Showing papers on "Curriculum published in 1989"

Multicultural Education: Issues and Perspectives

Abstract: Part I ISSUES AND CONCEPTS Chapter 1 Multicultural Education: Characteristics and Goals, James A Banks The Nature of Multicultural Education High-Stakes Testing: A Challenge for Social Justice Multicultural Education: An International Reform Movement The Historical Development of Multicultural Education How Multicultural Education Developed The Nature of Culture in the United States The Social Construction of Categories The Dimensions of Multicultural Education The School as a Social System Summary Questions and Activities References Chapter 2 Culture in Society and in Educational Practices, Frederick Erickson Culture: An Overview Alternative Definitions and Conceptions of Culture Cultural Issues in Education, in Society, and in Persons Teaching and Learning Multiculturally Conclusion: On Diversity of Tongues and Their Educational Potential Afterword Questions and Activities References Chapter 3 Race, Class, Gender, and Disability in the Classroom, Carl A Grant and Christine E Sleeter Race, Class, Gender, Language, Disability, and Classroom Life Approaches to Multicultural Education Ms Julie Wilson and Her Approach to Teaching Conclusion Questions and Activities References Part II SOCIAL CLASS AND RELIGION Chapter 4 Social Class and Educational Equality, Caroline Hodges Persell Educational Structures Educational Beliefs Teachers, Curriculum, and Teaching Practices Consequences of Social Class and Educational Inequality Recommendations for Action Summary Questions and Activities References Chapter 5 Christian Nation or Pluralistic Culture: Religion in American Life, Charles H Lippy Europeans Plant Christianity in North America Early Signs of Diversity Common Themes The Spread of Evangelical Protestantism Religious Freedom and the Separation of Church and State Diversity, Religious Freedom, and the Courts Pluralism Becomes the Norm The New Faces of Pluralism Summary and Educational Implications Resources Questions and Activities References Part III GENDER Chapter 6 Gender Bias: From Colonial America to Today's Classrooms, David Sadker and Karen Zittleman The Hidden Civil Rights Struggle Report Card: The Cost of Sexism in School Gender Bias in Today's Classrooms:The Curriculum Gender Bias in Today's Classrooms: Instructions Trends and Challenges A Dozen Strategies for Creating Gender-Fair Classrooms Questions and Activities References Chapter 7 Classrooms for Diversity: Rethinking Curriculum and Pedagogy, Mary Kay Thompson Tetreault Feminist Phase Theory Summary Questions and Activities References Chapter 8 Transforming the Curriculum:Teaching about Women of Color, Johnnella E Butler and Deirdre Raynor The Primacy of Race in the United States Identity, Knowledge, and Experience Why Women of Color? What We Learn from Studying Women of Color Women of Color: The Agent of Transformation Teaching Using Heresies Teaching about Women of Color Conclusion Questions and Activities References Part IV RACE, ETHNICITY,AND LANGUAGE Chapter 9 Culturally Responsive Teaching:Theory and Practice Gloria Ladson-Billings Teaching and Culture The Illusion of a Theoretical Inquiry The Participant-Observer Role for Researchers Who are "Other" Issues of Context and Methodology Concrete Experiences as a Criterion of Meaning The Use of Dialogue in Assessing Knowledge Claims The Ethic of Caring The Ethic of Personal Accountability Culturally Relevant Pedagogy and Student Achievement Culturally Relevant Teaching and Cultural Competence Culturally Relevant Teaching and Cultural Critique Theoretical Underpinnings of Culturally Relevant Pedagogy Conceptions of Self and Others Social Relations Conceptions of Knowledge Conclusion References Chapter 10 Approaches to Multicultural Curriculum Reform, James A Banks The Mainstream-Centric Curriculum Efforts to Establish a Multicultural Curriculum Levels of Integration of Multicultural Content Guidelines for Teaching Multicultural Content Summary Questions and Activities References Chapter 11 The Colorblind Perspective in School: Causes and Consequences, Janet Ward Schofield Introduction The Research Site:Wexler Middle School Data Gathering The Colorblind Perspective and Its Corollaries The Functions and Consequences of the Colorblind Perspective and Its Corollaries Conclusions Acknowledgments Questions and Activities References Chapter 12 Language Diversity and Schooling, Tom T Stritikus and Manka M Varghese The Immigrant Population in the United States Historical and Legal Overview of Language Policy in the United States Programmatic Responses to Linguistic Diversity Views on Language Learning and Teaching Conclusion Questions and Activities References Part V EXCEPTIONALITY Chapter 13 Educational Equality for Students with Disabilities, William L Heward, Sara Ernsbarger Bicard, and Rodney A Cavanaugh Who Are Students with Disabilities? History of Educational Equality for Students with Disabilities The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality Educational Equality for Students with Disabilities: Progress Made but Challenges Remain Summary Questions and Activities References Chapter 14 School Inclusion and Multicultural Issues in Special Education, Luanna H Meyer, Jill Bevan-Brown, Beth Harry, and Mara Sapon-Shevin The Special Education Mandate to Educate All Children Parent Participation and Multicultural Special Education The Structure of Parent Participation in the Context of Special Education Quality Inclusive Schooling: Building School Communities Diversity and Caring Communities: Outcomes for the Social Good Questions and Activities References Chapter 15 Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups, Donna Y Ford Assumptions of the Chapter Recruitment Issues and Barriers Recruitment Recommendations Retention Recommendations Summary and Conclusions Questions and Activities References Part VI SCHOOL REFORM Chapter 16 School Reform and Student Learning: A Multicultural Perspective, Sonia Nieto School Reform with a Multicultural Perspective Conditions for Systemic School Reform with a Multicultural Perspective Conclusion Questions and Activities References Chapter 17 Families and Teachers Working Together for School Improvement, Cherry A McGee Banks Why is Parent and Family Involvement in Schools Important? Historical Overview The Changing Face of the Family Teacher Concerns with Parent and Family Involvement Steps to Increase Parent and Family Involvement Summary Questions and Activities References Internet Resources for Information on Parent Involvement Appendix Multicultural Resources Glossary Contributors Index

