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1. Wisconsin construction site best management practice handbook.

Author

Baumann, James and Baumann, James

Subjects
Soil conservation Handbooks, manuals, etc. Wisconsin, Sediment control Handbooks, manuals, etc. Wisconsin, Construction industry Handbooks, manuals, etc. Wisconsin, Building Handbooks, manuals, etc. Wisconsin, Sols Guides, manuels, etc. Conservation Wisconsin, Sédiments (Géologie) Guides, manuels, etc. Contrôle Wisconsin, Construction Guides, manuels, etc. Industrie Wisconsin, Construction Guides, manuels, etc. Wisconsin, Building., Construction industry., Sediment control., Soil conservation., Wisconsin.
Published
2024

5. Stereoselective Copper‐Catalyzed Olefination of Imines.

Author

Baumann, James E., Chung, Crystal P., and Lalic, Gojko

Abstract

Alkenes are an important class of organic molecules found among synthetic intermediates and bioactive compounds. They are commonly synthesized through stoichiometric Wittig‐type olefination of carbonyls and imines, using ylides or their equivalents. Despite the importance of Wittig‐type olefination reactions, their catalytic variants remain underdeveloped. We explored the use of transition metal catalysis to form ylide equivalents from readily available starting materials. Our investigation led to a new copper‐catalyzed olefination of imines with alkenyl boronate esters as coupling partners. We identified a heterobimetallic complex, obtained by hydrocupration of the alkenyl boronate esters, as the key catalytic intermediate that serves as an ylide equivalent. The high E‐selectivity observed in the reaction is due to the stereoselective addition of this intermediate to an imine, followed by stereospecific anti‐elimination. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

7. The Inside and Outside of Teacher Research: Reflections on Having One Foot in Both Worlds. Perspectives in Reading Research No. 11.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., and Baumann, James F.

Abstract

This paper examines the teacher research process from two points of view: that of a university-based researcher and that of a school-based classroom researcher. Speaking from the experience of engaging in research from both perspectives, the paper presents six reflections on teacher research that describe the special nature of inquiry as conducted by classroom teachers. The paper concludes that "insider" status as a full-time, school-based teacher researcher provides a unique perspective for engaging in inquiry on the teaching and learning of literacy in children. The paper also acknowledges that other points of view--including the "outside" perspective of a university-based researcher--provide valid and complementary positions for acquiring understanding into the complex nature of literacy acquisition. Contains 30 references and a sample lesson plan. (Author/RS)

Published
1997

8. Delicate Balances: Striving for Curricular and Instructional Equilibrium in a Second-Grade, Literature/Strategy-Based Classroom. Reading Research Report No. 83.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., Baumann, James F., and Ivey, Gay

Abstract

Previous research has examined either the effects of strategy instruction or the effects of literature-based instruction on children's literacy learning. Much less is known, however, about the combination of teacher-led strategy instruction within a literature-based framework. A qualitative case study explored what diverse second-grade students learned about reading, writing, and literature through a yearlong program of strategy instruction integrated within a rich, literature-based environment. Data sources collected by the teacher-researchers and a participant-observer in the classroom included personal journals kept by both investigators, individual student interviews and interviews with parents and care givers, videotapes of regular classroom literacy activities, artifacts of students' reading and writing, assessments of students' literacy learning, and the teacher-researcher's daily plan book. A content analysis revealed students grew in overall instructional reading level and came to view reading as a natural component of the school day; demonstrated high levels of engagement with books; developed skill in word identification, fluency, and comprehension; and grew in written composition abilities. Findings can be interpreted within a framework of teachers striving for balance and equilibrium within the curricular elements of literature envisionment and contextualized strategy instruction and a blend of teacher-initiated instruction and instruction responsive to students. (Contains 107 references, 77 references to works of children's literature, and 3 tables and 2 figures of data.) (Author/RS)

Published
1997

9. Engaged Reading for Pleasure and Learning: A Report from the National Reading Research Center.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., Baumann, James F., and Duffy, Amy M.

