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This conference proceedings compile presentations from a 1998 meeting of the American Montessori International of the United States, focusing on the importance of grace and courtesy in children's lives and in Montessori education. The papers presented are: (1) "Grace--The Felicity of Being" (Renilde Montessori); (2) "A Montessori Community for Adolescents" (Camillo Grazzini and Baiba Krumins G.); (3) "My Tribute to Mario Montessori" (Camillo Grazzini); (4) "The Natural Unfolding of Grace and Courtesy in Children under Three Years" (Judi Orion); (5) "Grace and Courtesy for the Primary Child: Theoretical Foundations" (Janet McDonell); (6) "Grace and Courtesy during the Years of Lost Manners" (Allyn Travis); (7) "Growing Responsive Schools: An Evolving Theory of Montessori Administration" (Sharon L. Dubble); (8) "Respect as the Foundation for Grace and Courtesy in the Elementary Classroom" (Laura Smyczek); (9) "A Montessori Erdkinder Program, Practical Considerations" (Peter Gebhardt-Seele); (10) "The Gift of Grace and Courtesy: Revealing the Normalized Community" (Mary Lou Cobb); (11) "Maria Montessori and the Cosmic Creation Story" (Brian Swimme); (12) "The Company of the Elect" (Renilde Montessori); (13) "Peer Mediation--A Useful Tool for Grace and Courtesy in the Elementary Classroom" (Carol Hicks); (14) "Chivalry and the Development of Service" (Margaret E. Stephenson); (15) "The Integration of Cultures: The Montessori Contribution" (Winfried Bohm); (16) "All Day Montessori: The Role of Grace and Courtesy" (Laura Morris); (17) "Grace and Courtesy: A Foundation for Moral Development" (Kay Baker); (18) "The Grace of Music" (Nicole Marchak); (19) "Taking Your School On-Line" (Bruce Marbin); (20) "The Role of the Assistant in a Montessori Classroom" (Sandra Girlato); (21) "Emerging Adolescence: Finding One's Place in the Cosmos" (Patricia Schaefer); (22) "Graceful Passages: Exploring Culture through Literature" (Joen Bettmann); (23) "Community: Valuing People in the Montessori School" (Tom Lepoutre-Postlewaite); and (24) "Education, Ethics and the Family" (Mona Grieser). Some papers contain references. (KB)

The fourth international conference focused on two issues for counseling in the 21st century. The first issue concerned physical and mental health. Presentations covered such topics as: counseling college students concerning their attitudes and beliefs about HIV/AIDS; United States health care reform and how it affects people with disabilities; the psychological impact of chronic illness; and understanding clients' cultural values. The second issue of the symposium concerned issues of physical, emotional, and substance abuse. Presentations included: family abuse in Japan; sexual abuse, alcohol, and women survivors; drug abuse; healing the wounds of child abuse; drug use by U.S. high school students; addiction treatment alternatives; and human development theory in substance abuse counseling. All conference presentations are included. The 36 papers include: (1) "College Students' knowledge, Attitudes and Beliefs Regarding HIV/AIDS: A Five County Study" (L. Gray and R. House); (2) "A Whole School Approach to Guidance in Schools in Hong Kong" (B. Yau); and (3) "Drug Use by U.S. High School Students: How It Can Be Reduced" (D. Coy). (JDM)

The Proceedings of PME-XVII has been published in three volumes because of the large number of papers presented at the conference. Volume I contains a brief Plenary Panel report, 4 full-scale Plenary Addresses, the brief reports of 10 Working Groups and 4 Discussion Groups, and a total of 23 Research Reports grouped under 4 themes. Volume II contains 37 Research Reports grouped under 7 themes. Volume III contains 28 Research Reports grouped under 5 themes, 25 Oral Communications, and 19 Poster Presentations. In summary, the 3 volumes contain 88 full-scale Research Reports, 4 full-scale Plenary Addresses, and 59 briefer reports. Conference subject matter can be conveyed through a listing of the 15 themes under which Research Reports were grouped: Advanced Mathematical Thinking; Algebraic Thinking; Assessment and Evaluation; Pupil's Beliefs and Teacher's Beliefs; Computers and Calculators; Early Number Learning; Functions and Graphs; Geometrical and Spatial Thinking; Imagery and Visualization; Language and Mathematics; Epistemology, Metacognition, and Social Construction; Probability, Statistics, and Combinatorics; Problem Solving; Methods of Proof; Rational Numbers and Proportions; Social Factors and Cultural Factors. Each volume contains an author index covering all three volumes. (MKR)

