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The use of the cloze procedure by classroom teachers who are not extensively trained in testing in general or language testing in particular is discussed. Focal points are material selection for cloze; some technical aspects of construction and administration; insights about testing language students naive to cloze; reliability of cloze administered to small groups; and typical native speaker scoring patterns, which may suggest criterion ranges for nonnative speaker cloze score comparison. The information is drawn primarily from the work of graduate students who tested monolingual English speakers, Spanish/English bilinguals, and adult learners of English as a Second Language. General points and things to avoid in material selection for cloze are outlined for grades kindergarten through 6, high school grades, and adult classes. For the analysis of classroom cloze reliabilities, a chart indicates for each grade and section the number of items, the language, the administration mode, the number of subjects, the score type, and the reliability coefficients. Correlations of the cloze procedure with results of other achievement tests are also provided. Information on native speaker cloze scores is also given, including the frequency of word deletion, the language of the test, the test content, level of difficulty, number of items, score type, and mean scores in percentages. (SW)

One of a set of programmed texts specifically designed for college upperclassmen doing research for term papers, this text focuses on humanities related topics, and the examples have been selected with advanced research for academic disciplines in mind. The text emphasizes making critical and evaluative judgments about the materials used and is designed to show the student more than just how and where to find information. It is assumed that the user has a basic knowledge of libraries and a familiarity with fundamental reference works. The first five chapters deal with the basic steps to follow in laying a solid foundation for a research paper including: selecting a topic; using the card catalog, subject catalog and subject headings; and finding bibliographies and periodical articles. The next five chapters focus on adding special touches to the underlying structure developed in the first half of the text. Sources of book reviews and biographical information are covered as well as specialized dictionaries and encyclopedias, statistical reference works, and government documents. The explanation of each new concept is followed by a self-testing problem. Figures showing sample material from the reference works cited are used throughout the text. (DMC)

One of a set of programmed texts specifically designed for college upperclassmen doing research for term papers, this text focuses on business related topics, and the examples have been selected with advanced research for academic disciplines in mind. The text emphasizes making critical and evaluative judgments about the materials used and is designed to show the student more than just how and where to find information. It is assumed that the user has a basic knowledge of libraries and a familiarity with fundamental reference works. The first five chapters deal with the basic steps to follow in laying a solid foundation for a research paper including: selecting a topic; using the card catalog, subject catalog and subject headings; and finding bibliographies and periodical articles. The next five chapters focus on adding special touches to the underlying structure developed in the first half of the text. Sources of book reviews and biographical information are covered as well as specialized dictionaries and encyclopedias, statistical reference works, and government documents. The explanation of each new concept is followed by a self-testing problem. Figures showing sample material from the reference works cited are used throughout the text. (DMC)

One of a set of programmed texts specifically designed for college upperclassmen doing research for term papers, this text focuses on psychology related topics, and the examples have been selected with advanced research for academic disciplines in mind. The text emphasizes making critical and evaluative judgments about the materials used and is designed to show the student more than just how and where to find information. It is assumed that the user has a basic knowledge of libraries and a familiarity with fundamental reference works. The first five chapters deal with the basic steps to follow in laying a solid foundation for a research paper including: selecting a topic; using the card catalog, subject catalog and subject headings; and finding bibliographies and periodical articles. The next five chapters focus on adding special touches to the underlying structure developed in the first half of the text. Sources of book reviews and biographical information are covered as well as specialized dictionaries and encyclopedias, statistical reference works, and government documents. The explanation of each new concept is followed by a self-testing problem. Figures showing sample material from the reference works cited are used throughout the text. (DMC)

Through the use of a visual literacy process of instruction as an initial stage in perceiving and creating, beginning college art students can acquire knowledge and skills for completing successful drawings. This process includes the following steps: selecting a simple and familiar subject; studying the entire form of the subject; looking for big and small shapes on the form and studying the relationship of these shapes to each other and to the surrounding space; analyzing colors, details, and value areas; looking for line and texture; identifying a focal point; and considering movement and unity. This process has five major purposes: the production of more successful drawings, preclusion of imitation, disciplinary exercise, creation of a method of drawing from memory, and instruction on how to initially view a work of art. A bibliography and several drawings are included. (LP)

