Education Commons^™

From Mcguffey Readers To Taking Notes On The Sermon: Literacy Experiences In A Catholic Home Schooling Group, Jennifer L. Altieri Ph.D.

Reading Horizons: A Journal of Literacy and Language Arts

This study looks at the literacy practices of a Catholic home schooling group located in the Pacific North West. Semistructured interviews conducted with each parent in the home schooling group comprised the primary data source. Researchers have called for more research looking at specific teaching practices of such individuals (Cizek &Ray, 1995; Knafle &Wescott 1994) involved with home schooling. Findings of this study revealed that reading aloud was important to all parents. Benefits cited by parents included immediate feedback for children, ability to pace themselves as necessary, and the opportunity to tailor lessons to individual child.

The Widening Gyre: Images As Central To The Global Village, Mark Smith

The Journal of the Assembly for Expanded Perspectives on Learning

The image is emerging as the lingua franca of technological culture, both resurrecting characteristics of pre-literate classicism and consolidating the global community.

Scholastic Aptitudes And The Future Of An Illusion, Ibpp Editor

International Bulletin of Political Psychology

This article describes basic problems with how the Scholastic Aptitude Test (SAT) is conceived and employed in the United States (US).

Curriculum And Assessment : A Question Of Politics?, Christine R. Brew, Gilah C. Leder

Australian Journal of Teacher Education

The Victorian Certificate of Education (VCE) has been subject to ongoing modifications since its full introduction in 1992. These changes were largely driven by vocal opponents of this educational reform. In this paper we give voice to teachers charged with implementing the curriculum and assessment directives of the VCE. Specifically, we draw on the experiences of close to 500 senior mathematics teachers – through interview and survey data - to consider the impact on them of the evolution of the VCE.

Critical Reflective Practice And Workplace Learning : Impediments And Possibilities In Teacher Education, Barry Down, Carol Hogan

Australian Journal of Teacher Education

Professional practica are an essential part of teacher education and other professional education programs, but university staff often express concern that prac. experiences are fundamentally conservative, emphasising preparation for the status quo rather than for what might be. In recent years other forms of workplace-based university learning have been devised, where staff have sought to build units of study around a core of reflective practice, action research and professional development. This paper describes one such initiative, a final semester internship for fourth year education students which enabled them to design and negotiate their own professional development plans in any one …

Transference And Psychological-Mindedness In Teachers, Erin Hanifin, Stephen Appel

Australian Journal of Teacher Education

The article is an argument for the relevance for our understanding of the pedagogic relationship of Freud’s discovery of transference. Commonalities between teaching and psychoanalysis are reviewed prior to a discussion of how the concept of transference might be applied to teaching, particularly to improving the teacher’s ‘psychological-mindedness’. The article concludes by considering the moral/professional issue of teachers making use of the transference processes at work in their classrooms.

Book Reviews, Bruce Haynes, Dianne Chambers, Ken Spencer

Australian Journal of Teacher Education

Scott A. and Freeman-Moir J. (Eds), (2000). Tomorrow's Teachers : International and Critical Perspectives on Teacher Education, Christchurch, Canterbury University Press.

Peter Benton & Tim O’Brien (Eds.), (2000). Special Needs and the Beginning Teacher London: Continuum (ISBN 0 8264 4889 5)

Bailey,R. & Macfadyen,T. (Eds.) (2000) Teaching Physical Education 5-11. London: Continuum. (ISBN 0 8264 4842 9

Teacher Perceptions Of The Characteristics Of Effective Teachers Of Aboriginal Middle School Students, Mort Harslett, Bernard Harrison, John Godfrey, Gary Partington, Kaye Richer

Australian Journal of Teacher Education

This paper reports a component of research that involved interviewing teachers identified as effective with Aboriginal students in selected primary and secondary schools in urban and regional Western Australia. The research shows that characteristics of effective teachers include understanding Aboriginal culture, history, and students’ home backgrounds; an ability to develop good relationships with Aboriginal students and their families, a sense of humour, and preparedness to invest time to interact with Aboriginal students out of the classroom in order to strengthen relationships. The research also indicates that effective teachers understand that Aboriginal students are often more independent than others, do not …

Trends. When Is A Psychological Profile Not A Psychological Profile? The Fbi And School Violence, Ibpp Editor

International Bulletin of Political Psychology

This article discusses the difficulties of predicting and preventing school violence. Though the FBI does have a list of "warning signs" by which to evaluate potential perpetrators of lethal school violence, they do not consider this list to be a profile. This is especially true given that no reliable predictors of lethal school violence have been found.

Teachers Role In Providing Culturally Responsive Literacy Instruction, William Dee Nichols, William H. Rupley, Gwendolyn Webb-Johnson, Gita Tlusty

Reading Horizons: A Journal of Literacy and Language Arts

Every elementary classroom has children of varying intellectual ability, social or cultural background, language facility, and physical attributes. Today, more than ever, all teachers must be prepared to meet the varying educational, social, and emotional needs of all children. The culture of many students, while different from that upon which much of the U.S. educational system is based, is neither inadequate nor deficient; rather, the problem lies in the educational system.

