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A past-president of the Association for Library Service to Children (ALSC) and longtime spokesperson for First Amendment issues as they relate to children and young adults, for several decades, Scales has been a tireless champion for children's reading in all its richness and diversity. This collection gathers her most popular editorials, feature articles, and author interviews from the pages of "Book Links" magazine. Filled with stimulating ideas for school and public librarians, this book spotlights compelling editorial columns that cover the core values of ALA, including democracy, privacy, and diversity; includes interviews with popular authors such as Phyllis Reynolds Naylor, Graham Salisbury, Elana K. Arnold, Angela Cerrito, and many others; and features essays on reading trends and classroom discussion topics, with annotated bibliographies. These interesting and engaging pieces will inspire all those who work with young readers.

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Use of Grade Trackers in the Orchestra Classroom Improve Sectional Attendance and Overall Grades? (Julianne Dahlin); (2) Will Listening to Classical Music Before and During Tests Help Students Improve Their Test Scores? (Craig Erickson); (3) Will Studying for Spelling Tests Increase Scores if Time is Spent in Class Studying in Entertaining Ways? (Jane Erickson); (4) Do Speedskins[TM] Increase Student Typing Speed and Accuracy? (Chris Fernholz); and (5) Repeated Oral Reading and the Effects on Reading Fluency of First Grade Students (Molly Fernholz). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Implementation of Individualized Self-Paced Instruction via the Accelerated Math Software Program Improve Math Competency for Target math Students? (William Theisen); (2) Will the Ongoing Practice of Presidential Physical Fitness Skills Help Students to Improve Their Fitness Testing Scores throughout Eight Weeks? (Jacob Tietje); (3) Will Teaching Eighth Grade Reading through Fiction or Nonfiction Produce Greater Achievement on Diagnostic Testing? (Benjamin Volker); (4) Does Student Academic Achievement Increase when Parents Have Online Access to Grades? (Andrew Wieme); (5) Will Earlier Exposure to High-Frequency Words, Compared to Gradual Exposure, Increase Students' Mastery of These Words? (Kelly Yolch); and (6) Does Timed Practice versus Not Timed Practice Affect the Mastery of Multiplication Facts (Erika Youlden). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will Listening to Different Genres of Music in the Learning Environment Decrease the Levels of Stress for Students? (Chris Otterness); (2) Will Maintaining a Vocabulary List in Social Studies Improve Writing Levels of High School Seniors? (John Pittenger); (3) Will a Support Math Class for a Semester Help Low-Ability Eighth Grade Students Raise Their Scores on the Minnesota Basic Skills Test? (Nicole Pittenger); (4) Will Gradual Movement from Extrinsic to Intrinsic Reinforcers Decrease a Student's Dependence on Extrinsic Rewards? (Ryan Raabe); (5) Does the Use of Flash Cards Increase Comprehension and Retention of Vocabulary Terms for Middle School Science Students? (John Rud); and (6) Implementing Math Skills Games into the Classroom on a Daily Basis Will Improve Students' Performance on Computation Assessments in Math (Mindy Scheel). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Teaching with a Logical-Mathematical Style Ensures Higher Science Test Scores in Physical Science Students (Emily Hagg); (2) The Effects of Differentiated Instruction Reading Comprehension Homework on Northwest Evaluation Association Reading Assessment Performance of Second Grade Students (Ryan Haraldson); (3) The Effect of the Accelerated Math Program on the Minnesota Basic Skills Test Scores of Ninth Graders (Margarret Hongerholt); (4) Children's Behavior Will Be Affected in a Positive Manner by Going from a Mixed Gender Classroom to a Same Gender Classroom (Michael Kesler); and (5) Does the Use of a Word of the Day to Teach High-Frequency Words Help Students Read and Write the Word More Successfully? (Saundra Lovelace). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Increasing Students Visual Aesthetics through the Critical Analysis of Western Masterpiece Artworks (Colin Atkinson); (2) Will Ability Grouping the Seventh Grade Students in Math Positively Impact Their BST Scores When They Take The Test in Eighth Grade? (C. J. Boerger); (3) Will Assigning Math Bags in High School Mathematics Classes Increase the Amount of Time that Parents Spend Doing Math With Their Child? (Becky Breeser); (4) When Incorporating a Parental Contact Commitment Form Will Students Show a Decrease in Their Missing Assignments each Semester? (Amanda Bremer); and (5) Can Evidence be Provided to Support the Practice of Using Targeted Homework Activities to Improve Reading Performance? (Jeffery Cole). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This book, a collection of poems by adolescents and adults, is designed to offer teachers a supplement to the standard middle school and high school literature anthologies. Divided into 11 themed sections, the collection mixes more than 100 poems by students in grades 5 to 12 with more than 40 pieces by adults, including well-known writers such as William Stafford, Nikki Giovanni, Gary Soto, and Sandra Cisneros, as well as classroom teachers whose work has been published in "English Journal." The book's themes range widely--from family relations to peer pressure, from school life to social issues, and from love to hopes for the future--in poems that are sometimes playful, sometimes deeply felt, sometimes provocative, and always of high interest to students. Each section in the book begins with an introduction in which the editors offer reminiscences centered on the theme and suggest ways to cluster the poems with both traditional and young adult literature. The collection offers teachers an accessible resource for planning classroom activities, promoting discussion, and engaging students in thinking about how poetry can be meaningful in their lives. Appended are book resources for using/teaching poetry; an annotated list of recent "English Journal" and "Voices from the Middle" articles on using/teaching poetry; recommended Web sites on poetry in the classroom; and a list of adolescent poets' hometowns, schools, and teachers. (NKA)