Abstract

This report highlights key studies, salient findings, and the significance of research supported by the National Reading Research Center (NRRC), which was charged to conduct research on reading instruction appropriate for prekindergarten through 12th-grade learning environments. The first chapter of the report elaborates on a foundation principle of NRRC researchers--the "engagement perspective" which specifies the goal of reading instruction as developing motivated and strategic readers who use literacy for pleasure and learning. Chapters 2, 3, and 4 present key ideas contributed to or reinforced by the NRRC's 5-year research program. Chapter 2 addresses key ideas for preschool and elementary school reading, including: reading instruction should be systematic and integrated with quality children's literature; phonics should be taught explicitly within the context of authentic reading and writing activities; and literacy learning occurs both at school and home. Chapter 3 describes key ideas for middle school and high school reading, including: the use of multiple documents fosters students' interest in and learning of social studies content; a student-centered English curriculum motivates and promotes secondary students' literacy learning; and using analogies in science instruction aids students' learning and appreciation of science content. Chapter 4 presents key ideas for and about literacy teachers, such as: teachers who conduct research acquire personal insight about teaching and learning; and students serving as researches or informants provide insightful perspectives within the teacher-research process. Chapter 5 envisions what the NRRC legacy might be. Contains 196 notes. (RS)

Published
1997

10. Methodology in Teacher Research: Three Cases. Perspectives in Reading Research No. 10.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., and Baumann, James F.

Abstract

This paper reviews methods for conducting and reporting teacher research. Through three cases, the paper explores common and diverse methods employed in classroom inquiry. The paper recounts the history of teacher research and discusses common methodological characteristics as well as context-specific features of teacher research. The first case traces a solitary teacher researcher's search for methods that were appropriate and responsive to his classroom questions. The second case explores the evolution of methods across two longitudinal studies by a collaborative action research team of classroom teachers and a university professor. The final case describes the development and refinement of inquiry methods employed by teacher researchers in the School Research Consortium, a teacher-research community at the University of Georgia site of the National Reading Research Center. The paper concludes that although teacher researchers draw from and adapt methods from other educational research paradigms, teacher research is its own genre with a unique purpose and function: to reflect and act on educational problems, interests, and issues that affect teachers and students. Contains 121 references and 2 tables of data. (Author/RS)

Published
1996

11. 180 Days in Second Grade: Knowing and Growing Together.

Author

Baumann, James F.

Abstract

A university reading educator exchanged jobs with an elementary school teacher for a full year of teaching and research in a second-grade classroom. The educator's perspective on teaching and learning literacy was based on the 3-part principle that immersion in a rich literate environment, explicit teacher instruction in literacy skills and strategies, and daily massed practice in literate activities are essential for success in reading, writing, and oracy. During the school year, the children grew in their knowledge and appreciation of children's literature. Students' interest and enjoyment of books were evident in their spontaneous writing, and they demonstrated their growing knowledge of authors in their journals. Children's writing ability grew in concert with their reading, and they demonstrated strategic reading development in various daily reading tasks and in a series of one-to-one interviews. Students also demonstrated growth as readers through an informal reading inventory. By the end of the year, the university educator was more in touch with the realities of day-to-day teaching and realized he had just begun to learn again what it means to teach. (RS)

Published
1995

12. Research Questions Teachers Ask: A Report from the National Reading Research Center School Research Consortium. Reading Research Report No. 30.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., and Baumann, James F.

