Table of Contents	Search Strategy	Articles Chosen
Section One Computer Related Search Results	http://ericir.syr. edu/Eric/adv_search.shtml This link takes you to the Advanced Search on Eric.	29 Articles Total Articles found as Final Choice with Computer Related Search Terms.
Technology Education in Middle Grades on the Internet Link One	1. 64670 Technology 2.55950 and Education 3. 1444 and Middle 4. 528 and Grades 5.  41 and Internet 6. Final Choices #1, #6, #13, and #19.	4 Articles 1.   ERIC_NO: ED419514 TITLE: Middle School Teachers' Use of On-Line Communications. AUTHOR: Alagbe, Agodi F.; Lemlech, Johanna K. 2.  ERIC_NO: ED401888 TITLE: Effectively Using Technology To Develop Independent Research Topics by Middle School Language Arts Students. AUTHOR: Carper, Leona Jayne 3. ERIC_NO: EJ603191 TITLE: Technology in the Language Arts Classroom: Is It Worth the Trouble? AUTHOR: Lee, Gretchen 4. ERIC_NO: ED427693   TITLE: Collaborative Learning in Web Based Instruction. AUTHOR: Comeaux, Patricia; Huber, Richard; Kasprzak, James; Nixon, Mary Anne
Learner Controlled Instruction in Middle Grades Link Two	1. 24243 Learner 2.  2262 and Controlled 3.  1730 and Instruction 4.  41 and Middle 5. 13 and Grades 6. Final Choices #3, and #4.	2 Articles 1. ERIC_NO: ED304232   TITLE: Instructional Practices for Middle Grade Students: Developing Self Directed Learners. Practitioner's Monograph #3. AUTHOR: Lake, Sara 2. ERIC_NO: ED213675 TITLE: Technology in the Classroom: Initiative or Response? New Directions in Curriculum Development.  AUTHOR: Damarin, Suzanne K.
Online Systems in Middle Grades Link Three	1. 11054 Online 2. 7700 and Systems 3. 58 and Middle 4.  17 and Grades 5.  Final Choices #6 and #14.	2 Articles 1. ERIC_NO: EJ434762 TITLE: The Interactive Computer: Authors and Readers Online. AUTHOR: Saccardi, Marianne 2.ERIC_NO: ED388312 TITLE: Final Guidelines and Procedures for Teacher Development Systems: Integrating Technology and Instruction. AUTHOR: Fleming-McCormick, Treseen; And Others
Computer Managed Instruction in Middle Grades Link Four	1.  76321 Computer 2.  10225 and Managed 3. 4624 and Instruction 4. 124 and Middle 5. 60 and Grades 6.  Final Choices #1, #5 and #29.	3 Articles 1.  ERIC_NO: EJ434682 TITLE: Monitoring Instructional Performance. AUTHOR: Merron, Myrna W. 2. ERIC_NO: ED319243 TITLE: Passport: Technology To Help the Middle Grades Second Languages Teacher 3.  ERIC_NO: ED342160 TITLE: Evaluation of the Integration of Technology for Instructing Handicapped Children (Middle School Level). Final Report of Phase II. AUTHOR: Zorfass, Judith; And Others
Educational Media in Middle Grades using Video Link Five	1. 809121 Educational 2. 33924 and Media 3. 793 and Middle 4.  267 and Grades 5.  25 and Video 6.  Final Choices #6, #9, and 23.	3 Articles 1.  ERIC_NO: ED373772 TITLE: The Effects of Multimedia Presentation Formats on the Spatial Recall of a Narrative. AUTHOR: Ottaviani, Barbara Fields; Black, John B. 2.  ERIC_NO: ED389286 TITLE: The Effectiveness of Television Captioning on Comprehension and Preference. AUTHOR: Kirkland, C. Eric; And Others 3.  ERIC_NO: EJ425647   TITLE: Write, P.L.E.A.S.E.: A Video Assisted Strategic Intervention to Improve Written Expression of Inefficient Learners.
Computer Software Selection in Middle Grades Link Six	1. 76321 Computer 2.  16126 and Software 3.  2575 and Selection 4.  61 and Middle 5.  24 and Grades 6.  Final Choices #4, #7, 24.	3 Articles 1.  ERIC_NO: ED433500 TITLE: Improving Reading Strategies through the Use of Technology. AUTHOR: Lange, Mary; McCarty, Camille; Norman, Linda; Upchurch, Noelle 2.  ERIC_NO: ED297703 TITLE: Software Selection, Evaluation and Organization [and] Software Reviews. Article Reprints. 3.  ERIC_NO: ED350996 TITLE: Using Telecommunications in Middle School Reading. Fastback 335. AUTHOR: Potter, Rosemary Lee
Educational Television in Middle Grades Language Arts Link Seven	1.  809121 Educational 2. 15920 and Television 3. 347 and Middle 4.  114 and Grades 5. 9 and Language Arts 6. Final Choices #2, and #8.	2 Articles 1.  ERIC_NO: ED001334 TITLE: INSTRUCTIONAL TELEVISION FOR THE MIDDLE PRIMARY. A TEACHER GUIDE, SEMESTER II. AUTHOR: DELIKAN, ALFRED; AND OTHERS 2. ERIC_NO: ED268980 TITLE: ITV and Radio Resources in the Defined Minimum Program. 1985-86 Curriculum Guide. A Guide for Use of Instructional Television and Radio Programs Presented over the South Carolina Educational Television and Radio Networks, in Meeting Curriculum Needs in Elementary, Junior High and Senior High Levels of Instruction. AUTHOR: Phillips, A. Wayne, Ed.
Multimedia Materials in Middle Grades Link Eight	1. 6453 Multimedia 2.  3448 and Materials 3. 92 and Middle 4. 40 and Grades 5.  Final Choices #4, #10, #12 and #35.	4 Articles 1.  ERIC_NO: EJ544898 TITLE: Using a CD-ROM Encyclopedia: Interaction of Teachers, Middle School Students, Library Media Specialists, and the Technology. AUTHOR: Albaugh, Patti R.; And Others 2.  ERIC_NO: ED428738 TITLE: Examining How Middle School Students Use Problem-Based Learning Software. AUTHOR: Williams, Douglas C.; Hemstreet, Susan; Liu, Min; Smith, Vickie Dunlevy 3.  ERIC_NO: ED427675 TITLE: A Smart Curriculum for Middle-School Science Instruction: A Web-Based Curriculum Integrating Assessment and Instruction. 4. ERIC_NO: ED430272 TITLE: Standards for Excellence in Education. [Multimedia Kit].
Assistive Devices (Disabled) in Language Arts Link 9	1. 70116 Assistive 2. 2147 and Devices 3. 1097 and Disabled 4. 3 and Language Arts 5. Final Choices #1, #2 and #3.	3 Articles 1. ERIC_NO: EJ476587 TITLE: Reading and Writing: Integrating Software into the Curriculum. AUTHOR: Cohen, Libby G.; Spenciner, Loraine J. 2. ERIC_NO: ED299720 TITLE: Access: Exceptional Children and Technology. 3. ERIC_NO: ED407762 TITLE: A Book of Possibilities: Activities Using Simple Technology. Academic Collection. AUTHOR: Canfield, Helen; Locke, Peggy
Programmed Instructional Materials in Middle Grades Language Arts Link 10	1. 365292 Programmed 2. 114744 and Instructional 3. 39277 and Materials 4. 88 and Middle Grades 5. 8 and Language Arts 6. Final Choices #2, #4, and #8.	3 Articles 1. ERIC_NO: ED324121 TITLE: Promising Practices in Major Academic Subjects in the Middle Grades. Report No. 4. AUTHOR: Epstein, Joyce L.; Salinas, Karen Clark 2. ERIC_NO: ED092961 TITLE: Curriculum Development Workshop-Seminar in Media. Final Report. 3. ERIC_NO: ED101301 TITLE: Language Development and Reading Comprehension in the Middle Grades. AUTHOR: Pflaum, Susanna Whitney
Section 2 Professional Related Search Results	http://ericir.syr. edu/Eric/adv_search.shtml This link takes you to the Advanced Search on Eric.	29 Articles Total Articles found as Final Choice with Professional Related Search Terms.
Excellence in Education in Middle Grades Language Arts Link 11	1. 10470 Excellence 2. 9676 and Education 3. 364 and Middle 4. 143 and Grades 5. 9 and Language Arts 6. Final Choices #4, #5 and #9.	3 Articles 1.  ERIC_NO: ED392268 TITLE: School Reform and Student Diversity: Exemplary Schooling for Language Minority Students. NCBE Resource Collection Series No. 4. AUTHOR: McLeod, Beverly 2.  ERIC_NO: ED262388 TITLE: Teaching Strategies to Fit the Learning Styles of Gifted Readers in the Middle Grades. AUTHOR: Ross, Elinor; Wright, Jill 3.  ERIC_NO: ED232631   TITLE: Comprehension Power Program. Micro SIFT Courseware Evaluation.
Discipline and Student Behavior in Middle Grades Link 12	1.  23509 Discipline 2.  1603 and Student Behavior 3.  3 and Middle Grades 4.  Final Choices #1, #2, and #3.	3 Articles 1. ERIC_NO: ED396833 TITLE: The Implementation of a Positive Discipline Program To Increase the Social Skills of Middle Grade Students. AUTHOR: Forbes, Reginald D. 2. ERIC_NO: EJ606961 TITLE: Middle-Grade Predictors of Students' Motivation and Behavior in High School. AUTHOR: Murdock, Tamera B.; Anderman, Lynley H.; Hodge, Sheryl A. 3.  ERIC_NO: EJ291228 TITLE: Discipline in the Classroom: Perceptions of Middle Grade Teachers. AUTHOR: Baer, G. Thomas; And Others
Student Centered Curriculum in Middle Grades Link 13	1. 427653 Student 2. 37076 and Centered 3. 11749 and Curriculum 4.  34 and Middle Grades 5. Final Choices #4, #5, #10, #11, #16.	5 Articles 1. ERIC_NO: ED333593 TITLE: Defining an Effective Climate for a Middle Level School. Practitioner's Monograph No. 11. AUTHOR: Lake, Sara 2.  ERIC_NO: ED415503 TITLE: On the Brink: Negotiating Literature and Life with Adolescents. Language and Literacy Series. AUTHOR: Hynds, Susan 3. ERIC_NO: ED324828 TITLE: Quality Criteria for Middle Grades: Planning, Implementing, Self-Study, and Program Quality Review. 4.  ERIC_NO: EJ597792 TITLE: Student-Focused Instruction: Balancing Limits with Freedom in the Middle Grades. AUTHOR: Vatterott, Cathy 5. ERIC_NO: ED443752 TITLE: Landmines: The Hidden Crisis. For Middle School Grades. AUTHOR: Johnson, Jacquelyn S.
Curriculum Based Assessment in Middle Grades Link 14	1. 142539 Curriculum 2. 25853 and Based 3.  6024 and Assessment 4.  19 and Middle Grades 5.  Final Choices #5, #14, and #16.	3 Articles 1. ERIC_NO: ED389772 TITLE: Standards-Based Reform: What Does It Mean for the Middle Grades? AUTHOR: Wheelock, Anne 2. ERIC_NO: ED348738 TITLE: Principles To Support Higher Order Learning in the Middle Grades. 3. ERIC_NO: ED222852 TITLE: How Adequate are the Assumptions Underlying Literature Comprehension in the Middle Grades? AUTHOR: Farrar, Mary Thomas
Regular and Special Education Relationships in Middle School Link 15	1. 15921 Regular 2. 3965 and Special Education 3. 1915 and Relationships 4. 71 and Middle School 5. Final Choices #2, #11, #14, #49, and #57.	5 Articles 1.  ERIC_NO: ED417911 TITLE: Including Students with Severe Disabilities in Rural Middle and High School: Perceptions of Classroom Teachers. AUTHOR: Sebastian, Joan P.; Mathot-Buckner, Connie 2. ERIC_NO: ED338638 TITLE: Strategies for Full Inclusion. Project Report Number 89-4. AUTHOR: York, Jennifer, Ed.; And Others 3.  ERIC_NO: ED334775 TITLE: New Help for the Middle School Student with Learning Disabilities. AUTHOR: Goor, Mark; Polhill, Fay 4.  ERIC_NO: EJ437679 TITLE: Taking AIM to Assist Middle School Students with Special Needs. AUTHOR: Howell, Paul 5. ERIC_NO: EJ492173 TITLE: The Marriage of Special and Regular Education through Inclusion. AUTHOR: Denton, Melissa; Foley, D. J.
Student Publications in Middle Grades Language Arts Link 16	1. 427653 Student 2. 62076 and Publications 3. 134 and Middle Grades 4. 9 Language Arts 5. Final Choices #7 and #8.	2 Articles       1. ERIC_NO: EJ433428 Title: New Directions in the Middle Grades. Author: Epstein, Joyce; Salinas, Karen 2. ERIC_NO: ED440634 Title: Information Skills Tool kit: Collaborative Integrated Instruction for the Middle Grades. Professional Growth Series. Author: Logan, Debra Kay
Reading Strategies in Middle Grades Link 17	1. 99915 Reading 2. 12798 and Strategies 3. 53 and Middle Grades 4. Final Choices #4, #22, and #35.	3 Articles 1. ERIC_NO: ED441223 TITLE: Struggling Adolescent Readers: A Collection of Teaching Strategies. AUTHOR: Moore, David W., Ed.; Alvermann, Donna E., Ed.; Hinchman, Kathleen A., Ed. 2. ERIC_NO: ED392518 TITLE: Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. What Research and Practice Say about Improving Achievement. AUTHOR: Cole, Robert W., Ed. 3. ERIC_NO: EJ291354 TITLE: The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text. AUTHOR: Taylor, Barbara M.; Beach, Richard W.
Reading and Writing Relationship in Middle School Language Arts Link 18	1. 99915 Reading 2 22421 and Writing 3. 5097 and Relationship 4. 598 Language Arts 5. 37 and Middle School 6. Final Choices #1 and #6.	2 Articles 1. ERIC_NO: ED403580 TITLE: Teaching the Language Arts: Expanding Thinking through Student-Centered Instruction. Second Edition. AUTHOR: Block, Cathy Collins 2. ERIC_NO: ED179969 TITLE: A Guide to the Relationship between Reading and Writing. AUTHOR: Smelstor, Marjorie, Ed.
Student Writing Models in Middle School Language Arts Link 19	1. 427653 Student 2. 39526 and Writing 3. 4767 and Models 4. 402 and Language Arts 5. 31 and Middle School 6.  Final Choices #3 and #23.	2 Articles 1. ERIC_NO: ED430236 TITLE: Navigating the Map: Communication Arts. Middle School. Spring 1998 Assessment. 2. ERIC_NO: ED415520 TITLE: Go Public! Encouraging Student Writers To Publish. AUTHOR: Rubenstein, Susanne
Bi-lingual Instructional Materials Link 20	1. 38 Bi-Lingual 2. 6 and Instructional Materials 3. Final Choice #1.	1 Article 1. ERIC_NO: ED253063 TITLE: On Developing ESL and Bi-Lingual Activities Transferable to the Academic Classroom. AUTHOR: Johns, Ann M.

