Teacher Should Research Articles

Exercise and Asthma: What The Physical Education Teacher Should Know

Introduction Asthma is one of the most common respiratory disorders in many parts of the world today. It has been established that as many as 14% of Singaporean elementary school children have asthma (Chay, 1990). This means that a physical education teacher in Singapore with a class of 40 students can expect to have, on the average, five or six students in that group who suffer from asthma. A total of 7,465 patients were admitted to Singapore hospitals with bronchial asthma during 1991 (Ministry of Health, Singapore, 1992). It has been claimed that as many as 10 million Americans are affected, 3 million under the age of 18 years and 7 million adults (American Lung Association, 1990) while the general prevalence has been determined as 6.6% (Dodge and Burrows, 1980). There were 4,300 asthma related deaths in the USA in 1988 and the annual economic cost of the disease, including direct and indirect costs, exceeded $4 billion in 1988 (American Lung Association, 1990). More than 1.2 million Canadians are asth...

Privacy of School Records: What Every Special Education Teacher Should Know

Privacy of School Records: What Every Special Education Teacher Should Know

Language Learning Strategies: What Every Teacher Should Know by Rebecca L. Oxford

115 Reviews Issues in Applied Linguistics Vol.1 No. 1 It could turn out, then, that while perhaps crucial in some respects, U G may not have much to say about some of the things which give L2 learners headaches and which language textbooks devote so much of their space to: inflectional paradigms, vocabulary (and lexical subcategorization) and language-idiosyncratic elements, such as articles in English or formal vs. informal discourse levels in Japanese. UG, as a computational system, may facilitate the relative ease of interpretation (i.e., computing ) of anaphoric relations, for example, but it may be hard-pressed to aid in the acquisition of 3rd- person-singular -s in English, a process which may rely instead on some other learning mechanism (that apparently deteriorates with increasing age!). The importance of L 2 data may thus lie in contributing, along with data from L I and neurolinguistic studies, both to a more correct description of the various levels or components of U G and their interaction as well as to delimiting the scope of UG. One of the most important contributions of this book is the introduction's rather neat delineation not only of a set of minimal requirements for a theory of second language acquisition, but also of a set of questions and issues to be addressed in future research - the right set of questions at the right level of analysis (p. 18) -¬ which the editors have distilled from the papers collected in the volume. This convergence of ideas constitutes a kind of L2 critical mass which may well ensure that many of the questions raised in this volume will set the research agenda for second language acquisition in the foreseeable future. As such it certainly establishes the book as a basic reference text for theoretical issues in second language acquisition. Clahsen, H. (1989). The comparative study of first and second language ' development. Unpublished manuscript.. University of DUsseldorf. Flynn, S. (1987). Contrast and construction in a parameter setting model of L2 acquisition. Language Learning, 37, 1, 19-62. Flynn, S. (1983). A study of the effects of principal branching direction in second language acquisition: The generalization of a parameter of universal grammar from first to second language acquisition. Unpublished Ph.D. thesis, Cornell University. Gass, S. & Schachter, J. (Eds.) (1989). Linguistic perspectives on second language acquisition. Cambridge: Cambridge University Press. Koopman, H. (1984). The syntax of verbs. Dordrecht: Foris. McLaughlin. B. (1987). Theories of second language learning. London: Edward Arnold. Schwartz. B.D. (1989). L2 knowledge: What is the null hypothesis? Paper presented at the Boston University Conference on Language Development. Schwartz B.D. (1990). The fundamental difference hypothesis: A critical evaluation. Paper presented at the 10th Second Language Research Forum, Eugene, Oregon. StoweU, T. (1981). Origins of phrase structure. Unpublished Ph.D. thesis, MIT. Travis. L. (1984). Parameters and effects of word order variation. Unpublished Ph.D. thesis, MIT. Donna Lardiere is a graduate student in the Program in Applied Linguistics at Boston University. (Received April 19,1990) Language Learning Strategies: What Every Teacher Should Know by Rebecca L . Oxford. New York: Newbury House, 1990. xxii+342 pp. Reviewed by Swathi Vanniarajan University of California. Los Angeles Notes '•All parameter references are as cited in the papers themselves. Clahsen has since modified his position somewhat, arguing that L2 learners do have access to principles of UG only insofar as these principles have instantiations in the speakers' native language (Clahsen, 1989, p. 12).. REFERENCES Bley-Vroman. R. (forthcoming). The logical problem of foreign language learning. Linguistic Analysis. Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris. One of the most important developments in applied linguistics in recent years has been the renewed interest in cognitive strategies The strategies approach to communication/language learning seeks to discover the ways in which the learner conduces the communication/language learning processes. By analysing learners' overt forms of behavior, research on communication

What Every Teacher Should Know About…AIDS

(1988). What Every Teacher Should Know About…AIDS. Childhood Education: Vol. 64, No. 3, pp. 146-149.