The Construction Zone: Working for Cognitive Change in School

Abstract: Series foreword Foreword Shedon H White Acknowledgments 1 Introduction 2 Building tasks into curriculum units 3 Making goals happen 4 Basic concepts for discussing cognitive change 5 Assessment versus teaching 6 Social mediation goes into cognitive change 7 How the West has won 8 Conclusions for a cognitive science of education References Author index Subject index

Curriculum-based measurement: Assessing special children.

Abstract: Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.

Essentials of problem-based learning.

Abstract: A symposium was held under the auspices of the World Federation for Medical Education, sponsored by the King’s Fund, and designed for the interchange of views between experts in medical education who had special experience of problem-based learning (PBL). The Report of the Symposium aims to inform teachers in undergraduate, postgraduate and continuing medical education, and others, e.g. administrators, who seek to learn more about PBL. It is also for the use of the various organizations in the field of medical education, e.g. the World Federation for Medical Education, and the World Health Organization, which has made a considerable investment in PBL. WHO reports stress that PBL, provided that it is based on relevant priority health problems of unchallengeable relevance, is a very valuable educational approach. While the main thrust of WHO in the medical educational field has its greatest emphasis on community-oriented education and active learning, it is however clear that there is no significant dichotomy between community-oriented education and problembased learning. Both community health problems and individual patient problems should be used. The report is not a manual of guidance for those considering instituting PBL, for there are already valuable publications of this type (see bibliography). As its title implies, it reviews the essential ingredients of PBL, a most important method of learning and teaching. Correspondence: Professor H. J. Walton, President, World Federation for Medical Education, International Medical Education, University Medical School, Teviot Place, Edinburgh EH8 9AG, UK.

Children's understanding of familiar astronomical events

Abstract: In this paper I describe the notions used by children aged 9‐16 years to account for a number of easily observed astronomical events. General features in the development of the notions are identified and historical parallels are noted. The data presented come from a wider study intended to develop materials and approaches for teaching astronomy as part of the science curriculum of all pupils. An indication is given as to how the findings of the survey are being used in developing appropriate curriculum materials.