• Computer Related Search Results

Technology Education in Middle Grades on the Internet

1.   ERIC_NO: ED419514

  Citation:

     Alagbe, Agodi F., & Lemlech, Johanna K. (1998). Middle School Teachers' Use of On-Line Communications.  (Report no. IR 019 0135).  San Diego, CA: American Educational Research Association. (ERIC Document Reproduction Service No. ED 419 514)

ABSTRACT: This study examined the patterns of use, effects on roles and relationships, problems and preparations needs posed by the use of the Internet in middle school classrooms. Two technology rich inner city middle schools in the Greater Los Angeles area were selected as pools from which to select teacher participants. Data collection was designed to gather information on teachers' preplanning processes, the actual instructional processes, and teachers' and students' reflections about instruction. Teacher responses to the following questions are provided: (1) "In what ways do teachers use online communications in the classroom?"; (2) "In what subject fields do teachers use online communications?"; (3) "What purpose(s) does the new technology serve in the curriculum?"; (4) "What problems do teachers and students encounter when using online communications?"; (5) "How does the use of the new technology affect the learning environment?"; (6) "How does the use of the new technology affect roles and relationships in the learning environment?"; (7) "What are the perceptions of teachers and students regarding impact and value of this technology?"; and (8) "What preparation is needed by teachers and students to use the new technology?" Results and implications are discussed in terms of philosophic and sociological, management, and curriculum and instructional issues. (AEF)

DESCRIPTORS: *Computer Assisted Instruction; Computer Uses in Education; *Educational Technology; Instructional Development; Intermediate Grades; *Internet; Junior High Schools; *Middle Schools; Online Systems; *Teacher Attitudes; Teaching Methods
IDENTIFIERS: *Middle School Teachers


2.  ERIC_NO: ED401888

Citation:

   Carper, Leona, Jayne. (1996). Effectively Using Technology to Develop Independent Research Topics by Middle School Language Students . (Report No. IR056 130).  Arizona:  Nova Southeastern University.  Ed. D. Practicum. (ERIC Document Reproduction Service No. ED 401 888).

ABSTRACT: This practicum was designed to increase the effective use of technology by language arts students in middle schools involved in independent research activities. Technology was made available to students in the classroom and in the library to use as a resource to investigate and research topics. Seventh grade students (n=57) were given instruction in Boolean searching techniques to use the library's computerized card catalog system and the Internet located in the classroom, and in how to develop a research topic and why following a specific research sequence is desirable. Analysis of the data revealed that students involved in selecting their own research topics met with success. Students were enthusiastic and anxious to use technology to locate sources and material for their ideas. Students were more apt to spend time in the research process gathering information when they were involved in their own topics. Having a clear direction and understanding on how to access information enhanced students' assignments and projects. Recommendations for other educators for establishing systems for students to become managers of their time, independent researchers, and literate technology users are provided. Appendices include student questionnaires; technology usage sign-up sheets; rubric; parent letter; research pamphlet; Boolean handouts; and an online service conduct and ethics statement. (Contains 17 references.) (Author/SWC)

DESCRIPTORS: *Computer Uses in Education; Grade 7; Internet; Junior High Schools; *Language Arts; Library Instruction; *Middle Schools; Online Catalogs; *Online Searching; *Research Design; Research Papers (Students); Research Tools; School Libraries; Search Strategies; *Student Research; Student Role; Time Management; User Needs (Information)


3. ERIC_NO: EJ603191

Citation:
  
   Lee, Gretchen. (2000). Technology in the Arts Classroom: Is it Worth the Trouble?  Voices from the Middle, 7 (3), 24-32.

ABSTRACT: Suggests the authentic audience found on the Internet has a profound effect on the quality of student writing in all grades, and that the key to successful technology projects is integrating them into the curriculum so that computers are a means, not an end. Offers ideas for classroom activities and projects using stand-alone computers, and using computers with Internet access. (SR)

DESCRIPTORS: *Audience Awareness; Class Activities; *Computer Uses in Education; *Educational Technology; English Instruction; Intermediate Grades; Internet; Junior High Schools; *Language Arts; Middle Schools; Student Attitudes; Writing Instruction


4.  ERIC_NO: ED427693

Citation:

   Comeaux, Patricia; Huber, Richard; Kasprzak, James; Nixon, Mary Anne. (1998, November 7-12).  Collaborative Learning in Web-based Instruction.  WebNet 98 World Conference of the WWW Internet, and Intranet Proceedings, 3 .(ERIC Document No. ED 427 693).

ABSTRACT: Scholars and proponents of computer supported learning advocate the use of collaborative learning as an important component of Internet courses. Advocates claim that computer supported collaborative learning (CSCL) is an instructional strategy that can help instructors avoid the pitfalls of Internet correspondence courses that rely on information acquisition and regurgitation of rote answers that reflect low level learning. As educators transition their course from traditional to Internet learning, a paramount concern is maintaining the essentials of a collaborative learning environment. Following a brief theoretical background of collaborative learning as an instructional strategy, four panelists describe the use of collaborative learning in three different educational contexts: (1) an environmental education program for middle school science teachers in North Carolina; (2) a graduate project management course for individuals working full time in organizations throughout the United States; and (3) a graduate course in applications of information technology for military personnel throughout the world. (Author/AEF)

DESCRIPTORS: Business Administration Education; *Computer Assisted Instruction; Computer Mediated Communication; *Cooperative Learning; *Distance Education; Educational Strategies; Educational Technology; Environmental Education; Graduate Study; Higher Education; Information Technology; Inservice Teacher Education; *Instructional Design; Intermediate Grades; Junior High Schools; Learning Activities; Middle Schools; Military Training; Science Teachers; Teaching Methods; *World Wide Web



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Learner Controlled Instruction Middle Grades

1.   ERIC_NO: ED304232

Citation:

   Lake, Sara.  (1988). Instructional Practices for Middle Grade Students: Developing Self-Directed Learners.  Practitioner's Monograph #3 .  (Report No. PS017834).  Sacramento, CA: California League of Middle Schools. (ERIC Document Reproduction Service No. ED 304 232)

ABSTRACT: This practitioner's monograph concerns instructional practices for developing self-directed learning among middle-school students. The monograph provides a definition of self-directed learning, a review of the developmental needs of middle-grade students, a description of a classroom environment designed to facilitate self-directed learning, and an overview of instructional strategies for middle-graders. Self-directed learners are defined as students who have mastered the basic study skills and who have a sense of conscious control over learning tasks. Students' developmental needs are described in sections focusing on physical, intellectual, cognitive, emotional, social, moral, and ethical development. The classroom environment is described in terms of qualities that foster self-directed learning and of obstacles to a self-directed learning environment. Instructional strategies suggested concern whole class lectures, questioning and discussion, individualized instruction, peer-based learning, projects, and teacher-student planning. (RH)

DESCRIPTORS: *Classroom Environment; Definitions; Guidelines; *Independent Study; *Individual Development; Intermediate Grades; *Junior High School Students; Junior High Schools; *Middle Schools; Teacher Role; *Teaching Methods



2. ERIC_NO: ED213675

Citation:
  
   Damarin, Suzanne, K.  (1982).  Technology in the Classroom: Initiative or Response?  New Directions in Curriculum Development .  (Report No. SP019705).  Houston, TX: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED 213 675).

