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Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

The purpose of this directory was to identify and describe education practices to take federally-funded GEAR UP and TRIO programs online in response to the COVID-19 pandemic. These programs improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. Method: The sample for the directory was derived from TRIO and GEAR UP professionals located at fifty programs across the United States. The Educational Opportunity Association and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org Results: The approved education practices directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search; (b) Upward Bound; (c) Educational Opportunity Centers; (d) Disability Services; (e) Student Support Services; (f) Ronald E. McNair Postbaccalaureate Achievement; and (g) GEAR UP. The directory is arranged by the following topical areas: (a) recorded webinars for taking programs online; (b) comprehensive plans for taking programs online; (c) Zoom, online platforms, and technology resources; (d) academic support; (e) advising and counseling; (f) assessment and evaluation; (g) campus tours and field trips; (h) communication strategies; (i) disability services; and (j) online curriculum. Implications: Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere to support their online learning environment. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.

This bibliography is an update of an earlier version published by The Centre for Literacy in the Fall of 1995. In this edition, the authors have added more than twenty entries on articles which have appeared since 1995. Interest in the topic of literacy and health has grown enormously as indicated by the large number of titles which show up in a search. The authors chose to annotate the twenty-some new entries and simply to list others based on the time allocated to this project rather than on a judgment about relative merit. They believe that this selection gives a sense of the current range of perspectives on literacy and health in the health care field.

Contends that professional communication studies could do a better job of teaching effective and responsible language usage to students in a way more coherent to an overall university education and to a healthy civic discourse. Provides lessons from history which suggest that a clear grasp of the theory and practice of genre can help unify contentious university curricula and move professional rhetoric more to the center. (PM)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: (1) superior-subordinate communication; (2) the effect of freedom of expression on role satisfaction; (3) the effects of certain risk factors on nurses' communication in the inappropriate-order situation; (4) the parent-teacher communication needs of single and dual parents of first grade children; (5) Woodrow Wilson's communication strategies in World War I; (6) decision making during the Korean and Yom Kippur wars; (7) patterns of communication among volunteer workers in an Israel archeological excavation program; (8) sex differences in college teachers' classroom talk; (9) a training program for law enforcement personnel in the management of interpersonal conflict; (10) communicative style of principals; (11) preschool teachers' use of language for distancing; (12) the relationship of self-concept to selected communication skills of choral conductors; (13) motivational factors contributing to job satisfaction for nurses; (14) legislative-executive communications; and (15) comparative advertising. (FL)

Focusing on oral communication and presentational speaking, this 34-item annotated bibliography contains sources of information that are primarily concerned with communicating in contemporary business and professional settings. The bibliography is divided into four sections: presentational, general, organizational communication, and miscellaneous. The selections date from 1979 to 1989. (NKA)

Since the publication of Dr. E. A. Fay's article on the Progress of Education of the deaf in the Report of the Commissioner of Education for 1913 the number of public residential schools has not increased remaining at 64. The number of pupils however, has risen in this time from 10,837 to 11,103, the former number being 82 per cent of the pupils in 1912 and the latter numbers representing 80 per cent of all the deaf pupils under instruction in the United States in October 1919. The States of Delaware. New Hampshire, Wyoming and Nevada have not yet established special schools for deaf children but continue to provide for the education of their deaf children at public expense in other near-by States. The public residential schools continue to offer excellent care and supervision over the pupils both in and out of school. As a rule, they provide free tuition, laundry, and necessary medical attention to all the children throughout the school team of about nine months. They also provide industrial training of high grade in many cases and continue to offer from officers of the institution moral and religious instruction to all the pupils whose parents do not arrange for their children to have special sectarian religious instruction. The number of day schools for the deaf has now risen to 78, an increase of 8 since Dr. Fay's report. The number of pupils taught in these schools has increased from 1,773 to 2,010 or nearly 15 per cent of the total number under instruction. Progress is slowly being made in the classification of schools for the deaf as strictly educational institutions. This paper contains the following: (1) Number of schools and their forms of organization; (2) Status of the schools for the deaf; (3) Compulsory education; (4) School age; (5) Size of classes; (6) Oral teaching and the combined system; (7) Auricular instruction; (8) Industrial training; (9) Salaries; (10) Pensions; (11) Preparation of teachers; (12) New school plants; (13) Dual schools; (14) Methods of support; (15) Lip reading for the adult deaf; (16) Education of deaf soldiers and sailors; (17) Matters of special interest; (18) Meetings of educational organizations; (19) Higher education of the deaf; and (20) Mental and educational tests. (Contains 1 footnote.) [Best copy available has been provided.]