What Every Middle School Teacher Should Know about the Reading Process

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDenise MuthDr. K. Denise Muth is Assistant Professor, Middle School Education, in the College of Education, University of Georgia, Athens.

Comprehension Monitoring: What the Teacher Should Know

(1987). Comprehension Monitoring: What the Teacher Should Know. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 61, No. 1, pp. 38-41.

What Every Elementary School Mathematics Teacher Should Read-Twenty-two Opinions

If you could own only ten book on the teaching of elementary school mathematics, which would you choose? If your school's library suddenly acquired enough money to buy ten such books, which would you recommend? Which ten books on the subject would you suggest that new teachers purchase for their personal libraries? Such questions are more limited versions of the old idea of deciding which ten books you would want if you were marooned on a desert island.

Our Readers Write: A Valuable Non-NCTE Magazine Every English Teacher Should Read

Our Readers Write: A Valuable Non-NCTE Magazine Every English Teacher Should Read

What Every Secondary School Mathematics Teacher Should Read—Twenty-Four Opinions

Charles E. Allen, Max S. Bell, Stanley J. Bezuszka, Alan Bishop, Kenneth B. Cummins, James T. Fey, Douglas A. Grouws, John G. Harvey, Jeremy Kil patrick, Stephen Krulik, Donovan R. Lichtenberg, Eugene D. Nichols, Alan R. Osborne, Douglas Quadling, Robert Reys, Gerald R. Rising, Jesse A. Rud nick, Oscar F. Schaaf, Max A. Sobel, Kenneth Travers, Zalman P. Usiskin, Gray son H. Wheatley, Stephen S. Wil loughby, and James W. Wilson.

Reviews of teaching/learning resources

Books, videotapes, filmstrips Theory and practice in teaching and learning: A review of selected resources New Directions for Teaching And Learning Editors‐in‐Chief, Kenneth E. Eble and John Noonan. San Francisco: Jossey‐Bass, Inc., 1980 (a series of four books). Improving Teaching Styles Edited by Kenneth E. Eble; pp. 107. $6.95. Learning, Cognition, and College Teaching Edited by Wilbert J. McKeachie; pp. 116. $6.95. Fostering Critical Thinking Edited by Robert E. Young; pp. 103. $6.95. Learning About Teaching Edited by John F. Noonan; pp. 110. $6.95. What Research Says to the Teacher By the National Education Association. NEA Distribution Center, The Academic Building, Saw Mill Road, West Haven, Conn. 06516, 1980; 25 research reports, $1.00 each; 8 color filmstrips, $18.50 each. Total package $140.75. (Note: only the filmstrips are reviewed.) Is There Anything New on Discipline? By the National Education Association, NEA Distribution Center, The Academic Building, Saw Mill Road, West Haven, Conn. 06516, 1980; 6 paperback books, 2 color filmstrips, an audiocassette tape, and a 4‐part audiocassette tape program with pamphlet. Total purchase price, $85.20. Discipline in the Classroom Edited by Elizabeth Wetner; pp. 112. $5.50. Classroom Discipline: Case Studies and Viewpoints By Sylvester Kohut, Jr., and Dale G. Range; pp. 112. $6.50. Discipline and Learning: An Inquiry into Student‐Teacher Relationships By the National Education Association; pp. 158. $5.95. The Disruptive Student and the Teacher By L. Wendell Rivers; pp. 40. $3.95. Maintaining Productive Student Behavior By Kevin J. Swick; pp. 39. $3.95. What Every Teacher Should Know About Student Rights By Eve Cary; pp. 41. $2.95. Classroom Group Management By the National Education Association; 11 min. $18.50. Discipline Techniques By the National Education Association; 12 min. $18.50. Discipline and Motivation: A Genuine Partnership By Raymond J. Wlodkowski; 15 min. $8.00. Discipline: Day by Day By William J. Gnagey; a four‐part program, each tape 9 min. $22.50. Videotapes TEACHERS TALKING TO TEACHERS: VIDEOTAPE IN‐SERVICE TRAINING WORKSHOPS National Education Association, 1201 16th St., N.W., Washington, D.C. Fifteen videotapes, each approximately 30 minutes; study/discussion guides included. Purchase price $157.00/tape. Rental price $35.00/week/tape.