This book is a collection of classroom-tested ideas for helping students explore how literature and "the canon" are made, what the term "American" means, and how the phrase "American literature" obscures the presence of multiple "literatures" that are both individually compelling and mutually enriching. Each section begins with an introductory essay. Following an introduction, the essays in Part 1, "A Gathering of Flowers: Making American Literature Anthologies," (A. R. Gere) are: (1) "What Students Need To Know about the Canon" (G. M. Seaman); (2) "Invitation To Anthologize" (M. Dyer); (3) "Anthologia" (L. Templeton); (4) "Making Literature with the Anthology" (T. Murnen); and (5) "A Case Study of American Literature Anthologies and Their Role in the Making of American Literature" (D. Winter). Essays in Part 2, "Learning about American Literature from Students and Learning about Students from American Literature" (P. Shaheen) are: (6) "The Puritans Have Nothing To Do with My Life" (K.K. Shuell); (7) "Students, American Identities, and Whiteness" (A.M Harvey); (8) "Students, Narrative, Historical Longing: The Stories We (Americans) Tell about Ourselves" (D. Anthony); and (9) "'The Education of Little Tree': A Real True Story" (P. Shaheen). Essays in Part 3, "Location, Location, Location" (S. Robbins) are: (10) "Popular Culture in the American Literature Class" (E. Martin); (11) "Making American Literatures in Middle School" (L. Schiller); (12) "Literature of Place and Place in Literature: Orienting Our Maps" (J. White); and (13) "The Good, the Bad, and the Ugly: Technology in the Classroom" (P. Shaheen). Essays in Part 4, "New Lives for Old Texts: Literary Pairings" (P. Shaheen) are: (14) "Looking for the Other Side: Pairing 'Gatsby' and 'Passing'" (R. Teague and C. C. O'Brien); (15) "Pairing William Faulkner's 'Light in August' and Art Spiegelman's 'Maus'" (B. Brown); (16) "Foreign Voices, American Texts: Translations" (A. Braun and T. Cummings); and (17) "Dorothea Lange to 'The Boss': Versions of 'The Grapes of Wrath'" (A. R. Gere). Essays in Part 5, "Professional Learning; or, What Happens When Teachers Ask, 'What Happens When...?'" (J. Wells) are: (18) "When It Doesn't All Go Smoothly" (J. Buehler); and (19) "Ex Libris: Graduate Student Collaborations with High School Teachers" (J. Wells and M. D. Sowder). An "Afterword: Where Do We Go from Here? Future Work for Making American Literatures" (S. Robbins) is attached. (NKA)

