 (EC)

Discipline PolicyGangs. ERIC Digest Series Number EA 52.

ED 321 419 (EA)

Disdpline ProblemsGangs. ERIC Digest Series Number EA 52.

ED 321 419 (EA)

Distance EducationDistance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)The Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)

Diversity (Student)The Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ERIC HigherEducation Report No. 5. 1989.

ED 314 987 (HE)The Challenge of Diversity: Involvement c,r

Alienation in the Academy? ERIC Digest.ED 317 145 (HE)

DonorsThe Campus Green: Fund Raising in Higher Edu-cation. ASHE-ERIC Higher Education Report I.

ED 321 706 (HE)The Campus Green: Fund Raising in Higher Edu-cation. ERIC Digest.

ED 321 705 (HE)

Dropout CharacteristicsTeenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ER1C/CUE Digest No. 58,

ED 316 615 (CD)

Dropout PreventionHigh-Risk Students arid Higher Education: Fu-ture Trends. ASHE-ERIC Higher Education Re-port No. 3.

ED 321 726 (HE)Middle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (CD)Students at Risk in Mathematics: Implications forElementary Schools. ERIC/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 971 (SE)Trends and Issues in Urban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (UD)

Drug AbuseAIDS, Suicide, Drugs. The Best of ERIC on Edu-cational Management. Number 95.

ED 311 604 (EA)Drug Testing. ERIC Digest Series Number EA35(Revised).

ED 316 957 (EA)

Drug AddictionMeeting the Special Needs of Drug-AffectedChildren. ERIC Digest Series Number EA 53.

ED 321 424 (EA)

Drug Use TestingDrug Testing. ERIC Digest Series Number E A35(Revised).

ED 316 957 (EA)

Due ProcessManaging the Incompetent Teacher. Second Edi-tion.

ED 320 195 (EA)Preparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)

Early Childhood EducationAppropriate Public School Programs for YoungChildren. ERIC Digest.

ED 321 890 (PS)ERIC/EECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)Nurturing Giftedness in Young Children. ERICDigest #E487.

ED 321 492 (EC)

Early InterventionEarly Intervention for Infants and Toddlem ATeam Effort. ERIC Digest *461.

ED 313 867 (EC)

Early ParenthoodAdolescent Pregnancy and Parenthood. High-lights: An ERIC/CAPS Digest.

ED 315 704 (CG)Career Education for Teen Parents. Trends andIssues Alerts.

ED 317 846 (CE)Teenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ERIC/CUE Digest No. 58

ED 316 615 (CD)

EcologyEnvircnmental Adult Education. Trends and Is-sues Alerts.

ED 321 154 (CE)

Economic DevelopmentLibrary and Information Services for Productiv-ity. A Select ERIC Bibliog-aphy Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services ERIC/IRMini-Bib.

ED 320 573 (IR)

EducationERIC Clearinghouse Publications. 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses. January-December 1989.

ED 321 774 (IR)

7J

Subject Index

Education Consolidation Improvement ActChapter 1

Enriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (CD)

Education for All Handicapped ChildrenAct

Efficacy of P.L. 94.142 and the Implementationof the LRE Concept. Computer Search ReprintNo. C579.


ED 312 854 (EC)

Education Service CentersAn Overview of the ERIC Clearinghouse onReading and Communication Skills. ER1C'RCSWhite Paper No. I (1990).

ED 316 838 (CS)

Education Work RelationshipCooperative Education: Characteristics and Ef-fectiveness. ERIC Digest No. 91.

ED 312 455 (CE)Employers' Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)Helping At-Risk Youth Make the School-to-Work Transition. ERIC Digest.

ED 321 158 (CE)Jobs in the Future. ERIC Digest No. 95.

ED 318 913 (CE)The Role of Business in Education. ERIC DigestSenes Number 47.

ED 321 344 (EA)School-to-Work Transition for At-Risk Youth. In-formation Series No. 339.

ED 315 666 (CE)Women. Work. and Literacy. ERIC Digest No.92.

ED 312 456 (CE)

Educational AdequacyCapital Outlay: A Critical Concern in Rural Edu-cation. ERIC Digest.

ED 319 583 (RC)

Educational AdministrationSchool Leadership: Handbook for Excellence.Second Edition.

ED 309 504 (EA)

Educational AssessmentAlternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40.

ED 312 773 (EA)Assessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)

Educational ChangeThe Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ERIC HigherEducation Report No. 5. 1989.

ED 314 987 (HE)Emerging Trends in Higher Education.

ED 317 109 (HE)Fiscal Policy Issues and School Reform. ERICDigest Series Number EA 50.

ED 321 342 (EA)The Impact of Educational Reform on scienceEducation. ERIC/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)The Influence of Reform on Inservice TeacherEducation. ERIC Digest.

ED 322 147 (SP)Initiating Change in Schools.

ED 315 909 (EA)Making Schools More Responsive to At-Risk Stu-dents. ERIC/CUE Digest No. 60.

ED 316 617 (CD)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CSThe Old College Try. Balancing Academics an(Athletics in Higher Education. ERIC Digest.

ED 317 102 (HE,Restructuring American Schools: The Promiseand the Pitfalls. ERIC/CUE Digest.

ED 314 546 (UD)

V

Subject Index

Restructuring the Schools. ERIC Digcst SeriesNumber EA 37.

ED 309 563 (EA)Social Studies Curriculum Reform Reports. ERICDigcst.

ED 322 021 (SO)

Educational CounselingCareer Planning for Gifted and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)College Planning for Giftcd and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)Fostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest#E493.

ED 321 498 (EC)

Educational DevelopmentAppropriate Public School Programs for YoungChildren. ERIC Digest,

ED 321 890 (PS)Coping with Changing Demographics. ERIC Di-gest Series Number EA45.

ED 315 865 (EA)Postsecondary Developmental Programs: A Tra-ditional Agenda with New Imperatives.ASHE-ERIC Higher Education Rcport 3, 1989.

ED 316 076 (HE)

Educational DiagnosisAdults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.

ED 315 664 (CE)Students with Physical Disabilities and HealthImpairments. Revised. ERIC Digest #459.

ED 314 915 (EC)Teaching Adults with Learning Disabilities. ERICDigest No. 99.

ED 321 156 (CE)

Educational EncouragementPraise in the Classroom.

ED 313 108 (PS)

Educational EnvironmentInvitational LearMng for Counseling and Devel-opment. Highlights: An ERIC/CAPS Digest.

ED 315 702 (CG)

Eduwitional Equity (Finance)Achievement of Equity in Capital Outlay Financ-ing; A Policy Analysis for the States.

ED 314 224 (RC)Capital Outlay: A Critical Concern in Rural Edu-carion. ERIC Digest.

ED 319 583 (RC)Urban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.

ED 311 147 (UD)

Educational ExperienceThe Home and School Experiences of At-RiskYouth; An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)

Educalional FinanceAlternative Funding Sources. New Directions forCommunity Colleges, Number 68.

ED 320 651 (JC)Financing Rural and Small Schools: Issues of Ad-equacy and Equity.

ED 314 225 (RC)Fiscal Policy Issues and School Reform. ERICDigest Series Number EA 50.

ED 321 342 (EA)Urban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.

ED 311 147 (UD)

Educational HistoryAdult Literacy: Contexts and Challenges.

ED 321 251 (CS)Changes in American Indian Education: A His-torical Retrospective for Educators in the UnitedStates. ERIC Digest.

ED 314 228 (RC)The Viability of the Private Junior College. NewDirections for Community Colleges, Number 69.

ED 320 6e9 (JC)

Educational ImprovementChanges in American Indian Education: A His-torical Retrospective for Educators in thc UnitedStates. ERIC Digest.

ED 314 228 (RC)A Consumer's Guide to School Improvement.Trends and Issues Series, Number 4.

ED 313 800 (EA)Environmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERIC,SMEAC Environmental Education Digest No. 4,1988.

ED 320 761 (SE)Recent Developments in College Science Pro-grams and Courses. ERIC/SMEAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)Restructuring the Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC/ SMEAC Environmental Education DigestNo. 3.

ED 321 975 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ERIC/SMEAC Mathemat-ics Education Digest No. I.

ED 321 973 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. 1, 1989.

ED 320 762 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Mathematics. ERIC/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 974 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchoo! Science. ERIC/SMEAC Science Education Digest No. 2. 1989.

ED 320 763 (SE)State Efforts To Dereguhte Education. ERIC Di-gest Series Number EA 51.

ED 321 368 (EA)Student Goals for College and Courses:A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6, 1989.


ED 317 146 (HE)

Educational InformationCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)ERIC Clearinghouse Publications. 1989. An An.notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, January-December 1989.

ED 321 774 (IR)

Educational InnovationChoice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)The Nature of Professional DevelopmentSchools, ERIC Digest 4-89.

ED 316 548 (SP)Parent Imolvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 776 (EA)

Educational LegislationEfficacy of P.L. 94-142 and the Implementationof the LRE Concept. Computer Search ReprintNo. C579.

ED 321 509 (EC)Rights and Responsibilities of Parents of Childrenwith Handicaps. ERIC Digest #E460.

ED 318 176 (EC)

Educational NeedsCareer Education for Teen Parents. Trends andIssues Alerts.

BEST COPY AVAILABLE 8 0

ED 317 846 (CE)

Educational Technology 71

Entrepreneurship Fducation. Trends and IssuesAlerts.

ED 312 411 (CE)Gifted but Learning Disabled: A Puzzling Para-dox. ERIC Digcst # E479.

ED 321 484 (EC)Nurturing Giftedness in Young Children. ERICDigest #E487.

ED 321 492 (EQPersonal Computers Help Gifted Students WorkSmart. ERIC Digest #E483.

ED 321 488 (EC)

Educational ObjectivesFamily and Intergenerational Literacy in Multi-lingual Familie.. NCLE Q & A.

ED 321 624 (FL)Foreign Language Program Articulation fromHigh School to the University. ERIC Digest.

ED 321 586 (FL)Invitational Learning for Counseling and Devel-opment. Highlights: An ERIC/CAPS Digest.

ED 315 702 (CO)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ERIC Digest.

ED 321 704 (HE)

Educational PlanningStrategic Planning. ERIC Digest Series NumberEA 41.

ED 312 774 (EA)

Educational PolicyVoices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)

Educational PracticesFamily Day Care: Discrepancies between !D-ecoded and Observed Carcgiving Practices.

ED 321 912 (PS)olnpvmiteantito.nal Learning for Counseling and Devel.

ED 314 708 (CG)Practices Consistent with the Regular EducationInitiative. Computer Search Reprint. No. C581.

ED 321 511 (EC)

Educational QualityCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)Parent Education and Support Programs. ERICDigests.

ED 320 661 (PS)Vocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)

Educational ResearchGot the Education Beat? Use ERiC! A Journal-ist's Handbook about the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)

Educational ResourcesGuide to Resources in Law-Related Education.

ED 316 489 (SO)Learning Technology Resource Guide.

ED 321 767 (IR)Locating Vocational Education Curricula. ERICDigest No. 97.

An Overview of the ERICReading and CcilmunicationWhite Paper No. 1 (1990).

ED 318 915 (CE)Clearinghouse onSkills. ERIC/RCS

Ell 316 838 (CS)

Educational RestructuringRestructuring American Schools: The Promiseand the Pitfalls. ERIC/CUE Digest.

ED 314 546 (UD)

Educational StrategiesAdult Literacy Programs in Rural Areas. ERICDigest.

ED 321 966 (RC)"Remember the Ladies"-Women in the Curricu-lum. ERIC Digest.

ED 319 652 (SO)Teaching about Australia. ERIC Digest.

ED 319 651 (SO)

Educational TechnologyDistance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)

72 Educational Technology

Learning Technology Resource Guide.ED 321 767 (IR)

Trends and Issues in Educational Technology:1989. ERIC Digest.

ED 320 569 (IR)

Educational TestingAlternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40.

ED 312 773 (EA)Finding Non-Commercial Tests. ERIC DigestNo. 110.

ED 315 428 (TM)Integrating Testing with Teaching. ERIC Digest.

ED 315 432 (TM)Legal Issues in Testing.

ED 320 964 (TM)Testing Students in Urban Schools: Current Prob .lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)

Educational TheoriesInvitational Learning for Counseling and Devel-opment.

ED 314 708 (CG)

Educational TrendsEmerging Trends in Higher Education.

ED 317 109 (HE)Making Schools More Responsive to At-Risk Stu-dents. ERIC/CUE Digest No. 60.

ED 316 617 (UD)Perspectives on Student Development. New Directions for Community Colleges. Number 67.

ED 310 829 (JC)Procedures To Increase the Entry of Women inScience-Related Careers. ERIC/SMEAC ScienceEducation Digest No. 1.

ED 321 977 (SE)Recent Developments in College Level Environ-mental Studies Courses and Programs. ERICSMEAC Environmental Education Digest No. 2.1988.

ED 319 629 (SE)Recent Developments in College Science Pro-grams and Courses. ERIC /SMEAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)The Role of Business in Education. ERIC DigestSeries Number 47.

ED 321 344 (EA)The Role of Calculus in College Mathematics.ERIC. SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)The Viability of the Private Junior College. NewDirections for Community Colleges, Number 69.

ED 320 649 (JC)

Educationally DisadvantagedUnderachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Senes No. 99.

ED 315 485 (UD)

Elementary EducationERICEECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)Unbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gest.

ED 321 968 (R.C)

Elementary School CurriculumKindergarten Curriculum Materials.

ED 321 913 (PS)Social Studies Curriculum Reform Reports. ERICDigest.

ED 322 121 (50)

Elementary School MathematicsAccountability in Mathematics Education.ERIC'SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Curriculum and Evaluation Standards for Mathe-matics Education. ERIC /SMEAC MathematicsEducation Digest No. 1. 1990.

ED 319 630 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics ERIC/SMEAC Mathemat-ics Education Digest No. I.

ED 321 973 (SE)

Students at Risl: in Mathematics: Implications forElementary Schools. ERIC SMEAC Mathemat-ics Education Digest No. 2.

ED 321 971 (SE)Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (LID)

Elementary School ScienceThe Impact of Educational Reform on ScienceEducation. ERIC/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)Procedures To Increase the Entry of Women inScience-Related Careers. ERIC.fSMEAC ScienceEducation Digest No. I,

ED 321 977 (SE)Resources for Educational Materials Related toScience Education, K-12 ERIC/SMEAC Sci-ence Education Digest No. 3.

ED 321 97 ' (SE)Sources of Information about Promising and Ex-emplary Programs and Matenals for ElementarySchool Science. ERIC 'SMEAC Science Educa-tion Digest No. 1. 1989.

ED 320 762 (SE)

Elementan. School StudentsCooperative Problem-Solving in thc Classroom.

ED 310 881 (PS)Praise in the Classroom.

ED 313 108 (PS)

Elementary SchoolsElementary School Counseling in a ChangingWorld.

ED 315 684 (CG)

Elementary Secondary EducationCurriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.

ED 321 508 (EC)Designing Programs for New Teachers: The Cali-fornia Experience.

ED 319 145 (EA)Environmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERICSMEAC Environmental Education Digest No. 4.1988.

ED 320 761 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC/SMEAC Environmental Education DigestNo. 3.

ED 321 975 (SE)

Emergent LiteracyBeginning Litervy and Your Child.

ED 312 626 (CS)Supporting Emergent Literacy among YoungAmerican Indian Students.

ED 319 581 (RC)101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Emeritus ProfessorsThe Emeritus Professor: Old Rank, New Mean-ing. ASHEiERIC Higher Education Report No.2.


ED 321 724 (HE)

Emotional AdjustmentHelping Adolescents Adjust to Giftedness. ERICDigest #E489.

ED 321 494 (EC)Helping Gifted Students with Stress Manage-ment. ERIC Digest #E488.

ED 321 493 (EC)Helping Your Highly Gifted Child. ERIC Digest# E477.

ED 321 482 (EC)Post-Traumatic Loss Debriefing! Providing Im-mediate Support for Survivors of Suicide or Sud.den Loss. Highlights: An ERIC CAPS Digest

ED 315 708 (CG)

81

Subject Index

Emotional DevelopmentA Practical Guide to Counseling the Gifted in 3School Setting. Second Edition.

ED 321 512 (EC)Praise in the Classroom.

ED 313 108 (PS)

Emotional ExperienceFamily Living: Suggestions for Effective Parent-ing.

ED 313 168 (PS)

Emotional ProblemsHelping Gifted Students with Stress Manage-ment. ERIC Digest #E488.

ED 321 493 (EC)

Employer AttitudesEmployers Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)Job-Related Basic Skills. ERIC Digest No. 94.

ED 318 912 (CE)

Employment OpportunitiesOpportunities Abroad for Teaching English as 3Foreign Language: A Resource List. ERIC Di-gest.

ED 321 587 (FL)

Employment PatternsDemographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest

ED 321 961 (RC)The New Work Force. Trends and Issues Alerts.

ED 312 412 (CE)

Employment PotentialEmployers' Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)

Employment ProjectionsJobs in the Future. ERIC Digest No. 95

ED 318 913 (CE)

EmpowermentEmpowerment for Later Life.

ED 321 224 (CG)

Engineering EducationRecent Developments in College Science Pro-grams and Courses. ERIC/ SM EAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)

Englif:a t.l'econd Language)Closed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)English Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)The Freirean Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)Listening to Students' Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Opportunities Abioad for Teaching English as aForeign Language: A Resource List. ERIC Di-gest

ED 321 587 (FL)Recruitmg and Retaining Language Minonty Stu-dents in Adult Literacy Programs. ERIC Digest.

ED 321 621 (FL)Talking Adult ESL Students into Writing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)Two-Way Language Development Programs.ERIC Digests

ED 321 589 (FL1Using Newspapers in the ESL Literacy Class-room ERIC Digest.

ED 321 619 (FL)Wnte On: Children Writing in ESL.

ED 309 653 (FL)

English Curriculum7:HA-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)

Subject Index

English InstructionBook-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)Computers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) .,eries.

ED 316 881 (CS)

Enrichment ActivitiesDiscovering Interests and Talents through Sum-mer Experiences. ERIC Digest #E491.

ED 321 496 (EC)Discovering Mathematical Talent. ERIC Digest#E482.

ED 321 487 (EC)Making Education Work for Mexican-Ameri-cans: Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)

Enrollment RateCoping with Changing Demographics. ERIC Di-gest Series Number EA45.

ED 315 865 (EA)

EntrepreneurshipEntrepreneurship Education. Trends and IssuesAlerts.

ED 312 411 (CE)

EnvironmentEnvironmental Adult Education. Trends and Is-sues Alerts.

ED 321 154 (CE)

Environmental EducationEnvironmental Adult Education. Trends and Is-sues Alerts.

ED 321 154 (CE)Environmental Education for a Sustainable Fu-ture. ERIC/SMEAC Environmental EducationDigest No. I.


ED 320 761 (SE)Linking Environmental Education with Environ-mental and Health Hazards in the Home. ERIC/-SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)Recent Developments in College Level Environ-mental Studies Courses and Programs. ERIC/SMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)Resources for Educational Materials Related toEnvironmental Education, K-12. ERIC/SMEACEnvironmental Education Digest No. 4.

ED 321 976 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC/SMEAC Environmental Education DigestNo. 3.

ED 321 975 (SE)Teaching Environmental Education UsingOut-of-School Settings and Mass Media. ERIC/ -SMEAC Environmental Education Digest No. I.1988.

ED 320 759 (SE)

Environmental InfluencesLinking Environmental Education with Environ-mental and Health Hazards in the Home. ERIC/-SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)

Equal EducationAffirmative Rheton.c, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2. 1989.

ED 316 075 (HE)Computer-Based Education. The Best of ERIC,1988.

ED 318 471 (IR)Recent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No. 44.

ED 311 136 (UD)

Equal Opportunities (Jobs)Affirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2, 1989.

ED 316 075 (HE)Affirmative Rhetoric. Negative Action. Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ERIC Digest.

ED 317 100 (HE)

Equivalency TestsThe GED Testing Program. ERIC Digest.

ED 314 430 (TM)

ERICAccess Points to ERIC: An Update. ERIC Digest.

ED 310 780 (IR)Critical Thinking, Reading, and Writing. Teach-ing Resources in the ERIC Database (TRIED)Series.

ED 314 728 (CS)ERIC Clearinghouse Publications. 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses. January-December 1989.

ED 321 774 (112)Got the Education Beat? Use ERIC! A Journal-ist's Handbook about the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)

ERIC Clearinghouse on Reading and Corn-meal Skills

An Overview of the ERIC Clearinghouse onReading and Communication Skills. ERIC/RCSWhite Paper No. I (1990).

ED 316 838 (CS)

ERIC DigestsChoice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)Elementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)ERIC/EECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)Foreign Language Requirement? Why Not Amer-ican Sign Language? ERIC Digests

ED 309 651 (FL)The GED Testing Program. ERIC Digest.

ED 314 430 (TM)Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)The Role of Styles and Strategies in Second Lan-guage Learning. ERIC Digest.

ED 317 087 (FL)Teaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

ED 317 086 (FL)

Error of MeasurementFive Common Misuses of Tests. ERIC Dig No.108.

ED 315 41 ,TM)

Error PatternsHispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)

EssaysCritical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.

ED 309 457 (CS)

EthicsThe Campus Green: Fund Raising in Higher Edu-cation. ASHE-ER1C Higher Education Report I.


ED 321 705 (HE)Ethics and the School Administrator. The Best ofERIC on Educational Management. Number 100.

ED 311 606 (EA)Media Ethics: Some Specific Problems. ERIC Di-gest.

ED 314 802 (CS)

Evaluation Research 73

Ethnic BiasUnbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di.gest.

ED 321 968 (RC)

Ethnic DistributionReading Between the Lines: Teachers and TheirRacial/Ethnic Cultures. Teacher EducationMonograph No. 11.

ED 322 148 (SP)

Ethnic StereotypesUnbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gest.

ED 321 968 (RC)

EtiologyFamily Day Care: Discrepancies tr:tween In-tended and Observed Caregiving Practices.

ED 321 912 (PS)

Europe (West)Teaching about Western Europe. ERiC Digest.

ED 322 023 (SO)

EvaluationTrends and Issues in Educational Technology:1989. ERIC Digest.

ED 320 569 (IR)

Evaluation CriteriaThe Assessment of Educational Outcomes. ERICDigest.

ED 321 834 (JC)Curriculum and Evaluation Standards for Mathe-matics Education. ERIC/SMEAC MathematicsEducation Digest No. I, 1990.

ED 319 630 (SE)Evaluating Principals. Research Roundup.

ED 318 131 (EA)Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)

Evaluation MethodsAdult Literacy Education: Program Evaluationand Learner Assessment. Information Series N.338.

ED 315 665 (CE)Alternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40.

ED 312 773 (EA)Assessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Eduestion.

ED 321 427 (EC)Assessment for National Teacher Certification.ERIC Digest 7-88.

ED 316 545 (SP)Curriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.

ED 321 508 (EC)Evaluating Principals. Research Roundup.

ED 318 131 (EA)Evaluating Student Writing: Methods and Mea-surement. ERIC Digest.

ED 315 785 (CS)Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)Improving Teacher Evaluations. ERIC DigestNo. Ill.

ED 315 431 (TM)The Issue: Adult Literacy Assessment. ERIC Di-gest.

ED 310 369 (CS)Testing Literature: The Current State of Affairs.ERIC Digest.

ED 321 261 (CS)

Evaluation ProblemsTesting Literature; The Current State of Affairs.ERIC Digest.

ED 321 261 (CS)

Evaluation ResearchAdult Literaq Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)The Assessment of Educational Outcomes. ERICDigest.

ED 321 834 (JC)

74 Excel!ence in Education

Excellence in EducationSchool Leadership: Handbook for Excellence.Second Edition.

ED 309 504 (EA)

Expenditure per StudentUrban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digcst No. 55.

ED 311 147 (CD)

Experiential LearningExperiential Learning of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)

Exploratory Foreign Language ProgramsElementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)

Extended School YearExtended School Year (ESY). ERIC Digest#E471.

ED 321 503 (EQ

Extremely GiftedHelping Your Highly Gifted Child. ERIC Digest# E477.

ED 321 482 (EC)

Facility RequirementsAchievement of Equity in Capital Outlay Financ-ing: A Policy Analysis for tilt States.

ED 314 224 (RC)

Faculty College RelationshipThe Emeritus Professor: Old Rank, New Mean-ing. ASHE/ERIC Higher Education Report No.2.

ED 321 725 (HE)The Emeritus Professor: Old Rank, New Mean-ing. ERIC Digest.

ED 321 724 (HE)

Faculty StatusThe Emeritus Professor: Old Rank, New Mean-ing. ASHE/ERIC Higher Education Report No.2.

ED 321 725 (HE)

Family CounselingBrief Family Consultation in Schools. Highlights:An ERIC/CAPS Digest.

ED 315 705 (CG)

Family Day CareFamily Day Care: Discrepancies between In-tended and Observed Caregiving Practices.

ED 321 912 (PS)

Family EnvironmentBrief Family Consultation in Schools. Highlights:An ERIC/CAPS Digest.

ED 315 705 (CG)Linking Environmental Education with Environ-mental and Health Hazards in the Home. ERIC/-SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)101 Ideas to Help Your Child Learn To Rud andWrite.

ED 314 737 (CS)

Family InfluenceThe Home and School Experiences of At-RiskYouth; An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)

Family InvolvementParel t Involvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 776 (EA)

Family LifeFamily Living: Suggestions for Eficctive Parent-ing.

ED 313 168 (PS)

Family ProgramSEarn ly and Intergenerational Literacy in Multi-lingmil Families, NCLE Q & A.

ED 321 624 (FL)

Family ViolenceCounseling Abused Children. Highlights: AnERIC/CAPS Digest.

ED 315 706 (CG)

Federal LegislationEducating Undocumente.! Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)Efficacy of P.L. 94-142 and the Implementationof the LRE Concspt. Computer Search ReprintNo. C579.

D 321 509 (EC)

Federalist PapersJames Madison and "Thc Fedetaliq Papers."

322 083 (SO)

FeedbackImproving Teacher Evaluations. ERIC DigestNo. 111.

ED 315 43! (TM)

FemalesProce 'tires To Increase the Entry of Worn. inScience-Related Careers. ERIC/SMEAC Scic.iceEducation Digest No. 1.

ED 321 977 (51..)"Remember the Ladies"-Women in the Curricu-lum. ERIC Digest.

ED 319 652 (SO)Vocational Education in Corrections. Trends andIssues Alerts.

ED 317 847 (CE)Women. Work, and Literacy. ERIC Digest No.92.

ED 312 456 (CE)

FictionBook-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)

Finance ReformFinancing Rural and Small Schools: Issues of Ad-equacy and Equity.

ED 314 225 (RC)

Financial PolicyAchievement of Equity in Capital Outlay Financ-ing: A Policy Analysis for th..: States.

ED 314 224 (RC)Financing Rural and Small Schools: Issues of Ad-equacy and Equity.

ED 314 225 (RC)Fiscal Policy Issues and School Reform. ERICDigest Series Number EA 50.

ED 321 342 (EA)

Financial ProblemsUrban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.

ED 311 147 (CD)

Financial SupportCapital Outlay: A Critical Concern in Rural Edu-cation. ERIC Digest.

ED 319 583 (RC)

FLESElementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)

Flexible ProgressionMeeting the Needs of Able Learners throughFlexible Pacing, ERIC Digest #464.

ED 314 916 (EC)

Flexible Working HoursFlexible Work Schedules. ERIC Digest.

ED 321 157 (CE)

Foreign CountriesOpportunities Abroad for Teaching English as aForeign Language: A Resource List. ERIC Di-gest.

ED 321 587 (FL)Teaching about Western Europe. ERIC Digest.

ED 322 023 (SO)

Foreign StudentsInternationalizing the Community College: Ex-amples of Success. ERIC Digest.

ED 321 833 (JC)

Freedom of InformationLibrary and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ED 319 414 (IR)

Subject Index

Freedom of SpeechThe Supreme Court on "Hazelwood": A Reversalon Regulation of Student Expression. ERIC Di-jest No. 8.

ED 321 253 (CS)

Freire (Paulo)The Freiman Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)

Fund RaisingAlternative Funding Sources. New Directions forCommunity Colleges. Number 68.

ED 320 651 (JC)The Campus Green: Fund Raising in Higher Fdu-cation. ASHE-ERIC Higher Education Report 1.

ED 321 706 (HE)The Campus Green: Fund Raising in Higher Edu.cation. ERIC Digest.

ED 321 705 (HE;

Futures (of Society)Distance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)The New Work Force. Trends and Issues Alerts.

ED 312 412 (CE)The Role of Business in Education. ERIC DigestSeries Number 47.

ED 321 344 (EA)

Gencral Educational Development TestsThc GED Testing Program. ERIC Digest.

ED 314 430 (TM)

Geography InstructionGeography Education for Citizenship.

ED 322 081 (SO)

GiftedCareer Planning for Gifted and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)College Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)Developing Leadership in Gifted Youth. ERICDigest #E485.

321 490 (EC)Discovering Interests and Talents through Sum-met Experiences. ERIC Digest #E491.

ED 321 496 (EC)Fostering Academic Creativity in Gifted Stu-dents. ERIC Digest #E484.

ED 321 489 (EQFostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest# E493.

ED 321 498 (EC)Gifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest #E479.


ED 321 481 (EC)Gifted Students: Flyer File.

ED 321 480 (EC)Guiding the Gifted Reader. ERIC Digest #E481.

ED 321 486 (EC)Helping / Jolescents Adjust to Giftedness. ERICDigest #E489.


ED 321 493 (EC)Meeting the Needs of Gifted and Talented Minor-ity Language Students. ERIC Digest #E480.

ED 321 485 (EC)Mentor Relationships and Gifted Learners. ERICDigest # E486.

ED 321 491 (EC)Nurturing Giftedness in Young Children. ERICDigest #E487,

ED 321 492 (EC)Personal Computers Help Gifted Students WorkSmart. ERIC Digest # E483.

ED 321 488 (EC)A Practical Guide to Counseling the Gifted in aSchool Setting. Second Edition.


ED 321 500 (EC)

Subject Index

Supporting Gifted Education through Advocacy.ERIC Digest #E494.


ED 321 483 (EC)

Gifted DisabledGifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest #E479.

ED 321 484 (EC)

Goal OrientationStudent Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6. 1989.

ED 317 Ear (HE)

Graduation RequirementsForeign Language Requirement? Why Not Amer-ican Sign Language? ERIC Digests

ED 309 651 (FL)The Impact of Educational Reform on ScienceEducation. ERIC/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)

GriefPost-Traumatic Loss Debriefing: Providing Im-mediate Support for Survivors of Suicide or Sud-den Loss. Highlights: An ERIC/CAPS Digest.

ED 315 708 (CG)Suicide and Sudden Loss. Crisis Management inthe Schools. Highlights: An ER1C/CAPS Digest.

ED 315 700 (CG)

Grief CounselingPost-Traumatic Loss Debriefing; Providing Im-mediate Support for Survivors of Suicide or Sud-den Loss, Highlights: An ERIC/CAPS Digest.

ED 315 708 (CG)Suicide and Sudden Loss: Crisis Management inthc Schools. Highlights: An ERIC/CAPS Digest,

ED 315 700 (CG)

Group GuidanceThe Teacher Advisor Program: An InnovativeApproach to School Guidance.

ED 316 791 (CG)

Guidance ObjectivesThe Missouri Comprehensive Guidance Model.Highlights: An ERIC/CAPS Digcst,

ED 315 699 (CG)

Guidance ProgramsComprehensive Guidance Programs That Work.

