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Designed for students who have grammatical problems, the syntactic approach presented in this paper helps explain the process of revision, and should be used only after a student has written a draft. The paper suggests that the students' hypothetical objective can be to understand how every word in any sentence is syntactically connected to the basic sentence pattern, and explains the four-step approach, categorized according to prepositional phrases, subjects and verbs, subordinate clauses, and gerundives (participles). The paper lists the following advantages of this approach: (1) students work with only their own writing; (2) the approach emphasizes and helps define revision as a separate process, starts with a simple concept and expands, entails automatic review of all preceding steps, and focuses on what is right rather than what is wrong; (3) students study only those grammatical concepts directly related to their problems in writing, and experience an early sense of success; (4) students' work is easily and quickly checked; and (5) much of the instruction can be done through simple handouts. (EL)

Noting that teacher education students are unfamiliar with the censorship issue, this paper discusses three kinds of censorship the pre-service English teacher can be expected to face, and suggests ways to prepare them to recognize and remedy anticipated problems. The essay identifies the first kind of censorship as that imposed by English teachers, librarians, and parents who reject adolescent fiction and popular teen magazines as less worthy reading material than the traditional canon. The essay advocates using individualized reading programs to counter such canonical censorship, and recommends seeking assistance from the school librarian for information about good new books and writers. Second, the essay identifies teachers' self-censorship resulting from more experienced colleagues' advice to avoid certain lesson plans judged too "difficult" or too controversial with parents. The essay again recommends seeking the advice of school librarians, who will have the best sense of what students like to read, and what their parents will object to. Finally, the essay identifies the censorship efforts of groups from outside the school, and notes that most students training to be teachers are unaware of the motives and scope of book censorship groups. The essay recommends initiating in-class debates on the subject, and inviting a school librarian to share experiences in negotiating such objections to book selection. (JG)

This paper on the supply of minority teachers in the United States is drawn from a report of the Florida Education Standards Commission titled "Minority Teachers for Florida's Classrooms: Meeting the Challenge." The paper cites the underrepresentation of minority groups among the nation's teachers and the trend toward increasing underrepresentation. Declines are reported in the number of bachelor's degrees in education awarded to minority students and the number of teacher education majors from ethnic groups. Teacher certification examinations are cited as the greatest single barrier to the entrance of minorities to the teaching profession. Reasons for low black representation in teacher education programs include the lower percentage of black high-school graduates who attend college, the higher standards of college admission which exist today, and minority students' lack of academic background and preparation for college. A list of 13 references is included. Appended is a separate single-page fact sheet containing statistical data extracted from a National Center for Education Statistics publication, "Background and Experience Characteristics of Public and Private School Teachers," for 1984-85 and 1985-86, respectively. (JDD)

Defining a telecourse as a series of lessons presented through the medium of television, this paper outlines four uses of telecourses and describes three different options for telecourse design: (1) use of commercially-available materials; (2) use of professor-developed materials; and (3) a combination of the two. Focusing on the professor-developed telecourse, this guide presents specific recommendations for the selection of a camera and an appropriate videotape format, selection of locations for filming the lessons, appropriate use of technical personnel in filming and editing, scheduling the filming sessions, selection of appropriate audiovisual aids, and use of resource people. Implementation issues are also discussed, including the selection of delivery and communication systems, student registration for courses, the structure of the initial class meeting, distribution of syllabi, selection of textbooks, types of assignments, maintaining student motivation, and test design and scoring. Finally, options for evaluating telecourse lessons are briefly described. A checklist, intended as a decision-making aid for professors developing their own telecourse lessons, is keyed to the options described throughout the text. (10 references) (GL)

This checklist is designed to help develop writing strategies for English language learners (ELLs), focusing on a variety of linguistic strategies inherent in the writing process. It provides them with a graphical representation of the cognitive process involved in complex writing, promoting self-assessment strategies and integrating oral activities, graphic organizers, literacy tasks, writing workshops, and publishing goals into a self-assessment tool. The writing process is categorized in a five-stage sequential pattern (prewriting, drafting, revising, editing, and publishing). The process writing checklist acknowledges the importance of activating background knowledge through exploratory activities native to the prewriting state. The drafting, revising, and editing phases of process writing integrate the procedural and structural knowledge critical to successful writing. The composition tasks associated with the publishing stage unite the content, procedural, and structural knowledge central to developing authentic and effective writing assessment activities. Self-assessment methodologies empower ELLs with the confidence and skills necessary for literacy development. (SM)

