Showing papers in "The Clearing House in 1994"
TL;DR: In this paper, at-risk students and resilience are identified as factors contributing to academic success, and the authors present a survey of the factors that contribute to student success at risk.
Abstract: (1994). At-Risk Students and Resiliency: Factors Contributing to Academic Success. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 3, pp. 137-140.
259Â citations
TL;DR: The authors defined the roles and responsibilities of assistant principals and proposed a framework for defining assistant principals' roles and their roles, and defined the role and role of assistant principal's role as assistant principal.
Abstract: (1994). Redefining the Roles and Responsibilities of Assistant Principals. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 5, pp. 283-287.
53Â citations
42Â citations
Journal Article•
31Â citations
TL;DR: The literature on curriculum, most curriculum projects of the last twenty years have ended in failure, and the millions of dollars committed to curriculum development and the production of new materials for the classroom have not brought major changes in what students learn or how teachers teach as mentioned in this paper.
Abstract: If we believe the literature on curriculum, most curriculum projects of the last twenty years have ended in failure, and the millions of dollars committed to curriculum development and the production of new materials for the classroom have not brought major changes in what students learn or how teachers teach (Bushnell 1970; De Rose 1978; Hinze 1977; Maloy and Jones 1987; Rhodes and Young 1981).
19Â citations
TL;DR: In this paper, the authors present Educator Burnout Revisited: Voices from the Staff Room: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 185-188.
Abstract: (1994). Educator Burnout Revisited: Voices from the Staff Room. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 185-188.
19Â citations
TL;DR: Motivating students to learn as mentioned in this paper is a well-known method for motivating students in education, and has been widely used in the field of computer science and computer engineering, among others.
Abstract: (1994). Motivating Students to Learn. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 213-216.
16Â citations
TL;DR: In this paper, the authors propose a system to prevent school failure in Native American children, which is based on the Native American child's belief in the inherent goodness of the Native people.
Abstract: (1994). Preventing School Failure: The Native American Child. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 3, pp. 169-174.
15Â citations
15Â citations
TL;DR: In this article, the authors present answers for the Uninitiated The Clearing House: A Journal of Educational Strategies, Issues, and Ideas: Vol 67, No 4, pp 193-196
Abstract: (1994) OBE: Some Answers for the Uninitiated The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol 67, No 4, pp 193-196
15Â citations
TL;DR: In this paper, the authors discuss the role and strategies of successful mentors in the context of educational strategies, issues, and ideas, and propose a framework for evaluating the role of successful mentors.
Abstract: (1994). Responsibilities and Strategies of Successful Mentors. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 68, No. 1, pp. 27-29.
TL;DR: The Face We Put On: Carl Jung for Teachers The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol 67, No 4, pp 189-191 as mentioned in this paper.
Abstract: (1994) The Face We Put On: Carl Jung for Teachers The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol 67, No 4, pp 189-191
TL;DR: In this article, the authors present a framework for developing responsibility in today's students, which they call Developing Responsibility in Today's Students (DRKS). But their work is limited to three categories:
Abstract: (1994). Developing Responsibility in Today's Students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 204-206.
TL;DR: In this article, the authors discuss the importance of such a system for congested city life and discuss the customs concerning when it is appropriate to bring flowers and what kind of flowers are appropriate for different occasions.
Abstract: tion system and the importance of such a system for congested city life. What are the customs concerning, for example, flowers-when is it appropriate to bring them, and what kind of flowers are appropriate for different occasions? How do such customs develop, and how are they observed in the United States? How do people make a living, and how did certain trades come about? Are there new professions being created? Which trades have become obsolete? Culture is a fascinating subject, and the teacher has to decide to what degree or depth a certain subject can or cannot be handled in the target language as language acquisition remains the ultimate goal. The possibilities seem to be endless.
TL;DR: In this paper, the authors present the Principals and TQM: Developing Vision: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 5, pp. 298-301.
Abstract: (1994). Principals and TQM: Developing Vision. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 5, pp. 298-301.
