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Contemplating one's teaching is an essential part of teacher education. As instructors of a methods course with a tutoring component, we asked education majors in the class to author weekly e-mail reflections about their teaching experiences. However, they had difficulty considering their lessons. The authors knew poetry stimulated introspections. Hoping to evoke the education majors' reflexivity, they requested the education majors create two poems (middle and end of semester), portraying their perceptions and dilemmas related to their teaching. The authors explored the lyrical forms through constant comparative analysis. Writing in a poetic voice prompted the education majors' contemplations. However, rather than focusing on their lessons, the education majors' initial poems portrayed their anxieties about teaching while their end of semester poems centered on concern for children.

This paper describes the various types of school-business partnerships that exist in rural America. Data were derived from an extensive review of literature and limited field observations and interviews. Findings indicate that little formal research has been conducted on reform-model, school-business partnerships. Two strands of thought regarding the organizational and personal interactions between schools and businesses are identified--the partnership domain and the relationship domain. The partnership domain is characterized by a static process, a well-defined organizational structure, a focus on organizational needs, insulation from self-evaluation, a defined power base, one-way benefits, and status-consciousness. The relationship domain has the following traits: a dynamic process, an organizational structure based on interpersonal relationships, a focus on meeting individual needs, self-examination, multiple power bases and benefits, and a task orientation. (LMI)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) contains the following research papers: "The Construct Theory of Rational Numbers: Toward a Semantic Analysis" (M. Behr & G. Harel); "Reflections on Dealing: An Analysis of One Child's Interpretations" (G. Davis); "About Intuitional Knowledge of Density in Elementary School" (J. Gimenez); "Understanding the Multiplicative Structure: Concepts at the Undergraduate Level" (G. Harel & M. Behr); "A Contextual Approach to the Teaching and Learning of Mathematics: Outlining a Teaching Strategy that Makes Use of Pupil's Real World Experiences and Strategies, and the Results of the First Teaching Experiment of Project" (T.O. Keranto); "On Children's Mathematics Informal Method" (F.L. Lin & L.R. Booth); "A Case Study of the Role of Unitizing Operations with Natural Numbers in the Conceptualization of Fractions" (A. Ludlow); "Constructing Fractions in Computer Microworlds" (J. Olive & L.P. Steffe); "Proportional Reasoning: From Shopping to Kitchens, Laboratories, and Hopefully, Schools" (A.D. Schliemann & V.P. Magalhaes); "The Fraction Concept in Comprehensive School at Grade Levels 3-6 in Finland" (T. Strang); "Critical Decisions in the Generalization Process: A Methodology for Researching Pupil Collaboration in Computer and Non Computer Environments" (L. Healy, C. Hoyles, & R.J. Sutherland); "'Scaffolding' a Crutch or a Support for Pupils' Sense-Making in Learning Mathematics" (B. Jaworski); "The Role of Mathematical Knowledge in Children's Understanding of Geographical Concepts" (R.G. Kaplan); "Speaking Mathematically in Bilingual Classrooms: An Exploratory Study of Teacher Discourse" (L.L. Khisty, D.B. McLeod, & K. Bertilson); "The Emergence of Mathematical Argumentation in the Small Group Interaction of Second Graders" (G. Krummheuer & E. Yackel); "Potential Mathematics Learning Opportunities in Grade Three Class Discussions" (J.J. Lo, G.H. Wheatley, & A.C. Smith); "Certain Metonymic Aspects of Mathematical Discourse" (D.J. Pimm); "Inverse Relations: The Case of the Quantity of Matter" (R. Stavv & T. Rager); "The Development of Mathematical Discussion" (T. Wood); "Estrategias y Argumentos en el Estudio Descriptivo de la Asociacion Usando Microordenadores" (J.D. Godino, C. Batanero, & A.E. Castro); "Computerized Tools and the Process of Modeling" (C. Hancock & J. Kaput); "Examples of Incorrect Use of Analogy in Word Problems" (L. Bazzini); "Children's Pre-concept of Multiplication: Procedural