In this anthology, Chicana voices of the past and present illuminate the experiences of Mexican American women as they strive to integrate wage work, family life, and community engagement. Sections cover confrontations with the state through community action, court litigation, and union organizing; negotiating work, marriage, and children; stories of feminists and Mexican migrant workers; and activist struggles. Of particular educational interest are chapters on Raza Unida and the struggles for political representation and equal education in Texas, and a Chicana faculty member's thoughts on consciousness raising in the college classroom. Following an introduction by Vicki L. Ruiz, the chapters are: "Claiming Public Space at Work, Church, and Neighborhood" (Vicki L. Ruiz); "'She Has Served Others in More Intimate Ways': The Domestic Service Reform in Yucatan, 1915-1918" (Emma Perez); "'Woman Sterilized as Gives Birth': Forced Sterilization and Chicana Resistance in the 1970s" (Virginia Espino); "'We Lived and Breathed and Worked the Movement': The Contradictions and Rewards of Chicana/Mexicana Activism in el Centro de Accion Social Autonomo-Hermandad General de Trabajadores (Casa-HGT), Los Angeles, 1975-1978" (Marisela R. Chavez); "Creating Community: Mexican American Women in Eastside Los Angeles" (Mary Pardo); "Organizing Latina Garment Workers in Los Angeles" (Maria Angelina Soldatenko); "'Work Gave Me a Lot of Confianza': Chicanas' Work Commitment and Work Identity" (Beatriz M. Pesquera); "Ambivalence or Continuity? Motherhood and Employment among Chicanas and Mexican Immigrant Women Workers" (Denise A. Segura); "Levels of Acculturation, Marital Satisfaction, and Depression among Chicana Workers: A Psychological Perspective" (Yvette G. Flores-Ortiz); "Engendering a 'Dialectics of Our America': Jovita Gonzalez's Pluralist Dialogue as Feminist Testimonio" (Maria Eugenia Cotera); "Three Stories: Campesinas, Onions, and Granma's Apron" (Mary Helen Ponce); "Mexican Migrants in North Carolina: Maria Salas Shares Her Story" (Margarita Decierdo); "The Synapses of Struggle: Martha Cotera and Tejana Activism" (Mary Ann Villarreal); "'I Wanted To Be Treated as an Equal': Testimony from a Latina Union Activist" (Guadalupe M. Friaz); and "'No se raje, chicanita': Some Thoughts on Race, Class, and Gender in the Classroom" (Gloria J. Romero). (Contains references in most chapters.) (SV)

This anthology, of more than 225 short poems by Polish authors, was created to be used in world literature classes in a high school with many first-generation Polish students. The following poets are represented in the anthology: Jan Kochanowski; Franciszek Dionizy Kniaznin; Elzbieta Druzbacka; Antoni Malczewski; Adam Mickiewicz; Juliusz Slowacki; Cyprian Norwid; Wladyslaw Syrokomla; Maria Konopnicka; Jan Kasprowicz; Antoni Lange; Leopold Staff; Boleslaw Lesmian; Julian Tuwim; Jaroslaw Iwaszkiewicz; Maria Pawlikowska; Kazimiera Illakowicz; Antoni Slonimski; Jan Lechon; Konstanty Ildefons Galczynski; Kazimierz Wierzynski; Aleksander Wat; Mieczyslaw Jastrun; Tymoteusz Karpowicz; Zbigniew Herbert; Bogdan Czaykowski; Stanislaw Baranczak; Anna Swirszczynska; Jerzy Ficowski; Janos Pilinsky; Adam Wazyk; Jan Twardowski; Anna Kamienska; Artur Miedzyrzecki; Wiktor Woroszlyski; Urszula Koziol; Ernest Bryll; Leszek A. Moczulski; Julian Kornhauser; Bronislaw Maj; Adam Zagajewski; Ferdous Shahbaz-Adel; Tadeusz Rozewicz; Ewa Lipska; Aleksander Jurewicz; Jan Polkowski; Ryszard Grzyb; Zbigniew Machej; Krzysztof Koehler; Jacek Podsiadlo; Marzena Broda; Czeslaw Milosz; and Wislawa Szymborska. (BT)