The paper describes a professor's use of student "research journals" as a means to encourage students to follow proper research methodology in developing a term paper. Students were required to make a dated entry whenever research work was done including topic selection and narrowing, preliminary background reading, aids consulted, online searches, and use of interlibrary loans. Instructor feedback on journal entries provided for individualized advice and guidance. Since implementation of the research journals, the average level of research has greatly improved with students putting in more time on research, pursuing it more systematically, and enjoying more satisfying results. Students overwhelmingly agreed with the statement, "Overall, keeping the journal was worth the time I put into it." Appended is a list of 13 steps in a thorough research project, a summary of the project requirements, and the final evaluation form which assessed student reaction to the research journal requirement. (DB)

Fifteen units on office duplication practices are presented in this teacher's guide. The unit topics include the following: consumer mathematics, stock record control, paper characteristics and classification, immovable carriage typewriter, using the manual typewriter, written communications, clerical recordkeeping, petty cash, supplementary machines, measurement, layout, photocomposing, thermal process, master makers, and verbal and nonverbal communications. Each instructional unit generally contains eight components: performance objectives; an outline of minimum instructor and student activities to accomplish unit objectives; information sheets presenting basic unit content; transparency masters; job sheets which outline skills to be achieved; student assignment sheets related to the unit information sheets (answer sheets are provided); and objective tests with answer sheets. (CT)

This study addressed the factors of Graduate Record Examination scores (GRE), race, gender, and undergraduate grade point average (GPA) as predictors of success on the Texas state administrator certification examination. The paper was presented as the entry point for expected discussion of the effects of high stakes accountability policies on the development of appropriate curriculum and instruction and the nurturance of an equitable and multicultural society. From 1996 through 2001, more than 337 students completed administrative certification requirements at a large urban Texas university. Data were obtained from student records and scores on the state examination (ExCet) were supplied by the Texas State Board for Educator Certification. A model/probability equation was developed to predict whether a student would pass the examination. Findings provide sufficient evidence to support the usefulness of the model. Out of 219 students for whom there was complete data who actually passed, the model predicted that 216 would pass, and that 3 would fail. Results also validate a correlation between the GRE, gender, race, and undergraduate GPA in predicting ExCet scores. (Contains 23 references.) (SLD)

Suggesting that poetry can be inserted into any classroom in any curricular area, this paper discusses reading and writing poetry in middle school classrooms. The paper begins with advice on reading poetry in content classrooms, and then presents a 31-item bibliography of poetry sources "for browsing." The paper then presents tips for writing content poems and a 10-item bibliography on writing poetry. It then presents descriptions, teaching methods, and samples of 10 types of poems: acrostics, biopoems, cinquain poems, concrete poems, diamante poetry, found poetry, letter poems, list poems, recipe poems, and visual response poetry. (RS)

This paper outlines a process for hiring the best candidate for a faculty or staff position, particularly structuring the process and conducting resume reviews and interviews. The entire paper proceeds from the assumption that no management function is more critical than the hiring of faculty and staff. The first section provides suggestions for each phase of the hiring process: request to fill the position, formation of a search committee, deciding what the organization needs, writing the job description, determining the hiring criteria, and noting the legal ramifications of criteria. The next section on resume evaluation and interviews opens with suggestions for developing a candidate score-sheet (includes a sample). This section also offers suggestions on analyzing the resume, checking references, and conducting a successful interview. The section on interviewing covers: what questions to ask, styles of interview questions, questioning techniques, why interviews fail, 12 key points on which to evaluate each candidate, and telephone interviews. Final sections address compiling scores, correspondence, candidate elimination, and decision-making. Appended are: information on interviewing protected class candidates (covers illegal interview questions and their legal formulations); a list of obstacles to effective interviewing; and the preemployment guide of the College and University Personnel Association. (JB)

The limited resources of most colleges and universities and the efforts of most higher education programs, including those in educational leadership, to comply with state and national standards mean that adjunct professors play a vital role in the success of an educational leadership program. This paper offers suggestions for maintaining the quality and success of adjunct professors in an educational leadership program. Tips for success are: (1) match courses taught by adjunct faculty with their areas of expertise; (2) provide services for adjuncts throughout the semester; (3) take care of the "little things"; (4) treat adjuncts as colleagues and not as subordinates; (5) encourage and support the work of adjuncts; and (6) communicate expectations of learner outcomes. (Contains 3 figures and 10 references.) (Author/SLD)