ED 314 660 (CG)Counselors and Teachers as Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 703 (CG)The Missouri Comprehensive Guidance Model.Highlights: An ER1C/CAPS Digest.

ED 315 699 (CG)

Handicap IdentificationAssessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Educztion.

ED 321 427 (EC)Gifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest frE479.

ED 321 484 (EC)

Hazardous MaterialsLinking Environmr Education with Environ-mental and Health I azards in the Home. ERIC1-SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)

Hazelwood School District v KuhlmeierThe Supreme Court on "Hazelwood": A Reversalon Regulation of Student Expression. ERIC Di-gest No. 8.

ED 321 253 (CS)

Health EducationAIDS/HIS' Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA)

Health NeedsStudents with Specialized Health Care Needs.ERIC Digest #458.

ED 309 590 (EC)

Health ProgramsAIDS/HIV Education. ERIC Digest Series N um-ber EA 38.

ED 309 564 (EA)

Health ServicesStudents with Specialized Health Care Needs.ERIC Digest #458.

ED 309 590 (EC)

HearingsPreparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)

Heritage EducationTeaching about the Built Environment. ERIC Di-gest.

ED 322 022 (SO)

Heterogeneous GroupingPeer Support and Cooperative Learning for Ac-commodating Student Variance. Super SearchReport. No. C575.

ED 321 505 (EC)

High Risk StudentsComputers and Opportunities for Literacy Devel-opment. ERIC/CUE Digest No. 54.

ED 311 120 (UD)Enhancing Learning in At-Risk Students: Appli-cations of Video Technologi. ERIC Digest.

ED 318 464 (IR)Helping At-Risk Youth Make the School-to-Work Transition. ERIC Digest.

ED 321 158 (CE)High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ERIC Higher Educatiod Re-port No. 3.

ED 321 726 (HE)The Home and School Experiences of At-RiskYouth: An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)Interpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)Making Education Work for Mexican-Ameri-cans: Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)Making Schools More Responsive to At-Risk Stu-dcnts. ERIC/CUE Digest No. 60.

ED 316 617 (UD)Middle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (UD)Parent Involvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 77t (EA)School-to-Work Transition for At-Risk Youth. In-formation Series No. 339.

ED 315 666 (CE)Students at Risk in Mathematics: Implications forElementary Schools. ERIC/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 971 (SE)Teenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ERIC/CUE Digest No. 58.

ED 316 615 (1.:D)Trends and Issues in Urban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (UD)Underachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (UD)

High School Equivalency ProgramsThe GED Testing Program. ERIC Digest.

ED 314 430 (TIM)

High School StudentsTalking to Your High School Students about Stan-dardized Tests. ERIC Digest No. 105.

ED 315 435 (TM)

High SchoolsBook-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED ::18 035 (CS)

8 1

Individual Power 75

Higher EducationAssessing Language Proficiency for Credit inHigher Education. ERIC Digest.

ED 321 588 (FL)Emerging Trends in Higher Education.

ED 317 109 (HE)Making Sense of Administrative Leadership: The"U' Word in Higher Education. ASHE-ERICHighcr Education Report 1, 1989.

ED 316 074 (HE)Recent Developments in College Level Environ-mental Studies Courses and Programs. ERIC/SMEAC Environmental Education Digest No. 2.1988.

ED 319 629 (SE)

Hispanic American StudentsHispanic Education in America:Separate and Un-equal. ERIC/CUE Digest No. 59,

ED 316 616 (liD)

Hispanic AmericansAffirmative Rhetoric. Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2. 1989.

ED 316 075 (HE)Hispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)

Homeless PeopleThe Role of the School: Educational or Social?The Best of ERIC on Educational Management.Number 101.

ED 320 193 (EA)

Human ServicesLinking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (CD)

IlliteracyInternational Literacy Year. ERIC Digest.

ED 321 620 (FL)Library and Information Services for Literacy. ASelect ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services. ERIC/IR Mini-Bib.

ED 320 572 (IR)

ImmigrantsEnglish Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)

Immigration LawEducating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)

Immiwation Reform and Control Act 1986English Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)

IncentivesState-Enforced Accountability of Local SchoolDistricts. ERIC Digesi Series Number EA 36.

ED 309 556 (EA)

IncidenceEducating Exceptional Children. ERIC Digest#E456.

ED 317 007 (EC)

Independent StudySupporting and Facilitating Self-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)

Individual DevelopmentEducating Language-Minority Children.

ED 317 273 (PS)

Individual NeedsGifted Students: Flyer File.

ED 321 480 (EC)Helping Adolescents Adjust to Giftedness. ERICDigest #E489.

ED 321 494 (EC)Helping Your Highly Gifted Child. ERIC Digest#E477.

ED 321 482 (EC)

Individual PowerEmpowerment for Later Life.

ED 321 224 (CG)

76 Individual Power

Power: An Administrator's Guide along the Cor-ridors of Arrogance.

ED 321 723 (HE)

Individual TestingComputerized Adaptive Tests. ERIC Digest No.107.

ED 315 425 (TM)

Information CentersAmerican Indian Education: A Directory of Or-ganizations and Activities in American IndianEducation. Document No. 29. Revised.

ED 321 941 (RC)Directory of Organizations and Programs in RuralEducation.

ED 319 584 (RC)An Overview of the ERIC Clearinghouse onReading and Communication Skills. ERIC/RCSWhite Paper No. 1 (1990).

ED 316 838 (CS)

Information NeedsLibrary and Information Services for Productiv-ity. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ED 320 573 (IR)The 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliography.

ED 320 608 (IR)

Information PolicyLibrary and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ED 319 414 (IR)

Izformation RetrievalGot the Education Beat? Use ERIC! A Journal-ist's Handbook about the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)

Information ServicesLibrary and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1QQ1 White House Conference onLibrary and Information Services. ERIC/IRMiniBib.

ED 319 414 (IR)Library and Information Services for Literacy. ASelect ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services. ERIC/IR Mini-Bib.

ED 320 572 (IR)Library and Information Services for Productiv-ity. A Select ERIC Bibliography Piepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ER1C/IRMini-Bib.

ED 320 573 (IR)Using Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest#429.

ED 314 914 (EC)The 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliography.

ED 320 608 (IR)

Information SourcesLearning Technology Resource Guide.


ED 318 915 (CE)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC/SMEAC Environmental Education DigestNo. 3,

ED 321 975 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ERIC/SMEAC Mathemat.ics Education Digest No. I.

ED 321 973 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa-tion Digcst No. 1, 1989.

ED 320 762 (SE)

Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Mathematics. ER1C/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 974 (SE)Sources of Information about Promising and Ex-empbry Programs and Materials for SecondarySchool Science. ERIC/SMEAC Science Educa.tion Digest No. 2, 1989.

ED 320 763 (SE)

Information StorageInteractive Videodisc: An Emerging Technologyfor Educators. ERIC Digest.

ED 315 064 (IR)

Inservice Teacher EducationThe Influence of Reform on Inservice TeacherEducation. ERIC Digest.

E... 322 147 (SP)

Institutes (Training Programs)Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)

Institutional CharacteristicsCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)

Institutional CooperationCollaboration between Schools and Social Ser.vices. ERIC Digest Series, Number EA 48.

ED 320 197 (EA)Linking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (UD)The Role of the School: Educational or Social?The Best of ERIC on Educational Management,Number 101.

ED 320 193 (EA)

Institutional MissionCollaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)

Institutional ResearchOrganizing Institutional Research in the Commu.mty College. ERIC Digest.

ED 320 648 (JC)

Institutionalization (of Coals)Initiating Change in Schools.

ED 315 909 (EA)

Instructional DevelopmentTrends and Issues in Educational Technology:1989. ERIC Digcst.

ED 320 569 (IR)

Instructional EffectivenessCensorship of Curriculum Materials. ERIC Di-gest Series Number EA44.

ED 315 864 (EA)Enhancing Learning in At-Risk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)Experientiai LearMng of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)The Impact of Microcomputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ED 315 063 (IR)

Instructional ImprovementEvaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)The Nature of Professional DevelopmentSchools. ERIC Digest 4-89.

ED 316 548 (SP)

Instructional InnovationThe Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)Choice in thc Pubk Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)

Instructional MaterialsThe Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)

Subject Index

Censorship of Curriculum Materials. ERIC Di-gest Series Number EA44.

ED 315 864 (EA)Elementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)Listening to Students Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Locating Vocational Education Curricula. ERICDigest No. 97.

ED 318 915 (CE)Resources for Educational Materials Related toEnvironmental Education, K-12. ERIC/SMEACEnvironmental Education Digest No. 4.

ED 321 976 (SE)Teaching about Western Europe. ERIC Digest.

ED 322 023 (50)Using Newspapers in thc ESL Literacy Class-room. ERIC Digest.

ED 321 619 (FL)

Instructor Com dinatorsCooperative Education: Characteristics and Ef-fectiveness. ERIC Digest No. 91.

ED 312 455 (CF)

Integrated Library SystemsAutomating the School Library Media Center. ASelect ERIC Bibliography. Mini.Bib.

ED 320 611 (IR)

Intellectual DisciplinesTrcnds and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)

IntentionFamily Day Carc: Discrepancies between In-tended and Observed Caregiving Practices.

ED 321 912 (PS)

Interactive VideoComputer-Based Education. The Best of ERIC.1987.

ED 318 474 (IR)Computer-Based Education. The Best of ERIC.1988.

ED 318 471 (IR)Interactive Videodisc: An Emcrging Technologyfor Educators. ERIC Digcst.

ED 315 064 (IR)

Intercollegiate CooperationThe Old College Try. Balancing Academics andAthletics in Higher Education. ASHE-ER1CHigher Education Report No. 4, 1989.

ED 317 103 (HE)Organizing Institutional Research in the Commu-nity College. ERIC Digest.

ED 320 648 (JC)

Int2rcu1tara1 CommunicationTelecommunications in Foreign Language Educa-tion: A Resource List. ERIC Digest.

ED 317 039 (FL)

Interdisciplinary ApproachEarly Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest #46I.

ED 313 867 (EC)

Intergenerational ProgramsFamily and Intergenerational Literacy in Multi-lingual Families. NCLE Q & A.

ED 321 624 (FL)

Intennode DifferencesEnhancing Learning in At-Risk Students: Appli.cations of Vidco Technology. ERIC Digest.

ED 318 464 (IR)

International CooperationThe 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliography.

ED 320 608 (IR)

International Educational ExchangeInternationalizing the Community College: Ex-amples of Success. ERIC Digest

ED 321 833 (JC)

International Literacy Year 1990International Literacy Year. ERIC Digest.

ED 321 620 (FL)

Subject Index

International ProgramsInternationalizing the Community College: Ex-amples of Success. ERIC Digest.

ED 321 833 (JC)

Interpersonal CommunicationThe Uscs of' Baby Talk. ERIC Digest.

ED 318 230 (FL)

Interpersonal CompetenceLife Skills Mastery for Students with SpecialNeeds. ERIC Digest # E469.

ED 321 502 (EC)

Interpersonal RelationshipMentor Relationships and Gifted Learners. ERICDigest #E486.

ED 321 491 (EC)

InterventionCareer Planning for Gifted and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)Prereferral Interventions for Students with Learn-ing and Behavior Problems. Super Search ReprintNo, C574.

ED 321 506 (EC)Procedures To Increase the Entry of Women inScience-Related Careers. ERIC/SMEAC ScienceEducation Digest No. 1,

ED 321 977 (SE)Underachieving Gifted Students. ERIC Digest#E478.

ED 321 483 (EC)Youth Suicide. What the Educator Should Know.A Special Educator's Perspective.

ED 316 963 (EC)

Invitational EducationInvitational Learning for Counseling and Devel-opment.

ED 314 708 (CG)

Invitational Learning ModelInvitational Learning for Counseling and Devel-opment. Highlights: An ERIC/CAPS Digest.

ED 315 702 (CG)

Isolation (Professional)The Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)

Job PerformanceManaging the Incompetent Teacher. Second Edi-tion.

ED 320 195 (EA)

Job SharingFlexible Work Schedules. ERIC Digest.

ED 321 157 ((:E)

Job SkillsEmployers' Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)Job-Related Basic Skills. ERIC Digest No. 94

ED 318 912 (CE)Life Skills Mastery for Students with SpecialNeeds. ERIC Digest #E469.

ED 321 502 (EC)

Job TrainingThe New Work Force Trends and Issues Alerts

ED 312 412 (CE)Women, Work, and Literacy. ERIC Digest No.92.

ED 312 456 (CE)

Joining Forces (NASBE)Collaboration between Schools and Soc.al Ser-vices. ERIC Digest Series, Number EA

ED 320 197 (EA)

JournalismGot the Education Beat? Use ERIC! A Journal-ist's Handbook lbout the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)How Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)Media Ethics: Some Specific Problems. ERIC Di-gest.

ED 314 802 (CS)

JournalistsHow Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)

KindergartenKndergarten Curriculum Materials.

ED 321 913 (PS)

Knowledge Base for TeachingTrends and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. 1.

ED 322 100 (SP)

Knowledge LevelTrends and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. 1.

ED 322 100 (SP)

Labor ForceThe New Work Force. Trends and Issues Alerts.

ED 312 412 (CE)

Labor Force DevelopmentJobs ir the Future. ERIC Digcst No. 95.

ED 318 913 (CE)The Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)

Labor NeedsJobs in the Future. ERIC Digest No. 95.

ED 318 913 (CE)

Labor RelationsWorking Together: Thc Collaborative Style ofBargaining.

ED 321 341 (EA)

Labor SupplyJobs in the Futurc. ERIC Digest No. 95.

ED 318 913 (CE)

Language AcquisitionPigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)

Language AptitudeLanguage Aptitude Reconsidered. Language inEducation: Theory and Practice. No. 74.

ED 321 573 (FL)

Language ArtsComputers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Series.

ED 316 881 (CS)Incorporating Dialect Study into the LanguageArts Class. ERIC Digest.

ED 318 231 (FL)Language Arts for Gifted Middle School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 319 046 (CS)Whole Language: Integrating the LanguagcArts-and Much More. ERIC Digest.

ED 313 675 (CS)

Language Experience ApproachSupporting Emergent Literacy among YoungAmerican Indian Students.

ED 319 581 (RC)

Language FluencyTalking Adult ESL Students into Writing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)

Language HandicapsAssessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Education,


ED 321 485 (EC)

Language Minority StudentsEducating Language-Minority Children.

ED 317 273 (PS)

Language of InstructionBilingualism and the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.

t;

ED 321 963 (RC)

Learning Activities 77

Language ProficiencyAssessing Language Proficiency for Credit inHigher Education. ERIC Digest.

ED 321 588 (FL)Simulated Oral Proficiency Interviews. ERIC Di-gcst.

ED 317 036 (FL)

Language ResearchSecond Language Classroom Research. ERIC Di-gest.

ED 321 550 (FL)

Language RoleBilingualism and thc Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digcst.

ED 321 963 (RC)The Uses of Baby Talk. ERIC Digest

ED 318 230 (FL)

Language SkillsComputers and Opportunities for Literacy Devel-opment. ERIC/CUE Digest No. 54.

ED 311 120 (UD)

Language StylesPigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)The Uses of Baby Talk. ERIC Digest.

ED 318 230 (FL)

Language TeachersElementary School Forcign Language Programs.ERIC Digest.

ED 309 652 (FL)Opportunities Abroad for Teaching English as aForeign Language: A Resource List. ERIC Di-gest.

ED 321 587 (FL)Second Language Classroom Research. ERIC Di-gest.

ED 321 550 (FL)

Language TestsAssessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Education.

ED 321 427 (EC)Language Aptitudc Reconsidered. Language inEducation: Theory and Practice, No. 74.

ED 321 573 (FL)

Law Related EducationGuide to Resources in Law-Related Education.

ED 316 489 (SO)

LeadershipDeveloping Leadership in Gifted Youth. ERICDigest #E485.

ED 321 490 (EC)Making Sense of Administrative Leadership: The"L" Word in Higher Education. ASHE-ERICHigher Education Report 1, 1989.

ED 316 074 (HE)Making Sense of Administrative I.eadership. Thc"L" Word in Higher Education. ERIC Digest.

ED 317 099 (HE)

Leadership QualitiesSchool Leadership: Handbook for Excellence.Second Edition.

ED 309 504 (EA)

Leadership StylesInitiating Change in Schools.


ED 309 504 (EA)

Leadership TrainingDeveloping Leadership in Gifted Youth. ERICDigcst #E485.

ED 321 490 (EC)

Learning Activitiesintegrating Literature into Middle School Read-ing Classrooms. ERIC Digest.

ED 316 853 (CS)101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

78 Learning Disabilities

Learning DisabilitiesAdults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.

ED 315 664 (CE)College Planning for Students with Learning Dis-abilities. ERIC Digest #466.

ED 314 917 (EC)Gifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest # E479.

ED 321 484 (EC)Readings about Children and Youth with Learn-ing Disabilities. ERIC MiniBib # E465.

ED 319 179 (EC)Social Studies and the Disabled Reader. ERICDigest.

ED 322 080 (SO)Teaching Adults with Learning Disabilities. ERICDigest No. 99.

ED 321 156 (CE)

Learning ProblemsPrereferral Interventions for Students with Learn.ing and Behavior Problems. Super Search ReprintNo. C574.

ED 321 506 (EC)

Learning ProcessesInteractive Videodisc: An Emerging Technologyfor Educators. ERIC Digest.

ED 315 064 (IR)

Learning Resources CentersAutomating the School Library Media Center. ASelect ERIC Bibliography. Mini-Bib.

ED 320 611 (IR)Distance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)

Learning StrategiesJob-Related Basic Skills. ERIC Digest No. 94.

ED 318 912 (CE)Language Aptitude Reconsidered. Language inEducation: Theory and Practice, No. 74.

ED 321 573 (FL)Learning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336.

ED 315 663 (CE)The Role of Styles and Strategies in Second Lan-guage Learning. ERIC Digest.

ED 317 087 (FL)

Legal ProblemsDrug Testing. ERIC Digest Series Number EA35(Revised).

ED 316 957 (EA)The Supreme Court on "Hazelwood": A Reversalon Regulation of Student Expression. ERIC Digest No. 8.

ED 321 253 (CS)

Legal ResponsibilityEthical and Legal Issues in School Counseling.Highlights: An ER1C/CAPS Digest.

ED 315 709 (CG)School Security. ERIC Digest Series Number EA46.

ED 321 343 (EA)Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

Lesson PlansComputers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Senes.

ED 316 881 (CS)Language Arts for Gifted Middle School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 319 046 (CS)Remedial Reading for Elementary School Stu.dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)

Library AdministrationTrends and Issues in Library and Information Sci-ence, 1988.

ED 314 099 (IR)

Library AutomationAutomating the School Library Media Center. ASelect ERIC Bibliography, Mini-Bib.

ED 320 611 (IR)

Creating and Maintaining the Bibliographic Data-base for Lib,ary Automation. ERIC Digest.

ED 321 773 (IR)

Library CatalogsCreating and Maintaining the Bibliographic Data-base for Library Automation. ERIC Digest.

ED 321 773 (IR)

Library EducationTrends and Issues in Library and Information Sci-ence, 1988.

ED 314 099 (IR)

Library ResearchTrends and Issues in Library and Information Sci-ence, 1988.

ED 314 099 (IR)

Library RoleDistance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)Library and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/1RMini-Bib.

ED 319 414 (IR)Library and Information Services for Literacy. ASelect ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services. ERIC/1R Mini-Bib.

ED 320 572 (IR)Library and Information Services for Productiv-ity. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/1RMini-Bib.

ED 320 573 (IR)

Library ServicesLibrary and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/1RMini-Bib.

ED 319 414 (IR)Library and Information Services for Literacy. ASelect ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services. ERIC/1R Mini-Bib.

ED 320 572 (IR)Library and Information Services for Productiv.ity. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/1RMini-Bib.

ED 320 573 (IR)Trends and Issues in Library and Information Sci-ence, 1988.


ED 320 608 (IR)

Lifelong LearningSupporting and Facilitating Sdf-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)The 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliography.

ED 320 608 (IR)

Limited English SpeakingClosed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)Educating LanguageMinority Children.

ED 31' 273 (N)Listening to Students' Voices: Educational Mate-nals Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Meeting the Needs of Gifted and Talented Minor-ity Language Students. ERIC Digest #E480.

ED 321 485 (EC)Teaching Mathematics to Limited English Profi.cient Students. ERIC Digests.

ED 317 086 (FL)Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (UD)

Subject Index

LiteracyEnglish Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)Family and Intergenerational Literacy in Multi.lingual Families. NCLE Q & A.

ED 321 624 (FL)International Literacy Year. ERIC Digest.

ED 321 620 (FL)Multiplicities of Literacies in the 1990s. ERICDigest.

ED 320 138 (CS)Talking Adult ESL Students into Writing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)The 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliogrr-ohy.

ED 320 608 (IR)

Literacy EdtumtionAdult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)Closed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)Computers and Opportunities for Literacy Devel-opment. ER1C/CUE Digest No. 54.

ED 311 120 (UD)Family and Intergenerational Literacy in Multi-lingual Families. NCLE Q & A.


ED 321 615 (FL)Library and Information Services for Literacy. ASelect ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services, ERIC/1R Mini-Bib.

ED 320 572 (IR)Listening to Students' Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Recruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest

ED 321 621 (FL)Using Newspapers in the ESL Literacy Class-room. ERIC Digest.

ED 321 619 (FL)Women. Work, and Literacy. ERIC Digest No.92.

ED 312 456 (CE)

LiteratureThe Right To Read: Censorship in the School Li-brary. ERIC Digest.

ED 319 067 (CS)

Literature AppreciationBookLength Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)Integrating Literature into Middfr School Read-ing Clauroorns. ERIC Digest.

ED 316 853 (CS)Testing Literature: The Current State of Affairs.ERIC Digest.

ED 321 261 (CS)

Literature ReviewsBeginning Reading Instruction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)A Summary of Research in Science Educa-tion-1987.

ED 309 921 (SE)

Local Area NetworksUse of Local Area Networks in Schwls. ERICDigest.

Locus of ControlEmpowerment for Later Life.

ED 316 249 (IR)

ED 321 224 (CG)

Long Range PlanningStrategic Planning. ERIC Digest Series NumberEA 41.

ED 312 774 (EA)

Subject Index.

Low IncomeDemographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.

ED 321 961 (RC)

Machine Readable CatalogingAutomating the School Library Media Center. ASelect ERIC Bibliography. MiniBib.


ED 321 773 (IR)

Madison (James)James Madison and "The Federalist Papers."

ED 322 083 (SO)

MainstreamingEfficacy uf P.L. 94-142 and the Implementationof the LRE Concept. Computer Search ReprintNo. C579.

ED 321 509 (EC)Integrating Students with Severe Disabilities.ERIC Digest # E468.


ED 321 505 (EC)Practices Consistent with the Regular EducationInitiative. Computer Search Reprint. No. C581.

ED 321 511 (EC)The Regular Education Initiative: Rationales forand Against. Computer Search Repnnt No. C580

ED 321 510 (EC)

Management DevelopmentThe Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)

Management Information SystemsStudent Tracking Systems in Community Col-leges. ERIC Digest, September 1989.

ED 310 833 (JC)

Management TeamsSchool Improvement Teams. The Best of ERICon Educational Management, Number 102.

ED 314 842 (EA)

Manipulative MaterialsExperiential Learning of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)

Mass MediaMedia Ethics: Some Specific Problems. ERIC Di-gest.

ED 314 802 (CS)

Mass Media RoleHow Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsrnaking.

ED 309 463 (CS)

Material DevelopmentTeaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

ED 317 086 (FL)

Mathematical ConceptsHispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)

Mathematically GiftedDiscovering Mathematical Talent. ERIC Digest#E482.

ED 321 487 (EC)

Mathematics AchievementStudents at Risk in Mathematics: Implications forElementary Schools ER1C/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 971 (SE)

Mathematics CurriculumAccountability in Mathematics Education.ERICiSMEAC Mathematics Digest No. 3. 1988.

ED 319 623 (SE)Curriculum and Evalualion Standards for Mathe-matics Education. ERIC/SMEAC MathematicsEducation Digest No. 1, 1990.

ED 319 630 (SE)The Role of Calculus in College Mathernati.ERiC/SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)

Sources of Information about Promising and Ex-emplary Programs and Matenals for ElementarySchool Mathematics. ERIC/SMEAC Mathemat-ics Education Digest No. I.



ED 322 284 (UD)

Mathematics InstructionAccountability in Mathematics Education.ERIC/SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Curriculum and Evaluation Standards for Mathe-matics Education. ER1C/SMEAC MathematicsEducation Digest No. 1, 1990.

ED 319 630 (SE)Discovenng Mathematical Talent. ERIC Digest#E482.

ED 321 487 (EC)Experiential LearMng of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)Hispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)Teaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

ED 317 086 (FL)Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Scries No. 101.

ED 322 284 (UD)

MeasurementA Glossary of Measurement Terms. ERIC Digest

ED 315 430 (TM)

Media BiasHow Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)

Media EducationHow to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)

Melia EthicsMedia Ethics: Some Specific Problems. ERIC Di-gest.

ED 314 802 (CS)

Media ResearchHow Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)Public Relations Bibliography 1986-1987.

ED 320 180 (CS)

Media SpecialistsDistance Educanon and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)

MentorsMentor Relationships and Gifted Learners. ERICDigest #E486.

ED 321 491 (EC)

Methods ResearchThe Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)Experiential Learning of Mathematics: UsingMampulatives. ERIC Digest.

ED 321 967 (RC)

Mexican American EducationDemographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.

ED 321 961 (RC)Making Education Work for Mexican-Ameri-cans. Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)

Mexican AmericansDemographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.

ED 321 961 (RC)

Models 79

MicrocomputersComputer-Based Education. The Best of ERIC,1987.

ED 318 474 (IR)Computer-Based Education. The Best of ERIC,1988.

ED 318 471 (IR)The Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)Using Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest#429.

ED 314 914 (EC)

Middle SchoolsThe Challenge of Counseling in Middle Schools.

ED 321 161 (CG)Language Arts for Gifted Middle School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 319 046 (CS)Middle School Education-The Critical Link inDropout Prevention. ERIC /CUE Digest No. 56.

ED 311 148 (UD)Trends and Issues in Liban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (UD)

Migration PatternsCoping with Changing Demographics. ERIC Di-gest Series Number EA45.

ED 315 865 (EA)

Milieu TherapyBrief Family Consultation in Schools. Highlights:An ERIC/CAPS Digest.

ED 315 705 (CG)

Minority Group ChildrenRecent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No, 44.

ED 311 136 (UD)

Minority Group TeachersDemand and Supply of Minority Teachers. ERICDigest 12-88.

ED 316 546 (SP)Reading Between the Lines: Teachers and TheirRacial/Ethnic Cultures. Teacher EducationMonograph No. 11.

ED 322 148 (SP)The Role of the Community College in the Cre-ation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)Successful Minority Teacher Education Recruit-ment Programs. ERIC Digest,

ED 318 738 (SP)Urban Teacher Recruitment Programs. ERIC/CUE Digest Number 43.

ED 312 318 (LID)

Minority GroupsAffirmative Rhetoric, Negatwe Action. Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ERIC Digest.

ED 317 100 (HE)Fostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest# E493.

ED 321 498 (EC)High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ER1C Higher Education Re-port No. 3.

ED 321 726 (HE)Meeting the Needs of Gifted and Talented Minor-ity Language Students. ERIC Digest #E480.

ED 321 485 (EC)

MisconceptionsHispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

Ell 313 192 (RC)

ModelsAre New Models of Student DevelopmentNeeded? ERIC Digest.

ED 321 791 (JC)

80 Models

A Consumer's Guide to School Improvement.Trends and Issues 1:eries. Number 4.

ED 313 200 (EA)Invitational Learning for Counseling and Devel-opment.

ED 314 708 (CO)Invitational Learning for Counseling and Development. Highlights: An ERIC/CAPS Digest.

ED 315 702 (CG)Organizing Institutional Research in the Commu-nity College. ERIC Digest.

ED 320 648 (JC)

Montaigne (Michel Eyquem de)Critical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.

ED 309 457 (CS)

Moral ValuesEthics and the School Administrator. The Best ofERIC on Educational Management, Number 100.

ED 311 606 (EA)

Motivation YechniquesState-Enforced Accountability of Local SchoolDistricts. ERIC Digest Series Number EA 36.

ED 309 556 (EA)

Multicultural EducationCurriculum and Instruction To Reduce RacialConflict. ER1C/CUE Digest No, 64.

ED 322 274 (CD)The Multicultural Work Forcc. Trends and IssuesAlerts.

ED 321 153 (CE)

MuseumsTeaching Environmental Education UsingOut-of-School Settings and Mass Media. ER1C/-SMEAC Environmenial Education Digest No. I.1988.

ED 320 759 (SE)

National Council of Teachers of Mathe-matics

Curriculum and Evaluation Standards for Mathe-matics Education. ER1C/SMEAC MathematicsEducation Digest No. I, 1990.

ED 319 630 (SE)

National Network for Carr Coord in VocTec Educ

Locating Vocational Education Curricula. ERICDigest No. 97.

ED 318 915 (CE)

National ProgramsAssessment for National Teacher Certification.ERIC Digest 7-88.

ED 316 545 (SP)The GED Testing Program. ERIC Digest.

ED 314 430 (TM)

National SurveysState Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)

National Teacher CertificatilnAssessment for National Teacher Cen.lcation.ERIC Digest 7-88.

ED 316 545 (SP)

Native Language InstructionThe Freirean Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)Two-Way Language Development Programs.ERIC Digests.

ED 321 589 (FL)

Needs AssessmentCollaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (S.

New TeachersThe Right To Read: Censorship in the School Li-brary. ERIC Digest.

ED 319 067 (CS)

NewspapersUsing Newspapers in the ESL Literacy Class-room. ERIC Digest.

ED 321 619 (FL)

Noncommercial TestsFinding Non-Commercial Tes. ERIC DigestNo. 110.

ED 315 428 (TM)

Nonformal Edut:ationTeaching Environmental Education UsingOut-of-School Settings and Mass Media. ER ICi-SMEAC Environmental Education Digest No. I.1988.

ED 320 759 (SE)

Nontraditional EducahonChoice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)Successful Minority Teacher Education Recruit-nient Programs. ERIC Digest.

ED 318 738 (SP)

Nontraditional OccupationsJobs in the Future. ERIC Digest No. 95

ED 318 913 (CE)

Norm Referenced TestsUsing Customized Standardized Tests. ERIC Di-gest.

Occupational InformationInducting Principals.

ED 314 429 (TM)

ED 311 593 (EA)

Older AdultsEmpowerment for Later Life.

ED 321 224 (CG)

One Parent FamilyCareer Education for Teen Parents. Trends andIssues Alerts.

ED 317 846 (CE)Women, Work. and Literacy. ERIC Digest No.92.

ED 312 456 (CE)

Online CatalogsAutomating the School Library Media Center. ASelect ERIC Bibliography. Mini-Bib.

ED 320 611 (IR)

Open EducationSupporting and Facilitating Self-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)

OptometryLearning Related Visual Problems. ERIC FactSheet.

ED 309 582 (EC)

Oral LanguageSimulated Oral Proficiency Interviews. ERIC Di-gest.

ED 317 036 (FL)Talking Adult ESL Students into %icing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)

Oral Proficiency InterviewSimulated Oral Proficiency Interviews. ERIC Di-gest.

ED 317 036 (FL)

Organizational ChangeThe Influence of Reform on Inservice TeacherEducation. ERIC Digest.

ED 322 147 (SP)

Organizational CommunicationCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)

Organizations (Groups)American Indian Education: A Directory of Or-ganizations and Activities in American IndianEducation. Document No. 29. Revised.


