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Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries.

Discussing a teacher's effort to improve the research techniques of her secondary students, this paper outlines the implementation of controlled research projects. It suggests using many small projects to develop researching techniques, rather than one large "end-of-the-semester" project. The paper gives 8 different topic options for these "micro themes." It concludes that controlled papers mean more practice, more research, more interest, and more success. (SC)

Research papers produced by students in college composition classes are often boring, poorly written, and disappointing. One way to help students overcome their inability to write decent research reports is to assign them the task of handing in a three page trial-run mock research paper about three weeks before the final essay is due. They must create a piece in which they argue a position different from the one they anticipate taking for the final piece. This mock paper is written from the point of view of a fake persona which the student creates, and none of the research or quotes in the paper are real. The better students usually create a humorous narrator with little intellectual acumen, and the paper is funny and readable. Other students begin to see, by trying to argue against their supposed points, that their argument is slim and in need of major revision. For students who tend to plagiarize, the exercise forces them to wear the mask of authenticity. Finally, all of the dull laws regarding citation can be checked in the mock research paper. Overall, the teacher gets papers from students who are learning to experiment with their real voices and thus produce some of the most lively writing of the semester. (HB)

The Student Outcomes Survey is an annual national survey of vocational education and training (VET) students. Since 1995, participants have been asked to rate their satisfaction with different aspects of their training, grouped under three main themes: teaching, assessment, and generic skills and learning experiences. While the composition of the bank of satisfaction questions has remained fairly constant over time and the suitability of the three overarching satisfaction categories has been validated statistically on several occasions, little progress has been made on creating summary measures that encapsulate the three main themes of student satisfaction. Such summary measures would be much more useful to researchers than responses to the bank of 19 satisfaction questions, which are very detailed. This paper compares three methods of creating a composite score and evaluates their statistical veracity. These methods are Rasch analysis, weighted means and simple means. This report finds that all three methods yield similar results and so recommends using the simple means method to create the summary measures. (Contains 7 tables, 2 figures and 2 footnotes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]

The use of data for making educational decisions and to assess educational outcomes has been legislated by political bodies and codified by accreditation. Faculty have always used data to inform the grading process--data is gathered throughout the term to inform the letter grade assigned at the end. However, in today's educational environment, faculty must also examine and use data to inform their practice and guide their work in order to improve student interactions, enhance pedagogical strategies, direct program development, and create evidence for program review. In addition, using evidence is essential as faculty address equity practices and advocate for educational opportunities that provide equitable access and outcomes for diverse student populations. Nevertheless, sometimes the word "data" sends people running in the opposite direction. Part of the reason for this negative reaction is the historical use (or misuse) of data as simple statistical ammunition for drawing inappropriate or misguided conclusions or even for more nefarious purposes. Occasionally data are used to assess a college's work or programs with a goal towards discontinuance rather than improvement. Another element of this reaction may be a general discomfort when conversing with those who gather, organize, and interpret the numerical data in purely statistical terms. To address issues reflected by this negative reaction, faculty must understand certain basic guidelines and concepts when dealing with data. Faculty need not become statisticians to skillfully find and use data, but they must learn to engage the data with a critical and analytical eye in order to interpret and apply it appropriately. This paper suggests several principles faculty should acknowledge when looking at educational data and assessing its usefulness. It also demonstrates the application of these principles to a hypothetical scenario and indicates sources for getting data relevant to the California community colleges.

Curriculum is the educational blueprint for institutions. Without it, they would not exist. Curriculum is their product; it provides the concepts, skills, and motivation that students need to shape their futures. From book-driven curriculum to the highest, technologically driven curriculum, an institution's main goal is to ensure that students accomplish the objectives and graduate. Students' completion of curricula is the ultimate measure of institutional success--not only do educators send successful, skilled graduates into the workplace, but student completion affects the bottom line in a positive way. While no magic solution exists to ensure student completions, instructional designers can incorporate some tried-and-true strategies that will entice, encourage, and ultimately, provide students with the skills they need to move forward in their education and careers. This paper discusses seven such strategies: (1) Gear curricula to a target audience; (2) Identify and teach specific competencies; (3) Take it one step at a time; (4) Relate to various learning styles; (5) Student-centered interaction; (6) Draw real-world connections; and (7) Foster motivation, the key to student success.

