Search

Since 1995, the National Youth Gang Center (NYGC) has surveyed law enforcement agencies across the nation about youth gang activity. Because tribal police departments were not included in earlier surveys, however, youth gang activities in Indian country have been largely absent from survey findings. This Bulletin describes the nature and makeup of youth gangs in Indian country. The findings presented are the result of a 2001 NYGC survey-- tailored specifically for Indian communities-- that asked federally recognized Indian communities to describe their experiences with youth gang activity. Researchers found that youth gangs in Indian country did not differ greatly from youth gangs in comparably sized communities. Indian country youth gangs, however, were noticeably different from youth gangs as depicted through national statistics. The study also included comparisons with findings from a previous study of youth gang activity in the Navajo Nation. Drawing on these research findings, the Bulletin proposes prevention, intervention, and suppression strategies. These proposals are derived from effective programs in non-Indian country settings. Although such programs may require modification to better serve tribal communities, they provide Indian country leaders with proven methods to address emerging youth gang issues. Contains 13 graphs of statistical informational comparisons collected for this study.

Peer presentations are a common way of sharing experience and expertise. But while most teachers are comfortable and confident in a classroom environment, the task of presenting to their peers may be formidable, and one for which they are ill prepared. Giving a peer presentation can help a teacher build his/her professional reputation, develop skills in adult education, and even increase prospects for career advancement. This PEN digest provides practical guidance aimed at supporting teachers and others who have the task of presenting to an adult audience. The digest first highlights four ideas to help a presenter cater to an adult audience: (1) encourage autonomy; (2) encourage sharing of ideas and experiences; (3) encourage participation; and (4) support application. It also provides a table which considers the three main ways people receive information--visual, auditory, and kinesthetic. The main part of the digest focuses on planning and designing a presentation for adults and gives specific tips on running a presentation. (NKA)

This report describes approaches used by schools to prevent or reduce gang involvement among schools. The study of gang prevention and intervention builds on a large-scale National Study of Delinquency Prevention in Schools. A sample of 1,279 schools participated in the study. Overall, 7.6% of the male and 3.8% of the female secondary students reported that they had belonged to a gang. A description is provided of students' involvement with gangs, the characteristics of students who are involved with gangs, and the extent and correlates of gang problems in schools. An explanation is also given of what and how much is being done in schools to prevent or reduce gang-related problems, and to assess how well these prevention and intervention activities are being performed. It identifies features of prevention and intervention activities that local schools and communities can consider to strengthen their programs. Tables are used throughout to explain the types of gang prevention activities available in schools. (Contains 2 appendixes, 36 tables, and 149 references.) (JDM)

This project was undertaken to develop a comprehensive account of the levels of problem behaviors in schools. It also looked at what schools do to prevent problem behaviors and how they promote a safe and orderly environment. Chapter 1 provides an introduction to the study and explains some school-based interventions such as social competency programs, behavior management programs, and environmental competence in guardianship. Chapter 2 describes the nature and extent of problem behavior in schools, and presents information about student and teacher perceptions about the safety of their schools. Chapter 3 describes activities in schools to prevent or reduce problem behavior or to promote a safe and orderly environment. Chapter 4 summarizes information about program intensity and the extent to which school activities employ "best practices. Chapters 5 and 6 summarize evidence about the correlates of program quality, testing some hypotheses about the conditions and arrangements that make quality program implementation possible. Chapter 7 offers recommendations based on information developed in this inquiry, and it offers speculations about potentially useful practices. (Contains 2 figures, 56 tables, 9 appendixes, and 233 references.) (JDM)