ED 319 584 (RC)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Educatio...ER1C/SMEAC Environmental Education DigestNo. 3.

DCT PIIPV 111111 AKE

ED 321 975 (SE)

89

Subject Index

Sources of information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ER1C/SMEAC Mathemat-ics Education Digest No. I.

ED 321 973 (SE)Sources of information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ER1C/SMEAC Science Educa-tion Digest No. I. 1989.


ED 321 974 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. 2. 1989.

ED 320 763 (SE)Teaching Environmental Education UsingOut-of-School Settings and Mass Media. ER1C/-SMEAC Environmental Education Digest No. 1,1988.

ED 320 759 (SE)

Outlomes of EducationThe Assessment of Educational Outcomes. ERICDigest

ED 321 834 (JC)Employers' Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)Hispanic Education in America: Separate and Un-equal. ER1C/CUE Digest No. 59.

ED 316 616 (CD)The Home and School Experiences of At-RiskYouth: An Annotated Bibliography of ResearchStudies.

ED 315 486 (CD)Parent Education and Support Programs. ERICDigests.

ED 320 661 (PS)Student Tracking Systems in Community Col-leges. ERIC Digest. September 1989.

ED 310 833 (JC)Vocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)

Outdoor EducationTeaching Environmental Education UsingOut-of-School Settings and Mass Media. ER1C/-SMEAC Environmental Education Digest No. 1,1988.

ED 320 759 (SE)

Parent Child RelationshipBeginning Literacy and Your Child.

ED 312 626 (CS)Fostering Academic Creativity in Gifted Stu-dents. ERIC Digest # E484.

ED 321 489 (EC)The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (CD)The Uses of Baby Talk. ERIC Digest.

ED 318 230 (FI )101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Parent EducationParent Education and Support Programs. ERICDigests.

ED 320 661 (PS)

Parent InfluenceThe Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (CD)

Paromt ParticipationParent Involvement in the Educational Process.ERIC Digest Series Number EA 43

ED 312 776 (EA)Public School Choice: Issues and Concerns forUrban Educators. ER1C/CUE Digest No. 63.

ED 322 275 (L'D)

Parent ResponsibilityChild Sexual Abuse: What It Is and How To Pre-vent It. ERIC Digest.

ED 321 843 (PS)

4

Subject Index

Guidelines for Family Television Vicwing. ERICDigest.

ED 320 662 (PS)Rights and Responsibilities of Parents of Childrenwith Handicaps. ERIC Digest #E460.

ED 318 176 (EC)

Parent RightsRights and Responsibihties of Parents of Childrenwith Handicaps. ERIC Digest #E460.

ED 318 176 (EC)

Parent RoleGuidelines for Family Television Viewing. ERICDigest.

ED 320 662 (PS)Parent Involvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 776 (EA)Pigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)

Parent Student RelationshipThe Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (1.:D)Underachieving Gifted Students. ERIC Digest#E478.

ED 321 483 (EC)

Parent Teacher ConferencesTalking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No. 106.

ED 315 434 (TM)

Parenting SkillsFamily Living: Suggestions for Effective Parent-ing.

ED 313 168 (PS)

Parents as Teachers101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Part Time EmploymentFlexible Work Schedules. ERIC Digest.

ED 321 157 (CE)

Part Time FacultyManaging Your Professional Development: AGuide for Part.Time Teachers of Adults. ERICDigest.

ED 321 155 (CE)

Participative Decision MakingChoice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)School-Based Marrgement. The Rest of ERIC onEducational Management. Number 97.

ED 312 746 (EA)Szhool Improvement Teams. The Best of ERICon Educational Management, Number 102.

ED 314 842 (EA)

Peer TeachingPeer Support and Cooperative Learning for Ac-commodating Student Variance Super SearchReport, No. C575.

ED 321 505 (EC)

Personal AutonomySupporting and Facilitating Self-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)

Personality TraitsLanguage Aptitude Reconsidered. Language inEducation: Theory and Practice. No. 74.

ED 321 573 (FL)

Personnel EvaluationSupenntendent Evaluation. ERIC Digest SenesNumber EA 42.

ED 312 775 (EA)

Personnel PolicyFlexible Work Schedules. ERIC Digest.

ED 321 157 (CE)

Philanthropic FoundationsAlternative Funding Sources. New Directions forCommunity Colleges, Number 68.

ED 320 651 (JC)

Physical DisabilitiesStudents with Physical Disabilities and HealthImpairments. Revised. ERIC Digest #459.

ED 314 915 (EC)

Piagetian TheoryCooperative Problem-Solving in thc Classroom.

ED 310 881 (PS)

Policy FormationTrends and Options in the Reorganization or Clo-sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)

Pohcy ImplicationsTesting Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)

Pohtical IssuesThe Politics of Technology Utihzation: From Mi-crocomputers to Distance Learning. Trends & Is.sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)

Pohtics of EducationThe Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series. Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)

PollutionLinking Environmental Education with Enviion-mental and Health Hazards in the Home. ERIC/-SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)

Popelation TrendsDemographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.

ED 321 961 (RC)

Potential DropoutsStudents at Risk in Mathematics: Implications forElementary Schools. F.RICISMEAC Mathemat-ics Education Digest No. 2.

El) 321 971 (SE)

Power StructurePower An Administrator's Guide along the Cor-ridors of Arrogance.

PraisePraise in thc Classroom.

ED 321 723 (HE)

ED ;13 108 (PS)

Predictor VariablesMaking Schools More Responsive to At-Risk Stu-dents. ERIC/CUE Digest No. 60.

ED 316 617 (UD)Teenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors ERIC/CUE Digest No. 58.

ED 316 615 (UD)

PregnancyAdolescent Pregnancy nd Parenthood. High-lights: An ERIC/CAPS Digest.

ED 315 704 (CG)

Pregnant StudentsAdolescent Pregnancy and Parenthood. High-lights: An ERIC/CAPS Digcst

ED 315 704 (CG)

Prenatal Influent:esMeeting the Special Needs of Drug-AffectedChildren. ERIC Digest Series Number EA 53.

ED 321 424 (EA)

Prereading ExperienceSupporting Emergent Literacy among YoungAmerican Indian Students,

ED 319 581 (RC)

Prereferral InterventionPrereferral Interventions ,'or Students with Learn-ing and Behavior Problems. Super Search ReprintNo. C574.

90

ED 321 506 (EC)

Professional Development 81

Preschool ChildrenCooperative Problem-Solving in the Classroom.

ED 310 881 (PS)Praise in the Classroom.

ED 313 108 (PS)

Preschool EducationERIC/EECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)

preventionChild Sexual Abuse: What It Is and How To Pre-vent It. ERIC Digcst.

ED 321 843 (PS)

PrincipalsAIDS, Suicide, Drugs. The Best of ERIC on Edu-cauonal Management, Number 95.

ED 311 604 (EA)Evaluating Principals. Research Roundup

ED 318 131 (EA)Improving Teacher Evaluations. ERIC DigestNo. 11 I.

ED 315 431 (TM)Inducting Principals.

ED 311 593 (EA)Initiating Change in Schools.

ED 315 909 (EA)Preparation of Principals. Best of ERIC on Educa-tional Management. Number 98.

ED 312 747 (EA)

Prior LearningSchema Activation, Construction, and Applica.tion. ERIC Digest.

ED 312 611 (CS)

PrisonersCorrectional Education and the Community Col-lege. ERIC Digest.

ED 321 835 (JC)Vocational Education in Corrections. Trends andIssues Alerts.

ED 317 847 (CE)

Private CollegesThe Viability of the Private Junior College. Ne%sDirections for Community Colleges. Number 69.

ED 320 649 (JC)

Private Financial SupportAlternative Funding Sources. New Directions forCommunity Colleges, Number 68.

ED 320 651 (JC)The Campus Green: Fund Raising in Higher Edu-cation. ASHE-ER1C Higher Education Report 1.


ED 321 705 (HE)

Problem Posing MethodThe Freirean Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)

Problem SolvingCooperative Problem-Solving in the Classroom.

ED 310 881 (PS)

Process EducationComputers and Opportunities for Literacy Devel-opment. ERIC,' CUE Digest No. 54.

ED 311 120 (UD)

ProductivityJob-Related Basic Skills. ERIC Digest No. 94.

ED 318 912 (CE)

Productivity ImprovementLibrary and Information Services for Productiv-ny. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ED 320 573 (IR)

Professional AssociationsEntrepreneurship Education. Trends and IssuesAlerts.

ED 312 411 (CE)

Professional DevelopmentManaging Your Professional Development. AGuide for Part-Time Teachers of Adults. ERICDigest.

ED 321 155 (CE)

82 Professional Development

Teaching and Teacher Education. 1988 AERADivision K Abstracts.

ED 316 549 (SP)

Professional Development SchoolsThe Nature of Professional DevelopmentSchools. ERIC Digest 4-89.

ED 316 548 (SP)

Professional EducationTrends and Issues in Educational Technology:1989. ERIC Digest.

ED 320 569 (IR)

ProfessionalismWorking Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

Program DescriptionsVocational English-as-a-Second-Language Pro-grams. ERIC Digest.

ED 321 551 (FL)

Program DesignTwo-Way Language Development Programs.ERIC Digests.

ED 321 589 (FL)Vocational English-as-a-Second-Language Pro-grams. ERIC Digest.

ED 321 551 (FL)

Program DevelopmentAppropriate Public School Programs for YoungChildren. ERIC Digest.

ED 321 890 (PS)Career Education for Teen Parents. Trends andIssues Alerts.


ED 318 912 (CE)Linking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (UD)Meeting the Needs of Able Learners throughFlexible Pacing. ERIC Digest #464.

ED 314 916 (EC)Mentor Relationships and Gifted Learners. ERICDigest #E486.

ED 321 491 (EC)A Practical Guide tu Counseling the Gifted in aSchool Setting. Second Edition.

ED 321 512 (EC)When Schools and Colleges Work Together.ERIC Digest 20-88.

ED 316 544 (SP)

Program EffectivenessAccountability in Mathematics Education.ER1C/SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Cooperative Education: Characteristics and Ef-fectiveness. ERIC Digest No. 91.

ED 312 455 (CE)Parent Education and Support Progtams. ERICDigests.

ED 320 661 (PS)

Program EvaluationAdult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)Interpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)Teaching and Teacher Education: 1989 AERADivision K Abstracts (1989).

ED 316 550 (SP)Vocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)

Program ImplementationA Consumer's Guide to School Improvement.Trends and Issues Series, Number 4.

ED 313 800 (EA)

Program ImprovementComprehensive Guidance Programs That Work.

ED 314 660 (CG)Improving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)

Recent Developments in College Level Environ-mental Studies Courses and Programs. ERIC/SMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)

Programing (Broadcast)Guidelines for Family Television Viewing. ERICDigest.

ED 320 662 (PS)

Psychoeducational MethodsAdults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.


ED 321 156 (CE)

Public AgenciesAmerican Indian Education: A Directory of Or-ganizations ard Activities in American IndianEducation. Document No. 29. Revised.

ED 321 941 (RC)

Public RelationsCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)Public Relations Bibliography 1986-1987.

ED 320 180 (CS)Teaching the Introductory Public RelationsCourse: A Communication Perspective.

ED 321 335 (CS)

Public SchoolsAppropriate Public School Programs for YoungChildren. ERIC Digest.

ED 321 890 (PS)Choice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)Public School Choice: Issues and Concerns forUrban Educators. ER1C/CUE Digest No. 63.

ED 322 275 (CD)

PublicationsERIC Clearinghouse Publications, 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, January-December 1989.

ED 321 774 (IR)

Pupil Personnel ServicesLinking Slhools with Human Service Agencies.ER1C/CUE Digest No. 62.

ED 319 877 (CD)

Quality of LifeLibrary and Information Services for Productiv.ity. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services, ERIC/1RMini-Bib.

ED 320 573 (IR)

Questioning TechniquesPersonal Computers Help Gifted Students WorkSmart. ERIC Digest #E483.

ED 321 488 (EC)

Racial AttitudesRacism in America's Schools. ERIC Digest Se-ries, Number EA 49.

ED 320 196 (EA)

Racial BiasCurriculum and Instruction To Reduce RacialConflict. ERIC/CUE Digest No. 64.

ED 322 274 (CD)Racism in America's Schools. ERIC Digest Se-ries, Number EA 49.

ED 320 196 (EA)

Racial DiscriminationRacism in America's Schools. ERIC Digest Se-ries. Number EA 49.

ED 320 196 (EA)

Racial RelationsCurriculum and Instruction To Reduce RacialConflict. ER1C/CUE Digest No. 64.

ED 322 274 (L'D)

Racial SegregationHispanic Education in America: Separate and L'n.equal. ER1C/CUE Digest No. 59.

ED 316 616 (CD)

Subject Index

Reader ResponseIntegrating Literature into Middle School Read-ing Classrooms. ERIC Digest.

ED 316 853 (CS)

Reading Attitudes101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Reading ComprehensionContent Area Textbooks: Friends or Foes? ERICDigest.

ED 321 249 (CS)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)Remedial Reading for Elementary School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)Schcma Activation, Construction, and Applica-tion. ERIC Digest.

ED 312 611 (CS)Supporting Emergent Litcracy among YoungAmerican Indian Students.

ED 319 581 (RC)

Reading InstructionBeginning Reading Instruction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)Guiding the Gifted Reader. ERIC Digest #E481.

ED 321 486 (EC)Integrating Literature into Middle School Read-ing Classrooms. ERIC Digest.

ED 316 853 (CS)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)Social Studies and the Disabled Reader. ERICDigest.

ED 322 080 (SO)Using Literature To Teach Reading. ERIC Di-gest.

ED 313 687 (CS)

Reading MaterialsSupporting Emergent Literacy among YoungAmerican Indian Students.

ED 319 581 (RC)

Reading ProgramsGuiding the Gifted Reader. ERIC Digest #E481.

ED 321 486 (EC)

Reading ResearchAdult Literacy: Contexa and Challenges.

ED 321 251 (CS)Beginning Reading Instruction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)More Than Meets The Eye: Foreign LanguageReading. Language and Education: Theory andPractice.

ED 321 555 (FL)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)Schema Activation, Construction, and Applica-tion. ERIC Digest.

ED 312 611 (CS)

Reading SkillsRemedial Reading for Elementary School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)

Reading StrategiesMore Than Meets The Eye- Foreign LanguageReading. Language and Education: Theory andPractice.

ED 321 555 (FL)Remedial Reading for Elementary School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)Schema Activation. Comstruction, and Applica-tion. ERIC Digest.

ED 312 611 (CS)

ReferralPrereferral Interventions for Students with Learn-ing and Behavior Problems. Super Search ReprintNo. C574.

ED 321 506 (EC)

Subject Index

Regular and Special Education Relation-ship

Practices Consistent with thc Regular EducationInitiative. Computer Scarch Reprint. No. C581.

ED 311 511 (EC)The Regular Education Initiative: Rationales forand Against. Computer Scarch Reprint No. C580.

ED 321 510 (EC)

Remedial InstructionPostsecondary Developmental Programs. A Tra-ditional Agcnda with New Imperatives. ERIC Di-gest.

ED 317 101 (HE)

Remedial ProgramsEnriching thc Compensatory Education Curricu-lum for Disadvantaged Students. ER1C/CUE Di-gest No. 61.

ED 319 876 IJD)

Remedial ReadingRemedial Reading for Elementary School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)

Research and DevelopmentA Summary of Research in Science Educa-tion-1987.

ED 309 921 (SE)A Summary of Research in Science Educa-tion-1988.

ED 321 969 (SE)

Research ProjectsTeaching and Teacher Education. 1988 AERADivision K Abstracts.

ED 316 549 (SP)Teaching and Teacher Education: 1989 AERADivision K Abstracts (1989).

ED 316 550 (SP)

Research ReportsTeaching and Teacher Education. 1988 AERADivision K Abstracts.

ED 316 549 (SP)Teaching and Teacher Education; 1989 AERADivision K Abstracts (1989).

ED 316 350 (SP)

Research SuggestionsUnderachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (LID)

Residential PatternsDemographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.

ED 321 961 (RC)

Resource AllocationFinancing Rural and Small Schools: Issues of Ad-equacy and Equity.

ED 314 225 (RC)

Resource MaterialsERIC Clearinghouse Publications, 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses. January-December 189.

ED 321 774 (IR)Learning Technology Resource Guide.


ED 318 915 (CE)Resources for Educational Materials Related toEnvironmental Education, K-12. ER1C/SMEACEnvironmental Education Digest No. 4.

ED 321 976 (SE)Resources for Educational Materials Related toScience Education, K-12. ER1C/SMEAC Sci-ence Education Digest No. 3.

ED 321 972 (SE)

ResourcesReadings and Resources for Parents and Teachersof Gifted Children. ERIC Digest #E495.

ED 321 500 (EC)

RetirementThe Emeritus Professor: Old Rank, New Mean-ing. ASHE/ ERIC Higher Education Report No.2.

ED 321 725 (HE)

School District Reorganization 83

The Emeritus Professor: Old Rank, New Mean-ing. ERIC Digest.

ED 321 724 (HE)

RewardsState-Enforced Accountability of Loc,1 SchoolDistricts. ERIC Digest Series Number FA 36.

ED 309 556 (EA)

Role ModelsMentor Relationships and Gifted Learners. ERICDigest # E486.

ED 321 491 (EC)

Role of EducationRenewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ER1CHigher Education Report 8.

ED 320 524 (HE)

Rural EducationAdult Litcracy Programs in Rural Areas. ERICDigest.


ED 319 584 (RC)

Rural SchoolsCapital Outlay: A Critical Concern in Rural Edu-cation. ERIC Digest.


ED 314 225 (RC)Small Schools: An International Overview, ERICDigest.

ED 317 332 (RC)

SanctionsState-Enforced Accountability oi Local SchoolDistricts. ERIC Digest Scrics Number EA 36

ED 309 556 (EA)

Schema TheorySchema Activation. Construction, and Applica-tion. ERIC Digest

ED 312 611 (CS)

Schemata (Cognition)More Than Merts The Eye: Foreign LanguageReading. Language and Education: Theory andPractice.

ED 321 555 (FL)Schema Activation. Construction. and Applica-tion. ERIC Digest.

ED 312 611 (CS)

School AdministrationInducting Principals.

ED 311 593 (EA)Preparation of Principals. Bcst of ERIC on Educa-tional Management, Number 98.

ED 312 747 (EA)School-Based Management. The Best of ERIC onEducational Management. Number 97.


ED 309 504 (EA)

School Based ManagementRestructuring American Schools: The Promiseand the Pitfai.s. ER1C/CUE Digest.

ED 314 546 (CD)Restructuring the Schools. ERIC Digest SenesNumber EA 37.

ED 309 563 (EA)School-Based Mansgement. The Best of ERIC onEducational Management. Number 97.

ED 312 746 (EA)School Improvement Teams. The Best of ERICon Educational Management, Number 102.

ED 314 842 (EA)

School Business RelationshipAlternative Funding Sources. New Directions forCommunity Colleges, Number 68.

ED 320 651 (JOCooperative Education: Characteristics and Ef-fectiveness. ERIC Digest No. 91.

ED 312 455 (CE)Employers' Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)

The Role of Business in Education. ERIC DigestSeries Number 47.

ED 321 344 (EA)The Role of Business in the Schools. The B;st ofERIC on Educational Management Number 102.

ED 321 391 (EA)

School ChoiceChoice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)Public School Choice: Issues and Concerns forUrban Educators. ERIC/CUE Digest No. 63.

ED 322 275 (UD)

School Community ProgramsMaking Education Work for Mexican-Ameri-cans: Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)

School Community RelationshipCommunicating Scholastic Success. ERIC Digest

ED 315 424 (TM)Linking Schools with Human Service Agencies.ER1C/CUE Digest No. 62.

ED 319 877 (LID)School Sccunty. ERIC Digest Series Number EA46.

ED 321 343 (EA)

School CounselingThe Challenge of Counseling in Middle Schools.


ED 315 684 (CG)Preparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)Youth Suicide: What the Educator Should Know.A Special Educator's Perspective.

ED 316 963 (EC)

School CounselorsThe Challenge of Counseling in Middle Schools.

ED 321 161 (CG)College Planning for Students with Learning Dis-abilities. ERIC Digest #466.

ED 314 917 (EC)Comprehensive Guidance Programs That Work.


ED 315 684 (CG)Ethical and Legal Issues in School Counseling.Highlights: An ERIC/CAPS Digest.

ED 315 709 (CG)

School CultureInitiating Change in Schools.

ED 315 909 (EA)

School DemographyCoping with Changing Derr: .aphics. ERIC Di-gest Series Number EA45

ED 315 865 (EA)Hispanic Education in America: Separate and Un-equal. ER1C/CUE Digest No. 59.

ED 316 616 (UD)Underachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (UD)

School DesegregationThe Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)Hispanic Education in America: Separate and Un-equal. ER1C/CUE Digest No. 59

ED 316 616 (UD)

School District AutonomyState Efforts To Deregulate Education. ERIC Di.gest Series Number EA 51.

ED 321 368 (EA)

School District ReorganizationRestructuring the Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)Trends and Options in the Reorganization or Clo-sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)

84 School Districts

School DistrictsCapital Outlay: A Critical Concern in Rural Edu-cation. ERIC Digcst.

ED 319 583 (RC)Use of Local Area Networks in Schools. ERICDigest.

ED 316 249 (IR)

School EffectivenessCoping with Changing Demographics. ERIC Di-gest Series Number EA45.

ED 315 865 (EA)State Efforts To Deregulate Education. ERIC Di-gest Scrics Number EA 51.

ED 321 368 (EA)Trends and Options in the Reorganization or Clo-sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)Underachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (CD)

School GuidanceCollege Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)Comprehensive Guidance Programs That Work

ED 314 660 (CG)

School Holding PowerRecruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest

ED 321 621 (FL)

School LibrariesThe Right To Read: Ccnsorship in the School Li-brary. ERIC Digest.

ED 319 067 (CS)

School OrganizationMiddle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (CD)

School ResponsibilityCollaboration between Schools and Social Ser-vices. ERIC Digest Scrics. Number EA 48.


ED 316 957 (EA)Invitational Learning for Counseling and Devel-opment. Highlights: An ERIC/CAPS Digest.

ED 3 i5 702 (CG)The Role of the School: Educational or Social?The Best of ERIC on Educational Management,Number 101.

ED 320 193 (EA)Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

School RestructuringThe Influence of Reform on Inservice TeacherEducation. ERIC Digest.

ED 322 147 (Sp)Restructuring the Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)State Efforts To Deregulate Educatkm. ERIC Di-gest Series Number EA 51.

ED 321 368 (EA)

School RoleHigh-Risk Students and Higher Education. Fu-ture Trends. ASHE-ER1C Higher Education Re-port N. 3.

ED 32) 726 (HE)

School SafetyGangs. ERIC Digest Serio Number EA 52.

ED 321 419 (EA)

School SecuritySchool Security. ERIC Digest Sencs Number EA46.

ED 321 343 (EA)

School SizeSmal! Schools: An International Overview. ERICDigest

ED 317 332 (RC)Trendt. and Optirms in the Reorganization or Clo-sure of Small or Rural Schools Ind Districts.ERIC Digest.

ED 321 ('64 (RC;

SchoolsSchools and Civic Values. ERIC Trendt./IssuesPaper No. 2.

ED 313 270 (50)

Science and SocietyEnvironmental Education for a Sustainable Fu-ture. ERIC/SMEAC Environmental EducationDigest No. I.

ED 320 765 (SE)Recent Developments in College Level Environ-mental Studies Courses and Programs. ERIC,SMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)

Science CareersProcedures To Increase the Entry of Worr en inScience-Related Careers. ERIC/SMEAC ScienceEducation Digcst No. 1.

ED 321 977 (SE)

Science CurriculumThe Impact of Educational Reform on Sc ienceEducation. ERIC/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)Recent Developments in College Science Pro-grams and Courses. ERIC iSMEAC Science Edu-cation Digest No. 4.

ED 320 75$ (SE)

Science EducationResources for Educational Materials Related toScience Education. K-12. ERIC/SMEAC Sci-ence Education Digest No, 3.

ED 321 972 (SE)

Science Education ResearchA Summary of Research intion-1987.

A Summary of Researchtion-I988.

Science InstructionA Summary of Researchtion-1987.

A Summary of Researchtion-I 988.

Science MaterialsResources for EducationalScience Ertication, K-12.ence Education Digest No

Science Educa-

ED 309 921 (SE)in Science Educa-

ED 321 969 (SE)

in Science Educa-

ED 309 921 (SE)in Science Educa-

ED 321 969 (SE)

Materials Related toERIC/SMEAC Sci.3.

EL) 321 972 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa.tion Digest No. I, 1989.

ED 320 762 (SE)Sources of Information about Promising arid Ex-emplary Programs and Materials for Secondan.School Science. ER1C:SMEAC Science Educa-tion Digest No. 2, 1989.

ED 320 763 (SE)

Science TestsThe Impam of Educational Reform on ScienceEducation. ERIC/SMEAC Science EducationDigest. No, 4.

ED 320 764 (SE)

Second Language InstructionElemental) School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)Opportunities Abroad for Teaaing English a a

Foreign Lar.guage: A Resource List ERIC Di-gest.

ED 321 5C7 (FL)Second Language Classroom rtesearch. ERIC Di-gest.

ED 321 550 (FL)Telecommunications in Foreigr_ Language Educa-tion: A Resource List. ERIC Digest.

ED 317 039 (FL)Two-Way Language Development Prograint..ERIC Digests.

ED 321 589 (FL1

Subject Index

Second Language LearningAssessing Language Proficiency for Crcdit inHigher Education, ERIC Digest.

ED 321 588 (FL)Foreign Language Requirement? Why Not Amer-ican Sign Language? ERIC Digests

ED 309 651 (FL)Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)More Than Meets The Eye: Foreign LanguageReading. Language and Education: Theory andPractice.


ED 317 087 (FL)Second Language Classroom Research. ERIC Di-gcst.

ED 321 550 (FL)

Second Language ProgramsForeign Language Program Articulation fromHigh School to the University. ERIC Digest.

ED 321 586 (FL)

Secondary School CurriculumSocial Studies Curriculum Reform Reports. ERICDigest.

ED 322 021 (SO)

Secondary School MathematicsAccountability in Mathematics Education.ERIC/SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Curriculum and Evaluation Standards for Mathe-matics Education. ERIC/SMEAC MathematicsEducation Digest No. 1, 1990.

ED 319 630 (SE)Sources of Information about Promising and Ex.emplary Programs and Materials for recondarySchool Mathematics. ERIC SMEAC Mathemat-ics Education Digest No. 2.

ED 321 974 (SE)

Secondary School ScienceThe Impact of Educational Reform on ScienceEducation. ERIC/SMEAC Science EducationDigest, No. 1.

ED 320 764 (SE)Procedures To Increase the Entry of Women inScience-Related Careers. ER1C/SMEAC ScienceEducation Digest No. I.

ED 321 977 (SE)Resources for Educational Materials Related toScience Education, K-12. ER1C/SMEAC Sci-ence Education Digest No. 3.

ED 321 972 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Science. ERICISMEAC Science Educa-tion Digest No. 2, 1989.

ED 320 763 (SE)

Secondary School TeachersTalking to Your High School Students about Stan-dardized 'rests. ERIC Digest No. 105.

ED 315 435 (TM)

Self ConceptHelping Adolescents Adjust to Giftedness. ERICDigest # E489

ED 321 494 (EC)

clf ControlStudent Selt-Manage.rnent To Increase On-TaskBehavior, Research Brief for Teachers T3

ED 319 227 (EC)

Self EfficacyEmpowerment for Latcr Life.

ED 321 224 (CU)

Self EsteemStudent Self-Esteetn The B...st of ERIC on Edu-cational Management, Number 94.

ED 311 603 (EA)

Self Evaluation (Individuals)S'udent Self-Esteem. The Best of ERIC on Edu.cational Management. Number 94.

ED 311 603 (EA)

Self ManagementStudent Self-Management To Increase On-TaskBehavior, Research 13rief for Teachers Ti.

ED 319 227 (EC)

Subject Index Student College Relationship 85

Severe DisabilitiesIntegrating Students with Severe Disabilities.ERIC Digest #E468.

ED 321 501 (EC)

Sex DifferencesThe Multicultural Work Forcc. Trends and IssuesAlerts.

ED 321 153 (CE)

Sexual AbuseChild Sexual Abuse: What It Is and How To Pre-vent It. ERIC Digest.

ED 321 843 (PS)Counseling Abused Children. Highlights: AnERIC/CAPS Digest.

ED 315 706 (CG)

Shared Resources and ServicesLocating Vocational Education Curricula. ERICDigest No. 97.

ED 318 915 (CE)

Simulated Oral Proficiency InterviewSimulated Oral Proficiency Interviews. ERIC Di-gest.

ED 317 036 (FL)

Skill DevelopmentDeveloping Leadership in Gifted Youth. ERICDigest #E485.

ED 321 490 (EC)Write On: Children Writing in ESL.

ED 3(.. 653 (FL)

Small BusinessesEntrepreneurship Education. Trends and IssuesAlerts,

ED 312 411 (CE)

Small SchoolsSmall Schools: An International Overview. ERICDigest.

ED 317 332 (RC)Trends and Options in the Reorganization or Clo-sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)

Social ActionSupporting Gifted Education through Advocacy.ERIC Digest # E494.

ED 321 499 (EC)

Social AttitudesAdolescents and AIDS. ERIC Digest.

ED 319 742 (SP)

Social BiasHigh-Risk Students and Higher Education: Fu-ture Trends. ASHE-ERIC Higher Education Re-port No. 3.

ED 321 726 (HE)

Social EnvironmentLearning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336

ED 315 663 (CE)

Social IntegrationThe Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)

Social ProblemsCollaboration between Schools and Social Ser-vices. ERIC Digest Series, Number EA 48.

ED 320 197 (EA)

Social PsychologyHow Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)

Social ResponsibilityThe Role of the School: Educational or Social?The Best of ERIC on Educational Management.Numher 101.

ED 320 193 (EA)

Social ServicesCollaboration between Schools and Social Ser-vices. ERIC Digest Series, Number EA 48.

ED 320 197 (EA)

Social Studies"Remember the Ladies"-Women in the Curricu-lum. ERIC Digest.

ED 319 652 (SO)

Social Studies and the Disabled Reader. ERICDigest.

ED 322 080 (SO)Social Studies Curriculum Reform Reports. ERICDigest.


ED 319 651 (SO)Teaching about the Built Environment. ERIC Di-gest.

ED 322 022 (50)Teaching about Western Europe. ERIC Digest.

ED 322 023 (SO)

Spanish SpeakingBilingualism and the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digcst.

ED 321 963 (RC)

Special EducationEducating Exceptional Children. ERIC Digest

E456.ED 317 007 (EC)

Special Health ProblemsAdolescents and AIDS. ERIC Digcst.

ED 319 742 (SP)Students with Physical Disabilities and HealthImpairments. Revised. ERIC Digest #459.

ED 314 915 (EC)Students with Specialized Health Care Needs.ERIC Digest #458.

ED 309 590 (EC)

Special Needs StudentsMeeting the Special Needs of Drug-AffectedChildren. ERIC Digest Series Number EA 53.

ED 321 424 (EA)Social Studies and the Disabled Reader. ERICDigest.

ED 322 080 (SO)

Sport Psychologyolcnce in Sports. ERIC Digest 1-89.

ED 316 547 (SP)

Staff DevelopmentVoices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)

Standardized TestsAssessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Finding NonCommercial Tests. ERIC DigestNo. 110.

