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"Bordered Writers" explores how writing program administrators and faculty at Hispanic-Serving Institutions (HSIs) are transforming the teaching of writing to be more inclusive and foster Latinx student success. Like its 2007 predecessor, "Teaching Writing with Latino/a Students", this collection contributes to ongoing conversations in writing studies about multicultural pedagogy and curriculum, linguistic diversity, and supporting students of color, while focusing further attention on the specific experiences and strategies of students and faculty at HSIs. Although members of Latinx communities comprise the largest underrepresented minority group in the nation, the needs and strengths of Latinx writers in college classrooms are seldom addressed. "Bordered Writers" thus helps to fill a critical gap, giving voice to past and present Latinx scholars, rhetoricians, and students, both in academic essays and in personal "testimonios", in four pivotal areas: developmental English and bridge programs, first-year writing, professional and technical writing, and writing centers and mentored writing. Across contributions, the collection strives to connect all bordered writers and educators, making higher education today not only stronger but also more representative of the nation's population. After a foreword, "Celebrating Bordered Writers," by Cristina Kirklighter, the following chapters are presented: (1) Introduction (Isabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy); (2) "Testimonio" 1: A Family "Testimonio en Confianza": Becoming "Pocho" (Steven Alvarez); (3) Translingualism and ALP: A Rhetorical Model for Bordered Latinx Writers (Lucas Corcoran and Caroline Wilkinson); (4) Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community Colleges (Erin Doran); (5) "One Foot on the Bridge and One Foot off the Bridge": Navigating the Geographies of Access and Rhetorical Education at an HIS (Jens Lloyd); (6) "Testimonio" 2: Finding Anzaldua: A West Texas "Testimonio" (Christine Garcia); (7) Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition Classrooms (Yndalecio Isaac Hinojosa and Candace de León-Zepeda); (8) "Familismo Teaching": A Pedagogy for Promoting Student Motivation and College Success (Yemin Sánchez, Nicole Nicholson, and Marcela Hebbard); (9) Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and Translingualism (Beatrice Mendez Newman and Romeo García); (10) "Testimonio" 3: Inhabiting the Border (Heather Lang); (11) Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing Programs (Kendall Leon and Aydé Enríquez-Loya) (12) Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case Study (Laura Gonzales); (13) "Testimonio" 4: English, "Español", or "Los Dos" (Isabel Baca) (14) On Longing and Belonging: Latinas in the Writing Center (Nancy Alvarez); (15) Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific Discourse (Heather M. Falconer); and (16) "Testimonio" 5:The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher Education (Kaylee Cruz).

This document contains the following full and short papers on virtual laboratories, classrooms, and schools from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Collaborative Learning Support System Based on Virtual Environment Server for Multiple Agents" (Takashi Ohno, Kenji Saito, Hajime Saitoh, and Takashi Maeda); (2) "A Constructivist Virtual Physics Laboratory" (Fu-Kwun Hwang); (3) "A Distributed Backbone System for Community-Based Collaborative Virtual Universities" (Qun Jin, Jingde Cheng, Hiroaki Ogata, and Yoneo Yano); (4) "A Flexible Transaction Model for Virtual School Environments" (Woochun Jun and Sukki Hong); (5) "A Virtual Classroom for Algorithms with Algorithmic Animation Support" (Jian Shyu Shyong, Yin Te Tsai, and R.C.T. Lee); (6) "Agent-Oriented Support Environment in Web-Based Collaborative Learning" (Tomoko Kojiri and Toyohide Watanabe); (7) "Building the Virtual Classroom for the New Millennium" (Chien-Chih Lee); (8) "Design and Implementation of a N-Tiered Heterogeneous Virtual School Administration System" (Huang Gooshyon); (9) "Developing an IT-Immersion Environment To Enhance Learning and Teaching in Design and Technology" (Ting Kau Lo, Wing Kee Au, and Wai Ming Yip); (10) "Development of the Web-Based Classroom System To Be Implemented by the Teachers" (Go Ota and Kanji Akahori); (11) "Models and Strategies for Promotion of Distance Learning in Primary Schools and High Schools" (Jia-Rong Jerome Wen, Chia Chin Li, and Jian Jie Dung); (12)"Monitoring and Verifying Mathematical Proofs Formulated in a Restricted Natural Language" (Peter Schmidt); (13) "Simulating Engineering Professional Practice Using an Interactive Web-Based Resource: A Virtual Engineering Consultancy Company (VECC)" (Robert M. Corderoy and Paul Cooper); (14) "The Status of Cyber University in Korea and Its Future Direction" (Sukhee Wang and Youngsil Kim); (15) "Two Types of Virtual School in INET Supported by Teacher's Group--Collaboration Type and Loosely Connected Type" (Shoichi Kinosita and Nobuyuki Arakawa); (16) "WALTZ: A Web-Based Adaptive/Interactive Learning and Teaching Zone" (Long-Chyr Chang, Heien-Kun Chiang, and Pi-Shin Wey); and (17) "Web-Based Subject-Oriented Learning Program on Geophysics for Senior High School" (Rong-Kuan Yang, Yi-Ben Tsai, and Shi-Jen Lin). (MES)

