Improvement EDUCATIONAL RESOURCES INFORMATION CENTER Research Articles

A Taxonomy of Responses and Respondents to Literature

The stasis, stock, kinetic, spectator, and dialectic responses to literature all serve to deny the popular misconception that literary analysis invariably deals a death blow to the vitally engaged, spontaneous, and thus authentic response. Stasis is a response in which an intuited imaginative identity between subject and object develops in an almost instantaneous recognition of the entire form of the literary work. The stock response exists at a pre-critical level, Lad concerns itself with cliched thought and ego-massage. Kinetic response involves compulsive action and engagement through visceral states and pseudo-feeling. The spectator response is detached and disinterested, and operates at the critical level. The dialecti.: response incorporates intellectual and emotional working through to attain imaginative identity and oscillates between engagement and detachment. The dialectic response to literature is the only response that moves between all levels (precritical, critical, postcritical, and autonomous). Actual student responses to Sinclair Ross's short story "The Painted Door" and John Updike's story "A&P" illustrate the variety of responses possible in the literature classroom. (Thirty-eight notes and two diagrams are included.) (RS) XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX M Reproductions supplied by EDRS are the best that can be made from the original document. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY CLJA.A.N.Q -any\ CLS TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office of Educatioziat Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as orecena received from the person-or organization C Minor changes have been made to improve reproduction quality POintS of view Or opinions stated in Ind docc ment do not necessarily represent official OERI position or policy A TAXONOMY OF RESPONSES AND RESPONDENTS TO LITERATURE Deanne Bogdan Department of History and Philosophy The Ontario Institute for Studies in Education University of Toronto cil,:144614 10 Journal of Canadian Philosophy of Education Society, Universitygf Western Ontario, London, Ontario,46WAmpf4Wifel 40././ 'Af)//6 /771 2 BEST COPY AVAILABLE This paper grows out of three of my research interests: the philosophical bases of aesthetic/literary response, a developmental approach to the pedagogical treatment of student response to literature, and the critical theory of Northrop Frye, in whose work the concepts and some of my terminology originates.' What follows is a sequel to three papers already published, all dealing with the attempt to analyze and systematize kinds and levels of literary response.2 The critical and educational climate which surrounds this study addresses the increasing attention paid to the role of the reader in instantiating the literary text, and to language as the key to cognitive and emotional development.3 Often theories which become "movements" run the risk of imbalance and the creation of false dichotomies, with the result that perfectly valid aspects of doctrines which have gone before become obfuscated and trivialized. For example, reader response criticism comes close to rejecting the very possibil.1.4 of ontological definitions of the text altogether, and language as learning, if carried to extremes, can become a neo-Deweyian hagiography of the child, which, instead of unleashing students' powers of articulation, as it intends to do, threatens to plunge them into mute solipsism. In literature education, this kind of polarization takes the form of the popular misconception that literary analysis invariably deals a death-blow to the vitally engaged, spontaneous, and thus authentic response. TOTAL FORM: STASIS Paradigmatic of the presumed schism between the intellectual and emotional literary response is the attitude adopted by Michael Caine as the alcoholic English professor in the film Educating Rita, who purports to

African studies computer resources

African studies computer resources that are resdily available in the United States with linkages to Africa are described, highlighting those most directly corresponding to African content. Africanists can use the following four fundamental computer systems: (1) Internet/Bitnet; (2) Fidonet; (3) Usenet; and (4) dial-up bulletin board services. The history and features of each of these systems are described, with information for potential users, including the electronic mail capabilities that are currently available. Distribution lists and African-related discussion groups are presented. For Africanists seeking direct contacts in Africa, at least 25 African countries offer network connections. The four computer networks and their facilities should be readily available for Africanists, who are finding proficiency in computer technology a requirement for research and teaching. A table lists networking organizations and African Studies Centers. (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** AFRICAN STUDIES COMPUTER RESOURCES Patricia S. Kuntz (Curriculum & Instruction) University of Wisconsin Madison U.S. DEPARTMENT OF EDUCATION Othce 04 Educations, Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ii Th,s document has been reproduced as received (torn the perSon or organizabon originaling 0 Mmor changes have been made to .-4:aoye reproduchnn quahly Points of view ot opintons staled in (hist:loco. rnent do not necessardy represent o)ficial OF RI pOSition or pohcy UW African Studies BBS (608) 262-9689 8,N,1 2400 kuntz Bitnet kuntz@wiscmacc Internet kuntz@macc.wisc.edu kuntz@p3.f25.n121.z1.fidonet.org Fidonet kuntz 1:121/25.3 This paper will focus on African studies computer resources readily available in the U.S. with linkages to Africa. Since the actual number uf resources change daily, this article will highlight the ones most directly corresponding to African content. Africanists can utilize four fundamental computer systems: Internet/Bitnet, Fidonet, Usenet, and dial-up bulletin board services (BBS). Knowledge of these systems is critical for research, teaching, administration, and extension. On these four networks, a variety of features are available: E-mail, Distribution Lists, File Transfer Protocol (FTP), Gophers, and Telnet. Arthur McGee provides updated information concerning services on these networks.' For a complete list of files, contact: Internet: [amcgee@netcom.com] [amcgee@eis.calstate.edu] BDPA BAC: [1-707-552-3314] to [Arthur McGee] Data Bits Online: [1-213-295-6094] to [Arthur McGee] Compuserve: [72377,1351] Voice: [1-310-320-BYTE] BLACKBBS.MSG = AFRIMAIL.MSG = AFRINEWS.MSG = AFRISITE.MSG = BBS List Internet/BITnet Mailing Lists Usenet Newsgroups Online Information Sites PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Seri Dictionary: People and Kinship Terms