ED 315 428 (TM)Preparing Students To Take StandardizedAchievement Tests. ERIC Digest.

ED 314 427 (TM)Talking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No. 106.

ED 315 434 (TM)Talking to Your High School Students about Stan-dardized Tests. ERIC Digest No. 105.

ED 315 435 (TM)Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)Understanding Achievement Tests: A Guide forSchool Administrators.


ED 314 429 (TM)

StandardsVocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)

State AidAchievement of Equity in Capital Outlay Financ-ing: A Policy Analysis for the States



34

ED 314 225 (RC)

State of the Art ReviewsERIC Clearinghouse Publications. 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, January-December 1989.

ED 321 774 (IR)

State ProgramsDirectory of Organizations and Programs in RuralEducation.

ED 319 584 (RC)State Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)

State School District RelationshipAchievement of Equity in Capital Outlay Financ-ing: A Policy Analysis for the States.

ED 314 224 (RC)State Efforts To Deregulate Education. ERIC Di-gest Series Number EA 51.

ED 321 368 (EA)

State StandardsCoaching Certification. ERIC Digest.

ED 310 112 (SP)Trends and Issues In: Teachers Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)

Statistical AnalysisFive Common Misuses of Tests. ERIC Digest No.108.

ED 315 429 (TM)

Strategic PlanningStrategic Planning. ERIC Digest Sehes NumberEA 41.

ED 312 774 (EA)

Stress ManagementHelping Gifted Students with Stress Manage-ment. ERIC Digest #E488.

ED 321 493 (EC)

Stress VariablesHelping Gifted Students with Stress Manage-ment. ERIC Digest #E488.

ED 321 493 (EC)

Student AttitudesThe Impact of Microcomputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ED 315 063 (IR)

Student BehaviorStudent Self-Management To Increase On-TaskBehavior, Research Brief for Teachers T3.

ED 319 227 (EC)Underachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth Urban Diversity Series No. 99.

ED 315 485 (UD)

Student CharacteristicsThe Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ERIC HigherEducation Report No. 5, 1989.

ED 314 987 (HE)Children with Communication Disorders. ERICDigest # E470 (Revised #419).



ED 321 481 (EC)Recent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No. 44.

ED 311 136 (UMStudents with Physical Disabilities and HealthImpairments. Revised. ERIC Digest #459.


ED 309 590 (EC)

Student College RelationshipThe Student as Commuter. Developing a Com-prehensive Instiutional Response. ASHE-ERICReport No. 7.


ED 319 297 (HE)

86 Student Developed Materials

Student Developed MaterialsListening to Students' Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)

Student DevelopmentAre New Models of Student DevelopmentNeeded? ERIC Digest.

ED 321 791 (JC)Perspectives on Student Development. New Di-rcctions for Community Colleges, Number 67.

ED 310 829 (JC)Postsecondary Developmental Programs. A Tra-ditional Agenda with New Imperatives. ERIC Di-gcst.

ED 317 101 (HE)Student Self-Esteem. Thc Best of ERIC on Edu.cational Management. Number 94.

ED 311 603 (EA)

Student Educational ObjectivesStudent Goals for College and Courses: A MissingLink in Asscssing and Improving AcademicAchievement. ASHE-ER1C Higher EducationReport 6, 1989.


ED 317 146 (HE)

Student EvaluationAdult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)Alternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40.

ED 312 773 (EA)Curriculum-Based Assessment and Curriculum-Based Management. Super Scarch Reprint No.C576.

ED 321 508 (EC)CurriculumBased Assessment: Research Brief forTeachers. Brief T2.

ED 312 869 (EC)Evaluating Student Writing: Methods and Mea-surement. ERIC Digcst.

ED 315 785 (CS)Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ER1C Higher EducationReport 6, 1989.


ED 317 146 (HE)

Student Financial AidUrban Teacher Recruitment Programs. ERIC!CUE Digest !slumber 43.

ED 312 318 (UD)

Student FlowStudent Tracking Systems in Community Col-leges. ERIC Digest, September 1989.

ED 310 833 (JC)

Student Information SystemsStudent Tracking Systems in Community Col-leges. ERIC Digest, September 1989.

ED 310 833 (JC)

Student NeedsCareer Planning for Gifted and Talented Youth.ERIC Digest # E492.

ED 321 497 (EC)Children with Communication Disorders. ERICDigest # E470 (Revised #419).

ED 321 504 (EC)College Planning f ted and Talented Youth.ERIC Digest #E49

ED 321 495 (EC)Discovering Interests and Taients through Sum-mer Experiences. ERIC Digest #E49I.

ED 321 496 (EC)Enriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (UD)Fostering the Postsecondary Aspirations ofGifted Urban Minority Students, ERIC Digest#E493.

ED 321 498 (EC)

Making Schools More Responsive to At-Risk Stu-dents. ER1C/CUE Digest No. 60.

ED 316 617 (UD)Mentor Relationships and Gifted Leameis. ERICDigest #E486.

ED 321 491 (EC)Middle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (UD)

Student Personnel ServicesAre New Models of Student DevelopmentNeeded? ERIC Digest.

ED 321 791 (JC)Perspectives on Student Development. New Di-rections for Community Colleges, Number 67.

ED 310 829 (JC)

Student Personnel WorkersAre New Models of Student DevelopmentNeeded? ERIC Digcst.

ED 321 791 (JC)

Student PlacementAssessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Prereferral Interventions for Students with Learn-ing and Behavior Problem:, Super Search ReprintNo. C574.

ED 321 506 (EC)

Student PublicationsThe Supreme Court on "Hazelwood" A Reversalon Regulation of Studcnt Expression. ERIC Di-gcst No. 8.

1.7.1.) 321 253 (CS)

Student RecruitmentRecruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest.

ED 321 621 (FL)The Role of the Community College in the Creation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)

Student RightsPreparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

Student School RelationshipAIDS, Suicide. Drugs. The Best of ERIC on Edu-cational Management, Number 95.

ED 311 604 (EA)Invitational Learning for Counseling and Devel-opment. Highlights: An ER1C/CAPS Digest.

ED 315 702 (CG)Student Self-Esteem. The Best of ERIC on Edu-cational Management, Number 94.

ED 311 603 (EA)

Student TeachersWhen Schools and Colleges Work Together.ERIC Digest 20-88.

ED 316 544 (SP)

Student WelfareThe Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ERICReport No. 7.


ED 319 297 (HE)

Substance AbuseTeenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ER1C/CUE Digest No. 58

ED 316 615 (UD)

SuicidePost-Traumatic Loss Debriefing: Providing Im-mediate Support for Survivors of Suicide or Sue!.den Loss. Highlights: An ER1C/CAPS Digest.

ED 315 708 (CG)Suicide and Sudden Loss: Crisis Management inthe Schools. Highlights: An ER1C/CAPS Digest.

ED 315 700 (CG)Youth Suicide: What thc Educator Should Know.A Special Educator's Perspective.

ED 316 963 (EC)

Subject Index

Summer ProgramsDiscovering Interests and Talents through Sum-mer Experiences. ERIC Digest #E491.

ED 321 496 (EC)

SuperintendentsSuperintendent Evaluation. ERIC Digest SeriesNumbcr EA 42.

ED 312 775 (EA)

Supervisor QualificationsPreparation of Principals. Best of ERIC on Educa-tional Managcmcnt, Number 98.

ED 312 747 (EA)

Supreme CourtThe Supreme Court on "Hazelwood". A Reversalon Regulation of Studcnt Expression. ERIC Dt-gest No. 8.

ED 321 253 (CS)

SurveysTeaching and Teacher Education: 1989 AERADivision K Abstracts (1989).

ED 316 550 (SP)

Systems ApproachBrief Family Consultation in Schools. Highlights:An ER1C/CAPS Digcst.

ED 315 705 (CG)

TalentDeveloping Leadership in Giftcd Youth. ERICDigest #E485.

ED 321 490 (EC)Discovering M.:.ternatical Talent. ERIC Digest#E482.


ED 321 481 (EC)afted Students: Flyer File.

ED 321 480 (EC)is Practical Guide to Counseling the Gifted in aSchool Setting. Second : lition.


ED 321 500 (EC)

Talent IdentificationDiscovering Mathematical Talent. ERIC Digest#E482.



ED 321 481 (EC)

Teacher Administrator RelationshipThe Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)The Nature of Professional DevelopmentSchools. ERIC Digest 4-89,

ED 316 548 (SP)Working Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

Teacher Advisor ProgramCounselors and Teachers as Student Advisors.Highlights: An ER1C/CAPS Digest.

ED 315 703 (CG)

Teacher Advisor ProgramsThe Teacher Advisor Program An InnovativeApproach to School Guidance.

ED 316 791 (CG)

Teacher AttitudesReading Between the Lines: Teachers arid TheirRacial/Ethnic Cultures. Teacher EducationMonograph No. 11.

ED 322 148 (SP)

Teacher CertificationAssessment for National Teacher Certification.ERIC Digest 7-88.

ED 316 545 (SP)State Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)

95ere? onny MIAII ARI ;

Subject Index

Teacher CharacteristicsCorrectional Education and the Community Col-lege. ERIC Digest.

ED 321 835 (JC)

Teacher Developed MaterialsComputers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Scrics.


ED 316 837 (CS)Writing Exercises for High School Students.Teaching Resources in the ERIC Database(TRIED) Series.

ED 315 792 (CS)

Teacher DismissalManaging the Incompetent Teacher. Second Edi-tion,

ED 320 195 (EA)

Teacher EducationThe Case Method in Teacher Education: AlaskanModels. ERIC Digcst.

ED 321 965 (RC)Designing Programs for New Teachers: The Cali-fornia Experience.

ED 319 145 (EA)Teaching and Teacher Education. 1988 AERADivision K Abstracts.


ED 316 550 (SP)Teaching Mathematics to Limitcd English Profi-cient Students. ERIC Digests.

ED 317 086 (FL)

Teacher Education ProgramsAIDS/HIV Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA)Designing Programs for New Teachers: The Cali-fornia Experience.

ED 319 145 (EA)Successful Minority Teacher Education Recruit-ment Programs. ERIC Digest.

ED 318 738 (SP)Teaching and Te.cher Education. 1988 AERADivision K Abstracts.

ED 316 549 (SP)

Teacher EffectivenessClassroom Discipline. Research Roundup

ED 318 133 (EA)Designing Programs for New Teachers: The Cali-fornia Experience.

ED 319 145 (EA)Managing the Incompetent Teacher. Second Edi-tion.

ED 320 195 (EA)Teacher Evaluation The Best of ERIC on Educa-tional Management, Number 99.

ED 311 605 (EA)

Teacher EvaluationAssessment for National Teacher CertificationERIC Digest 7-88.

ED 316 545 (SP)improving Teacher Evaluations. ERIC DigestNo. III.

ED 315 431 (TM)Managing the Incompetent Teacher. Second Edi-tion.

ED 320 195 (EA)Teacher Evaluation. The Best of ERIC on Educa-tional Management. Number 99.

Ell 311 605 (EA)

Teacher GuidanceCounselors snd Teachers as Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 703 (CG)The Tenher Ads.lor Program: An InnovativeApproach to School Guidance

ED 316 791 (CG)

Teacher ImprovementThe Influence of Reform on inservice TeacherEducation. ERIC Digest.

ED 322 147 (SP)The Nature of Professional DevelopmentSchools. ERIC' Digest 4-89.

ED 316 548 (SP)

Teacher Made TestsConstructing Classroom Achievement TestsERIC Digest.

ED 315 426 (TM)

Teacher ParticipationSchool Improvement Teams. The Best of ERICon Educational Management, Number 102.

ED 314 842 (EA)

Teacher QualificationsElementary School Foreign Language Programs.ERIC Digest.


ED 321 587 (FL)Trends and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)

Teacher RecruitmentDemand and Supply of Minority Teachers, ERICDigest 12-88.

ED 316 546 (SP)Successful Minority Teacher Education Recruit-ment Programs. ERIC Digest.

ED 318 738 (SP)Urban Teacher Recruitment Programs. ERIC'CUE Digest Number 43.

ED 312 318 (UD)

Teacher ResponsibilityEducating Language-Minority Children.

ED 317 273 (PS)

Teacher RoleCooperative Problem-Solving in the Classroom.

ED 310 881 (PS)Counselors and Teachers as Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 703 (CG)The Emeritus Professor Old Rank. New Mean-ing. ASHE/ERIC Higher Education Report No.2.


ED 321 724 (HE)Environmental Adult Education. Trends and Is-sues Alerts.

ED 321 154 (CE)Praise in the Classroom.

ED 313 108 (PS)The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (1)0)Supporting and Facilitating Self-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)Talking to Your High School Students about Stan-dardized Tests. ERIC Digest No. 105.

ED 315 435 (TM)The Teacher Advisor Program: An InnovativeApproach to School Guidance.

ED 316 791 (CG)Whole Language; integrating the LanguageArts-and Much More. ERIC Digest.

ED 313 675 (CS)

Teacher ShortageDemand and Supply of Minority Teachers. ERICDigest 12-88.

ED 316 546 (SP)

Teacher StatusWo:king Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

Teacher Student RelationshipCounselors and Teachers as Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 703 (CG)Fostering Academic Creativity in Gifted Stu-dents. ERIC Digest # E484.


ED 321 483 (EC)Voices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)

Technical Assistance 87

Teacher Supply and DemandDemand and Supply of Minority Teachers. ERICDigcst 12438.

ED 316 546 (SP)The Role of the Community College in the Cre-ation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)Urban Teacher Recruitment Programs. ERICCUE Digest Number 43.

ED 312 318 (UD)

Teacher WelfareVoices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)

TeachersA Summary of Research in Science Educa-tion-1987.

ED 309 921 (SE)

Teaching ConditionsThe Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)Voices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)

Teaching MethodsEnvironmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERIC/SMEAC Environmental Education Digest No. 4,1988.

ED 320 761 (SE)Family and Intergenerational Literacy in Multi-lingual Families. NCLE Q & A.

ED 321 624 (FL)The Freircan Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)Integrating Testing with Teaching. ERIC Digest.

ED 315 432 (TM)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ER1CHigher Education Report 8.

ED 320 524 (HE)Teaching about Western Europe. ERIC Digest

ED 322 023 (SO)Teaching Children with Attention Deficit Disor-der. ERIC Digest #462.

ED 313 868 (EC)Teaching Environmental Education UsingOut-of-School Settings and Mass Media. ERICI-SMEAC Environmental Education Digest No. 1,1988.


ED 322 284 (UD)Write On: Children Writing in ESL.

ED 309 653 (FL)

Teaching SkillsTeacher E,.aluation The Best of ERIC on Educa-tional Management. Number 99

ED 311 605 (EA)

Teachiqg to the TestPrepa.ing Students To Take StandardizedAchievement Tests. ERIC Digest.

ED 314 427 (TM)

Team SportsViolence in Sports. ERIC Digest 1-89.

ED 316 547 (SP)

TeamworkThe Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)Early Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest # ;61.

ED 313 867 (EC)School Improvement Teams. The Best of ERICon Educational Management, Number 102.

ED 314 842 (EA)

Technical AssistanceAmerican Indian Education: A Directory uf Or-ganizations and Activities in American IndianEducation. Document No. 29. Revised.

ED 321 941 (RC)

9' irT NIPY AVAILABLE

88 Technological Advancement

Technological AdvancementTrends and Issues in Library and Information Sci-ence, 1988.

ED 314 099 (IR)

Technology UtilizationThe Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Manage= nt.

ED 318 132 (EA)

TelecommunicationsThe Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)Telecommunications in Foreign Languagc Educa-tion: A Resource List. ERIC Digest.

ED 317 039 (FL)

TelevisicnClosed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)

Television CommercialsGuidelines for Family Television Viewing. ERICDigest.

ED 320 662 (PS)

Television LiteracyHow to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)

Television ViewingGuidelines for Family Television Vicwing. ERICDigest.

ED 320 662 (PS)How to "Read" Television: Teaching Students toVicw TV Critically. ERIC Digest.

ED 318 039 (CS)

Temporary EmploymentFlexible Work Schedules. ERIC Digest.

ED 321 157 (CE)

Test CoachingPreparing Students To Take StandardizedAchievement Tests. ERIC Digest.

ED 314 427 (TM)Talking to Your High School Students about Stan.dardized Tests. ERIC Digest No. 105.

ED 315 435 (TM)

Test ConstructionConstructing Classroom Achievement Tests.ERIC Digest.

ED 315 426 (TM)Using Customized Standardized Tests. ERIC Digest.

ED 314 429 (TM)

Test CustomizationUsing Customized Standardized Tests. ERIC Di-gest.

ED 314 429 (TM)

Test InterpretationInterpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)

Test ReviewsFinding Non-Commercial Tests. ERIC DigestNo. 110.

ED 315 428 (TM)

Test UseComputerized Adaptive Tests. ERIC Digest No.107.

ED 315 425 (TM)Five Com:non Misuses of Tests. ERIC Digest No.108.


ED 315 432 (TM)Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)Talking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No. 106.

ED 315 434 (TM)

Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)Understanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)

Test ValidityTesting Literature: The Currcnt State of Affairs.ERIC Digest.

ED 321 261 (CS)

TestingA Glossary of Measurement Tcrms. ERIC Digest.

ED 315 430 (TM)

Testing ProblemsAssessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Five Common Misuses 3fTests. ERIC Digest No.108.

ED 315 429 (TM)Legal Issues in Tcsting.

ED 320 964 (TM)Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)

Testing ProgramsThe GED Testing Program. ERIC Digest.

ED 314 430 (TM)Statc Testing of Teacners: The 1989 Report.ERIC Digest.

ED 315 433 (TM)

Text FactorsConterri Area Textbooks: Fricnds or Foes? ERICDigest.

ED 321 249 (CS)

Textbook PreparationContert Area Textbooks: Friends or Foes? ERICDigcst.

ED 321 249 (CS)

Textbook ResearchContent Area Textbooks: Friends or Foes? ERICDigcst.

ED 321 249 (CS)

Theory Practice RelationshipAre New Models of Student DevelopmentNeeded? ERIC Digest.

ED 321 791 (JC)More Than Meets The Eye: Foreign LanguageReading. Language and Education: Theory andPracticc.

ED 321 555 (FL)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)

Thinking SkillsCritical Thinking and Writing: Reclaiming the Es.say. Moncgraphs on Teaching Critical ThinkingNumber 3.

ED 309 457 (CS)

Time on TaskStudent Self-Management To Increase On-TaskBehavior, Research Brief for Teachers T3.

ED 319 227 (EC)

Track System (Education)Trends and Issues in Urban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. frends and Issues No. 13.

ED 315 484 (UD)

Training MethodsEvaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)

Transfer PolicyCommitmcnt to Transfer. ERIC Digest.

ED 310 832 (JC)

Transfer ProgramsCommitment to Transfer, ERIC Digest.

ED 310 832 (JC)

Trend AnalysisEmerging Trends in Higher Education.

ED 317 109 HE)

Subject Index

TutoringPeer Support and Cooperative Learning for Ac-commodating Studcnt Variance, Super ScarchReport, No. C575.

ED 321 505 (EC)

Two Year College StudentsThe American Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (JC)

UnderachievementUnderachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (UD)Underachieving Gifted Students. ERIC Digest# E478.

ED 321 483 (EC)

Undocumented ImmigrantsEducating Undocumented Children: A Review ofPracticcs and Policies. A Trends and Issues Paper.

ED 319 585 (RC)Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

Undocumented StudentsUndocumented Children in the Schools. Successful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

UnionsWorking Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

United States HistoryJames Madison and "The Federalist Papers."

ED 322 083 (SO)

University of MinnesotaAssessing Language Proficiency for Credit inHighcr Education. ERIC Digest.

ED 321 588 (FL)

Unwed MothersAdolescent Pregnancy and Parenthood. High-lights: An ERIC/CAPS Digest.

ED 315 704 (CG)

Urban EducationFostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest# E493.

ED 321 498 (EC)Public School Choice: Issues and Concerns forUrban Educators. ERIC/CUE rigest No. 63.

ED 322 275 (UD)Recent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No. 44.

ED 311 136 (UD)Testing Students in Urban Schools: Curren Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)

Urban SchoolsUrban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.

ED 311 147 (UD)Urban Teacher Recruitment Programs. ERIC/CUE Digest Number 43.

ED 312 318 (UD)

Urban YouthRecent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No. 44.

ED 311 136 (UD)

Values EducationSchools and Civic Values. ERIC Trends/IssuesPaper No. 2.

ED 313 270 (SO)

VideodisksEnhancing Learning in Ai-Risk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)Interactive Videodisc: An Emerging Technologyfor Educators. ERIC Digest.

ED 315 064 (IR)

Videotape RecordingsEnhancing Learning in At-Risk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)

Subject Index Young Children 89

ViolenceGuidelines for Family Television Viewing. ERICDigest.

Violence in Sports. ERIC

Visual ImpairmentsLearning Related VisualSheet.

ED 320 662 (PS)Digest 1-89.

ED 316 547 (SP)

Problems. ERIC Fact

ED 309 582 (EC)

Visual LiteracyHow to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)

Visual PerceptionLearning Related Visual Problems. ERIC FactSheet.

ED 309 582 (EC)

VocabularyA Glossary of Measurement Terms. ERIC Digest.

ED 315 430 (TM)

Vocational EducationEntreprcncurship Education. Trcnds and IssuesAlerts.

ED 312 411 (CE)Locating Vocational Education Curricula. ERICDigest No. 97.

ED 318 915 (CE)The New Work Force. Trends and Issues Alerts.

ED 312 412 (CE)Vocational Education in Corrections. Trends andIssues Alerts.

ED 317 847 (CE)Vocational English-as-a-Second-Language Pro-grams. ERIC Digest.

ED 321 551 (FL)

Vocational English (Second Language)Vocational English-as-a-Second-Language Pro-grams. ERIC Digest.

ED 321 551 (FL)

Waste DisposalLinking Environmental Education with Environ-mental and Health Hazards in thc Home. ERIC/-SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)

Whole Language ApproachUsing Literature To Teach Reading. ERIC Di-gest.

ED 313 687 (CS)Whole Language: Integrating the LanguageArtsand Much More. ERIC Digest.

Ell 313 675 (CS)

Womens AthleticsCoaching Certifcation. ERIC Digest.

ED 310 112 (SP)

Work EnvironmentThe Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)

Work Experience ProgramsCooperative Education: Characteristics and El-fectiveness. ERIC Digest No. 91.

ED 312 455 (CE)

Workplace LiteracyJob-Related Basic Skills. ERIC Digest No. 94.


ED 312 456 (CE)

WorkshopsEvaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)

World AffairsTeaching about Western Europe. ERIC Digest.

Ell 322 023 (SO)

Writing Attitudes101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Writing EvaluationEvaluating Student Writing: Methods and Mea-surement. ERIC Digest.

ED 315 785 (CS)Write On: Children Writing in ESL.

ED 309 653 (FL)

Writing InstructionCritical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.


ED 314 728 (CS)Evaluating Student Writing: Methods and Mea-surement. ERIC Digest.

ED 315 785 (CS)Listening to Students' Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)

Writing SkillsCritical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.

ED 309 457 (CS)The Impact of Microcomputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ED 315 063 (IR)Write On: Children Writing in ESL.

ED 309 653 (FL)Writing Exercises for High School Students.Teaching Resources in the ERIC Database(TRIED) Series.

ED 315 792 (CS)

Writing TeachersEvaluating Student Writing: Methods and Mea-surement. ERIC Digest.

ED 315 785 (CS)

Written LanguageTalking Adult ESL Students Into Writing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)

Young ChildrenBeginning Literacy and Your Child.

ED 312 626 (CS)Family Living: Suggestions for Effective Parent-ing.

ED 313 168 (PS)

9

Abdal-Haqq, IsmatThe Influence of Reform on Inscrvicc TeacherEducation. ERIC Digest.


ED 316 548 (SP)Violence in Sports. ERIC Digest 1-89.

ED 316 547 (SP)

Adams, Marilyn JagerBeginning Reading Instruction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)

Aiex, Nola KortnerDebate and Communication Skills. ERIC Digest.

ED 321 334 (CS)How to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)Using Literature To Teach Reading. ERIC Di-gest.

ED 313 687 (CS)

Alvarez, :larino C.Schemii Activation, Construction, and Applica-tion. ERIC Digest.

ED 312 611 (CS)

Andrews, CarlEvaluating Principals. Research Roundup.

ED 318 131 (EA)Inducting Principals.

ED 311 593 (EA)

Applebee, Arthur N.Book-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)

Arnold, Allen D., Ed.Alternative Funding Sources. New Directions forCommunity Colleges, Number 68.

ED 320 651 (JC)

Ascher, CarolAssessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Linking Schools with Human Service Agencies.ERIC/CUE Digest No. 61

ED 319 877 (Up)Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 11)0.

ED 322 283 (UD)

Author Index

Urban School Finance: The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.

ED 311 147 (UD)

Aurnague-DeSpain, Jean MarieCensorship of Curriculum Materials. ERIC Di-gest Series Number EA44.

ED 315 864 (EA)

Ayers, Jerry B.Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)

Baas, ManCensorship of Curriculum Materials. ERIC Di-gest Series Number EA44.

ED 315 864 (EA)The Role of Business in Education. ERIC DigestSeries Number 47.

ED 321 344 (EA)

Bagin, Carolyn Bocce llaTalking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No. 106.


ED 315 435 (TM)

Banks, Debra L.Organizing Institutional Research in the Commtpnity Col'ege. ERIC Digest.

ED 320 648 (JC)

Barnett, Marva A.More Than Meets The Eye: Foreign languageReading. Language and Education: Th-i y andPractice.

ED 321 555 (FL)

Baron, BarbaraAssessment for National Teacher CertificationERIC Digest 7-88.

ED 316 545 (SP)

Baron, Naomi S.Pigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.


ED 318 230 (FL)

Barron, LindaEnhancing Learning in At-Rkk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)

91

Baum, SusanGifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest #E479.

ED 321 484 (EC)

Bean, Suzanne M.Developing Leadership in Gifted Youth. ERICDigest #E485.

ED 321 490 (EC)

Beattie, Elena D.Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)

Behm, Mary101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Behm, Richard101 Ideas to Help Your Child Learn To Read andWrite.

ED 314 737 (CS)

Bempechat, JanineThe Home and School Experiences of At-RiskYouth; An Annotated Bibliography of ResearchStudies.

ED 315 486 (1.1D)The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (UD)Teenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ER1C/CUE Digest No. 58.

ED 316 615 (UD)Trends and Issues in Urban and Minority Educa-tion. 1989. Promoting the Achievement ofAt-Risk Students. Trencti and Issues No. 13.

ED 315 484 (UD)Underachievement and educational Disadvan-tage: The Home and lichool Experience ofAt-Risk Youth. Urban Di tersity Series No. 99.

ED 315 485 (LID)

Benally, Elaine Roanhotse, Comp.American Indian Education A Directory of Or-ganiutions and Activities in American Indi..nEducation. Document No. 29. Revised.

ED 321 941 (RC)

Bensimon, Estela M.Making Sense of Administrative Leadership: The"L" Word in Higher Education. ASHE-ERICHigher Education Report I, 1989.

ED 316 074 (HE)

92 Bensimon, Este la M.

Making Sense of Administrative Leadership. The"L" Word in Higher Education. ERIC Digest.

ED 317 099 (HE)

Berger, Sandra L.College Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)Mentor Relationships and Gifted Learners. ERICDigest #E486.

ED 321 491 (EC)Supporting Gifted Education through Advocacy.ERIC Digest #E494.


ED 321 483 (EC)

Berger, Sandra L., Comp.Readings and Resources for Parents and Teachersof Gifted Children. ERIC Digcst E495.

ED 321 500 (EC)

Berger, Sandra L., Ed.Gifted Students: Flyer File,

ED 321 480 (EC)

Beswick, RichardRacism in America's Schools. ERIC Digest Se-ries, Number EA 49.

ED 320 196 (EA)

Beverstock, CarolineAdult Literacy: Contexts and Challenges.

ED 321 251 (CS)

Bielefeldt, TalbotClassroom Discipline. Rcscarch Roundup.

ED 318 133 (EA)

Blanton, LindaTalking Adult E3L Students into Writing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)

Blosser, Patricia E.The Impact of Educational Reform on ScienceEducation. ER1C/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)Procedures To Increase the Entry of Women inScience-Related Careers. ERIC/SMEAC ScienceEducation Digest No. I.

ED 321 977 (SE)

Boren, SueExperiential Learning of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)

Bowers, Bruce C.Alternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40.

ED 312 773 (EA)Initiating Change in Schools.

ED 315 909 (EA)State Efforts To Deregulate Education. ERIC Di-gest Series Number EA 51.


ED 309 556 (EA)

Bowman, Barbara T.Educating Language-Minority Children.

ED 317 273 (PS)

Boyd, Ronald T. C.Improving Teacher Evaluations. ERIC DigestNo. III.

ED 315 431 (TM)

Brandhorst, Ted, Ed.ERIC Clearinghouse Publications. 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, January-December 1989.

ED 321 774 (IR)

Braun, PattySocial Studies and the DisAled Reader. ERICDigest.

ED 322 080 (SO)

Brower, Florence B.The American Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (JC)

Bridges, Edwin M.Managing the Incompetent Teacher. Second Edi-tion.

ED 320 195 (EA)

Brittingham, Barbara E.The Campus Green: Fund Raising ln Higher Edu-cation. ASHE-ER1C Higher Education Report I.


ED 321 705 (HE)

Brod, ShirleyRecruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest.

ED 321 621 (FL)

Brown, Patricia ClarkKindergarten Curriculum Materials.

ED 321 913 (PS)

Buchanan, KeithVocational English-as-a-Second-Language Pro-grams. ERIC Digest.

ED 321 551 (FL)

Buescher, Thomas M.Helping Adolescents Adjust to Giftedness. ERICDigest #E489.

ED 321 494 (EC)

Burke, Michael A.Distance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)

Byrnes, HeidiForeign Language Program Articulation fromHigh School to the University. ERIC Digest.

ED 321 586 (FL)

Carey, Deborah A.Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (UD)

Carrera, John WillshireEducating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)

Caruso, DavidCooperative Problem-Solving in the Classroom.

ED 310 881 (PS)

Catanzaro, James L, Ed.Alternative Funding Sources. New Directions forCommunity Colleges, Number 68.

ED 320 651 (JC)

Chandler, Carolyn EbelUsing Newspapers in the ESL Literacy Class-room. ERIC Digest.

ED 321 619 (FL)

Childs, Ruth AxmanConstructing Classroom Achievement Tests.ERIC Digest.


ED 320 964 (TM)

Ciechalski, Joseph C.. EdElementary School Counseling in a ChangingWorld.

ED 315 684 (CG)

Cohen, Arthur M.The American Community College. Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (JC)Commitment to Transfer. ERIC Digest.

ED 310 832 (JC)

Cohen, Linda M.Meeting the Needs of Gifted and Talented Minor-ity Language Students. ERIC Digest #E480.

ED 321 485 (EC)

Colby, AnitaImproving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)Organizing Institutional Research in the Commu-nity College. ERIC Digest.

ED 320 648 (JC)

Author Index

Cole, RobertSmall Schools: An International Overview. ERICDigest.

ED 317 332 (RC)

Conoley, Jane CloieUnderstanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)

Conti, Gary J.Learning and Reality: Reflections on Trcnds inAdult Learning. Information Series No. 336.

ED 315 663 (CE)

Cousin, Patricia TefftContent Area Textbooks: Friends or Foes? ERICDigest.

ED 321 249 (CS)

Crampton, Faith E.Fiscal Policy Issues and School Reform. ERICDigest Series Number EA 50.

ED 321 342 (EA)

Crosby-Muilenburg, ConynFinding Non-Commercial Tcsts. ERIC DigestNo. 110.