This two-volume monograph reports the results of the 24th national survey of drug use and related attitudes and beliefs among American high school seniors, the nineteenth such survey of American college students, and the eighth such survey of eighth- and tenth-grade students. The major purpose of this publication is to develop an accurate picture of current drug use and trends. Given the illicit and illegal nature of most of the phenomena under study and the absence of prevalence data, substantial misconceptions can develop and resources may be misallocated. Throughout this report, the focus in on drug use at the higher frequency levels rather than simply on who has used various drugs. A summary of the findings on trends includes: over more than a decade--from the late 1970s to the early 1990s--these were very appreciable declines in use of a number of illicit drugs among twelfth-grade students, and even larger declines in their use among American college students and young adults. These substantial improvements--which seem largely explainable in terms of changes in attitudes, beliefs about the risks of drug use, and peer norms against drug use--have some extremely important policy implications. One of these is that these various substance-using behaviors among American young people are malleable--they can be changed. Secondly, the demand-side factors appear to have been pivotal in bringing about these changes. the availability of marijuana, as reported by high school seniors, has held fairly steady throughout the life of the study. Improvements should not be taken for granted; relapse is always possible. In 1992, eighth graders exhibited a significant increase in annual use of marijuana, cocaine, LSD, and hallucinogens other than LSD, as well as an increase in inhalant use. In 1993, increases occurred in a number of "gateway drugs"--marijuana, cigarettes, and inhalants. The drug problem requires an ongoing, dynamic response from our society--one that takes into account the continuing generational replacement of our children and the generational forgetting of the dangers of drugs which can occur with that replacement. Contains 5 appendixes, 128 tables, and 105 figures.) (JDM)

This second volume, in a two-volume set reporting the results from the Monitoring the Future study, presents the results of the 1977 through 1998 follow-up surveys of the graduating high school classes of 1976 through 1997 as they have progressed through young adulthood. This current study, which draws the college sample in the senior year of high school, has considerable advantages for generating a broadly representative sample of the college students to emerge from each graduating cohort. It has "before, during, and after" college measures, which permit the examination of change. It also has similar panel data on the high school graduates who did not attend college. In order for this volume to stand alone, some material from Volume I is repeated. Chapters 2 and 3 in this volume are the same as Chapters 2 and 3 in Volume I, since one provides an overview of the key findings and the other explains the study's design and procedures. Chapter titles include: (1) "Introduction of Volume II"; (2) "Overview of Key Findings"; (3) "Study Design and Procedures"; (4) "Prevalence of Drug Use among Young Adults"; (5) "Trends in Drug Use among Young Adults"; (6) "Attitudes and Beliefs about Drugs among Young Adults"; (7) "The Social Milieu for Young Adults"; (8) "Prevalence of Drug Use among College Students"; and (9) "Trends in Drug Use among College Students." (Contains 30 tables and 66 figures.) (JDM)

It is difficult for a student to understand small group communication and the role communication plays in making an experience a positive or negative one until he or she is actually involved in small group experience. Such goes the argument for experiential learning in the classroom. By incorporating a service-learning component into the classroom, the simulation phase is replaced by the actual experience of the real world. In one experiential learning project, five community non-profit agencies were invited to the classroom to talk about their agencies and discuss a "problem" they could use assistance in solving. Most of the problems had to do with image, communication, or publicity. After listening to the presentations of the different agencies, students selected one to work for and small groups were formed. A brief description of each of the five projects indicates a wide range of success. To determine if students were learning anything from the experience, two written projects, a journal and a final reflection paper, were assigned. In the journal writing assignment, students were asked to carefully note specific details about individual and group development. In the final paper assignments, students were asked to detail specific lessons learned about small group communication. While not all reflection goals were met, most were. Written works indicated that most students learned from the group experience. (TB)

Learning communities, freshman interest groups, or cluster classes are a relatively new trend on college and university campuses. In addition to improving freshman retention and performance, these courses create a bridge between the basic course and other courses. Learning communities are curricular structures that promote academic success by emphasizing student-student and student-faculty interaction and interdisciplinary linkage of courses. Themes around which the courses are structured are broad concepts usually selected by the participating faculty of the linked courses. Some learning communities have implemented peer advisors and incorporated some kind of social activity combined with learning. Some have a seminar for the students involved in the community. Promoting a basic course as an important component in the learning communities especially when team teaching is utilized is also a way of breaking the isolation experienced by many faculty members. Learning communities have the potential to decrease communication apprehension. They also make the transition to college less scary for many students by giving them peer advisors. Learning communities have been very effective nationwide in improving retention. (Contains 17 references.) (CR)