Sources specifically designed for use in teaching a course on sex roles and communication have been compiled to provide suggested materials, class exercises, and assignments for units on awareness, assessment, and action. The awareness exercises are designed to give students insights into the ways in which sex-role identity affects self-concepts, expectations, attitudes, and behaviors. The unit on assessment contains exercises in which students explore the vehicles of sex-role stereotyping in society, such as language, nonverbal communication, and the media, and how these vehicles influence individual expectations and behaviors. In the action unit, students examine the effects of sex-role stereotyping in their own lives, noting discrepancies between how things are and how things might be. The students also are asked to develop plans of action for making changes in their own behaviors. Although the action unit that is offered focuses on making changes in behaviors that occur in relationships with the opposite sex, the unit also may focus on developing communication skills that may not have developed in either men or women becuase of sex-role stereotyping--skills such as assertiveness, the expression of emotions, and self-disclosure. (RL)

Because of the rising real cost of energy, geographic patterns that have dominated the contemporary metropolitan landscape are in a state of change. A conceptual model of the contemporary and future metropolitan landscape is presented to stimulate thought about the changes which may evolve in the spatial organization of urban regions as the real price of energy continues to increase relative to the other factors of production. It was also designed to suggest changes which should be implemented by local metropolitan regions in order to ease the transition to the post-petroleum age. The graphic model consists of a map and a population density curve for the contemporary and future metropolitan area. Each side of the diagram represents an idealization of population densities, land use patterns, and settlement structures displayed at a high level of generalization. Overall, the model shows that the contemporary metropolis has segrated land uses and is linear in growth, dispersed, dependent upon using automobiles, energy dependent, and energy wasteful. In contrast, the future metropolis has centralized energy growth, integrated land use, implemented mass transit lines, and is clustered, energy efficient, and energy self-reliant. Finally, this model has been and can be used as a learning activity, an inquiry exercise, in the geography energy college classroom. (Author/NE)

Based on a workshop for theatre department chairs, guidance on administrative and departmental responsibilities are provided in the following chapters: (1) "Chairs and Deans: Working Together" (J. Robert Wills); (2) "Faculty Evaluation" (Patti P. Gillespie); (3) "Evaluation for Promotion and Tenure" (James M. Symons); (4) "Production Program Administration" (Paul Antonie Distler); (5) "Academic Planning" (Jon Whitmore); and (6) "Budgets and Box Office Management" (Vincent L. Angotti). References and suggested readings are provided at the end of each chapter. (KM)

This volume presents 12 papers offering guidelines to higher education institutions on planning for the deregulation of the electric power industry. Following an introduction (by Dorsey D. Jacobs), the papers are organized into three parts which address: the changing market, identifying opportunities and challenges, and taking advantage of electric deregulation. The included papers are: (1) "Electric Utilities: An Overview of the Industry" (Sheree L. Brown); (2) "Stranded Costs" (Sheree L. Brown); (3) "Legal/Regulatory Background and Status Report" (Steven R. Hunsicker); (4) "Statewide Policy Issues--Being a Player" (Sheree L. Brown); (5) "How To Lower Your Costs with the Local Electric Provider" (Dan Desmond); (6) "Taking Advantage of Deregulation" (D. Michael Cornwell); (7)"The Challenge of Energy Conservation and Clean Power in a Deregulated Electric Market" (Walter Simpson); (8) "Cogeneration and Self-Generation" (Lyle D. Wachtel); (9) "Team Formation" (Sheree L. Brown, David E. Crawford, Peter H. Grills, and James J. Sebesta); (10) "Internal Improvement: How To Become a More Attractive Customer" (B.N. Tripathi); (11) "How To Maintain Energy Conservation Initiatives and Buy Clean Power: Strategies for Campus Energy Users" (Walter Simpson); and (12) "Procurement of Energy Services" (Gary C. Matteson). Appendices include a summary of services provided by the Association of Higher Education Facilities Officers and a list of relevant Web sites. (Contains approximately 75 references.) (DB)