ED 315 428 (Tm)

Cummings, CarolynAppropriate Public School Programs for YoungChildren. ERIC Digest.

ED 321 890 (PS)

Curry, JenniferThe Role of the Community College in thc Cre-ation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)

Danziger, SandraAdolescent Pregnancy and Parenthood. High-lights: An ERIC/CAPS Digest.

ED 315 704 (CG)

Davis, Susan J.Integrating Literature into Middle School Read-ing Classrooms. ERIC Digest.


ED 319 046 (CS)

Deegan, William L., Ed.Perspectives on Student Development. New Di-rections for Community Colleges. Number 67.

ED 310 829 (JC)

Delisle, JamesUnderachieving Gifted Students. ERIC Digest#E478.

ED 321 483 (EC)

Dilworth, Mary E.Reading Between the Lines: Teachers and TheirRacial/Ethnic Cultures. Teacher EducationMonograph No. 11.

ED 322 148 (SP)

Disinger, John F.Environmental Education for a Sustainable Fu-ture. ERIC/SMEAC Environmental EducationDigest No. I.

ED 320 765 (SE)Environmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERIC,SMEAC Environmental Education Digest No. 4,1988.

ED 320 761 (SE)Recent Developments in College Level Environ-mental Studies Courses and Programs. ERIC/SMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)Resources for Educational Materials Related toEnvironmental Education, K-I2. ERIC/SMEACEnvironmental Education Digest No. 4,

ED 321 976 (SE)Teaching Environmental Edueation UsingOut-of-School Settings and Mass Media. ERICi-SMEAC Environmental Education Digest No. I,1988.

ED 320 759 (SE)0

°BEST COPY AVAILABLE

Author Index Howe, Robert W. 93

Driscoll, AmyPraise in thc Classroom.

ED 313 108 (PS)

Echternacht, GaryInterpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)

Eheart, Brenda KrauseFamily Day Care: Discrepancies between In-tended and Observed Caregiving Practices.

ED 321 912 (PS)

Eisenberg, Michael B.Access Points to ERIC: An Update. ERIC Digest.

ED 310 780 (IR)Trends and Issues in Library and Information Sci-ence. 1988.

ED 314 099 (IR)

Eissenberg, Thomas E.State Testing of Teachers: The 1989 ReportERIC Digcst.

ED 315 433 (TM)

Ekstrand, Richard E.Preparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)

Ellis, Thomas I.Counselors and Teachers as Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 70: (CG)Invitational Learning for Counseling and Devel-opment. Highlights: An ERIC/CAPS Digest.

ED 315 702 (CG)The Missouri Comprehensive Guidance Model,Highlights: An ERIC/CAPS Digest.

ED 315 699 (CG)

Eveslage, ThomasThe Supreme Court on "Hazelwood": A Reversalon Regulation of Student Expression. ERIC :Di-gest No. 8.

ED 321 253 (CS)

Farber, NaomiAdolescent Pregnancy and Parenthood. High-lights: An ERIC/CAPS Digest.

ED 315 704 (CG)

Feichtner, Sheila H.School-to-Work Transition for At-Risk Yo: th. In.formation Series No. 339.

ED 315 666 (CE)

Fellenz, Robert A.Learning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336,

ED 315 663 (CE)

Ferrell, SusanAdult Literacy Programs in Rural Areas. ERICDigest.

ED 321 966 (RC)

Fisher, Robert L.When Schools and Colleges Work Together.ERIC Digest 20.88,

ED 316 544 (SP)

Flinders, David J.Voices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)

Garcia, EugeneBilingualism snd the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.

ED 321 963 (RC)

Gardner, EricFive Common Misuses of Tests. ERIC Digest No.108.

ED 315 429 (TM)

Gaunt, PhilipTeaching about Western Europe. ERIC Digest.

ED 322 023 (50)

Gaustad, JoanGangs. ERIC Digest Series Number EA 52.

ED 321 419 (EA)School Security. ERIC Digest Series Number EA46.

ED 321 343 (EA)

Gerler, Edwin R., Jr., Ed.Elementary School Counseling in a ChangingWorld.

ED 315 684 (CG)

Ginsburg, Herbert P.Underachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (UD)

Goff, KathyFostering Academic Creativity in Gifted Stu-dents. ERIC Digest #E484.

ED 321 489 (EC)

Golden, LarryBrief Family Consultation in Schools. Highlights:An ER1C/CAPS Digest.

ED 315 705 (CG)

Goodship, Joan M.Life Skills Mastery for Students with SpecialNeeds. ERIC Digest #E469.

ED 321 502 (EC)

Gottlieb, Stephen S.Media Ethics: Some Specific Problems, ERIC Di-gest.

ED 314 802 (CS)The Right To Read: Censorship in the School Li.brary. ERIC Digest.

ED 319 067 (CS)

Grabowski, Barbara L.Interactive Videodisc: An Emerging Technologyfor Educators. ERIC Digest.

ED 315 064 OR)

Graves, GinnyTeac hing about the Built Environment. ERIC Di-gest.

ED 322 022 (SO)

Greenlaw, M. JeanFostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest# E493.

ED 321 498 (EC)

Grist, SusanComputerized Adaptive Tests. ERIC Digest No.107

ED 315 425 (TM)

Gross, Paget H.How Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)

Guetzloe, Eleanor C.Youth Suicide: What the Educator Should Know.A Special Educator's Perspective.

ED 316 963 (EC)

Gysbers, Norman C.Comprehensive Guidance Programs That Work.

ED 314 660 (CG)

Hadderman, MargaretDrug Testing. ERIC Digest Series Number EA35(Revised).

ED 316 957 (EA)

Halsted, Judith WynnGuiding the Gifted Reader. ERIC Digest # E481.

ED 321 486 (EC)

Harste, Jerome C.New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)

Hartshorn, RobertExperiential Learning of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)

Harvey, WilliamAffirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2, 1989.

ED 316 075 (HE)Affirmative Rhetonc. Negative Action. Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ERIC Digest.

ED 317 100 (HE)

Heaney, BarbaraThe Assessment of Educational Outcomes. ERICDigest.

ED 321 834 (Jr.)

Helgeson, Stanley 1.Sources of Informatioi. about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. 1, 1989.


ED 321 974 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for SecondarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. 2, 1989.

ED 320 763 (SE)

Hernandez, Kathleen Rodart2Are New Models of Student DevelopmentNeeded? ERIC Digest.

ED 321 791 (IC)

Hickey, M. GailSocial Studics and the Disabled Reader. ERICDigest.

ED 322 080 (SO)

Higham, SharonHelping Adolescents Adjust to Giftedness. ERICDigest #E489.

Hitz, RandyPraise in the Classroom.

ED 321 494 (EC)

ED 313 108 (PS)

Holt, Evelyn R."Remember the Ladies"-Women in thc Curricu-lum. ERIC Digest.

ED 319 652 (SO)

Honeyman, David S.Financing Rural and Small Schools: Issues of Ad-equacy and Equity.

ED 314 225 (RC)

Howe, Robert W.Accountability in Mathematics Education.ERIC/SMEAC Mathematics Digcst No. 3, 1988.


ED 320 761 (SE)Linking Environmental Education with Environ-mental and Health Hazards in the Home. ERIC/.SMEAC Environmental Education Digest No. 3.1988.

ED 320 760 (SE)Recent Developments in College Science rro-grams and Courses. ERIC/SMEAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)Resources for Educational Materials Related toEnvironmental Education. K-12. ERICISMEACEnvironmental Education Digest No. 4.

ED 321 976 (SE)Resources for Educational Materials Related toScience Education. K 12. ERIC/SMEAC Sci-ence Education Digest No. 3.

ED 321 972 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC;SMEAC Environmental Education DigestNo. 3.

ED 321 975 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ER1C/SMEAC Mathemat-ics Education Digest No. I.

ED .;,2, )73 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. 1. 1989.

ED 320 762 (SE)Sources of Information about Promising and Ex.emplary Programs and Materials for SecondarySchool Science. ER1C/SMEAC Science Educa-tion Digest No. 2, 1989.

94 Howe, Robert W.

ED 320 763 (SE)Students at Risk in Mathematics: Implications forElementary Schools. ER1C/SMEAC Mathemat.ics Education Digest No. 2.

ED 321 971 (SE)Teaching Environmental Education UsingOut-of-School Settings and Mass Media. ERIC/-SMEAC Environmental Education Digest No. I.1988.

ED 320 759 (SE)

Howley, Craig B.Capital Outlay: A Critical Concern in Rural Edu-cation. ERIC Digest.

ED 319 583 (RC)Undocumented Children in the Schools. Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

Hudelson, SarahWrite On: Children Writing in ESL.

ED 309 653 (FL)

Huey, Wayne C.Ethical and Legal Issues in School Counseling.Highlights: An ERIC/CAPS Digest.

ED 315 709 (CG)

Hunter, JamesCapital Outlay: A C-itical Concern in Rural Edu-cation. ERIC Digest.

ED 319 583 (RC)Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

Hyslop, Nancy B.Evaluating Student Writing: Methods and Mea-surement. ERIC Digest.

ED 315 785 (CS)

Imel, SusanCareer Education for Teen Parents. Trends andIssues Alerts.

Employers Expectations oftion. ERIC Digest No. 90.

ED 317 846 (CE)Vocational Educa-

ED 312 454 (CE)Entrepreneurship Education. Trends and IssuesAlerts.

ED 312 411 (CE)Environmental Adult Education. Trends and Is-sues Alerts.


ED 318 913 (CE)Managing Your Professional Development: AGuide for Part-Time Teachers of Adults. ERICDigest.

ED 321 155 (CE)The New Work force. Trends and Issues Alerts.


ED 317 847 (CE)Vocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)

Jacoby, BarbaraThe Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ERICReport No. 7.


ED 319 297 (HE)

Johns, Jerry L.Integrating Literature into Middle School Read-ing Classrooms. ERIC Digest.

ED 316 853 (CS)Language Arts for Gifted Middle School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Senes.

ED 319 046 (CS)

Jones, Dionne J.High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ER1C Higher Education Re-port No. 3.

ED 321 726 (HE)

Jones, GeoffreyPersonal Computers Help Gifted Students WorkSmart. ERIC Digest /4E483.

ED 321 488 (EC)

Kaplan, Leslie S.Helping Gifted Student! with Stress Manage.rnent. ERIC Digest #E488.

ED 321 493 (EC)

Karnes, Frances A.Developing Leadership in Gifted Youth. ERICDigest #E485.

ED 321 490 (EC)

Kasten, MargaretThe Role of Calculus in College Mathematics.ERIC/SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)Students at Risk in Mathematics: Implications forElementary Schools. ER1C/SMEAC Mathemat-ics Education Digest No. 2.

ED 321 971 (SE)

Katz, Lilian G.Family Living: Suggestions for Effective Parent-ing.

ED 313 168 (PS)

Kauffman, DagmarSuccessful Minority Teacher Education Recruit.ment Programs. ERIC Digest.

ED 318 738 (SP)

Kennedy, Mary M.Trends and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)

Kerka, SandraCareer Education for Teen Parents Trends andIssues Alerts.

ED 317 846 (CE)Cooperative Education: Characteeistics and Ef-fectiveness. ERIC Digest No. 91.

ED 312 455 (CE)Flexible Work Schedules. ERIC Digest.



ED 312 456 (CE)

Ken-, BarbaraCareer Planning for Gifted and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)

Klauke, AmyChoice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)Coping with Changing Demographics. ERIC Di-gest Series Number EA45.


ED 316 957 (EA)Restructuring the Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)

Kleifgen. Jo AnneComputers and Opportunities for Literacy Devel-opment. ER1C/CUE Digest No. 54.

ED 311 110 (UM

Kleinfeld, JudithThe Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)

Koballa, Thomas R., Jr.A Summary of Research in Science Educa-tion-1988.

ED 321 969 (SE)

Krause, JulieTelecommunications in Foreign Language Educa-tion: A Resource List. ERIC Digest.

ED 317 039 (FL)

Lange, Dale I.Assessing Language Proficiency for Credit inHigher Education. ERIC Digest.

ED 321 588 (FL)

Lankard, Bettina A.The Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)

102

Author Index

Leavitt, Robin LynnFamily Day Care: Discrepancies between In.tended and Observed Caregiving Practices.

ED 321 912 (PS)

Leming, Robert S.Guide to Resources in Law-Related Education.

ED 316 489 (SO)

Liontos, Lynn BalsterAIDS/HIV Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA)Collaboration bctween Schools and Social Ser-vices. ERIC Digest Series. Number EA 48.

ED 320 197 (EA)

Lowry, Cheryl MeredithHelping At-Risk Youth Make the School.to.Work Transition. ERIC Digest.



ED 321 156 (CE)

Lumsden, Linda S.Meeting the Special Needs of Drug-AffectedChildren. ERIC Digest Series Number EA 53.

ED 321 424 (EA)

Lutz, Frank W.Trends and Options in the Reorganization or Clo .sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)

Lytle, Susan L.Adult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)

Marshall, William J. A.Power: An Administrator's Guide along the Cor-ridors of Arrogance.

ED 321 723 (HE)

Matter, M. KevinCommunicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)

Mauch, James E.The Emeritus Professor: Old Rank, New Mean-ing. ASHE/ER1C Higher Education Report No.2.


ED 321 724 (HE)

Mayville, ZariEmerging Trends in Higher Education.

ED 317 '09 (HE)

McDonnell, Lorraine M.Restructuring American Schools: The Promiseand the Pitfalls. ER1C/CUE Digest.

ED 314 546 (UD)

McEschern, William RossSupporting Emergent Literacy among YoungAmerican Indian Students.

ED 319 581 (RC)

McFadden, Emily JeanCounseling Abused Children. Highlights: AnERIC/CAPS Digest.

ED 315 706 (CG)

McGowen, Carolyn SmithRemedial Reading for Elementary School Stu.dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)

McIntosh, Margaret E.Fostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest# E493.

ED 321 498 (EC)

McLaughlin, PamelaComputer-Based Education The Best of ERIC1987.

ED 318 474 (IR)

4.

Author Index Rem ley, Theodore P., Jr. 95

Computer-Based Education. The Best of ERIC,1988.

ED 318 471 (IR)

McQueen, JudyCreating and Maintaining the Bibliographic Data-base for Library Automation. ERIC Digest.

ED 321 773 (IR)

Measell, James S.Teaching the Intr iuctory Public RelationsCourse: A Communication Perspective.

ED 321 335 (CS)

Mehrens, William A.Preparing Students To Take StandardizedAchievement Tests. ERIC Digest.

ED 314 427 (TM)

Meshy,. JoseHispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)

Metz, ElizabethThe Issue: Adult Literacy Assessment. ERIC Di-gest.

ED 310 369 (CS)

Miller, Richard C.Discovering Mathematical Talent, ERIC Digest#E482.

ED 321 487 (EC)

Mills, Geoffrey E.A Consumer's Guide to School Improvement.Trends and Issues Series, Number 4.

ED 313 800 (EA)

Mitchell, VernayCurriculum and Instruction To Reduce RacialConflict. ERIC/CUE Digest No. 64.

ED 322 274 (UD)

Morey, Ann I., Ed.Designing Programs for New Teachers: The Cali-fornia Experience.

ED 319 145 (EA)

Morgan, MaryCritical Thinking, Reading, and Writing. Teach-ing Resources in the ERIC Database (TRIED)Series.

ED 314 728 (CS)

Morse, Suzanne W.Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ERICHigher Education Report 8.

ED 320 524 (HE)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ERIC Digest.

ED 321 704 (HE)

Murphy, Diane S., Ed.Designing Programs for New Teachers: The Cali-fornia Experience,

ED 319 145 (EA)

Myers, Jane E.Empowerment for Later Life.

ED 321 224 (CG)

Myrick, Robert D.The Teacher Advisor Program: An InnovafiveApproach to School Guidance.

ED 316 791 (CG)

Newkirk, ThomasCritical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3,

ED 309 457 (CS)

Newman, Anabel PowellAdult Literacy: Contexts and Challenges.

ED 321 251 (CS)

Nunan, DavidSecond Language Classroom Research. ERIC Di-gest.

ED 321 550 (FL)

O'Banion, Terry, Ed.Perspectives on Student Development. New Di-rections for Community Colleges. Number 67

ED 310 829 (IC)

O'Rourke, Kathleen, Ed,The Challenge of Counseling in Middle Schools.

ED 321 161 (CG)

Otuya, Ebo, Jr.Demand and Supply of Minority Teachers. ERICDigest 12-88.

ED 316 546 (SP)

Oxford, RebeccaThe Role of Styles and Strategies in Second Lan-guage Learning. ERIC Digest.

ED 317 087 (FL)

Pallas, Aaron M.Making Schools More Responsive to At-Risk Stu-dents. ERIC/CUE Digest No. 60.

ED 316 617 (UD)

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

ED 315 684 (CG)

ParrY, Thomas S., Ed.Language Aptitude Reconsidered. Language inEducation: Theory and Practice. No. 74.

ED 321 573 (FL)

Passow, A. HarryEnriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (UD)

Patrick, John J.James Madison and "The Federalist Papers."

ED 322 083 (SO)Schools and Civic Values. ERIC Trends/IssuesPaper No. 2.


ED 322 021 (SO)

Peach, Lucinda J.Guide to Resources in Law-Related Education.

ED 316 489 (SO)

Pepper, Hoy C.Unbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gest.

ED 321 968 (RC)

Peterson, DavidParent Involvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 776 (EA)Strategic Planning. ERIC Digest Series NumberEA 41.

ED 312 774 (EA)Superintendent Evaluation. ERIC Digest SeriesNumber EA 42.

ED 312 775 (EA)

Peyton, Joy KreeftListening to Students Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)

Pezzullo, Thomas R.The Campus Green: Fund Raising in Higher Edu-cation. ASHE-ERIC Higher Education Report 1.


ED 321 705 (HE)

Piele, Philip K.The Politics of Technology Utilization: From Mi.crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighliening Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)

Piele, Philip K., Ed.School Leadership: Handbook for Excellence.Second Edition.

ED 309 504 (EA)

Pinkerton, DiannaExtended School Year ',ESY). ERIC Digest#E471.

ED 321 503 (EC)

1 0 3

Plake, Barbaia S.Understanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)

Pollack, Seth D.The Home and School Experiences of At-RiskYouth; An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)

Powell, Douglas R.Parent Education and Support Programs. ERICDigests.

ED 320 661 (PS)

Preston, Nancy R.Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)

Preston, Nancy R., Comp.Automating the School Library Media Center. ASelect ERIC Bibliography. Mini-Bib.

ED 320 611 (IR)Library and Information Services for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.


ED 320 572 (IR)Library and Information Services for Productiv-ity. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

FD 320 573 (IR)The 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliography.

ED 320 608 (IR)

Preston, Nancy R., Ed.Trends and Issues in Educational Technolry:1989. ERIC Digest.

ED 320 56) (IR)

Prior, Warren R.Teaching about Australia. ERIC Digest.

ED 319 651 (SO)

Pulliams, Prestontne Emerging Role of the Community CollegeCotmelor. Highlights: An ERIC/CAPS Digest.

ED 315 707 (CG)

Purkey, William W.Invitational Learning for Counseling and Devel-opment.

ED 314 708 (CG)

Purves, Alan C.Testing Literature: The Current State of Affairs.ERIC Digest.

ED 321 261 (CS)

Quimbita, GraceInternationalizing the Community Colkge. Ex-amples of Success. ERIC Digest.

ED 321 C33 (JC)Student Tracking Systems in Community Col-leges. ERIC Digest, September 1989.

ED 310 833 (IC)

Railsback, GaryImproving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (IC)

Reeves, JaneElementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)

Reinhold, FranUse of Local Area Networks in Schools. ERICDigest.

ED 316 249 (IR)

Remley, Theodore P., Jr.Ethical and Legal Issues in School Counseling.Highlights: An ERIC/CAPS Digest.

ED 315 709 ((G)

96 Reyhner, Jon

Reyhner, JonChanges in American Indian Education: A His-torical Retrospective for Educators in the UnitedStates. ERIC Digest.

ED 314 228 (RC)

Risko, Victoria J.Schema Activation, Construction, and Applica-tion. ERIC Digest.

ED 312 611 (CS)

Roblyer, M. D.The Impact of Microcomputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

Er 315 063 (IR)

Roedell, Wendy C.Nurturing Giftedness in Young Children. ERICDigest #E487.

ED 321 492 (EC)

Ross.Gordon, Jorita M.Adults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.

ED 315 664 (CE)

Rudman, Herbert C.Integrating Testing with Teaching. ERIC Digest.

ED 315 432 (TM)

Rudner, Lawrence M.State Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)

Rudner, Lawrence M., Ed.Understanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)

Russell, LindaThe GED Testing Program. ERIC Digest.

ED 314 430 (TM)

Schwartz, Henrietta S., Ed.Collaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)

Schwartz, WendyRecent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No. 44.

ED 311 136 (UD)

Schweitzer, CathieCoaching Certification. ERIC Digest.

ED 310 112 (SP)

Scott, James J.The Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)

Secada, Walter G.Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (UD)

Sensenbaugh, RogerMultiplicities of Literacies in the 1990s. ERICDigest.

ED 320 138 (CS)

Shermis, MichaelCritical Thinking, Reading, and Writing. Teach-in? Resources in the ERIC Database (TRIED)Series.

ED 314 728 (CS)

Sherwood, TopperGot the Education Beat? Use ERIC! A Journal-ist's Handbook about the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)

Short, Deborah J.Teaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

ED 317 086 (FL)

Silvern, Linda R.Beginning Literacy and Your Child.

ED 312 626 (CS)

Sihern, Stephen B.Beginning Literacy and Your Child.

ED 312 626 (CS)

Sirvis, BarbaraStudents with Specialized Health Care Needs.ERIC Digest #458.

ED 309 590 (EC)

Smith, Carl B.An Overview of the ERIC Clearinghouse onReading and Communication Skills. ERIC/RCSWhite Paper No. 1 (1990).

ED 316 838 (CS)

Smith, Daryl G.The Challenge of Diversity Involvement orAlienation in the Academy? ASHE-ERIC HigherEducation Report No. 5. 1989.

ED 314 987 (HE)The Chid lens,: of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)

Smith, Jennifer J.Closed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)

Smith, Stuart C.The Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)Working Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

Smith, Stuart C., Ed.School Leadership: Handbook for Excellence.Sccond Edition.

ED 309 504 (EA)

Sorenson, SharonComputers in English/Language Arts. TeachingResources in thc ERIC Database (TRIED) Series.

ED 316 881 (CS)

Sosa, AliciaMaking Education Work for Mexican.Ameri-cans: Promising Community Practices. ERIC Di.gcst.

ED 319 580 (RC)

Spanos, GeorgeClosed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)Teaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

ED 31.7 086 (FL)

Spener, DavidEnglish Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)The Freirean Approach to Adult Literacy Educa.tion. NCLE Q&A.

ED 321 615 (FL)

Sprik, JeanetteCounseling and Guidance Software. Highlights:An ERIC/CAPS Digest.

ED 315 701 (CG)

Stansfield, Charles W.Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)Simulated Oral Proficiency Interviews. ERIC Di-gest.

ED 317 036 (FL)

Stansfidd, Charles W., Ed.Language Aptitude Reconsidered. Language inEducation: Theory and Practice. No. 74.

ED 321 573 (FL)

Stnrk, Joan S.Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6, 1989.


ED 317 146 (HE)

Stayer, John R.A Summary of Research in Science Educa-tion-1987.

ED 309 921 (SE)

104

Stocking, S. HollyHow Do Journalists Think?Study of Cognitive Bias in N

Stoltman, Joseph P.Geography Education for Ci

Author Index

A Proposal for theewsmaking.

ED 309 463 (CS)

tizenship.ED 322 081 (SO)

Summerfield, LianeAdolescents and AIDS. ERIC Digest

ED 319 742 (SP)

Suydam, Marilyn ri.Curriculum and Evaluation Standards for Mathe.matics Education. ERIC/SMEAC MathematicsEducation Digest No. 1, 1990.

ED 319 630 (SE)Sources of Information about Promisiny and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ERIC/SMEAC Mathemat-ics Education Digest No. I.

ED 321 973 (SE)

Terdy, DennisEnglish Language Lieracy and Other Require.ments of the Amnesty Program. ERIC Q&A.

ED 321 616 (FL)

Thar, RobertInternational Literacy Ycar. ERIC Digest

ED 321 620 (FL)

Thelin, John R.The Old College Try. Balancing Academics andAthletics in Higher Education. ASHE-ERICHigher Education Report No. 4. 1989.

ED 317 103 (HE)The Old College Try. Balancing Academics andAthletics in Higher Education. ERIC Digest

ED 317 102 (HE)

Thompson, David C.Achievement of Equity in Capital Outlay Financ.ing: A Policy Analysis for thc State..

ED 314 224 (RC)

Thompson, RosemaryPost.Traumatic Loss Debriefing: Providing Im-mediate Support for Survivors of Suicide or Sud.den Loss. Highlights: An ERIC/CAPS Digest.

ED 315 708 (CG)Suicide and Sudden Loss: Crisis Management inthe Schools. Highlights: An ERIC/CAPS Digest.

ED 315 700 (CG)

Tolan, StephanieHelping Your Highly Gifted Child. ERIC Digest

E477.ED 321 482 (EC)

Tomlinson, Louise M.Postsecondary Developmental Programs: A Tra-ditional Agenda with New Imperatives.ASHE-ER1C Higher Education Report 3, 1989.

ED 316 076 (HE)Postsecondary Developmental Programs. A Tra.ditional Agenda with New Imperatives. ERIC Di.gest.

ED 317 101 (HE)

Tor ice, E. Paulr ;tering Academic Creativity in Gifted Stu.

ERIC Digest #E484.ED 321 489 (EC)

Tudge, JonathanCooperative Problem-Solving in the Classroom.

ED 310 881 (PS)

Valdivieso, RafaelD...nographic Trends of the Mexican-AmericanPopulation: Impfications for Schools. ERIC Di-gest.

ED 321 961 (RC)

VanTassei.Baska, Joyce, Ed.A Practical Guide to Counseling the Gifted in aSchool Setting. Second Edition

ED 321 512 (EC)

Vaughn, B. J.Access Points to ERIC: An Update ERIC Digest

ED 310 780 OR)

Venn, JohnStudents with Physical Diubilities and HealthImpairments. Revised. ERIC Digest #459.

ED 314 915 (EC)

Author Index Zugner, Lisa Crooks, Ed. 97

Vultaggio, BarbaraWriting Exercises for HighTeaching Resources in the(TRIED) Series.

School Students.ERIC Database

ED 315 792 (CS)

Wagner, Betty JaneWhole Language: Integrating th.Arts-and Much More. ERIC Dig!st.

EL 313 675 (CS)

Language

Wagner, Judith 0.Locating Vocational Education Curricul.i. ERICDigest No. 97.

ED 318 915 (CE)

Walker, AlbertPublic Relations Bibliography 1986-1987.

ED 320 180 (CS)

Ware, CindyDiscovering Interests and Talents through Sum-mer Experiences. ERIC Digest *E491.

ED 321 496 (EC)

Warren, Charles R.Accountability in Mathematics Education.ERIC/SMEAC Mathematics Digest No. 3. 1988.

ED 319 628 (SE)Recent Developments in College Science Pro-grams and Courses. ERIC/SMEAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)Resources for Educational Materials Related toScience Education. K-I2. ERIC/SMEAC Sci-ence Education Digest No. 3.

ED 321 972 (SE)

Washington, Va loraAffirmative Rhetoric, Negative Action: Afri-can-Americal. and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2, 1989.

ED 316 075 (HE)Affirmative Rhetoric, Negative Action. Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ERIC Digest.

ED 317 100 (HE)

Watson, Betty CollierHigh-Risk Students and Higher Education. Fu-ture Trends. ASHE-ERIC Higher Education Re-port No. 3.

ED 321 726 (HE)

WeinstelipShr, GallFamily and Intergenerational Literacy in Multi-lingual Families, NCLE Q & A.

ED 321 624 (FL)

Weller, Carolyn R., Ed.ERIC Clearinghouse Publications. 1989. An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses. January-December 1989.

ED 321 774 (IR)

Wells, Amy StuartHispanic Education in America: Separate and Un-equal. ERIC/CUE Digest No. 59.

ED 316 616 (UD)Middle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (UD)Public School Choice: Issues and Concerns forUrban Educators. ERIC/CUE Digest No. 63.

ED 322 275 (UD)Trends and Issues in Urban and Minority Educa-tion. 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (UD)Urban Teacher Recruitment Program,s. ERIC/CUE Digest Number 43.

ED 312 318 (UD)

Wilcox, ShermanForeign Language Requirement? Why Not Amer-ican Sign Language? ERIC Digests

ED 309 651 (FL)

Williams, Dana NicoleCorrectional Education and the Community Col-lege. ERIC Digest.

ED 321 835 (JC)

Williams, Paul L.Using Customized Standardized Tests. ERIC Di-gest.

ED 314 429 (TM)

Wiseman, Lawrence L.The Old College Try. Balancing Academics andAthletics in Higher Education. ASHE-ERICHigher Education Report No. 4, 1989.


ED 317 102 (HE)

Wolfe, MarcieAdult Literacy Education; P1,ram Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)

Wolfram, WaltIncorporating Dialect Study into the LanguageArts Class. ERIC Digest.

ED 318 231 (FL)

Woodroof, Robert IL, Ed.The Viability of the Private Junior College. NewDirections for Community Colleges, Number 69.

ED 320 649 (JC)

Zugner, Lisa Crooks, Ed,Learning Technology Resource Guide.

ED 321 767 (IR)

BEST CM AMIABLE

a

Adjunct ERIC Clearinghouse on LiteracyEducation for Limited-English-ProficientAdults, Washington, DC.

Closed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)English Language Literacy and Other Require-ments of the Amnesty Program. ERIC QtA.

ED 321 616 (FL)Family and Intergenerational Literacy in Multi-lingual Families. NCLE Q & A.


ED 321 615 (FL)International Literacy Year. ERIC Digest.

ED 321 620 (FL)Listening to Students' Voices: Educational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Recruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest.

ED 321 621 (FL)Talking Adult ESL Students Into Writiniing on Oral Fluency To Promote Literac, :321CDigest.

ED 321 62 ;FL)Using Newspapers in the ESL Literacy .ass-room. ERIC Digest.

ED 321 619 (FL)

American Association for Counseling andDevelopment, Alexandria, VA.

The Cha/lenge of Counseling in Middle Schools,ED 321 161 (CG)

American Association of Colleges forTeacher Education, Washington, D.C.

Collaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)Teaching and Teacher Education. 1988 AERADivision K Abstracts.


ED 316 550 (SP)

American Association of Univ. Administra-tors, Washington, D.C.

Power: An Administrator's Guide along the Cor-ridors ot Arrogance.

ED 321 723 (HE)

Institution Index

American Institutes for Research, Wash-ington, DC.

Communicating Scholastic Success. ERIC Digest.ED 315 424 (TM)

Computerized Adaptive Tests. ERIC Digest N^.107.

ED 315 425 (TM)Constructing Classroom Achievement Tests.ERIC Digest.

EL) 315 426 (TM)Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)Finding Non-Commercial Tests. ERIC DigestNo. 110.

ED 315 428 (TM)Five Common Misuses of Tests. ERIC Digest No.108.

ED 315 429 (TM)The GED Testing Program. ERIC Digest

ED 314 430 (TM)A Glossary of Measurement Terms. ERIC Digest.

ED 315 430 (TM)Improving Teacher Evaluations. ERIC DigestNo. III.


