Showing papers on "Primary education published in 1976"

Analysis of the School Preferred Reading Program in Selected Los Angeles Minority Schools.

Abstract: In 20 elementary schools participating in the Los Angeles School Preferred Reading Program, gains'in reading achievement were examined"in order to identify school and classroom policies that were most successful in raising reaaing scores of inner-city.children. All schools sampled displayed large or consistent gains for sixth-grade reading achievement, had predominantly minority-group student bodies, and were located in low-income neighborhoods. Data on schoOl and classroom practices were gathered by interview and questionnaire from principals, reading 'specialists, and classroom teaahers in the,,target schools. Background and demographic information and reading test scores for grades three through six were,recorded for members of the sixth-grade classes of 1974 and 1975 from their junior high school records. Background factors and reading test scores in earlier grades were found to account for the largest part of the variation in sixth-grade achievement, but variables reflecting particular sehool experiences 'also had signilicant influence..These factors are deScribed and illustrated in the report. Overall, the results are interpreted as supporting the continuation of the School Preferred Reading Program. (Author/AA) **********************************************************************1= Documents acquired by ERIC include many informal unpublished * .materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy, reproductions ERIC makes available * * via the ERIC Document Reproduction service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. ***********************************************************************

History of Education in America

Abstract: 1. Introduction: Applying History to Education Today. 2. Modern Educational Philosophies: Shaping the Schools. 3. American Education: Our European Heritage and the Colonial Influence. 4. American Education: The American Revolution. 5. American Education: 1812-1865. 6. American Education: 1865-1918. 7. American Education: 1918 to the Present. 8. Issues in Modern American Education. 9. Education Reform: 1980s and 1990s and the Search for Excellence. 10. Education in the Future: From Now to Then. General Annotated Bibliography. Glossary. Index.

The Teaching—Learning Process in Elementary Schools: A Synoptic View

Abstract: (1976). The Teaching—Learning Process in Elementary Schools: A Synoptic View. Curriculum Inquiry: Vol. 6, No. 1, pp. 5-43.

The Acquisition of English as a Second Language by Young Tokelau Children Living in New Zealand

Abstract: Young Tokelau children living in New Zealand are members of one of the smallest linguistic minorities in the country. Many speak the Tokelau language at home, and so their first sustained contact with the English language comes when they enter the school system at the age of five. The research reported in this study was designed to investigate two questions associated with the language education of these children during their first two years at school: (a) is it desirable to discourage continued use of the Tokelau language, and (b) how should the schools approach the task of teaching the children English? The English language skills, both formal and functional, of Tokelau children aged five and seven were investigated. Tests were constructed to assess control of English vocabulary and structure and ability to communicate in English with peers and with teachers. Two groups of native speakers of English, each the same age as the Tokelau groups, were also tested. The results indicate that the English language skills of the Tokelau children are not as well developed as those of native speakers of the same age, both when they enter school and after two years of consistent contact with English. The relevance of questions concerning their language education is thus established. Correlations between ratings of Tokelau language skills and scores obtained on the measures of English language skills indicate that, in general, the continued use of the Tokelau language has little effect on the acquisition of English as a second language. The data, however, suggests that there is some relation between the ability to speak Tokelau and both the acquisition of English vocabulary and the efficiency of communication between five year old inter-ethnic pairs in which Tokelauans are the speakers and native-speakers of English are the listeners. These results are considered within the framework of the diglossic relations that exist between English and Tokelau in New Zealand. A detailed examination of the scores obtained on the English language measures by both Tokelau speakers and native speakers of English indicates that the sequence and process of second language acquisition is substantially the same as that of first language acquisition. There is little evidence of transference by the Tokelau speakers from their knowledge of their native languages to the task of understanding English. This is seen as tentative support for the experiential approach currently followed in New Zealand infant rooms. There is however some indication that early help with English vocabulary may be useful. The significance of these results is considered in the light of information derived from three studies that were complementary to the main research. These studies covered such areas as the relation between home language use and the development of second language skills, factors contributing to communicative success, and the implications of the research for language testing. Some recommendations for the language education of young Tokelau children are offered.