TL;DR: Personnel Evaluation in Education: A Model for Job-Specific Criteria as discussed by the authors is a model for job-specific evaluation in education that is based on a set of job specific criteria.
Abstract: (1994). Personnel Evaluation in Education: A Model for Job-Specific Criteria. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 68, No. 1, pp. 47-51.
TL;DR: Using Student Stories to Build Vocabulary in Cooperative Learning Groups as mentioned in this paper is an example of using student stories to build vocabulary in cooperative learning groups, and it has been shown to be effective in a wide range of settings.
Abstract: (1994). Using Student Stories to Build Vocabulary in Cooperative Learning Groups. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 221-223.
TL;DR: The importance of developing a love of reading in children even before they go to school has been emphasized by as mentioned in this paper, who argue that children by nature are curious and love to learn.
Abstract: Children by nature are curious and love to learn. Most children, moreover, like to read, and this love of reading is maintained virtually throughout elementary school. When many students reach high school, however, something goes terribly wrong. Somewhere between their completion of elementary school and of high school, they are robbed of their desire to learn. Educators and researchers agree on the importance of developing a love of reading in children even before they go to school:
TL;DR: The Ten Measures Better than Grading (TBMG) as discussed by the authors is one of the most widely used metrics in the literature for evaluating the performance of an educational system, and has been widely used in the media.
Abstract: (1994). Ten Measures Better than Grading. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 6, pp. 323-324.
TL;DR: Doublespeak and Euphemisms in education: Doublespeak in education as mentioned in this paper is a well-known topic in education and has been extensively studied in the last few decades.
Abstract: (1994). Doublespeak and Euphemisms in Education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 5, pp. 271-273.
TL;DR: For example, this article found that many students whose greatest problems in school were related to irresponsibility, not inability, and they could help many with the following plan: teach responsibility when we teach it.
Abstract: ost permission slips. Forgotten homework. Books left in gym class. Pencils that need sharpening just after you've started a lesson. When? you ask yourself in frustration. When are these kids going to learn some responsibility? The answer? Kids will learn responsibility when we teach it. Teaching responsibility is not an easy task. (Neither is learning it!) However, teachers cannot leave it to chance. A sense of responsibility is not something that develops incidentally; we have to take definite actions to help kids become more responsible. I've had many students whose greatest problems in school were related to irresponsibility, not inability. Although each child was different, I found I could help many with the following plan. It may help you, too.
TL;DR: In this paper, the authors discuss avoiding the traps of cooperative learning in the context of educational strategies, issues, and ideas, and propose a framework to avoid the pitfalls of Cooperative Learning.
Abstract: (1994). You Can Avoid the Traps of Cooperative Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 5, pp. 291-293.
TL;DR: Angela as discussed by the authors is a fifteen year old who hates to read and shouts at teachers when they ask her to read, and when she feels teachers are "in her face, " she refuses to do any work whatsoever.
Abstract: At fifteen, Angela is older than most eighth-grade students. Although on the streets she looks and acts like a fifteen year old, in the confines of a small group she drops the act, hugging stuffed animals for comfort. Typically she performs two years below grade level. She hates to read and shouts at teachers when they ask her to read. When she feels teachers are "in her face, " she refuses to do any work whatsoever. Angela's behaviors are worse the day after a fight between her mom and others living in the same crowded shelter.
TL;DR: In this article, the authors discuss the need to understand and prevent acts of aggression and violence in school-aged children and youth. But they do not address the problem of bullying.
Abstract: (1994). Understanding and Preventing Acts of Aggression and Violence in School-Age Children and Youth. Preventing School Failure: Alternative Education for Children and Youth: Vol. 38, Dealing With Aggressive and Violent Students, pp. 40-46.
TL;DR: The transition period between the initial decision to abandon the old organization and the integration of the new one into the daily thinking and behaviors of all members in the school community is the period of organizational transition.
