ERIC Document Reproduction Service Research Articles

Programas de indução que mantêm os novos professores ensinando e melhorando

Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis. Este artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.

Adults With Low Literacy Skills: How SLPs Can Help

Adults With Low Literacy Skills: How SLPs Can Help

Book & Resource ReviewsAcademic Dishonesty: An Educator's Guide, by WhitleyBernard E.Jr., and Keith-SpiegelPatricia. Mahwah, NJ: Lawrence Erlbaum Associates, 2002. 169 pages, soft cover.

Academy of Management Learning & EducationVol. 5, No. 1 Book & Resource ReviewsBook & Resource ReviewsBarry R. ArmandiBarry R. ArmandiState University of New York—Old WestburyPublished Online:30 Nov 2017https://doi.org/10.5465/amle.2006.20388394AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCES Bartindale B. 2004. Trying to keep students honest at universities. Mercury News. Retrieved from http://www.mercurynews.com. Google Scholar Cordeiro W. P. 1995. Should a school of business change its ethics to conform to the cultural diversity of its students? Journal of Education for Business, 71: 27–29. Google Scholar Davis K. 1992. Student cheating: A defensive essay. English Journal, 81 (6): 72–74. Google Scholar McCabe D. L. , Trevino L. K. 1993. Academic dishonesty: Honor codes and other contextual influences. Journal of Higher Education, 64: 522–538. Google Scholar Moffat M. Undergraduate Cheating. Unpublished Manuscript, Department of Anthropolgy, Rutgers University, (ERIC Document Reproduction Service No. ED 334921). Google Scholar Pavala G. 1978. Judicial review of academic decision-making after Horowitz. School Law Journal, 55(8): 55–75. Google Scholar Robinson J. 1992. International students and American university culture: Adjustment issues. Paper Presented at the Meeting of the Washington Area Teachers of English to Speakers of Other Languages, Arlington, VA, (ERIC Document Reproduction Service No. ED 350968). Google ScholarFiguresReferencesRelatedDetails Vol. 5, No. 1 Permissions Metrics Downloaded 2 times in the past 12 months History Published online 30 November 2017 Published in print 1 March 2006 Information© Academy of Management Learning & EducationKeywordsBOOKS -- ReviewsCHEATING (Education)NONFICTIONPDF download

The residual impact of information technology exportation on Thai higher education

Beck, S. (2002). Confucius and Socrates: Compare and contrast. Retrieved March 14, 2003, from http://www.san.beck.org/C%26S-Compared.html Brooks, A.R. (1997). Learning strategies as learning inhibitors for Chinese speakers (Report No.FL-024732). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED411680). Cornell, R.A., Ku, H.Y., Tao, Y., Tsai, M.H., & Pan, C.C. (2000, October). Views from an Asian bridge: How international students see us and still survive.

Engagement in advocacy and policy research: The critical role of motivation, obstacles, and resources

In the present political climate, politicians are singling out children's programs and services for budget cuts. The need for teacher education programs to prepare early childhood teachers as children's advocates is becoming ever more evident. For years, the National Association for the Education of Young Children has called for greater involvement of early childhood educators as advocates for programs and services that promote children's health and education. In teacher education programs, however, this call has largely gone unheeded. The purpose of this article is to discuss the importance of involving teacher candidates in advocacy activities and policy research, the obstacles that teacher educators can face when incorporating advocacy components into their teacher education courses and programs, and resources and strategies they can use. This discussion builds upon a motivation‐obstacles‐resources framework developed for adoption of innovative practices [Mintrom, M. (2001). Achieving quality early childhood education for all: Insights from the policy innovation diffusion research (ERIC Document Reproduction Service No. ED 451 959). Working Paper Series. New York, NY: Foundation for Child Development].

How Many People Search the ERIC Database Each Day?