Abstract

This paper reports on the creation, growth, and continual development of a teacher-researcher community formed in conjunction with the University of Georgia site of the National Reading Research Center (NRRC). The National Reading Research Center School Research Consortium (SRC) is a teacher-researcher community that includes approximately 35 elementary, middle, and high school teachers from the greater Athens, Georgia, area. The mission of the SRC is to conduct and report teacher-directed classroom-based inquiry that informs practice and enlightens theory for literacy professionals. The research questions that drive current and future studies come directly from the teacher-researchers. The first sets of research questions came from open-ended meetings with prospective SRC teacher researchers. These questions were then refined and honed as the teacher researchers wrote proposals for SRC funding. The research questions evolved further as the research was implemented. The paper includes research questions that direct SRC studies, as well as vignettes of how teacher researchers' inquiry and research questions changed as the research process unfolded. Contains 24 references and 2 tables listing research questions. (RS)

Published
1994

13. Do Basal Readers Deskill Teachers? Reading Research Report No. 26.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., Baumann, James F., and Heubach, Kathleen M.

Abstract

A study evaluated the assertion that basal reading programs limit or control teachers' instructional decision making through a process referred to as "deskilling" by surveying elementary educators regarding their use of and opinions about basal reading programs. Responses from 553 of 1,000 randomly sampled International Reading Association members on descriptive, Likert, and open-ended items revealed little, if any, evidence of teacher deskilling. Rather, results indicated that most teachers: (1) are discriminating consumers in charge of their curricular and instructional decision making; (2) view basal reading programs as one instructional tool available to them as they plan literacy lessons; and (3) do not relinquish control to basal materials or any presumed power behind the materials. Furthermore, rather than deskilling teachers, basal materials empower teachers by providing them instructional suggestions to draw from, adapt, or extend as they craft lessons for their students. (Contains 35 references and 3 tables of data.) (Author/RS)

Published
1994

14. Monitoring Reading Comprehension by Thinking Aloud. Instructional Resource No. 1.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., and Baumann, James F.

Abstract

A think-aloud instructional program was developed to help students acquire the ability to monitor their reading comprehension and to employ various strategies to deal with comprehension breakdowns. Several research studies indicate that comprehension monitoring abilities discriminate successful readers from less successful ones and that think-aloud instruction is superior to directed reading activity. Clark Canine, Super Reporter, a play on the Superman character, appears through the 10 lessons of the instructional program. Students are taught to see the role of the reader (one who interviews writers) as analogous to the role of a reporter (one who interviews people). Each of the lessons has three phases: an introduction consisting of an overview and verbal explanation of the strategy; a teacher modeling segment; and a guided application and independent practice period. The 10 lessons are: self questioning; sources of information; think-aloud introduction; think-aloud review; predicting, reading, and verifying; understanding unstated information; retelling a story; rereading and reading on; and two lessons involving think aloud/comprehension monitoring application. The instructional program can be modified or adapted in various ways in classrooms other than regular reading classrooms. Think alouds provide teachers an effective, useful, and flexible technique for helping students acquire control over their comprehension processing of written texts. (A figure of the Clark Canine character and a table listing lesson content are included; 28 references are attached.) (RS)

Published
1993

15. Writing for Publication in Reading and Language Arts.

Author

International Reading Association, Newark, DE., Baumann, James F., and Johnson, Dale D.

Abstract

Providing detailed information about the contexts, processes, and products of publishing, this book is divided into three major sections: writing for journals and other periodicals, writing for children and other adolescents, and writing instructional materials. Chapters in the book are: "Publishing Requirements for Research-Oriented Journals" (S. Jay Samuels); "Guarding against the False and Fashionable in Research Journals" (Edward J. Kameenui); "Reading with a Writer's Eye: Publishing in Practitioner Journals" (Julie M. Jensen); "Preparing and Submitting Articles for Practitioner Journals" (James F. Baumann); "Publishing in Newsletters and Newspapers" (John Micklos, Jr.); "Writing Reviews of Professional and Instructional Materials" (Carol J. Hopkins); "Where Bushes Are Bears: Writing for Children" (Myra Cohn Livingston); "How to Write Books for Children and Young Adults" (Ginny Moore Kruse); "Developing Reading Programs: The Author's Role" (John J. Pikulski); "Publishing Reading and Language Arts Programs" (Cynthia J. Orrell); "Writing Supplemental Materials in Reading and Language Arts" (Dale D. Johnson); "Publishing Computer Software" (Marguerite C. Radencich); "Publishing College and Professional Texts" (Hiram G. Howard and Susanne F. Canavan); and "Writing Professional Books; or, The Second Stone" (Wayne Otto). (RS)