Cognitive Processes in Creativity

Abstract: “Creative” is a word with many uses Sometimes it is used to describe the potential of persons to produce creative works whether or not they have produced any work as yet Sometimes it is used to describe everyday behaviors as, for example, when a nursery school curriculum is said to encourage creative activities, such as drawing or storytelling In this chapter, I will restrict the meaning of the term in two ways First, I will be concerned solely with creative productivity, that is, with creativity expressed in the actual production of creative works and not with the unexpressed potential for producing such works Second, I will be concerned only with creative acts at the highest level, that is, with the best and most valued works of artists, scientists, and scholars

The Second Language Curriculum: Needs assessment in language programming: from theory to practice

Abstract: Introduction This paper is about how teachers and others involved in language programme planning can describe the language needs of prospective learners and about the tools they may employ to fashion their descriptions. It is also about the conceptual baggage planners inevitably bring to the planning situation – often unclarified beliefs and positions about learning and teaching which translate eventually into positions about learners' needs, needs assessment processes and syllabus design. I want to examine the juncture between theory and practice in language needs assessment first by outlining what I think are some essential concepts in educational planning which do not ordinarily receive the credit they deserve for influencing the ways language programme planners undertake language needs assessment. Next I will try to relate general concepts and methodologies in educational needs assessment to our particular concern with needs assessment in applied linguistics. Finally, in my conclusion, I will try to isolate several key variables in the needs assessment process which planners in institutional situations will want to consider before they are overwhelmed by the forces of a large-scale language needs assessment. Throughout the discussion I will stress that language needs assessment is shaped by the local work environment and especially by the commonsense thinking of practising teachers about their work. Ultimately my goal is to move beyond the aspects of methodology which ordinarily dominate needs assessments and to suggest what factors – largely subjective in nature – influence the interpretation and use of data during the assessment process.

Competency Based Education And Training

Abstract: This book looks at the background to competency based education and training, the issues bound up in the concept of competence, the response of the National Council for Vocational Qualifications (NCVQ), the Training Agency and the Further Education Unit (FEU), and the implications for, and the response of, further education in the UK. The chapters are as follows: Introduction / John Burke; Competence based education and training: background and origins / Eric Tuxworth; Competence and standards / Bob Mansfield; Can competence and knowledge mix? / Alison Wolf; The definition of standards and their assessment / Lindsay Mitchell; The emerging model of vocational education and training / Gilbert Jessup; The Employment Department/Training Agency Standards Programme and NVQs: implications for education / Graham Debling; Curriculum implications / Geoff Stanton; An achievement-led college / Jenny Shackleton; The implementation of NVQs / John Burke; Towards the implementation of competence based curricula in colleges of FE / Ian Haffenden and Alan Brown; Initial teacher training and the NCVQ model / Michael Eraut; Emerging issues: the response of HE to competency based approaches / Tim Oates.

The Second Language Curriculum: The role of needs analysis in adult ESL programme design

Abstract: Introduction One of the fundamental principles underlying learner-centred systems of language learning is that teaching/learning programmes should be responsive to learners' needs. It is now widely accepted as a principle of programme design that needs analysis is a vital prerequisite to the specification of language learning objectives. Over recent years, however, there has been a good deal of disagreement in ELT circles over the meaning of ‘needs’ and what ‘needs analysis’ should entail. This disagreement has resulted in the emergence of two orientations to needs analysis. The first of these is based on what could be termed the ‘narrow’ or ‘product-oriented’ interpretation of needs whereby the learners' needs are seen solely in terms of the language they will have to use in a particular communication situation. Needs analysis therefore becomes a process of finding out as much as possible before learning begins about the learners' current and future language use. On the other hand, proponents of the second interpretation of needs, which I will call the ‘broad’ or ‘process-oriented’ interpretation, see needs primarily in terms of the needs of the learner as an individual in the learning situation. If this view of needs is adopted, then needs analysis means much more than the definition of target language behaviour: it means trying to identify and take into account a multiplicity of affective and cognitive variables which affect learning, such as learners’ attitudes, motivation, awareness, personality, wants, expectations and learning styles.