This report describes an effort to enhance the effectiveness of teacher educators. The endeavor, which is in its early stages, is a work-in-progress initiated by the Association of Teacher Educators (ATE). The goals of the initiative are to reach consensus on standards for teacher educators; develop rigorous, fair, and feasible assessments related to the standards; explore supports needed to help teacher educators attain the standards; and examine effective uses of the standards, assessments, and supports in improving teacher educators, teacher education, teaching, and learning. The report presents information on the importance of teacher educators; the role of the ATE in this effort; why work is needed in this area; basic tenets of the work on standards, assessments, and supports for teacher educators; challenges and issues in developing teacher educator standards, assessments, and supports; how ATE's Commission on Teacher Educator Standards and its colleagues will proceed; potential uses and benefits of teacher educator standards, assessments, and supports; and current developments. (SM)

Writing samples as diagnostic measurement tools have many variables that the instructor must control--time is a factor, and often the instructor needs more than one sample to fairly evaluate student writing ability. One method for better predicting the exact nature of students' writing problems is sentence combining. For sentence combining to be considered a direct measure of writing, it must be open (unsignaled)--which is thought by some theorists to mimic the writing process--and whole-discourse so that students have a concept around which to fit the given kernels as well as a context in which to understand each kernel. Their revision of the open, whole-discourse excercise demonstrates their understanding of the writing process since they must rely on composing (augmenting the given idea), revising, (including transforming, embedding, chaining, and deleting), and editing (including copying skills and the solving of usage problems encountered in the revising stage). Other advantages include lower student apprehension because content is provided and they base their revision choices on attempts to create consciousness in the audience, to reveal empathy, to establish distance between writer and audience, and to place complex material at the end of a sentence. Overall, sentence combining gives students a fair chance to demonstrate their skills, while the limitation of possible choices makes evaluation easy for the instructor. (CRH)

Often the way one communicates ethical choices is conditioned by the dynamics of the communication process more than by a well-developed "ethical system." Sociodrama is an excellent method of teaching both ethics and communication skills. The technique can be used for playing out any real-life situation, but unlike much actual life experience, it allows one to learn from mistakes and eliminates the anxiety that often causes repeated mistakes in real life. Students can develop case studies of scenarios and then turn them into scripted sociodramas to be performed in class. A sociodrama script should have background and context, narrative and plot, a point of entry where the free action begins, and a situation that forces an ethical decision. The scenarios should not include speculations about motives or any suggestions that might explain the behavior of the people in terms of choices that were predetermined. The student/director of a scenario provides (1) initiative, (2) encouragement, (3) guidance, (4) instructions for role reversal, (5) time intervention, (6) instructions for use of alter-egos or consciences for characters, (7) addition or removal of characters, (8) termination, and (9) follow-up discussion. An unstructured or impromptu scenario may require a more structured script as a warm-up exercise. (Various scenario scripts are included.) (HTH)

Educational videodiscs can provide effective instruction, but the cost of hardware needed to perform the desired system functions have been a limiting factor in videodisc use in the classroom. However, many videodisc applications can be adequately and effectively approached with much less than the ideal system, and very little attention has been given to maintaining an effective, inexpensive system. A basic level 1 system--consisting of a videodisc player with a handset for interaction and a standard television monitor--can be extremely effective when coupled with a well conceived lesson. For example, a videodisc of the opera "La Boheme" is available that can be used with an index developed by the University of Delaware to introduce students to the musical concepts in the score. While this interaction can be accomplished without computer control, it can also be easily upgraded to a level 3 system with computer control. The University of Maine has also developed study guides to accompany the compact disc of an orchestral work, Tchaikovsky's "Romeo and Juliet." An index provides a list of significant locations than can be randomly accessed by the videodisc player as well as identifying main themes and many other musical events. Again, the index information can be used to create a lesson without the use of a computer, or can be easily upgraded to use a level 3 system with a computer. Two equipment references and eight journal articles are listed. (EW)

Failures and successes in teaching commercial foreign languages will speak for themselves. However, the profession must not foster exaggerated expectations of mastery in such a broad field, but must state honestly and realistically, with clear limits, what the commercial language course's goals are. In a college course enrolling somewhat experienced language students with little or no exposure to commercial foreign languages, the curriculum can be designed with objectives roughly analogous to those of a beginning undergraduate literature course: awareness of and respect for the field and familiarity with some of its important features. (MSE)

Visual aids can provide a visual context for the mastery of new terminology, helping to make the abstract appear concrete and introducing new approaches to material that can easily become dull and routine. Visual aids can be easy to make, by the instructor alone or with the help of the class, and they can be designed to illustrate concepts introduced in the principal text. The simplest is the transparency, which is useful for projecting charts or diagrams of complex decision ramifications. Paper charts can also be made for posting in the classroom, to remind students of lesson context and reinforce new vocabulary. Videotapes using student actors are easy to make, and these can immediately bring humor to the classroom. Transparency masters, charts, and a videotape script in German are appended. (MSE)