Published
1991

18. A Conversation on the Literacy Development of Urban Poor Youth: Perspectives from the Classroom, Neighborhood and University

Author

Douglas, Ty-Ron, Baumann, James F., Clifton, Adrian C., Sánchez, Lenny, McClain, Veda, and Ingram, Pamela

Abstract

In this article, we address various complexities associated with teaching and the literacy development of K-12 youth in urban poor school and community contexts. As such, we consider various conceptions of urban education through an honest conversation on the vexing issues and questions facing teachers, students, and families who work and live in urban poor communities. Drawing on a conversation circle of seven educators, the authors seek to move beyond the "positive intentions" of educators and move towards a (re) conceptualisation of what "positive outcomes" and success in schools and communities can look like.

Published
2015

19. Responsive Design: Purposeful Planning Can Be Inclusive for Neurodiverse Students and Support the WellBeing of All.

Author

Dowling, Shannon and Baumann, James A.

Subjects
COLLEGE campuses, COLLEGE students, STUDENT well-being, COLLEGE environment, LIGHTING
Abstract

The article focuses on the importance of purposeful planning and responsive design to create inclusive environments for neurodiverse students on college campuses. Topics include the need for accommodating sensory needs such as sound and lighting, and the significance of considering the overall space and placemaking capabilities of the design.

Published
2023

20. English Reading Instruction in China: Chinese Teachers' Perspectives and Comments

Author

Hu, Ran and Baumann, James F.

Abstract

The purpose of this study was to describe teachers' perspectives and comments about their reading curriculum and instruction at different school levels. A brief historical examination of the English instruction and the contemporary education policies in China was provided. Twelve Chinese teachers of English at different schools levels participated in the study and were interviewed twice. The results revealed these teachers' perspectives and comments on the "2001 revised curriculum" ("MOE, 2001a") and the focus of their reading instruction, which included alphabet, common phrases, fluency, vocabulary, grammar, and comprehension.

Published
2014

21. Words, Words Everywhere, but Which Ones Do We Teach?

Author

Graves, Michael F., Baumann, James F., and Blachowicz, Camille L. Z.

Abstract

This article highlights the challenging task teachers face in selecting vocabulary to teach. First, we briefly discuss three features of the English lexicon that are crucial to keep in mind when selecting vocabulary for instruction and three approaches that have been suggested. Then, we present a theoretically based approach called Selecting Words for Instruction from Texts (SWIT) that we developed and implemented in a vocabulary instruction research project. SWIT enables teachers to identify optimal words for instruction within three different categories (Essential, Valuable, Accessible, and Imported) and determine whether to provide Powerful Vocabulary Instruction, provide Brief Word Explanations, or guide students to Infer Meanings using context and morphology. Following that, we present detailed examples illustrating how teachers can use SWIT to identify and teach key vocabulary from a narrative text and from an informational text. The article ends with an appendix describing the research project in which we developed SWIT.

Published
2014
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24. Vocabulary Instruction: Research to Practice. Second Edition

Author

Kame'enui, Edward J., Baumann, James F., Kame'enui, Edward J., and Baumann, James F.