Understanding" (C. Beattys, N. Herscovics, & N. Nantais); "The Kindergartners' Knowledge of Numerals" (J.C. Bergeron); "An Analysis of the Value and Limitations of Mathematical Representations Used by Teachers and Young Children" (G.M. Bouton-Lewis & G.S. Halford); "A Study on the Development of Second-Graders' Ability in Solving Two-Step Problems" (F. Cao); "Understanding the Division Algorithm from New Perspectives" (D.W. Carraher); "Negative Numbers Without the Minus Sign" (T.N. Carraher); "Learning Difficulties Behind the Notion of Absolute Value" (I. Chiarugi, G. Fracassina, & F. Furinghetti); "Le Role de la Representation dans la Resolution des Problemes Additifs" (R.F. Damm); "Using a Computerized Tool to Promote Students''Number Sense' and Problem Solving Strategies" (N. Hativa, V. Bill, S. Hershkovitz, & I. Machmandrow); "Children's Understanding of Compensation, Addition and Subtraction in Part/Whole Relationships" (K.C. Irwin); "Factors Affecting Children's Strategies and Success in Estimation" (C. Morgan); "Assessment in Primary Mathematics: The Effects of Item Readability" (J.A. Mousley); "Social Sense-Making in Mathematics: Children's Ideas of Negative Numbers" (S. Mukhopadhyay, L. B. Resnick, & L. Schauble); "Children's Pre-Concept of Multiplication: Logico Physical Abstraction" (N. Nantais & N. Herscovics); "Building on Young Children's Informal Arithmetical Knowledge" (A.I. Oliver, A. Murray, & P. Human); "From Protoquantities to Number Sense" (L.B. Resnick, S. Lesgold, & V. Bill); "Prospective Elementary Teachers' Knowledge of Division" (M.A. Simon); "Relative and Absolute Error in Computational Estimation" (J. Sowder, L. Sowder, & Z. Markovits); "A Child Generated Multiplying Scheme" (L. Steffe); and "Salient Aspects of Experience with Concrete Manipulatives" (P. Thompson & A.G. Thompson). Includes a listing of author addresses. (MKR)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "Children's Connections among Representations of Mathematical Ideas" (A. Alston & C.A. Maher); "Algebraic Syntax Errors: A Study with Secondary School Children" (A. Avila, F. Garcia, & T. Rojano); "The Development of Conceptual Structure as a Problem Solving Activity" (V. Cifarelli); "From Arithmetic to Algebra: Negotiating a Jump in the Learning Process" (A. Cortes, N. Kavafian, & G. Vergnaud); "Continuous Analysis of One Year of Science Students' Work in Linear Algebra, in First Year French University" (J.L. Dorier); "Avoidance and Acknowledgement of Negative Numbers in the Context of Linear Equations" (A. Gallardo);"Introducing Algebra: A Functional Approach in a Computer Environment" (M. Garancon, C. Kieran, & A. Boileau); "LOGO, to Teach the Concept of Function" (D. Guin & I.G. Retamal); "The Concept of Function: Continuity Image versus Discontinuity Image: Computer Experience" (F. Hitt); "Acquisition of Algebraic Grammar" (D. Kirshner); "Embedded Figures and Structures of Algebraic Expressions" (L. Linchevski & S. Vinner); "A Framework for Understanding What Algebraic Thinking Is" (R.L. Lins); "Developing Knowledge of Functions through Manipulation of a Physical Device" (L. de Lemos Meira); "Students' Interpretations of Linear Equations and Their Graphs" (J. Moschkovich); "An Experience to Improve Pupil's Performance in Inverse Problems" (A. Pesci); "Algebra Word Problems: A Numerical Approach for Its Resolution: A Teaching Experiment in the Classroom" (G. Rubio); "Children's Writing about the Idea of Variable in the Context of a Formula" (H. Sakonidis & J. Bliss); "Observations on the 'Reversal Error' in Algebra Tasks" (F. Seeger); "Generalization Process in Elementary Algebra: Interpretation and Symbolization" (S.U. Legovich); "Effects of Teaching Methods on Mathematical Abilities of Students in Secondary Education Compared by Means of a Transfer Test" (J. Meijer); "On Long Term Development of Some General Skills in Problem Solving: A Longitudinal Comparative Study" (P. Boero); "Cognitive Dissonance versus Success as the Basis for Meaningful Mathematical Learning" (N.F. Ellerton & M.A. Clements); "Time and Hypothetical Reasoning in Problem Solving" (P.L. Ferrari); "The Interplay between Student Behaviors and the Mathematical Structure of Problem Situations: Issues and Examples" (R. Herschkowitz & A. Arcavi); "Paradigm of Open-Approach Method in the Mathematics Classroom Activities: Focus on Mathematical Problem Solving" (N. Nohda); "Reflexions sur le Role du Maitre dans