Topics of papers presented at the Mid-South Educational Research Association (MSERA) 1992 meeting include: learning; teacher education; culturally-diverse students' performance on Torrance Tests of Creative Thinking; school improvement; at-risk students; attitudes; holistic scoring of writing samples; handicapped students; black education; reading; administration; the MSERA; science; research methodology; whether funding inequities produce educational disparity in Alabama; counseling; parent involvement; finance and educational vouchers; mathematics; applied research using Q-methodology; testing and instruction; teacher assessment; inservice teacher education; teaching educational research in computer laboratories; postsecondary issues and programs; curriculum; intercollegiate athletics and higher education; reading and career education; the arts; early childhood education; learning styles; vocational education; English education; American Psychological Association learner-centered principles; an integrated media environment for publishing teacher education student projects; gender issues; gifted students; stress; writing and publishing; development and language; the Mississippi Alliance for Minority Progress; microcomputers; parent education; graduate study; instructional grouping; adult education; statistics; health education; retention; and drug education. The MSERA constitution and bylaws and lists of MSERA presidents and award winners are included. (RLC)

This collection of five symposium papers explores the initial design and development of the New York State Teacher Certification Examinations. The papers refer to work in progress to assess knowledge and skills associated with subject-matter knowledge and knowledge and skills in instruction and the profession of teaching. The following papers are included: (1) "State Certification Policy Issues and the Mandate for Innovative Teacher Certification Tests for New York State" (C. C. Mackey, Jr., and G. L. Freeborne); (2) "Testing Program Design and Development Procedures" (W. P. Gorth, R. G. Allan, and P. M. Nassif); (3) "Assuring Educated Educators through the New York State Liberal Arts and Sciences Test" (J. R. Silvestro and S. E. Lake); (4) "The New Standard for Subject-Matter Knowledge Assessment: The New York State Teacher Certification Examinations" (J. W. Clayton and C. C. Mackey, Jr.); and (5) "New York State Assessment of Teaching Skills: A Multiple Method Assessment of Teacher Competency" (S. Elliot and E. Hunsberger). A 22-item list of references is included. (SLD)

Three volumes present, in three chapters each, summaries of the papers delivered at the June 1992 European Conference on Educational Research. In 1992 the annual Dutch Educational Research Association conference became international. The 9 themes of the conference, arranged in 9 chapters, and the number of papers presented for each theme are as follows: (1) educational organization and management, 21 papers and 3 symposia; (2) curriculum, 30 papers and 6 symposia; (3) learning and instruction, 46 papers, 6 poster sessions, and 7 symposia; (4) educational technology, 46 papers, 6 poster sessions, and 2 symposia; (5) research methods and evaluation research technology, 38 papers, 3 poster sessions, and 4 symposia; (6) teaching and teacher training, 40 papers, 4 poster sessions, and 4 symposia; (7) vocational and professional education and training, 20 papers and 4 symposia; (8) higher education, 34 papers, 2 poster sessions, and 2 symposia; and (9) the social context of education, 28 papers, 2 poster sessions, and 1 symposium. (SLD)

This comprehensive document includes 47 papers on historical aspects of curriculum practice, theory, research, and leaders presented at meetings of the Society for the Study of Curriculum History (SSCH) between 1978 and 1991. Following a compiler's introduction, the document is organized into six parts: part 1 provides copies of the official printed programs for all meetings of SSCH from 1978 to 1991; part 2 contains the Index of Available Papers from SSCH from 1978-1991, listing papers by title and author, and indicating where each paper may be found; part 3 contains a document produced for SSCH in 1981 which reproduced 14 papers from the 1978 and 1979 meetings; part 4 contains a document produced for SSCH in 1983 which reproduced 12 papers from the 1978, the 1980, and the 1981 meetings; part 5 consists of a table of contents listing 23 papers published in the book, "Curriculum History," Craig Kridel, editor (Lanham, Maryland, University Press of America, 1989); part 6 contains 22 miscellaneous papers not previously available, assembled alphabetically by author. (LL)

In April 1991, members of the Kentucky Educational Research Association (KERA), held a conference to discuss performance assessment and its use in Kentucky schools. The following papers from the conference are included: (1) "Our Conference and the Performance Assessment Committee" (S. Kifer); (2) "Performance Assessment: A National Perspective--Cautions and Concerns" (G. W. Phillips); (3) "Elementary Education" (C. Bridge and A. Chapman); (4) "Elementary Education" (A. Zollman and J. Dickey); (5) "Middle School" (B. Burruss and R. Kennedy); (6) "Reading, Writing and Language Arts" (P. Winograd and J. Craig); (7) "The Practical Arts" (S. Miller); (8) "Arts and Humanities" (R. Schmelzer and G. Szekely); (9) "Reform Law" (V. D. Nordin and J. M. Petrosko); (10) "Implementation and Management" (K. Simpson, S. Trimble, K. Draut, and T. Mowery); (11) "Item Sampling" (G. Cunningham and S. Kifer); (12) "Performance Assessment for Special Populations" (D. B. Slaton and J. McLaughlin); (13) "Student Services" (P. de Mesquita and M. Billings); (14) "Mathematics" (W. S. Bush and S. Vice); (15) "Foreign Languages" (P. L. Nacke and L. K. Worley); (16) "Instruction and Assessment" (T. Guskey); (17) "Social Studies" (L. Levstik and S. Brennan); and (18) "Summary" (E. Mason). (SLD)