Alcohol, tobacco, and other drug use among public school students continues to be a major concern in Oregon as it is across the nation. This report, the sixth of the biannual public school drug use surveys conducted in Oregon since 1986, discusses major findings. These findings are (1) marijuana use is up for both the eighth and eleventh grades; (2) cigarette use is up for both the eighth and eleventh grades; (3) although still confined to a small percentage of students, use of other illicit drugs such as cocaine and amphetamines is also up; (4) the use of most illicit drugs is still below the levels found in the 1980s; (5) sixth grade use of illicit drugs is the same or lower than in 1994; (6) risk factors for alcohol, tobacco, and other drug use include peers that use; parental attitudes favorable to alcohol, tobacco, and other drug use; adults in the community who use; and peer attitudes favorable to use. A list of 37 key findings is provided. Each key finding is also depicted graphically. A list of risk factors for drug use is included. Seven tables depict differences in the use of 22 types of drugs among eleventh, eighth, and sixth graders. Three figures assess trends in the use of illicit drugs among these three grades. (MKA)

This bulletin describes alcohol and other drug (AOD) prevention programs specifically designed or customized for fraternities and sororities (Greeks). Approaches to AOD prevention include: (1) peer education programs to help students help themselves; (2) comprehensive health and psychosocial assistance; (3) retreats, to encourage student involvement and collaborative problem-solving; (4) networking to share resources and information and build coalitions to facilitate change; (5) national programs such as GAMMA (Greeks Advocating the Mature Management of Alcohol), the Greek arm of BACCHUS (Boost Alcohol Consciousness Concerning the health of University Students); Our Chapter, Our Choice; and On Campus Talking About Alcohol; and (6) substance-free fraternities. Also discussed are the strengths of several national programs and how they complement each other and other campus programs; common barriers to AOD prevention programming for Greeks on campus; and specific ways to overcome those barriers. Advisors to fraternities and sororities are urged to solidify prevention programs and then conduct formal program evaluations in order to direct time and money to those that are effective. (MAH)

One in four college women is a victim of rape or attempted rape. This manual, intended for educators and trainers, presents ways to raise awareness about sexual violence and shows how campus leaders can educate college men and women about this epidemic. The guide draws on the Sexual Assault Peer Education (SAPE) program; it is believed that peer educators afford one of the more appropriate ways to inform students. The SAPE program outlines every step of the peer process, from recruiting students to actual workshops. The training program serves two purposes: (1) preparing peer educators for their workshops; and (2) opening dialogue among peers about sexual assault. The manual is presented in two parts. Part 1, "A Peer Education Program," presents, in an easy-to-follow process, ways to start and sustain a peer program. Included is information on organizational meetings, the logical presentation of peer sessions, post-training workshops, and some parting thoughts. The second part, "Activities for Classroom Teachers," presents five different activities that teachers can use to heighten students' awareness of sexual assault. Fifteen appendices provide bibliographic information, policy statements, sample recruiting and radio ads, rape statistics, worksheets, tips on facilitating meetings, and other helpful information. (RJM)

Sexual assault in the high school community is now at epidemic proportions. This manual provides information as to how educators and trainers can raise awareness about sexual violence and how they can educate boys and girls in high school about this epidemic. The guide draws on the Sexual Assault Peer Education (SAPE) program; it is believed that peer educators afford one of the more appropriate ways to inform students. The SAPE program outlines every step of the peer process, from recruiting students to actual workshops. The training program serves two purposes: (1) It prepares peer educators for their workshops; and (2) It opens dialogue among peers about sexual assault. The manual is presented in two parts. Part 1, "A Peer Education Program," presents ways to start and sustain a peer program. Included is information on organizational meetings, the logical presentation of peer sessions, post-training workshops, and some parting thoughts. The second part, "Activities for Classroom Teachers," presents five different activities that teachers can use to heighten students' awareness of sexual assault. Fifteen appendices provide bibliographic information, policy statements, sample recruiting and radio ads, rape statistics, worksheets, tips on facilitating meetings, and other helpful information. (RJM)