les Situations Didactiques a Partir du Cas de l'Enseignement a des Eleves en Difficulte" (M.J.P. Glorian); "Diagnosis and Response in Teaching Transformation Geometry" (A. Bell & D. Birks); "Children's Recognition of Right Angled Triangles in Unlearned Positions" (M. Cooper & K. Krainer); "The Role of Microworlds in the Construction of Conceptual Entities" (L.D. Edwards); "The Cognitive Challenge Involved in Escher's Potato Stamps Microworld" (R. Hadass); "Study of the Degree of Acquisition of the Van Hiele Levels by Secondary School Students" (A. Jaime & A. Gutierez); "Spatial Concepts in the Kalahari" (H. Lea); "Integrating LOGO in the Regular Maths Curriculum: A Developmental Risk or Opportunity?" (T. Lemerise); "Young Children Solving Spatial Problems" (H. Mansfield & J. Scott); "The Role of Format in Students' Achievement of Proof" (W.G. Martin); "L'influence des Aspects Figuratifs dans le Raisonnment des Eleves en Geometrie" (A. Mesquita); "Children's Understanding of Congruence According to the Van Hiele Model of Thinking" (L. Nasser); "Prospective Primary Teachers' Conceptions of Area" (C. Tierney, C. Boyd, & G. Davis); "Probability Concepts and Generative Learning Theory" (O. Bjorkqvist); "Some Considerations on the Learning of Probability" (A.M.O. Salazar); "Gambling and Ethnomathematics in Australia" (R. Peard); "Mathematization Project in Class as a Collective Higher Order Learning Process" (H.G. Steiner). Also includes a listing of author addresses. (MKR)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following papers: "The Knowledge of Cats: Epistemological Foundations of Mathematics Education" (R.B. Davis) and "PME Algebra Research: A Working Perspective" (E. Filloy); "Some Misconceptions in Calculus: Anecdotes or the Tip of an Iceberg?" (M. Amit & S. Vinner); "Difficultes Cognitives et Didactiques dans la Construction de Relations entre Cadre Algebrique et Cadre Graphique" (M. Artigue); "Unbalance and Recovery: Categories Related to the Appropriation of a Basis of Meaning Pertaining to the Domain of Physical Thinking" (R. Cantoral); "On Difficulties with Diagrams: Theoretical Issues" (T. Dreyfus & T. Eisenberg); "The Two Faces of the Inverse Function: Prospective Teachers' Use of 'Undoing'" (R. Even); "Intuitive Processes, Mental Image, and Analytical and Graphic Representations of the Stationary State: A Case Study" (R.M. Farfan & F. Hitt); "The Role of Conceptual Entities in Learning Mathematical Concepts at the Undergraduate Level" (G. Harel & J. Kaput); "Mathematical Concept of Formation in the Individual" (L. Lindenskov); "Pupils' Interpretations of the Limit Concept: A Comparison Study between Greeks and English" (J. Mamona-Downs); "Infinity in Mathematics as a Scientific Subject for Cognitive Psychology" (R.N. Errazuriz); "Organizations Deductives et Demonstration" (L. Radford); "The Teaching Experiment 'Heuristic Mathematics Education'" (A. Van Streun); "The Understanding of Limit: Three Perspectives" (S.R. Williams);"Self Control in Analyzing Problem Solving Strategies" (G. Becker); "Influences of Teacher Cognitive/Conceptual Levels on Problem-Solving Instruction" (B.J. Dougherty); "Can Teachers Evaluate Problem Solving Ability?" (F.O. Flener & J. Reedy); "Teacher Conceptions about Problem Solving and Problem Solving Instruction" (D.A. Grouws, T.A. Good, & B.J. Dougherty); "Math Teachers and Gender Differences in Math Achievement, Math Participation and Attitudes Towards Math" (H. Kuyper & M.P.C. van der Werf); "Teaching Students to be Reflective: A Study of Two Grade Seven Classes" (F.F. Lester & D.L. Kroll); "Students' Affective Responses to Non-Routine Mathematical Problems: An Empirical Study" (D.B. McLeod, C. Craviotto, & M. Ortega); "Accommodating Curriculum Change in Mathematics: Teachers' Dilemmas" (R. Nolder); "Teachers' Characteristics and Attitudes as Mediating Variables in Computer-Based Mathematics Learning" (R. Noss, C. Hoyles, & R. Sutherland); "Teachers' Perceived Roles of the Computer in Mathematics Education" (J. Ponte); "Mathematics Process as Mathematics Content: A Course for Teachers" (D. Schifter); "Psychological/Philosophical Aspects of Mathematical Activity: Does Theory Influence Practice?" (R. Scott-Hodgetts & S. Lerman); "A Web of Beliefs: Learning to Teach in an Environment with Conflicting Messages" (R.G. Underhill). Includes 27 poster presentation abstracts and a listing of author addresses. (MKR)