The survey to determine occupational opportunities for the deaf and the hard-of-hearing was conducted as an approved Federal project under the Civil Works Administration. It was planned and directed by the United States Office of Education. The project was conceived primarily as a study related to the vocational guidance of deaf and hard-of-hearing young people. If handicapped children are to be helped to realize their greatest potentialities occupationally, one must know in which types of occupations handicapped adults are now most successfully engaged. One must know, too, the relationship of success in a given occupation to other factors, such as degree of deafness, command of speech, and education. These items must be coupled with a knowledge of the pupil as a person--his individual capabilities and interests, his temperament, and his emotional equipment. Thus an adequate guidance program looking toward vocational sell-realization takes into consideration, on the one hand, the individual's assets and liabilities, and, on the other hand, the world of employment in which he must find a place. Some occupational studies related to the deaf and the hard-of-hearing have been made by other investigators, but in the present survey it has been possible to utilize a larger sampling than those which have hitherto been available, and at the same time the statistical analysis has included a consideration of certain factors not previously investigated. It is believed, therefore, that the findings of the study should have some significance in relation to the education of the deaf and the hard-of-hearing. If the schools are to give intelligent guidance for vocational activities, they must adjust their curricula to conditions as they are, not as they have been in the past nor yet as educational leaders would like to see them. This applies to the education of hearing and non-hearing alike. It was not the object of the survey to make an exhaustive enumeration of deaf and hard-of-hearing adults in the country nor even in those States in which the investigation was carried on, but rather to secure a sampling of those adults who were or had been employed that was large enough to show definite trends. Hence strategic points were selected in the several States which might be the centers of activity for the surrounding territory. Following an introduction, the following topics are covered in this bulletin: (1) General Description of the Sampling; (2) Employment Status of the Sampling; (3) Types of Occupations Followed; (4) Occupational Success; (5) Employers' Statements; and (6) Implications of the Findings. A list of selected references is provided. (Contains 48 tables, 9 figures, and 30 footnotes.) [This bulletin was prepared in collaboration with Kenneth Braly, Percival Hall, Jr., Helmer Myklebust, Sam D. Palmer, Alice F. Rowell, and Isabelle Walker. Best copy available has been provided.]

Supervision by circular letters is essential in most counties. The size of the territory to be covered makes frequent visits on the part of the county superintendent an impossibility. Many superintendents have no supervisors or field deputies and have only occasional office help. In such cases circular letters are the most valuable means of supervision. One Iowa county superintendent writes: This county is 48 by 54 miles and has about 150 teachers actually under my supervision. I depend very largely upon circular letters because I can get to a school only once a year unless the teacher is in trouble or I go to make a talk." Many problems individual to teachers or schools can be settled only by conference or correspondence. On the other hand, many difficulties encountered are common to the majority of rural schools and can often be taken care of through circular letters. This bulletin has been prepared to show that there are various types of circular letters which have proved effective in rural-school supervision. It will indicate certain characteristics which tend to increase the value of circular letters. Finally it will demonstrate the use of circular letters as a supervisory agency by including copies of 64 letters written by education officers during the past few years. These letters, collected by Jessie Parker, a member of the Iowa staff, fall into nine categories, as follows: (1) Inspirational letters; (2) Letters to prepare teachers and others to profit by certain supervisory agencies; (3) Follow-up letters; (4) Letters relating to the curriculum; (5) Letters to promote specific educational campaigns and to report progress in connection therewith; (6) Letters to improve the quality of programs of various kinds; (7) Letters including administrative information of special interest to teachers; (8) Letters to pupils designed to further their progress along certain lines; and (9) Routine letters. (Contains 6 tables.) [Best copy available has been provided.]

Educational programs for deaf children have been in existence in the United States for almost a century and a half. Through these instructional programs, much has been accomplished which contributes to the lives of those who are deaf, and, during recent years, significant advances have been made in understanding deafness and its treatment--especially in the area of communication. This has bearing on the competencies needed by teachers who are to instruct deaf boys and girls. Because of a demand for more precise understanding of these competencies, the broad study "Qualification and Preparation of Teachers of Exceptional Children" was undertaken. The information from this broad study which has bearing on the qualifications of teachers of deaf children is reported in this publication. Specifically, it includes findings on: (1) "competencies" needed by teachers of children who are deaf; (2) some opinions on the "proficiency" of some recently prepared teachers of the deaf; (3) "education" and "experience" for acquiring competence; and (4) a "summary statement including implications" for planning and research. Two techniques were used to gather information for this report. One was the use of inquiry forms; the other was the work of a committee of experts in the education of the deaf. A large proportion of the information in this bulletin was provided by 100 classroom teachers of deaf children and youth. The opinions of these special teachers were sought, since they were currently in close daily association with deaf children, and would be in a position to make practical judgments about the competencies and experiences which make teachers effective. The opinions present desirable professional standards rather than minimum standards for qualification and professional preparation. It is hoped they will serve to set goals for the future and offer guidelines against which many other ideas and opinions may be helpfully measured. The following are appended: (1) The Office of Education Study: "Qualification and Preparation of Teachers of Exceptional Children"; (2) Background Information on the 100 Teachers of Deaf Children; (3) Information on Statistical Procedures and Results; (4) Inquiry Form Used to Collect Information from the 100 Teachers of Deaf Children; and (5) Additional Information on Statistical Procedures and Results. (Contains 4 tables, 3 graphs, and 22 footnotes.) [This bulletin was prepared in collaboration with Mary A. Blair, Daniel T. Cloud, Powrie V. Doctor, Samuel A. Kirk, Harriet F. McLaughlin, Clarence D. O'Connor, and S. Richard Silverman. Best copy available has been provided.]