Abstract

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. This second edition: (1) reflects the latest research and instructional practices; (2) contains a new section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts; and (3) includes an expanded contributor panel with additional leading researchers. Contents of this book include: (1) Context for Vocabulary Instruction (Edward J. Kame'enui and James F. Baumann); (2) Direct and Rich Vocabulary Instruction Needs to Start Early (Margaret G. McKeown, Isabel L. Beck, and Cheryl Sandora); (3) Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed (Andrew Biemiller); (4) Vocabulary Instruction for Young Children at Risk of Reading Difficulties: Teaching Word Meanings during Shared Storybook Readings (Michael D. Coyne, Ashley Capozzoli-Oldham, and Deborah C. Simmons); (5) Young Word Wizards!: Fostering Vocabulary Development in Preschool and Primary Education (Katherine A. Dougherty Stahl and Steven A. Stahl); (6) Teaching Prefixes: Making Strong Instruction Even Stronger (Michael F. Graves, Melanie Ruda, Gregory C. Sales, and James F. Baumann); (7) The Vocabulary-Spelling Connection and Generative Instruction: Morphological Knowledge at the Intermediate Grades and Beyond (Shane Templeton); (8) Teaching Word-Learning Strategies (James F. Baumann, Elizabeth Carr Edwards, Eileen Boland, and George Font); (9) Developing Word Consciousness: Lessons from Highly Diverse Fourth-Grade Classrooms (Judith A. Scott, Tatiana F. Miller, and Susan Leigh Flinspach); (10) Keep the "Fun" in Fundamental: Encouraging Word Consciousness and Incidental Word Learning in the Classroom through Word Play (Camille L. Z. Blachowicz and Peter Fisher); (11) Language Play: Essential for Literacy (Dale D. Johnson, Bonnie Johnson, and Kathleen Schlichting); (12) Vocabulary Assessment: Making Do with What We Have While We Create the Tools We Need (P. David Pearson, Elfrieda H. Hiebert, and Michael L. Kamil); (13) Reading and Vocabulary Growth (Anne E. Cunningham and Colleen Ryan O'Donnell); (14) Powerful Vocabulary Instruction for English Learners (Patrick C. Manyak); (15) Using Multimedia to Support Generative Vocabulary Learning (Jill Castek, Bridget Dalton, and Dana L. Grisham); and (16) What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary (Elfrieda H. Hiebert and Gina N. Cervetti).

Published
2012

25. Talking Stick. Volume 29, Number 5, May-June 2012

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features include: (1) Milestones in Campus Housing (Allan Blattner, Tony Cawthon, and James A. Baumann); and (2) Looking at Things a Whole New Way (Mary C. Jordan and Norbert W. Dunkel). Columns include: (1) Looking Back. Looking Forward (Alma R. Sealine); (2) Building Leaders (Joshua I. Hiscock); (3) What's Pestering You? (Wayne Walker); and (4) Be Happy (Brian Stroup). Departments contain: (1) New Member Highlight; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2012

26. Talking Stick. Volume 29, Number 4, March-April 2012

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Building Retention (Erik Ziedses des Plantes); and (2) Locker Room Talk (Laurel Dreher and Patrick Tanner). Columns include: (1) The View from Above (Alma R. Sealine); (2) Is Political Engagement Dead? (Kate McGartland-Kinsella); (3) A Pet or a Necessity? (Kristen Lott); and (4) True Colors (Stacy Oliver). Departments contain: (1) New Member Highlight; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2012

27. Talking Stick. Volume 29, Number 3, January-February 2012

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) A Scale for Success (Joseph D. Levy, David A. McKelfresh, and Jody A. Donovan); and (2) Welcome to Our House (Kristen Lott). Columns include: (1) Around the world (Alma R. Sealine); (2) Let Your Geek Flag Fly (Alex Belisario and Ryan McRae); (3) Hoarding in the Halls (Virginia Albaneso Koch); and (4) Put Your Passion into Your Work (Kimberly Foster). Departments contain: (1) New Member Highlight; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2012

28. Talking Stick. Volume 29, Number 6, July-August 2012

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Shaping Our Buildings to Shape Our Students (Paul Wuennenberg and Jill Stratton); and (2) Looking Up Down Under (James A. Baumann). Columns include: (1) The New Normal (Vennie Gore); (2) Starting at the Ground Floor (Erik Ziedses des Plantes); and (3) Tools or Toys? (Kristen Lott). Departments contain: (1) New Member Highlight; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2012