This project was designed to improve the graphing competency of students in elementary algebra, intermediate algebra, and trigonometry courses at Virginia Commonwealth University. Computer graphics programs were designed using an Apple II Plus computer and implemented using Pascal. The software package is interactive and gives students control over events occurring in a lesson. The student types in answers or otherwise replies to questions, plots points, and takes quizzes at appropriate places in the lesson. The student can see graphs drawn quickly and accurately; concepts covered in the classroom are reinforced by these supplementary lessons. A list of seven available graphics lessons is given and each is briefly described: introduction to the keyboard, linear equations, what's my line (game on linear equations), inverse functions, quadratic equations, parabola game, and exponential functions. Specifications are also included for eight yet-uncoded lessons on exponential, logarithmic, and trigonometric functions. Appendices provide samples of input and output, plus abstracts of two papers on the project. (MNS)

The articles in this collection are addressed to athletic coaches or ancillary health personnel practitioners who treat athletes' injuries. Emphasis is upon proper immediate care, recognition and referral of serious injuries, and preventive measures to reduce injuries. Papers include: (1) "Planning a High School Athletic Training Program" (Stanley Nakahara); (2) "Basic Athletic Injury Care" (Katie Heffelfinger); (3) "Treatment of Injuries" (Toni Van DePutte and Holly Wilson); (4) "Rehabilitation" (Andi Seger); (5) "Athletic Conditioning" (Kathy Heck); (6) "Protective Equipment and Devices" (Holly Wilson); (7) "Legal Liability" (Richard T. Ball); (8) "Athletic Nutrition, Diet, and Weight Control" (Kathy Heck); (9) "Coping With the Heat and Humidity" (Holly Wilson); (10) "Emergency Preparation" (Holly Wilson); (11) "Over-the-Counter Non-Rx Drugs" (Holly Wilson); (12) "Misconceptions of Athletic Injuries" (Linda Arnold); (13) "The Female Athlete" (Christine Haycock); and (14) "The Growing Athlete" (Holly Wilson). A bibliography and recommended readings list are appended as well as position statements from the National Association for Girls and Women in Sport Athletic Training Council. (JD)

The National Policy Board for Educational Administration (NPBEA) recommends a nine-item agenda for reform of the preparation of educational administrators. The agenda addresses reform issues in the areas of people, programs, and assessment. In addition to describing the agenda, this document: (1) depicts the problems to which the agenda is addressed; (2) explicates the meaning of each agenda item; and (3) raises some of the issues that need to be confronted in planning for implementation of the recommendations. Appended is a description of the NPBEA and an order form for additional copies of this publication. (3 references) (SI)