This paper discusses the findings from several interviews conducted with grandparents to ascertain the process of grief they experienced with the death of their grandchild. Typically, a grandparent's grief focuses on the dual loss aspect. In addition to the loss of a younger family member, grandparents must console their own child, the bereaved parent. The role they take with their own child is confusing and assumptions cannot be made as to what they should expect from each other. Other issues may arise because of the differences in the culture, personal beliefs, and religion of their child and spouse. Grandparents found that jumping in to solve problems may not be the best response. They may also experience some physical aspects of grief such as chest pain and shortness of breath. Confusion may set into as to whether these are symptoms represent more serious conditions. Responding to the stress with alcohol or drugs may only add to their confusion and grief. Grandparents need support and care in their time of grief. Research in this area would help counselors understand and respond to the dynamics of grandparents' grief. A lists of Web sites and an address of a support group is included. (Author/JDM)

As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second--demonstrate your program's "productivity." Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace" technology to be successful. (NKA)

This paper contends that many of the difficulties students of Chinese have in reading comprehension are directly related to their level of understanding of Chinese language and culture, and that these difficulties could be alleviated by providing students with knowledge about the value system, social customs, formation of Chinese characters and words, and Chinese discourse patterns. Based on an analysis of Chinese lexicon, sentence structure, and discourse, strategies to help students develop reading comprehension are suggested. Examples are offered from textbooks widely used in college and university Chinese language instruction in the United States. (Contains 14 references.) (MSE)

This paper discusses the use of skits and dialogues in a first-year Chinese course to help novice learners enhance their communicative skills. Because novice learners of Chinese lack the appropriate vocabulary and grammar knowledge to express themselves freely, skits can help them use their limited knowledge to communicate in an effective manner. Starting from lesson 13, the novice learners present one short skit per lesson, focusing on such topics as making an acquaintance or shopping in a store. Empirical experience based on oral-proficiency orientated teaching has shown that beginning students are able to use their very limited vocabulary and grammar knowledge to make interesting skits that enhance their communicative skill. (MDM)

Noting a low rate of utilization of computers by content area teachers in their classrooms, this paper argues that classroom teachers are generally unaware of how computers can enhance teaching and learning and of how computers can be integrated into the curriculum. In response, an introduction to both productivity and instructional software is provided, and specific examples of instructional software (drill and practice, tutorial, simulation, educational games, and problem solving software) are described. A nine-step model is also provided to assist teachers who wish to integrate computers into their teaching. Finally, the paper describes five basic computer configurations that can be used in the classroom, noting that the teacher's role changes with each configuration. It is concluded that the training of teachers for technology use must begin now so that they are prepared to integrate computers and other information technologies into their teaching in order to meet the needs of the changing society. (GL)

Designed to answer basic questions educators have about microcomputer hardware and software and their applications in teaching, this paper describes the revolution in computer technology that has resulted from the development of the microchip processor and provides information on the major computer components; i.e.; input, central processing unit, memory, auxiliary storage, and output. The cost and timesaving advantages of a microcomputer purchase are discussed, as well as the instructional advantages, and the various types of teaching strategies used with a computer are explained. The paper also includes a discussion of hardware selection criteria, software selection sources, and organizations which can provide the novice computer user with helpful information. (LLS)

After a brief discussion of group games as resources for international understanding, this paper provides guidelines for discussing cultural games with children. Twelve games for students between 7 and 12 years of age are described. Games were selected for inclusion because they were: (1) generally cooperative in nature; (2) authentic and representative of a variety of cultures; (3) developmentally appropriate; (4) minimal in requirements for equipment and preparation; (5) rich in opportunities to compare cultural values; and (6) safe and enjoyable to play. Aboriginal, New Guinean, African, Guatamalan, Caribou Eskimoan, Congolese, Chinese, Icelandic, Mongolian, Jewish, Inuit Eskimoan, and international games are represented: Kotaut Mina Mieta, Evanena (Looking down the Pole), Boa Constrictor, Pin, Together-Air Ball (Collective Score Volleyball), Antelope in the Net, Helping Harvest the Land, In-and-Out-the-Windows, Yurt Circle, Spin the Dreidel, and Hopscotch. Citations are provided for 10 children's game books. (RH)