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2019: World Conference on E-Learning" took place in New Orleans, Louisiana, November 4-7, 2019. This conference has 7 award papers that cover topics such as: an open-source, case study-based online mentor training program for higher education; effective physical learning spaces in the digital age; the effects of a culturally relevant augmented reality math board game on Lakota students' arithmetic performances; game-based learning in enterprise training; visual information effects and conversational agents; persistence and achievement in acquiring computational thinking concepts; and using Bloom's taxonomy to support data visualization capacity skills. [For the E-Learn 2018 proceedings, see ED606112.]

This publication offers the 56th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of three awardees, Michael C. McKenna, Douglas K. Hartman, and Michael Kamil. Included in this Yearbook are the following papers: (1) What's It All About? Literacy Research and Civic Responsibility (Victoria Purcell-Gates); (2) An Historical Analysis of the Impact of Educational Research on Policy and Practice: Reading as an Illustrative Case (P. David Pearson); (3) Reciprocal Teaching 1982 to 2006: The Role of Research, Theory, and Representation in the Transformation of Instructional Research (Annemarie Sullivan Palincsar); (4) The Middle School Literacy Coach: Considering Roles in Context (Antony T. Smith); (5) Through Characters' Eyes: How Drama Helps Young Readers Understand Stories from the "Inside Out" (Donna Sayers Adomat); (6) Visual Discourse Analysis: An Introduction to the Analysis of School-generated Visual Texts (Peggy Albers); (7) Resisting Commercial Influences On Accessing Scholarship: What Literacy Researchers Need To Know And Do (Richard Beach, Amy Carter, Debbie East, Peter Johnston, David Reinking, M. Trika Smith-Burke, and Norm Stahl); (8) Outcomes of On-line Professional Development in Pennsylvania (Rita Bean, Helen Ezell, Natalie Heisey, Julie Ankrum, Naomi Zigmond, and Aimee Morewood); (9) Curriculum Reform in the Context of a State Mandate (Vicki Bensonriffo, Rokhsareh Kohansal, and P. David Pearson); (10) "Tweaking Practice": Modifying Read-Alouds to Enhance Content Vocabulary Learning in Grade 1 (Camille L.Z. Blachowicz and Connie Obrochta); (11) When Writing Leads: An Activity-Theoretic Account of the Literate Activity of First-Graders Stronger at Writing than Reading (Randy Bomer); (12) From Passive to Active Control of Science Vocabulary (Marco A. Bravo, Gina N. Cervetti, Elfrieda H. Hiebert, and P. David Pearson); (13) Competing Cultural Models of Literature in State Content Standards (Samantha Caughlan); (14) Six Successful High-Poverty Schools: How They Beat the Odds (Patricia M. Cunningham); (15) Reading Web Sites in an Inquiry-based Social Studies Classroom (James Damico and Mark Baildon); (16) Children's Selections of Science Trade Books (Carol A. Donovan and Laura B. Smolkin); (17) From Discontinuity to Simultaneity: Mapping the "What Ifs" in a Classroom Literacy Event Using Rhizoanalysis (Lara J. Handsfield); (18) Analyzing Art in Language Arts Research (Jerome C. Harste, Christine H. Leland, Sally Grant, Mi-Hyun Chung, and Julie Ann Enyeart); (19) Does an Established Model of Orthographic Development Hold True for English Learners? (Lori A. Helman and Donald R. Bear); (20) Teachers and Students as Agents of Change: The Enacted Literacies of Social Justice (Mary Beth Hines and Janet D. Johnson); (21) Reading Fluency: Neglected or Corrupted? (James V. Hoffman, Laura May, and Misty Sailors); (22) Seeking Self-Organization in Classroom Computer-Mediated Discussion Through a Complex Adaptive Systems Lens (Michelle Jordan, Diane L. Schallert, An-Chih Cheng, Yangjoo Park, Haekyung Lee, Yu-Jung Chen, Ming-Lung Yang, Rebecca Chu, and Yi-Fan Chang); (23) Investigating African American Language in Literacy Education Courses (Althier M. Lazar); (24) Examining Literacy Teaching Stories for Racial Positioning: Pursuing Multimodal Approaches (Melissa Mosley and Amy S. Johnson); (25) "Teenage Addiction": Adolescent Girls Drawing Upon Popular Culture Texts as Mentors for Writing in an After-School Writing Club (Emily Skinner); (26) The Anatomy of Retelling Scores: What These Scores Do (and Don't) Reveal about Readers' Understandings of Texts (G. Pat Wilson, Prisca Martens, Poonam Arya, and Lijun Jin); and (27) Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship (Karen E. Wohlwend). This publication also includes an introduction to the program by Patricia A. Edwards. (Individual papers contain figures, tables, footnotes, references and appendices. Editorial assistance by Brad L. Teague and Julie Ellison Justice.) [For the 55th Yearbook, see ED493694.