Integration of academic and vocational curricula is just one of an arsenal of processes that school leaders can use to improve delivery of curriculum and instruction. It holds great promise in enhancing acquisition of basic skills necessary in an increasingly technological and socially complex workplace. The variations in which integration can occur are extensive, spanning curriculum, personnel, and organizational facilities. In practice, integration has resulted in significant improvements in student performance and employment results. Students in academic and vocational tracks have learned cooperation and increased their ability to transfer skills. Teachers have benefited through improved communication between instructors, increased job satisfaction, and new knowledge of real-world applications of theory. The skills teachers and counselors need to be successfully involved in integration efforts reflect those needed by today's work force: teaming, cooperative learning, joint planning, and interpersonal skills. Teacher educators have opportunities to instill in future teachers the commitment to integrated teaching. Curriculum developers have a responsibility to provide materials that model integration. School counselor educators need to instill a commitment to implement comprehensive school counseling and guidance programs. Research is needed on the effects of and planning for integrated teaching at the preservice and public school levels. (Contains 36 references.) (YLB)

A case study of teachers' activity design processes presents early findings from an ongoing study that intends to contribute to a practical theory of activity design that captures and reduces the complexity of integrated activities. The study also points to the kind of support teachers need to reflect a more constructivist perspective in their practice. In phase 2 of the study, a "think-aloud" planning activity was designed that allowed teacher thinking to be studied in a more controlled context and allowed exploration of the finding from phase 1 that teachers do not refer much to individual student needs and abilities. The 2-step think-aloud involved developing a literature-based writing activity and planning a specific writing lesson. Analysis of the transcripts of the think-aloud was guided by an activity design model. Contrasting data from a fourth-grade teacher in an urban school with a substantial number of minority and low-income students and a fourth-grade teacher in a suburban, middle income, largely white school, highlight features of an integrative design process. Results indicated four characteristics of teachers' activity design processes critical in promoting active learning in a diverse classroom: (1) breadth, specificity, and flexibility of teachers' child knowledge; (2) child knowledge plays a central role in constructing the design; (3) designs are starting points for revising instruction and knowledge; and (4) designs provide a framework for assessment of students and the teachers' approaches. (Two initial teacher monologues, the protocols for guiding think-alouds about literature and writing, and 53 references are attached.) (RS)