ABSTRACT: Within the last five years there has been a great deal of change in the role of technology in the schools. The advent of microcomputers has had an impact on instructional techniques as has the development of interactive graphics and animation, and other technologies such as videodisc and micronet. Teacher educators face the responsibility of preparing teachers to teachstudents who will be living and working in the computer age. There are threemajor issues that teacher educators must consider in addressing the effectof computers on curriculum and instruction. First, educators should considerways that the proliferation of computers and the growth of computer related technologies can and should affect the content of curriculum and instruction.A second issue to be considered is how the availability of computers in schoolscan and should affect the quality of appropriate content. The implicationsof the computer age for teacher education comprise the third issue. The Technology and Basic Skills Project - Mathematics at Ohio State University addresses all three issues as they are related to the teaching of mathematical concepts and problem solving skills to middle grade students. The program's principles and techniques are generalizable to other grades and to other subject areas. A primary principle of the program is that computers should be viewed byboth the student and the teacher as a tool with multiple uses, includingrecord keeping, data collecting, altering the content and quality of instruction, and problem solving. Effective use of computers can afford learners the opportunity to experiment with and control the cognitive environment in which they are working and learning. Teacher educators must begin to prepare teachers for the computer age and must focus on the very best this technology can offer to education. (JD)

DESCRIPTORS: *Computer Assisted Instruction; *Computer Literacy; *Computer Science; Curriculum Development; *Educational Responsibility; *Educational Technology; Elementary Secondary Education; Higher Education; Teacher Education; *Teacher Educators; Teaching Methods



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Online Systems in Middle Grades

1. ERIC_NO: EJ434762

Citation:

   Saccardi, Marianne. (1991, October).  The Interactive Computer: Authors and Readers Online.  School Library Journal, 37 (10), 36-38.

ABSTRACT: Describes a computer literature project for middle school and high school students that was developed through the Fairfield-Westchester Children's Reading Project (CT) to promote online discussions between students and authors. Classroom activities are described, project financing is discussed, and teacher responses that indicate positive effects on student motivation are reported. (LRW)

DESCRIPTORS: *Adolescent Literature; Authors; Class Activities; *Computer Assisted Instruction; Curriculum Development; Financial Support; Intermediate Grades; Learning Activities; Middle Schools; *Online Systems; *Reading Programs; Secondary Education; Student Motivation; Student Reaction; Teacher Response


2. ERIC_NO: ED388312

Citation:

Fleming-McCormic, Treseen; and Others. (1995) Final Guidelines and Procedures for Teacher Development Systems: Integrating Technology and Instruction.  (Report No. IR017 462). Washington, DC: Office of Educational Research and Improvement.  (Contract No. RI91002006).

ABSTRACT: This paper examines how technology was used to enhance instruction in schools that are viewed as "promising" in their technology use by individuals in state education agencies. Four elementary, three middle and two high schools from Arizona, California and Nevada were examined. Extensive document review and telephone interviews were conducted in preparation for two person 1- to 2-day site visits. Four schools reported that teachers actively used technology in instructional delivery; minimal equipment included a computer, Video Cassette Recorder (VCR) and large video monitor in each classroom for multimedia presentations. A few teachers incorporated online telecommunications into their curriculum and instruction. Students used computers for learning keyboarding or practicing word processing and graphics; students at schools with Internet capacity used it for doing research for class projects. Five schools offered video production opportunities for students. In terms of technology integration, three trends were consistent: (1) using technology in project based curriculum, (2) concerns with articulation issues between grade levels, and (3) an increased legitimation of "technology as curriculum" at upper-grade levels. Staff training and support depended on technology types, schools' equipment and availability of training personnel, the purposes and manner for which technology was going to be used, and the breadth and level of technology skills already held by the teachers. Schools used two additional strategies to provide support for technology use: access to a variety of technologies and use of technology beyond the school. Contains ten references. (AEF)

DESCRIPTORS: Computer Assisted Instruction; *Computer Uses in Education; *Curriculum Development; Elementary Schools; Elementary Secondary Education; Faculty Development; High Schools; Instructional Design; *Instructional Innovation; *Integrated Activities; Middle Schools; Student Projects; Teaching Methods; Telecommunications; *Use Studies; Video Equipment



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Computer Managed Instruction in Middle Grades

1. ERIC_NO: EJ434682

Citation:

   Merron, Myrna, W.  (1991, September-October). Monitoring Instructional Performance. Media and Methods, 28 (1) 18,42.

ABSTRACT: Discusses computer-based instructional management systems and explains how they can help meet goals of individualized learning. Hardware and software components are explained, the use of an instructional management system in a middle school is described, system selection considerations are suggested, and teacher benefits are considered. (LRW)

DESCRIPTORS: Academic Achievement; *Computer Managed Instruction; Computer Software Selection; Educational Objectives; Individualized Instruction; Intermediate Grades; Middle Schools; Teacher Attitudes



2. ERIC_NO: ED319243

Citation:

   North Carolina State. (1990).  Passport:  Technology To Help the Middle Grades Second Languages Teachers .  (Report No. FL018535).  North Carolina: State Government Printing Office. (ERIC Document Reproduction Service No. ED 319 243).

ABSTRACT: This guide, resulting from a four-site middle school study of the use of computers and related technology in second language instruction, is presented for the use by middle school language teachers. The guide includes lessons, coded to the state teacher handbook for second language instruction, and management hints, sample lesson plans, and other resources. Introductory material includes an overview of the project, a list of project sites, and lists of individuals and software that may be useful resources for classroom teachers. A lesson plan template is also included. Sample lesson plans consist of software lessons for word processing in both French and Spanish courses, for language study in both French and Spanish, and for creative activities, including educational games and word processing utilities. The lesson plans are tied to specific, generally-available computer programs, and contain illustrations of computer screens contained in the programs. An instructional telecommunications network, available to educators in North Carolina, is also described. Suggestions and directions for classroom use of the electronic mail capabilities are offered. An appendix contains illustrated instructions for adapting a television and videocassette recorder for use as a computer monitor. (MSE)

DESCRIPTORS: Classroom Techniques; *Computer Assisted Instruction; *Computer Software; *French; Games; Information Networks; Intermediate Grades; Junior High Schools; Lesson Plans; *Middle Schools; Second Language Instruction; *Spanish; Telecommunications; Word Processing 


3. ERIC_NO: ED342160

Citation:

   Zorfass, Judith; And Others.  (1991).  Evaluation of the Integration of Technology for Instructing Handicapped Children (Middle School Level).  Final Report of Phase II.  (Report No. EC300919).  Massachusetts:  Make It Happen. (ERIC Document Reproduction No. ED 342 160).

ABSTRACT: This report describes the development and field test of "Make It Happen!," a school-based approach to integrating technology into the middle school curriculum. This activity, conducted between October 1989 and May 1991, constituted Phase II of a 5-year study of technology integration for mildly handicapped students in four middle schools in Massachusetts. "Make It Happen!" supports teams of content area and special education teachers in designing and implementing an interdisciplinary, inquiry-based curriculum unit that integrates technology in multiple ways. Seven principles form the backbone of the approach; they affirm that it: (1) guides schools in producing curriculum that responds to the dramatic developmental changes in adolescence; (2) engages teachers themselves in an inquiry process; (3) reflects the assumption that inquiry-based learning benefits all students, including those with special needs; (4) promotes change concurrently at the organizational, curriculum, and instructional levels; (5) involves all sectors of the school community in developing the curriculum; (6) makes ongoing communication and collaboration a priority; and (7) identifies specific tasks required during each phase and provides guidance over an extended period of time. Key organizational components of the approach include overall leadership by the principal; ongoing guidance by a strong facilitator; decision making by a site-based management team; and curriculum design, implementation, and evaluation by an interdisciplinary team of teachers. The instructional core of the unit is a model of inquiry learning called the I-Search in which students pose questions, gather and integrate information from varied sources, and write both about their inquiry process and what they have learned. Appendices contain questionnaires used in administering the program and a list of activities carried out to disseminate program findings. (Includes approximately 70 references) (JDD)

DESCRIPTORS: *Computer Assisted Instruction; *Curriculum Development; Demonstration Programs; Federal Programs; *Inquiry; Integrated Activities; Interdisciplinary Approach; Intermediate Grades; Junior High Schools; *Mainstreaming; Middle Schools; *Mild Disabilities; Models; Program Development; Teaching Methods; Teamwork; *Technology

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Educational Media in Middle Grades using Video

1. ERIC_NO: ED373772

Citation:

   Ottaviani, Barbara Fields; Black, John B.  (1994). The Effects of Multimedia Presentation Formats on the Spatial Recall of a Narrative .  (Report No. IR016782).  Nashville, TN: Research and Theory Division.  National Convention of the Association for Educational Communications and Technology.  (ERIC Document Reproduction Service No. ED 373 772).

ABSTRACT: This study investigated four types of media formats: (1) talking head; (2) voice-under-text; (3) voice-under-video; and (4) multiformat (combination of talking head, voice-under-video, and text). Sixty-four suburban middle-school students were shown four different narrative stories, each presented in a different media format. Students were tested to determine what they remembered through verbal recall and a spatial task. Memory differed depending on format. The formats that most enhanced memory were the primarily visual formats (multiformat and voice-under-video styles). Students were less apt to remember stories presented in the primarily audio (voice-under-text and talking head) formats. In contrast, initial analysis of spatial recall was inconclusive. This may have been due more to the inadequacy of the scoring scheme than real differences in the drawings. Some suggestions are made for improving scoring through coding spatial relationships and verbal responses. Four tables present study findings. (Contains 40 references.) (Author/SLD)

DESCRIPTORS: Audiovisual Aids; Comparative Analysis; Instructional Materials; Intermediate Grades; Junior High Schools; Middle Schools; *Multimedia Instruction; *Narration; Noise (Sound); *Recall (Psychology); Scoring; Spatial Ability; *Videotape Recordings; *Visual Perception



2. ERIC_NO: ED389286

Citation:

   Kirkland, C. Eric; And Others.  (1995).  The Effectiveness of Television Captioning on Comprehension and Preference .  (Report No. IR017499).  San Francisco, CA:  Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 389 286).