Reading In The Zone Of Proximal Development: Mediating Literacy Development In Beginner Readers Through Guided Reading, Patricia A. Antonacci

Reading Horizons: A Journal of Literacy and Language Arts

Because the term direct instruction has been and is used broadly, it has come to define all types of explicit teaching. Thus, a traditional basal approach - where children are grouped for instruction by their abilities (high, average, and low) and where the teaching is often predetermined or scripted - is unwittingly compared to guided reading. The major objective of this article is to demonstrate that the fundamental difference between the two approaches lies in pitching instruction to the child's literacy level and the need for dynamic grouping of children for instruction.

You Can't Pass It On If You Don't Have It: Encouraging Lifelong Reading, Kathy Everts Danielson, Sheri Everts Roger

Reading Horizons: A Journal of Literacy and Language Arts

Teachers need to demonstrate a love of reading in order to pass it on to their students. This article discusses ways to encourage this love of reading through book groups, reading goals, daily oral and silentreading, and sharing the impact of reading with students.

Reading Horizons Vol. 41, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 41, issue 1.

Interactive Bibliotherapy As An Innovative Inservice Practice: A Focus On The Inclusive Setting, Cynthia M. Morawski, Jenelle Gilbert

Reading Horizons: A Journal of Literacy and Language Arts

Interactive bibliotherapy (IB) warrants greater attention in the pursuit of innovative inservice education. This paper presents the findings of a study thatexplored IB as an inservice practice to help prepare educators for the roles and responsibilities associated with inclusion. Data collection concentrated on a questionnaire (openended) regarding IB's impact on participants professional and personal development. Discussion of findings, which involved a content analysis of participants' responses, concludes with considerations for practice and research.

Table Of Contents And Editorial Information For Vol. 28, No. 1, Fall 2000, Faith E. Crampton

Educational Considerations

Table of contents and editorial information for Vol. 28, no. 1, Fall 2000

Foreword, Faith E. Crampton

Educational Considerations

This edition of Educational Considerations is devoted to education finance issues of national importance in the twenty-first century.

The Collection And Use Of Student Level Data: Implications For School Finance Research, Lawrence O. Picus, Ed Robillard

Educational Considerations

The principal focus of school finance in the past has been on elimination of fiscal disparities among school districts.

Finance Provisions Under The Individuals With Disabilities Education Act 1997 Amendments, Deborah Verstegen

Educational Considerations

The 1997 Amendments to the Individuals with Disabilities Education Act (P. L. 105-17), signed into law by the President Clinton on June 4, 1997, make comprehensive changes to the IDEA.

We Can Do Better: An Essay On Education Finance And Generational Continuity In A Globalizing Economy, Maureen W. Mcclure

Educational Considerations

For the last two decades, education finance research has been framed almost solely within a traditional policy framework of neoclassical economics.

The Financial Impact Of Charter Schools On School Districts, Edward Muir, F. Howard Nelson, Rachel Drown

Educational Considerations

Charter schools are new or converted schools “chartered” by agents of the state, which offer families options in addition to those choices available through their school district.

Educational Considerations, Vol. 28 (1) Full Issue, Faith E. Crampton

Educational Considerations

Educational Considerations, vol. 28 (1) Fall 2000 - Full issue

The Story Of A Service-Learning Project: Mathematics In The Park, Joyce O'Halloran

Humanistic Mathematics Network Journal

No abstract provided.

Training Elementary Teachers For The New Millennium, Dixie Metheny, David Davison

Humanistic Mathematics Network Journal

No abstract provided.

Will You Still Be Teaching In The Twenty-First Century?, Theodore Panitz

Humanistic Mathematics Network Journal

No abstract provided.

The School/Home Communication Project: A Study Of The Effect Of More Frequent Grade Reporting On The Achievement Of High School Mathematics Students, Robert Dean Rogers

Humanistic Mathematics Network Journal

No abstract provided.

Book Review: Experiencing School Mathematics By Jo Boaler, Stephen Sproule

Humanistic Mathematics Network Journal

No abstract provided.

Book Review: Knowing And Teaching Elementary Mathematics By Liping Ma, Roger Howe

Humanistic Mathematics Network Journal

No abstract provided.

Weizmann Day’S “Math Night” Brings Parents To Their Knees

Humanistic Mathematics Network Journal

No abstract provided.

Senior Seminar: A Capstone Course In The Computer And Mathematical Sciences, Ken Oberhoff, Ron Barnes

Humanistic Mathematics Network Journal

This paper describes the evolution of a course developed to tie together many strands of activity encountered by students in the computer and mathematical sciences (CMS). The senior level course is required of all majors in our computer science, applied mathematics and statistics undergraduate degree programs. One of the primary purposes of the course is to refine writing and presentation skills needed for those who will later pursue individual research projects. Writing projects are organized around the theme of “Ethical Decision Making in the Computer and Mathematical Sciences”. Numerous case studies are investigated. Additional topics in the course include designing …

The Impact Of School Finance Litigation, David C. Thompson, Faith E. Crampton

Educational Considerations

School finance litigation has been a hot topic for more than three decades. Starting in the 1960s, school districts began bringing suit in federal and state courts in an effort to force greater fairness in funding for schoolchildren.