This paper offers a model to be followed by students completing a writing assignment. The model, designed originally for writing students at two-year colleges, prescribes the number of paragraphs and the content of each paragraph. Suggested topic assignments are offered, and an example of the use of the model is provided. Four steps are proposed for conducting writing assignments based on models that illustrate the aims and modes of discourse. These steps include assigning for outside reading an essay that follows the model, discussing in class the outside reading and some of the possible topics that might be used effectively with the form of the model, handing out the prescriptive model and the possible topics, and having the students read and discuss other students' essays on the same assignment (usually providing both acceptable and unacceptable examples). The final section of the paper defends the use of models in writing classes, listing four advantages of using the approach. (RL)

This paper addresses the problems involved in the screening and retention of students in human service education. A review of the goals of these screening and retention processes is presented along with the identification and exploration of internal and external program variables affecting them. The open admissions policy of many institutions which may confound the screening process is discussed and informal processes which can effectively retain students with potential and discourage students with unlikely potential are presented. Admission requirements to the Pan American University Human Service Program are enumerated and the methods used to evaluate student progress toward specific course objectives in academic and professional-social areas are discussed along with the policies regarding student dismissal. This paper concludes that, by emphasizing the retention process, a more positive approach to facilitating academic and professional student growth will occur and most graduates will become effective human service helpers and managers. (Author/NRB)

Due process in employment practices is guaranteed to school employees to the extent that they have constitutionally protected liberty and property interests in their employment. This paper reviews the responsibilities of school business officials at every stage in the employment process, from the original application for employment through termination and the responses that may follow termination. The paper first describes questions that can and cannot be asked of applicants. The hiring process is considered next, with particular attention paid to the screening of applicants and the thorough orientation of new employees. The paper's discussion of on-the-job procedures focuses on probationary periods, evaluations, and oral and written reprimands. The procedures to be followed if termination becomes necessary are spelled out next. The paper then considers the actions that terminated employees may take and reviews the questions that administrators must be able to answer positively if they are to be assured that they have followed due process adequately. (PGD)

One of a series of booklets on disability research, this paper is intended as an introduction to the role of evaluation in the utilization process. Its purpose is to help disability researchers grasp the importance of incorporating a focus on assessing use into plans for disseminating research outcomes. The paper begins by examining basic evaluation principles as they relate to dissemination and utilization, including: (1) evaluation is more than a compliance activity, its goal is improvement; (2) evaluation is not research; (3) effective evaluation must meet basic criteria relating to utility, feasibility, propriety, and accuracy; (4) there is no single, best way to do an evaluation; and (5) there are multiple dimensions to measuring use. The paper then describes the major steps involved in evaluation planning, including: determine who the intended users of the evaluation are, identify the purpose of the evaluation, specify the questions that the evaluation needs to answer, specify evaluation criteria, and identify evaluation methods. The paper concludes with a list of eight "use-deadly" sins that researchers should avoid. (CR)

This document outlines a presentation on the use of music activities to develop reading and composition skills in young children. The outline describes how music contributes to language arts development and presents several classroom activities. Activities to develop reading through music involve creating new verses to songs, cumulative story building, matching rhyming words, illustrating a song, using sound substitutions, and tongue twisters. Activities for composition focus on the importance of tone to illustrate the author's attitudes toward the subject and the audience. Contains 18 references. (KB)

This paper discusses a pedagogical technique called the discovery approach in teaching remedial and college algebra. Examples of how to introduce and enhance some algebra topics using this approach in mathematics classrooms are illustrated. It is argued that student performance would improve if more topics were presented in a discovery fashion. (ASK)

This study examines the extent to which states fund local school district school construction and renovation projects and explores the governance of that funding. It determines the different types of funding assistance that state departments of education provide to local school districts for their educational facilities and what state-level policymakers and administrators have currently mandated to ensure equity in school facilities for all students. Major findings show that most states fund school construction projects utilizing either full funding, equalization grants, percentage matching grants, flat grants, or state loans. Construction funding, however, is a low priority in the majority of states. Thirty-six percent of the states do not address equity among facilities within the state. State distinctions between funds for construction of new facilities and funds for renovation are minimal. Recommendations are offered that include the need for state evaluation of the adequacy and effectiveness of their current capital outlay provisions, the need for facility equity policies, and a greater need to address the decaying infrastructure of America's schools. (Contains 10 references.) (GR)