ABSTRACT: The educational and motivational benefits of captioning have been established for people who are deaf or hard-of-hearing as well as for students who have a learning disability or who have limited English proficiency. The primary goal of this study was to determine whether technological enhancements to captioning would benefit children with learning disabilities and the general population of students. An evaluation was conducted of the effects of the speed of captioning on comprehension and the secondary effects of advance organizers on comprehension and preference. Middle school students with learning disabilities were the focus of this study; 317 eighth grade students, 68 with learning disabilities or special education needs, were examined. Half of the classes were asked questions that served as advance organizers for videos on a science topic; the other half viewed videos without advance organizers. All classes were assigned three captioning levels: standard, edited, or highlighted. The use of videos enhanced by captioning and the use of advance organizers was shown to positively affect students' comprehension and attitudes. Irrespective of advance organizers and group identification (general or special education), students' comprehension dropped when captioning was withdrawn. Interest ratings did not correlate significantly to comprehension scores. (Contains 19 references.) (AEF)

DESCRIPTORS: *Advance Organizers; *Comprehension; Educational Benefits; Educational Technology; Grade 8; Junior High Schools; *Learning Disabilities; *Special Needs Students; *Student Attitudes; *Videotape Recordings


3. ERIC_NO: EJ425647

Citation:

   Welch, Marshall; Jensen, Jeffrey, B.  (1991, January- February). Write P.L.E.A.S.E.: A Video-Assisted Strategic Intervention to Improve Written Expression of Insufficient Learners.  Remedial and Special Education (RASE), 12 (1), 37-47.

ABSTRACT: A video-assisted strategic intervention for developing written expression skills was field tested during a summer school session for 71 at-risk middle school students. Results indicated significantly greater gains in written expression skills than produced by the traditional, grammar-based language arts instruction delivered to a comparison group. (Author/DB)

DESCRIPTORS: Educational Media; *High Risk Students; *Instructional Effectiveness; Intermediate Grades; Intervention; Junior High Schools; Teaching Methods; *Videotape Recordings; Writing (Composition); Writing Exercises; *Writing Instruction

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Computer Software Selection in Middle Grades

1. ERIC_NO: ED433500

Citation:

   Lange, Mary; McCarty, Camille; Norman, Linda; Upchurch, Noelle. (1999).  Improving Reading Strategies through the Use of Technology .  (Report No. CS013703).  Illinois:  Saint Xvaier University and IRI/Skylight. Master's Action Research Project. (ERIC Document Reproduction Service No. ED 433 500).

ABSTRACT: This study describes an approach for enhancing reading strategies through the use of technology for improving reading comprehension and vocabulary. The targeted population consisted of middle school students in a growing low to middle class community, located in central Illinois. The problem of declining reading scores was evidenced in data reported in documents compiled by Illinois State University and Illinois State Board of Education, Local Criterion Reference Test, growing numbers of Title I students based on teacher referrals, and teacher observational checklists denoting levels of student reading style and habits. Analysis of probable cause data revealed that students reported a lack of skills related to comprehension and vocabulary, which can be broken into the four areas of management, curriculum, biological, and environmental. Faculty reported student inability to read for understanding at grade level in the different content areas. A review of solution strategies suggested by professional literature, combined with an analysis of the setting of the targeted schools, resulted in the selection of three major categories of intervention: utilization of reading strategies with a focus on comprehension and vocabulary, incorporation of appropriate software, and integration of reading strategies into other subject areas. The post intervention data indicated an increase in the reading scores of students after utilizing a variety of software applications that incorporated reading strategies across the curriculum. By integrating the technology with the reading strategies, students demonstrated a transfer of knowledge in all content areas. Contains 26 references, 10 figures and 4 tables of data. Appendixes contain interview sheets, observation checklists, cooperative learning models, a list of software, worksheets on reading strategies and thinking skills, and various class activity sheets. (Author/SR)

DESCRIPTORS: Action Research; *Computer Software; Educational Technology; Grade 4; Grade 7; Instructional Effectiveness; Intermediate Grades; Junior High Schools; *Reading Comprehension; *Reading Improvement; *Reading Instruction; Reading Research; *Reading Strategies; *Vocabulary Development


2. ERIC_NO: ED297703

Citation:

   International Council for Computers in Education.  (1985). Software Selection, Evaluation and Organization (and) Software Reviews.  Article Reprints.  Computing Teacher.  Eugene, Oregon: University of Oregon. (ERIC Document Reproduction Service No. ED 297 703).

ABSTRACT: This collection of reprints from The Computing Teacher contains 11 articles on the selection, evaluation, and organization of software published between August 1983 and March 1986, as well as more than 20 reviews of educational software packages published between December 1982 and June 1986. The articles are: (1) "The New Wave of Educational Software" (Ludwig Braun); (2) "How Do Teacher and Student Evaluations of CAI Software Compare?" (Barbara Signer); (3) "The DISC Model for Software Evaluation and Support Material Design" (Shelly Yorke Rose and Carol Klenow); (4) "Cooperative Learning: One Key to Computer Assisted Learning" (David W. Johnson and Roger T. Johnson); (5) "Teacher + Computer = More Learning" (Cathy Chmielowski Carney); (6) "Teaching with Your Fingertips!" (Sharon Burrowes); (7) "Selecting Computer Software--We Take It Seriously!" (Jean Donham); (8) "The Software Selection Process: Some Management Questions" (Anne Batey); (9) "Enrichment Courseware for Middle School Mathematics" (Lois Edwards); (10) "Doing Science" (Richard C. Adams); and (11) "Project DISC: Developing Indian Software Curriculum" (Carolyn Jacobi and Carl Edeburn). The computer software programs reviewed are designed for use in teaching problem-solving and reasoning skills; Boolean logic and basic elements of computer circuitry; reading skills; graphics programming; computer literacy; physics; science; social studies; writing; word processing; spelling; music; reading readiness; planning, writing and studying; animation, graphics, art; keyboarding; mathematics; robotics; Logo; and geometry. Other programs include grading systems, integrated applications, and readability analysis. Each review provides the name of the software program, the name of the reviewer, the producer's name, target audience, hardware requirements, and cost. (DJR)

DESCRIPTORS: *Computer Software; Computer Software Reviews; *Computer Uses in Education; Elementary Secondary Education; *Evaluation Methods; *Instructional Material Evaluation; *Media Selection; Microcomputers



3. ERIC_NO: ED350996

Citation:

   Potter, Rosemary, Lee.  (1992).  Using Telecommunications in Middle School Reading. Fastback 335. (Report No. IR015811).  Bloomington, IN: Phi Delta Kappa. (ERIC Document Reproduction Service No. ED 350 996).

ABSTRACT: This paper describes 2 years of international telecommunications experiences between seventh grade reading classes in Florida and England. The report is presented in five sections: (1) Telecommunications and Reading Instruction--telecommunications and how it can motive students, develop their confidence, and empower them, and how telecommunications helps to integrate reading into other areas of the curriculum using such tools as bulletin boards, electronic pen pals, comparative literature, creative writing, joint literary publications, and teleconferencing; (2) Getting Started--how a network was selected for the project, funding for the project and online expenses, and changes in operations over the 2 year period; (3) The Florida-England-Connection--getting the project started, conducting online operations, problems with timing, other possibilities using online activities, evaluation of the project based on the first year's goals, other miniprojects, and the second year; (4) What We Have Learned So Far--the impact of the project on students and parents; and (5) Recommendations for Implementing Telecommunications--insights gained from the experiences of the project. A description of how the use of telecommunications changed both the delivery of instruction and the role of the teacher in teaching reading conclude the report. The names and addresses of the producer of one software package and 11 telecommunications services are included. (Contains 9 references.) (ALF)

DESCRIPTORS: *Computer Networks; Electronic Mail; Electronic Publishing; Foreign Countries; Grade 7; *International Communication; Junior High Schools; *Middle Schools; Program Proposals; *Reading Instruction; Student Motivation; *Telecommunications; Teleconferencing



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Educational Television in Middle Grades Language Arts

1. ERIC_NO: ED001334

Citation:

   Delikan, Alfred; And Others. (1962).  Instructional Television for the Middle Primary. A Teacher Guide, Semester II.  Milwaukee, Wisconsin. (ERIC Document Reproduction Service No. ED 001 334).

ABSTRACT: INSTRUCTIONAL TELEVISION PROGRAMS FOR THE MIDDLE PRIMARY GRADES WERE DIVIDED INTO THREE AREAS--ART, MUSIC, AND PHYSICAL EDUCATION. THE MAIN OBJECTIVE OF THE ART PROGRAM WAS TO ENCOURAGE INDIVIDUAL CREATIVITY. PUPIL PARTICIPATION WAS TO TAKE PLACE AS SOON AS POSSIBLE AFTER TELECAST VIEWING. ART LESSONS USED A WINTER THEME, STUFFED PAPER FORMS, SPONGE PAINTINGS AND SPRING MURALS. EACH LESSON INCLUDED A STATEMENT OF PURPOSE, MATERIALS TO BE USED, THE PROPOSED SEQUENCE, AND ADDITIONAL ACTIVITIES. THE MUSIC PROGRAM WAS DESIGNED TO INCREASE THE CHILDREN'S ENJOYMENT OF MUSIC BY POINTING OUT SPECIFIC THINGS TO LISTEN FOR, THEREBY DEVELOPING ACTIVE LISTENING RATHER THAN PASSIVE HEARING, AND TO ACQUAINT THE CHILDREN WITH THE APPREARANCE AND SOUND OF INSTRUMENTS OF THE ORCHESTRA AND BAND. TEACHERS WERE ADVISED TO BECOME PERSONALLY ACQUAINTED WITH THE MUSIC TO BE USED ON THE TELECASTS BEFORE THE ACTUAL PROGRAM, AND TO REPLAY THEM TO THE CHILDREN AFTER THE TELECASTS TO INCREASE FAMILIARITY WITH THE MUSIC WITH RESPECT TO MOOD, INSTRUMENTATION, RHYTHM, MELODY, AND FORM. PHYSICAL EDUCATION LESSONS WERE DESIGNED TO PRESENT NEW ACTIVITIES, TO SHOW THE CORRECT TECHNIQUES OF VARIOUS SKILLS AND TO GUIDE PUPILS IN THE DEVELOPMENT OF DESIRABLE HABITS AND ATTITUDES. ACTIVE PARTICIPATION OF THE STUDENTS AS SOON AS POSSIBLE AFTER THE TELECAST WAS RECOMMENDED. ACTIVITIES FOR THIS GROUP INCLUDED STUNTS AND TUMBLING FUN, BALANCE BEAM SAFETY, HOPPING AND JUMPING SKILLS, AND CIRCUS ACTIVITIES. SUGGESTIONS WERE GIVEN TO CORRELATE A CIRCUS THEME WITH OTHER SUBJECTS IN PRIMARY SCHOOL SUCH AS LANGUAGE ARTS, READING, NUMBERS, SOCIAL STUDIES, SCIENCE, ART, AND MUSIC.

DESCRIPTORS: Art Education; *Educational Television; *Instructional Programs; Music Education; Physical Education; *Primary Education; *Teaching Guides; *Teaching Methods


2. ERIC_NO: ED268980

Citation:

   Phillips, A. Wayne, ED.  (1985).  ITV and Radio Resources in the Defined Minimum Program. 1985-1986 Curriculum Guide. A Guide for Use of Instructional Television and Radio Programs Presented over the South Carolina Educational Television and Radio Networks, in Meeting Curriculum Needs in Elementary, Junior High and Senior High Level of Instruction .  (Report No. IR012043).  South Carolina: Basic Skills Assessment Program.  South Carolina State Government Printing Office.  (ERIC Document Reproduction No. ED 268 980).