Advocating the creation of a school climate that allows staff to determine the match between their current practice and standards of excellence, this booklet describes a process and attendant conditions for conducting self-study, one such process that shows promise. Based on experience, the booklet offers several lessons about the self-study process for teachers in the early grades. The first category of lessons in the booklet focus on the common bonds that teachers of young children appear to share and what this suggests about the self-study process. The second category in the booklet revolves around the six critical areas of support needed to promote a professional and reflective climate: (1) offering real reasons to participate; (2) building trust slowly through meaningful work; (3) providing administrative support; (4) providing ongoing support for peer facilitators; (5) tapping into outside resources; and (6) building in reflection time. The booklet highlights these lessons, offering practical advice about the process to those who wish to engage in a guided self-study. Annotated lists of five additional readings and five self-study documents are attached. (RS)

This guide describes five types of student team cooperative learning activities: (1) Student Teams-Achievement Divisions; (2) Teams-Games-Tournament; (3) Jigsaw; (4) Team Accelerated Instruction; and (5) Cooperative Integrated Reading and Composition. In Part 1, each technique is described in detail. A review of research finds positive outcomes in the areas of student achievement, integration, mainstreaming, and self-esteem. A practical guide for teachers covers ways to choose a method, assign students to teams, and prepare materials. The recognition of team accomplishments and individual achievement is discussed. Also provided in Part 1 are samples of materials, such as team summary sheets, game score sheets, tournament table assignment sheets, and final team products. Appended to Part 1 are related materials for the teacher's use. Part 2 includes views and research in the area of student team and cooperative learning. The issue of whether cooperative learning will be used in the future is discussed. Other issues considered include cooperative learning and the gifted child, tracking, and several cooperative learning models for particular subjects and grade levels. A synthesis of research on cooperative learning is provided. Appended are 97 references and 79 additional resources. (GLR)

Describes some of what educators have learned about the complex task they ask students to tackle when they put them in peer groups to talk with each other about their writing. Analyses the work of one peer revision group and illustrates the complicated work that students can engage in as they struggle to justify their writerly decisions to their peers. (SG)

This instructional guide provides lessons intended to present students with opportunities for building a sense of belonging to a group as well as developing conflict resolution skills. The guide's focus is on developing a positive school climate that enhances intergroup relationships and encourages proactive recognition of potential problems. It also provides suggestions for the management of racial crises, including activity suggestions that can enhance the understanding of the nature of conflicts, conflict resolution, and the management of conflict/crisis situations. The guide is organized into eight sections. The first section provides basic background information, followed by four sections that (1) present a proactive approach to conflict resolution, (2) provide steps to ease racial tension, (3) answers questions on what to do if a racial crisis occurs, and (4) discusses several conflict resolution models. Sections five through seven offer summary information and student lessons on conflict resolution. An appendix provides a draft of a paper by San Diego City School personnel ("Administrative Crisis Response--Denial to Acceptance") focusing on the reactions of principals to intergroup conflicts and intervention strategies. (GLR)

The literature on teaching evaluation has long recognized that it is simply not possible now, or perhaps ever, to isolate from among all the variables that are interacting the individual teacher's contribution to changes in the learner, many of which are complex, subtle, and may not be observable until much later in the student's life. Thus, other criteria, usually judgmental in nature, have formed the basis of efforts to evaluate teaching. A widely stressed admonition is that one should never rely solely on a single source of data, but should use several or all of these forms of judgment. The sources of first-hand data that have been most often suggested (and which are discussed in this document) are faculty self-evaluation, peer evaluations without visitation, and the student's evaluation of teaching. (Author/KE)