This paper provides an extensive review of the most relevant issues involved in the management of teacher demand and supply at the pre-tertiary level. First, it proposes a conceptual framework for distinguishing among, defining and relating the different relevant factors. Second, it identifies trends and policy concerns regarding the quality of the teaching workforce across the OECD area. Third, it provides an account of current empirical evidence on numerous aspects (e.g. class size, reward structure, working conditions, teacher education, certification procedures, organisation of schools, evaluation systems, structure of labour market, teaching and learning practices) impacting on the teaching profession. Some concerns about maintaining an adequate supply of good quality teachers emerge. It is the case that in a great number of countries the age profile of teachers is skewed towards the older end of the age-range and signs point to a recent worsening of the situation. In addition, the relative attractiveness of the profession, as far as the salary dimension is concerned, has declined substantially in the most recent years. Other evidence indicates that, at least in some countries, a substantial share of the teaching workforce does not hold a regular teaching license and the proportion of "out-of-field" teaching assignments is strikingly high in many subject key areas. It is also emphasised that a teacher shortage is difficult to measure and raises quality as well as quantity concerns. Given that teacher quality is a critical factor in determining student learning, it is entirely appropriate that the educational authorities in the countries with the greatest difficulties develop strategies to guarantee a sufficient supply of quality teachers. This report identifies a broad set of policies that should be given serious consideration to achieve that objective. Finally, this paper also sheds light on the current availability of data on teachers at OECD and relevant data needs for a future quantitative analysis. (Contains 5 figures and 5 charts.)

A collection of resources for high school history and government teachers and their students, this volume treats core ideas on constitutional government in the United States. James Madison's ideas as found in "The Federalist Papers" are examined in conjunction with their counterpoints in essays of the Anti-Federalists. This volume contains three main sections. Part 1 includes three papers that provide background information and ideas for teachers, "The Federalist Papers in the Curriculum" (John J. Patrick); "James Madison and the Founding of the Republic" (A. E. Dick Howard); and "The Constitutional Thought of the Anti-Federalists" (Murray Dry). Part 2 of the volume includes six lesson sets for high school students of U.S. history or government. Each lesson set consists of a teaching plan and accompanying lessons for students. Part 3 contains 13 primary documents: 7 papers by Madison in "The Federalist" and 6 papers by leading Anti-Federalists. A selected annotated bibliography (Earl P. Bell) provides teachers and students with additional information on Madison and "The Federalist Papers." (DB)

This briefing paper uses a question-and-answer format to provide basic information about children and adolescents with attention deficit/hyperactivity disorder (AD/HD). It is intended to help parents, teachers, and others interested in AD/HD know what to look for, what to do, and how to get help. Questions address the following concerns: nature and incidence of ADD; causes of ADD; signs of ADD (inattention, hyperactivity, impulsivity, hyperactivity, disorganization, and disinhibition); the diagnostic AD/HD assessment; how to get one's child evaluated for AD/HD; treatment of AD/HD (education about the disorder, behavior management, medication, and appropriate educational programming); determining if special education will help a child with AD/HD; determining the eligibility of a child for special education services; the child's legal rights for special education; what teachers can do to help a child with AD/HD (includes tips for adapting curriculum and instruction, providing supports to promote executive function, using memory boosters, and using attention getters and keepers), and locating a support group. Four inserts list disorders that co-occur with AD/HD, discuss early intervention services, list ways to improve life in general, and list teaching strategies. A selected bibliography lists 12 references, 4 relevant organizations, and 27 books and videos. (CR)

A guide for college instructors and part of an in-progress book, this document illustrates the effectiveness of humor and graphic art in enhancing presentations and promoting learning. Graphic aids and the combination of verbal and visual materials provide excellent supplements to college lectures and discussions, and help communicate concepts by appealing to more than one sense and learning style. The author encourages positive images of people from various races, abilities, body types and genders, and includes character design templates and storyboard examples to guide the artistically limited. Humor, which can function as a unifying element throughout a presentation, promotes enjoyment, mental alertness, and understanding among learners. (YKH)

These three papers deal with ways to incorporate social studies into the language arts curriculum. The first paper, "What Social Studies Teachers Need To Know about Language Arts," provides suggestions on the writing process and how that process can be used in the social studies. Paper 2, "Applying Communications Activities to Learning Processes in Senior High Social Studies," describes the Diagnostic Learning and Communication Processes Program with practical activities and specific instructional suggestions for social studies teachers based on these principles. Paper 3 focuses on "Teaching Social Studies by Teaching Writing." A variety of activity ideas are presented that focus on the five communication processes of reading, writing, speaking, listening, and viewing. Three assignments incorporated into this paper include the learning log, the portfolio, and the project. (EH)