This volume presents the 54th Yearbook of the National Reading Conference (NRC). The 2004 NRC conference, set in San Antonio, took place against a political backdrop in which the nature and substance of literacy research has become suspect. Given the current state of politically-driven research agendas, the focus of the 54th annual NRC meeting--What is the past, present, and future of literacy research, and how is excellence in literacy research defined?--was a timely one, one also reflected in this volume. Papers included in the 54th NRC Yearbook suggest that literacy researchers continue to push for new and increasingly sensitive methodologies to address the ways in which policy is positioning teachers, schools, and researchers, as well as ways to examine the understandings of children, of teachers, and of pre-service teachers. Included in this volume are: (1) The Role of Wisdom in Evidence-Based Preschool Literacy Curricula (Lea M. McGee); (2) "New" Literacies: Research and Social Practice (Michele Knobel and Colin Lankshear); (3) Pattern Recognition: Learning from the Technoliteracy Research (Ilana Snyder); (4) The Mind (and Heart) of the Reading Teacher (Robert Calfee); (5) Investigating Methods of Kindergarten Vocabulary Instruction: Which Methods Work Best? (Rebecca Deffes Silverman); (6) Speaking Literacy and Learning to Technology, Speaking Technology to Literacy and Learning (Annemarie Sullivan Palincsar and Bridget Dalton); (7) "That was Then, This is Now": Place, Time, and Shifting Experiences of Rural Literacy (Marta Albert and Mark Jury); (8) Vocabulary-Comprehension Relationships (James F. Baumann); (9) Why Critical Discourse Analysis in Literacy Research (Leslie Burns and Ernest Morrell); (10) Investigating Digital Curricular Literacies: Resolving Dilemmas of Researching Multimodal Technologically Mediated Literacy Practices (Geraldine Castleton and Claire Wyatt-Smith); (11) Reading First: Hidden Messages, Omissions, and Contradictions (Karen S. Evans and Nancy T. Walker); (12) Thematic Analysis as a New Tool for Genre Assessment in Early Literacy Research (Zhihui Fang); (13) Becoming More Effective in the Age of Accountability: A High-Poverty School Narrows the Literacy Achievement Gap (Kristin M. Gehsmann and Haley Woodside-Jiron); (14) Adolescents' Punk Rock Fandom: Construction and Production of Lyrical Texts (Barbara Guzzetti and Yunjung Yang); (15) Spanish Speakers Learning to Read in English: What a Large-Scale Assessment Suggests About Their Progress (Lori A. Helman); (16) Dialogical Caring Encounters Between Teacher and Students: The Role of Computer-Mediated Communication in Preparing Preservice Reading Teachers (Minseong Kim); (17) A Study of Adult ESL Oral Reading Fluency and Silent Reading Comprehension (Kristin Lems); (18) Exploring Computerized Text Analysis to Study Literacy Policy and Practice (Leslie Patterson, Kevin Dooley, Shelia Baldwin, Glenda Eoyang, Royce Holladay, Ruth Silva, and Joan Parker Webster); (19) Resistance and Appropriation: Literacy Practices as Agency within Hegemonic Contexts (Kristen H. Perry and Victoria Purcell-Gates); (20) Commercial Reading Programs: What's Replacing Narrative? (Linda M. Phillips, Martha L. Smith, and Stephen P. Norris); (21) Young Children Learn to Read Chapter Books (Nancy L. Roser, Miriam Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) Analyzing the Production of Third Space in Classroom Literacy Events (Deborah Wells Rowe and Kevin M. Leander); (23) Development of a New Framework for the NAEP Reading Assessment (Terry Salinger, Michael Kamil, Barbara Kapinus, and Peter Afflerbach); (24) Young Children's Visual Meaning-Making During Readalouds of Picture Storybooks (Lawrence R. Sipe and Anne E. Brightman); (25) "We Feel Like We're Separating Us": Sixth Grade Girls Respond to Multicultural Literature (Sally A. Smith); (26) A Good Daughter and an Independent Woman: Mapping one Student's Responses to Literature through her Negotiations of Competing Cultural Models (Amanda Haertling Thein); (27) How Literacy History Is Told: Approaches and Lenses for Historical Access (J Patrick Tiedemann, Jim S. Furman, Julie Ellison Justice, Jason F. Lovvorn, and Victoria J. Risko); (28) Crossing over to Canaan: Engaging Distinguished Women and/or Minority Literacy Scholars in Critical Tenure Conversations (Jennifer D. Turner, Doris Walker-Dalhouse, and Gwendolyn Thompson McMillon); (29) Two Experienced Content Teachers' Use of Multiple Texts in Economics and English (Nancy T. Walker, Thomas W. Bean, and Benita Dillard); (30) Prediction of First Grade Reading Achievement: A Comparison of Kindergarten Predictors (Heather P. Warley, Timothy J. Landrum, and Marcia A. Invernizzi); (31) Viewing Professional Development Through the Lens of Technology Integration: How do Beginning Teachers Navigate the Use of Technology and New Literacies? (Susan Watts-Taffe and Carolyn B. Gwinn); and (32) Introduction to the Program (Donald Leu). (Individual papers contain tables, figures, references and appendices.) [For the 53rd Yearbook, see ED522784.]