A subset of a Seri-English bilingual dictionary (in preparation) is presented that includes terms referring to people, kinship terms, and verbs closely related to them. This version includes an English-to-Seri dictionary with 61 basic terms and variants, and a Seri dictionary with both Spanish and English glosses. It uses a practical orthography that has long been in use. (MSE) Reproductions supplied by EDRS are the best that can be made from the ori inal document. U.S. DEPARTMENT OF EDUCATION Office cd Educational Research and Improvement EDUcATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. CI Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Seri Dictionary: People and Kinship Terms Mary B. Moser and Stephen A. Marlett PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY R-)A94Z %A-7 'IZA\vo TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). A subset of the Seri bilingual dictionary (in preparation) is presented which includes terms referring to people, kinship terms, and verbs that are closely related to them. This version includes English glosses in addition to the Spanish glosses, and an English-toSeri reversal. The Seri language of Mexico contains an unusually large number of kinship terms. These have been described in detail in Moser and Marlett 1989 (in Spanish) and Moser and Marlett 1993 (in English), and were included in Moser and Marlett 1996. In this article we present these same terms once again and also other vocabulary items that refer to people (including verbs related to these terms). Unlike the previous works, which were more technical in nature and oriented toward an academic audience, this article is essentially a small part of the Seri bilingual dictionary (SeriSpanish, Spanish-Seri) which is currently in preparation. Our intention is that it will be the first of several small publications focusing on various semantic domains.' While the Seri dictionary in preparation will not contain English, these smaller pre-publication editions will differ in that they will in fact include English as well as Spanish. The first section will be English to Seri, and the second section will be Seri to Spanish and English. We trust that this presentation will make information on this unique language accessible to a wider audience than other publications have made or will make. This article utilizes a practical orthography that has been in use, with slight modifications, for more than forty years. The following tables give a simplified explanation of the meaning of the symbols.' While an accent is not typically used in Seri literature, in the dictionary it is included on words that are accented on a non-initial syllable. Consonants Practical p t c, qu co f 1 s z j 6j x x6 m n P r4 h IPA p t k kw 1 s x exxwmn 1 r 2 Vowels Practical a, aa e, ee i, ii o, oo IPA a, a: ze, ze: i, i: o, o: ' Many people have contributed data and helped in various ways with the contents of this article. We gratefully acknowledge the recent input of Maria Luisa Astorga de Estrella and Lorenzo Herrera Casanova. We also thank Monina Watson for her gracious help in checking the Spanish translations. We take responsibility for all remaining errors and deficiencies. = A discussion of Seri phonetics is given in Moser and Moser 1965; discussion of the phonology of Seri may be found in Marlett 1981 and Marlett 1988. ' This sound rarely occurs, and primarily in archaic words. ' This sound occurs in a few loanwords. Work Papers of the Summer Institute of Linguistics, University of North Dakota Session 1997 Volume 41 Online. URL: http://www.und.nodak.edu/dept/linguistics/wp/1997Moser-Marlett.pdf Copyright