In order to help teachers identify works of literature that will remain vibrant parts of their students' lives and give them new insights into themselves, their friends, and their enemies, this journal contains articles suggesting works that the authors found most meaningful to themselves. Titles and authors are as follows: (1) "'April Morning': Coming to Manhood, All in a Few Hours" (K. Donelson); (2) "Is God Dead?" (L. K. Snyder); (3) "A Record of Epiphanies in the Work of M. E. Kerr" (C. Zinck); (4) "A Shelf Life of 'Forever'" (N. E. Davis); (5) "Pinky's Tale: An Appreciative Response to 'A Day No Pigs Would Die'" (J. Morrell); (6) "A Hero Still Ain't Nothin' But a Sandwich" (L. Newbury); (7) "A Look at Foster Care in 'The Great Gilly Hopkins'" (P. Stokes); (8) "The Black Woman: A Focus on 'Strength of Character' in 'I Know Why the Caged Bird Sings'" (S. S. Cordell); (9) "A Reading of 'Hamlet': An Experiment in Personalized 'New Criticism'" (R. G. Goba); (10) "Robert Frost's 'The Pasture': Poem and Metapoem" (M. S. Moore); (11) "Keats's 'On First Looking into Chapman's Homer' and Poetic Integrity" (P. Lanier, Jr.); (12) "Early American Literature Worth Teaching: Philip Freneau's 'Indian' Poems" (J. Baker); (13) "Anguish and Anger" (S. Robbins); (14) "Willa Cather--Not Just a Prairie Writer" (E. Beamer); (15) "Bellow's 'Dangling Man': Archetype of Adolescence" (J. E. Davis); (16) "Huck Finn and America's Symbolic Landscape" (D. Walker); (17) "The Missed Adventures of 'Huckleberry Finn'" (K. E. Sullivan); (18) "Hemingway's Hold on Readers" (E. H. Thompson); (19) "A Novel Worth Teaching: Salinger's 'The Catcher in the Rye'" (V. F. Daughtry); (20) "'A Separate Peace': A Novel Worth Teaching" (W. M. Reed); (21) "Merlin's Magic" (N. Merrell); (22) "A Critical Look at John Gardner's 'Grendel'" (M. Segedy); (23) "'Fahrenheit 451': Three Reasons Why It's Worth Teaching" (W. E. Reynolds); (24) "Benedict Kiely and the Irish Gelignite Tradition" (E. C. Epps); (25) "A Mentor-Protege Relationship: A Look at Gail Godwin's 'The Finishing School'" (B. Naff); (26) "The Maturation Theme in Jon Cleary's Fiction" (J. W. Crawford); (27) "Values Clarification in Biblical Literature" (M. Ediger); (28) "History in Literature: 'A Proud Taste for Scarlet and Miniver'" (M. S. Loehr and J. Wright); (29) "The Necessary Lie" (W. Westcott); (30) "The Wise Way--A Gifted Program" (A. L. Gibson and J. Worley); (31) "Staging a Literary Festival" (S. Poe and H. Jessee); (32) "Of Puritans, Plymouth, and Process" (S. Whiteman); (33) "Owning the Literature and the Lesson, Too" (L. C. Latzko); (34) "Macbeth for the Reluctant Student" (D. Wiest); (35) "Getting from Here to There" (M. K. Simpson); (36) "Literary Clue: A Game of Style" (M. Webster); (37) "A Student-Centered Approach to Teaching Poetry" (P. Curtis); (38) "Integrating Reading and Writing Using Children's Literature: A Novel Approach" (K. D. Dur and N. D. Manning); (39) "Individualized Novel Study" (O. Anderson); and (40) "Writing before Reading" (J. H. Jones). Book reviews relevant to the theme of the journal are also included. (SRT)

This publication provides information to art educators, administrators, and concerned citizens regarding new national standards in education. A massive reform effort is taking place that requires strengthening areas and uses the "Visual Arts Standards" as a basis for five areas: (1) developing state frameworks, local curriculum, and teacher instructional lessons; (2) developing art assessment initiatives at the state, district, and school levels; (3) developing professional and staff development projects and renewal programs; (4) reforming teacher preparation, selection, and certification; and (5) selecting art textbooks, materials, equipment, and resources. The document also establishes some of the vocabulary as it directs focus of issues and agendas. The volume includes resource lists for "Goals 2000" and reform initiatives. (DQE)

The use of small instructional groups can make several contributions to college writing courses. First, small group instruction is participatory, it provides helpful feedback, and it fosters higher levels of cognition. There is near universal acceptance of the theory that students of all ages learn best when participating actively in their own learning. In the complex activity of writing, feedback from several sources may be more useful than a single response. Also, students need to learn both to give and to receive feedback, and in small groups the roles of communicator and receiver are rapidly interchanged. Further, the diversity of information, experience, and opinion afforded in the small group can foster such levels of thinking as analysis, synthesis, and evaluation. Second, the small group mode is uniquely capable of promoting skills specifically related to writing. For example, brainstorming can help beginning writers faced with apprehension or block, while discussion can focus the audience for a writer or help voice the frame of mind necessary for revision. Third, small groups also contribute in the affective domain, in terms of shared student motivation, a sense of individual worth not found in large classes, and student awareness of the many different approaches to writing. (HTH)

These inventories are designed to help faculty members, departments, colleges, and universities examine individual behaviors and institutional policies and practices for their consistency with seven principles for good practice in undergraduate education. The Faculty Inventory has seven sections, one for each principle: student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and diverse talents and ways of learning. In each section, 10 statements are presented for rating on a five-point Likert scale. The questions address activities consistent with good educational practice and help respondents identify activities they might wish to pursue. The Institutional Inventory has six sections: climate, academic practices, curriculum, faculty, academic and student support services, and facilities. The 11 statements to be rated in each section address policies, practices, institutional norms, and expectations that support good practice. The inventories are designed to be used as a basis for diagnosis, rather than as a basis for judgment about performance, summative evaluation, or self-justification. (JDD)