Techniques for using children's rhymes, games, tongue twisters, and fables in Spanish to teach bilingual education classes are described. It is argued that these abundant materials serve as natural sources for authentic Spanish from a variety of Hispanic cultures. With the appeal of rhythm, rhyme, and game-like feeling, they can be used to teach expressive vocabulary, numbers, colors, pronunciation, language rhythm, and even the use of accents while amusing students. Examples given here include short poems, a counting game, a color drill, a tongue twister, a proverb, three fables by different authors, a group guessing game, a short saying about accents, and an exercise in which students in a group create a story by chaining sentences. (MSE)

As the number of microcomputers in schools increases, it becomes more important for staff to provide opportunities for student use. When viewed as an innovation, student use of computers in schools can be susceptible to the same implementation problems as any innovation. Attitude is one factor that can influence success of implementation. In order to address the problem of underuse of computers in the classroom, this study re-visits the issue of the effect of gender and experience on computer attitudes. The Computer Attitude Scale (CAS) was administered to 289 teachers (91 male, 192 female) enrolled in graduate education courses at a large southwestern university. In general, the results suggested that the respondents had fairly positive attitudes. The results supported previous research indicating that experience is a differentiating factor but did not support the theory that gender affects attitudes toward computers. (Contains four tables and eight references.) (LH)

One of the major goals of mathematics education reform efforts is for students to become more confident in their abilities. This paper suggests that computer conferencing provides a way to change classroom practice so that students can work together in a self-paced manner that builds self-esteem and confidence in mathematics. A pedagogical technique that employs computer conferencing as a vehicle for the delivery of mathematics instruction is described. The software employed is a platform that can be used in a classroom, in an entire school, or at greater distances such as throughout a school district. Information on computer conferencing is presented and the benefits of computer conferencing in the mathematics classroom are discussed. Examples of classroom math games using computer conferencing such as, "Math Bingo,""Puzzle," and "Treasure Hunt" are included. (ASK)

This brief 3-page paper gives a broad outline of the type of qualifications needed for a librarian to become a library director. Four requirements that candidates should meet are suggested: (1) a work record involving both public and technical library services; (2) a second Master's degree or doctoral degree; (3) evidence of initiative as revealed through committee membership in professional associations, publication of scholarly articles, presentations at conferences, creation or significant expansion of library services, receipt of grant awards, and other similar achievements; and (4) a stable, well-grounded work ethic. In addition, it is recommended that candidates be geographically mobile. (MAS)

This paper describes how an elementary school included parents in participative decision making to develop successful student-affairs programming. Including parents in the development of school activities mollifies complainers, creates opportunities for parent input, and facilitates innovation. Student-affairs programming offers an excellent beginning point for the implementation of shared decision making. Many parents may be uncomfortable making decisions about curriculum and instruction, but feel competent offering ideas and practical advice about student extracurricular activities. Such participation may serve as a springboard for greater participation in other areas. (LMI)

This document is a guide for library research in psychology or counseling. The first section discusses how to do research in the library, including choosing a topic, beginning with books, updating the information with journals, checking out books, interlibrary loan, visiting other libraries, and writing the paper. The second section provides sources of general information in psychology in encyclopedias, handbooks, and dictionaries. The third section includes the following sources for information on psychology books and journals: thesauruses, periodicals indexes and abstracting services, indexes to government publications, review serials and yearbooks, current awareness, bibliographies of serials, and bibliographies. The fourth section presents guides to the literature of psychology and handbooks for writing psychology papers. The fifth section contains miscellaneous information, including bibliographical sources, dictionaries, statistics sources, tests and measurements, and professional training and careers. (AEF)

A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and occur across the life span. Improved special education in elementary and secondary schools has led to a substantial increase in the enrollment of learning disabled students in universities and community colleges. In a 1991 report, as many as 9% of first-time, full-time college freshmen reported having at least one learning disability, representing a 300% increase since 1978. Addressing the needs of this growing, non-traditional population requires teachers to reconsider traditional instructional formats. In mathematics instruction, research indicates that the lecture method is not particularly effective. Additionally, research has shown that computer assisted instruction (CAI) increases the levels of mathematics learning for low-achieving student, and shows some promise in meeting the needs of students with mild learning problems. In addition to CAI, cooperative learning approaches, in which students teach one another, may help to dislodge the traditional lecture method and help make remedial courses more effective. Tutors should be adept at integrating computers into the tutoring experience, and should be trained to deal effectively with special populations, such as the learning disabled. Contains 15 references and sample computer-oriented math problems are included. (PAA)