This curriculum guide for third-grade teachers contains values-based classroom lessons which are intended to assist students in the development of a positive self-concept and inter- and intrapersonal skills necessary for individual and group effectiveness. Teaching techniques include group dynamics, classroom discussion, use of filmstrips and study prints, pantomimes, role playing, and the solving of dilemmas. Topics treated in the lessons include the following: Getting to Know You, Guess Who's in a Group, What Groups Do I Belong to at School, How Does It Feel to Be Left out, We Are All Alike and Different, Cheating, and Your Folks Won's Mind. Each lesson outline contains purpose, concepts, affective objectives, classroom activities, teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. Appendices include procedures for group discussion and role playing, a bibliography of values reference materials, and a resource list of curricula. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

An approach for systematically observing and recording behavioral difference in the classroom is described, and its use with 11 behavior problem elementary students is discussed. The author points out the importance of peer sampling and the use of multiple observations to avoid erroneous conclusions. A case study of a second grade child illustrates the potential use of the observation system. (CL)

The Support Development Group is an approach which explores and develops a theory for the relationship between network characteristics and notions of psychosocial adaptation. The approach is based on the assumption that teaching people to view their social world in network terms can be helpful to them. The Support Development Workshop is presented in four basic steps: (1) teaching participants to map their social networks, (2) conducting informal peer discussions about networks and support, (3) introducing network structure into the dialogue about support and coping, and (4) discussing implications for individual and collective action to encourage positive dialogue between the participants and their networks. Ideas about networks and psychosocial adaptation which may be useful for preventing personal and social dysfunction and enhancing personal and social development are discussed. Details on the workshop are included in the appendix. (NRB)

Using a question-and-answer format, this research digest discusses using cluster grouping in regular classes to teach gifted students. The learning needs of gifted students, benefits of cluster grouping, the effects on peers, identification of students for the cluster group, and specific skills that are needed by cluster teachers are addressed. (CR)

A picture-board sociometric interview for preschool children is described and information on reliability and validity is presented. While the reliability of this measure of peer popularity is low to moderate using test-retest or split-half measures, the interview data does seem to predict other relevant measures of the social behavior of young children in interaction with their peers. It should be pointed out that sociometric status and the social characteristics of these children are not completely independent measures since the children themselves were the source of both kinds of information. Nevertheless, the relations are in predicted directions and tend to be consistent with the observational data presented in this paper. Also included are the instruments used during the interview: The Sociometric Interview and the Peer Perception of Social Behavior. (Author/DEP)

Suggests that students do a better job of revising their essays when more than one student has suggested possibilities for revision. Contains tips on training students in the process of peer reviewing. (TB)

Discusses the need of young adolescents to belong to their own culture wherein they can attain peer status and achievement. Presents a project in Castle Hill School (Pittsburgh) as an example of helping urban young adolescents to build a culture of achievement. Emphasizes the importance of this culture for young adolescents who cannot separate education from their social world. (AA)

Addresses the problems and methods of assessing individual performance within a group project. A peer evaluation technique by Culp and Malone was implemented in which group members were asked to identify the percent contribution they and other group members made to categories such as creativity, research, writing, and organizing. Ratings were then compared for consistency, and assessments made. (AIM)

This handbook helps young people help each other prevent crime in their communities. The handbook organizes and prepares peer educators to effectively reach their peers about crime prevention. Sections of the booklet include: (1) "How and Why to Use This Handbook"; (2) "What You and Your Friends Can Do To Prevent Crime"; (3) "Where to Start"; (4) "A Timetable for Preparing"; (5) "Tips to Help You Teach Your Peers about Crime Prevention"; and (6) "Resources You Can Use." (EH)