29. Talking Stick. Volume 30, Number 1, September-October 2012

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Building in a Sense of Security: Designing Residences that Protect Students (Nadia Zhiri and Joseph Stramberg); and (2) The Importance of Assessment (Lisa Hickey). Columns include: (1) Are You In? (Vennie Gore); (2) Using Alumni to Energize Community (Alexa Sibberson); (3) Can We Really Have It All? (Kate McGartland-Kinsella); and (4) Choosing Sides (Stacy Oliver). Departments contain: (1) New Member Highlight; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2012

30. Talking Stick. Volume 29, Number 2, November-December 2011

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features include: (1) Training Day (Kristen Lott); and (2) The Transformation (David Reid, Beverly Frank, and Krista Shepherd). Columns include: (1) Room for all (Alma R. Sealine); (2) Come On In (Keith Becklin and Summer Priest); (3) Map a Path (Marc Goldman and Claire Brady); and (4) Certain In Its Uncertainty (Stacy Oliver and Bill Mattera). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2011

31. Talking Stick. Volume 29, Number 1, September-October 2011

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections, namely: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Making the Most of Assessment Results (Lisa Hickey); and (2) Taming the Multi-Headed Beast (Christopher Heasley). Columns include: (1) Planning to Plan (Alma R. Sealine); (2) Engaging Students Outside the Classroom (Kate McGartland-Kinsella); and (3) Taking the Small to the Large (Bridget Cunningham). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2011

32. Talking Stick. Volume 28, Number 4, March-April 2011

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections, namely: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, the Features section includes: (1) An Open House (Elizabeth Cox); and (2) Getting Your Ducks in a Row (Stacey Phelps). Columns include: (1) In the Service of Others (Jill Eckardt); (2) At Home off the Fields (Stacey Phelps); (3) Smart Packaging (Bridget Cunningham); and (4) Starting at Zero (Julie Payne-Kirchmeier). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2011

33. Talking Stick. Volume 28, Number 3, January-February 2011

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/ February, March/April, May/ June, July/August, September/October, and November/ December by the Association of College and University Housing Officers-International. Each issue is divided into three sections, namely: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section include: (1) Forming a More Perfect Union (Stephanie Carter-Smith); and (2) The Revolution Will Be Digitized (Chris McKenzie Willenbrock). Columns include: (1) Strength in Numbers (Jill Eckardt); (2) Civics Lesson (Lisa Hickey); (3) Does Moving Bricks Make Memories Crumble? (Luke LaCroix); and (4) Looking for Ideas in All the Right Places (Bridget Cunningham). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2011

34. Talking Stick. Volume 28, Number 5, May-June 2011

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections, namely: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Here, There, and Everywhere (T.J. Logan and Liz Gross); and (2) Renovating Character (Bridget Cunningham). Columns include: (1) A Growing Body (Tony Cawthon and Pamela Schreiber); (2) A Smooth Transfer (Rachel Aho, Anthony Lutz, George P. Holman, and Lauren Teso); (3) Starting from Scratch (Luis Bernardo); and (4) The Sticky Subject of Firing (Linda Varvel). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2011

35. Talking Stick. Volume 28, Number 6, July-August 2011

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/ February, March/April, May/ June, July/August, September/October, and November/ December by the Association of College and University Housing Officers-International. Each issue is divided into three sections, namely: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Balancing Act: What you need to know about debt financing (C. Joseph Carter and Cynthia P. Balogh); and (2) Making Gender-Neutral Housing Work (Stacy Oliver and Kathryn Magura). Columns include: (1) Goal Setting (Alma R. Sealine); (2) Bringing Academic Resources Closer to Home (Mary C. Jordan, Thomas Germain, and Megan C. Miller); (3) Grant Writing 101 (Barry Olson); and (4) Turn the Page (Emily Glenn). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2011

37. What Is Academic Vocabulary?

Author

Baumann, James F. and Graves, Michael F.