ABSTRACT: This guide is intended for use by superintendents, district directors of instruction, curriculum writers, principals, and teachers in identifying and selecting instructional television (ITV) and radio resources that will aid their schools in meeting specific instructional requirements of the Defined Minimum Program and continuing objectives of the Basic Skills Assessment Program (BSAP) for South Carolina schools. Resources for ITV and radio are grouped under the following subject areas: (1) language arts; (2) foreign language; (3) mathematics; (4) natural science; (5) social studies; (6) music; (7) health and safety; (8) guidance; (9) education for the handicapped; and (10) substance abuse. Additional ITV subject areas include: environmental studies, computer education, drama and dance, art, fine arts, physical education, driver education, career and vocational education, and home economics. Titles are organized by grade level (elementary, middle-junior high, or secondary), and information for each title includes the curriculum need addressed by the program, series title and grade level, and descriptive comments. Resources having Basic Skills Assessment Program applications are also identified in the comments section. Two tables are provided for referencing ITV and radio resources to BSAP continuing objectives in communications skills and mathematics. (JB)

DESCRIPTORS: *Basic Skills; Curriculum Development; *Educational Radio; *Educational Television; Elementary Secondary Education; Resource Materials; State Curriculum Guides; State Programs; Statewide Planning; Teaching Methods



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Multimedia Materials in Middle Grades

1. ERIC_NO: EJ544898

Citation:

   Albaugh, Patti, R.; And Others. (1997, Spring).  Using a CD-ROM Encyclopedia: Interaction of Teachers, Middle School Students, Library Media Specialists, and the Technology.  Research in Middle Level Education Quarterly, 20 (3). 43-55.

ABSTRACT: Observed sixth-grade students and their ways of gathering information for a science report from Encarta 94, a CD-ROM encyclopedia. Developed recommendations for collaboration between the classroom teacher and the school library media specialist during the implementation of CD-ROM technology for information gathering, as well as ways to manage a CD-ROM-based project. (AA)

DESCRIPTORS: Access to Information; Case Studies; Classroom Techniques; *Computer Attitudes; Computer Uses in Education; Educational Media; Educational Strategies; Educational Technology; Elementary School Students; *Encyclopedias; Grade 6; Information Seeking; Intermediate Grades; Librarian Teacher Cooperation; *Multimedia Materials; Naturalistic Observation; *Optical Data Disks; *Student Attitudes; Teacher Attitudes


2. ERIC_NO: ED428738

Citation:

   Williams, Douglas C.; Hemstreet, Susan; Liu, Min; Smith, Vickie Dunlevy. (1998, June).  Examining How Middle School Students Use Problem-Based Learning Software. ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, 10.  (ERIC Document Reproduction Service No. ED 428 738).

ABSTRACT: This study investigated the use of tools and design features as employed in a problem-based learning (PBL) environment and their effectiveness on seventh grade students' learning of science concepts. Specifically, the study examined: (1) the effect of the computer-supported PBL environment on the achievement of middle school students; (2) the effect of the computer-based PBL environment on middle school students' attitudes toward science; and (3) the relationship between students' math or reading ability and their achievement in the PBL environment. Dependent measures were achievement, degree and frequency of access to the tools/features, and attitude toward learning science. The treatment consisted of three groups: computer-supported PBL environment, paper-based PBL, and a control group. Results indicated that: both the groups that used the computer-supported and paper-based PBL significantly improved their achievement scores, while the increase for the control group was not significant; there was no significant difference between the computer-supported and paper groups; students' reading ability is a better predictor for students' achievement in a PBL environment than their math ability; and students' attitude toward learning science was not affected by the introduction of PBL. Two tables and a graph present data. Contains 14 references. (DLS)

DESCRIPTORS: Academic Achievement; *Computer Assisted Instruction; Courseware; Educational Technology; Grade 7; *Instructional Design; *Instructional Effectiveness; Intermode Differences; Junior High Schools; Mathematical Aptitude; *Middle School Students; Middle Schools; Multimedia Instruction; Multimedia Materials; Predictor Variables; Pretests Posttests; *Problem Solving; Reading Ability; Science Instruction; Science Interests; *Secondary School Science; Student Attitudes


3. ERIC_NO: ED427675

Citation:

   National Science Foundation. (1996, October).  A Smart Curriculum for Middle-School Science Instruction: A Web-Based Curriculum Integrating Assessment and Instruction. WebNet Conference Proceedings. (ERIC Document Reproduction Service No. ED 427 675).

ABSTRACT: This paper discusses a model of integrated instruction and assessment called SMART (Special Multimedia Arenas for Refining Thinking). SMART involves interactive use of the Internet and multimedia software. The Internet serves three important functions: it acts as a formative assessment tool by providing individualized feedback to students, creates a learning community by displaying data submitted by participating classrooms, and promotes discussion and reflection on important concepts. This paper discusses design features of the SMART model, including the Internet tools, and describes an example from middle-school science. Two figures present an excerpt from the SMART WWWeb macroinvertebrate catalog and an excerpt of student feedback from SMART WWWeb. (Author/DLS)

DESCRIPTORS: *Computer Assisted Instruction; *Computer Managed Instruction; Computer Mediated Communication; Courseware; Educational Technology; Feedback; Intermediate Grades; Junior High Schools; *Middle Schools; Models; *Multimedia Instruction; *Multimedia Materials; Science Curriculum; *Science Instruction; World Wide Web

4. ERIC_NO: ED430272

Citation:

   John D. and Catherine T. MacArthur Foundation. (1998).  Standards for Excellence in Education. (Multimedia Kit) .  (Report No. EA029788).  Washington, DC: Council for Basic Education. (ERIC Document Reproduction Service No. ED 430 272).

ABSTRACT: This multimedia kit contains information on academic standards and includes supplementary materials. The kit includes a 286-page book that presents condensed, edited, and commonly formatted versions of national standards in the arts, civics, foreign languages, geography, history, and science. Mathematics and English-language arts standards have been drawn from exemplary state documents. The book is accompanied by a CD-ROM, which not only contains the contents of the book, but also allows users to look up hypertext links among the standards and to select material by themes or by grade cluster. The kit likewise includes a series of wall charts listing the exit standards and four booklets with essays for principals, teachers, parents, and the public. Booklet 1, "Standards Principles for Principals," contains three essays written by principals for elementary, middle-school, and high-school principals, describing how principals can lead school-level implementation of standards-based reform. Booklet 2, "The Standards Teacher," describes how teachers can use standards and how standards can guide teaching. Booklet 3, "A Parent's Guide to Understanding Academic Standards," discusses how parents can work with teachers to implement standards. Booklet 4, "The Life and Times of a Pair of Standards," reviews two mathematics standards against the backdrop of standards-driven curriculum reform. (RJM)

DESCRIPTORS: *Academic Standards; Educational Change; *Educational Improvement; *Educational Strategies; Elementary Secondary Education; *Excellence in Education; *Guides; Multimedia Materials


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Assistive Devices (Disabled) in Language Arts

1. ERIC_NO: EJ476587

Citation:

Cohen, Libby, G.; Spenciner, Loraine, J.  (1993).  Reading and Writing: Integrating Software into the Curriculum. Rural Special Education Quarterly, 12 (4), 44-51. 

ABSTRACT: A survey of 381 rural special educators indicates that computers are not well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or special classroom for reinforcement activities. Assistive devices are, for the most part, unavailable. (Author/KS)

DESCRIPTORS: Assistive Devices (for Disabled); Computer Software; *Computer Uses in Education; Elementary Secondary Education; *Language Arts; Microcomputers; *Rural Education; *Special Education; Special Education Teachers; Surveys; *Teacher Attitudes

2. ERIC_NO: ED299720

Citation:

   State of North Carolina. (1988).  Access: Exceptional Children and Technology . (Report No. EC210799). North Carolina: North Carolina State Printing Office. (ERIC Document Reproduction Service No. ED 299 720).

ABSTRACT: The Exceptional Children and New Technology project sought to meet the instructional needs of physically handicapped, emotionally disturbed, learning disabled, and mentally handicapped children through the use of computer technology. The goals of the project were to test the instructional value of adaptive/assistive devices with exceptional children and to determine the best products, software, and applications. Four North Carolina elementary and middle schools were chosen as pilot sites. Representative adaptive/assistive devices and software were purchased, compatible with Apple II equipment. The subject area addressed was elementary-level language arts and reading. Teachers and coordinators were trained to use the products and developed learning activities with the resources. Guidelines were developed to assist teachers in using the new technology in their classrooms. For physically handicapped students, Apple IIe keyboard modifications were implemented. Approximately 20 learning activities are described in this guide. Each activity description provides appropriate ages, level of functioning, exceptionality, skill objective of the activity, basic education program correlation, software and hardware used, and a brief lesson plan. The guide concludes with: (1) forms for sample lesson plans and computer log sheets, and (2) listings of software for use with exceptional children. (JDD)
DESCRIPTORS: *Assistive Devices (for Disabled); *Computer Assisted Instruction; *Computer Software; *Computer Uses in Education; *Disabilities; Elementary Education; Language Arts; Lesson Plans; *Microcomputers; Reading Instruction; Teaching Methods


3. ERIC_NO: ED407762

Citation:

   Canfield, Helen; Locke, Peggy.  (1996).  A Book of Possibilities: Activities Using Simple Technology. Academic Collection.  (Report No. EC305480).  Minneapolis, MN: AbleNet Inc.  (ERIC Document Reproduction Service No. ED 407 762).

ABSTRACT: Methods are presented for educators in the use of assistive technology to increase the participation of elementary students with severe disabilities in math, science, language arts and spelling, social studies, and reading activities. Over 80 curriculum-based activities using technologies that can be adapted to fit multiple environments and users are included. The manual first describes "tools of the trade" that are quick to assemble, readily available, easy to use, and most appropriate for individuals with severe and profound disabilities, such as: switches, battery device adapters, battery control units, electrical control units, and communication aids. For each tool, a list is given of what is needed to design the tool and how to create it. A cross-reference activities guide is provided for each of the subject areas that matches skills with the tools needed. A list of commercial sources for assistive technology is also provided. The rest of the manual is divided into five different subject areas with relevant lesson plans included in each. The lesson plans identify the subject, grade level, skill, and the tools needed. Additional hints and suggestions for implementing the lesson plans are located in the margins throughout the text. (CR)

DESCRIPTORS: *Assistive Devices (for Disabled); *Communication Aids (For Disabled); *Electric Circuits; Elementary Education; *Inclusive Schools; Language Arts; Lesson Plans; Mainstreaming; Mathematics Instruction; Reading Instruction; Science Instruction; *Severe Disabilities; Social Studies; Spelling; *Student Participation


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Programmed Instructional Materials in Middle Grades Language Arts

1. ERIC_NO: ED324121

Citation:

   Epstein, Joyce L.; Salinas, Karen, Clark.  (1990).  Promising Practices in Major Academic Subjects in the Middle Grades.  Report No. 4.  (Report No. PS019091).  Maryland. (ERIC Document Reproduction Service No. ED 342 121).