Suggestions are presented for being successful in publishing research results and for disseminating results once they are published. Writing style is the single most important ingredient for success in publishing, and revision is the usual prerequisite for style. Selecting target journals before writing can maximize the manuscript's chances of success. Writing query letters before submitting a manuscript is not very useful, unless the author is aiming for a theme issue that may be filled. Reading author guidelines is a more useful approach. Attending to details such as checking citations is an important step. In general, an author can believe an editor's comments and suggestions, except in the area of lag time or manuscript review. The author should not overpersonalize editorial contacts, and should focus on the revision requests of the editor. In submitting a revision, it is usually helpful to enumerate the corrections made. Changes should be made before galley proofs arrive. Once a work is in print, the author should promote it, sending out reprint copies, for example. (SLD)

This paper discusses techniques for the preservice teacher to use in planning computer learning experiences for young children. Teachers need to become aware of the functions of the computer, the capabilities of computer technology with young children, and the response of young children to the computer in the learning environment. Teachers should be able to develop a plan for a computer center, and strive to promote computer awareness and computer literacy in children. They should also utilize the technology of computer assisted instruction (CAI) for drills and practice, tutorials, and simulations. The paper contains lists of computer terms, helpful hints on how to teach young children about computers, suggested computer activities for young children, and a list of 39 software programs designed for young children that cover the topics of language, numbers, classification, spatial relations, and creative projects. (MDM)

High school students determine and meet the economic needs of imaginary island countries in this student-teacher created simulation game. The class is divided into six countries which determine their own economic system. Each group is provided with a summary of the current world economic situation and a confidential description of their own country's economic position in six commodities. In six rounds of play, the groups trade commodities while dealing with unforeseen political and environmental "events cards" which affect their economic situation. Upon completion of the game, the winning country is determined as the one that has most satisfied its economic needs and/or accumulated surpluses. All materials necessary for play are provided, including teacher background sheet, student direction sheet, map, world situation sheet, confidential sheet for each country, events cards, glossary, and follow-up discussion questions. (LP)

The paper suggests rationales and practical procedures for improving student learning skills in high school social studies courses. A major objective is to help classroom teachers minimize problems brought about by the mismatch between student capabilities and program demands. It is hypothesized that secondary social studies teachers have not usually had formal training in teaching the basic mathematics and reading skills required for comprehending textbook material. To rectify these deficiencies in teacher training, the document presents tips on assessing student reading ability, determining textbook readability, teaching content vocabulary, providing structure to reading assignments through directed activities, and helping students comprehend content presented through mathematics. Included in the descriptions of each of these procedures are background information, formulas used to calculate various ability ranges, vocabulary definitions, suggested reading, and pointers on specific learning problems of which teachers should be aware. Information is presented in textual form and is illustrated by means of graphs, charts, pictographs, tables, and scale drawings. (Author/DB)

Both practical and theoretical issues pertaining to the evaluation of mainstreaming programs for minority group children are addressed in this paper. Problems and issues in the evaluation of educational treatments are presented, with attention to the variables of stating goals and objectives and monitoring children's progress. A critique of large and small mainstreaming evaluation studies is presented, with an emphasis upon the adequacy of evaluation models and the insights they may yield for improved evaluation designs. The appraisal of dependent measures (such as attitudes, achievement, self-concept, and cost-effectiveness) is considered. Issues related to the evaluation requirements of Public Law 94-142 are discussed. The paper concludes with a general statement of evaluation procedures and guidelines to assist in the evaluation of mainstream programs. (Author/MK)

This paper identifies two steps day care administrators can take to more efficiently manage staff time. The first step is to know what, why, where, when and how tasks are to be done. The administrator must know whether or not staff activities contribute to the goals of the center. This is the basic element of conserving staff time. The second step is to consider administrative actions which lead to better staff functioning. Management can encourage increased production by (1) treating staff with respect; (2) providing a staff support system; (3) helping staff with special children; (4) handling problems promptly; (5) promoting staff development; (6) observing each staff member's work; (7) evaluating performance; (8) recognizing individual accomplishments and planning for continued growth; (9) caring enough about each staff member to be interested in them as people; (10) allowing for sharing, give and take, and shared decision-making; (11) defining expectations clearly; (12) providing resources; (13) providing a professional atmosphere; and (14) using volunteers appropriately. Managing staff time is a dynamic process. The goal is to facilitate staff to do the right tasks in a satisfactory and competent manner. (Author/RH)