The state of Kentucky has recently raised its standards for persons who apply for admission to teacher education. The plan, mandated by the State Board of Education, involves a selection/retention process for candidates who apply for initial admission to the program and for candidates who progress through the program. A minimum level of performance on multi-faceted criteria must be demonstrated by each candidate prior to initial acceptance into teacher education. The criteria include acceptable performance in basic skills, as well as evidence of appropriate professional characteristics. Candidates may be denied admission to professional teacher education, even in an open-admissions institution. This paper explains the Kentucky plan for admission to teacher education. Aggregate data describing results of the admission/retention process in Kentucky are presented to portray the quality of persons who applied for admission to teacher education as well as those who were accepted into a preparation program. In addition, data from Northern Kentucky University, an institution with five years' experience in selective admissions, is presented to show the impact of a selective admissions program upon the quality of candidates enrolled in teacher education. The impact of selective admissions upon enrollment is also presented. (JMK)

A practical application of the Planning, Monitoring, and Implementation Model (PMI) is illustrated in the evaluation of the District of Columbia Public Schools' Student Progress Plan. The plan adheres to the principle that the student be encouraged to move along an instructional continuum at his or her individual rate. The Division of Research and Evaluation employed the PMI model to evaluate the implementation of the Student Progress Plan in grades 1-3 for school year 1980-81. The PMI model allowed for the enumeration of intended inputs, processes, and outcomes; monitoring of each stage of implementation; and easy identification of discrepancies. The appendices contain an evaluation design based on the PMI model, data collection instruments, and the questionnaire to be completed by principals and classroom teachers. (Author/MLF)

This two-part paper describes the working assumptions approach to early program evaluation and illustrates the approach with a study of a new social science curriculum in American ethnic pluralism for community colleges. Part I begins by providing a rationale for early program evaluation and describing the working assumptions approach as a model which identifies the teacher and student behaviors and activities which are critical to program success. This section also describes and illustrates the development of the working assumptions model; considers the ethnographic data-gathering methods used; and discusses the uses of evaluation results. Part II reviews the use of this approach to field test prototype units of a new social science curriculum. This section describes: (1) the two ethnic pluralism units that were field tested and the materials they used; (2) the objectives of the field test; (3) the working assumptions model, which included one objective for faculty, seven objectives for students, and four general course goals; (4) the selection of five community colleges as test sites; (5) the data-gathering methods used, including a teacher log, teacher interviews, a student questionnaire, and classroom observations/field visits; (6) methods used to analyze data and validate findings; and (7) findings and implications for further development and evaluation related to three of the eight working assumptions developed in the model. (AYC)

The paper describes the Temporary Care Services program in Massachusetts which provides in-home respite care to families with developmentally delayed children. Events which led to the program's development are reviewed. Respite care is offered in six areas: emergencies, scheduled routine events, social activities, family life, child care for working parents, and "overnights." Respite workers (many of whom are students) are trained in such areas as behavior management, home safety, and self-help skills. A training manual accompanies the training program for respite workers. Fund raising efforts are mentioned, and experiences with other agencies are related. (SW)

A sample of 1,000 members of the Council for Exceptional Children (CEC) was surveyed concerning their use of the CEC Standards for Professional Practice. Responses received from 381 members found that 51 had a copy of the standards and had used it, while 330 did not have a copy and had not used the standards. The "yes" respondents indicated that each of the 64 standards was used by at least one respondent. Three standards were used by more than 50% of the "yes" respondents: using appropriate methods and curricula, maintaining class size and case load, and keeping efficient and objective records. Highest frequency reasons for not using the standards were not knowing of their existence, and not knowing enough about professional ethics because it was not included in teacher preparation programs. The paper calls for the CEC to take leadership actions to disseminate knowledge about the standards. (JDD)