Alternate Research Paradigms A Review and Teaching Proposal

Abstract: This article reviews the major paradigms that are different from the positivistic research tradition of reductive experimentation and presents an approach to teaching these paradigms in graduate counseling psychology programs. Arguments and issues related to broadening reductive-positivist conceptions of research are first summarized. Three alternate paradigms, (a) the naturalistic-ethnographic, (b) the phenomenological, and (c) the cybernetic, as well as other high-context approaches are described. Each paradigm is presented in terms of its conceptual base, methodological characteristics, applications, types of research questions it can address, and its strengths and limitations. A curriculum for teaching these alternate paradigms as an extension of standard research courses is proposed. The teaching philosophy, teaching-learning mechanisms, instructional resources, and observations from past experiences of implementation are given. It is argued that such teaching would promote students 'epistemic develo...

The Second Language Curriculum.

Abstract: Part I. Curriculum Overview: 1. A decision-making framework for the coherent language curriculum Robert Keith Johnson 2. Syllabus design, curriculum development and polity determination Theodore S. Rodgers 3. DES-IMPL-EVALU-IGN: an evaluator's checklist Peter Hargreaves Part II. Ends/Means Specification: 4. Needs assessment in language programming: from theory to practice Richard Berwick 5. The role of needs analysis in adult ESL programme design Geoffrey Brindley 6. Service English programme design and opportunity cost John Swales Part III. Programme Implementation: 7. Faculty development for language programs Martha C. Pennington 8. The evolution of a teacher training programme Michael Breen, Chris Candlin, Leni Dam and Gerd Gabrielsen 9. Appropriate design: the internal organisation of course units Graham Low 10. Beyond language learning: perspectives on materials design Andrew Littlejohn and Scott Windeatt Part IV. Classroom Implementation: 11. Hidden agendas: the role of the learner in programme implementation David Nunan 12. The evaluation cycle for language learning tasks Michael Breen 13. Seeing the wood AND the trees: some thoughts on language teaching analysis H. H. Stern Part V. Evaluation: 14. Language program evaluation: a synthesis of existing possibilities James Dean Brown 15. The development and use of criterion-referenced tests of language ability in language program evaluation Lyle F. Bachman 16. Mastery decisions in program evaluation Thom Hudson 17. Tailoring the evaluation to fit the context Warwick B. Elley Bibliography Index.

Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School

Abstract: An eminently practical guide, "Teaching as Story Telling" shows teachers how to integrate imagination and reason into the curriculum when planning classes in social studies, language arts, mathematics, and science.

A case study of high school teachers' decision making models for planning and teaching science

Abstract: The focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision-making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teach.

Medical ethics education: Coming of age.

Abstract: Medical ethics education is instruction that endeavors to teach the examination of the role of values in the doctor's relationship with patients, colleagues, and society. It is one front of a broad curricular effort to develop physicians' values, social perspectives, and interpersonal skills for the practice of medicine. The authors define medical ethics education as more clinically centered than human values education and more inclusive of philosophical, social, and legal issues than is interpersonal skills training. The authors review the history of the emergence of medical ethics education over the last 20 years, examine the areas of consensus that have emerged concerning the general objectives and premises for designing medical ethics programs, and describe teaching objectives and methods, course content, and program evaluation used in such programs on both preclinical and clinical levels. The four interrelated requirements for successful institutionalization of medical ethics education programs are defined and discussed, and the paper ends with an overview of the uncertain future of medical ethics education, an accepted but still not fully mature part of physician training in the United States. An extensive reference list accompanies the article.

Emerging Literacy: Young Children Learn to Read and Write

Abstract: The contributors to this volume share practical ideas for day-care workers, teachers and curriculum specialists. The illustrated format features ideas you can use with two- to eight-year-olds in the classroom.