Any educational technology is only as good as the way it is used for learning. There are many different instructional models using many different types of software, and not all models are equally effective in meeting users' needs. This Technical Paper begins with an overview of ways computer technologies can be used in instruction, and groups them according to the role they play in instruction, as supplementary, complementary, and primary. Then four "generic" instructional models for PLATO[R] are presented: Review/Reinforcement (supplementary: software that adds little or no new content and parallels teaching already done in other modes); Enrichment/Exploration (complementary: software that adds new content to the curriculum, often in ways for which there is no non-computer alterative); Problem-Centered (complementary); and Skill Development System (primary: software that acts as the main source of initial teaching, as a replacement for non-electronic modes of instruction, often as a way of enabling the instructor to assume new "guide on the side" roles, or in distance education). For each of the four models, answers are included to six basic questions that address: the learning goal of the technology application; how to assign learners to use the technology; what the learner's role will be; what the instructor's role and program structure will be; how the resources will be managed; and how the learners will be assessed. At the end is a comparison chart highlighting the features of the four models. (AEF)

Bacterial transformation is a commonly used technique in genetic engineering that involves transferring a gene of interest into a bacterial host so that the bacteria can be used to produce large quantities of the gene product. Although several kits are available for performing bacterial transformation in the classroom, students do not always clearly understand what they are doing by following the procedure. This document presents an exercise that uses paper DNA sequences to simulate the process of bacterial transformation and can be used in biochemistry, biotechnology, or any level biology class. In advanced biology classes it can be used to provide an introduction to the bacterial transformation laboratory while in general biology classes it can be used to help students understand this new technology. In the exercise students identify a gene of interest, choose a restriction enzyme to isolate the gene, construct a plasmid vector to carry the gene into bacterial cells, ligate the gene into the plasmid, then transcribe and translate the gene product. Key concepts include DNA structure and function, restriction enzymes, plasmid vectors, one gene-one polypeptide, transcription, and translation. (JRH)

This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format. (Contains 56 references.) (CNP)

This paper proposes a teaching model for the implementation of a Science-Technology-Society (STS) curriculum. The topics of technologic literacy, STS goals, and STS instruction are included. The historical and contemporary perspective of technology is addressed. The Graham model of STS instruction is compared with the Oregon instructional model. The eight parts of the Oregon model are described by the following: (1) "Issues in Application of Technology"; (2) "Diagnosis of Understanding"; (3) "Technological Processes"; (4) "Instructional Method and Technology"; (5) "Science Content"; (6) "Essential Learning Skills"; (7) "Problem Solving and Decision Making"; and (8) "Responsible Action". (KR)

Guidelines are offered to ensure a stimulating and challenging learning environment for gifted learners. Curriculum modifications are suggested in the areas of: (1) content (complexity, abstractness, and variety; organization; purpose and choice; interaction with peers; focus on issues, themes, or questions; and role of methodologist, technologist, and communicator); (2) process (study skills, research skills, thinking skills, creativity skills, and communication skills); (3) product (teacher's role, variety of products, quality products, and student involvement); and (4) environment (the teacher and the classroom). An appendix briefly outlines considerations for curriculum approaches, administrative options, and support services and resources required for program development. Another appendix lists eight recommended guides for curriculum development, 12 catalogs, and over 40 suggested materials for classroom use. (17 references) (JDD)

Writing can be a rich source of information for science teachers who wish to take their students' present understandings into account as they plan and carry out instruction. The responses students give when asked to explain in writing what happened in an experiment can help the teacher address particular student's misunderstandings. Even writers of low ability can demonstrate conceptual understanding of scientific concepts. The writing need not be lengthy--a few lines can be quite informative. Students who demonstrate in their writing different levels of understanding can benefit from a range of experiences in a lab designed for the whole class. Using writing in this way can enhance teachers' understandings of their students and enhance students' understandings of science. (RS)

Since the 1996/97 school year, the state of North Carolina has awarded bonuses of up to $1,500 to teachers in schools that exhibit test score gains above certain thresholds. This article reviews the details of the bonus program, describes patterns of differences between schools that qualify for bonuses of differing amounts, and presents basic data to address the question of whether the bonus program has improved student achievement, or has led to a narrowing of racial or socioeconomic achievement gaps. There is some evidence to suggest an improvement in overall test scores, particularly in math, but less evidence to suggest that achievement gaps have narrowed. The bonus program has been associated with higher rates of turnover in low-performing schools; differential pay programs may be one way to avoid this unintended consequence. (Contains 3 tables, 11 figures and 15 footnotes.)

This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students' test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum. (Contains 13 tables and 6 footnotes.) [Funding for this report was provided by the program Computers for Education and the Ministry of Communication.]