ABSTRACT This study estimated the number of people searching the ERIC database each day. The Educational Resources Information Center (ERIC) is a national information system designed to provide ready access to an extensive body of education-related literature. Federal funds traditionally have paid for the development of the database, but not the dissemination of the information. This model has precluded collecting accurate information about use of the database. Data from the ERIC Document Reproduction Service (EDRS) and two of ERIC's clearinghouses, the Clearinghouse on Information Technology and the Clearinghouse on Assessment and Evaluation were used to make estimates of the number of users of the database as a whole. Referrals from these two clearinghouses accounted for 10.02t of the referrals to EDRS in September 2001. The estimate suggests that at least 86 million searches of the ERIC database will be conducted over the next year. This is more than seven million searches a month and more than 230,000 searches a day. This can be considered to be an average of more than 18 searches per year for each of the 4.7 million teachers, college of education professors, and college of education students in the United States. (SLD)

Public History: An ERIC/ChESS Sample

The Educational Resources Information Center (ERIC), sponsored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) is one of sixteen subject-oriented clearinghouses that compose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research re ports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background informa tion on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 440-1400; ; ; or copied from an ERIC microfiche collection, avail able at many libraries. ERIC/ChESS welcomes requests for general information or sample database searches on topics within the social studies, social sciences, and music and art education. Contact ERIC/ChESS by telephone at (800) 266-3815 or (812) 855-3838, or by e-mail at .

The Great Depression: An ERIC/ChESS Sample

Educational Resources Information Center (ERIC), sponsored by U.S. Department of Education, is largest and oldest education information system in world. ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) is one of sixteen subject-oriented clear inghouses that compose ERIC system. heart of this system, ERIC database of education-related literature, con tains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and confer ence papers are included. ERIC database is available free in many large public and university libraries and on Internet. listings below are drawn from ERIC database and include both teaching materials and general background informa tion on topic. key to obtaining full text of materials cited below is unique ERIC number assigned to each item in database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 440-1400; ; ; or copied from an ERIC microfiche collection, avail able at many libraries. ERIC/ChESS welcomes requests for general information or sample database searches on topics within social studies, social sciences, and music and art education. Contact ERIC/ChESS by telephone at (800) 266-3815 or (812) 855-3838, or by e-mail at . Background Information Brinkley, Alan. The New Deal: An Overview. Social Education 60 (September 1996): 255-58. EJ534967. This ar ticle characterizes New Deal as the single most important twentieth-century episode in creation of modern Ameri can state. Brinkley discusses astonishing range of legisla tive activity enacted to respond to Great Depression and ensuing political opposition. He frankly evaluates those programs that failed. Cohen, Robert. Dear Mrs. Roosevelt: Cries for Help from Depression Youth. Social Education 60 (September 1996): 271 76. EJ534971. Cohen personalizes devastating effect of Great Depression on young people through excerpts of letters sent to Eleanor Roosevelt. Young people across country responded to First Lady's efforts on behalf of poor and dispossessed. author also discusses many relief and work programs created by New Deal. Fogel, Jared A., and Robert L. Stevens. The Safford, Arizona, Murals of Seymour Fogel: A Study in Artistic Controversy. Social Education 60 (September 1996): 287-91. EJ534976. Fogel and Stevens examine controversy surrounding art works commis sioned by Works Progress Administration (WPA). Attempt ing to create work for depression-era artists, WPA often commissioned murals for government buildings. article recounts experience of Seymour Fogel, whose positive portrayal of Native Americans ran contrary to racist senti ments in Safford, Arizona. Maney, Patrick J. The Rise and Fall of New Deal Congress, 1933-1945. OAH Magazine of History 12 (Summer 1998): 13-19. EJ572677. This article recounts role of Congress in creating New Deal legislation. Maney argues that impetus for many pieces of legislation came from Congress, not from President Roosevelt. He suggests that story of