ABSTRACT: A literature review was conducted in an effort to locate programs that could improve opportunities for learning for middle graders, and particularly educationally disadvantaged middle graders. Of the more than 200 programs that were reviewed, about 80 were identified as having promising components for middle grades educators. Section I discusses issues underlying the identification of such programs and common components of promising programs. Topics include high content, definition of disadvantaged students, prevention and treatment, and common components of recognition programs, including Chapter 1 and National Diffusion Network programs. Section II provides examples of promising programs and their components in the areas of mathematics, reading, writing and language arts, thinking skills, science, social studies, and combined components. Also discussed are issues raised by conflicting components. Section III considers recurring themes and conclusions. The report is expected to be especially useful to educators who are involved in program and staff development and evaluation or are making decisions about goals for students, gathering information on promising programs, or reviewing materials, costs, and evidence about effects. A total of 49 references are cited, and a directory of 77 programs is appended. (RH)

DESCRIPTORS: *Academic Education; *Educationally Disadvantaged; *Elementary School Curriculum; Intermediate Grades; Junior High Schools; Language Arts; Literature Reviews; Mathematics Instruction; *Middle Schools; *Program Content; Reading Instruction; Science Instruction; Social Studies; Thinking Skills; Writing (Composition)



2. ERIC_NO: ED092961

Citation:

   Curriculum Development Workshop. (1973).  Curriculum Development Workshop-Seminar in Media.  Final Report. (Report No. CS201394).  (Eric Document Reproduction Service No. ED 092 961).

ABSTRACT: Following a Curriculum Development Workshop-Seminar in media which was designed to prepare teachers to implement courses and programs in their own schools, teachers from elementary, secondary, and community college levels of instruction prepared written responses detailing their goals and objectives and collected them in this document. Contents include "Communication Arts" and "Media in Language Arts" for the elementary grades; "Filmmaking Course" for the middle grades; "Exploring the Language of Film," "Media Theory and Production Courses," "Film Study Course" (a six-week course introducing students to the film), "Film Study Course" (a semester course in which film is used to stimulate discussions on values and feelings), "Propaganda Segment of 9-Week Communications Units," and "Journalism and Drama Courses" for the senior high school; and "Media in the Curriculum; English 01, Verbal Studies," "Humanities Survey," "Non-Transfer English," "Faculty Workshop in Media," "Expository Writing," and "Interdisciplinary Study" for the junior and community college. (RB)

DESCRIPTORS: *Behavioral Objectives; Communication (Thought Transfer); *Curriculum Development; Educational Objectives; English Instruction; Film Study; Instructional Materials; *Mass Media; *Multimedia Instruction; Teacher Workshops


3. ERIC_NO: ED101301

Citation:

   Pflaum, Susanna, Whitney. (1974).  Language Development and Reading Comprehension in the Middle Grades .  (Report No. CS001592).  Seattle, Washington: Annual National Conference on the Language Arts in the Elementary School.  (ERIC Document Reproduction Service No. ED 101 301).

ABSTRACT: This paper describes some findings from language development research and from studies in which comprehension of certain sentence structures in written materials was examined. The paper is divided into four sections. "Language Development Studies" discusses research that looked at the sentence structures of produced language of groups of children, the measurement of language development by observing children's receptive understanding of specific language structures, and acquisition of the common structures of language. "Studies of Reading Comprehension of Syntactic Structures" discusses structures common in basal reading texts for elementary school children and studies which have identified specific syntactic structures which cause difficulty in reading comprehension. "Analysis of Syntactic Structures Found in One Basal Program" presents an analysis of three stories intended for intermediate pupils to read. And "Instructional Recommendations" presents some teaching ideas to help intermediate pupils better understand difficult structures. (WR)

DESCRIPTORS: Elementary Education; Intermediate Grades; *Language Acquisition; *Literature Reviews; Reading; Reading Achievement; *Reading Comprehension; Reading Skills; *Teaching Methods

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• Professional Related Search Results

Excellence in Education in Middle Grades Language Arts

1. ERIC_NO: ED392268

Citation:

   McLeod, Beverly.  (1995).  School Reform and Student Diversity: Exemplary Schooling for Language Minority Students.  NCBE Resource Collection Series No. 4. (Report No. FL023604).  Washington, DC: NCBE. (ERIC Document Reproduction Service No. ED 392 268).

ABSTRACT: This report identifies, describes, and analyzes exemplary elementary and middle school reform efforts for limited-English-proficient (LEP) students in grades 4 through 8 in language arts, science, and mathematics in 20 states; 75 schools were screened originally by telephone to identify those exhibiting excellence in high quality language arts, significant school restructuring, and implementation of a well designed English-language acquisition program. Fifteen sites were selected for 1-day preliminary field visits based on demographic, geographic, and programmatic variables. Eight schools total in California, Illinois, Massachusetts, and Texas were selected for more intensive field work. Findings reveal that LEP education is viable and that all such successful programs possess certain essential elements that provide segregated, specialized instruction combined with meaningful integration into an all-English instructional environment. Success results from collaboration between LEP instructors and English-proficient instructors, giving more block time to LEP instruction, and the existence of a comprehensive language and literacy development program that emphasizes the same kinds of activities. An appendix details selected schools and their programs. (NAV)

DESCRIPTORS: *Change Strategies; Cooperation; *Educational Change; Intermediate Grades; Junior High Schools; Language Arts; *Limited English Speaking; Literacy Education; Mathematics Education; *Middle Schools; Second Language Learning; Teaching Methods
IDENTIFIERS: *Diversity (Student); *Language Minorities


2.  ERIC_NO: ED262388

Citation:

   Ross, Elinor; Wright, Jill.  (1985).  Teaching Strategies to Fit the Learning Styles of Gifted Readers in the Middle Grades .  (Report No.  CS008180).  New Orleans, LA: Annual Meeting of the International Reading Association. (ERIC Document Reproduction Services No. ED 262 388).

ABSTRACT: Before working with middle school gifted students, the teacher should be aware of the characteristics and learning style preferences of these students. For example, the years from 9 to 13 are a time of physical, social, emotional, and cognitive change--also called an "age of ambivalence." Many of these students tackle decision making sooner and reach the stage of formal operations (abstract thinking) earlier than their peers. Consequently, certain teaching preferences become apparent. Teachers should accept challenges brought by gifted students, and they should offer new and alternative ways of helping them view their problems. Several approaches or strategies for teaching reading and the language arts follow logically from traits of gifted students that have been identified: e.g., directed reading-thinking activity, the individualized approach, and the merging of instruction in reading and writing. Gifted students also need access to the library whenever possible, and the library serves as an excellent means for crossing subject matter boundaries. The characteristics of gifted readers are also related to certain types of literature. The kinds of books that gifted readers are likely to enjoy can be found among the selections in the annual list of "Children's Choices," a project of the International Reading Association-Children's Book Council Joint Committee. (Appendixes include an annotated list of readings taken from lists published from 1980 to 1985 and suggested reading/language activities to challenge gifted students.) (HOD)

DESCRIPTORS: *Academically Gifted; *Cognitive Style; Elementary Secondary Education; *Language Arts; Learning Activities; Middle Schools; *Reading Instruction; *Reading Material Selection; *Student Characteristics; Teaching Methods; Vocabulary Development

3. ERIC_NO: ED232631

Citation:

   MicroSIFT Software Evaluations. (1982).  Comprehension Power Program.  MicroSIFT Courseware Evaluation. (Report No. IR020019).  Oregon.  (ERIC Document Reproduction Services No. ED 232 631).

ABSTRACT: THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT (Except for the Evaluation Summary Table): PRODUCER: Milliken Publishing Company, Instructional/Communications Technology, 10 Stepar Place, Huntington Station, NY 11746. EVALUATION COMPLETED: June 1982 by the Portland Public Schools, Portland, Oregon. VERSION: Level B, level H. COST: $425.00. ABILITY LEVEL: Grades 4-12. SUBJECT: Language arts: reading comprehension. MEDIUM OF TRANSFER: 5-1/4" flexible disk. REQUIRED HARDWARE: 48K Apple II or Apple II Plus, single disk drive, monitor or television. REQUIRED SOFTWARE: Applesoft. INSTRUCTIONAL PURPOSE: Remediation, standard instruction, enrichment, assessment. INSTRUCTIONAL TECHNIQUES: Drill and practice, tutorial, learning management, utility, adjusting reading rate, testing. DOCUMENTATION AVAILABLE: Program operating instructions and student instructions are in the computer program. Suggested grade and ability level, instructional objectives, prerequisite skills or activities, sample program output, program operating instructions, teacher's information, student's instructions, student worksheets and material defining comprehension skills are included in the supplementary materials. INSTRUCTIONAL OBJECTIVES: To develop the ability to follow directions, to provide extensive and varied reading experiences, to improve vocabulary, to preview effectively, to read more rapidly with comprehension and to practice 25 major comprehension skills. INSTRUCTIONAL PREREQUISITES: Reading comprehension at fourth grade level and familiarity with computer keyboard. POTENTIAL USES: This package could be used as an individualized course in effective reading, as a supplementary reading program in a language arts class, or as part of a remedial reading class for middle and high school students. The package would also be appropriate in ESL and literacy courses. The package could be used to provide objectives for targeted instruction and to provide feedback both to students and to parents. MAJOR STRENGTHS: Content is of high interest, students can select their own reading rate, students may vary the reading rate with reading level, vocabulary is introduced in context and the content varies with each choice of reading rate. The student management program was judged to be excellent. Evaluators also rated the list of comprehension skills as comprehensive and well-chosen. Information in the program was described as relevant, up-to-date and written in the style of magazine articles. Evaluators felt students would learn from the content of the articles, in addition to developing the intended reading skills. MAJOR WEAKNESSES: None. EVALUATION SUMMARY: Evaluators indicate they would use or recommend use of this package with little or no change. (Author)

DESCRIPTORS: *Computer Assisted Instruction; Computer Managed Instruction; *Computer Programs; Drills (Practice); Intermediate Grades; *Reading Comprehension; Reading Rate; Secondary Education


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Discipline and Student Behavior in Middle Grades

1. ERIC_NO: ED396833

Citation:

    Forbes, Reginald D. (1996) The Implementation of a Positive Discipline Program To Increase the Social Skills of Middle Grade Students. (Report No. PS 024 312).  Altamonte Springs, FL: Nova Southwestern University. Master's Final Report. (Eric Document Reproduction Service No. ED 396 833)

ABSTRACT: A practicum project implemented a program designed to reduce negative behavior in the hallways and cafeteria of an urban middle school. The objectives of this program were to reduce by 15% the number of infractions in the cafeteria and in the hallway and to reduce by 15% the number of students suspended out of school. The target population was a group of approximately 900 students in grades 6 through 8. Students were taught social skills and given lessons on respect and proper decorum in the hallway and cafeteria. The effectiveness of this program was measured by discipline records reflecting student infractions and suspensions, and a pre- and post-intervention survey given to the staff. The results of this evaluation indicated that not all of the program objectives were met. However, there were improvements in all areas. Continuation of this program is recommended with the following modifications: (1) getting teachers more involved in the process; (2) developing a check list for monitoring; and (3) implementing the project in the early part of the year. Contains 22 references. (MOK)

DESCRIPTORS: *Behavior Change; *Behavior Problems; *Discipline Policy; Intermediate Grades; Interpersonal Competence; Junior High Schools; *Middle Schools; Program Effectiveness; Program Evaluation; *Student Behavior; Teacher Role



2. ERIC_NO: EJ606961

Citation:

   Murdock, Tamera B.; Anderman, Lynley H.; Hodge, Sheryl A.  (2000, May).  Middle-Grade Predictors of Students' Motivation and Behavior in High School. Journal of Adolescent Research, 15 (3), 327-51.