Although Missouri has had a Career Ladder program for teachers since 1987, very little research has been carried out to measure the program's effects and what has been studied has not been comprehensive. This paper examines the program's effect on student achievement across the state, using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period. Our primary specification compares achievement levels in participating districts with a matched group of non-participating districts. We also applied alternative specifications to identify the impact of the program, for example controlling for prior district scores and measuring variations in district participation over time to identify effects of the program within a given district. Across the range of specifications, the estimated effects of the Career Ladder program range from small positive effects to no effect in both math and reading. We conclude that if the Career Ladder has a positive impact on test scores, it is probably very small. (Contains 10 tables and 10 footnotes.)

The use of a step-by-step procedure for sequencing materials from concrete objects to paper and pencil can provide kindergarten teachers with a defensible means for showing that children are progressing in their mathematical competencies even though they may not be doing paper-and-pencil activities. Developmental characteristics of young children are first described; of particular importance is the fact that they have developed many mathematical concepts through informal learning before they come to school. They deal best with concepts through activities involving concrete materials and need opportunities to continue to actively construct their own knowledge through involvement with things in their environment. A six-step guide is then outlined which provides a sequence for moving from concrete materials to paper and pencil: manipulation of real objects, real objects and pictorial representations used in combination, manipulation of pictorial representations, manipulation of card sets or cut-up workbook pages, laminated workbook pages or other activities, paper-and-pencil activities. A specific example is given to illustrate this procedure. A number of references are included. (MNS)

Focuses on students showing a lack of conceptual insight while using computer algebra systems (CAS) in the setting of an elementary calculus and linear algebra course for first year university students in social sciences. The use of a computer algebra environment has been incorporated into a more traditional course but with special attention on the integration of paper-and-pencil and computer algebra techniques. (Author/MM)

Advantages and disadvantages of group discussion as a method of instruction are reviewed in this paper and criteria are suggested for determining when group discussion is or is not an appropriate instructional method. The guidelines provided take into consideration the characteristics of the students, the teacher, the group as a whole, and the subject matter, as well as time and financial resources. Three forms of group discussion are then described: (1) the general model, in which the instructor divides the class into groups, selects the topic to be studied, provides guidance for research, and supervises the actual discussion; (2) the moderator model, in which one of the students rather than the instructor acts as leader; and (3) the non-moderator model, in which there is no designated leader, but a student is selected as a recorder. Recommendations for the introduction, presentation, and summary sections of the discussion are included for each model. Nineteen references are provided as well as a list of other publications in this series of working papers. (MES)

Notes that a difficulty with the multigenre paper assignment is that educators assume that students are familiar enough with the various genres to write skillfully in the genres they select. Suggests that multigenre assignments can be improved by changing forms and format; changing perspectives; and changing boundaries. Concludes that multigenre papers thus provide the opportunity for students to develop expressive and poetic language. (PM)

This technical assistance paper is designed to provide local adult vocational education administrators and teachers in Florida with information to implement the Vocational Preparatory Instruction (VPI) programs more effectively and in compliance with the VPI curriculum frameworks. Developed by practitioners in the state of Florida, the curriculum frameworks reflect students' needs for academic and vocational/technical skills, as well as workforce skills. State-required frameworks are designed to provide consistency, programmatic quality, and integrity. The paper addresses the following areas: (1) purpose and terminology; (2) course matrix, including literacy completion points; (3) student eligibility and assessment; and (4) instructional methods. Two appendices that provide acronyms and a list of adult education courses meeting subject-area graduation requirements are included, as are directory of technical assistance directors and consultants organized in five regions of the state, and a state-level staff directory. (KC)

This technical assistance paper is designed to provide local adult education administrators and teachers in Florida with information to help them more effectively implement General Educational Development (GED) programs, which are designed to help students pass the Official GED Test and become successful employees in the world of work. The paper addresses the following four areas: (1) purpose and terminology; (2) course matrix, including literacy completion points and correlation with Florida state standards; (3) student eligibility and assessment, with entrance and exit criteria; and (4) the instructional program and certification requirements for adult education teachers. Two appendixes that provide acronyms, rules, and the state standards correlations are included, as are technical assistance directors and consultants organized by the five regions of the state, and a state-level staff directory. (KC)

This paper is designed to provide local adult education administrators and teachers in Florida with information to help them to implement adult high school programs more effectively, in compliance with the State of Florida Adult High School Course Curriculum Framework. The paper addresses the following five areas: (1) purpose and terminology; (2) course matrix, including literacy completion points; (3) student eligibility and assessment, with entrance criteria and graduation requirements; (4) the instructional program and certification requirements for adult education instructors; and (5) acronyms. A directory of technical assistance directors and consultants organized by the five regions of the state, and a state-level staff directory are included in the paper. (KC)