Foreword and Acknowledgements

This annual contains the paper that won the President's Award given by the Texas Association for Community Service and Continuing Education (TACSCE) Research Committee. An editorial, "Reconsidering Liberal Education" (Stancie Chamberlain), proposes that adult educators focus on liberal studies that provide general knowledge and contribute to development of general intellectual capabilities. A perspective paper, "Questions Related to the Future Success of Non-Credit Education" (Judith Winn), is a discussion of nondegree professional education programs and personal enrichment activities that focuses on what should be offered and where it should it be offered. The President's Award winner, "Perceptions of Selected Community Services/Continuing Education Administrators of Public Two-Year Colleges Regarding Job Satisfaction Factors" (Athena Russell), reports these survey findings: job 4 satisfaction increases with administrator's age, length of service, and prior community services administrative positions and as the noncredit enrollment of the college increases. The questionnaire is appended. The runner-up paper, "Towards a Christian Perspective of Adult Education" (David Naugle), thinks through the applications and implications of the content of the Christian world view on work with adult students. Forty-eight sources are listed. Other contents include the 1991 Personnel Profile/Salary Survey of Texas continuing educational professionals in institutions of higher education and a list of TACSCE Research Committee members. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************x*********************** t. RESEARCH ANNUAL 1992 TEXAS ASSOCIATION FOR COMMUNITY SERVICE AND CONTINUING EDUCATION RESEARCH COMMITTEE U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ohis document has been reproduce° as ecolivrad from tne person or organization originating it 0 Minor changes have been made to Improve reproduction quality Points ot view or opinions slated in this docu, merit do not necessarily represent official OERI position or policy -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).Fall 1992 Volume 7, Number 1 BEST COPY g'112.4211 FOREWORD AND ACKNOWLEDGEMENTS Howard W. Smith, Jr. Chair, Research Committee Professor and Director Office of Policy Studies in Higher Education The University of North Texas Although it is not my customary style, I would like to take this means to express my personal and professional appreciation to every member of TACSCE for their support of the activities of the Research Committee, especially the Research Annual. As chair of the Research Committee it has been a very satisfying experience for me to have been associated with the TACSCE Research Annual since its inception in 1985. The Research Annual is a rather unique publication for an association such as ours. Its success and continuity have been made possible by the interests and support of all of you. This is an accomplishment in which I think you should take a large measure of pride. Another major activity which is administered by the Research Committee is the President's Award. This year's recipient is Athena Russell of Tyler Junior College, a long time active leader in TACSCE and the newly elected president of the association. The runner-up paper was authored by David Naugher of Dallas Baptist University. These two papers represent the essence of the nature of the President's Award. Athena's was a traditional research study, while David's was a position paper. Scholarly research takes many forms, and we believe that the TACSCE President's Awards should reflect this breadth and level of scholarly inquiry. Our congratulations to Athena and David. Special thanks go to Stancie Chamberlain for her first year as editor of the Research Annual. We would also like to express our appreciation to Karla Hase of Tarrant County Junior College, Nancy Kinesy of The University of Texas at Arlington, and Bill Lace of Tarrant County Junior College for serving as the panel of judges for this year's President's Award. The quality of the TACSCE Research Annual is a direct reflection of the interest and participation of TACSCE members. As usual, we want to take this opportunity to urge every member of TACSCE to participate in the President's Award competition, and we invite those of you who are interested to become members of the Research Committee.

Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals

This study examined the response of higher education to the increased presence of women in the academy through an investigation of academic literature. A feminist framework was used to guide the analysis, which focused on 5 years of three leading journals in higher education: (1) The Review of Higher (RHE); (2) The Journal of Higher (JHE); and (3) in Higher (ResHE). Research articles were selected that had titles that indicated that the article concerned women or a subject especially associated with women. Data show that some scholars do use a feminist frame to guide their research in spite of the limited use of the word in an article title or in the text of the article. Over two-thirds of the articles coded as gendered from their titles were identified as feminist in nature, but when the larger picture was examined, only 8.4% of all the articles appeared grounded in feminist theory. Gender was most salient in JHE, coded in 22.7% of the article abstracts, and least salient in RHE, coded in 15% of the abstracts. Thirty-five percent of the title-gendered articles were not identified as feminist in ResHE; gender only served as a research variable in those articles. Women and feminism were explicitly included in only 84 articles of those selected, and a comparison with a previous study by B. Townsend (1993) indicates that over time, the number of times women and feminism have been included in articles has remained relatively stable. (Contains 4 tables and 38 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATI.ON Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as . received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals Jennifer L. Hart Center for the Study of Higher Education University of Arizona Paper presented at the Association for the Study of Higher Education National Conference, Richmond, VA, November 2001 2 BEST COPY AVAILABLE