The National Reading Conference (NRC) Yearbook represents an archive of conference reports that have undergone the rigorous review that research demands, as well as an indicator of topics, ideas and concerns that occupied participants during the annual conference. With this 52nd volume of the Yearbook, the editors hope the reader finds a broad range of research methods, investigations of literacy education, and effective teaching practices, all of which are aimed at fostering literacy learning across many communities. Following a preface and awards presented to James V. Hoffman and Connie Juel, the papers in this yearbook include: (1) In Leaving No Child Behind Have We Forsaken Individual Learners, Teachers, Schools and Communities? (Deborah R. Dillon); (2) Opening Access: Reading (Research) in the Age of Information (John Willinsky); (3) Profiling the Developing Reader: The Interplay of Knowledge, Interest, and Strategic Processing (Patricia A. Alexander); (4) Children's Minds at Work: How Understanding of Rich Narrative Text Emerges in Fourth-Grade Classrooms that Combine Peer Group Discussion and Journal Writing (Kim Bobola); (5) Literacy Research and Students of Diverse Backgrounds: What Does It Take to Improve Achievement? (Kathryn H. Au); (6) The Impact of Family on Literacy Development: Convergence, Controversy, and Instructional Implications (Patricia A. Edwards); (7) Literacy Interventions for Preschool Children Considered at Risk: Implications for Curriculum, Professional Development, and Parent Involvement (Dorothy S. Strickland and W. Steven Barnett); (8) To Become a Doctor: Reflective Literacy Experiences that Transform (Joanna C. Arnold, Patricia L. Anders and Patricia Griesel); (9) Sign, Sign, Everywhere a Sign: Multiplying Literacies in the Preservice Language Arts Curriculum (Deborah L. Begoray); (10) Development of Phonological Awareness: The Trouble with Middle Sounds (Jerrell C. Cassady and Lawrence L. Smith); (11) Exploring the Gap Between Espoused and Enacted Cultural Models of Literature Discussion (Samantha Caughlan); (12) Pedagogy and the Learning of the School-Based Language (Zhihui Fang); (13) Negotiating Voice and Identity in Classroom Writing Events (Amy Seely Flint and Marva Cappello); (14) The Literacy Instruction of English Language Learners Across Multiple Settings (Georgia Earnest Garcia and Angela M. Lopez-Velasquez); (15) Powerful Memories of Literacy, Gender, and Teaching: Rebecca's Story (Marie Hardenbrook); (16) New Times: First-Person Shooter Games Go to College (Jerome C. Harste, Sibel Ariogul, Devon Sanner, Debbie East, Julie Ann Enyeart, Beth M. Lehman, Gloria Skegrud Reeves, and Kimberly Conway); (17) Teacher Preparation in Reading: A Case Study of Change in One University-Based Undergraduate Program (Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Leann Steinmetz, and Bertha Pere); (18) What Images of Family Literacy Reveal about Family Literacy Practices and Family Literacy Programs (Maureen Kendrick, Jim Anderson, Suzanne Smythe, and Roberta McKay); (19) Preservice Teachers as Tutors: Influences of Tutoring on Whole-Class Literacy Instruction (Dixie Massey); (20) A Transactional Theory of Hypertext Structure (John E. McEneaney); (21) Asserting Identities in Multiple Contexts (Ellen McIntyre, Melissa Sutherland, Susan Ghiaciuc, and Diane Kyle); (22) Learning Communities: An Exploration of Theoretical Conceptualizations (Marilyn McKinney); (23) The Dynamic Environment of Success: Representing School Improvement in Literacy Learning and Instruction (James Mosenthal, Marjorie Lipson, Jane Mekkelsen, and Ellen Thompson); (24) An Exploration of Eight Sixth Graders' Engagement with Nonfiction Trade Books (Barbara Moss); (25) Supporting Beginning Writers of Research: Mentoring Graduate Students' Entry into Academic Discourse Communities (Elizabeth Noll and Dana L. Fox); (26) Eye Movements and Miscue Analysis: Reading from a Constructivist Perspective (Eric J. Paulson, Alan D. Flurkey, Yetta M. Goodman, and Kenneth S. Goodman); (27) Transgressing Transformation Theory (Heidi Silver-Pacuilla); and (28) From Guided Reading to Promoting Thoughtful Literacy: Explorations of a Teacher-Researcher Team (Susan Kidd Villaume, Edna Brabham, Tonya Hill, Kelly Pettit, Teri Prim and Resia Thornton). An introduction to the program by Lee M. Gunderson is also presented. (Individual papers contain tables, figures, footnotes and references.) [For the 51st Yearbook, see ED522782.]