This guide for teachers of grades 3 through 8 provides a collection of self-directed projects for either individuals or small groups. Suitable for use in classroom learning centers, the guide is divided into 7 sections. Section 1, Working with Literature, offers activities for teaching reading using novels, student-made novel packets, fiction story assignments, and suggestions for working with Bloom's Taxonomy. Section 2, Enhancing Research Skills, contains projects to develop research skills, including writing an expert report or a descendant report, and information on using trivia questions in class. Section 3, Improving Writing Competence, provides tips for building motivation, designing a writing program, providing writing instruction, and evaluating writing. Section 4, Managing a Thematic Spelling Program, explains how to develop such a program, including how to develop weekly thematic lists, how to use diagnostic tests for student placement, and how to create individualized spelling activities and games. Section 5, Increasing Dictionary Skills, presents activities for building reference skills, while Section 6, Teaching through Word Games and Activities, contains activities for learning words and offers various types of word games. Section 7, Using Student Record Keeping Forms, provides forms which allow students to keep their own records, such as a daily reading record, a daily assignment record, and a research project report. (NKA)

Discusses the use of teaching portfolios and portfolio-based conversations with colleagues to enhance teacher effectiveness, presenting a portfolio conversation guide that highlights the importance of conducting the sessions properly, organizing an appropriate group, and focusing on specific portfolio contents. Implications for teacher education are noted. (SM)

Presents strategies for coaxing students into insightful book discussions. The strategies include creating a comfortable environment, choosing groups that work together, being a good leader, picking meaningful books, following the students' leads, spinning conversational threads, lighting the conversational fire, and examining different angles on the book. (SM)

States that students in writing response groups have to work through conflicting sets of role expectations, one connected to response to writing in general, the other created by the unequal power relations in classrooms. Discusses how students manage to juggle the demands of conflicting roles and how teachers can guide them to do so productively. (TB)

This document provides guidelines for gang awareness and prevention in the California school system. It is based on the belief that inservice training programs help school staff recognize early signs of gang activity, a necessary step to intervention. Following the introduction, chapter 1 offers descriptive information on gangs and their members, such as gang characteristics, risk factors, types of gangs, reasons for the appeal of gangs, and consequences of membership. The second chapter describes techniques for gang prevention and intervention, which include building self-esteem, preventing and resolving conflict, communicating effectively, resisting peer pressure, enforcing a discipline and conduct code, and creating a secure school. Chapter 3 discusses school and school district responses to gangs, such as graffiti removal teams, school safety and dress code policies, lists of school gang members, search and seizure issues, gang resistance curriculum, and partnerships with other organizations. The final chapter describes the roles to be played by school boards, the school district office, school-site administrators, teachers and school staff, and parents in gang prevention and intervention. Appendices contain California School Board Association (CSBA) sample policies on gangs, dress and grooming, and search and seizure; sample letters; and information on sharing confidential information. State and county contacts are also listed. Contains 43 references. (LMI)

Offers suggestions for helping students find enjoyable leisure reading books. Highlights include identifying subject matter, characterization, setting, or pace similar to previously enjoyed books; tools of young adult readers' advisory, including annual lists, bibliographies, and catalogs; peer reviews and recommendations; review newsletters; and genre displays. (LRW)

Reflective questioning creates opportunities for individuals to reflect aloud, be heard by one or more colleagues, and be prompted to expand and extend thinking through follow-up questions. The article examines the origin of reflective questioning, explains how to develop reflective questioning skills, and discusses outcomes associated with reflective questioning. (SM)

In a guided book review, small groups of teachers read a book pertaining to their professional area, think about what they read, and meet to discuss their reactions. The article explains the essential steps of the review process and discusses governance, recruitment, scheduling, and the merits of the process. (SM)

A framework for developing teachers' reflective decision making ability is provided along with specific staff development activities that promote teacher reflection. Strategies include conducting personal histories, video/audio self-assessment, journal writing, cognitive coaching, cases, role playing, and problem framing/action research. (SM)