ED 315 432 (TM)Interpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest,


ED 320 964 (Tyi)Preparing Students To Take StandardizedAchievement Tests. ERIC Digest

ED 314 421' (TM)State Testing of Teachers. The 1989 Repoit.ERIC Digest.

ED 315 433 (TM)Talking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No 106

ED 315 434 (TM)Talking to Your High School Students about Stan-dardized Tests, ERIC Digest No 105



ED 314 429 (TM)

99

American School Counselor Association.Alexandria, VA.

Elementary School Counseling in a ChangingWorld.

ED 315 684 (CG)

Association for the Study of Higher Edu-cation.

Affirmative Rhetoric. Negative Action: African-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 1 1989.

ED 316 075 (HE)The Campus Green! Fund Raising in Higher Edu-cation. ASHEERIC Higher Education Report I.


r..D 321 705 (HE)The Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ERIC HigherECticauon Report No. 5, 1989.

ED 314 987 (HE)The Challenge of Diversity: Inve...ment orAlienation in the Academy? ERIC aigest.

ED 317 145 (HE)lhe Emeritus Professor: Old Rank. New Mean-ing. ASHEIERIC Higher Education Report No.2.

ED 321 725 (HE)The Emeritus Professor: Old Rank, New Mart-ins. ERIC Diges?.

ED 321 724 (HE)High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ERIC Higher Education Re-port No. 3.

ED 321 726 (HE)Making Sense of Administrative Leadership: The"L" Word in Higher Education ASHE-ERICHigher Education Report 1, 1989.

ED 316 074 (HE)The Old College Try. Balancing Academics andAthletics in Higher Education. ASHE-ERICHigher Education Report No. 4, 1989.

ED 317 103 (HE)Postsecondary Developmental Programs: A Tra-ditional Agenda with New Imperatives.ASHE-ERIC Higher Education Report 3, 1989.

ED 316 076 (HE)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ERICHigher Education Report 8.

ED 320 524 (HE)

100 Association for the Study of Higher Institution IndexRenewing Civic Capacity: Preparing. College Stu-dents for Service and Citizenship. 1iRIC Digest.

ED 521 704 (HE)The Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ER1CReport No. 7.

ED 319 298 (HE)Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6. 1989.

ED 317 121 (HE)Student Goals for Colleges and Courses: A M'ss-ing Link in Assessing and Improving Acaden icAchievement. ERIC Digest.

ED 317 146 (HE)

Buros Inst. of Mental Measurement, Lin-coln, NE.

Understanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)

Center for Applied Linguistics, Washing-ton, D.C.

English Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.


ED 321 615 (FL)Listening to Students' Voices: Educational Mate-rials Written by and for LEP Adul! LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Pigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)

Children's Defense Fund, Washington,D.C.

Linking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (1.:D)

Columbia Univ, New York, N.Y. Inst. forUrban and Minority Education.

The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (UD)Teaching Mathematics with Understanding toLimited English Proficient Students. Urban th-versity Series No. 101.

ED 322 284 (UD)Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SenesNo. 100.

ED 322 283 (UD)

Council for Advancement and Support ofEducation, Washington, D.C.

The Campus Green: Fund Raising in Higher Edu-cation. ASHE-ER1C Higher Education Report I.

ED 321 706 (HE)

Council for Exceptional Children, Reston,Va.

Career Planning for Gifted and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)Children with Communication Disorders. ERICDigest #E470 (Revised *419).

ED 37.1 504 (EC)College Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)Curriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.


ED 321 490 (EC)Discovering Interests and Talents through Sum-mer Experiences. ERIC Digest #E491.


ED 321 487 (EC)

Early Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest *461.


ED 321 509 (EC)Extended School Year (ESY). ERIC Digest#E471.

ED 321 503 (EC)Fostering Academic Ceativity in Gifted Stu-dents. ERIC Digest #E484.

ED 321 489 (EC)Fostering the Postsecondary. Aspirations ofGifted Urban Minority Students. ERIC Digest#E493.




ED 321 480 (EC)Guiding the Gifted Reader. ERIC Digest # E481.

ED 321 486 (EC)Helping Adolescents Adjust to Giftedness. ERICDigest #E489.

ED 321 494 (EC)Helping Gate ' Students with Stress Manage-ment. ERIC L.gest # E488.


ED 321 482 f EC)Integrating Students with Severe Disabilities.ERIC Digest # E468.

ED 321 501 (EC)Life Skills Mastery for Students with SpecialNeeds. ERIC Digest #E469.

ED 321 502 (EC)Meeting the Needs of Gifted and Talented Minor-ity Language Students. ERIC Digest *E480.


ED 321 491 (EC)Nurturing Giftedness in Young Children. ERICDigest #E487.


ED 321 505 (EC)Personal Computers Help Gifted Students WorkSmart. ERIC Digest #E483.

ED 321 488 (EC)A Practical Guide to Counseling the Gifted in aSchool Setting. Second Edition.


ED 321 511 (EC)Preparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Heanngs.





ED 321 500 (EC)The Regular Education Initiative: Rationales forand Alkainst. Computer Search Reprint No. C580.

ED 321 510 (EC)Rights and Responsibilities of Parents of Childrenwitn Handicaps. ERIC Digest #E460.

ED 318 176 (EC)Student Self-Management To Increase On-TaskBehavior. Research Brief for Teachers T3.

ED 319 227 (EC)

1 0

Students with Specialized Health Care Needs.ERIC Digest *458.

ED 309 590 (EC)Supporting Gifted Education through Advocacy.ERIC Digest #E494.

ED 321 499 (EC)Teaching Children with Attention Deficit Disor-der. ERIC Digest #462.



ED 316 963 (EC)

Department of Education, Washington,DC. Office of Planning, Budget, and Eval.nation.

The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (I2D)

ERIC Clearinghouse for Junior Colleges,Los Angeles, Calif.

Alternative Funding Sources. New Directions forCommunity Colleges. Number 68.

ED 320 651 (JC)The American Community College. Second Edi-tion. The Josscy-Bass Higher Education Series.

ED 309 828 (JC)Are New Models of Studcnt DevelopmentNeeded? ERIC Digest.

ED 321 791 (IC)The Assessment of Educational Outcomes. ERICDigest.

ED 321 834 (JC)Commitment to Transfer. ERIC Digest

ED 310 832 (IC)Correctional Education and the Community Col-lege. ERIC Digest.

ED 321 835 (JC)Improving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)Internationalizing the Community College: Ex-amples of Success. ERIC Digest.

ED 321 833 (IC)Organizing Institutional Research in the Commu-nity College. ERIC Digest.

ED 320 648 (1C)Perspectives on Student Development, New Di-rections for Community Colleges. Number 67

ED 310 829 (IC)Student Tracking Systems in Community Col-leges. ERIC Digest. September 1989.

ED 310 833 (IC)The Viability of the Private Junior College. NewDirections for Community Colleges. Number 69.

ED 320 649 (IC)

ERIC Clearinghouse for Science, Mathe-matics, and Environmental Education, Co-lumbus, Ohio.

Accountability in Mathematics Education.ER1C/SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Curriculum and Evaluation Standards for Mathe-matics Education. ER1C/SMEAC MathematicsEducation Digest No. !. 1990.

ED 319 630 (SE)Environmental Education for a Sustainable Fu-ture. ER1C/SMEAC Environmental EducationDigest No. I.

E7` 320 765 (SE)Environmental Education that Makes a Differ-ence-Knowledge to Behavior Changes. ERIC,SMEAC Environmental Education Digest No. 4.198S,

ED 320 761 (SE)The Impact of Educational Reform on ScienceEducation. ERIC/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)Linking Environmental Education with Environ-mental and Health Hazards in the Home. ER1C/-SMEAC Environmental Education Digest No. 3.1988.

ED 320 760 (SE)

1

Institution Index

Procedures To Increase the Entry of Women inScience-Related Careers. ER1C/SMEAC ScienceEducation Digest No I.

ED 321 977 (SE)Recent Developments in College Level Envirommental Studies Courses and Programs. ERIC;SMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)Recent Developments in College Science Pro-grams and Courses. ER1C/SMEAC Science Edu-cation Digest No. 4.

ED 320 758 (SE)Resources for Educational Materials Related toEnvironmental Education. K-12. ERIC/SMEACEnvironmental Education Digest No. 4.

ED 321 976 (SE)Resources for Educational Materials Related toScience Education, K-I2. ERIC/SMEAC Sci.ence Education Digest No. 3.

ED 321 972 (SE)The Role of Calculus in College Mathematics.ER1C/SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)Sources of Information about Promising and Ex-emplvy Programs and Materials for Elementaryand Secondary Environmental Education.ER1C/SMEAC Environmental Education DigestNo. 3.

ED 321 975 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ER1C/SMEAC Mathemat-ics Education Digest No. 1.

ED 321 973 (SE)Sources of Information about Promising and Ex-emplary Programs and for ElementarySchool Science. ER1C/SMEAC Science Educa-tion Digest No. 1, 199.



ED 320 763 (SE)Students at Risk in Mathematics: Implications forElementary Schools. ERIC/SMEAC Mathemat-ics Education Digest No. 2.


ED 309 921 (SE)A Summary of Research in Science Educa.tion-I988.

ED 321 969 (SE)Teaching Environmental Edocation UsingOutof-School Settings and Ma.ss Media. ERICi-SMEAC Environmental Education Digest No. 1,1988.

ED 320 759 (SE)

ERIC Clearinghouse for Social Stud-ies/Social Science Education, Blooming-ton, IN.

Geography Education for Citizenship.ED 322 081 (SO)

Guide to Resources in Law-Related EducationED 216 489 (SO)

James Madison and "The Federalist Papers."ED 322 083 (SO)

"Remember the Ladies"-Women in the Curricu-lum. ERIC Digest.

ED 319 652 (SO)Schools and Civic Values. ERIC Trends/IssuesPaper No. 2.

ED 313 270 (SO)Social Studies and the Disabled Reader. ERICDigest.



ED 319 651 (SO',

ERIC Cl

Teaching about thc Built Environment. ERIC Di-gest.

ED 322 022 (SO)Tcaching about Western Europe. ERIC Digest.

ED 322 023 (SO)

ERIC Clearinghouse on Adult, Career, andVocational Education, Columbus, Ohio.

Adult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338.

ED 315 665 (CE)Adults with Learning Disabilities: An Overviewfor the Adult Educator. Inforrnatidn Series No.337,

ED 315 664 (CE)Career Education for Teen Parents. Trends andIssues Alerts.

ED 317 846 (CE)Cooperative Education: Characteristics and Ef-fectiveness. ERIC Digest No. 91.

ED 312 455 (CE)Employers Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)Entrepreneurship Education. Trends and IssuesAlerts.


ED 321 154 (CE)Flexible Work Schedules. ERIC Digest.

ED 321 157 (CE)Helping At-Risk Youth Make the School-to-Work Transition. ERIC Digest.

rsD 321 158 (CE)Job-Related Basic Skills. ERIC Digest No. 94.


ED 318 913 (CE)Learning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336.

ED 315 663 (CE)Locating Vovational Education Curricula. ERICDigest No. 97.

ED 318 915 (CE)Managing Your Professional Development: AGuide for Part-Time Teachers of Adults, ERICDigest.

ED 321 155 (CE)The Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)The New Work Force. Trends and Issues Alerts.

ED 312 412 (CE)School-to-Work Transition tor At-Risk Youth. In-formation Series No. 339.




ED 317 847 (CE)Vocational Education Performance Standards.ERIC Digest No. 96.

ED 318 914 (CE)Women, Work, and Literacy. ERIC Digest No.92

ED 312 456 (CE)

ERIC Clearinghouse on Counseling apdPersonnel Services, Ann Arbor, Mich.

Adolescent Pregnancy and Parenthood. High-lights; An ERIC/CAPS Digest.

ED 315 704 (CG)Brief Family Consultation in Schools. Highlights:An ERIC/CAPS Digest.

ED 315 705 (CG)The Challenge of Counseling in Middle Schools.

ED 321 161 (CG)Comprehensive Guidance Programs That Work.

ED 314 660 (CG)Counseling Abused Children. Highlights: AnER1C/CAPS Digest.

ED 315 706 (CG)

earingbouse on Educational 101

Counseling and Guidance Software HighlightsAn ERIC/CAPS Digest.

ED 315 701 (cc,.Counselors and Teachers as Student AdsisorsHighlights: An ERIC/CAPS Digest

ED 315 703 (CG)Elementary School Counseling in a ChangingWorld,

ED 315 684 (CG)The Emerging Role of the Community CollegeCounselor. Highlights: An ERIC CAPS Digest

ED 315 707 (CG)Empowerment for Later Life.

ED 321 224 (cci)Ethical and Legal Issues in School CounselingHighlights: An ERIC/CAPS Digest.

ED 315 '09 ((IliInvitatirmal Learning for Counseling and Devel-opment.

ED 314 708 (CG)Invitational Learning for Counseling and Devel-op-%,:nt. Highlights: An ERIC/CAPS Digest.

ED 315 702 K*Ci)The Missouri Comprehensive Guidance ModelHighlights: An ERIC/CAPS Digest.

ED 315 699 (CG)PostTraumatic Loss Debriefing: Pro-iding Immediate Support for Surv:vors of Suicide or Sud-den Loss. Highlights. An ERIC, CAPS Digest

ED 315 708 (CGiSuicide and Sudden Loss. Crisis Management ;nthe Schools. Highlights: An ERIC/CAPS Digest

ED 315 700 (CCilThe Teacher Advisor Program: An InnovativeApproach to School Guidance

ED 316 791 (C6)

ERIC Clearinghouse on Early ChildhoodEducation, Champaign, Ill.

ERICiEECE Digests Related to the EducistwLand Care of Children from Birth through 12 Yearsof Age.

ED 319 sr (Ps)

ERIC Clearinghouse on Educational Man-agement, Eugene, Oreg.

AIDS1HIV Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA1AIDS, Suicide, Drugs. The Best of ERIC on Edu-cations! Management. Number 95.

ED 311 604 fEA1Alternatives to Stsndardized Educational Assess.ment. ERIC Digest Series Number EA 40

FD 312 773 arkiCensorship of Curriculum Materials ERIC Di-gest Series Number EA44.

ED 315 864 (EA1Choice in the Public Schools ERIC Digest SeriesNumber EA 39.

ED 309 565 (IA)Classroom Discipline Research Roundup

ED 318 133 (FAICollaboration between Sk:hools and Social Ser-vices. ERIC Digest Series, Number EA 48

ED 320 197 (EAIThe Collahorative School; A Work Environmentfor Effective Instruction.

ED 316 918 (EAIA Consumer's Guidt to School ImprovementTrends and Issues Series, Number 4

El) 313 MOO (EA)Coping with Changing Demographics ERIC Di-gest Series Number EA45.

ED 315 865 lEA1Designing Programs for New Teachers. The Cali.forma Experience

ED 319 145 (EA)Drug Testing. ERIC Digest Series Number LA35(Revised).

ED 316 957 (EA,Ethics and the School Administrator. 'The Bev. ofERIC on Educational Management. 'lumber 1()0

ED 311 606 (EA)Evaluating Principals. Research Roundup

ED 318 131 JEA)Fiscal Policy Issues and School Reform ERICDigest Series Number EA 50

ED 32! 342 tE.AiGangs. ERIC Digest Series Numbe:: EA 52

ED 321 419 (EA)

1 ci REST C3PY AVAILABLE

102 ERIC Clearinghouse on Educational

Inducting Principals.ED 311 593 (EA)

Initiating Change in Schools.ED 315 909 (EA)

Managing the Incompetent Teacher. Second F.di-tion.

ED 320 195 (EA)Meeting the Special Needs of Drug-AffectedChild:en. ERIC Digest Series Number EA 53.

ED 321 424 (EA)Parent Involvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 776 (EA)The Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)Preparation of Principals. Best of ERIC on Educa-tional Management, Number 98.

ED 312 747 (EA)Racism in America's Schools. ERIC Digest Se.ries, Number EA 49.

ED 320 196 (EA)Restructuring thc Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)Thc Role of Business in Education. ERIC DigestSeries Number 47.


ED 321 391 (EA)The Role of the School: Educational or Social?The Best of ERIC on Educational Management,Number 101.

ED 320 193 (EA)School-Based Management. The Best of ERIC onEducational Management, Number 97.



ED 309 504 (EA)School Security. ERIC Digest Series Number EA46.

ED 321 343 (EA)State Efforts To Deregulate Education. ERIC Di-gest Series Number EA 51.


ED 309 556 (EA)Strategic Planning. ERIC Digest Series NumberEA 41.

ED 312 774 (EA)Student Self-Esteem. The Best of ERIC on Edu.cational Management, Number 94.

ED 311 603 (EA)Superintendent Evaluation. ERIC Digest SeriesNumber EA 42.

ED 312 775 (EA)Teacher Evaluation. The Best of ERIC on Educa-tional Management, Number 99.

ED 311 605 (EA)Voices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (Er.k.)Working Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)

ERIC Clearinghouse on Elementary andEarly Childhood Education, Urbana, Ill.

Appropriate Public School Programs for YoungChildren. ERIC Digest.

ED 321 890 (PS)Child Sexual Abuse: What It Is and How To Pre.vent It. ERIC Digest.

ED 321 843 (PS)Cooperative Problem-Solving in the Classroom.

ED 310 881 (PS)Educating Language-Minority Children.

ED 317 273 (PS)Family Day Care. Discrepancies between In.tended and Observed Caregiving Practices.

ED 321 912 (PS)

Family Living: Suggestions for Effective Parent-ing.

ED 313 168 (PS)Guidelines for Family Television Viewing. ERICDigest.

ED 320 662 (PS)Kindergarten Curriculum Materials.

ED 321 913 (PS)Parent Education and Support Programs. EP.1CDigcsts.

ED 320 661 (PS)

ED 313 108 (PS)

ERIC Clearinghouse on Handicapped andGifted Children, Reston, Va.

Assessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Education.

ED 321 427 (EC)Career Planning for Gifted and Talented Youth.ERIC Digest # E492.

ED 321 497 (EC)Children with Communication Disorders. ERICDigest # E470 (Revised #419).

ED 321 504 (EC)College Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)College Planning for Students with Learning Dis-abilities. ERIC Digcst #466.

ED 314 917 (EC)Curriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.

ED 321 508 (EC)Curriculum-Based Assessment: Research Brief forTeachers. Brief T2.


ED 321 490 (EC)Discovering Interests and Talents through Sum-mer Experiences. ERIC Digest # E49I.


ED 321 487 (EC)Early Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest #46I.

ED 313 867 (EC)Educating Exceptional Children. ERIC Digest#E456.


Praise in the Classroom.

ED 321 509 (EC)Extended School Year (ESY). ERIC Digest# E47I.

ED 321 503 (EC)Fostering Academic Creativity in Gifted Stu-dents. ERIC Digest #E484.

ED 321 489 (EC)Fostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest

E493.ED 321 498 (EC)

Gifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest # E479.



ED 321 480 (EC)Guiding the Gifted Reader. ERIC Digest # E48 I.

ED 321 486 (EC)Helping Adolescents Adjust to Giftedness. ERICDigest # E489.


ED 321 493 (EC)Helping Your Highly Gifted Chad. ERIC Digest#E477.

ED 321 482 (EC)Integrating Studenis with Severe Disabilities.ERIC Digest #E461.

ED 321 501 (EC)

103

Institution Index

Learning Related Visual Problems. ERIC FactSheet.

ED 309 582 (EC)Life Skills Mastery for Studcnts with SpecialNeeds. ERIC Digest # E469.

ED 321 502 (EC)Meeting the Needs of Able Learners throughFlexible Pacing. ERIC Digest #464.

ED 314 916 (EC)Meeting the Nee& of Gifted and Talented Minor-ity Language Students. ERIC Digest #E480.


ED 321 491 (EC)Nurturing Giftedness in Young Children. ERICDigest # E487.

ED 321 492 (EC)Peer Support and Cooperative Learning for Ac-commodating Student Variance. Super SearchReport, No, C575.

ED 321 505 (EC)Personal Computers Help Gifted Students WorkSmart. ERIC Digest # E483.

ED 321 488 (EC)A Practical Guide to Counseling the Gifted in aSchool Sctting. Second Edition.

ED 321 512 (EC)Practices Consistent with the Regular EducationInitiative. Computer Search Reprint. No. C58I.






ED 321 500 (EC)The Regular Education Initiative: Rationales forand Against. Computer Search Reprint No. C580.

ED 321 510 (EC)Rights and Responsibilities of Parents of Childrenwith Handicaps. ERIC Digest #E460.

ED 318 176 (EC)Student Self-Management To Increase On-TaskBehavior, Research Brief for Teachers T3.

ED 319 227 (EC)Students with Physical Disabilities and HealthImpairments. Revised. ERIC Digest #459.


ED 309 590 (F.C)Supporting Gifted Education through Advocacy.ERIC Digest # E494.

ED 321 499 (EC)Teaching Children with Attention Deficit Disor-der. ERIC Digest #462.

ED 313 868 (EC)Underachieving Gifted Students. ERIC Digest# E478.

ED 321 483 (EC)Using Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest#429.


ED 316 963 (EC)

ERIC Clearinghouse on Higher Education,Washington, D.C.

Affirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ER1C HigherEducation Report 2. 1989.

ED 316 075 (HE)Affirmative Rhetoric, Negative Action. Afri .can-American and Hispanic Faculty at Predomi.nantly White Institutions. ERIC Digest

ED 317 100 (HE)

Institution Index

The Campus Green: Fund Raising in Higher Edu-cation. ASHE-ER1C Higher Education Report I.


ED 321 705 (HE)The Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ER1C HigherEducation Report No. 5, 1989.

ED 314 987 (HE)The Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)Emerging Trends in Higher Education.

ED 317 109 (HE)The Emeritus Pri --rtsor: Old Rank, New Mean-ing. ASHE/ER1C Highcr Education Report No.2.


ED 321 724 (HE)High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ER1C Higher Education Re-port No. 3.

ED 321 726 (HE)Making Sense of Administrative Leadership: The"L" Word in Higher Education. ASHE-ER1Cigher Education Report 1, 1989.

ED 316 074 (HE)Making Sense of Administrative Leadership. The

" Word in Higher Education. ERIC Digest.ED 317 099 (HE)

The Old CoIlce Try. Balancing Academics andAthletics in iligher Education. ASHE-ER1CHigher Educcion Report No. 4, 1989.


ED 317 102 (HE)Postsecondary Developmental Programs: A Tra-ditional Agenda with New Imperatives.ASHE-ER1C Higher Education Report 3, 1989.


ED 317 101 (HE)Power: An Administrator's Guide along the Cor-ridors of Arrogance.

ED 321 723 (HE)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ER1CHigher Education Report 8.


ED 321 704 (HE)The Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ERICReport No. 7.


ED 319 297 (HE)Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ER1C Higher EducationReport 6, 1989.

ED 317 121 (HE)Student Goals for Colleges and Courses: A Miss.ing Link in Assessing and Improving AcademicAchievement. ERIC Digest.

ED 317 146 (HE)

ERIC Clearinghouse on Information Re-sources, Syracuse, N.Y.

Access Points to ERIC: An Update, ERIC Digest.ED 310 780 (IR)

Automating the School Library Media Center. ASelect ERIC Bibliography. Mini-Bib.

ED 320 611 (IR)Computer-Based Education. The Best of ERIC.1987.

ED 318 474 (IR)Computer-Bued Education. The Best of ERIC.1988.


ED 321 773 (1R)

ERIC Cl

Distance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IP.)Enhancing Learning in At-Risk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)The Impact of Microctaiputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ED 315 063 (IR)Interactive Videodisc: An Emerging Technologyfor Educators. ERIC Digest.

ED 315 064 (IR)Learning Technology RCSOInce Guide.

ED 321 767 (IR)Library and Information Services for Democracy.A Select ERIC Bibliography Prepared on aThene of the 1991 White House Conference onLibrary and Information Services. ERIC/1RMini-Bib.


ED 320 572 (IR)Library and Information Services for Productiv-ity. A 3elect ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/1RMini-Bib.

ED 320 573 (IR)Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)Trends and Issues in Educational Technology:1989. ERIC Digest.


ED 314 099 (IR)Upseesotf Local Area Networks in Schools. ERIC


ED 320 608 (IR)

ERIC Clearinghouse on Languages andLinguistics, Washington, D.C.

Assessing Language Proficiency for Credit inHigher Education. ERIC Digest.

ED 321 588 (FL)Elementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)Foreign Language Program Articulation fromHigh School to the University. ERIC Digest.


ED 309 651 (FL)Incorporating Dialect Study into the LanguageArts Class. ERIC Digest.

ED 318 231 (FL)Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL.)Language Aptitude Reconsidered. Language inEducation: Theory and Practice, No. 74.

ED 321 573 (FL)More Than Meets The Eye: Foreign LanguageReading. Language and Education: Theory andPractice.


ED 321 587 (FL)Pigeon-Birds and Rhyming Wordi.;: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.


ED 317 087 (FL)Second Language Classroom Research. ERIC Di-gest.

ED 321 550 (FL)Simulated Oral Proficiency Interviews. ERIC Di-gest.

ED 317 036 (FL)

earinghouse on Reading and 103

Teaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

El) 317 086 (FL)Telecommunications in Foreign Language Educa-tion: A Resource List ERIC Digest.

ED 317 039 (FL)Two-Way Language Development Programs.ERIC Digests.


ED 318 230 (FL)Vocational English-as-a-Second-Language Pro-grams. ERIC Digest.

ED 321 551 (FL)Wnte On: Children Writing in ESL.

ED 309 653 (FL)

ERIC Clearinghouse on Reading and Com-munication Skills, Bloomington, IN.

Adult Literacy: Contexts and Challenges.ED 321 251 (CS)

Beginning Literacy and Your Child.ED 312 626 (CS)

Beginning Reading Instrt_ction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)Book-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)Computers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Series.

ED 316 881 (CS)Content Area Textbooks: Friends or Foes? ERICDigcst.

ED 321 249 (CS)Critical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.


ED 3 .: 728 (CS)Debate and Communication Skills. ERIC Digest.

ED 321 334 (CS)Evaluating Student Writing: Methods and Mut-surcment. ERIC Digest.

ED 315 785 (CS)How Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsrnaking.

ED 309 463 (CS)How to "Read" Television: Teaching Students toView TV Critically. ERiC Digest.

ED 318 039 (CS)Integrating Literature into Middle School Read-ing Classrooms. ERIC Digest.

ED 316 853 (CS)The Issue: Adult Literacy Assessment. ERIC Di-gest.


ED 319 046 (CS)Media Ethics: Some Specific Problems. ERIC Di-gest.

ED 314 802 (CS)Multiplicities of Literacies in the 1990s. ERICDigest.

ED 320 138 (CS)An Overview of the ERIC Clearinghouse onReading and Communication Skills. ER1C/RCSWhite Paper No. 1 (1990).

ED 316 838 (CS)Public Relations Bibliography 1986-1987.


ED 316 837 (CS)The Right To Read: Censorship in the School Li-brary. ERIC Digest.

ED 319 067 (CS)Schema Activation, Const 4ction, and Applica-tion. ERIC Digest.

ED 312 611 (CS)The Supreme Court on "Hazelwood": A Reversalon Regulation of Student Expression. ERIC Di-gest No. 8.

1.1 0 BEST COPY AVitafira

ED 321 253 (CS)

104 ERIC Clearinghouse on Reading and

Teaching the Introductory Public RelationsCourse: A Communication Perspective.

ED 321 335 (CS)Testing Literature: Thc Current Statc of Affairs.ERIC Digest.

ED 321 261 (CS)Using Literature To Teach Reading. ERIC Di-gcst.

ED 313 687 (CS)Whole Language: Integrating the LanguageArts-and Much Morc. ERIC Digest.

ED 313 675 (CS)Writing Exercises for High School Students.Teaching Resources in thc ERIC Database(TRIED) Series.

ED 315 792 (Ch)101 Ideas to Help Your Child Learn To Rcad andWrite.

ED 314 737 (CS)

ERIC Clearinghouse on Reading and Com-munication Skills, Urbana, Ill.

New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)

ERIC Clearinghouse on Rural Educationand Small Schools, Charleston, WV.

Achievement of Equity in Capital Outlay Financ.ing: A Policy Analysis for the States.

ED 314 224 (RC)Adult Litcracy Programs in Rural Areas. ERICDigest.

ED 321 966 (RC)American Indian Education: A Directory of Or-ganizations and Activities in American IndianEducation. Document No. 29. Revised.

ED 321 941 (RC)Bilingualism and the Academic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.


ED 319 583 (RC)The Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)Changes in American Indian Education: A His-torical Retrospective for Educators in the UnitedStates. ERIC Digest.

ED 314 228 (RC)Demographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.


ED 319 584 (RC)Educating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)Experiential Learning of Mathematics: UsingManipulatives. ERIC Digest.


ED 314 225 (RC)Got the Education Beat? Use ERIC! A Journal-ist's Handbook about the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)Hispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)Making Education Work for Mexican-Ameri-cans: Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)Small Schools: An International Overview. ERICDigest.

ED 317 332 (RC)Supporting Emergent Literacy among YoungAmerican Indian Students.

ED 319 581 (RC)Trends and Options in the Reorganization or Clo-sure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)Unbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gcst.

ED 321 968 (RC)

Undocumented Children in the Schools: Success-ful Strategies and Policies. ERIC Digest.

ED 321 962 (RC)

ERIC Clearinghouse on Teacher Educa-tion, Washington, D.C.

Adolescents and AIDS. ERIC Digest.ED 319 742 (SP)

Assessment for National Teacher Certification.ERIC Digest 7-88.

ED 316 545 (SP)Coaching Certification. ERIC Digest.

ED 310 112 (SP)Collaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)Demand and Supply of Minority Teachers. ERICDigest 12-88.

ED 316 546 (SP)The Influence of Reform on Inservice TeacherEducation. ERIC Digest.


ED 316 548 (SP)Reading Between thc Lines: Teachers and TheirRacial/Ethnic Cultures. Teachcr EducationMonograph No. 11.

ED 322 148 (SP)The Role of the Community Coli,ze in the Cre-ation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)Successful Minority Teacher Education Recruit-ment Programs. ERIC Digest.

ED 318 738 (SP)Teaching and Teacher Education. 1988 AERADivision K Abstracts.


ED 316 550 (SP)Trends and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)Urban Teacher Recruitment Programs. ERIC/CUE Digest Number 43.

ED 312 318 (UD)Violence in Sports. ERIC Digest 1-89.

ED 316 547 (SP)When Schools and Colleges Work Together.ERIC Digest 20-88.

ED 316 544 (SP)

ERIC Clearinghouse on Tests, Measure-ment, and Evaluation, Washington, DC.

Communicating Scholastic Success. ERIC Digest.ED 315 424 (TM)

Computerizcd Adaptive Tests. ERIC Digest No.107.

ED 315 425 (TM)Constructing Classroom Achievement Tests.ERIC Digest.

ED 315 426 (TM)Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)Finding Non-Commercial Tests. ERIC DigestNo. 110.

ED 315 428 (TM)Five Common Misuses of Tests. ERIC Digest No108.

ED 315 429 (TM)The GED Testing Program. ERIC Digest.

ED 314 430 (TM)A Glossary of Measurement Terms. ERIC Digest

ED 315 430 (TM)Improving Teacher Evaluations. ERIC DigestNo. Ill,


ED 315 432 (TM)Interpreting Test Scores for Compensatory Edu-cstion Students. ERIC Digest.


ED 320 964 (TM;Preparing Students To Take StandardizedAchievt..ment Tests. ERIC Digest.

ED 314 427 (TM)

11 1

Institution Index

State Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)Talking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No. 106.