Cross-Cultural Predictors of Teachers’ Attitudes Toward Gifted Education

This study compared the culture-dependent attitudes of Finnish teachers (N.147) and American teachers (N.160) toward gifted education. The teachers from both countries represented preservice teachers, regular classroom teachers, and teachers of the gifted. Emphasis was on the relationship of attitude to culture from which the teacher came. The relationship of attitude to demographic variables such as age, gender, having a gifted family member, and giftedness of respondents were also examined. The instrument used was the Attitude Scale toward Gifted Education developed by Gagne and Nadeau (1985). A new method to identify cross-cultural predictors of attitude based on Bayesian analysis was also applied. The study found that Finnish teachers were more concerned about the possible negative social and affective effects of special classes or other services for the gifted outside the regular classroom. In addition, the new statistical methodology used was able to predict culture-dependent attitudes with 87.6 percent accuracy. Contains 14 references. (DB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** (,) Cross-cultural predictors of teachers' attitudes toward gifted education Kirsi Tirri, University of Helsinki Mary Tallent-Runnels Texas Tech University A paper presented at the Annual Meeting of the American Educational Research Association in Montreal, Canada, April 1999. Running head: CROSS-CULTURAL PREDICTORS OF TEACHERS' ATTITUDES TOWARD GIFTED EDUCATION U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy.

Rethinking the Urban School Superintendency: Nontraditional Leaders and New Models of Leadership

This paper discusses the 21st century urban school superintendency, noting new challenges for urban superintendents. Currently, schools are much larger, media coverage is extensive, racial minorities settle most often in the city, and cities cope with vast social problems. School boards have an enormous effect on the success or failure of superintendents. The composition of school boards in many cities has changed significantly. In most urban districts, school boards are more diverse and representative of changed demographics. The old corporate paradigm of school board service is no longer operable in most urban school systems. One of the advantages of the earlier trusteeship boards was their interlocking political and economic connection with the city's power structure. Efforts were made to reconnect schools with the aforementioned power brokers with mixed success. A new politics of education preempted traditional school leadership, with business and political leaders increasingly pushing for standards and accountability measures. A new leadership model evolved with stronger mayoral involvement and employment of noneducators as superintendents. Urban school superintendents were held responsible for improving education. Cities are now rethinking the urban superintendency. Strategies used to improve urban school governance include increasing mayoral involvement; altering the selection and composition of school boards; appointing nontraditional superintendents; increasing involvement of business leaders; and creating new teaming arrangements. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. RETHINKING THE URBAN SCHOOL SUPERINTENDENCY: NONTRADITIONAL LEADERS AND NEW MODELS OF LEADERSHIP PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY HA). 0scicuA____ Insti.2_ftuy04. stu TO THE EDUCATIO AL S URCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A paper presented at the 2003 Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 21, 2003 A condensation of a chapter found in American Educational Governance on Trial: 2003 Yearbook of the National Society for the Study of Education. BEET COPY MARLENE Michael D. Usdan Senior Fellow The Institute for Educational Leadership Joseph M. Cronin Senior Fellow Nellie Mae Educational Foundation