Abstract: The dynamics precipitated among teachers and other staff members during the organizational transition period of a school's restructuring affect the way people do their jobs and, no less significant, the way they view and work with each other and with school administrators to achieve school goals. The period of time between the initial decision to abandon the old organization and the integration of the new one into the daily thinking and behaviors of all members in the school community is the period of organizational transition. How many high school restructuring initiatives march forward like Napoleon into Russia, ready to change the world, only to freeze and starve in the wintry marshes of institutionalized gridlock? Ignoring or neglecting the special needs of faculty and staff when the school organization is in transition may be the reason why so many high school restructuring efforts fail or, at best, have limited success. Can teachers play a leadership role in helping the school navigate the turbulent shoals of the transition period? I think they can. In fact, if the reforms implemented by the school are to be long lasting, the leadership of teachers is essential. A successful organizational transformation means more than replacing the traditional curriculum departments or the principal as the school's sole decision-maker. It also means raising the professional consciousness of teachers so that they can assume new roles. Strong and effective leadership by teachers during the transition period can remove a great deal of the uncertainty that currently plagues restructuring high schools. It can improve the school climate and, logically, people's responsiveness to new ideas, thereby
TL;DR: Despite the proven cost-effective nature of these programs for teen parents (which help avoid additional pregnancies), very few states have encouraged such programs, apparently because of the up-front costs.
Abstract: (1994). A Future at Risk: Children Having Children. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 224-227.
TL;DR: In this paper, the authors discuss the actual evaluation procedures of magnet schools from several standpoints, with a strong emphasis on methodological issues and con- con-formance of magnet programs.
Abstract: agnet programs in the schools can offer diverse educational choices at the elementary and secondary levels. Typically, these programs draw students from all attendance areas and offer specialized instruction in a particular area (e.g., creative and performing arts, health sciences and engineering, college preparatory, international studies, or vocational studies). Magnet, or optional, schools are one component of the school choice movement of the past two decades (Witte 1990). Traditionally, these programs have been evaluated to determine if achievement and attendance objectives were being met. Previous evaluation methodology has relied heavily on surveys and student records. In order to gain better knowledge and understanding of the operation, policy, outcomes, and community perceptions of magnet schools, both the data sources and evaluation questions need to be expanded (Bailey 1987; Laws 1987). The purpose of this article is to discuss the actual evaluation procedures of magnet schools from several standpoints, with a strong emphasis on methodological issues and con-
TL;DR: In this article, the authors discuss the breaking of the downward achievement spiral of teen mothers and the role of intergenerational education in the achievement of teenagers in the 1990s, and present a survey of the effects of this spiral.
Abstract: (1994) Intergenerational Education: Breaking the Downward Achievement Spiral of Teen Mothers The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol 67, No 3, pp 143-145
TL;DR: A great deal of sentiment and research, both pro and con, about the merits of ability grouping are recorded in the literature (Noland and Taylor 1986); however, the average educator seems to be convinced of its merits as discussed by the authors.
Abstract: persist. A great deal of sentiment and research, both pro and con, about the merits of ability grouping are recorded in the literature (Noland and Taylor 1986). Though recent syntheses and reviews of past research criticize many research designs and do not support the practice of ability grouping in increasing academic achievement (Drahozol and Hanna 1978; Epstein 1980; Esposito 1971; Kirp and Youdof 1974; Nevi 1987; Persell 1976; Slavin 1987, 1988, 1990), the average educator seems to be convinced of its merits. For this reason, the practice of ability grouping continues throughout the United States (Glickman 1991). Theoretically, the homogeneous ability grouping of students for instruction should help reduce the wide range of variability in instructional classes and permit teachers to work more effectively with groups of children nearly equivalent in academic abilities. Achievement testing is the major tool for assigning ability levels. Because test scores tend to be different for students along lines of race and social class (Epstein 1980; Hawley 1981; Oakes 1985; Rossell et al. 1981), one unfortunate side effect of ability grouping has been the concentration of African-American students into
TL;DR: In this article, the authors present a review of the impact of HIV/AIDS education for adolescents in the context of school policy and practice, focusing on the role of adolescents in their education.
Abstract: (1994). HIV/AIDS Education for Adolescents: School Policy and Practice. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 67, No. 4, pp. 229-232.