ED 315 434 (TM)Talking to Your High School Students about Stan-dardizcd Tests. ERIC Digest No. 105.



ED 314 429 (TM)

ERIC Clearinghouse on Urban Education,New York, N.Y.

Assessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Computers and Opportunities for Literacy Devel-opmer.t. ERIC/CUE Digest No. 54.

ED 311 120 (UD)Curriimlum and Instruction To Reduce RacialConflict. ERIC/CUE Digest No. 64.

ED 322 2?4 (UD)Enriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (1.:D)Hispanic Education in America: Separate and Un.equal. ERIC/CUE Digest No, 59.

ED 316 616 (UD)The Home and School Experiences of At-RiskYouth: An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)Linking Schools with Human Service Agencics.ERIC/CUE Digest No. 62.

ED 319 877 (UD)Making Schools More Responsive to At-Risk Stu-dents. ERIC/CUE Digest No. 60.

ED 316 617 (1.2D)Middle School Education-The Critics! Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (UD)Public School Choice: Issues and Concerns forUrban Educators. ERIC/CUE Digest No. 63.

ED 322 275 (UD)Recent Literature on Urban and Minority Educa-tion. ERIC/CUE Digest No. 44.

ED 311 136 (UD)Restructuring American Schools: The Promiseand the Pitfalls. ERIC/CUE Digest.

ED 314 546 (UD)The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (CD)Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (UD)Teenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ERIC/CUE Digest No. 58.

ED 316 615 (UD)Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (CD)Trends and Issues in Urban and Minority Educa-tion, 1989. Promoting thc Achievement ofAt-Risk Students. Trends and Issues No. 13.

ED 315 484 (1.;D)Underachievement and Educational Disadvan-tage: The Home and School Experience ofAt-Risk Youth. Urban Diversity Series No. 99.

ED 315 485 (UD)Urban School Finance; The Quest for Equal Edu-cational Opportunity. ERIC/CUE Digest No. 55.


ED 212 318 (VD)

ERIC Processing and Reference Facility,Rockville, MD.

ERIC Clearinghouse Publications. 1989. An An.notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses, January-December 1989.

ED 321 774 (IR)

Institution Index

Far West Lab. for Educational Researchand Development, San Francisco, Calif.

Designing Programs for New Teachers: The Cah-fornia Experience.

ED 319 145 (EA)

George Washington Univ., Washington,D.C.

The Challenge of Diversity. Involvement orAlienation in the Academy? ASHE-ER1C HigherEducation Report No. 5, 1989.

ED 314 987 (HE)The Old College Try. Balancing Academics andAthletics in Higher Education, ASHE-ERICHigher Education Report No. 4, 1989. /

ED 317 1031(HE)The Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ERICReport No. 7.

ED 319 298 (HE)The Student as Commuter; Developing A Com-prehensive Institutional Response. ERIC Digest.

ED 319 297 (HE)Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6, 1989.

ED 317 121 (HE)

George Washington Univ., Washington,DC. School of Education.

The Campus Green: Fund Raising in Higher Edu-cation. ERIC Digest.

ED 321 705 (HE)The Emeritus Professor: Old Rank, New Mean-ing. ASHE /ERIC Higher Education Report No.2.

ED 321 725 (HE)The Emeritus Professor: Old Rank, New Mcan-ing. ERIC Digest.


ED 321 704 (HE)

George Washington Univ., Washington,DC. School of Education and Human De-velopment.

High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ERIC Higher Education Re-port No. 3.

ED 321 726 (HE)

Indiana Univ., Bloomington. Center forReading and Language Studies.

Language Arts for Gifted Middle School Stu-dents, Teaching Resources in the ERIC Database(TRIED) Series.

ED 319 046 (CS)

Indiana Univ., Bloomington. Social Stud-ies Development Center.

Guide to Resources in Law-Related Education,ED 316 489 (SO)

Institute for Public Relations Research &Education, New York, NY.

Public Relations Bibliography 1986-1987.ED 320 180 (CS)

International Reading Association, New-ark, Del.

Adult Literacy: Contexts and Challenges.ED 321 251 (CS)

Beginning Literacy and Your Child.ED 712 626 (CS)

Lilly Endowment, Inc., Indianapolis, Ind.Making Sense of Administrative Leadership: The"L" Word in Higher Education. ASHE-ERICHigher Education Report 1, 1989.

ED 316 074 (HE)

National Association far Research in Sci-ence Teeching.

A Summary of Research in Science Educa-tion-1988.

ED 321 969 (SE)

National Asswiation of ElementarySchool Principals, Alexandria, VA.

Office of Educational Research and 105

Classroom Discipline. Research Roundup.ED 318 133 (EA)

Evaluating Principals. Research Roundup.ED 318 131 (EA)

Inducting Principals.ED 311 593 (EA)

Initiating Change in Schools.ED 315 909 (EA)

National Association of Secondary SchoolPrincipals, Reston, Va.

The Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)

National Center for America's FoundingDocuments, Boston, MA.

James Madison and "Thc Federalist Papers."ED 322 083 (SO)

National Center for research on TeacherEducation, East Law .ng, MI.

Trends and Issues In: reachers' Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)

National Clearinghouse on Literacy Educa-tion, Washington, DC.

English Language Literacy and Other Require-ments of the Amnesty Program. ERIC Q&A.


ED 321 615 (FL)Listening to Students' Voices: Educational Mate-nals Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)

National Commission on Testing and Pub-lic Policy.

Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)

National Council of Teachers of English,Urbana,

Critical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.

ED 309 457 (CS)New Policy Guidelines for Reading: ConnectingResearch and Padctice.

ED 311 393 (CS)

National Inst. of Education (ED), Wash-ington, DC.

Learning Related Visual Problems. ERIC FactSheet.

ED 309 582 (EC)

National Rural Education Association,Fort Collins, CO.

Directory of Organizations and Programs in RuralEducation.

ED 319 584 (RC)

National School Boards Association,Washington, DC. Council of Urban Boardsof Education.

Linking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (UD)Urban School Finance: The Quest for Equal Edu-cational Opponunity. ERIC/CUE Digest No. 55.

ED 311 147 (UD)

National Science Foundation, Washington,D.C.

Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No, 101.

ED 322 284 (UD)

National Trust for Historic Preservation,Washington, D.C.

James Madison and "The Federalist Papers."ED 322 083 (SO)

Office of Bilingual Education and Minor-ity Languages Affairs (ED), Washington,D.C.

112

Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (VD)

Office of Educational Research and Im-provement (ED), Washington, DC,

Access Points to ERIC: An Update. ERIC Digest.ED 310 780 (IR)

Accountability in Mathematics Education.ERIC/SMEAC Mathematics Digest No. 3, 1988.

ED 319 628 (SE)Achievement of Equity in Capital Outlay Financ-ing: A Policy Analysis for the States.

ED 314 224 (RC)Adolescent Pregnancy and Parenthood. High-lights: An ERIC/CAPS Digest.

ED 315 704 (CG)Adolescents and AIDS. ERIC Digest.

ED 319 742 (SP)Adult Literacy: Contexts and Challenges.

ED 321 251 (CS)Adult Literacy Education: Program Evaluationand Learner Assessment. Information Series No.338,

ED 315 665 (CE)1..iteracy Programs in Rural Areas. ERIC

ED 321 966 (RC)Adults with Learning Disabilities: An Overviewfor the Adult Educator. Information Series No.337.

ED 315 664 (CE)Affirmative Rhetoric, Negative Action: Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ASHE-ERIC HigherEducation Report 2, 1989.

ED 316 075 (HE)Affirmative Rhetoric, Negative Action. Afri-can-American and Hispanic Faculty at Predomi-nantly White Institutions. ERIC Digest.

ED 317 100 (HE)AIDS/HIV Education. ERIC Digest Series Num-ber EA 38.

ED 309 564 (EA)AIDS, Suicide, Drugs, The Best of ERIC on Edu-cational Management, Number 95.

ED 311 604 (EA)Alternative Funding Sources. New Directions forCommunity Colleges Number 68.

ED 320 651 (IC)Alternatives to Standardized Educational Assess-ment. ERIC Digest Series Number EA 40.

ED 312 773 (EA)The American Community College, Second Edi-tion. The Jossey-Bass Higher Education Series.

ED 309 828 (IC)American Indian Education: A Directory of Or-ganizations and Activities in American IndianEducation. Document No. 29. Revised.

ED 321 941 (RC)Appropriate Public School Programs for YoungChildren. ERIC Digest.

ED 321 890 (PS)Are New Models of Student DevelopmentNeeded? ERIC Digest.

ED 321 791 (JC)Assessing Bilingual Students for Placement andInstruction. ERIC/CUE Digest No. 65.

ED 322 273 (UD)Assessing Language Proficiency for Credit inHigher Education. ERIC Dig Pit.

Ell 321 588 (FL)Assessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-sources on Special Education.

ED 321 427 (EQAssessment for National Teacher Certification.ERIC Digest 7-88.

ED 316 545 (SP)The Assessment of Educational Outcomes. ERICDigest.

ED 321 834 (JC)Automating the School Library Media Center. ASelect ERIC Bibliography. Mini-Bib.

ED 320 611 (IR)Beginning Literacy and Your Child.

ED 312 626 (CS)Beginning Reading Instruction in the UnitedStates. ERIC Digest.

ED 321 250 (CS)

106 Office of Educational Research and

Bilingualism and the Aca.'.emic Performance ofMexican-American Children: The Evolving De-bate. ERIC Digest.

ED 321 963 (RC)Book-Length Works Taught in High School En-glish Courses. ERIC Digest.

ED 318 035 (CS)Brief Family Consultation in Schools. Highlights:An ERIC/CAPS Digest.

ED 315 705 (CG)The Campus Green: Fund Raising in Higher Edu-cation. ASHE-ERIC Higher Education Report 1.


ED 321 705 (HE)Capital Outlay A Critical Concern in Rural Edu-cation. ERIC Digest.

ED 319 583 (RC)Career Education for Teen Parents. Trends andIssues Alerts.

ED 317 846 (CE)Career Planning for Gifted and Talented Youth.ERIC Digest #E492.

ED 321 497 (EC)The Case Method in Teacher Education: AlaskanModels. ERIC Digest.

ED 321 965 (RC)Censorship of Curriculum Materials. ERIC Di-gest Series Number EA44.

ED 315 864 (EA)The Challenge of Counseling in Middl Schools.

ED 321 161 (CG)The Challenge of Involvement orAlienation in the Academy? ASHE-ERIC HigherEducation Report No. 5, 1989.

ED 314 987 (HE)The Challenge of Diversity: Involvement orAlienation in the Academy? ERIC Digest.

ED 317 145 (HE)Changes in American Indian Education: A His-torical Retrospective for Educators in the UnitedStates. ERIC Digest.

ED 314 228 (RC)Children with Communication Disorders. ERICDigest *E470 (Revised #419).

ED 321 504 (EC)Child Sexual Abuse: What It Is and How To Pre-vent It. ERIC Digest.

ED 321 843 (PS)Choice in the Public Schools. ERIC Digest SeriesNumber EA 39.

ED 309 565 (EA)Classroom Discipline. Research Roundup.

ED 318 133 (EA)Closed Captioned Television for Adult LEP Liter-acy Learners. ERIC Digest.

ED 321 623 (FL)Coaching Certification. ERIC Digest.

ED 310 112 (SP)Collaboration between Schools and Social Ser-vices. ERIC Digest Series, Number EA 48.

ED 320 197 (EA)Collaboration: Building Common Agendas.Teacher Education Monograph No. 10.

ED 320 890 (SP)The Collaborative School: A Work Environmentfor Effective Instruction.

ED 316 918 (EA)College Planning for Gifted and Talented Youth.ERIC Digest #E490.

ED 321 495 (EC)Coflege Planning for Students with Learning Dis-abilities. ERIC Digest #466.

ED 314 917 (EC)Commitment to Transfer. ERIC Digest.

ED 310 832 (IC)Communicating Scholastic Success. ERIC Digest.

ED 315 424 (TM)Comprehensive Guidance Programs That Work.

ED 314 660 (CO)Computer-Based Education. The Best of ERIC,1987.

ED 318 474 (IR)Computer-Based Educanon. The Best of ERIC,1988.

ED 318 471 (IR)Computerized Adaptive Tests. ERIC Digest No.107,

ED 315 425 (TM)

Computers and Opportunities for Literacy Devel-opment. ERIC/CUE Digest No. 54.

ED 311 120 (ED)Computers in English/Language Arts. TeachingResources in the ERIC Database (TRIED) Series.

ED 316 881 (CS)Constructing Classroom Achievement Tests.ERIC Digest.

ED 315 426 (TM)A Cons.,mer's Guide to School Improvement.Trends and Issues Series, Number 4.

ED 313 800 (EA)Content Area Textbooks: Friends or Foes? ERICDigest.

ED 321 249 (CS)Cooperative Education: Characteristics and Ef-fcctiveness. ERIC Digest No. 91.

ED 312 455 (CE)Cooperative Problem-Solving in the Classroom.

ED 310 881 (PS)Coping with Changing Demographics. ERIC Di-gest Series Number EA45.

ED 315 865 (EA)Correctional Education and the Community Col-lege. ERIC Digest.

Ell 321 835 (IC)Counseling Abused Children. Highlights: AnERIC!CAPS Digest.

ED 315 706 (CG)Counseling and Guidance Software. Highlights:An ERIC/CAPS Digcst.

ED 315 701 (CG)Counselors and Teachers as Student Advisors.Highlights: An ERIC/CAPS Digest.

ED 315 703 (CG)Creating and Maintaining the Bibliographic Data-base for Library Automation. ERIC Digest.

ED 321 773 (IR)Critical Thinking and Writing: Reclaiming the Es-say. Monographs on Teaching Critical ThinkingNumber 3.


ED 314 728 (CS)Curriculum and Evaluation Standards for Mathe-matics Education. ERIC/SMEAC MathematicsEducation Digest No. 1, 1990.

ED 319 630 (SE)Curriculum and Instruction To Reduce RacialConflict. ER1C/CUE Digest No. 64.

ED 322 274 (CD)Curriculum-Based Assessment and Curriculum-Based Management. Super Search Reprint No.C576.

ED 321 508 (EC)Debate and Communication Skills. ERIC Digest.

ED 321 334 (CS)Demand and Supply of Minority Teachers. ERICDigest 12-88.

ED 316 546 (SP)Demographic Trends of the Mexican-AmericanPopulation: Implications for Schools. ERIC Di-gest.

ED 321 961 (RC)Designing Programs for New Teachers: The Cali-fornia Experience.

ED 319 145 (EA)Developing Leadership in Gifted Youth. ERICDigest # E485.

ED 321 490 (EC)Directory of Organizations and Programs in RuralEducation.

ED 319 584 (RC)Discovering Interests and Talents through Sum-mer Experiences. ERIC Digest #E491.


ED 321 487 (EC)Distance Education and the Changing Role of theLibrary Media Specialist.

ED 321 775 (IR)Drug Testing. ERIC Digest Series Number EA35(Revised).

ED 316 957 (EA)Early Intervention for Infants and Toddlers: ATeam Effort. ERIC Digest #461.

ED 313 867 (EC)

Institution Index

Educating Exceptional Children. ERIC Digestat E456.

ED 317 007 (EC)Educating Language-Minority Children.

ED 317 273 (PS)Educating Undocumented Children: A Review ofPractices and Policies. A Trends and Issues Paper.

ED 319 585 (RC)Efficacy of P.L. 94-142 and the Implementationof the LRE Concept. Computer Search ReprintNo. C579.

ED 321 509 (EC)Elementary School Counseling in a ChangingWorld.

ED 315 684 (CG)Elementary School Foreign Language Programs.ERIC Digest.

ED 309 652 (FL)The Emerging Role of the Community CollegeCounselor. Highlights: An ERIC!CAPS Digest.

ED 315 707 (CG)Emerging Trends in Higher Education.

ED 317 109 (HE)The Emeritus Professor: Old Rank, New Mean-ing. ASHE/ERIC Higher Education Report No.2.


ED 321 724 (HE)Employers' Expectations of Vocational Educa-tion. ERIC Digest No. 90.

ED 312 454 (CE)Empowerment for Later Life.

ED 321 224 (CG)English Language Literacy and Other Require-ments of thc Amnesty Program. ERIC Q&A.

ED 321 616 (FL)Enhancing Learning in At-Risk Students: Appli-cations of Video Technology. ERIC Digest.

ED 318 464 (IR)Enriching the Compensatory Education Curricu-lum for Disadvantaged Students. ERIC/CUE Di-gest No. 61.

ED 319 876 (CD)Entrepreneurship Education. Trends and IssuesAlerts.


ED 321 154 (CE)Environmental Education for a Sustainable Fu-ture. ERIC /SMEAC Environmental EducationDigest No. 1.


ED 320 761 (SE)ERIC Clearinghouse Publications, 1989, An An-notated Bibliography of Information AnalysisProducts and Other Major Publications of theERIC Clearinghouses. January-December 1989.

ED 321 774 (IR)ERIC/EECE Digests Related to the Educationand Care of Children from Birth through 12 Yearsof Age.

ED 319 537 (PS)Ethical and Legal Issues in School Counseling.Highlights: An ERIC/CAPS Digest.

ED 315 709 (CG)Ethics and the School Administrator. The Best ofERIC on Educational Management, Number 100.

ED 311 606 (EA)Evaluating Principals. Research Roundup.

ED 318 131 (EA)Evaluating Student Writing: Methods and Mea-surement. ERIC Digest.

ED 315 785 (CS)Evaluating Workshops and Institutes. ERIC Di-gest.

ED 315 427 (TM)Experiential Learning of Mathematics: UsingManipulatives. ERIC Digest.

ED 321 967 (RC)Extended School Year (ESY). ERIC Digest# E47 I.

ED 321 503 (EC)

Institution Index

Family and Intergenerational Literacy in Multi-lingual Families. NCLE Q & A.

ED 321 624 (FL)Family Day Care: Discrepancies between In-tencicd and Observed Caregiving Practices.

ED 321 912 (PS)Family Living: Suggestions for Effective Parent-ing.

ED 313 168 (PS)Financing Rural and Small Schools: Issues of Ad-equacy and Equity.

ED 314 225 (RC)Finding Non-Commercial Tests. ERIC DigestNo. 110.

Fiscal PolicyDigest Series

ED 315 428 (TM)Issues and School Reform. ERICNumber EA 50.

ED 321 342 (EA)Five Common Misuses of Tests. ERIC Digest No.108.

ED 315 429 (TM)Flexible Work Schedules. ERIC Digest.

ED 321 157 (CE)Foreign Language Program Articulation fromHigh School to the University. ERIC Digest.


ED 309 651 (FL)Fostering Academic Creativity in Gifted Students. ERIC Digest #E484.

ED 321 489 (EC)Fostering the Postsecondary Aspirations ofGifted Urban Minority Students. ERIC Digest#E493.

ED 321 498 (EC)The Freirean Approach to Adult Literacy Educa-tion. NCLE Q&A.

ED 321 615 (FL)Gangs. ERIC Digest Series Number EA 52.

ED 321 419 (EA)The GED Testing Program. ERIC Digest.

ED 314 430 (TM)Geography Education for Citizenship.

ED 322 081 (SO)Gifted but Learning Disabled: A Puzzling Para-dox. ERIC Digest #E479.



ED 321 480 (EC)A Glossary of Measurement Terms. ERIC Digest.

ED 315 430 (TM)Got the Education Beat? Use ERIC! A Journal-ist's Handbook about the Educational ResourcesInformation Center (ERIC).

ED 319 582 (RC)Guidelines for Family Television Viewing. ERICDigest.

ED 320 662 (PS)Guide to Resources in Law-Related Education.

ED 316 489 (SO)Guiding the Gifted Reader. ERIC Digest #E481.

ED 321 486 (EC)Helping Adolescents Adjust to Giftedness. ERICDigest # E489,

ED 321 494 (EC)Helping At-Risk Youth Make the School-to-Work Transition. ERIC Digest.

ED 321 158 (CE)Helping Gifted Students with Stress Manage.ment. ERIC Digest #E488.


ED 321 482 (EC)High-Risk Students and Higher Education: Fu-ture Trends. ASHE-ERIC Higher Education Re-port No. 3.

ED 321 726 (HE)Hispanic and Anglo Students' Misconceptions inMathematics. ERIC Digest.

ED 313 192 (RC)Hispanic Education in America: Separate and Un-equal, ERIC/CUE Digest No. 59.

ED 316 616 (CD)The Home and School Experiences of At-RiskYouth; An Annotated Bibliography of ResearchStudies.

ED 315 486 (UD)

Office of Educational Research and 107

How Do Journalists Think? A Proposal for theStudy of Cognitive Bias in Newsmaking.

ED 309 463 (CS)How to "Read" Television: Teaching Students toView TV Critically. ERIC Digest.

ED 318 039 (CS)The Impact of Educational Reform on ScienceEducation. ERIC/SMEAC Science EducationDigest, No. 4.

ED 320 764 (SE)The Impact of Microcomputer-Based Instructionon Teaching and Learning: A Review of RecentResearch. ERIC Digest.

ED 315 063 (IR)Improving Academic Advising at the CommunityCollege. ERIC Digest.

ED 320 647 (JC)Improving Teacher Evaluations. ERIC DigestNo. III.

ED 315 431 (TM)Incorporating Dialect Study into the LanguageArts Class. ERIC Digest.

Inducting Principals

The Influence of ReformEdLcation. ERIC Digest.

ED 318 231 (FL)

ED 311 593 ',EA)on Inservice Teacher

Initiating Change in Schoo

Integrating Literature intoing Classrooms. ERIC Dig

ED 322 147 (SP)Is.

ED 315 909 (EA)Middle School Read-

est.ED 316 853 (CS)

integrating Students with Severe Disabilities.ERIC Digest #E468.

ED 321 501 (EC)Integrating Testing with Teaching. ERIC Digest.

ED 315 432 (TM)Interactive Videodisc: An Emerging Techno."Qfor Educators. ERIC Digest.

ED 315 064 (IR)Internationalizing the Community College: Ex-amples of Success. ERIC Digest.

ED 321 833 (JC)International Literacy Year. ERIC Digest.

ED 321 620 (FL)Interpreting Test Scores for Compensatory Edu-cation Students. ERIC Digest.

ED 314 428 (TM)Invitational Learning for Counseling and Devel-opment.

ED 314 708 (CG)Invitational Learning for Counsehng and Devel.opment. Highlights: An ERIC/CAPS Digest.

ED 315 702 (CG)The Issue: Adult Literacy Assessment. ERIC Di-gest.

ED 310 369 (CS)James Madison and "The Federalist Papers."

ED 322 083 (SO)Job-Related Basic Skills. ERIC Digest No. 94.


ED 318 913 (CE)Kindergarten Curriculum Materials.

ED 321 913 (PS)Language Aptitude Reconsidered. ERIC Digest.

ED 318 226 (FL)Language Aptitude Reconsidered. Language inEducatioir Theory and Practice. No. 74.

ED 321 573 (FL)Language Arts for Gifted Middle School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 319 046 (CS)Learning and Reality: Reflections on Trends inAdult Learning. Information Series No. 336.

ED 315 663 (CE)Learning Technology Resource Guide.

ED 321 767 (IR)Legal Issues in Tesfing.

ED 320 964 (TM)Library and Information Se-vires for Democracy.A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ED 319 41: (IR)Library and Information Services for Literacy. ASelect ERIC Bibliography Prepared on a Themeof the 1991 White House Conference on Libraryand Information Services, ERIC/IR Mini-Bib.

ED 320 572 (IR)

Library and Information Services for Productiv-ity. A Select ERIC Bibliography Prepared on aTheme of the 1991 White House Conference onLibrary and Information Services. ERIC/IRMini-Bib.

ED 320 573 (IR)Life Skills Mastery for Students with SpecialNeeds. ERIC Digest #E469.

ED 321 502 (EC)Linking Environmental Education with Environ-mental and Health Hazards in the Home. ERIC/.SMEAC Environmental Education Digest No. 3,1988.

ED 320 760 (SE)Linking Schools with Human Service Agencies.ERIC/CUE Digest No. 62.

ED 319 877 (UD)Listening to Students' Vc'-, .ducational Mate-rials Written by and for LEP Adult LiteracyLearners. NCLE Digest.

ED 317 096 (FL)Locating Vocational Education Curricula. ERICDigest No. 97.

ED 318 915 (CE)Making Education Work for Mexican-Ameri-cans: Promising Community Practices. ERIC Di-gest.

ED 319 580 (RC)Making Schools More Responsive to At-Risk Stu-dents. ERIC/CUE Digest No. 60.

ED 316 617 (UD)Making Sense of Administrative Leadership: The"L" Word in Higher Education. ASHEERICHigher Education Report I, 1989.

ED 316 074 (HE)Making Sense of Administrative Leadership. The"L" Word in Higher Education. ERIC Digest.

ED 317 099 (HE)Managing the Incompetent Teacher. Second Edi-tion.

ED 320 195 (EA)Managing Your Professional Development: AGuide for Part-Time Teachers of Adults. ERICDigest.

ED 321 155 (CE)Media Ethics: Some Specific Problems. ERIC Di-gest.

ED 314 802 (CS)Meeting the Needs of Able Learners throughflexible Pacing. ERIC Digest #464.


ED 321 485 (EC)Meeting the Special Needs of DrugAffectedChildren. ERIC Digest Series Number EA 53.

ED 321 424 (EA)Mentor Relationships and Gifted Learners. ERICDigest # E486

ED 321 491 (EC)Middle School Education-The Critical Link inDropout Prevention. ERIC/CUE Digest No. 56.

ED 311 148 (UD)The Missouri Comprehensive Guidance Model.Highlights: An ERIC/CAPS Digest.

ED 315 699 (CG)More Than Meets The Eye: Foreign LanguageReading. Language and Education: Theory andPracfice.

ED 321 555 (FL)The Multicultural Work Force. Trends and IssuesAlerts.

ED 321 153 (CE)Multiplicities of Literacies in the 1990s. ERICDigest.

ED 320 138 (CS)The Nature of Professional DevelopmentSchools. ERIC Digest 4-89,

ED 316 548 (SP)New Policy Guidelines for Reading: ConnectingResearch and Practice.

ED 311 393 (CS)The New Work Force. Trends and Issues Alerts.

ED 312 412 (CE)Nurturing Giftedness in Young Children. ERICDigest #E487.

ED 321 492 (EC)The Old College Try. Balancing Academics andAthletics in Higher Education. ASHE-ERICHigher Education Report No, 4, 1989.

ED 317 103 (HE)

108 Office of Educational Research and

The Old College Try. Balancing Academics andAthletics in Higher Education. ERIC Digest.

ED 317 102 (HE)Opportunities Abroad for Teaching English as aForeign Language: A Resource List ERIC Di-gest.

ED 321 587 (FL)Organizing Institutional Research in the Commu-nity College. ERIC Digest.

ED 320 648 (JC)An Overview of the ERIC Clearinghouse onReading and Communication Skills. ERIC/RCSWhite Paper No. 1 (1990).

ED 316 838 (CS)Parent Education and Support Programs. ERICDigests.

ED 320 661 (PS)Parent Involvement in the Educational Process.ERIC Digest Series Number EA 43.

ED 312 776 (EA)Peer Support and Cooperative Learning for Ac-commodating Student Variance. Eiuper SearchReport, No. C575.

ED 321 505 (EC)Personal Computers Help Gifted Students WorkSmart. ERIC Digest 4* E483.

ED 321 488 (EC)Perspectives on Student Development. New Di-rections for Community Colleges, Number 67.

ED 310 829 (JC)Pigeon-Birds and Rhyming Words: The Role ofParents in Language Learning. Language in Edu-cation: Theory and Practice.

ED 321 559 (FL)The Politics of Technology Utilization: From Mi-crocomputers to Distance Learning. Trends & Is-sues Series, Number 3. A Series of PapersHighlighting Recent Developments in Researchand Practice in Educational Management.

ED 318 132 (EA)Postsecondary Developmental Programs: A Tra-ditional Agenda with New Imperatives.ASHE-ERIC Higher Education Report 3, 1989.


ED 317 101 (HE)Post-Traumatic Loss Debriefing: Providing Im-mediate Support for Survivors of Suicide or Sud-den Loss. Highlights: An ERIC/CAPS Digest.

ED 315 708 (CG)Power: An Administrator's Guide along the Cor-ridors of Arrogance.

ED 321 723 (HE)A Practical Guide to Counseling the Gifted in aSchool Setting. Second Edition.


ED 321 511 (EC)Praise in the Classroom.

ED 313 108 (PS)Preparation for Special Education Hearings: APractical Guide to Lessening the Trauma of DueProcess Hearings.

ED 312 854 (EC)Preparation of Principals. Best of ERIC on Educa-tional Management, Number 98.

ED 312 747 (EA)Preparing Students To Take StandardizedAchievement Tests. ERIC Digest.

ED 314 427 (TM)Prereferral Interventions for Students with Learn-ing and Behavior Problems. Super Search ReprintNo. C574.


ED 321 507 (EC)Procedures To Increase the Entry of Women inScience-Related Careers. ERIC/SMEAC ScienceEducation Digest No. 1.

ED 321 977 (SE)Public Relations Bibliography 1986.1987.

ED 320 180 (CS)Public School Choice: Issues and Concerns forUrban Educators. ERIC/CUE Digest No. 63.

ED 322 275 (UD)Racism in America's Schools. ERIC Digest Se-ries, Number EA 49.

ED 320 196 (EA)

Reading Between the Lines: Teachers and TheirRacial/ Ethnic Cultures. Teacher EducationMonograph No. 11.

ED 322 148 (SP)Readings about Children and Youth with Learn-ing Disabilities. ERIC MiniBib *E465.

ED 319 179 (EC)Readings and Resources for Parents and Teachersof Gifted Children. ERIC Digest *E495.

ED 321 500 (EC)Recent Developments in College Level Environ-mental Studies Courses and Programs. ERIC/SMEAC Environmental Education Digest No. 2,1988.

ED 319 629 (SE)Recent Developments in College Science Pro-grams and Courses. ERIC/SMEAC Science Edu-cation Digest No. A.

ED 320 758 (SE)Recent Literature on Urban and Minority Educe-

/ lion. ERIC/CUE Digest No. 44.ED 311 136 (UD)

Recruiting and Retaining Language Minority Stu-dents in Adult Literacy Programs. ERIC Digest.

ED 321 621 (FL)The Regular Education Initiative: Rationales forand Against. Computer Search Reprint No. C580.

ED 321 510 (EC)Remedial Reading for Elementary School Stu-dents. Teaching Resources in the ERIC Database(TRIED) Series.

ED 316 837 (CS)"Remember the Ladies"-Women in the Curricu-lum. ERIC Digest.

ED 319 652 (SO)Renewing Civic Capacity: Preparing College Stu-dents for Service and Citizenship. ASHE-ERICHigher Education Report 8.

ED 320 524 (HE)Renewing Civic Capacity: Preparing College Stu.dents for Service and Citizenship. ERIC Digest.

ED 321 704 (HE)Resources for Educational Materials Related toEnvironmental Education. K-I2. ERIC /SMEACEnvironmental Education Digest No. 4.

ED 321 976 (SE)Resources for Educational Materials Related toScience Education, K-12. ERIC/SMEAC Sci-ence Education Digest No. 3.

ED 321 972 (SE)Restructuring American Schools. The Promiseand the Pitfalls. ERIC/CUE Digest.

ED 314 546 (UD)Restructuring the Schools. ERIC Digest SeriesNumber EA 37.

ED 309 563 (EA)Rights and Responsibilities of Parents of Childrenwith Handicaps. ERIC Digest # E460.