The three papers collected in this document present opinions for and against the use of anthologies in introductory writing and literature classes at community colleges. The first paper, "College Students Must Read Book-Length Works," by Dallas E. Dillon, proposes that students, even non-traditional community college students, should be pushed to read full-length books; that anthologies serve the interests of publishing houses rather than readers; and that excerpts from works do not give students the full meaning of the work. The second paper, "Voices, Voices, Voices: A Case for Anthologies in the College Curriculum," by Vince Piro, argues that anthologies offer students a variety of voices that differ from their own ethnic group, age, or gender and which they may not have encountered in any other forum. This paper also reviews specific contributions anthologies have made to ethnic identification, gender and sexual identity, literary schools, geographic identity, and radical points of view. The final paper, "Choosing Texts: Some Complexities and an Exhortation," by Mark Nicoll-Johnson, reviews problems involved in using full-length texts, including pressure from cost-conscious administrators and assigning whole books to students who have never read an entire book, but suggests, however, that their use can stimulate humanistic inquiry, reflection, and ultimately empowerment for students. Each paper contains references. (BCY)

This book focuses on the 10 social studies strands recognized by the National Council for the Social Studies (NCSS). The book is intended to help social studies educators design, implement, and assess social studies teaching and learning practices. This publication consists of a series of articles reprinted from a variety of sources and includes practical lessons, thoughtful reflections, and discussions related to several social studies curriculum issues. The articles present a range of authors representing a variety of perspectives and learning activities. Both theory and research are examined, as well as practical examples of teaching and learning practices at the primary and intermediate grade levels. The articles address important content and concepts inherent in the social studies standards and promote active student learning both in classroom settings and in the larger community. Creative use of textbooks, instructional materials, and teaching strategies are included. The first ten chapters consist of reprinted articles that address one or more of the ten strands identified in the social studies standards. The book also includes five chapters that pay particular attention to issues in social studies curriculum, social studies and integrated studies, relating literature to social studies instruction, cooperative learning, and student assessment in social studies. Each of the chapters has an introduction that elaborates on the individual standards or issues and provides an overview of the articles. The book is divided into 15 parts with 99 articles. (EH)

This paper describes the selection process of 17 articles for inclusion in the book, "Classic Writings on Instructional Technology." The book brings together original "classic" educational technology articles into one volume to document the history of the field through its literature. It is also an attempt to make available articles that traditionally have been difficult to obtain. The final selection of articles, all considered the "core" of the literature and all published in the United States, represents a combination of the compilers' personal favorites, the votes of professional colleagues, and the input of students who will be the intended audience. Each article is representative of the contribution made to the field of educational technology. A table of contents lists the articles contained in the book, organized by the following headings: (1) Definition and Conceptual Background; (2) Design and Development Functions; (3) Delivery Options; and (4) The Profession. (SWC)

This collection of 25 short stories (in Indonesian) by Balinese writers aims to give Bali's writers a wider public. Some of the stories in the collection are distinctly and uniquely Balinese, while others are more universal in their approach and are self-contained. But according to the collection's foreword, in all of the stories, experiences of Bali are presented from the inside, from the other side of the hotels, tour buses, and restaurants of "tourist" Bali. The writers presented come from a range of backgrounds, reflecting the diversity of Balinese society--different castes, differences between urban and rural backgrounds, and varieties of ethnicity are all important to the multiplicity of voices found in the collection. In addition, the collection draws from backgrounds of journalism, theater, cartoons, poetry, and academia, and from writers who may have been born in other parts of Indonesia but who have lived for decades in Bali and reflect Bali's inseparability from the Indonesian nation. The stories consider Balinese life at a time when the sheer pace of change threatens to overwhelm Bali, when tourist development, television, and the international economy seem outside the control of most Balinese. The stories, ranging from black humor to surreal fantasy to down-to-earth realism, speak directly to the Balinese audience to help them make sense of that change--they are powerful social documents and rich artistic creations. Extensive notes are included, and historical and critical information on Balinese literature is attached. (NKA)