Family History: An ERIC/ChESS Sample

The Educational Resources Information Center (ERIC), sponsored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Sci ence Education (ERIC/ChESS) is one of sixteen subject-oriented clearinghouses that compose the ERIC system. The heart of this system, the ERIC database of education-related literature, con tains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and confer ence papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background infor mation on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic librar ies, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153 2852; (800) 443-3742; (703) 440-1400; ; ; or copied from an ERIC microfiche collec tion, available at many libraries. ERIC/ChESS welcomes requests for general information or sample database searches on topics within the social studies, social sciences, and music and art education. Contact ERIC/ ChESS by telephone at (800) 266-3815 or (812) 855-3838, or by e-mail at . Background Materials Barbour, Alton. Where Do American Family Names Come From? Paper presented at the Annual Conference of the Na tional Council of Teachers of English, Denver, CO, 18-23 November 1999. ED435995. This document presents a brief overview of the history and origins of mainly European family names from the twelfth century forward and is envisioned as a one-class-period session for secondary or college English teachers and those interested in semantics. Sections included are the history of naming, reasons for naming, guidelines for name origins, and special cases. The piece contains four references, a worksheet for matching names and origins, and a key to the worksheet. McLellan, Francis R. Strengthening Adolescent Identity Forma tion through Development and Presentation of Family Literary Docu ments. Ed.D. Practicum, Nova University, 1993. EDRS Price: MF01/PC03 Plus Postage. ED362901. This article describes a practicum designed to supplement the study of literary classics by adding a component to strengthen adolescent identity forma tion. Students generate and present family literary documents, including varieties of familial cultural artifacts. Using lessons published by experienced teachers in professional journals, stu dents draw maps of points of family interest; write autobiographies, self-reports, and journal essays; invent coats of arms; create histories and scenarios of important family events; compile family trees; and write and publish essays in defense or in celebration of larger group/ familial memberships. Four color charts of data and nine student developed coats of arms are appended. Ryant, Carl. History and the Family: A Tool for the Documentation and Interpretation of Family History. Teaching History: Ajournai of Methods 15 (Fall 1990): 51-56. EJ429246. Ryant discusses the role of oral history in the documentation and interpretation of family history and gives information for con structing and managing information in interviews. Oral history,

The First Ladies: An ERIC/ChESS Sample

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that com pose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

Desegregation: An ERIC/ChESS Sample

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that com pose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

The Industrial Revolution: An ERIC/ChESS Sample

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that com pose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890), can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

The Korean War: An ERIC/ChESS Sample

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that com pose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890), can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

Electronic Texts in ESOL Classrooms

Testing Service. Lubbe, S., Heaney, L., & Swank, K. (1997). Implementing information technology at the Border Technikon in South Africa. Educational Technology Research and Development, 45, 124-129. Nakayama, S., & Griek, L. (Eds.). (1998). Teacher education for the effective use of new information media in schools. Innovation and reform in teacher education for the 21st century in the Asia-Pacific region. 1997 report. Higashi-Hiroshima City, Japan: UNESCO-APEID Associated Center. (ERIC Document Reproduction Service No. ED 418 697) Pelgrum, W.,Janssen Reinen, I., & Plomp, T. (Eds.). (1993). Schools, teachers, students, and computers: A cross-national perspective (IEA-Comped Study Stage 2). Enschede, Netherlands: University of Twente, Center for Applied Educational Research. (ERIC Document Reproduction Service No. 372 734) Tabata, Y., Suzuki, M., & Iwasaki, H. (1998). Computers in schools: The present situation in Japan. In S. Nakayama & L. Griek (Eds.), Teacher education for the effective use of new information media in schools. Innovation and reform in teacher education for the 21st century in the Asia-Pacific region. 1997 report (pp. 91-98). Higashi-Hiroshima City, Japan: UNESCO-APEID Associated Center. (ERIC Document Reproduction Service No. ED 418 697) Taylor, C., Kirsch, I.,Jamieson,J., & Eignor, D. (1999). Examining the relationship between computer familiarity and performance on computer-based language tasks. Language Learning, 49, 219-274. U.S. Department of Education, National Center for Education Statistics. (1998). Chapter 7: Learning resources and technology. In Digest of Education Statistics 1997 (NCES No. 98-015). Washington, DC: U.S. Government Printing Office. Retrieved May 11, 2000, from the World Wide Web: http://nces.ed.gov/pubs/digest97 /d970007.html. Van der Wal, R. W. E., & Pienaar, A.J. (1996/1997). Bringing computers to Qwaqwa, South Africa. Learning and Leading With Technology, 24, 12-14.