This document is the first in the Secondary Education Series and is a product of the cooperation between the Human Development Network Education Team and the Human Development Sector Unit of the Latin American and Caribbean Region. The purpose of this book is to demonstrate the present valuable information found in developing nations and the educational reforms implemented in these countries in recent years. Contents include: (1) "Overview of the Reform Agenda" (Sylvia A. Ware); (2) "On the Road to Improving the Quality of Life: Environmental Education in the Costa Rican Education System" (Eduardo Doryan and Eleonora Badilla); (3) "Adaptation of the U.S. ChemCom Course for Secondary School Students in Krasnoyarskii Krai, Siberia, Russia" (Natalia E. Gapanovitch and Natalia P. Tarasova); (4) "School-Industry Cooperation in the Republic of Slovenia: Does It Exist?" (Margareta Vrtacnik and Sascha A. Glazar); (5) "Advances and Obstacles to the Reform of Science Education in Secondary Schools in Mexico" (Andoni Garritz and Vicente Talanquer); (6) "Chilean Education Reforms during the Current Century" (Manuel M. Martinez and Raul F. Ceron); (7) "The Science Teachers Association of Nigeria: Forty-One Years of Service to Science Teaching" (Samuel Bajah); (8) "School Laboratories in Developing Countries: Are They Worth the Effort and Expense?" (Erik W. Thulstrup); (9) "Science and Technology Education in Developing Countries: Low Cost, Locally Made Instrumentation" (Krishna V. Sane); (10) "Science Education at the RADMASTE Center: The Role of a University in Development" (John D. Bradley); (11) "Meeting the Needs of Science Teachers and Students: The Philippines Experiment" (Warren Beasley); (12) "Secondary Science Education in Thailand" (Roger G. H. Downer and Karma Rana); (13) "Toward a Comprehensive Strategy for Science Curriculum Reform and Teacher Development in Southern Africa" (Leo P. de Feiter and Kenneth Ncube); (14) "Challenges to Reforming Science Education in South Africa: What Do the Third International Mathematics and Science Survey Results Mean?" (Sarah J. Howie); (15) "The Internet in Our Classroom: Teaching Tomorrow's Skills for Tomorrow's World" (Boris Berenfeld); and (16) "Environmental Education: The Millennium Challenge" (Jacob Bregman, Sr. and Morten Fisker). (YDS)

This collection of case studies of classroom experiences in middle and secondary schools throughout the European Community describes the use of computers in mathematics education. The 16 studies are organized in four main groups: (1) experience in geometry using educational software and Logo in grades 5-10; (2) arithmetic number concepts, statistics, and probability in grades 6-7, using computers to work with numbers and simulate random events; (3) the concept of numerical function and its graphical representation in grades 10-11, including calculus, algebra, and trigonometry; and (4) new topics or new approaches to the mathematics curriculum in grades 11-12, including modeling and combining mathematics and computer science concepts. Further characteristics of the case studies include (1) the different kinds of software--games, tutorial-practice, programming languages, microworlds, spreadsheets, databases, and subject oriented flexible tools, such as MathCad; (2) the origins and nature of the teaching and learning process--group work, problem solving, exploratory activities, searching and interpreting information; and (3) patterns of classroom organization--mathematics laboratories, resource centers, and computers in the classroom. The annexes contain the names and addresses of the teachers and a list of the software packages described in the case studies. (ALF)