Examines the benefits of group discussion in English classrooms. Demonstrates how small group discussion yields qualitative learning among participants and enhances questioning skills. Advocates the growth and challenge that can come from such activities. Provides student discussion transcriptions. (HB)

There are several steps to developing a successful peer-helping program for an organization. The first step is needs assessment of the organization using tests, interviews, and reflection. Self-teaching or outside training can be used to become familiar with peer helping. Next, a philosophy should be created to support and guide the program's development. Structural issues of a peer-helping program include determining responsibility for coordination, training, and supervision; identifying rationale, purpose, goals, objectives, and outcomes; deciding how the program will be funded; and making provisions for maintenance and supervision. Also, it is important to gain support for the program from those associated with it such as staff, faculty, administration, board of directors, funding agencies, etc. A program budget and proposal outlining needs and goals should be developed. Students selected for the program should enjoy interacting with others, be creative, and be good at social-skill development. Training should include orientation to roles, developing helping relationships, communication skills, behavior management, leadership skills, and content skills. Peer helpers should have ongoing supervision, training, and evaluation. An administrators' guide is included. (JPT)

Some ideas are presented for structuring student groups in second-language classes in a way to encourage them to work together more productively. Eight types of positive interdependence are explained. (Contains 14 references.) (LB)

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on peer response in learning to write is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a lecture giving an overview on the topic; copies of existing ERIC/RCS publications on the topic; a set of guidelines for completing a goal statement, a reaction paper, and an application project; and an evaluation form. (SR)

Teens for AIDS Prevention (TAP) is a model peer intervention program designed by the Center for Population Options to increase knowledge and change attitudes and behaviors among youth to reduce their risk of Human Immunodeficiency Virus (HIV) infection. The program utilizes peer pressure in a positive sense: to encourage youth to protect themselves from HIV infection by modifying attitudes and mores within a school or youth agency setting. This manual is a step-by-step guide to implementing a successful TAP program in a school or community based organization. The chapter titles outline the steps as follows: (l) the "Introduction" presents an overview of the need for HIV and AIDS education and the effectiveness of peer education; (2) "Building Support" highlights the importance of laying the groundwork for the program in a school or community; (3) "Getting Started" focuses on program planning, budgets, funding, coordinator responsibilities, and recruitment of participants; (4) "Training" outlines, session by session, 20 hours of HIV prevention and AIDS education and skill-building exercises for the TAP group; (5) "Activities" describes some educational efforts that TAP members can design and implement; (6) "Taking the Message to the Media" provides basic guidelines on how to interact with the media; and (7) "Resources" presents a listing of educational materials--videos, curricula, pamphlets, and books for additional information. (LL)

Provides specific tips for preschool teachers on how to better include children with exceptional health needs, hearing needs, learning needs, communication needs, visual impairment, or physical needs. Suggests that facilitating social skills is an essential part of facilitating true interaction. (KDFB)

The purpose of the peer support training workshop for which this notebook was produced was to develop peer leadership groups as a way of dealing with student problems connected with school desegregation. The first quarter of the notebook is divided into three sections. Section I gives an overview of workshop goals and development. The meaning and purpose of peer support is discussed in Section II. Section III gives details about the workshop schedule and gorupings. The major part of the notebook (Section IV) is devoted to instructions for workshop activities and materials for use in the workshops. The activities are divided into six major groups: (1) warm-ups (initial sharing and trust); (2) group process; (3) communications; (4) decisionmaking; (5) giving and receiving feedback; and (6) problem solving and action planning. (CMG)