A tutoring and student modelling paradigm for gaming environments

Abstract: This paper describes a paradigm for tutorial systems capable of automatically providing feedback and hints in a game environment. The paradigm is illustrated by a tutoring system for the PLATO game “How the West Was Won”. The system uses a computer-based “Expert” player to evaluate a student's moves and construct a “differential model” of the student's behavior with respect to the Expert's. The essential aspects of the student's behavior are analyzed with respect to a set of “issues”, which are addressed to the basic conceptual constraints that might prevent the student's full utilization of the environment. Issues are viewed as procedural specialists that “wake-up” or become active when an instance of an issue manifests itself in a move. These issue specialists help the Tutor isolate what to comment on. The intent of the system is to transform a “fun” game into a productive learning environment without altering the student's enjoyment.

Special-class EMR children mainstreamed: a study of an aptitude (learning potential) X treatment interaction

Abstract: Academic, personal, and social growth were compared for special-class EMR children who were assigned randomly to regular grades or retained in special classes at three time intervals: prior to the assignment, 2 month after assignment, and at the conclusion of the school year. There were no significant differences between the two groups prior to or 2 months after reintegration. After one school year, the reintegrated children were more internally controlled, had more positive attitudes toward school, and were more reflective in their behavior. The hypothesis that the more able students by the learning potential criterion would benefit more from regular than special-class placement was supported. These students expressed more positive feelings toward themselves as students, felt others perceived them as more competent, and behaved more reflectively when they were integrated than when assigned to special class. The high-able (learning potential) students performed more competently academically than the low-able (learning potential) students, regardless of placement.

The Cultural Origins of Popular Literacy in England 1500‐1850

Abstract: (1976). The Cultural Origins of Popular Literacy in England 1500‐1850. Oxford Review of Education: Vol. 2, No. 3, pp. 255-275.

Patterns of Black Excellence.

Abstract: T history of the advancement of black Americans is almost a laboratory study of human achievement, for it extends back to slavery and was accomplished in the face of the strongest opposition confronting any American racial or ethnic group. Yet this mass advancement is little discussed and seldom researched, except for lionizing some individuals or compiling a record of political milestones. But the story of how millions of people developed from the depths of slavery-acquired work skills, personal discipline, human ideals, and the whole complex of knowledge and values required for achievement in a modem society-is a largely untold story. A glance at the mass of human misery around the world shows that such development is by no means an automatic process. Yet how it was accomplished remains a matter of little concern-in contrast to the unflagging interest in social pathology. One small, but important, part of the advancement of black Americans has been educational achievement. Here, as in other areas, the pathology is well known and extensively documented, while the healthy or outstanding functioning is almost totally unknown and unstudied. Yet educational excellence has been achieved by black Americans. _ Current speculative discussions of the \"pre-

Sex Differences in Spatial Abilities.

Abstract: A number of standard tests of verbal, mathematical, and spatial abilities show sex differences (Maccoby and Jacklin 1974) Although only about one girl in twenty performs as well as the average boy on tests requiring the manipulation of spatial relationships, only one boy in five performs at the average level of ability of girls on tests requiring the discrimination and matching of fine visual detail The fact that males outperform females on specific spatial tests is not in general dispute, but the explanation for these differences is a topic of controversy (Anderson et al 1954; Buffery and Gray 1972) Some contend that these sex differences are genetically transmitted by a sex-linked recessive gene Others argue that they are the result of differences in childrearing practices, learning opportunities, or cultural expectations Still others maintain that sex differences occur through the complex interaction of social and biological factors The examples of research presented here were chosen to highlight unresolved issues We will look first at the ways in which space has been defined and spatial abilities have been measured Then we will sample research findings to illustrate the problems of interpretation regarding sex differences in spatial ability