Education Commons^™

In The Classroom: Reading And Writing In The Content Areas (Dec. '89), Michael P. French, Kathy Everts Danielson, Maureen Conn, Willa Gale, Charlene Lueck, Mona Manley

Teacher Education Faculty Publications

Students comprehend content material by reading, discussing, writing, questioning, investigating, exploring, and organizing. Reading and writing in the content areas relates prior knowledge, classroom interaction, cooperative learning, vocabulary instruction, and questioning techniques. Children practice research skills by organizing information in a meaningful and practical manner. This month's In the Classroom column presents ways in which teachers can enhance their students' comprehension of content area topics by involving them in various classroom activities. Additional resources for content area reading and writing activities follow :

Dupuis, M.M. (1983). Reading in the content areas: Research for teachers. Newark, DE: International Reading Association.

Graves, …

"Using Rhetoric Differently: An Advanced Writing Course From Historical Materials", Patrick G. Scott

Faculty Publications

Describes an advanced writing course based on a survey of historical rhetoric, from classical to twentieth-century rhetoric, linked to writing assignments using selected aspects of each period's rhetoric that reflect some current writing exigency. Originally presented to the Advanced Writing section at the South Atlantic Modern Language Association, Atlanta, GA, November 1989.

1989-1990 Graduate Catalog, Morehead State University.

Morehead State Catalog Archives

1989-1990 undergraduate catalog of Morehead State University.

If Learning Involves Risk-Taking, Teaching Involves Trust-Building, Marilla Svinicki

Professional and Organizational Development Network in Higher Education: Archives

If Learning Involves Risk-taking, Teaching Involves Trust-building, by Marilla Svinicki, University of Texas-Austin

The premise of this article is that learning, like all other creative acts, will flourish in an atmosphere in which the learner is willing to take risks, and it is the task of the instructor to create such an atmosphere for learning. If we accept this view of learning as risk-taking, we can begin to confront the factors that discourage students from taking risks and build a class environment where learning becomes less of a risk, or where the risk-taking in learning becomes valued instead of dreaded. …

1989-1990 Undergraduate Catalog, Morehead State University.

Morehead State Catalog Archives

1989-1990 undergraduate catalog of Morehead State University.

In The Classroom: Using Children's Literature (Oct. '89), Michael P. French, Kathy Everts Danielson, Maureen Conn, Willa Gale, Charlene Lueck, Mona Manley

Teacher Education Faculty Publications

Lists children's literature in reading instruction. "Children's Literature in the Reading Program"; "Literature-based Reading Programs at Work"; "Children's Choices: Teaching With Books Children Like"; "Transitions: From Literature to Literacy".

Effects Of Sustained Silent Reading On Attitudes Toward Reading, Edward J. Dwyer, Valda Reed

ETSU Faculty Works

Sustained silent reading (SSR) is a practice involving readers in the process of reading over a designated time period. The basic assumption, in a pedagogical sense, is that practice in reading contributes to reading achievement. Durkin (1983) suggested that the focus of any reading program should be the development of competence in independent silent reading. In the same light, Gambrell (1978) proposed that "cormnonsense notions about the reading process tell us that independent reading skills are enhanced through daily practice in silent reading ... " (p. 328). On the other hand, little empirical research appears to have been undertaken to …

Designing Learning For Adults, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Supplementary Reading Materials For Efl Secondary School Students In Cote D'Ivoire, Dagbassoue Cecile

Master's Capstone Projects

No abstract provided.

Creative Learning: A Curriculum For Preprimary Children. Unit 8, Dinosaur Era And Fossils, Marjorie L. Oelerich, Jean Peterson, Elizabeth J. Sandell

Elementary and Literacy Education Department Publications

DINOSAUR ERA AND FOSSILS is one resource unit. It is hoped to serve as a resource to others as they guide the learning of young children. It is not a cut-and-dried, how-to-do-it book. But it is a collection of numerous learning experiences within the context of a unit setting. The various disciplines are not, and cannot, be separated; learning overlaps. With a central theme, young children will have many opportunities to examine, investigate, explore, experience and discover concepts of meaning. As the children approach the same concept from a number of experiences, they will have opportunities to formulate ideas, to …

Identifying Appropriate Adult Educator Practice: Beliefs, Feelings And Behaviors, John A. Henschke Edd

IACE Hall of Fame Repository

The literature of adult education provides a broad spectrum of characteristics necessary for adult educators to practice in this emerging field. It was the purpose of this study to take some major steps toward developing an assessment instrument indicating the beliefs, feelings and behaviors adult educators need to possess. The instrument emphasizes the teacher's personal and contextual identification, actions and competencies in the classroom, and philosophical beliefs for guiding practice. Two major groups totaling six hundred adult educators were used to test and refine the instrument: faculty in an Adult Basic Education/General Education Development/English as a Second Language Program in …

Colby College Catalogue 1989 - 1990, Colby College

Colby Catalogues

Colby College Catalogue: September 1989 - 1990

Kevin Street College : Calendar 1989 - 1990, Dublin Institute Of Technology

Prospectus: Kevin Street

No abstract provided.