This collection of international work about the education of women in the sciences was prepared by the French National Commission in anticipation of the Fourth World Conference on Women. The theme chosen to concentrate on was the access young women are allowed to education and research in the field of the exact sciences, with particular emphasis on mathematics. This work is organized around three themes: inequality, understanding, and strategies for change. The essays in the section about inequality approach the topic of the education of women in the sciences from an international and statistical perspective. The ideas in the section about understanding reflects the notion that better understanding helps fight inequality. Some of the topics in this section include girls and new information technology, coeducational classrooms as an unfinished process, and the interaction of teachers and students in mathematics classes. In examining possible strategies for change, the last section looks at the difficulty of changing social behavior and describes some examples of strategies in use by developing and developed countries. (DDR)

This anthology contains 19 articles selected from the "Zero To Three Bulletin" from 1984 through the spring of 1992 and organized into five sections. The section on relationships in infant/toddler child care includes: "Infants in Day Care: Reflections on Experiences, Expectations, and Relationships," by J. H. Pawl; and "Choosing Child Care for Infants and Toddlers: Look First at the Caregiver," by S. Provence. Articles on applying principles to practice include: "Caring for Infants with Respect: The RIE Approach," by M. Gerber; "Mainstreamed, Mixed-Age Groups of Infants and Toddlers at the Bank Street Family Center," by N. Balaban; "The Center for Infants and Parents at Teachers College, Columbia University: A Setting for Study and Support," by A. Axtmann; and "Therapeutic Childcare at Merrywood School," by M. Siegel. The section on child care for infants and toddlers with special needs includes: "'The Sooner the Better Project': Involving Parents and Day Care Staff in the Identification and Treatment of Developmental Delays and Disturbances in Infants and Toddlers," by R. Clark and M. J. Oltmans; "Models of Integration through Early Intervention/Child Care Collaborations," by M. B. Bruder, P. Deiner, and S. Sachs; and "Social Development and Integration: Facilitating the Prosocial Development of Typical and Exceptional Infants and Toddlers in Group Settings," by D. Wittmer and S. Petersen. Articles on supports for child care programs and providers include: (1) "Attending to the Emotional Well-Being of Children, Families, and Caregivers: Contributions of Infant Mental Health Specialists to Child Care," by K. Johnston and others; (2) "Whole Babies, Parents, and Pieces of Funds: Creating Comprehensive Programs for Infants and Toddlers," by P. D. Pizzo; (3) "The Developmentally Designed Group Care Setting: A Supportive Environment for Infants, Toddlers and Caregivers," by L. Torelli; (4) "Shared Reading in Daycare: Successes and Challenges," by G. J. Whitehurst and J. E. Fischel; and (5) "Managing Growth at Child Care Solutions," by R. A. Foote. The section on research in infant/toddler child care includes: "More Pride, Less Delinquency: Findings from the Ten-Year Follow-Up Study of the Syracuse University Family Development Research Program," by J. R. Lally and others; "Model Versus Modal Child Care for Children from Low-Income Families," by D. S. Wittmer; "Infant Day Care: A Cause for Concern?" by J. Belsky; "Responses to 'Infant Day Care: A Cause for Concern?'" (responses by eight authors); and "Infants, Families and Child Care: Toward a Research Agenda," a report from a meeting of infant day care researchers. (SLD)

This document presents the seven best 1991 portfolios, written by high school students entering Miami University (Ohio) seeking credit and advanced placement as part of the university's optional portfolio writing program. The program requires students to submit four pieces: (1) a reflective letter introducing the writer and the portfolio; (2) a story or description; (3) an explanatory essay; and (4) an analysis of a written text. Each portfolio is read independently by two faculty members of the Department of English specially trained in portfolio writing assessment. The readers follow a 3-point scoring guide developed specifically for the Miami University portfolio program. Appendices include a detailed description of each piece, together with submission guidelines; the 1991 Scoring Guide; and a list of the supervising faculty. (GLR)