Growing up and Growing Older Books for Young Readers

Early children's literature plays a major role in the development of attitudes. This annotated bibliography is a compilation of early children's literature that contains positive portrayals of elders. Selected for the bibliography were books that portray aging as a natural and lifelong process of growing and developing, present similarities between young and old, show young and old enjoying each other and learning from each other, and view older adults as valuable and contributing members of society. The annotated bibliography contains 95 current titles. It also pinpoints 14 favorite books and lists 9 now out-of-print favorites. Includes a literature analysis form for promoting positive attitudes about aging with young children. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. Growing Up and Growing Older: Books for Young Readers An Annotated Bibliography of Nonageist Literature for Preschool-Primary by Dr. Sandra L. McGuire The author would like to acknowledge The University of Tennessee Professional Development Award program for its support of this project. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as CA received from the person or organization Noriginating it. Minor changes have been made to improve reproduction quality. 't7:1 C/) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAlLABLE 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Growing Up and Growing Older: Books for Young Readers An Annotated Bibliography of Nonageist Literature for Preschool-Primary by Dr. Sandra L. McGuire INTRODUCTION Early children's literature plays a major role in the development of attitudes. This annotated bibliography is a compilation of early children's literature that contains positive portrayals of elders. Books were selected that portray aging as a natural and lifelong process of growing and developing, present similarities between young and old, show young and old enjoying each other and learning from each other, and view older adults as valuable and contributing members of society. Books have not been included that deal extensively with death, dying and disability. These topics are not synonymous with aging. Unfortunately, there are many gaps in children's literature in relation to aging. Elder heroes, role models, workers, leaders, famous older people, planning for old age and similarities beyond young are essentially missing. When elders are portrayed they are most often in the role of a grandparent. Many portrayals of older adults are stereotypic in nature. Many children's books have no older characters in them. To assist in locating and ordering book only books-in-print have been listed. When two book prices are listed, the first price is for the hardbound edition and the second for the paperback edition. Unfortunately, many children's books quickly go out-of-print, and a short booklist of some favorite OOPS (out-of-print stories) is given. We need to work with authors and publishers to keep excellent stories, such as those on the OOPS list, in print. All books should be reviewed for appropriateness prior to use. If the reading level of a book is beyond that of the child you can the story. Having an read the book to the child can be a great experience. Who better to talk about growing up and growing older than an elder. Whether the children read the books themselves, or have the books read to them, the stories can stimulate interesting discussions. Use the books to help children think in terms of lifespan activities and see their elder within.* It is hoped that both adults and children will enjoy the books listed, and that the books will make a significant contribution to promoting positive attitudes about aging with children. Some of the author's favorite in print books are given at the end of the booklist. Aging education units have to accompany the booklist are available through the National Academy for Teaching and Learning About Aging (NATLA) at the University of North Texas (http://www.unt.edu/natla). A form to use for analyzing children's books for ageism is included at the back of the booklist. Please contact the author: Dr. Sandra L. McGuire, Associate Professor, College of Nursing, University of Tennessee, Knoxville, TN 37996, phone: (865) 974-7589 or 966-8832 with questions. *Elder within is a term used by Ken Dychtwald and Joe Fowler in their book Age Wave (1990). New York: Bantam Books.

Working but Poor: How are Families Faring?

This study used data from a cross sectional sample of families with children in New York City to describe the characteristics and well-being of families and to compare them to nonworking and nonpoor families. Data were obtained through 20to 30-minute telephone surveys conducted in 1997 as part of the New York Social Indicators Survey with a random sample of 2,224 households in New York City and the surrounding Standard Metropolitan Statistical Area. The findings indicated that while families were doing somewhat better than nonworking families, they continued to experience substantial levels of material hardship. Working families were also much less likely than nonworking families to receive food, housing, or health insurance assistance from the government. As reform transforms the welfare poor into the working poor, families may find themselves only marginally better off in terms of financial security and material well-being. Based on findings, it was concluded that policies to raise the floor under earnings and to increase the availability of other assistance could provide critical support for families who go to work but do not earn enough to escape poverty. (Contains 30 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) .IAThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Working But Poor: How Are Families Faring? Marcia K. Meyers Columbia University School of Social Work Judy M. Lee Columbia University School of Social Work For information contact: Revised August 2000 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Marcia K. Meyers Associate Professor Columbia University School of Social Work 622 W. 113th Street New York, NY 10025 212-854-3358 mkm36 @columbia.edu Data for this study were collected as part of the New York Social Indicators Study, Irwin Garfinkel and Marcia K. Meyers, Principal Investigators. Partial support for this research V't was provided by the Foundation for Child Development. We would like to thank Lee Chung, Chien-Chung Huang, and Christopher Herbst for their work in the preparation and analysis of data, and Andrew Gelman for assistance with sample weighting and CZ) analysis. 01) Co) BEST COPY AVAILABLE ABSTRACT In this paper we use data from a cross sectional sample of families with children in New York City to describe the characteristics and well-being of working-poor families, and to compare them to non-poor and non-working families. We find that while working-poor families were doing somewhat better than non-working families, they continued to experience substantial levels of material hardship. Working-poor families were also much less likely than non-working families to receive food, housing, or health insurance assistance from government. As reform transforms the welfare poor into the working poor, families may find themselves only marginally better off inIn this paper we use data from a cross sectional sample of families with children in New York City to describe the characteristics and well-being of working-poor families, and to compare them to non-poor and non-working families. We find that while working-poor families were doing somewhat better than non-working families, they continued to experience substantial levels of material hardship. Working-poor families were also much less likely than non-working families to receive food, housing, or health insurance assistance from government. As reform transforms the welfare poor into the working poor, families may find themselves only marginally better off in terms of financial security and material well-being. Policies to raise the floor under earnings and increase the availability of other assistance could provide critical support for families who go to work but do not earn enough to escape poverty.