The paper focuses on the enhancement of the interface between regular educators and special educators with particular emphasis on effective mainstreaming of special education students. It is pointed out that for the interface to take place, positive interpersonal relationships, cooperative teaching conditions, and specific strategies and techniques for assisting the student in transition from special education to regular education are necessary. An agenda for conferences between regular and special class teachers is outlined; information regarding cooperative planning, shared classroom procedures, and innovative techniques is discussed; and the importance of student motivation is stressed. (SBH)

This paper discusses a systematic strategy for developing oral skills from situational readings in a first year foreign language course. Aspects considered are: sequencing readings into the course, grammar component, vocabulary component, student preparation, outline of two day instructional treatments, the role of the teacher, and student tension. This approach leads students gradually from simple comprehension of situational reading material, often containing dialogue, through reinforcement of previously learned grammatical structures, expansion and review of students' active vocabulary, listening comprehension by means of paraphrasing, and pronunciation and intonation practice. The process culminates in a successful "Nacherzahlung," or retelling of the story. Once the"Nacherzahlung" has been completed, students are prepared to relate their own interests, experiences, or desires which are related to the situation depicted in the readings. Suggestions for the successful implementation of this strategy are contained in the summary remarks. (Author/AMH)

In serving two purposes, this paper explores elements in the current gap between what is known and what is practiced about how to influence student achievement and proposes a conceptual framework and an action model for rethinking the organization, management, and technologies of instructional programs. A comprehensive goal-based and role-based planning model is presented that offers specific recommendations for the inservice training of administrators and instructional staff to promote improved individual performance. The model is in three parts: part 1 defines the targets for district improvement efforts and the beliefs about those targets; part 2 provides district standards for the performance of all role sets; and part 3 presents the process for managing organizational behavior (individual performances) to complement selected district priorities. (Author/MLF)

This paper explores the impact of books on young readers, and briefly examines several titles that can help children and adolescents understand the world around them. Following a brief review of research studies that have shown that reading literature affects the values that children hold, the paper discusses titles dealing with death, personal fears, disabilities, differences, and identity. A final section cautions against using the titles in any intentional bibliotherapy effort. A list of 49 books for children and young people concludes the paper. (HTH)

Vocational teachers have a vital interest in students' developing competence in basic academic skills. They are aware that the teaching of basic skills must be a team effort between basic skills teachers and teachers of subject matter areas. Three basic academic skills that are taught in vocational classes are reading, writing, and mathematics. Reading is taught in vocational classes in many ways, varying from reading texts for new information to locating and using reference materials. A variety of approaches may be used when teaching reading; however, the SQ3R (Survey, Question, Read, Review, Recite) method is recommended by many authorities. Non-readers must be taught in appropriate ways as well as be referred for remedial help. Many opportunities occur in vocational classes for improving writing skills, such as writing papers and having them corrected. Finally, using mathematical skills is an integral part of all vocational classes. For example, products are compared, work time plans are made, income is figured, and market orders are entered. The mathematical skills developed in vocational classes are valuable because they consist of real, concrete, hands-on experiences. Although vocational teachers have always taught basic skills, it is now important to identify how they incorporate the basic skills in classes, to teach the skills effectively, and to let the public know that they are teaching basic academic skills in vocational classes. (This paper contains numerous examples of ways to incorporate basic skills in vocational classes.) (KC)

Ten suggestions that can help the elementary school teacher expand and enhance the basal reading program are (1) collect additional material on the authors, genres, and art media found in the series; (2) supplement the program with audiovisual and human, as well as printed, resources; (3) meet with other staff members to plan the curriculum; (4) be flexible enough to adapt if a blown projector bulb threatens the lesson plan; (5) adjust the basal program to the class' needs; (6) find new ways to approach old ideas: (7) involve students in the program by, for example, permitting them a choice of activities; (8) incorporate writing, listening, and oral language, in addition to reading, into the curriculum; (9) keep a camera or videotape machine handy to record the class' progress--a PTA slide show of their children's involvement in the reading program can encourage the parents' support; and (10) read to the class daily. Students will develop the habit of reading only if they see it as both fun and worthwhile. (MMM)