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy acquisition, to preservice teacher education, to adolescents' online reading practices. Included in this volume are: (1) Reading Research as an Agenda-Setting Enterprise: Bringing Science to Art, and Art to Science (Peter B. Mosenthal); (2) Words in and out of Print: The Power of Literacy in Community (Concha Delgado-Gaitan); (3) Learning in Semiotic Domains: A Social and Situated Account (James Paul Gee); (4) What I Have Learned Up Until Now about Research Methods in Reading Education (Michael Pressley); (5) Policy in Action: The Influence of Mandated Early Reading Assessment on Teachers' Thinking and Practice (Nancy A. Place); (6) WORDS (on Words in Leveled Texts for Beginning Readers) (James V. Hoffman); (7) Secondary Reading Programs: A Story of What Was (Patricia L. Anders); (8) The National Literacy Strategy in England: Changing Phonics Teaching? (Roger F. Beard and John Willcocks); (9) Literacy Skills of Children with a History of Early Corrective Heart Surgery (Sarah Beck, David Coker, Lowry Hemphill, and David Bellinger); (10) Visual Literacy Education in Canada, Scotland and England: Motives and Methods of Three Teacher Educators (Deborah L. Begoray); (11) Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives (Dana W. Cammack); (12) Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor (Lesley Coia and Monica Taylor); (13) A Content Analysis of the Most Frequently Used NCREMAIL Message Headers: Content Analysis of NCREMAIL (Martha Dillner); (14) I Never Thought a First Grader Could Teach Me How to Write: Examining Beliefs and Positions in Author's Circles (Amy Seely Flint, Katie Van Sluys, Y. Gloria Lo, and Debra East); (15) The Effects of Staff Development, Modeling, and Coaching of Interactive Writing on Instructional Repertoires of K-1 Teachers in a Professional Development School (Nancy Frey and Patricia R. Kelly); (16) Text Matters: Readers Who Learn with Decodable Texts (Yetta Goodman, Ken Goodman, and Prisca Martens); (17) On-Line Resources for Fostering Understanding and Higher-Level Thinking in Senior High School Students (Michael F. Graves and Lauren A. Liang); (18) Little Red Riding Hood Goes to College: Inviting the Language of Critique in Teacher Education (Jerome C. Harste, Christine H. Leland, and Cynthia Jackson); (19) Coordinating Writing and Reading Competencies During Early Literacy Development (George Kamberelis); (20) A Focus on Family Stories: Enhancing Preservice Teachers' Cultural Awareness (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Thorp); (21) Adaptive Learning Guides in Reading Instruction (Helen S. Kim and Michael L. Kamil); (22) Developing Local Curricula from the National Literacy Core Curriculum for Finnish Six-Year-Old Children: What Happened When Elaboration of Principles Was Left to Teachers? (Riitta-Liisa Korkeamaki and Miriam Jean Dreher); (23) "I Don't Want to Teach It Wrong": An Investigation of the Role Families Believe They Should Play in the Early Literacy Development of Their Children (Diane Lapp, Douglas Fisher, James Flood, and Kelly Moore); (24) An Unchartered Journey: Three Adolescent Technology Experts Navigate the School System (Donna Mahar); (25) Lessons Learned from Preparing Preservice Teachers to Integrate Technology in Their Literacy Teaching (Marla H. Mallette and Rachel A. Karchmer); (26) An Exploration of Children's Understanding of Character in Grades 1-8 (Miriam Martinez, Susan Keehn, Nancy L. Roser, Janis Harmon, and Sharon O'Neal); (27) Prologue to and Object-Agent Theory of Literacy (John E. McEneaney); (28) Reading Hypertext: Comprehension and Strategies of Third Grade Students (Elizabeth S. Pang and Michael L. Kamil); (29) "I Do Have This Right, You Can't Strip That From Me": Valuing Teacher's Knowledge During Literacy Instructional Change (Sharon M. Peck); (30) Bilateracy Development in Two-Way Immersion Classrooms: Analysis of Third Grade Spanish and English Reading (Bertha Perez and Belinda Bustos Flores); (31) Improving Literacy Teaching Through Structured Collaborative Inquiry in Classroom and University Clinical Settings (Catherine A. Rosemary, Penny Freppon, Kathryn Kinnucan-Welsch, Patricia Grogan, Joyce Feist-Willis, Belinda Zimmerman, Lisa Campbell, Jeanne Cobb, Margaret Hill, Barbara Walker, and Miriam Ward); (32) Expressions of Power and Ideology in the National Reading Panel (Patrick Shannon, Jacqueline Edmondson, and Susan O'Brien); (33) Emergent Literacy Skills and Family Literacy Environments of Kindergartners in South Africa (Ingrid A. Willenberg); (34) Teachers Integrate Diverse Students' "Funds of Knowledge" with Popular Culture into Literacy Instruction (Shelley Hong Xu); and (35) Introduction to the Program (Deborah R. Dillion). (Individual papers contain tables, figures, footnotes and references.) [For the 50th Yearbook, see ED522781.]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2017: World Conference on E-Learning" took place in Vancouver, British Columbia, October 17-20, 2017. The proceedings are comprised of 153 papers, including seven award papers. The award papers cover topics such as effective peer assessment models for improving online learning; distance learning instructional design; factors influencing response rates in online student evaluation systems; physical computing for STEAM education; how post-secondary students with disabilities use their mobile devices; how mobile tablets (e.g., iPads) were being used to support supervising doctors and medical students; and spaced repetition in mobile learning games. [Note: (1) The title of the proceedings on the cover page differs from the title shown via the URL; and (2) The cover page of the proceedings shows Theo Bastiaens as the editor and Jon Dron and Sanjaya Mishra as conference program co-chairs. For the E-Learn 2016 proceedings, see ED604107.]