Teacher Education Reform: An ERIC Bibliography

Reform in teacher education has been a pervasive subject of intensive debate and activity among educators and others, particularly in the years since the report A Nation at Risk (National Commission on Excellence in Education, 1983), and, more recently, What Matters Most: Teaching for America's Future (Darling-Hammond, 1996) were published. The material reviewed here offers recent insights into a few issues: the role of administrators in reform; the current focus on standards for educational improvement; and the need to evaluate the effect of collaborative efforts between schools, colleges, or departments of education and public schools or school districts, known as Professional Development Schools (PDSs). The following selected annotated journal articles and documents in the ERIC database provide perspectives in these three areas. The education journals (EJ) cited in the bibliography are available at most research libraries. Education documents (ED) can be read at more than 900 microfiche collections in libraries, educational organizations, and school districts, or ordered online at the Internet web site of the ERIC Document Reproduction Service (EDRS) at http://edrs.com. Paper or microfiche copies of documents can be ordered from EDRS at 7420 Fullerton Road, Suite. 110, Springfield, VA 22153-2852; (800) 443-3742 or (703) 440-1440; FAX (703) 440-1408; E-mail: service@edrs.com. Journals without an EJ designation are in the process of being included in the ERIC database at the time of this writing. Leadership in Education Reform Dilworth, M. E. (Ed.). (1998). Of course it matters. Putting the National Commission Report into action. Washington, DC: ERIC Clearing-house on Teaching and Teacher Education. ED 417156 In this response to What Matters Most: Teaching for America's Future (Darling-Hammond, 1996), leaders in four different levels of education reflect on reform efforts that address concerns about standards, teacher preparation, and ongoing professional teacher development. A school district superintendent presents organizational innovations in a large urban school system; the dean of a school of education examines the impact of the report recommendation on schools, colleges, and departments of education; the executive director of a state standards board discusses adapting new licensing standards to fit local needs; and the executive director of a professional development association describes the organization's efforts to create benchmarks for improvement. In the final section, the original report's author discusses responses of these and other leaders to the National Commission recommendations. Hinton, J. G. (1997, January). Administrative impediments to reform and curricular change in science and mathematics for preservice teachers. Paper presented at the Southwest Educational Research Association, Austin, TX. ED 362464 The author presents a case study of the reform of a preservice program for teachers of math and science. Critical to reform was the participation of two departments in revising their curricula according to the National Science Foundation and the National Council for Teachers of Mathematics standards. The study focused on the process of change as it evolved in the two departments. Of interest here are the differences observed between the two departments in the scope and duration of the reforms, which the study attributes to the role of the department chair in promoting the reform. Although the faculties of both departments were actively engaged, and their mutual dean was supportive, successful reform was traced to the proactive role of the department chair. Standards in Education Reform Blackwell, S. (1997, March). The dilemma of standards-driven reform. Paper presented at the annual meeting of the Conference on College Composition and Communication, Phoenix, AZ. ED 410565 Blackwell examines the expectations for reform laid on teacher education by the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. …

Migrations: An ERIC/ChESS Sample

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that compose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890), can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

Orientations, purposes and reflection: a framework for understanding action research

Interest in action research has grown exponentially during the last twenty years. Each year, more and more educators are becoming involved in action research through a variety of activities, such as credit-bearing courses, school restructuring efforts, and professional development. Because of the different roles and perspectives of participants in these activities (teachers, teacher educators, school administrators, parents), multiple models of action research have evolved.In this paper we present a framework for the comparison and evaluation of action research that transcends differences among existing models. Our framework or schema has as its dimensions theoretical orientation [Grundy, S. (1987). Curriculum: products or praxis. Falmer: New York] purposes [Noffke, S. (1997). Review of Research in Education, 22, 305–343] and types of reflection [Rearick, M. (1998). ERIC Document Reproduction Service No. ED 412 229]. We tested our framework by using it to analyze several recent books on action research written by teacher educators. When applied to those current studies, our framework served to clarify the different approaches employed: what orientations were served (technical, practical, emancipatory), what purposes of action research were emphasized (personal, professional, or political), and what types of reflective processes were used (autobiographical, collaborative, or communal). The schema that we offer here can help future action researchers find the model most suited to their objectives and interests.