A Curriculum out of Balance The Case of Elementary School Mathematics

Abstract: Opportunity to learn is among the most important influences on student achievement, yet the empirical basis for knowing what is taught in schools is surprisingly weak. Elementary school mathematics is used as a context for considering what could be learned from careful descriptions of classroom content. Teacher logs and interviews show that large numbers of mathematics topics are taught for exposure with no expectation of student mastery, much of what is taught in one grade is taught again in the next, skills typically receive 10 times the emphasis given to either conceptual understanding or application, and, depending on the accidents of school and teacher assignment, the amount of mathematics instruction a student receives may be doubled or halved. These attributes of the curriculum are not in the best interests of students. Recommendations for change are offered.

Do Textbooks Dictate the Content of Mathematics Instruction in Elementary Schools

Abstract: The purposes of this investigation were to (a) describe teachers’ styles of textbook use and (b) examine the overlap between content taught and textbook content in elementary school mathematics. Using daily teacher logs and a three-dimensional classification system as guides, trained raters generated detailed classifications of all problems presented in books and all content presented to students over the course of an entire school year. The results of analyses of overlap between textbook content and content taught challenge the popular notion that elementary school teachers’ content decisions are dictated by the mathematics textbooks they use In each classroom studied, there were important differences between the curriculum of the text and teachers’ topic selection, content emphasis, and sequence of instruction.

Strategies for Teaching Learners with Special Needs

Abstract: I. TEACHING LEARNERS WITH SPECIAL NEEDS 1. Special Education in an Era of Inclusion and Standards A New World Order Target Populations and Associated Concerns Critical Legislative and Federal Initiatives Key Elements of Special Education in Schools Today Effective Teaching Special Education Teacher as Professional 2. Strategies for Collaboration Consultation and Collaboration: Models and Skills Collaboration with Students Collaboration with Families Collaboration with General Educators Collaboration with Paraeducators Collaboration with Other Personnel 3. Strategies for Curriculum Development, Effective Instruction, and Classroom Adaptations Curriculum Development Effective Instruction Curricular and Instructional Adaptations Technology Making It Work 4. Strategies for Classroom Management and Behavior Support School Factors Related to Successful Schools, Classrooms, and Students Teacher Factors Related to Classroom Organization and Management Students Factors Related to Classroom Management and Behavioral Support II. CONTENT AREAS 5. Spoken Language Communication, Language, Speech, and Language Literacy Culture and Language Literacy A Model of Language Language Development Language Disorders Assessing Language Teaching Spoken Language Teaching with Technology Making It Work 6. Reading: Introduction and Word Recognition Reading Problems and Challenges Reading in the Curriculum Assessment Word-Recognition Instruction: Elementary Level Word-Recognition Instruction: Middle and Secondary Students Teaching in the Classroom Making It Work 7. Reading Comprehension The Nature of Reading Comprehension Assessing Reading Comprehension General Instructional Approaches: Elementary Focus Comprehension Strategies Instructional Considerations: Middle and Secondary Level Making It Work 8. Written Language Written Language in the Curriculum Handwriting Spelling Written Expression Technology in the Classroom Making It Work 9. Mathematics Instruction National Initiatives Assessment Mathematics Instructional Considerations Mathematics Instruction for Students at the Secondary Level Technology in the Classroom Making It Work 10. Science and Social Studies Presenting Challenges for Students with Special Needs in Science and Social Studies Teaching Science to Learners with Special Needs Teaching Social Studies to Learners with Special Needs Assessment in Science and Social Studies Instructional Techniques in Science and Social Studies Technology in the Classroom Instructional Practices 11. Creative Arts: Visual Arts, Music, Dance, and Drama Rationale for Creative Arts Instruction General Instructional Guidelines Instruction in the Visual Arts Instruction in Music Instruction in Dance and Creative Movement Instruction in Creative Dramatics Sources of Teaching Ideas Technology in the Classroom Making It Work III. CRITICAL SKILLS 12. Study Skills Study Skills Research Types of Study Skills Assessment of Study Skills Teaching Study Skills Implementing a Study Skills Program Technology in the Classroom Making It Work 13. Social Competence and Self-Determination Skills History and Definitions Assessment Social Skills and Self-Determination Skills: Curricula and Instruction Using Technology in Your Social or Self-Determination Skills Program Establishing a Social or Self-Determination Skills Program Making It Work 14. Functional Academics and Career Development Functional Skills and Knowledge Demands of Adulthood Functional Academics Occupational and Vocational Preparation Assessing Functional Competence Making It Work: Teaching Real-Life Content 15. Transitions Across the School Years Transitions Along and Across the School Years Early Childhood Transitions and Entry into Public Schools Transition from Elementary to Secondary Education Transition from School to Community References Author Index Subject Index