ABSTRACT: Investigated seventh- and ninth-graders' school context, motivation, and behavior during transition to high school. Found more positive motivational contexts in ninth than seventh grade. Found that seventh-grade discipline referrals, doubts about the economic value of education, and negative expectations of peers and teachers discriminated between least- and better-adjusted high school students. (Author/DLH)

DESCRIPTORS: Adolescents; *Context Effect; Grade 7; Grade 9; *Junior High School Students; Junior High Schools; *Middle School Students; Middle Schools; *Motivation; Self Concept; Student Adjustment; *Student Attitudes; Student Behavior; *Student Motivation; Student Surveys


3. ERIC_NO: EJ291228

Citation:

   Baer, G. Thomas; And Others.  (1983, November). Discipline in the Classroom: Perceptions of Middle Grade Teachers. Clearing House, 57 (3), 139-42.

ABSTRACT: Reports on a survey of more than 200 middle grade teachers concerning their perceptions of the state of student behavior and misbehavior in the classroom. (FL)

DESCRIPTORS: *Classroom Techniques; *Discipline; Elementary Education; Intermediate Grades; *Teacher Attitudes; Teacher Role


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Student Centered Curriculum in Middle Grades

1. ERIC_NO: ED333593

Citation:

   Lake, Sarah.  (1991).  Defining an Effective Climate for a Middle Level School. Practitioner's Monograph No. 11 . (Report No. EA023129).  Irvine, CA: California League of Middle Schools. (ERIC Document Reproduction Service No. ED 333 593).

ABSTRACT: After discussing school climate and the differences between school climate and school culture, this document lists numerous components and determinants of school climate as identified in related literature. A description of school culture from "Caught in the Middle," a report developed by the Middle Grades Program Quality Review Task Force and the California Department of Education, is given. Next, the importance of student-centered educational philosophy and practice in the development of a positive school climate is discussed, and factors such as basic human needs, the physical surroundings of the school, and school personality that should be considered when creating a positive and productive school climate are explored. The roles of teachers and principals are discussed with emphasis on leadership and the principals' leadership behavior. (11 references) (CLA)

DESCRIPTORS: *Educational Environment; Educational Improvement; Educational Philosophy; Intermediate Grades; Junior High Schools; Leadership Responsibility; *Middle Schools; Power Structure; Principals; Student Centered Curriculum; *Student Needs; Teacher Administrator Relationship


2. ERIC_NO: ED415503

Citation:

   Hynds, Susan. (1997).  On the Brink: Negotiating Literature and Life with Adolescents.  Language and Literacy Series.  (Report No. CS216140). Williston, VT: Teachers College Press. (ERIC Document Reproduction Service No. ED 415 503).

ABSTRACT: Replete with lessons for educators, this book reports in a personal way on a middle school classroom study undertaken by a teacher researcher that was to last 1 year but ended up lasting 6 years. The book contains the social and cultural forces that influence adolescents' literacy development--for instance, taking a hard look at the race and gender issues that lie just beneath the surface of classroom dynamics. It also explores of difficult pedagogical questions--most importantly, how to infuse reading within the school walls with the passion many students privately bring to their own writing (to make literature "connect to the inside"). The classroom experiences considered support a more activist, critical constructivist approach, without minimizing the difficulties faced by teachers of literature as they attempt to negotiate the complicated social, cultural, and political arenas of their own classrooms. Chapters in the book are, as follows: (1) Literature and Literacy as Sociopolitical Practices; (2) On School Bells and Bumblebees: The World of the Young Adolescent; (3) Falling Apart and Coming Together: Constructing a Literate Community in the Middle Grades; (4) Kianna: "If You Look Hard Enough You Will See a Butterfly"; (5) Jason: "Strong as a Pencil"; (6) Another First Day: Revising the Learner-Centered Classroom; (7) Is There an "A" Reader in This Class?: Angel and Samantha; (8) "Can 'the Gifted' Play Football": Luis; (9) Reconstructing Constructivism; and (10) Aftermath. An appendix provides a closer look at methods and analyses. (NKA)

DESCRIPTORS: Adolescents; Classroom Research; *Constructivism (Learning); *Cultural Context; Junior High Schools; *Literacy; Literature Appreciation; Middle Schools; *Reading Instruction; Student Centered Curriculum; *Student Needs; Urban Education; *Writing Instruction


3.  ERIC_NO: ED324828

Citation:

   California Department of Education.  (1990).  Quality Criteria for Middle Grades: Planning, Implementing, Self-Study, and Program Quality Review.  Sacramento, CA: Bureau of Publications.  (ERIC Document Reproduction Service No. ED 324 828).

ABSTRACT: Because positive changes in a school's capacity to educate all its students are not automatic, the California Department of Education has launched an educational reform model embodied in a comprehensive School Improvement Plan (SIP). The model is based on student-centered educational standards (quality criteria) that direct the four SIP processes of planning, implementation, self-study, and program quality review. These processes were developed to engage the entire school community in improvement activities to benefit all student populations. This four-part document has been designed to help members of a quality review team conduct a review of middle school programs. Part I describes how the quality criteria can be used for planning and implementing school improvement initiatives at a school site. Part II is the guide for conducting a school's self-study. Part III describes program quality review procedures, the application of quality criteria to the school's curriculum and instructional program, and the means for developing suggestions in the report of findings. Part IV details the quality criteria for middle grades, including eight curricular and five schoolwide criteria. Curricular criteria reflect the major themes of state curriculum handbooks, frameworks, and curriculum guides. Schoolwide criteria, emphasizing students in transition, are derived from various school improvement publications and the judgment of middle grades educational practitioners. (MLH)

DESCRIPTORS: *Academic Standards; *Change Strategies; *Educational Planning; Junior High Schools; *Middle Schools; *Self Evaluation (Groups)


4. ERIC_NO: EJ597792

Citation:

   Vatterott, Cathy. (1995). Student-Focused Instruction: Balancing Limits with Freedom in the Middle Grades.  Middle School Journal, 27 (2), 28-38.

ABSTRACT: Examines students' responsibility for their learning in the middle grades. Maintains that students are eager to assume responsibility if they have a voice in what they learn and a choice in how they learn it. Considers shared responsibility and power within student-focused instruction, compares teacher- and student-focused instruction, and examines relationships among the teacher, the curriculum, and the students. (KB)

DESCRIPTORS: Educational Practices; *Middle School Students; *Middle Schools; Multiple Intelligences; Power Structure; *Student Centered Curriculum; Student Responsibility; Teacher Responsibility; *Teacher Student Relationship

5. ERIC_NO: ED443752

Citation:

   Johnson, Jacquelyn S. (1999). Landmines:  The Hidden Crisis. For Middle School Grades .  (Report No. SO031656).  South Gaylord, Denver: University of Denver.  Center for Teaching International Relations.  (ERIC Document Reproduction Service No. ED 443 752).

ABSTRACT: Intended to make the issue of landmines pertinent and accessible to classroom teachers, this curriculum unit provides material to teach middle school students about the numbers and dangers of anti-personnel landmines placed around the world. By completing the unit, students demonstrate their achievement of several of the social studies standards developed for middle school students in civics and geography. It is suggested that students participate in several pre-assessment activities in preparation for essay writing. Activity 1 is designed to access background information students may have on the landmine crisis, while activity 2 requires students to develop two world maps using data from official U.S. reports. Activity 3 teaches about ongoing U.S.-supported mine awareness education programs in mine-affected nations, while in activity 4 students brainstorm and create a graphic organizer on the various effects the presence of landmines has on the social, economic, geographic, and political spheres of mine-affected nations. The unit provides the teacher with strategies and tips for the actual assessment, as well as 10 handouts for students with relevant information. Appendixes contain a glossary, a list of non-governmental and international organizations, and informational resources. A comic book featuring Superman and Wonder Woman entitled "The Hidden Killer" accompanies the unit. (BT)

DESCRIPTORS: *Academic Standards; Childrens Rights; Foreign Countries; *International Relations; Middle Schools; National Standards; Persuasive Discourse; *Physical Environment; Social Studies; *War


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Curriculum Based Assessment in Middle Grades

1. ERIC_NO: ED389772

Citation:

   Wheelock, Anne.  (1995).  Standards-Based Reform: What Does It Mean for the Middle Grades? (Report No. UD030691). New York: Opportunity to Learn. (ERIC Document Reproduction Service No. ED 389 772).

ABSTRACT: This paper describes the status of the standards movement in relation to the middle grades and in terms of the policy context of the 1990s. It also outlines the potential of standards-guided reform at the middle level. By the early years of the 1990s, two key assumptions characterized the new wave of proposed reforms: that schools needed to reinforce their academic purposes through standards for curriculum and that these standards needed to apply to the learning of all students. The Goals 2000 Act provided a national context for reform and the application of educational standards. The standards movement today rests on content, performance, and opportunity-to-learn standards. In the middle grades these standards must be brought to bear in the various subject areas of mathematics, literacy, science, and social studies. The common thread that links emerging standards for the middle grades is the thread of learning and teaching for understanding. The status of national achievement and the academic experiences of middle school students make a clear starting point for thinking about the potential of standards for the middle grades. Standards-based reform can formalize high academic expectations for all students and set criteria for more challenging classrooms, more challenging learning, and more authentic assessment. (Contains 47 references.) (SLD)

DESCRIPTORS: *Academic Achievement; Course Content; Curriculum Development; Educational Assessment; *Educational Change; *Expectation; Intermediate Grades; Junior High Schools; *Middle Schools; Performance; *Standards; Urban Schools


2. ERIC_NO: ED348738

Citation:

   Council of Chief State School Officers. (1992).  Principles to Support Higher Order Learning in the Middle Grades. (Report No. EA024197).  Washington, DC. (ERIC Document Reproduction Service No. ED 348 738).

ABSTRACT: Guidelines for improving teaching and learning for all students in the middle grades are provided in this document. Following an introduction and discussion of the significance of higher order learning for early adolescence, a set of 11 principles to improve the education of all middle-grade students is presented. Based on a review of research and restructuring efforts in the United States, each section pertaining to an individual principle describes strategies used by state and local initiatives nationwide. The principles recognize the differential rates of student development and promote higher order learning through curriculum development, teacher preparation, diverse teaching approaches, assessment, professional development, and better access to health and support services. A conclusion is that states must recognize the middle grades as a unique unit of learning and establish specific goals for learning. A list of resources is included. (Contains 24 references.) (LMI)

DESCRIPTORS: Adolescents; Cognitive Development; *Educational Quality; *Excellence in Education; Instructional Improvement; Junior High Schools; Learning Processes; *Learning Strategies; *Middle Schools; *Thinking Skills



3. ERIC_NO: ED222852

Citation:

   Farrar, Mary Thomas.  (1981).  How Adequate are the Assumptions Underlying Literature Comprehension in the Middle Grades? (Report No. CS006808).  Ontario, Canada. (ERIC Document Reproduction Service No. ED 222 852).