A History Of Cincinnati Bible College Library

Very little has been written about Bible college libraries in the United States, even though they have been in existence since the early 1880s. This study presents the history of Cincinnati Bible College Library, tracing its development from its inception in 1928 over the years and showing how it has followed the mission statement of its parent institution. Factors examined include: (1) changes in the college mission and how these are reflected in changes in library services, collection development, policies, and its statement of goals; and (2) the college's accreditation process and resulting changes in goals, staff size, services, and structures. Historical data is gathered from interviews and the college and library archives collection, consisting of college catalogs, newsletters, reports from board meetings, and letters to the presidents. Changes have occurred over the years in the college and library location and structure, student population, library staff, and services, but not in the overriding goals and objectives as dictated by the college and by the Accrediting Association of Bible Colleges. Appendices contain a campus map, photos of the library and library staff, a chart of total volumes from 1975-1986, and a floor plan of the library. (Contains 25 references.) (Author/SWC) *************************-..A...A**************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. M Points of view or opinions stated in this CT document do not necessarily represent official OERI position or policy. C THE HISTORY OF CINCINNATI BIBLE COLLEGE LIBRARY A Master's Research Paper submitted to the Kent State University School of Library and Information Science in partial fulfillment of the requirements for the degree Master of Library Science

Global Demands for Quality: Realities and Myths in the Improvement of Initial Teacher Preparation

This article is based on experiences in the field of teacher education and attempts to induce institutional change from a ministerial (hence, political) location. The first section considers the international context in relation to education and discusses how quality is conceptualized in policy documents. The second section looks at how concerns for quality are inserted in policy formulations regarding teacher education reform. It outlines what real issues are in teacher education but also notes myths about what might support or hinder the effectiveness of change in this area. In the third section, these issues (realities and myths) are examined in relation to the experience of reforming 17 teacher education institutions in Chile. The article finishes with reference to lessons and open questions arising from this experience of change. (Contains 27 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. Global Demands for Quality: Realities and Myths in the Improvement of Initial Teacher Preparation Beatrice Avalos Higher Education Division Ministry of Education Av. Bulnes 107, Of. 89 Santiago Chile FAX (56-2) 696 3545 e-mail: bavalos@chilesat.net 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Raising standards in mathematics through effective classroom practice

This paper reports some of the results of the Standards in Numeracy project which was funded by the Welsh Assembly during 1999-2000. Schools in which pupils achieved standards significantly higher than would have been expected from their prior attainment were identified as using value-added analyses in order to explore factors and strategies that might contribute positively towards standards in mathematics. Two primary and two secondary schools were identified in each of five Welsh local education authorities (LEAs). Pedagogical factors contributing to high attainment were then explored through extended interviews with LEA advisors, head teachers, mathematics subject leaders, and classroom teachers. These factors were triangulated at classroom level through participant observation. This paper focuses on features of classroom practice, making only brief mention of factors at the level of whole school and subject leader. These features are contrasted with findings from other projects and analyzed to provide a rationale for good practice. (Contains 42 references.) (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document. Raising Standards in Mathematics through Effective Classroom Practice. Sonia Jones Howard Tanner Mike Treadaway U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

An examination of racial/ethnic and gender bias on curriculum-based measurement of reading.

A study examined racial/ethnic and gender bias on curriculum-based measurement (CBM) of reading with African-American and Caucasian male and female regular education students across grades 2-5. Simultaneous multiple regression analyses were conducted by grade to examine group differences on CBM as an estimate of reading comprehension. Regression equations were estimated with CBM, gender, race/ethnicity, and the interactions of gender and race/ethnicity with CBM. Results indicated that CBM is a biased indicator of reading comprehension. Although no evidence of bias was found at the second and third grades, intercept bias was found for racial/ethnic groups at the fourth and fifth grades, and intercept and slope bias were found for gender at the fifth grade. Implications suggest that the meaning of CBM scores differs across race/ethnicity or gender, or both, at certain grade levels. CBM performance over-estimates the reading comprehension of African American students and under-estimates that of Caucasians; and at grade 5, CBM performance overestimates the reading comprehension of girls and under-estimates that of boys. Mean differences between boys and girls were also much greater at lower levels of CBM performance than at higher levels. These findings raise issues concerning the use of CBM as a screening measure and in determining eligibility for and termination of special education and related services. (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. An Examination of Racial/Ethnic and Gender Bias on Curriculum-Based Measurement of Reading John H. Kranz ler, M. David Miller, & Lu Ann Jordan University of Florida U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INYThis document has been reproduced as received from the person or organization originating it. If) Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this CD) document do not necessarily represent official OERI position or policy. C/1 BEST COPY AVAILABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Changes of the Human Mind