Alabama high school students (N=309) with mild mental retardation completed a questionnaire concerning their knowledge, attitudes, and sources of information about human immune deficiency virus/acquired immune deficiency syndrome (HIV/AIDS). Students demonstrated some basic knowledge of HIV/AIDS, and expressed some concern about getting AIDS. They knew that HIV/AIDS affects the immune system, that it is incurable, and who is most at risk. Students were less certain about the cause of the disease and how the disease is acquired. Students got most of their information about AIDS from television, school, and newspapers. (15 references) (JDD)

While the discipline of physical education has been oriented toward teacher preparation, declining enrollment in elementary and secondary schools and a growing interest in participant-oriented fitness and recreational sport as well as spectator oriented athletic events have emerged to set the stage for alternative professional preparation courses. This study assessed the extent and diversity of the alternative physical education preparation programs in the Southern District of the American Alliance for Health, Physical Education, Recreation and Dance. It also sought to determine the number and percentage of majors enrolled in the alternative professional preparation programs as compared to traditional teacher certification programs and the extent to which a required internship is part of the program. The results of a survey sent to 184 colleges and universities are presented on tables and a summary is offered. (JD)

Introduction: For reasons that span demand and supply factors, contraceptive prevalence in Nigeria remains one of the lowest in the world. As part of the efforts of the Gates Foundation-funded Nigerian Urban Reproductive Health Initiative (NURHI) to address supply-side factors, the Johns Hopkins Center for Communication Programs (CCP) worked with the State Ministries of Health and local partners in Nigeria to conduct a five-day training for family planning service providers in Benin city and Zaria. Methods: This study used a pre- and post-training simulated client (SC) approach patterned after the GATHER framework to assess the effects of the training on quality of care from the client's perspectives. Results: The data showed significant improvements in ratings on individual GATHER (Greet Ask, Tell Help. Explain, Return) dimensions and an increase in overall client satisfaction, including perceived competence and trustworthiness of the provider and likelihood of recommending their services. Nonetheless, the data revealed some significant residual weaknesses in provider skills, especially in relation to the Return Greet, Explain and Ask dimensions. Conclusion: These findings suggest that for ongoing family planning programs, a five-day training could be sufficient to improve the quality of client-provider interactions at a magnitude that could be perceivable to individual users and lead to higher satisfaction in the client pool. Nonetheless, there is need for facilitative supervision and periodic refresher training to continue to support trained providers. [ABSTRACT FROM AUTHOR]

Objective. Research suggests that congregational characteristics are associated the racial attitudes of American churchgoers. This study examines the relationship of congregation size to beliefs about the Black/White socioeconomic gap. Method. Drawing upon data from the General Social Survey and National Congregations Study, we fit binary logistic regression models to estimate the association between congregational size and Americans' explanations of Black/White economic inequality. Results. Findings reveal that attendees of larger congregations are less likely than attendees of smaller congregations to explain racial inequality as the result of structural factors (e.g., discrimination, lack of educational opportunities). Attendees of larger congregations, however, are no different than those in smaller congregations in their likelihood of explaining racial inequality in terms of personal motivation. Conclusion. Despite the growing diversity in larger congregations in America, such congregations may steer attendees' views about racial inequality away from systemic/structural factors, which may attenuate the ability of such congregations to bridge racial divisions. [ABSTRACT FROM AUTHOR]

Previous research has found that Americans evidence deep and intractable racial/ethnic divisions concerning their explanations for racial inequality, divisions that are often widened and fortified by religion (Edgell & Tranby 2007; Emerson, Smith, & Sikkink 1999). Yet, little research has been done on what social factors potentially mitigate these divisions. Drawing on contact theory, this article examines the potential of interracial contact within multiracial religious congregations for altering, and ultimately unifying, the attitudes of Whites, Blacks, and Hispanics regarding Black economic disadvantage. Utilizing data from the General Social Survey (GSS) and National Congregations Study (NCS), we find that, relative to those in racially homogenous congregations, Whites who frequent multiracial religious congregations tend to become more structurally-oriented in their explanations for Black-White inequality. By contrast, minorities who attend multiracial congregations do not adopt more anti-structural/individualist explanations for inequality. Rather, we find that regardless of race/ethnicity, attendees of multiracial congregations tend to affirm explanations for Black-White inequality that are similar to, and in some cases more structurally-oriented than, Blacks in racially homogenous congregations. We also demonstrate that these effects are not attributable to selection bias. Based on these findings, we suggest that in order to understand how religion further modifies racial/ethnic differences in racial attitudes, future studies should consider the racial composition of respondents' religious institutions in order to understand potentially differing effects of diverse spaces where Whites are the majority or where racial/ethnic minorities predominate. [ABSTRACT FROM AUTHOR]

