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5 results on '"Oregon School Study Council, Eugene."'

1. Alternative Education Programs for At-Risk Youth: Issues, Best Practice, and Recommendations.

Author

Oregon School Study Council, Eugene., Tobin, Tary, and Sprague, Jeffrey

Abstract

This publication discusses definitions of alternative education, outlines common program features, and lists challenges to providing quality services. The paper focuses on alternatives for students who are at risk for school failure, dropout, or delinquency. Since few studies on the effectiveness of alternative programs have been conducted and results of studies that have been performed are difficult to generalize beyond their specific settings, the report provides an outline of research on the common features found in alternative-education programs and describes a model alternative program. The text discusses special-education students and general-education students who are in need of alternative education. It details the characteristics of alternative-education programs, such as the reason for admission or attendance. It also provides descriptions of research-based, alternative-education strategies, which include a low ratio of students to teachers, highly structured classrooms with behavioral classroom management, positive rather than punitive emphasis in behavior management, and social-skills instruction. The report concludes with suggestions for establishing an alternative-education program, including tips on universal, proactive screening, on avoiding negative effects, and on obtaining support for implementing and evaluating the program. (Contains 137 references.) (RJM)

Published
1999

2. Mapping: A Method for Organizing Data about Your School Attendance Area.

Author

Oregon School Study Council, Eugene. and Olson, John A.

Abstract

This paper shows the school principal how to map his school district or attendance area to systematically organize and relate physical and cultural data into a comprehensive spatial pattern. Use of such maps is shown to make interactions of cultural and physical elements within the spatial pattern more easily seen and understood. Major sources of generally available information and some of the principal methods of observation which may be employed in constructing such maps are provided. A map of the attendance area of a suburban elementary school is developed in detail to demonstrate the specific procedure, and the completed map is discussed in terms of a projected future for the area under study. Maps are shown to provide such information as locations of community support for schools, neighborhood representation in school activities, socioeconomic background of pupils, parental aspirations, parental attitudes toward school, tax bases, attitudes toward school bond elections, and transient areas with high student turnover. (TT)

Published
1969

3. How Does the Secondary School Library Become an Instructional Materials Center? Personnel, Program, Materials, Housing.

Author

Oregon School Study Council, Eugene. and Rogers, Margaret

Abstract

Objectives of this paper are: (1) to provide a practical point of view, based on experience of library and audiovisual practitioners, for expanding secondary school library programs into instructional materials center programs as demanded by instructional programs involving flexible scheduling, inquiry, and independent study; (2) to provide an annotated bibliography of pertinent comment and illustrations from school administration, architecture, library, and audiovisual journals, books, and media; and (3) to make available to school administrators and planners selected sources on these topics. The instructional materials center, as defined for this discussion, is a library with broader than traditional purpose, housing more diversified and extensive collections of materials. It is staffed by leaders with varied general experience and specializations in library, curriculum, and media, who work supportively with staff and students. Topics discussed include personnel, program, materials, the indexing system, budget, and housing spatial allocation. An annotated bibliography of 24 items is appended. (Author/JB)

Published
1968

4. What Teachers Say May Not Be What Students Hear: Non-Verbal Communication in the Classroom.

Author

Oregon School Study Council, Eugene. and Rankin, Kelly

Abstract

The author focuses on various types of nonverbal communication, reactions of both students and teachers to nonverbal communication, and techniques of developing improved communication to support openness in the classroom. An extensive literature review is presented to support the thesis that the essence of communication is nonverbal; if someone says one thing, but shows another through nonverbal gestures and other nonverbal language, then it is the nonverbal that is the "real" communication. Two interaction analysis systems are examined as objective methods for the study, measurement, and evaluation of verbal and nonverbal interaction cues occurring in the classroom. It is posited that through awareness of types of verbal and nonverbal cues, teachers can begin to work more effectively with their own communication skills in the classroom. A bibliography of 48 citations is appended. (MJB)

Published
1978

5. The Developmental Approach to Kindergarten: Profile of an Expert Teacher.

Author

Oregon School Study Council, Eugene. and Klauke, Amy

Abstract

Providing an example of educational practice others may wish to emulate, this bulletin profiles the work of Elga Brown, an extraordinary kindergarten teacher at Edison Elementary School in Eugene, Oregon. The basic educational objective of Brown's classroom is that every one has a good day, and the overriding rule is that everyone allow everyone else to have a good day. Participants practice self-government. At the start of each day, each child chooses two activities, negotiates access to activity areas, and quickly begins to create activities within those areas. Although Elga Brown intervenes to extend development, self-direction lies at the root of children's involvement. Children are encouraged to be inquisitive, ask questions and go beyond simple answers. This makes the world fascinating and encourages the children to explore it. Brown's approach to the children is warm and respectful, not patronizing or condescending. Her tone is genuine and friendly. She is alert and responsive to every activity in the classroom. Brown's criticism is neither strongly negative nor strongly positive. Children do not work for her approval. Interactions are characterized by mutual respect. Children learn by experience and through their senses. Appended is an ERIC Digest entitled "What Should Young Children Be Learning?" by Lilian G. Katz. (RH)

Published
1988

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