This booklet contains information about the Human Interface Technology Laboratory (HITL), which was established by the Washington Technology Center at the University of Washington to transform virtual world concepts and research into practical, economically viable technology products. The booklet is divided into seven sections: (1) a brief description of virtual worlds technology; (2) a description of HITL and how it interfaces with its parent institutions and surrounding community; (3) a list of HITL staff, fellows, and students, with a one-paragraph description of the activities of each; (4) a description of the Virtual Worlds Consortium, which works to enhance commercial applications of virtual worlds technology and a list of participating corporations; (5) lists of HITL core activities, enabling technologies, projected concept demonstration dates, and targeted markets; (6) an order form and a list of approximately 60 HITL technical publications; and (7) reprints from newspaper and magazine articles about virtual reality and HITL. A brief description of "sci.virtual-worlds," a multidisciplinary USENET newsgroup devoted to discussions of the subject, is given on the inside back cover. (KRN)

Addressing practical issues rarely covered in methods texts, this user-friendly, jargon-free book helps students and beginning researchers plan infant and child development studies and get them done. The author provides step-by-step guidance for getting involved in a developmental laboratory and crafting effective research questions and proposals. Tips on recruiting study participants cover access issues--such as how to overcome language and cultural barriers--and include helpful sample scripts. The book offers time management strategies, pointers for organizing and communicating data, and a roadmap of the journal publication process, complete with an annotated sample article. Numerous concrete examples, checklists, worksheets, and exercises are featured. Reproducible forms can be downloaded and printed in a convenient 8½" x 11" size. Contents include: (1) Selecting a Laboratory; (2) Your First Days and Weeks in the Laboratory; (3) Time Management 4. Developing Your Ideas and Immersing Yourself in the Culture of Research; (5) Developing Your Research Question and Proposal; (6) Recruitment and Access; (7) Organizing and Planning Your Research; (8) Strategies for Statistics; (9) Planning to Write Up Your Research; (10) Selecting a Journal and Establishing Authorship; and (11) Communicating Your Research. An index and a section about the author is included.

For over a century, field stations have been important entryways for scientists to study and make important discoveries about the natural world. They are centers of research, conservation, education, and public outreach, often embedded in natural environments that range from remote to densely populated urban locations. Because they lack traditional university departmental boundaries, researchers at field stations have the opportunity to converge their science disciplines in ways that can change careers and entire fields of inquiry. Field stations provide physical space for immersive research, hands-on learning, and new collaborations that are otherwise hard to achieve in the everyday bustle of research and teaching lives on campus. But the separation from university campuses that allows creativity to flourish also creates challenges. Sometimes, field stations are viewed as remote outposts and are overlooked because they tend to be away from population centers and their home institutions. This view is exacerbated by the lack of empirical evidence that can be used to demonstrate their value to science and society. "Enhancing the Value and Sustainability of Field Stations and Marine Laboratories in the 21st Century" summarizes field stations' value to science, education, and outreach and evaluates their contributions to research, innovation, and education. This report suggests strategies to meet future research, education, outreach, infrastructure, funding, and logistical needs of field stations. Today's technologies - such as streaming data, remote sensing, robot-driven monitoring, automated DNA sequencing, and nanoparticle environmental sensors - provide means for field stations to retain their special connection to nature and still interact with the rest of the world in ways that can fuel breakthroughs in the environmental, physical, natural, and social sciences. The intellectual and natural capital of today's field stations present a solid platform, but many need enhancements of infrastructure and dynamic leadership if they are to meet the challenges of the complex problems facing the world. This report focuses on the capability of field stations to address societal needs today and in the future. Two appendices are included: (1) Statement of Task; and (2) Committee Member Biographies. [This content was written by the Committee on Value and Sustainability of Biological Field Stations, Marine Laboratories, and Nature Reserves in the 21st Century Science, Education, and Public Outreach; Board on Life Sciences; Division on Earth and Life Studies; National Research Council.]

This book grew out of the desire and necessity to understand just what went on in writing center tutoring sessions. Utilizing previous research--mostly dissertations that have not been widely read--the authors analyze the available data using a grounded theory approach. With information from over 50 sources, the resulting text is not only a resource, but illuminates for the first time just what happens in writing center tutoring sessions. From their grounded theory analysis, the authors identify the dimensions impacting a tutoring session, such as personal characteristics, outside influences, communication, the emotions and temperament of the interlocutors, and the ultimate outcomes. An analytic conclusion ties the grounded theory data to other published research and theory.