Golden Gate University School Of Law Bulletin - 1989-1990

Law School Bulletins & Prospectus

No abstract provided.

Strengthening Prediction Competencies In Reading Through Using An Overhead Projector, Rudolph P. Miller, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

Fulltime Courses 1989-90, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Perfil Quali-Quantitativo Dos Currículos Do Ensino Secundário Brasileiro No Século Xix [A Quali-Quantitative Profile Of The Curricula Of The Brazilian Secondary School Of The Xix Century], Karl M. Lorenz, Ariclê Vechia

Education Faculty Publications

O trabalho caracteriza a organização e os conteúdos dos currículos adotados na escola secundária brasileira de 1838 a 1900, tomando como referência o Colégio Pedro II. O estudo classifica as disciplinas em quatro conjuntos curriculares: Humanidades, Ciências, Matemáticas e Estudos Sociais. Analise, quantitativamente, as disciplinas dos conjuntos curriculares, sua frequência e distribuição nas series, e a carga horaria atribuída elas.

The paper describes the organization and contents of the curricula adopted in the Brazilian secondary school for the years 1838 to 1900, using as its reference the College Pedro II. The study classifies the curricular disciplines in four groups: Humanities, …

G89-915 Testing Livestock Feeds For Beef Cattle, Dairy Cattle, Sheep And Horses, Rick Grant, Bruce Anderson, Richard J. Rasby, Terry L. Mader

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides tips on how to determine feeds you should analyze and nutrients to measure. It tells how to interpret the results of feed analysis.

Why Test Feeds?

Nutrient concentration can vary considerably in feeds, especially forages. Protein in alfalfa hay can range from 10 to 25 percent or more of the dry matter; grass hay will contain between four and 18 percent protein.

Use feed tests to target specific feeds to different livestock. Feed high quality forage to the most productive livestock or when nutrient needs are highest. Feed lower quality forage to animals with lower nutrient needs. …

G89-929 Consequences Teach Responsibility, Herbert G. Lingren

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide describes how to discipline children by letting them experience the consequences of their behavior, and by using "time-outs" and "reverse time-outs."

There are many ways to discipline children. Parents can choose ways that suit them as individuals and that fit their beliefs and values. Letting children suffer the consequences for their behavior is just one of many discipline methods.

Letting children suffer the consequences is a "hassle-free" way to discipline them. Children learn from experiences, just like adults. We call it "learning the hard way." The child learns that every act has a consequence. And, they learn to …

G89-928 Parent Checklist For Choosing Day Care, Herbert G. Lingren

University of Nebraska-Lincoln Extension: Historical Materials

Choosing appropriate child care can be confusing. Here are some things to consider in selecting the best care for your child.

What Is Good Day Care?

Good day care requires three important things: a caregiver who provides your child with care and guidance and who works with you and your family to made sure your child grows and learns in the best way possible; a setting that keeps your child safe and healthy; activities suited to your child's stage of growth that help the child develop mentally, physically, socially and emotionally.

Ec89-219 1989 Nebraska Swine Report, M.A. Giesemann, E.R. Peo, A. J. Lewis, Duane Reese, J.D. Hancock, Murray Danielson, Marvin Rhodes, Merwin L. Frey, Alan R. Doster, Homer E. Connell, Donald G. Levis, Cindy Marolf, Edgar T. Clemens, Michael C. Brumm, Donald L. Ferguson, William Ahlschwede, Dwane R. Zimmerman, J.D. Kopf, Rodger K. Johnson, Thomas Socha, John Keele, Larry Young, Chris R. Calkins

University of Nebraska-Lincoln Extension: Historical Materials

This 1989 Nebraska Swine Report was prepared by the staff in Animal Science and cooperating departments for use in the Extension and Teaching programs at the University of Nebraska-Lincoln. Authors from the following areas contributed to this publication: Swine Nutrition, swine diseases, pathology, economics, engineering, swine breeding, meats, agronomy, and diagnostic laboratory. It covers the following areas: breeding, disease control, feeding, nutrition, economics, housing and meats.