Five books, representing a small selection of possible readings on necessary changes of the human mind, point to a convergence of interest from different fields of study toward the need for modern society to develop the capacity to respond to the complexity of modern life and the newly acquired ability to destroy life on an unprecedented scale. Those books are as follows: Web of Life: A New Scientific Understanding of Living Systems (F. Capra); Common Fire: Lives of Commitment in a Complex World (L.A.P. Daloz et al.); In Over Our Heads: The Mental Demands of Modern Life (R. Kegan); Protean Self: Human Resilience in an Age of Fragmentation (R. J. Lifton); and Evolution of Consciousness: The Origins of the Way We Think (R. Ornstein). Despite the differences in the five authors' approaches, they describe a consciousness that is: (1) capable of developing a more inclusive world view and forming allegiances beyond the local; (2) cognizant of the interdependence among humans and between humankind and the earth; (3) able to cope comfortably with ambiguity; and (4) able to value complexity and diversity. All five authors call for changes in the way humans think, the way humans relate to the rest of the world, and the way humans identify with all of humanity. Study of these authors leads to building a curriculum for a new consciousness. (KC) Reproductions supplied by EDRS are the best that can be made from the original document. N rn Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CHANGES OF THE HUMAN MIND 1

Student Advertising Competitions: Faculty Advisor Beliefs concerning the AAF National Student Advertising Competition

A study examined American Advertising Federation (AAF) National Student Advertising Competition (NSAC) team faculty advisor beliefs regarding the value of the competition for themselves and students. The value for the advisors is assessed according to intrinsic and extrinsic rewards, career goals, and tenure, promotion, and/or merit prospects. The value for students is assessed according to the educational, experiential, and career-orientation benefits afforded students who participate in the competition. A survey of 121 faculty advisors from all AAF districts contained 15 statements with responses to those statements arranged on a continuum interval scale from disagree to strongly agree, plus 4 open-ended questions regarding issues of, for instance, benefits and drawbacks for student competition. Results indicated that advisors believe an equitable extrinsic reward structure does not exist for them and suggest faculty advisor dissatisfaction or skepticism regarding extrinsic rewards attached to career advancement. Findings also suggest the strength of intrinsic rewards for both students and advisors. (Contains 5 tables of data and 12 references.) (Author/CR) *********************************************************************** Reproductions supplied'by EDRS are the best that can be made from the original document. *********************************************************************** Student Advertising Competitions: Faculty Advisor Beliefs Concerning the AAF National Student Advertising Competition U.S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) iThis document has been reproduced as received from the person or organization originating it. CI Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. James L. Marra Department of Journalism Temple University Philadelphia, PA 19122 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Jim Avery Department of Journalism and Public Communications University of Alaska Anchorage Anchorage, AK 99508 Maria Elizabeth Grabe School of Journalism Indiana University Bloomington, IN 47405 Submitted for consideration as part of the Advertising Division Professional Freedom & Responsibility paper presentations, AEJMC, August, 19%

Associations from Pictures

A picture can be interpreted in different ways by various persons. There is often a difference between a picture's denotation (literal meaning), connotation (associative meaning), and private associations. Two studies were conducted in order to observe the private associations that pictures awaken in people. One study deals with associations made from slides; the other with interpreting pictures in advertisements. In the first study, 25 university students were shown slides, then asked to write the associations called to mind by the image content in each slide. Chains of association reflecting the subjects' trains of thought are discussed and examples provided. The conclusion was drawn that teachers who use slides in their verbal presentations must realize that pictures can generate a variety of associations in audiences. Thus, it may be concluded that pictures used in information and instructional material, always should have captions to guide the understanding of the content. In the second study, six advertisements were chosen at random from .an airline magazine. Trademarks were hidden, and the advertisements were shown to 50 students, who were asked to write down what company they thought the advertisement represented; type of product; company or trademark they believed the advertisement was meant to promote; and whether they had seen the picture before. Results showed that only a few students had either seen some of the pictures before, or could associate the right picture with the right company. It was concluded that pictures seldom give rise to associations that are directly linked to the advertised product, service, company, or trademark, and the associations elicited can best be described as disparate. Two tables summarize the data. (Contains nine references.) (MAS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educations! Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reprOduced as recerved from the person or organization originating it 0 Woof changes nave been made to improve reproduction quality Points of view or opinions stated in this document do not necessaiy represent offic.ai OERI position or pone, Associations from. Pictures