This book highlights the work of talented writing center teachers who share practices and lessons learned from today's most important high school writing centers. The authors offer innovative methods for secondary educators who deal with adolescent literacy, English language learners, new literacies, embedded professional development, and differentiated instruction. The Successful High School Writing Center demonstrates how writing centers help school communities grapple with the realities that come with literacy education. Depicting real-life writing centers as leaders in literacy education, the accounts presented will enrich the work of secondary educators, writing tutors, and student writers in socially significant ways. This book features: (1) Models of writing centers and literacy centers that explicitly integrate reading and writing across the curriculum; (2) Creative strategies from a diversity of schools, models, and students served; (3) Literacy-based, collaborative research projects for writing center evaluation; and (4) Helpful forms. [Foreword by Richard Kent.]

This book examines how common e-learning technologies open up compelling, if limited, experiential spaces for users, similar to the imaginary worlds opened up by works of fiction. However, these experiential worlds are markedly different from the "real" world of physical objects and embodied relations. This book shows these differences to be of central importance for teaching and learning.

E-Learning is a vast and complex research topic that poses many challenges in every aspect: educational and pedagogical strategies and techniques and the tools for achieving them; usability, accessibility and user interface design; knowledge sharing and collaborative environments; technologies, architectures, and protocols; user activity monitoring, assessment and evaluation; experiences, case studies and more. This book's authors come from all over the world; their ideas, studies, findings and experiences are a valuable contribution to enriching our knowledge in the field of eLearning. The book is divided into three sections. The first covers architectures and environments for eLearning, while the second part presents research on user interaction and technologies for building usable eLearning environments, which are the basis for realizing educational and pedagogical aims, and the final last part illustrates applications, laboratories, and experiences. Contents include: (1) E-learning for the New Generations, a Web 2.0 Approach (Hicham Hage and Esma Aimeur); (2) Developing and Implementing a Multi-Agent System for Collaborative E-learning (Hani Mahdi and Sally S. Attia); (3) Distributed E-learning Based on SOA (Khosro Bahrami, Behzad Daemi and Mehrnoush Abedi); (4) Regionally Distributed Architecture for Dynamic e-Learning Environment (RDADeLE) (Saleh AlZahrani, Aladdin Ayesh and Hussein Zedan); (5) Dynamic Analysis of Activity of E-learning System Users (R. Mosdorf, J. Kilon and B. Ignatowska); (6) An Approach in Personalisation and Privacy in E-Learning Systems (Itana Stiubiener, Wilson Vicente Ruggiero and Marta Rosatelli); (7) Affective Computing in E-learning (Hongfei Lin, Fengming Pan, Yuxuan Wang, Shaohua Lv and Shichang Sun); (8) Empathic Multiple Tutoring Agents for Multiple Learner Interface (Hua Wang and Mitsuru Ishizuka); (9) Avatar Augmented Annotation Interface for e-Learning (Won-Sung Sohn and Jae-Kyung Kim); (10) Developing Screencasts and Video Screencasts for E-learning (Carlos Turro, Luis Morcillo and Jaime Busquets); (11) Distance Learning: New Opportunities for the Blind (Marina Buzzi and Barbara Leporini); (12) Conception of Lesson Notes as Cartoon for Foreign Language Learning (Laure France); (13) Virtual Collaborative Learning Environments with the Telepresence Platform Supported by the Teaching for Understanding Pedagogical Framework: Experiences in Higher Educational Process in Colombia (Helmuth Trefftz, Juliana Restrepo, Pedro Esteban, Angela Maria Jimenez and Faber Danilo Giraldo); (14) E-Learning Tool for Digital Design and Embedded System Training (Giuliano Donzellini and Domenico Ponta); (15) Remote Control of a Multi-robot Infrastructure for E-Learning Training Sessions (Theodor Borangiu, Florin Daniel Anton and Silvia Anton); (16) Development Sensor Experimental Platform Based on the Graphical Monitoring and Control System (Wen-Jye Shyr); (17) Virtual and Remote Laboratories for E-Learning Using EDA Tools (Wael El-Medany); and (18) Development of A Distance Microprocessor-based Platform using Graphical Interface via the Internet (Hsiung Cheng Lin). (Individual chapters contain tables, figures, and references.)