This booklet, directed to parents, advocates parent involvement in New Zealand playcenter groups, discusses parental duties in the playcenter, and suggests ways parents can help children to learn. The booklet has three chapters. Chapter I discusses the value of parent involvement from the point of view of the child, the parent, and the community. Such involvement is said to provide children with a secure link between the home and the school and encourage parents' interests and understanding without diminishing their responsibility. Chapter II outlines duties expected of parents involved in playcenters, describes how parents should behave at home and in the playcenter, suggests topics for discussion at adult playcenter meetings, and includes samples of what parents should and should not say when speaking to children. Chapter III provides information on types of children's behavior that need extra consideration in playcenter work (e.g., aggressiveness, swearing, hitting), causes of such behavior, and ways to deal with it. (CM)

This booklet is one of a series of teacher-written curriculum publications launched by the Bay Area Writing Project, each focusing on a different aspect of the teaching of composition. The booklet traces the growth of a reluctant writer through a semester of a remedial writing class program, using samples of the student's writing to illustrate writing improvement. Teaching methods described include well-structured writing assignments, peer writing groups, interaction with students during writing, and teacher writing to each assignment along with students. (AEA)

The paper discusses the use of regularly scheduled classroom group discussions in the treatment of emotionally disturbed (ED) children, to assist them in learning alternative ways of acting and interacting and to move them from feelings of discouragement and negativism to the point where they can effect change in themselves, feel confident in their problem solving abilities, and feel that they belong. Four mistaken goals that ED children pursue are examined, and suggestions are offered on how to recognize them. These mistaken goals include desiring undue attention, power seeking, revenge seeking, and displaying inadequacy in order to be left alone. Group discussions are examined with special reference to the ideas of equality and mutual respect. Other aspects covered include preparing for group discussions, preparing ED students for group discussions, the purposes of group discussions, the teacher's role, leadership, and qualities needed for leaders of group discussions. Techniques for dealing with ED children in group discussions are also offered. (DLS)

This handbook contains strategies for facilitating a peer support group for vocational students in nontraditional programs. Outlined first are the goals and objectives of a support group, and the benefits of a peer support group are set forth. Following a description of the characteristics and role of the facilitator, strategies are provided for establishing group leadership roles and for determining the authority and decision-making power of group members. Attendance taking, scheduling, and time management are discussed. Included among those peer support group activities covered are structured meetings, guest speakers, and outreach activities. Program funding is mentioned briefly. Examined next are activities that feeder schools, parents, the community, the school itself, and support services can undertake to encourage enrollment of previously under-represented groups of students. (A related handbook on sex fairness and equal opportunity for vocational students in nontraditional programs and a handbook of laws guaranteeing equal education and employment opportunities are available separately--see note.) (MN)

Revision, an essential component of the writing process, encompasses two basic elements: rewriting the content to assure clarity, and editing the draft to eliminate mechanical and grammatical errors. It is important for teachers to plan lessons directed specifically toward helping children make more sense of their messages. This document presents a number of strategies designed for teachers (1) to demonstrate to children the need for content revision; (2) to help children clarify the content of their writing; (3) to demonstrate to children the need for editing changes; and (4) to assist children in their editing efforts. The recommended strategy for demonstrating the need for revision presents a writing model that contains mistakes and allows students to suggest improvements. The strategies for teaching revision skills use the language experience approach, and emphasize peer interaction. (ARH)

A demonstration of a classroom writing group in action, this 35-minute interactive video and instructional booklet focus on writing as a shared act of communication. The videotape models structure and process rather than any particular kind of writing, and the group process can be adapted to a variety of writing tasks and requirements. The accompanying 26-page booklet contains an introduction to the process, a teacher's guide, instructions for students, a bibliography of other resources, and a copy of the paper used in the demonstration. The video, a 1989 "Media and Methods" award winner, was selected as an outstanding resource for teacher training and classroom use. (NKA)

Reading activities that include more than one person working together on one or more texts offer more than social or tedium-breaking possibilities. Various independent and integrated reading activities are described, including mapping and jigsaw reading. (19 references) (LB)

Suggestions are offered for activities that encourage language learners to communicate with each other in class using the target language. The activities include student pairs and small groups explaining picture stories and answering questions and solving problems presented in short stories. (13 references) (LB)