This paper focuses on research that can inform the improvement of mathematics teaching and learning at scale. We first argue that such research should view mathematics teachers' instructional practices as situated in the institutional settings of the schools and districts in which they work. We then discuss a series of hypotheses about school and district structures that might support teachers' ongoing improvement of their classroom practices. In the latter part of the paper, we outline an analytic approach for documenting the institutional settings of mathematics teaching established in particular schools and districts that can feed back to inform the instructional improvement effort. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

A conceptualization of the relation between teachers' participation in professional development activities and their instructional practices in the classroom is inherent in conducting design research to support teachers' learning. In the proposed paper, our goal is to first explicate how such a conceptualization profoundly influences all the phases of a design research. We then draw on our own work to develop a conceptualization, which we believe holds potential for effective design research that is aimed at supporting teachers' learning. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This essay examines the attempt to market to a mainstream audience a gay, Black, rapper—Caushun-- who embodies competing claims of “thug” masculinity and “queen” femininity. We argue that Caushun might experience failure because his music, and more importantly his music videos, will offer his target audience “no way of seeing” authenticity in his intersecting identities. That is, the viewing experience, theorized as the gaze (Mulvey,1975), when applied to Caushun demonstrates ‘gaze gone wrong.’ He offers himself up as a “homothug” in a homophobic genre, even as the thug identity in hip-hop is marked by its hyper-masculine, violent, and homophobic rhetoric. Caushun lays bare a host of social and marketing challenges that demand exploration. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

Efforts of custodial grandparents to build relationships with their adult children before a crisis occurs will help child placement move ahead more smoothly, result in a living arrangement that is best for the child, and help grandparents communicate with the child welfare system. Intergenerational communication and kin caregiver/social service communication issues arise and must be addressed in all three custodial caregiving arrangements: "informal" or "private" arrangements that do not involve a child welfare agency; "formal" or "kinship foster care" when kin act as foster parents for children in state custody; and "voluntary kinship care" when child welfare agencies help arrange the placement of a child with a relative, but do not seek court action to obtain custody of the child (Green, 2000). Pre-crisis preparation such as developing plans of action for children in case of emergency, drawing up of wills, establishing a power of attorneys, and filing legal papers concerning the welfare of the children in safe places that are known to both the adult child and the grandparents, are all ways to ensure successful transitions in times of emergency. This paper will show that conflicts at each level of the custodial caregiving framework can be lessened if communication with the biological parent remains intact. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper will provide an analysis of episodes from a classroom design experiment aimed at supporting middle-school students’ understanding of proportional relations. Central to our approach was (1) the role of the teacher in orchestrating deliberately facilitated whole-class discussions and (2) the use of graphical tools. Our interests in proportional reasoning were motivated by the prominence of phenomena that are commonly organized into ratios in science and social studies, highlighting the importance of proportional reasoning in middle-school mathematics. This proposed paper will provide a detailed analysis of the teacher’s role in orchestrating whole-class conversations and the pivotal role the representations played in supporting students’ ability to reason proportionally in the course of those conversations. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the link between students’ mathematical experiences and the epistemological orientations that they develop. In keeping with the theme of this conference, building connections between communities, this paper seeks to make an important connection highlighted by Schoenfeld in his AERA presidential address (1999), between research that focuses on the social perspective and research that focuses on the individual perspective. We will illustrate how it is that individuals develop orientations to mathematics through social practice and map out the different orientations that students are likely to develop. Our research draws from a large data set of approximately 1000 students who experienced different mathematics approaches over four years of high school. [ABSTRACT FROM AUTHOR]