The McMaster M.D. program: a case study of renewal in medical education.

Abstract: This paper presents four aspects of health professions education at McMaster University: (1) a review of the key elements of the history and distinctive approach of the Doctor of Medicine (M.D.) program; (2) a description of the process and substance of curriculum change over the past decade, focusing on a major revision of the M.D. program that began in 1983; (3) a summary of the findings of follow-up studies of McMaster M.D. program graduates; and (4) an analysis of the current context within which the Faculty of Health Sciences (of which the M.D. program is a part) is operating and a description of strategies for renewal that are being implemented. The evidence and experience to date support the assertion that satisfactory--and in some ways special--physicians can be prepared using the "McMaster approach" to medical education, but that continuous review and periodic major revisions of the educational program are both necessary and possible; they must occur in concert with developments in other sectors of Faculty of Health Sciences activities.

Procedural Display and Classroom Lessons

Abstract: Based on the microethnographic analysis of classroom lessons and on the application of cultural anthropology theory to classroom education, we argue that classroom lessons need to be understood as procedural display. Procedural display is display by teacher and students to each other of a set of interactional procedures which themselves count as doing a lesson. We argue that procedural display is not the same as nor necessarily related to the acquisition of intended academic or nonacademic content or skills. We further argue that acknowledgment of procedural display calls into question recent process-product research and effectiveness studies, among others. We argue that theoretical models of how classrooms work need to accommodate classroom lessons as procedural display.

Knowledge, attitudes, and reported practices of medical students and house staff regarding the diagnosis and treatment of alcoholism.

Abstract: Although alcoholism is prevalent in both general and inpatient populations, barriers to its timely diagnosis and effective treatment exist. These are often attributed to physicians' inadequate understanding and skill development and negative attitudes toward the disease. All Johns Hopkins' medical students and house staff, during 1986 through 1987, received a self-administered survey of their attitudes, skills, perceived role responsibility, knowledge, and reported practices with regard to alcoholism. Results indicate a strong relationship between perceived role responsibility, confidence in skills, and reported screening and referral practices among students and house staff. Knowledge levels strengthened the association between skills and practices for medical students. House staff perceived less of a responsibility for screening than medical students. There was a trend toward lower confidence and more negative attitudes among house staff than medical students. The results point to areas where educational interventions can be improved to enhance quality of care and outcomes for this major chronic disease. (JAMA. 1989;261:3115-3120)

Analysis of Differential Item Functioning in the NAEP History Assessment

Abstract: The Mantel-Haenszel approach for investigating differential item functioning was applied to U.S. history items that were administered as part of the National Assessment of Educational Progress. On some items, blacks, Hispanics, and females performed more poorly than other students, conditional on number-right score. It was hypothesized that this resulted, in part, from the fact that ethnic and gender groups differed in their exposure to the material included in the assessment. Supplementary Mantel-Haenszel analyses were undertaken in which the number of historical periods studied, as well as score, was used as a conditioning variable. Contrary to expectation, the additional conditioning did not lead to a reduction in the number of DIF items. Both methodological and substantive explanations for this unexpected result were explored. The National Assessment of Educational Progress (NAEP) is a survey of the academic achievements of American students that began in 1969. The MantelHaenszel (MH), 1959, approach to differential item functioning (DIF) analysis developed by Holland and Thayer (1988) was applied to U.S. history items that were administered in 1986 as part of a project supported by NAEP and the National Endowment for the Humanities (see Applebee, Langer, & Mullis, 1987). On about 30 percent of the items, there was some evidence that either blacks, Hispanics, or females performed more poorly than other students, conditional on number-right score. It was hypothesized that this could have resulted, in part, from the fact that ethnic and gender groups differed in their exposure to the material included in the history assessment. In this study, the results of a standard Mantel-Haenszel DIF analysis are compared to results obtained from supplementary analyses in which history course background, as well as score, is used as a conditioning variable. The purpose of this more refined matching procedure is to achieve a situation in which item performance is compared for groups of students who are of similar overall proficiency and have been exposed to similar curricula. If the original findings were indeed a reflection of differences in curriculum exposure, the new analyses should produce fewer DIF items.