Abstract

In this article, the authors address the construct of "academic vocabulary." First, they attempt to bring some clarity to a constellation of terms surrounding academic vocabulary. Second, they compare and contrast definitions of academic vocabulary. Third, they review typologies that researchers and writers have proposed to organize academic vocabulary. Fourth, they present some of the procedures scholars have recommended for identifying academic vocabulary for instruction. Fifth, they present their scheme for classifying and selecting academic vocabulary for instruction and provide an example of how a content teacher might use it. They conclude by recommending a few sources that teachers of adolescents might draw from for teaching academic vocabulary. (Contains 1 table.)

Published
2010
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38. Talking Stick. Volume 27, Number 7, September-October 2010

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features include: (1) Providing the Essentials (James E. Brunson III, Michael Stang, and Angela Dreessen); and (2) The Letter of the Law (Donald D. Gehring). Columns include: (1) Collaboration Bridges Divide (Jill Eckardt); (2) Softening the Blow of Room Damages (Stacy Oliver); and (3) Making the Switch (Jack Collins). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2010

39. Talking Stick. Volume 27, Number 4, March-April 2010

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Buy All Means (Christopher A. Payne); and (2) Growing Season (Kathy Bush Hobgood and Vickie Hawkins). Columns include: (1) Working Toward a Common Goal (Michael Schultz); (2) Moving Out While Not Stressing Out (Mannix Clark and Juan Wilson); and (3) A New Front on the Amenities War (Tonie Miyamoto). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2010

40. Talking Stick. Volume 27, Number 3, January-February 2010

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features include: (1) Designs Make a Difference (Bradford L. Angelini); and (2) Gender Roles (Chris Willenbrock). Columns include: (1) The Power of Change (Sallie Traxler); (2) Shining the Spotlight on Juniors and Seniors (Meredith Whipple); and (3) Where You Stand (Sean J. Pierce). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2010

41. Talking Stick. Volume 27, Number 6, July-August 2010

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Support System; and (2) Playing Risk (Kerry Kahl and Pamela Schreiber). Columns include: (1) "How Are You Doing?" (Jill Eckardt and Sallie Traxler); (2) Bending but Not Breaking (Camille Perlman); and (3) Greening the Campus One Hall at a Time (Meredith Whipple). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2010

42. Talking Stick. Volume 27, Number 5, May-June 2010

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) Flourishing Careers (Stephanie Carter-Smith); and (2) The Top 10 (plus 1). Columns include: (1) Small Steps Make a Big Difference (Michael Schultz); (2) Don't Break the Programming or the Bank (Ryan Bronkema); (3) Flexible Communities (Meredith Whipple); and (4) An Ounce of Prevention (Leslie R. Krafft). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2010

43. Talking Stick. Volume 28, Number 2, November-December 2010

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections, namely: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, the Features section includes: (1) The Letter of the Law; and (2) Finding Your Way. Columns include: (1) Vision; (2) Business; and (3) Special Focus. Departments include: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2010

44. Intensity in Vocabulary Instruction and Effects on Reading Comprehension

Author

Baumann, James F.

Abstract

Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks, 1986). However, measures have not been reported to estimate the relative intensity of vocabulary interventions that promote comprehension. The procedure of S. F. Warren, M. E. Fey, and P. J. Yoder (2007) designed to document the intensity in communication and language development intervention research was applied to 3 classic vocabulary instructional studies. Although the procedure could not be applied directly to the studies, 2 statistics similar to those generated by the procedure of S. F. Warren et al. could be gleaned from the research reports: the Average Minutes of Instruction per Word (MI) and the Average Exposure-Minutes of Instruction per Word (E-MI), which accounts for the total instructional time, the number of words taught, and the exposures per word. Application of the analysis to the 3 studies revealed that there were threshold intensity values for ME and E-MI for vocabulary interventions to affect comprehension. Difficulties in applying the framework of Warren et al. to vocabulary instruction research are addressed.