As part of an ongoing investigation, a corroborative study was done to follow fiber quality, moisture content and microbial population changes for 1-, 2- and 6-month storage periods in cotton bales with high moisture contents. The target moisture contents were 6% (control/ambient moisture content), 8%, 10% and 12%. The high moisture content bales lost moisture after 6-months storage while the three other moisture content bales tended to retain the same moisture content. However, the distribution of moisture was not uniformly dispersed in the treatment bales with spottiness increasing with increased moisture. Microbial populations did not change significantly during 1 and 2 months storage, which were colder winter months. The greatest microbial changes associated with moisture content occurred after 6 months of storage, which took place during the warmer spring and summer months. Observations on fiber quality associated with moisture content indicate degraded color changes increased with increased added moisture. [ABSTRACT FROM AUTHOR]

The research question in this work is to document the effect of restored moisture on fiber and yarn quality parameters through textile processing. To answer this question, four target moisture conditions were undertaken in this experiment. There being a normal moisture, 8% moisture, 10 % moisture, and a variable moisture condition. The normal moisture condition represented cotton ginned under normal conditions at a gin not equipped with a moisture restoration/monitoring system. The total sample size was 16 bales. The test-bale cottons were then processed into yarns using common conventional textile equipment representative of equipment found in today's American textile industry. [ABSTRACT FROM AUTHOR]

The microbial effects and the effects on fiber quality of stored cotton bales that had been treated with moderate amounts of excess moisture were examined. The target moisture contents were 10%, 8%, 6% and a non-treated control bale. The actual initial moisture content were 9.5%, 8.0%, 5.4% and 5.0%, respectively. When the bales were opened for sampling, the control and low-level moisture treatment bales gained moisture while the high-level moisture treated bales lost moisture. The bale moisture content tended to equilibrate to between 6% and 7% during storage so a lower weight bale would most likely be delivered to the end user with the higher moisture treated bales. No practical differences were observed for cotton dust potential, or fiber quality, especially in regards to color grade, reflectance or yellowness, resulted from the different water treatments. Differences in microbial activity indicated lower viable populations with increasing moisture contents, but this was expected and did not appear to have any practical significance, which was borne out by the lack of differences in fiber quality. [ABSTRACT FROM AUTHOR]

Two different contexts for professional-development discussion led to qualitatively different learning opportunities for teachers in longitudinal collaboration. The two contexts differed in their (1) pragmatic usefulness to teachers' daily instruction, and (2) legitimacy within the teachers' institutional setting, as perceived by the teachers. Understanding these differences can contribute to the effectiveness of professional-development design that capitalizes on teachers' current practices. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article presents information on the issue of limiting access to library collections which was presented during the 67th International Federation of Library Association (IFLA) Council and General Conference in Boston, Massachusetts from August 16-25, 2001. It offers insights on access and cataloging of digital information. Developments in library collection policies in the U.S. are also discussed.

Does evangelicalism account for differences in the explanations white Americans' offer for the black/white socioeconomic gap? Have possible evangelical differences in racial attitudes changed over time? Early research claimed that white evangelicals take a more individualistic approach to black-white inequality than other white Americans. More recent studies challenge this claim and argue that evangelicalism's influence varies over time. Despite a growing academic and public interest in evangelicalism, we know little about whom evangelicals are different from and if possible differences persist over time. Using data from a subsample of non-Hispanic white Americans from the General Social Survey (1977-2008), this paper examines the effect of evangelicalism on white racial attitudes over time. Findings from this study reveal that evangelicalism accounts for strong differences in racial attitudes. Evangelicals tend to be more anti-structural, less mixed mode, and more individualist than their white non-evangelical counterparts in most of the explanations they offer for the black/white socioeconomic gap. Moreover, our analysis shows little change between evangelicals and non-evangelical Americans over the span of 31 years. [ABSTRACT FROM AUTHOR]