Recognizing that toy-making activities have tremendous potential for developing good parent-child interactions, this paper examines (1) the why, where, when, how, and who of making toys at home; (2) the use of toys in play; and (3) the value of toys as tools for learning. The snags and obstacles of toy making as well as the challenges and benefits are mentioned. Most of the paper contains instructions for making the following toys: rolling can, sound canisters, toy drum with bean bags, wooden blocks, nesting cans, wall picture, feeling blocks, first picture book, chip can, happy/sad face pillow, shape puzzle, sequential cups, hobby horse, rag doll, and hand puppets. All instructions are accompanied by charts relating the toy to language learning, using the five senses, as well as modeling activities for parents. (HOD)

Ethnographic research (1) observes human behavior in its natural setting over a substantial period of time, (2) claims that classes of events are better understood through intensive examination of carefully selected particular cases, (3) incorporates as many of the complexities and variables into a setting as possible, and (4) is usually comprised of six main steps. First, the appropriate project is selected. Second, access to the appropriate location is obtained and rapport with proper individuals is established. Third, research questions evolve as the subjects are observed. Fourth, data is collected through reactive and nonreactive methods. The former method involves participant observation, interviews, and surveys. Nonreactive data collection, which ensures validation and reliability, involves the physical documentation of events. As the study develops, the observer's role undergoes the following transition: nonparticipant observer, transient observer, participant observer, and observing participant. Fifth, data analysis proceeds inductively, and occurs both during and after an investigation. Sixth, the research report is generally descriptive, letting generic patterns emerge from a sum of particular pieces of data. (The paper specifically considers the relation and advantages of an ethnographic approach to gifted education. It includes a consideration of possible research questions and supplementary figures detailing data measurement.) (JD)

Guidelines for organizing parents, school staff, and community members for the purpose of building or redesigning a playground are provided in this document. After brief discussions of needs assessment and what to do in the first planning meeting, the paper focuses on the responsibilities and activities associated with three committees: planning, materials and sites, and "workday." The responsibility for designing the playground is assigned to the planning committee. It is recommended that the planning committee construct a three-dimensional model of the playground. The materials and site committee is given responsibility for obtaining needed materials, getting materials to the site, and preparing the site for the workday committee. Finally, the workday committee is assigned responsibility for scheduling work, organizing volunteers, and determining workday responsibilities. A sample playground project timeline is appended. (RH)

The use of German film in four instructional contexts, based on experiences in developing a university course, is discussed. One use is as part of a German culture course taught in German, emphasizing the role of film as a cultural statement of its time, intended to be either a social criticism or a propaganda tool. A second use is integration of the film into a literature course taught in German, employing a series of television plays acquired from the Embassy of West Germany. Experience with film as part of an interdisciplinary German/journalism course offers ideas for a third use: a curriculum, offered in English, to explore a historic period or film techniques. A fourth use is as an element of a period course taught either in German or, if interdepartmental, in English, such as a course on the artistic manifestations of expressionism. (Author/MSE)

Interesting and stimulating instruction in high school social studies may be achieved by using the community and its institutions as a laboratory for learning and by creating an on-going community resource inservice program. Effective ways to incorporate community resources in the curriculum include creating special sections on developing writing skills in high school students by using community topics as subject matter, developing field-based experience packages for teachers and students, and developing curriculum materials and visual aids for classroom use. Possible activities include collecting oral histories, community mapping, charting urban growth, measuring community social mobility, using community archives, and researching local history. Such activities would enable students to meet the objectives formulated by the National Assessment of Educational Progress (NAEP) for social studies as they (1) evidence interest in their communities; (2) obtain information from other people, libraries, maps, and pictures; and (3) understand some of the services and institutions in their communities. (KC) Aspect of National Assessment (NAEP) dealt with in this document: Assessment Instruments (Objectives).

Student writers should be encouraged to move beyond a "jargon" or "public discourse" model of writing. This can be accomplished by capitalizing on the students' knack for imitation by turning it into public parody. After being divided into small panels of three, four, or five members, students are assigned a voice and topic and asked to develop a parody. Suggested voices and topics include (1) a bureaucrat announcing an energy conservation plan in the home, (2) a politician admitting to being caught red-handed at some shady deal, (3) a weather announcer with tomorrow's weather, (4) a spokesperson for a company explaining to the public why prices must go up, or (5) a commercial sales person selling a new "wonder" product. One class period is enough, most students can construct the parodies from these topics "cold." Each group is encouraged to develop its parody solely for the entertainment and approval of the other members of the class. This parody technique carries over to each students' serious writing--by laughing themselves out of their affectation, the way is cleared for the students' own voices to emerge. (HOD)