Preterm infants' responses to aversive stimuli

Irritability levels and activity reactivity to aversive tactile stimuli were compared for 144 full-term neonates and 191 preterm infants. Irritability ratings increased across the five trials both during and post stimulation for full-term females and males and for preterm females, but not for preterm males. Activity ratings decreased across trials during stimulation for all groups except preterm males, and post stimulation for all groups. Females were more irritable than males during stimulation and full-term infants were more active than preterm infants on the initial trial. No other sex or term group differences were observed during or post stimulation. Findings have implications for future studies of infant brain development and stimulation. (Author/AA) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Preterm Infants' Responses to Aversive Stimuli Marilyn L. Riese, Ph.D. University of Louisville School of Medicine U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Child Development Unit Health Sciences Center University of Louisville Louisville, Kentucky 40292-0001 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Extending Interactions with Non‐fiction Texts: An EXIT into Understanding

Exploring ways of helping teachers to extend their pupils' literacy, this paper's intent is to devise and try in classrooms a range of strategies whereby teachers might develop the abilities of their children to use literacy more effectively as a means of learning. It gives an outline of the model used, the Extending Interaction with Texts, or EXIT model, and briefly outlines the thinking and research underlying the model. The paper concludes that despite the difficulties in devising models of this nature, teachers have reacted positively to the attempt to provide a framework for their classroom work. Contains 30 references. (SC) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Extending Interactions with Non-fiction Texts: An Exit into Understanding U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By

The Professional Development of Early Childhood Center Directors: Key Elements of Effective Training Models

Training for child care center directors should involve experiences that are coherent and connected in a logical or cumulative fashion. Twelve key elements can serve as a framework for planning professional development training experiences for early childhood center directors. The'se elements relate to the content, structure, and delivery of training. Training should: (1) address both the management and leadership functions of the director's role; (2) be based on participants' perceived needs; (3) be problem-centered and site-specific; (4) focus on the director as change agent; (5) stress a systems perspective; (6) meet the needs of working professionals; (7) promote the professional advancement of participants; (8) promote participation that reflects the ethnic and cultural diversity of the field; (9) include follow-up; (10) promote cross-fertilization in the field; (11) promote active learning; and (12) promote collegiality and networking. National-Louis University has developed two training models for childcare center directors. The Early Childhood Leadership and Advocacy Field-Based Program is a 20-month master's degree program specifically designed to accommodate the needs of center directors who want to expand their repertoire of management and leadership skills without interrupting their careers. The Taking Charge of Change Program involves an 8-day intensive leadership training institute during the summer and two follow-up weekend retreats during the following academic year. (A two-page description of ceurs'.s is attached.) (AC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educenonai Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) XThis document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The Professional Development of Early Childhood Center Directors: Key Elements of Effective Training Models

College Courses Which Attract and Generate Good Readers

This study sought to locate excellent readers and excellent reading courses among majors and courses chosen by college freshmen at three postsecondary institutions: a private, residential, suburban, four-year liberal arts college with religious affiliation; a two-year public (commuter) community college outside the same metropolitan area; and an urban, public, Research I university with a primarily commuter undergraduate student body. Courses and majors were clustered, and data collected on 251 college freshmen from the private college in 1988 and from 392 freshmen from the two public institutions in the fall of 1991 (and from 245 of these students for a spring follow-up testing). reported in terms of which college majors comprised better readers, the types of freshmen courses that are taken by better readers, which freshmen courses were associated with the greatest reading gain, and the effect of college developmental courses. 'three major trends were identified: (1) the best readers were generally enrolled in non-applied scientific majors and courses; (2) some humanities courses without obvious English prose content (i.e., music and foreign languages) were associated with improved reading skills; and (3) no positive association was found between reading progress and developmental courses. Contains 21 references. (GLR) ********************************************'r*************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** N n College Courses which Attract and Generate Good Readers* Louise Bohr College of Education (M/C 147) University of Illinois at Chicago Box 4348 Chicago, Illinois 60680 Paper presented at the annual meeting of the College Reading and Learning Association, Kansas City, April, 1993 * This study was supported by Grant No: R117G10037 from the U.S. Department of Education to the National Center on Postsecondary Teaching, Learning and Assessment. U S DEPARTMENT Of EDUCATION OVlice of Educate:m.1 Rfrarch and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Trfn.s document has teen reproduced es tecewed horn the Demon of 00:11,11Mt,or. ong.nating 11 C Minor changes have been made 10 enprove reproduction guilty Po.nts of snow or con. ons muted In this document do not necessarily represent °Moat OERt oosmon or oacy