School Promotion of Healthful Diet and Physical Activity: Impact on Learning Outcomes and Self-Reported Behavior:

Abstract: The Go For Health Program included classroom health education and environmental changes in school lunch and physical education to foster healthful diet and exercise among elementary school children. Interventions were based on social learning theory and implementation was based on an organizational change strategy for school innovations. Two schools were assigned to intervention and two to control conditions. Cognitive measures (behavioral capability, self-efficacy, behavioral expectations) and self-reported diet and exercise behavior were assessed at baseline and following intervention. Data were analyzed by ANOVA using the student and then the school as the unit of analysis. Statistically significant changes were observed for diet behavioral capability, self-efficacy, and behavioral expectations, use of salt, and exercise behavioral capability (fourth grade), self-efficacy (fourth grade) and frequency of participation in aerobic activity. The results provide evidence for program impact on learning outcomes and student behavior.

The moral & spiritual crisis in education : a curriculum for justice and compassion in education

Abstract: "Purpel . . . ably complements the economic and political focus of critical pedagogy by shedding new light on spiritual and moral dimensions of public discourse. His book is a welcome addition to the literature in that it articulately scrutinizes the interface of culture and education and attendant trivialization of school reform. . . . While his marvelous book offers only several examples of just schools, it enormously enriches a still unfinished dialectic." Choice "Purpel's research is exhaustive, his writing elegant, and his suggestions for students and teachers impressive." The Book Reader

Aspiration and Practice: Teacher as Curricular-Instructional Gatekeeper in Social Studies.

Abstract: ABSTRACT This paper argues that the teacher should be understood as a gatekeeper for curriculum and instruction in social studies, and that gatekeeping is a product of the frame of reference the teacher brings to it. The teacher plays the primary structuring role in the social studies classroom and, regardless of the official curriculum, constructs the curriculum that is actually provided in the classroom. As the curricular-instructional gatekeeper, the teacher makes the crucial decisions concerning content, sequence, and instructional strategy that determine the social studies experiences of students. The criteria the teacher employs to determine interpretations and uses of a curriculum are a product of his or her frame of reference. Curricular-instructional gatekeeping is a decision-making process often based on unexamined assumptions and conventions, that is, they are not conscious decisions. Though research relevant to gatekeeping is disparate and sketchy, some conclusions can be drawn and areas in need of research identified. Several studies illustrate specific aspects of gatekeeping by teachers in three domains: (1) the meaning of social studies, (2) planning for social studies, and (3) instruction in social studies. Teachers tend to substitute their own meanings of critical thinking in social studies for that intended ny the curriculum developers. There is a general neglect of continuity of lessons by social studies teachers. Though social studies curricula are textbook-based, the instruction is teacher-dominated, therefore there is much variation in gatekeeping from teacher to teacher. It is important to raise the consciousness of teachers about their gatekeeping. (Z-S)

Towards a theory of schooling

Abstract: Preface 1. Setting the agenda 2. On the Origins of the Educational Terms Class and Curriculum 3. Schooling to Order: Jean Baptist de la Salle and the Pedagogy of Elementary Education 4. Adam Smith and the Moral Economy of the Classroom System 5. On Simultaneous Instruction and the Emergence of Class Teaching 6. The Recitation Revisited 7. Notes Towards a Theory of Schooling Bibliography Index