Heg89-244 Selection Of Case Goods -- Metal And Natural Materials, Shirley Niemeyer

University of Nebraska-Lincoln Extension: Historical Materials

Construction, safety, finishes and styles for furniture made from metal and natural materials are discussed here.

Case goods is a term used to describe various types of cabinetry, chests, desks, bedsteads, tables and chairs. Case goods are made from a variety of materials: wood, metal, plastic and natural materials. A few are made from glass, mirror and stone.

G89-904 Corn Insects - Quick Reference, J. F. Witkowski, Frederick P. Baxendale

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides abbreviated information on all the economically important corn insect pests found in Nebraska. It provides a brief description, damage symptoms, incidence, sampling scheme, economic thresholds, and available references for these insects.

Ec89-1871 Wheat Streak Mosaic Disease, John E. Watkins, Roy C. French, John B. Campbell, Eric D. Kerr, Robert N. Klein

University of Nebraska-Lincoln Extension: Historical Materials

Wheat streak mosaic was first recognized in Nebraska in the early 1920's as "yellow mosaic." This virus disease has the potential to cause serious crop losses in winter and spring wheats and in spring oats. It is most prevalent in the central and northern Great Plains. In Nebraska wheat streak mosaic commonly occurs in the west central and Panhandle, but also occurs in south central and eastern Nebraska. During some years the spring oat crop in northeast Nebraska is devastated by the combination of wheat streak mosaic and barley yellow dwarf diseases occurring in the same field.

G89-926 Swine Reproductive Problems: Infectious Causes, Alex Hogg, Donald G. Levis

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide describes causes, clinical signs, control, prevention and treatment of swine reproductive problems due to infectious diseases. The reproductive potential for the ideal sow has been calculated as 31.2 pigs weaned per year. The United States average is 14 pigs per sow per year--less than one-half the reproductive potential of the ideal sow. A major part of this low reproductive efficiency is due to either infectious or non-infectious causes. The infectious causes of swine reproductive problems are addressed here.

Levels Of Cultural Familiarity And Strategy Use In Reading Comprehension, Gertrude Tinker Sachs

Middle and Secondary Education Faculty Publications

Previous studies have used cross-cultural comparisons to demonstrate the effect of background knowledge on reading comprehension. The present study used a similar approach to study the relations between background knowledge, reading skill and level of use of reading comprehension strategies. Eighty-eight sixth-grade participants in elementary school were equally divided according to reading skill (skilled and less skilled) and country (Bahamas or Canada). Subjects thought aloud while reading culturally familiar and unfamiliar informative texts. Protocols were scored according to the level of strategic action exhibited and according to the condition triggering the action.

The results, while confirming the role of knowledge …

G89-925 'Helminthosporium' Leaf Spot And Melting Out Diseases Of Turfgrass (Revised December 1995), John E. Watkins, Roch E. Gaussoin, Terrance P. Riordan

University of Nebraska-Lincoln Extension: Historical Materials

Symptoms and controls for "Helminthosporium" leaf spot and melting out are discussed.

Leaf spot and melting out are two fungal diseases of turfgrass within the "Helminthosporium" leaf, crown and root disease complex. They are the most common and serious groups of cool season turfgrass diseases in North America.

G89-951 Mushrooms, Puffballs, Fairy Rings, And Slime Molds In Turfgrass, John E. Watkins

University of Nebraska-Lincoln Extension: Historical Materials

How do you identify -- and treat -- mushrooms, puffballs, fairy rings and slime molds? Read on.

Some mushrooms and most puffballs are edible; some are foul-smelling, many are considered unsightly, and a few are poisonous; but when they appear on a lawn, most are considered a nuisance.

G89-915 Testing Livestock Feeds For Beef Cattle, Dairy Cattle, Sheep And Horses (Revised April 1997), Rick Grant, Bruce Anderson, Richard J. Rasby, Terry L. Mader

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides tips on how to determine feeds you should analyze and nutrients to measure. It tells how to interpret the results of feed analysis.

Why Test Feeds?

Nutrient concentration can vary considerably in feeds, especially forages. Protein in alfalfa hay can range from 10 to 25 percent or more of the dry matter; grass hay will contain between four and 18 percent protein.

Use feed tests to target specific feeds to different livestock. Feed high quality forage to the most productive livestock or when nutrient needs are highest. Feed lower quality forage to animals with lower nutrient needs.