This monograph is composed of papers from the first National Conference on School Recognition Programs. School recognition programs vary considerably, but they do acknowledge schools that perform well (winners) and have recognizable public relations value. Consequently, school recognition programs have substantial potential for educational improvement. Papers include: (1) "Introduction: School Recognition Programs--From Fad to Institution?" (E. A. Wynne); (2) "Characteristics of an Ideal Recognition Program" (E. A. Wynne); (3) "Five Recognition Programs" (D. J. Peterson); (4) "Technical Issues in Designing and Implementing School Recognition Programs" (G. K. Mandeville and L. W. Anderson); (5) "Criteria of Success in School Recognition Programs" (B. Rowan); and (6) "School Recognition Programs: Controlling or Empowering?" (T. Astuto). The five programs described by D. J. Peterson include: the National Elementary School Recognition Program and the National Secondary School Recognition Program sponsored by the U.S. Department of Education; the California School Recognition Program sponsored by the California State Department of Education; the South Carolina School Incentive Reward Program sponsored by the South Carolina State Department of Education; the Quality Instruction Incentives Program sponsored by the Dade County (Florida) Public Schools and the United Teachers of Dade; and the For Character School Recognition Program sponsored by the University of Illinois (Chicago). (SLD)

Abstracts of most of the papers presented at the 55th annual meeting of the National Association for Research in Science Teaching (NARST), held at the Abbey, Lake Geneva, WI, April 5-8, 1982 have been collected in this publication. Papers relate to such topics as teacher education: preservice and inservice, cognitive development, research techniques, metaanalysis, science learning and instruction, science education research in foreign countries, reasoning and problem solving, and science curriculum. (PEB)

Papers presented for a conference on school mathematics are compiled in this document. The purpose of the conference was: (1) to identify new goals and needed change for school mathematics; and (2) to recommend strategies or describe scenarios whereby these goals and changes can be realized. The document summarizes the deliberations in 20 papers plus discussion and summary reports. Following a background paper by Romberg, the status of mathematics instruction was discussed by Senese, Willoughby, Pollak, and Romberg. The mathematics curriculum was then explored, with the focus on new goals by Pollak, computers by Braun, statistics by Hunter, and needed changes by Usiskin. In the third section, focusing on learning and teaching, research on learning was described by Siegler and on teaching by Peterson. In the same section, Case discussed implications of cognitive science, Carpenter explored learning as a critical variable in curriculum reform, and Lappan discussed implications of research to mathematics teachers. Work group reports were then summarized, followed by papers on policy implications and impediments. Williams discussed the preparation of teachers, and then various perspectives were presented: Makhmaltchi, on publishers; Jones, on test developers; Barclay, on materials and producers; Hala, on mathematics supervisors; and Gawronski, on school administrators. Several annotated references are included. (MNS)

A regional workshop was held in which educational researchers and practitioners shared their innovations, successes, concerns, and progress in using research and development to promote excellence in their state and local education agencies. This document reports its proceedings. "School Improvement: What the Research Says," by David P. Crandall, draws upon recent research to list and debunk 10 "myths" about school improvement. "School Improvement: Issues and Answers" by Harriet Doss Willis, addresses school improvement from three perspectives: shared assumptions, common recommendations, and change strategies. Shirley M. Hord describes research on principal styles in "The Effects of Principal Styles on School Improvement." Fenwick English provides an overview of curriculum management and the auditing technique of curriculum mapping in "Curriculum Mapping and Management." Finally, Jane Stallings provides numerous suggestions for increasing excellence in schooling and teaching through using time effectively in "Effective Use of Class Time." Appendixes provide the handouts that were distributed for each presentation. (TE)