Published
2009

45. Talking Stick. Volume 27, Number 2, November-December 2009

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features include: (1) No Small Measure (David A. McKelfresh and Joseph D. Levy); and (2) Military Matriculation (Gwendolyn Jordan Dungy). Columns include: (1) Making Our Case (Michael Schultz); (2) They're Back (Neil Howe and Reena Nadler); (3) Apartment Maintenance: It's All About Education (Thomas Germain); and (4) Get with the Program (Frances Watson Lengowski). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2009

46. Talking Stick. Volume 27, Number 1, September-October 2009

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features include: (1) The New Community in Community Colleges (Stacey M. Phelps); and (2) Securing the Community (Luke LaCroix). Columns include: (1) Your Best Guess (Michael Schultz); (2) Furloughs, Funding, Feelings (Stephanie Carter-Smith); (3) Fix It Now! (Camille Perlman); and (4) A Group Effort (Sandi Hall). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2009

47. Talking Stick. Volume 26, Number 6, July-August 2009

Author

Association of College and University Housing Officers - International and Baumann, James A.

Abstract

The "Talking Stick" is published bimonthly, six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by the Association of College and University Housing Officers-International. Each issue is divided into three sections: Features, Columns, and Departments. These sections contain articles that provide professional information related to the various aspects of student residence facilities and their related operations. In this issue, Features section includes: (1) The Other Side of the Street (Dennis R. Jankiewicz and Luis C. Bernardo); and (2) Courting Change in Judicial Affairs (Chris McKenzie Willenbrock). Columns include: (1) A Guiding Light (Michael Schultz); (2) The Six Degrees of Separation (Rachel A. Smith); (3) Balancing Values and the Bottom Line (Rob Foreman and Will Petrick); and (4) Budget 101: A Journey from Concept to Consumer (Chris McKenzie Willenbrock). Departments contain: (1) Online Now; (2) Just In; (3) Your ACUHO-I; (4) Transitions; (5) Calendar; (6) Conversations; (7) First Takes; (8) Reporting Out; (9) Welcome; and (10) Snapshot.

Published
2009

48. 'Bumping into Spicy, Tasty Words that Catch Your Tongue': A Formative Experiment on Vocabulary Instruction

Author

Baumann, James F., Ware, Donna, and Edwards, Elizabeth Carr

Abstract

A yearlong formative experiment explored the impact of a comprehensive vocabulary instruction program in a diverse, fifth-grade classroom. The classroom teacher and two university collaborators: (1) provided rich language experiences; (2) taught individual words; (3) taught word-learning strategies; and (4) promoted word conscientiousness. Results revealed that students' vocabulary grew across the academic year and that they identified and used more challenging words, developed an interest in and positive attitude toward vocabulary, and applied vocabulary strategies independently. Instructional procedures are provided for each component. (Contains 4 figures and 5 tables.)

Published
2007

50. Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students' Ability to Derive and Infer Word Meanings

Author

Baumann, James F., Edwards, Elizabeth Carr, and Boland, Eileen M.

Abstract

This quasi-experimental study compared the effects of morphemic and contextual analysis instruction (MC) with the effects of textbook vocabulary instruction (TV) that was integrated into social studies textbook lessons. The participants were 157 students in eight fifth-grade classrooms. The results indicated that (a) TV students were more successful at learning textbook vocabulary; (b) MC students were more successful at inferring the meanings of novel affixed words; (c) MC students were more successful at inferring the meanings of morphologically and contextually decipherable words on a delayed test but not on an immediate test; and (d) the groups did not differ on a comprehension measure or a social studies learning measure. The results were interpreted as support for teaching specific vocabulary and morphemic analysis, with some evidence for the efficacy of teaching contextual analysis. (Contains 5 tables and 1 note.)

Published
2003
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