Recent cases have demonstrated that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year colleges, community colleges, secondary schools, graduate programs, international classrooms, multicultural classrooms, writing centers, writing-across-the-curriculum programs, scholarly publications and the popular media. This book offers multiple responses to a literacy practice that is simultaneously abhorred and omnipresent in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners. Contributors view plagiarism as a practice that does not take place in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers are urged to address the issue in the classroom as part of writing pedagogy and not just as a matter for punishment and prohibition. Following an introduction by the authors, the book includes 10 chapters: (1) Man Bites Dog: The Public, the Press, and Plagiarism (Michele Eodice); (2) Situating Plagiarism as a Form of Authorship: The Politics of Writing in a First-Year Writing Course (Amy E. Robillard); (3) Time Is Not on Our Side: Plagiarism and Workload in the Community College (Kami Day); (4) Where There's Smoke, Is There Fire? Understanding Coauthorship in the Writing Center (Tracy Hamler Carrick); (5) One Size Does Not Fit All: Plagiarism Across the Curriculum (Sandra Jamieson); (6) Plagiarizing (from) Graduate Students (Rebecca Moore Howard); (7) "Thou Shalt Not Plagiarize"? Appealing to Textual Authority and Community at Religiously Affiliated and Secular Colleges (T. Kenny Fountain and Lauren Fitzgerald); (8) Intertextuality in the Transcultural Contact Zone (Celia Thompson and Alastair Pennycook); (9) We Never Wanted to Be Cops: Plagiarism, Institutional Paranoia, and Shared Responsibility (Chris M. Anson); and (10) Beyond Plagiarism (Kathleen Blake Yancey). The book also includes Afterword: Plagiarism, Difference, and Power (Bruce Horner).

This volume is a report of a workshop held in 2003 to address best practices and remaining challenges with respect to national laboratory-university collaborations. The following are appended: (1) Committee Member Biographies; (2) Workshop Agenda; (3) Workshop Participants; (4) Glossary of Acronyms; and (5) Major Benefits and Challenges. [This study was also supported by Lawrence Berkeley National Laboratory; Lawrence Livermore National Laboratory; Los Alamos National Laboratory; Pacific Northwest National Laboratory; Sandia National Laboratories; and the University of California, Berkeley.]

Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: (1) What is effective laboratory teaching?; (2) What does research tell us about learning in high school science labs?; (3) How should student learning in laboratory experiences be assessed?; (4) Do all student have access to laboratory experiences?; (5) What changes need to be made to improve laboratory experiences for high school students?; and (6) How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum and how that can be accomplished.

This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching. The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation. They demonstrate how interactive rubrics--a process involving assessors and the assessed in defining the criteria for an assignment or objective--can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.

Financial management in higher education is discussed in six articles, with attention to problems and creative solutions. The problem of capital depletion of facilities, research laboratories, instrumentation, and instructional equipment may be approached by creative partnerships between the state, institutions, and private capital sources. Old solutions, whether "pay-as-you-go" or long-term bonding, may be no longer feasible or applicable to current problems. Article titles and authors are: "Historical Perspective on University Debt Financing" (Patricia A. Libby); "New Investment Strategies for College and Universities" (Edward Q. Moulton); "Taking Advantage of State and Federal Tax Laws" (Michael B. Goldstein); "Financing Equipment and Facilities: Educating the Alternatives" (Raymond Smoot, Jr.); and "Creating a State Equipment Fund" (Gordon K. Davies). An appendix, "Exemplary Structure of a University Research and Development Enterprise," is a contribution of the Dow, Lahnes & Albertson firm. Charts and flow charts, as well as narrative sections, cover ownership and control of the foundation, rights to intellectual property, flow of venture capital, flow of investment income (working capital), and flow of project-derived income (profit). (SW)

Articles on teaching effectiveness for foreign teaching assistants (TAs) are presented. Topics include: adapting to the U.S. academic environment, understanding the role of the TA and gaining confidence, anticipating undergraduates' expectations, improving communication skills, and teaching laboratory classes and recitation classes. Titles and authors are: "Reflections by a Foreign TA" (Han Srinivasan); "Teaching Competency of Foreign TAs Does Not Rest on Language Alone" (Y. G-M. Lulat, J. Weiler); "Overcoming the Conflict between Asian TAs and American Students" (Toshiya Kuroda); "The TA as a Student and Teacher" (Michael J. Serino); "How to Get Along with Undergraduates" (Jack M. Witt); "Undergraduates from the Foreign TA Perspective" (Mehran Mostajir); "My Experience with Foreign TAs" (Albert Chan); "The Language Barrier Can Be Broken" (Sanjay Paul); "Communicating Without Words" (Connie Van Zelm); "Listening Is Speaking" (Sungran Cho); "How to Be a Confident Foreign TA" (Amy Chang); "Know Thy Strengths and Weaknesses" (S. Cho); "How to Become a Confident TA" (Paul A. Basinski); "Suggestions for Lab Instructors" (Robert A. Phillips); "Teaching Advanced Laboratory Courses" (Carolyn Wechter); "Respect and Enthusiasm in the Recitation" (Michael A. Biernik); "Suggestions for Recitation Instructors in the Hard Sciences" (Zoran Pazameta); and "Suggestions for Engineering Recitations" (Shabbir Aamir). (SW)