ED 318 176 (EC)The Right To Read: Censorship in the School Li-brary. ERIC Digest.

ED 319 067 (CS)The Role of Business in Education. ERIC DigestSeries Number 47.


ED 321 391 (EA)The Role of Calculus in College Mathematics.ERIC /SMEAC Mathematics Education DigestNo. I.

ED 321 970 (SE)The Role of Parent Involvement in Children's Ac-ademic Achievement: A Review of the Literature.Trends and Issues No. 14.

ED 322 285 (UD)The Role of Styles and Strategies in Second Lan-guage Learning. ERIC Digest.

ED 317 087 (FL)The Role of the Community College in the Cre-ation of a Multi-Ethnic Teaching Force. ERICDigest.

ED 317 542 (SP)The Role of the School: Educational or Social?The Best of ERIC on Educational Management.Number 101.

ED 320 193 (EA)Schema Activation, Construction. and Applica-tion. ERIC Digest.

ED 312 611 (CS)

Institution Index

School-Based Management. The Best ot ERIC onEducational Management, Number 97.



ED 309 504 (EA)Schools and Civic Values. ERIC Trends/IssuesPaper No. 2.

ED 313 270 (SO)School Security. ERIC Digest Series Number EA46.

ED 321 343 (EA)School-to-Work Transition for At-Risk Youth. In-formation Series No. 339.

ED 315 666 (CE)Second Language Classroom Research. ERIC Di-gest.

ED 321 550 (FL)Selecting Microcomputer Courseware. ERIC Di-gest.

ED 315 062 (IR)Simulated Oral Proficiency Interviews. ERIC Di-gest.

ED 317 036 (FL)Small Schools: An International Overview. ERICDigest,

ED 317 332 (RC)Social Studies and the Disabled Reader. ERR.Digest.


ED 322 021 (SO)Sources of Information about Promising and Ex-emplary Programs and Materials for Elementaryand Secondary Environmental Education.ERIC'SMEAC Environmental Education DigestNo. 3.

ED 321 975 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Mathematics. ERIC/SMEAC Mathemat-ics Education Digest No. 1.

ED 321 973 (SE)Sources of Information about Promising and Ex-emplary Programs and Materials for ElementarySchool Science. ERIC/SMEAC Science Educa-tion Digest No. I, 1989.

ED 320 762 (SE)Sources of Inkrmation about Promising and Ex-emplary Programs and Materials for SecondarySchool Mathematics. ERIC /SMEAC Mathemat-ics Education Digest No. 2.


ED 320 763 (SE)State Efforts To Deregulate Education. ERIC Di-gest Series Number EA 51.


ED 309 556 (EA)State Testing of Teachers: The 1989 Report.ERIC Digest.

ED 315 433 (TM)Strategic Planning. ERIC Digest Series NumberEA 41.

ED 312 774 (EA)The Student as Commuter: Developing a Com-prehensive Institutional Response. ASHE-ERICReport No. 7.

ED 319 298 (HE)The Student as Commuter: Developing a Com-prehensive Institutional Response. ERIC Digest

ED 319 297 (HE)Student Goals for College and Courses: A MissingLink in Assessing and Improving AcademicAchievement. ASHE-ERIC Higher EducationReport 6, 1989.


ED 317 146 (HE)

Institution Index

Students at Risk in Mathematics: Imphcations forElementary Schools. ERICISMEAC Mathemat-ics Education Digest No. 2.

ED 321 971 (SE)Student Self-Esteem. The Best of ERIC on Edu-cational Management, Number 94.

ED 311 603 (EA)Students with Physical Disabilities and HealthImpairments. Revised. EkIC Digest *459.


ED 309 5r/0 (EC)Student Tracking Systems in Community Col-leges. ERIC Digest, September 1989.

ED 310 833 (JC)Successful Minority Teacher Education Recruit-ment Programs. ERIC Digest.

ED 318 738 (SP)Suicide and Sudden Lost: Crisis Management inthe Schools. Highlights: An ERIC/CAPS Digest.

ED 315 700 (CG)A Summary of Research in Science Educa-tion-1987.


ED 321 969 (SE)Superintendent Evaluation. ERIC Digest SeriesNumber EA 42.

ED 312 775 (EA)Supporting and Facilitating Self-Directed Learn-ing. ERIC Digest No. 93.

ED 312 457 (CE)Supporting Emergent Literacy among YoungAmerican Indian Students

ED 319 581 (RC)Supporting Gifted Education through Advocacy.ERIC Digest # E494.

ED 321 499 (EC)The Supreme Court on "Hazelwood": A Reversalon Regulation of Student Expression. ERIC Di-gest No. 8.

ED 321 253 (CS)Talking Adult ESL Students into Writing: Build-ing on Oral Fluency To Promote Literacy. ERICDigest.

ED 321 622 (FL)Talking to Your Child's Teacher about Standard-ized Tests. ERIC Digest No. 106.


ED 315 435 (TM)The Teacher Advisor Program: An InnovativeApproach to School Guidance.

ED 316 791 (CO)Teacher Evaluation. The Best of ERIC on Educa-tional Management, Number 99.

ED 311 605 (EA)Teaching about Australia. ERIC Digest.

ED 319 651 (SO)Teaching about the Built Environment. ERIC Di-gest.

ED 322 022 (SO)Teaching about Western Europe. ERIC Digest.

ED 322 023 (SO)Teaching Adults with Learning Disabilities. ERICDigest No. 99.

ED 321 156 (CE)Teaching Children with Attention Deficit Disor-der. ERIC Digest #462.

ED 313 868 (EC)Teaching Environmental Education UsingOut-of-School Settings and Mass Media. ERIC/SMEAC Environmental Education Digest No. I,1988.

ED 320 759 (SE)Teaching Mathematics to Limited English Profi-cient Students. ERIC Digests.

ED 317 086 (FL)Teaching Mathematics with Understanding toLimited English Proficient Students. Urban Di-versity Series No. 101.

ED 322 284 (1JD)Teaching the Introductory Public RelationsCourse: A Communication Perspective.

ED 321 335 (CS)Teenage Pregnancy and Drug Abuse: Sources ofProblem Behaviors. ERIC/CUE Digest No. 58.

ED 316 615 (UD)

Wisconsin Center for Education Research, 109

Telecommunications in Foreign Language Educa-tion: A Resource List. ERIC Digest.

ED 317 039 (FL)Testing Literature: The Current State of Affairs.ERIC Digest.

ED 321 261 (CS)Testing Students in Urban Schools: Current Prob-lems and New Directions. Urban Diversity SeriesNo. 100.

ED 322 283 (UD)Trends and Issues in Educational Technology:1989. ERIC Digest:


ED 314 099 (IR)Trends and Issues In: Teachers' Subject MatterKnowledge. Trends and Issues Paper No. I.

ED 322 100 (SP)Trends and Issues in Urban and Minority Educa-tion, 1989. Promoting the Achievement ofAt-Risk Students. Trends and Issues No, 13.

ED 315 484 (CD)Trends and Options in the Reorganization or Closure of Small or Rural Schools and Districts.ERIC Digest.

ED 321 964 (RC)Two-Way Language Development Programs.ERIC Digests.

ED 321 Sc9 (FL)Unbiased Teaching about American Indians andAlaska Natives in Elementary Schools. ERIC Di-gest.

ED 321 968 (RC)Underachievement and Educational Disadvan-tage: The Home and School ;...xperience ofAt-Risk Youth. Urban Diversity Sviies No. 99.

ED 315 485 (liD)Underachieving Gifted Students. ERIC Digest#E478.

ED 321 483 (EC)Understanding Achievement Tests: A Guide forSchool Administrators.

ED 314 426 (TM)Undocumented Children in the Schools: Success-ful Strategiet and Policies. ERIC Digest.

ED 321 962 (RC)Urban School Finance: The Quest for Equal Educational Opportunity. ERIC/CUE Digest No. 55.


ED 312 318 (UD)Use of Local Area Networks in Schools. ERICDigest.

ED 316 249 (IR)The Uses of Baby Talk. ERIC Digest.

ED 318 230 (FL)Using Customized Standardized Tests. ERIC Di-gest,

ED 314 429 (Tm)Using Literature To Teach Reading. ERIC Di-gest.

ED 313 687 (CS)Using Newspapers in the ESL Literacy Class-room, ERIC Digest.

ED 321 619 (FL)Using Personal Computers To Acquire SpecialEducation Information. Revised. ERIC Digest

#429.ED 314 914 (EC)

The Viability of the Private Junior College. NewDirections for Community Colleges, Number 69.

ED 30 649 (JC)Violence in Sports. ERIC Digest 1-89.

ED 316 547 (SP)Vocational Education in Corrections. Trends andIssues Alerts.

ED 317 847 (CE)Vocational Education Peiformance Standards.ERIC Digest No. 96.

ED 318 914 (CE)Vocational English-as-a-SecondLanguage Pro-

grams. ERIC Digest.ED 321 551 (FL)

Voices from the Classroom: Educational PracticeCan Inform Policy.

ED 311 550 (EA)When Schools and Colleges Work Together.ERIC Digest 20-88.

116

ED 316 544 (SP)

Whole Language: Integrating the LanguageArts-and Much More. ERIC Digest.

ED 313 675 (CS)Women. Work, and Literacy. ERIC Digest No.92.

ED 312 456 (CE)Working Together: The Collaborative Style ofBargaining.

ED 321 341 (EA)Write On: Children Writing in ESL.

ED 309 653 (EL.)Writing Exercises for High School Students.Teaching Resources in the ERIC Database(TRIED) Series.

ED 315 792 (CS)Youth Suicide: What the Educator Should Know.

A Special Educator's Perspective.ED 316 963 (EC)

101 Ideas to Help Your Child Learn To Read and

Write.ED 314 737 (CS)

The 1979 and 1991 White House Conferences onLibrary and Information Services. Bibliography.

ED 320 608 (IR)

Office of Special Educntion and Rehabili-tative Services (ED), Washington, DC.Div. of Innovation and Development.

Assessing the Language Difficulties of HispanicBilingual Students. Abstract 23: Research & Re-

sources on Special Education.ED 321 427 (EC)

Curriculum-Based Assessment: Research Brief forTeachers. Brief T2.

ED 312 869 (EC)Student Self-Managemm To Increase On-TaskBehavior, Research Brief ir Teachers 13.

ED 319 227 (EC)

Ohio State Cmiv, Colurnbi: , Ohio. Infor-mation Reference Center for Science,Mathematics, and Environmental Educa-tion.

A Summary of Research in Science Educa-tion-1988.

ED 321 969 (SE)

Social Science Education Consortium, Inc.,

Boulder, Colo.Geography Education for Citizenship.

ED 322 081 (SO)

Social Studies Development Center, Bloo-mington, Ind.

Geography Education for Citizenship.ED 322 081 (SO)

Schools and Civic Values. ERIC Trends/IssuesPaper No. 2.

ED 313 270 (SO)

Speech Communication Association, An-

nandale, Va.Teaching the Introductor; Public RelationsCourse: A Communication Perspective.

ED 321 335 (CS)

Spencer Foundation, Chicago, Ill.Family Day Care: Discrepancies between In-tended and Observed Caregiving Practices.

ED 321 912 (PS)

Teachers Insurance and Annuity Associa-tion, New York, NY. College RetirementEquities Fund.

Making Sense of Administrative Leadership: The

"L" Word in Higher Education. ASHE-ER1CHigher Education Report 1, 1989.

ED 316 074 (HE)

Wiscol r:enter for Education Research,Madisoi.

Teaching lathematics with Understanding toLimited English Proficient Students. Urban Di-verity Series No. 101,

ED 322 284 (UD)

BEST COPY AVAILABLE

ERIC Ready Reference # 6 mE Revised April 1991

CLEARINGHOUSES (and Other Network (iomponents)

The ERIC Clearinghouses have responsibility within the network for acquiring the significant educationalliterature within their particular areas, selecting the highest quality and most relevant material, processing(i.e cataloging, indexing, abstracting) the selected items for input to the data base, and also for providinginformation analysis products and various user services based on the data base.

The exact number of Clearinghouses has fluctuated over time in response to the shifting needs of theeducational community. There are currently 16 Clearinghouses. These are listed below, together with fulladdresses, telephone numbers, and brief scope notes describing the areas they cover.

ERIC Clearinghouse an Athi It. ('areer. aiul VocatimuilEducation (CE)

Ohio State UniversityCenter on Education and Training for Employment1900 Kenn RoadColumbus. Ohio 43210-1090Telephone: 1614) 292-4353:

1800) 848-4815 Fax: (614) 292-1260All levels of adult and continuing education from basic literacy trainingthrough professional skill upgrading. The focus is upon factors contribut-ing to the purposefu learning of aduits in a variety of life situations usual-ly re:ated to adult roles (e.g., occupation. family, leisure time, citizenship,organizational relationships. retirement. and so forth).

ERIC Clearinghouse on Counseling and PersonnelServices (CG)

University of MichiganSchool of Education. Room 2108610 East University StreetAnn Arbor. Michigan 48109-1259Telephone: (313) 764-9492 Fax: (313) 747-2425Preparatidn, practice, ana supervision of counselors at all educationallevels and in all sett:ngs. Tneoretica development of counseling andguidance, including the nature of relevant human characteristics Useand results of pe"sonne: practices and procedures Group process (coun-seling, therapy, dynamics) and case work.

ERIC Clearinghouse on Educational Management (EA)University of Oregon1787 Agate StreetEugene, Oregon 97403-5207Telephone: (503) 346-5043 Fax: (503) 346-589(1All aspects o' the governance, leadership, administration, and struciture of puolic and pr vete educational organizations at the elementaryand secondary levels, including the provision of physical f acilities fortheir operation.

ERIC Clearinghouse on Elementary and EarlyChildhood Education (PS)

University of IllinoisCollege of Education805 W. Pennsylvania AvenueUrbana, Illinois 61801-4897Ti...ephone: (217) 333-1386 Fax: (217) 244-4572All aspects of the physical, cognitive, social, emotional, educational,and cultural development of children, from birth through early adoles-cence. Among the topics covered are: prenatal and infant developmentand care; parent education; home and school relationships; learning the-ory research and practice related to children's development; prepara-tion of early childhood teachers and caregivers: and educationalprograms ana community services for children.

111

ERIC Clearinghouse on Handicapped and GiftedChildren (EC)

Council for Exceptional Children1920 Association DriveReston. Virginia 22091-1589Telephone: (703) 620-3660 Fax: (703) 264-9494

All aspects of the education and development of persons (of all ages)who have disabilities or who are gifted, including the delivery of all typesof education-related services to these groups. Includes prevention, iden-tification and assessment, intervention, and ennchment for thesegroups. in both regular and special education settings.

ERIC Clearinghouse on Higher Education (HE)George Washington UniversityOne Dupont Circle, N.W., Suite 630Washington. D.C. 20036-1183Telephone: (202) 296-2597 Fax: (202) 296-8379

All aspects of the conditions, programs. and problems at colleges anduniversities providing higher education li.e., four-year degrees and be.yond) This includes: governance and management; planning; finance:inter-institutional arrangements; business or industry programs lead-ing to a degree; institutional research at the col:egeamiversity level;Federal programs; legal Issues and legislation; Professional educationIe.g medicine, law, etc.) and professional continuing education.

ERIC Ckaringhouse on Information Resources (IR)Syracuse UniversityHuntington Hall. Room 030150 Marshall StreetSyracuse, New York 13244-2340Telephone: (315) 443-3640 Fax: (315) 443-5732

EdJcational technology and libraryiinformation science at ail academ-ic levels and with all populations, including the preparation of profes-sionals. The media and devices of educational communication, as theypertain to teaching and learning (in both conventional and distance edu-cation settings). The operation and management of libraries and infor-mation services. All aspects of information management and informationtechnology related to education.

ERIC Clearinghouse for Junior Colleges (JC)University of California at Los Angeles (UCLA)Math-Sciences Building, Room 8118405 Hilgard AvenueLos Angeles, California 90024-1564Telephone: (213) 825-3931 Fax: (213) 206-8095

Development, administration, and evaluation of two-year public andprivate community and junior colleges, technical institutes, and t wo-year branch university campuses. Two-year college students, faculty,staf, f curricula, programs, support services, libraries, and communityservices. Linkages between two-year colleges and business/industri-al/community organizations. Articulation of two-year colleges withsecondary and lour-year postsecondary institutions,

112 ERIC Clearinghouse on Languages and Linguistics (FL)Center for Applied LinguisticsI 118 22nd Street. N.W.Washington. D.C. 20037-0037Telephone: (202) 429-9551 Fax: (202) 429-9766Languages and language sciences. All aspects of second languageinstruction and learning in all commonly and uncommonly taughtlanguages, including English as a second language. Bilingualism andbilingual education. Cultural education in the context of second languagelearning, including intercultural communication, study abroad, andinternational educational exchange. All areas of linguistics, includingtheoretical and applied linguistics, sociolinguistics. andpsycholinguistics.

ERIC Clearinghouse on Rec min,q awl CommunicationSkills (CS)

Indiana Universit). Smith Research Center2805 East 10th Strt.!t, Suite 150Bloomington, Indiana 47408-2698Telephone: (812) 855-i847 Fax: (812) 855-7901Reading and writing. English (as a first language), and communicationsski(Is (verbal and nonverbal), kindergarten through college. Includesfamily or intergenerational literacy. Research and instructionaldevelopment in reading. writing. speaking, and listening. Identification,diagnosis, and remediation of reading problems. Speech communication(including forensics), mass communication (including journalism),interpersonal and small group interaction, oral interpretation, rhetoricalanc communication theory, and theater/drama. Preparation ofinstructional staff and related personnel in all the above areas.

ERIC Clearinghouse on Rural Education and SmallSchools (RC)

Appalachia Educational Laboratory1031 Quarrier StreetP.O. Box 1348Charleston. West Virginia 25325-1348Telephone: (800) 624-9120 (Outside WV)

(800) 344-6646 (In WV) Fax: (304) 347-0487Curriculum and instructional programs and research/evaluation effortsthat address the education of students in rural schools or districts. smallschools wherever located, and schools or districts wherever locatedthat serve Amencan Indian and Alaskan natives, Mexican Americans.and migrants, or that have programs related to outdoor education.Includes the cultural. ethnic, linguistic, economic, and social conditionsthat affect these educational institutions and groups. Preparationprograms, including related services, that train education professionalsto work in such contexts.

ERIC Clearinghouse for Science, Mathematics, andEnvironmental Education (SE)

Ohio State University1200 Chamhers Road, Room 310Columbus. Ohio 43212-1792Telephone: (614) 292-6717 Fax: (614) 292-0263Science, mathematics, engineering/technology, and environmentaleducation at all levels. The following topics when focused on any ofthe above broad scope areas applications of learning theory; curriculumand instructional materials; teachers and teacher education; educationalprograms and projects; research and evaluative studies; applicationsof educational technology and media.

ERIC Clearinghouse for Social Studies/Social ScienceEducation (SO)

Indiana UniversitySocial Studies Development Center2805 East 10th Street, Suite 120Bloomington, Indiana 47408-2698Telephone: (812) 855-3838 Fax: (812) 855-7901All aspects of Social Studies and Social Science Education, includingvalues education land the social aspects of environmental educationand sex education), international education, comparative education, andcross-cultural studies in all subject areas (K-12). Ethnic heritage, genderequity, aging, and social bias/discrimination topics. Also covered aremusic. art, and architecture as related to the fine arts.

1 10

ERIC Clearinghouse on Teacher Education (SP)American Association of Colleges for Teacher

Education (AACTE)One Dupont Circle. N.W., Suite 610Washington, D.C. 20036-2412Telephone: (202) 293-2450 Fax: (202) 457-8095School personnel at all levels. Teacher recruitment, selection, licensing,certification, training, preservice and inservice preparation, evaluation,retention, and retirement. The theory, philosophy, and practice ofteaching. Organization, administration, :inance, and legal issues relatingto teacher education programs and institutions. All aspects of health,physical, recreation, and dance education.

ERIC Clearinghouse on Tests, Measurement, andEvaluation (TM)

American Institutes for Research (AIR)Washington Research Center3333 K St.. N.W.Washington, DC 20007-3541Telephone: (202) 342-5060 Fax: (202) 342-5033All aspects of tests and other measurement devices The design andmethodology of research. measurement. and evaluation. The evaluationof programs and projects. The application of tests, measurement. andevaluation devices/instrumentation in educational projects andprograms.

ERIC Clearinghouse on Urban Education (UD)Teachers College, Columbia UnivetsityInstitute for Urban and Minority EducationMain Hall, Room 300, Box 40525 W. 120th StreetNew York. New York 10027-9998Telephone: (212) 678-3433 Fax: (212) 678-4048The educational characteristics and experiences of the diverse racial,ethnic. social class, and finguistic popuiations in urban (and suburbanschools. Curriculum and instruction of students from these populationsand the organization of their schools. The relationship of urban schoo Sto their communities. The social and economic conditions that affectthe education of urban populations, with particular attention to factorsthat place urban students at risk educationally, and ways that publicand private sector policies can improve these conditions.

Educational Resources Information Center (Central ERIC)-U.S. Department of EducationOffice of Educational Research and Improvement (OERI)555 New Jersey Ave., N.W.Washington. D.C. 20208-5720Telephone: (202) 219-2289 Fax: (202) 219-1817

ERIC Processing & Reference FacilityARC Professional Services GroupInformation Systems Division2440 Research Boulevard, Suite 400Rockville. Maryland 20850-3238Telephone: (301) 258-5500 Fax: (301) 948-3695

ERIC Document Reproduction Service (EDRS)Cincinnati Bell Information Systems (CBIS) Federal7420 Fullerton Road, Suite 110Springfield. Virginia 22153-2852Telephone: (703) 440-1400

(800) 443-ERIC Fax: (703) 440-1408

Oryx Press4041 North Central Avenue at Indian SchoolPhoenix, Arizona 85012-3397Telephone: (602) 265-2651

(800) 279-6799

ACCESS ERICAspen Systems Corporation1600 Research BoulevardRockville, Maryland 20850-3166Telephone: (301) 251-5045

(800) 873-3742

Fax: (602) 265-6250

Fax: (301) 251-5212

HOW TO ORDER ERIC DOCUMENTS

EDRS DOCUMENT REPRODUC110N SERVICE7420 FULLERTON ROAD, surrE 110

SPRINGFIELD, VA 22153-2852

OPERATED BYCINCINNATI BELL INFORMATION SYMMS (CMS) FEDERAL

1103.4434742 7034404400

IMPORTANT INSTRUCTIONS TO COMPLETE THIS ORDER FORM

113

111==Order by 6 digit ED numberEnter unit price

+I1Specify either Microfiche (MF) or Paper Copy (PC)include shipping charges

ED NUMBERNO. OFPAGES

NO. OF COPIES

UNIT PRICETOTAL UNIT

COSTMF PC

TOTAL NO. OF PAGES SUBTOTAL

UNIT PRICE SCHEDULE

MICRORCHE (MR) PAPER COPY (PC)

RESIDENTS OF VA, MD ANDDC - ADD APPUCABLESALES TAX

MADER FICHE EACH ED II PRICE CODE Prim MAU(R MED EACH ED PRICE CODE Moe1 ID 6 Ws Memos) IM1 $1.16 1 Io 25 PC01 $3.12

Elkoh addlionii mlordolts Each addlional 25 paw13.12odatkosum pips) $ . 15

SHIPPING CHARGES

TOTAL COST

CHARTS FOR DETERMINING SHIPPING CHARGES

U.S. POSTAL SERVICE 1st CLASS POSTA E FOR MICROFICHE ONLY

1-7 8-19 20-30 31-42 43-54 5547 68-00Microfiche Microfiche Microfiche Microfiche Microfiche Microfiche Mk:roach.

ONLY ONLY ONLY ONLY ONLY ONLY ONLY

$029 $0.52 $0.75 $0.98 $121 61.44 $1.67

UNITED PARCEL SERVICE CHARGES FOR CONTINENTAL U.S. SHIPMENTS ONLY''UPS will not deliver to a P.O. Box Number. A Street Address must be provided.

1 b. 2 bs. 3 be. 4 be. 5 be. 6 be. 7 be. 8 to 10 be.81-160 MF 161430 MF 331-50O MF 501470 MF 671440 MF 841-1010 AW 1011-1180 1AF 1181-1090 MF

or 1-75 PC or 76-150 PC or 151-225 PC or 226-300 PC or 301475 PC or 376-450 PC or 451-525 PC 526-750 PCPAGES PAGES PAGES PAGES PAGES PAGES PAGES PAGES

Not to Exceed Not Io Exceed Not to Eased Not lo Exceed Not to Eased Not lo Bcoeed Not to Exosed Not lo Exceed$2.79 $3.30 $3.74 $4.011 64.31 64.53 $4.77 85.1745.94

NOTECodoro kr 81 or more elicit:9Mo and el aidsm for pow cordos (PC) m be shippid Om UMW Paul

II II I

PAYMENTS: You may pay by1. Endosing CHECK or MONEY ORDER Win your order. Foreign 0110101M, duds mum tis draw on a U.& bank2. Chirp lo MallsiCard or MA amount &Or maid number, card mmiralion die end signature. (EDRS also scosias isisphono ado. whoa dun* to MasloiCard or

MA amount.)& PURDHASE ORDERS: U.S. cuslormws 'nay mhos an au/hod:LW origami insvemoo order. No purchase odors am accoplod from lorsign manors.4. Charge b a DEPOSIT ACCOUNT. Eider deposit amount number and sign Wow Nrm.

PLEASE INDICATE MEMOD OF PAYMENT AND ENTER REQUIRED INFORMATION.

0 Check or Money Order 0 Purchase Order (ATTACH ORIGINAL PURCHASE ORDER)

o MasierCard 0 VISAAccount Number

OSignature

Deposit Account Number

Signature

WE HCWOR

BOTH

ENTER "SHIP TO" ADDRESS

CALL TOLL FREE 1-800-443-ERIC (3742) 24 HOURS A DAY - 7 DAYS A WEEKALLOW 5 WORKING DAYS FOR EDRS TO PROCESS AND SHIP YOUR ORDER

119

114

EXPEDITED DOCUMENT DELIVERY

Expedited delivery of ERIC documents is available.

Call in your order 24 hours a day toll free 1-800-443-ERIC (3742).Fax your order 24 hours a day 703-440-1408.

Your order will be shipped to you, by the method you select, on the fifth (5th) woricing day after receipt.

To insure expedited receipt, request shipment by either:

USPS fixpress Mail Federal ExpressUPS Next Day Air FAX transmission of your document

Shipping and FAX transmission charges will be added to the cost of the document(s) by EDRS.

These requesting and delivery methods are in addition to the 3-day delivery services available in response to orders receivedthrough the use of on-line data base services.

STANDING ORDERS SUBSCRIPTION ACCOUNTSSubsoiplion add. tor documents in the monthly issue al Resouress In Education (ME) we available on microfiche tram EMS. 'The micrdle ay furnished on a di=film bee and without smokess at $0.111 per microliche. II you priest sever hada farn base, the cost 111 $0.225 per rriciodche and 'soh microfiche is keened inkemadve invokes. SHIPPING CHARGES ARE ErfRA. A Sanding Order A000unt may be opened by demean, $1300.00 ot subrittling an emixaed punters order.The con of each issue and sliming wti be charged alpinet the account. A monthly stMement of the account oil be furnished.

BACK COLLECTIONSBook codections of documents r se isms of Resourose In Education (RIE) since 19136 are mild* on mica:Ache at e unit peke ol $0.131 per micraddie. The collectionsfrom 1986 through 1005 are Ames= on *Midair flm base end without erweiopes. Since 1086, =moons ate furnished on e diszo Sm base without envelopes. SHIPPINGCHARGES ARE EXTRA. For pdcing inknnalion, wits or oal i fras 1400443-ER1C (3742).

GENERAL INFORMATION1. PRICE LISTThe Moos set lath herein may be charged without Kam; however, any pia change is subject to the approvalof the Contracdng OfilowAISED/Office of Educeitioni Resswohand InpummentoContracts snd Grand Management

2. PAYMENTThe wioes est forth herein do not include any sales, use, excise. or similar ams thet may apply to the sale of microfiche or psper copy to the Customer. The del of suchlesse, if any, OM be borne by the Customer.

Payment @hi be made net *My (30) days hom dets of invoice. Payment Mil be without amass to CMS Federal.3. REPROOUCTIONExprem permission to reproduce a corwrigraed downer* provided hereunder must be obteined fium the =right hcedernoted on the Me page al such ow/righted document4. COMMENCESCMS Federal Mil not be lode to Ccielomer or erg other person for err/ Whin or ststay in the Woman= of any callpflon such Maas or May (a) is due to events beyondthe corbel of CMS Federal indudIng, bA not Imited to, dre, Mom loot thqielse, espizeon, sodden.. sole of the grfAlo enemy. antes, lode* labor deputes. Shotshanks*. sot Noposess. trateportadon entagoes or delays, Miura or shortage of metwais. supplies or machinery, aces of God, or ads or Prans or FOIONIPO of ohsfederal, MO, or loci gramma* 0) is due to Mures of palominos of suboznbacsote beyond CINS Federatemind and IOW negdgmoe on the pat of GM Federal;or (o) is due to 1111001101111 di Imamate kdormMon %trashed by Customer.

5. LABILITYCOM Tidwell lly, P1 any, siting Maunder shed riot aimed netalkalon col drarges.

In no scent doll CMS Federal be Sable tor smolt consequendal. or kaideled damages Mang from die pionisim d services heraunder.S. WARRANTYCMS FEDERAL MNGS NO WARRANTY. EXPRESS OR IMPUED, AS TO ANY MATTER WHATSOEVER, INOWDING AMY WARRANTY OF MERCHMITAINUTY ORFTTNESS FOR ANY PARTICULAR PURPOSE.

7. ClUAUTYCOM Federal we mime moduds returned becalm of reproduction detectsor incompieteness. The guilty of the ircut dimwit is not the feeponstaty at CMS Federal.Best availabie copy al be =pestI. CHANGESNo mast ellwation, or modem= of wy of the maid= heed shell be dram unless in waling and signed by an ofIker ol CMS Federal.9. DEFAULT AND WAIVER

If cuelorner kits with rasped to thie or any oder agreerrient voith CMS Federal to pm any Make when due or lo accept any **mire Gs added, CINS Federalmay, withal prejudice to other remodel, deter any further ettements mil the &MA is oonected, or Imo comet the order.

b. No course of conduct nor any delay of CMS Fedora In meraising arry Agra hereunder shit maw any rig,* of CMS Federal or malty tle Agreement.10. 00YERMIG LAWThis Agreement shall be construed to be between merchents. Any gime= concerning iss vdldity, consbutdor, or palominos shal be governed by the laws of the Samof Virginia.

11. DEPOSE ACCOUNTSCustoms oho have a contiming need for ERIC &amend mov open a Deposit Account by deposling a filename of $300.00. Once Depoeit Amount is opened. ERICdooms* MI be ewe upon raqueut and the account chimed for the =al cost and posige. A monthly =went of the amount wig be furnished.12. PAPER COPY (PC)A paper oopy (PC) is a mrographic reproducbm, on peper, of the ortgrnmi documet Each paw copy hes a Wan °idol cover to Merely and protect the document,13. FOREIGN POSTA=Posta. for at =Wes other dim the United MIN is be= on the intemalionel Post= Rates in effect at the Wm the order is shipped. To theemine pabge. Maw 100mired= or 75 (PC) move per pourk. Customers must specity the met dasaficadon of mei desired, and indude the pampa kr that camiliketion nth theiroraer. Paymentmud be in United Steke funds.

12uINCT PIM Mir Aim