The papers from the 1982 conference on Pennsylvania's Long Range Plan for School Improvement (LRPSI) assist in constructing reality about LRPSI itself. Focusing on the program's registration phase, Charles Gorman offers an alternative proposal, linking registration and evaluation, that would contribute to improving schools and increasing public confidence. Examining the context of declining student enrollment affecting most schools, James Burk proposes areas of collaboration through which school districts could lessen the constraints declining enrollment otherwise imposes. John DeFlaminis and Robert Nicely emphasize the interdependent nature of LRPSI processes and the importance of instructional improvement as well as curriculum change. Like DeFlaminis and Nicely, Richard Wallace recognizes the need for an ongoing relationship between technical assistants and the school district. Wallace also suggests the need for strong instructional leadership by administrators and for greater sensitivity to people and developmental processes in attempting to effect change. All the participants' papers indicate to what extent knowledge is mediated by frames of reference. School board members and teachers, for example, are likely to assess the same situation from very different points of view. Being sensitive to such differences is critical to school improvement planning and to efforts to restore public confidence in the schools. (JBM)

An overview of an international conference held on the campus of the University of California at Los Angeles (UCLA) to take stock of the development and use of educational quality indicator systems at the local, state, national, and international levels is provided. Major implications and findings of the education summit held at the University of Virginia (Charlottesville), September 27-28, 1989, by President Bush and the nation's governors are discussed in the opening address by Emerson J. Elliott entitled "Accountability in the Post-Charlottesville Era." Educational reform in the area of accountability; indicators used by the National Center on Education Statistics; setting national goals and assigning accountability; measuring processes; and issues related to accountability and indicator systems, i.e., controls, and content, are examined; and an agenda for the future is briefly considered. Following this, summaries of six plenary sessions are provided. Because all groups in the education community must be involved in the dialog about the status and improvement of indicator systems, each panel of speakers included policy makers, practitioners, and researchers. The session topics include: (1) National and State Issues: The Role of NAEP; (2) State and District Issues: The Role of Indicators and Assessment in School Reform and School Restructuring; (3) National and State Issues: The Impact of Commercial Achievement Tests; (4) Performance Assessment: Implications for Large-Scale Assessment and Indicators; (5) Accountability and At-Risk Students; and (6) International Educational Indicators: Their International and National Roles. In conclusion, conference participants' responses to a questionnaire that asked them to specify the benefits and dangers of indicator systems and to identify implications for policy, practice, and research are identify implications for policy, practice, and research are summarized. Sixty-one publications available from the UCLA Center for the Study of Evaluation are listed. (RLC)

Poor educational performance and the changing nature of work and workers have prompted calls for a major restructuring of American schools. The following broad categories of restructuring options are discussed and supporting research is reviewed: (1) decentralizing authority over schooling through school-based management, more professional teaching conditions, and greater parental choice; (2) holding schools more accountable; (3) altering the process and content of classroom instruction; and (4) strengthening the links between schools and the larger community, particularly with business and various social service networks. The following major problems with restructuring are discussed: (1) the connection between the problems of poor educational performance and a changing economy, and the solutions embodied in different restructuring proposals are not always clear or well-articulated; (2) the causes of the problems with the educational system have yet to be definitively identified; (3) very little attention has been given to the costs of various restructuring options or to the new investments in capacity-building that would be needed; and (4) changes in authority over key educational decisions raise normative questions about the governance of public education and which values should prevail. A list of 102 references is appended. (FMW)

Changes in the American economy and in the nature and organization of work fundamentally challenge the educational system and have implications for the Federal Government's role. Case studies of the insurance, banking, and textile industries demonstrate the following changes in the nature and structure of work: (1) both service and manufacturing industries are moving from a production orientation to a product and customer orientation, from mass production to flexible production; and (2) computerization usually increases skill demands. The following disconnections between education and the economy are discussed: (1) mismatches between school and non-school settings in the structure of knowledge used and the social structure of its use; (2) differences between employers' and educators' perceptions of problems; (3) problems with the signalling systems between school and work settings; and (4) organizational differences between schools and industries. The following economic changes that affect post-secondary education and training are discussed: (1) conflict between labor demand and supply; (2) employers' training investment patterns and their consequences; and (3) changing patterns of employer training investment. The following recommendations for the federal role in education are discussed: (1) reconceptualize the federal role in education; (2) lead efforts to revitalize education; (3) invest in educational research and development; (4) eliminate narrow job-specific vocational education at the secondary level, integrate academic and vocational learning, and extend this integration through the elementary grades; (5) unify education and training policy; and (6) think through a policy on training vouchers for workers. A list of 51 references is appended. (FMW)