This publication was produced as a teaching tool for college chemistry. The book is a text for a computer-based unit on the chemistry of acid-base titrations, and is designed for use with FORTRAN or BASIC computer systems, and with a programmable electronic calculator, in a variety of educational settings. The text attempts to present computer programs that are relatively free of reliance on specialized large computer systems programs. The case-study approach presented is highly research and laboratory oriented. Similar subject matter is conventionally taught in most introductory college chemistry courses, but this text material attempts greater depth of instruction through utilization of the computational resources of a computer. (Author/BT)

This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (David Kaufman); "Introducing Faculty to Cooperative Learning" (Barbara J. Millis); "Improving Laboratory Teaching" (Elizabeth Hazel); "From Shaping Performances to Dynamic Interaction: The Quiet Revolution in Teaching Improvement Programs" (Richard G. Tiberius); "Faculty Development Workshops and Institutes" (James Eison and Ellen Stevens); "Using the Teaching Portfolio to Improve Instruction" (Peter Seldin, and others); "Preparing the Faculty of the Future to Teach" (Laurie Richlin): "The Development of New and Junior Faculty" (Milton D. Cox); "Improving Teaching: Academic Leaders and Faculty Developers as Partners" (Mary Deane Sorcinelli and Norman D. Aitken); "Promoting Inclusiveness in College Teaching" (Nancy Van Note Chism and Anne S. Pruitt); "National-Scale Faculty Development for Teaching Large Classes" (Graham Gibbs); "The Impact of National Developments on the Quality of University Teaching" (George Gordon, Patricia A. Partington). An index is included. (Most papers contain references.) (JB)

This book offers a perspective on the science education enterprise that individuals can use as they attempt to understand what happens in science classrooms and what should happen. This book is a historical account of ideas in science education that covers the time period from approximately the middle of the nineteenth century to 1991. How science first struggled to find a place in the school curriculum and the many debates over the years about what science curriculum should be are recounted. The goals of science education are identified. How these goals have competed with one another for the public's attention are described. Besides discussion of the origins of science teaching in the United States, attention is also given to the larger educational goals of science instruction and the strategies that have been used to accomplish these goals. Chapters include: (1) "Science versus Classical Studies"; (2) "Educational Thought and Practice in the Nineteenth Century"; (3) "The Turn of the Century and the Committee of Ten"; (4) "The Reorganization of Science Education"; (5) "Social Relevance and the Organized Disciplines"; (6) "School Science Seeks Its Own Identity"; (7) "World War II and the Beginnings of Change"; (8) "Curriculum Reform"; (9) "Scientific Literacy and the New Progressivism"; (10) "Process and Product in Science Education"; and (11) "What We Have Learned and Where We Are Headed." (KR)

Chapter 7, Section 4 of the book "Petroleum Related Rock Mechanics," 2nd Edition, by Erling Fjaer, Rune M. Holt, Per Horsrud, Arne Marius M. Raaen and Rasmus Risnes is presented. It presents the core analysis of rock's mechanical properties. It discusses laboratory tests for the determination of rock stress which are based on core measurements. It notes that most of the described methods have been used for the identification of horizontal stress directions.

Chapter Twelve of the book "Inspiring Exemplary Teaching and Learning: Perspective on Teaching Academically Talented College Students" is presented. It explores the investigation and research conducted by the students at the Integrated Science Laboratory of Texas Tech University regarding the moon hoax theory. It highlights the learning that students gained from their research including the appreciation for scientific discovery and scientific research.

Chapter 6 of the book "NSTA Guide to Planning School Science Facilities" 2nd Edition, by LaMoine L. Motz, James T. Biehle and Sandra S. West is presented. It explores the combination of laboratory/classroom designs for high school that allow flexibility and enhance more concrete laboratory activities. It highlights the significance of direct planning for technology needs to be part of the initial design phase for school facilities.

Chapter 5 of the book "NSTA Guide to Planning School Science Facilities" 2nd Edition, by LaMoine L. Motz, James T. Biehle and Sandra S. West is presented. It provides information about the recommended space for the middle school laboratory and classroom per student with a maximum of 24 students for any one class. It explores the laboratory/classroom designs which allow greater flexibility and encourage more concrete laboratory activities.