Using Literature to Teach History: An ERIC/ChESS Sample

T^he Educational Resources Information Center (ERIC) infor mation network is the largest database for educational litera ture in the world. One ofthe greatest strengths of this database is the interdisciplinary nature of its documents. These documents cover fields as diverse as science, rhetoric, and journalism, as well as the social studies. Each ERIC entry is preceded by a unique identifier. The EJ designation identifies the source as an educational journal. These are easily located in most academic libraries or are available through interlibrary loan. Items preceded by an ED designation encompass a wide variety of types, including research papers, books, conference proceedings, government documents, lesson plans, and many oth ers. These items are also available in many libraries, or copies can be ordered from the ERIC Document Reproduction Service (EDRS). For additional information, contact EDRS, 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852 or call (800) 443-3742 or e mail . The ERIC Clearinghouse for Social Studies/Social Science Education (ChESS) welcomes requests for searches regarding any aspects of social studies, such as lesson plans, instructional materials, research articles, and general information. Please contact David Kelly, ERIC Clearinghouse for Social Studies/Social Science Educa tion, (800) 266-3815; .

Imperialism: An ERIC/ChESS Sample

The Educational Resources Information Center (ERIC) system encompasses the world's largest and most frequendy used educational database. This database contains over 900,000 records with approximately 13,000 new documents added each year. These include journal articles, research papers, books, conference proceedings, government documents, and many others. One ofthe greatest strengths ofthe database is the interdiscipli nary nature of its inclusion. The selected documents below include coverage from fields as diverse as science, rhetoric, and journalism, as well as the more traditional social studies. The EJ designation at the beginning ofthe record identifies the source as an educational journal. These are easily located in most academic libraries or are available through interlibrary loan. Those items preceded by an ED designation are also available in many libraries or copies may be ordered from the ERIC Document Reproduction Service (EDRS). For additional information, contact EDRS, 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852 or call (800) 443-3742 or e-mail edrs@inet.ed.gov. The ERIC Clearinghouse on Social Studies/Social Science Education (ChESS) welcomes requests for searches regarding any aspect of social studies from lesson plans/instructional materials to research articles and/or general information. Please contact: Mat thew Paris, ERIC Clearinghouse for Social Studies/ Social Science Education at (800) 266-3815 or e-mail mjparis@indiana.edu. * * *

History of Science and Technology: An ERIC/ChESS Sample

The Educational Resources Information Center (ERIC) system encompasses the world's largest and most frequently used educational database. This database contains over 900,000 records with approximately 13,000 new documents added each year. These include journal articles, research papers, books, conference proceedings, government documents, and many others. One of the greatest strengths of the database is the interdis ciplinary nature of its holdings. The selected documents below include coverage from fields as diverse as science, rhetoric, and journalism, as well as the more traditional social studies. The EJ designation at the beginning of the record identifies the source as an educational journal. These are easily located in most academic libraries or are available through interlibrary loan. Those items preceded by an ED designation are also available in many libraries, or copies may be ordered from the ERIC Docu ment Reproduction Service (EDRS). For additional information, contact EDRS, 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852 or call (800) 443-3742 or e-mail . The ERIC Clearinghouse on Social Studies/Social Science Education (ChESS) welcomes requests for searches regarding any aspect of social studies from lesson plans/instructional materials to research articles and/or general information. Please contact: Matthew Paris, ERIC Clearinghouse for Social Studies/Social Science Education at (800) 266-3815 or e-mail . Mr. Paris is an informa tion specialist and occasional actor. He holds a B.S. in Education with an emphasis in Social Studies and a Master s in Library and Information Science from Indiana University.