What Every Teacher Should Know about Due Process Hearings

What Every Teacher Should Know about Due Process Hearings

An Experimental Study of Effective Teaching in First-Grade Reading Groups

An Experimental Study of Effective Teaching in First-Grade Reading Groups

What Every Elementary-School Teacher Should Know about Economics

Previous articleNext article No AccessWhat Every Elementary-School Teacher Should Know about EconomicsAndrew T. Nappi and Rose K. RehaAndrew T. Nappi Search for more articles by this author and Rose K. Reha Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 78, Number 4Mar., 1978 Article DOIhttps://doi.org/10.1086/461107 Views: 1Total views on this site Copyright 1978 The University of ChicagoPDF download Crossref reports no articles citing this article.

Hey Mister! It's Upside Down!

Children live in a world in which mathematics is an integral part of the environment and society, and they seem to possess a curio ity and eagerness to learn about the world. Biggs and MacLean (1969) have set down three aims of learning mathematics in Freedom to Learn: (1) to free students to think for themselves, (2) to provide opportunities to di cover the order. patterns, and relations that are the very essence of mathematics, and (3) to train studen ts in the necessary skills. It seems reasonable, too. that classroom teachers hould develop students' interest in using mathematics to better relate to the world around them.

Freedom of Speech: What Every Teacher Should Know about Symbolic Speech

Freedom of Speech: What Every Teacher Should Know about Symbolic Speech

Freedom of Speech: What Every Teacher Should Know About Symbolic Speech

Freedom of Speech: What Every Teacher Should Know About Symbolic Speech

Freedom of Speech: What Every Teacher Should Know about the Supreme Court Obscenity Decisions

Freedom of Speech: What Every Teacher Should Know about the Supreme Court Obscenity Decisions

Freedom of Speech: What Every Teacher Should Know About the Supreme Court Obscenity Decisions

Freedom of Speech: What Every Teacher Should Know About the Supreme Court Obscenity Decisions

What Every English Teacher Should Know

What Every English Teacher Should Know

Health observation in action.

PERCEPTIVE observation of children's behavior and appearance as clues to health, not only by those responsible for their care but also those responsible for. their education, is today a fundamental tenet of child rearing. Health observation has been practiced intuitively by those who have cared for children throughout the ages. However, it does not appear to have become an integral part of school health practice in this country until the end of the last century when the American ideal of education for all children was threatened by the rising prevalence of infections and other health problems that kept children out of school. Following epidemics of diphtheria and scarlet fever in Boston in 1894, school physicians visited the schools daily and examined all children thought by their teachers to be ailing. In New York City, in 1897, Health Department medical inspectors began to call at the schools daily to examine those children whom the teachers selected. Thus, health observations by teachers have long been a key factor in the effective utilization of the specialized services of the physician and nurse in the schools. Formal recognition of the importance of the teacher as an observer of child health was accorded in 1924 when Dr. Jamnes Frederick Rogers, then consultant in hygiene of the United States Office of Education, published his classic pamphlet What Every Teacher Should Know About the Physical Condition of Her Pupils. Dr. Rogers paid tribute to the unique first-line position of the teacher in the health observation of schoolchildren, calling her the keystone of the health examination service. The practical information given in this publication introduced many teachers to the art of health appraisal. Many have relayed and extended Dr. Rogers' insight and principles in publications and other media to the present time. Health observation of schoolchildren assumes added significance in view of current physician and nursing shortages. The need for more health care manpower has led to a search for new approaches and more use of allied health workers on the health care team. Health planners have predicted and experience has demonstrated that ghetto parents and children can be assisted by trained, intelligent social peers in the early detection and referral for health problems and in the important phase of follow-up care. The report of the National Commission on Community Health Services1 pointed out that inadequate health care of the poor stems in considerable part from lack of communications, and ad-