ABSTRACT: Although the argument that comprehension is a cognitive process is extremely convincing, the fact that comprehension can be assessed only through some sort of interaction makes this view inadequate as a base for reading/literature curricula. Questions, context, and teacher-student interaction can all influence a student's comprehension. It is also assumed that comprehension can be assessed objectively, but research has shown that examiners' different frames of reference can have considerable effect on question wording and on student scores. A third assumption underlying reading/literature curricula is that readers use some sort of schematic representation of text to guide the encoding and retrieval process and that an ideal story structure exists that corresponds with readers' schemata or expectations. Research indicates, however, that story structure is reflected in internal representation and that the complexity of internal representation increases developmentally, possibly subject to individual learning styles. Despite the limitations of these assumptions, reading/literature curricula in the schools have been based on the premise that meaning is literal, convergent, and objective rather than subjective or private. Because of the accountability demands of schooling, it is in the interest of school systems to adopt these assumptions and gloss over their inadequacies, a possibly unresolvable dilemma. (HTH)

DESCRIPTORS: *Cognitive Processes; *Curriculum Problems; Elementary Secondary Education; *English Curriculum; Evaluation Methods; *Literature Appreciation; *Reading Comprehension; *Reading Instruction; Reading Processes; Relevance (Education); Schemata (Cognition)

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Regular and Special Education Relationships in Middle School

1. ERIC_NO: ED417911

Citation:

   Sebastian, Joan P.; Mathot-Buckner, Connie.  (1998).  Including Students with Severe Disabilities in Rural Middle and High School: Perceptions of Classroom Teachers.  Coming Together: Preparing for Rural Special Education in the 21st Century, 18. (ERIC Document Reproduction Service No. ED 417 911).

ABSTRACT: In order to document the effects of including secondary students with severe disabilities in rural middle and high schools, a study was conducted in one senior high school and one middle school in Washington School District, Utah. The schools had a total of 8 students with severe disabilities. Specifically, the study examined the beliefs of secondary educators about including students with moderate or severe disabilities in secondary schools and content area classrooms; how instructional practices are impacted when students with severe disabilities are included; and what educators have learned about including students with severe disabilities. Twenty educators were interviewed at the beginning and end of the school year to determine attitudes about inclusion, impact on students, effects on teaching practice, and needed supports. The educators felt that inclusion was the right thing to do and was working; class size and group focus was a challenge; support was needed from special education staff; both disabled and nondisabled students benefited from inclusion; specific teaching strategies had been developed, but grading and individual educational programs were a concern; and training and technical assistance were needed. The findings suggest that rural secondary educators are willing to include students with severe disabilities in content area classrooms, but that more research is needed to identify appropriate learning strategies. Contains 18 references. (SAS)

DESCRIPTORS: *Educational Benefits; Educational Cooperation; *Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; *Rural Schools; Secondary Education; *Secondary School Teachers; *Severe Disabilities; Special Education; *Teacher Attitudes


2. ERIC_NO: ED338638

Citation:

   York, Jennifer, Ed.; And Others.  (1989).  Strategies for Full Inclusion. Project Report Number 89-4 .  (Report No. TM015675).  Minneaplolis, MN: University of Minnesota.  Institute on Community Integration. (ERIC Document Reproduction Service No. ED 388 638).

ABSTRACT: Seven papers discussing practical strategies and examples for designing and implementing inclusive educational programs for Minnesota public schools are presented. The papers include: (1) "Strategies for Achieving an Integrated Education for Middle School Learners with Severe Disabilities" (Jennifer York and Terri Vandercook); (2) "A Team Approach to Program Development and Support" (Terri Vandercook and Jennifer York); (3) "MAPS: A Strategy for Building the Vision" (Terri Vandercook and others); (4) "Designing an Integrated Education for Learners with Severe Disabilities through the IEP Process" (Jennifer York and Terri Vandercook); (5) "Instruction in Regular Education Classes for Students with Severe Disabilities: Assessment, Objectives, and Instructional Programs" (Cathy Macdonald and Jennifer York); (6) "Regular Class Integration: Beyond Socialization" (Jennifer York and others); and (7) "Does an "Integration Facilitator" Facilitate Integration?" (Jennifer York and others). (TJH)

DESCRIPTORS: Elementary Secondary Education; Instructional Systems; Learning Disabilities; *Mainstreaming; Middle Schools; Program Design; *Program Development; Program Implementation; *Public Schools; Regular and Special Education Relationship; Rehabilitation Programs; Severe Mental Retardation; Social Integration; *Special Education; *State Programs


3. ERIC_NO: ED334775

Citation:

   Goor, Mark; Polhill, Fay. (1991).  New Help for the Middle School Student with Learning Disabilities .  (Report No.  EC300521).  Atlanta, GA: Annual Conference of the Council for Exceptional Children. (ERIC Document Reproduction Service No. ED 334 775).

ABSTRACT: The paper describes a program which replaced the "pull out" approach to providing remedial instruction to learning disabled middle school students with a "pull in" program characterized by participation of special education teachers in regular classes to facilitate learning for these students. The special education teachers help to modify the curriculum, assignments, and tests and also work with individuals and small groups in the context of real classroom assignments. The program has been enthusiastically received and expanded each year since its origin in 1985. A typical day's schedule under this approach is described. Potential barriers (e.g., increased time demands for joint planning and the need to resolve differences between teachers) are identified with suggested solutions. Guidelines for implementation include enlisting the support of key players (e.g., principals or supervisors) and recognizing the variety of options available (complementary instruction, team teaching, or development of supportive learning activities). Some recommended practices for the special educator include refraining from judging the classroom teacher, demonstrating effective teaching techniques, and being available as much as possible in every class being helped. Includes 2 references. (DB)

DESCRIPTORS: Classroom Techniques; *Consultation Programs; Intermediate Grades; Junior High Schools; *Learning Disabilities; *Mainstreaming; *Middle Schools; Models; Program Development; Program Implementation; *Regular and Special Education Relationship; Special Education Teachers; *Team Teaching


4. ERIC_NO: EJ437679

Citation:

Howell, Paul. (1991, Summer).  Taking AIM to Assist Middle School Students with Special Needs.  Preventing School Failure. 35 (4), 43-47.

ABSTRACT: The AIM (Academic Intervention Model) program was designed to promote success for at-risk middle school students within a general education setting, through collaborative efforts between general and special education staff. This paper describes types of services offered, personnel preparation, program outcomes, and implementation suggestions. (JDD)

DESCRIPTORS: Academic Achievement; Cooperation; *Disabilities; Educational Cooperation; *High Risk Students; Intermediate Grades; *Intervention; Junior High Schools; *Mainstreaming; Middle Schools; Models; Program Effectiveness; Program Implementation; *Regular and Special Education Relationship; Teamwork


5. ERIC_NO: EJ492173

Citation:

   Denton, Melissa; Foley, D. J. (1994, Summer).  The Marriage of Special and Regular Education through Inclusion. Teaching and Change, 1 (4), 349-68.


ABSTRACT: A special educator and speech and language pathologist made inclusion and collaboration a reality in middle schools. They stopped delivering services in self-contained classrooms and started meeting students' needs in regular classrooms via team teaching. The changes eliminated labels and stigmas and fostered higher self-esteem and success. (SM)

DESCRIPTORS: Cooperative Planning; Disabilities; *Educational Cooperation; Intermediate Grades; Junior High Schools; *Mainstreaming; Middle Schools; Parent School Relationship; *Regular and Special Education Relationship; Special Education; Teaching Methods; *Team Teaching


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Student Publications in Middle School Language Arts

1. ERIC_NO: EJ433428

Citation:

Epstein, Joyce; Salinas, Karen.  (1991). New Directions in the Middle Grades.  Childhood Education, 67 (5), 285-91.

ABSTRACT: Discusses issues to be considered in efforts to determine whether programs are effective for improving education of all middle school students. Details directions effective programs are taking in mathematics, reading, writing and language arts, thinking skills, science, and social studies. Discusses common components of the programs. (BB)

DESCRIPTORS: Administrator Guides; *Curriculum; *Educational Innovation; *Elementary School Students; *Elementary School Teachers; Intermediate Grades; Junior High Schools; *Middle Schools; Prevention; Program Content; Program Effectiveness; *Program Evaluation; Public Education; Teaching Guides; Validated Programs



2. ERIC_NO: ED440634

Citation:

   Logan, Debra Kay.  (2000).  Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades. Professional Growth Series. (Report No. IR019999). Worthington, OH: Linworth Publishing, Inc. (ERIC Document Reproduction Service No. ED 440 634).

ABSTRACT: This toolkit provides tested lessons and a selection of alternative ideas for the middle grades to help adapt and integrate the teaching of information skills in a way that meets the needs of teachers and students. After an introductory section, eight chapters of Collaborative Integrated Skills Lessons are provided. The lessons are grouped by broad curricular areas and themes, including basic skill lessons, social studies/history, science, health, math, language arts, home economics/personal and family planning, and the arts. Within these subject groups, the lessons have a consistent format for easy use that includes: title, collaborator(s), overview, time, curriculum connections, suggested level and audience, information skill standards, prerequisite skills or background, materials, instruction and activities, assessment, adaptations and extensions, teaching or technology tips, and note-taking or pathfinder sheet. A chapter on assessment provides an array of self and teacher assessment tools that address assessment of both product and process. Appendices cover: resource, project, teacher contact/public relations, bibliography, and software company list. Includes an index. (AEF)

DESCRIPTORS: Cooperative Learning; Curriculum Development; *Information Literacy; *Information Skills; Information Technology; Instructional Development; Instructional Materials; *Intermediate Grades; *Learning Activities; Middle Schools; Skill Development



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Reading Strategies for Middle School

1. ERIC_NO: ED441223

Citation:

   Moore, David W., Ed.; Alvermann, Donna E., Ed.; Hinchman, Kathleen A., Ed. (2000). Struggling Adolescent Readers: A Collection of Teaching Strategies . (Report No.  CS013978).  Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 441 223).

ABSTRACT: Recognizing that productively engaging low-achieving adolescents in print-rich classrooms is complicated, this book presents 40 articles that focus specifically on teaching struggling readers in middle school and high school classrooms. The articles in the book are drawn primarily from the "Journal of Adolescent and Adult Literacy." The book is divided into six sections: Working with Struggling Adolescent Readers, Acknowledging Cultural Ties, Supporting Classroom Reading, Supporting Classroom Writing and Inquiry, Varying Texts To Meet Students' Interests and Needs, and Connecting In-School and Out-of-School Reading. Articles in the book are: "A Case Study of Middle School Reading Disability" (Darrell Morris, Criss Ervin, and Kim Conrad); "Reading Rescue: Intervention for a Student 'At Promise'" (Nancy G. Lee, Judith C. Neal); "Reflections on Teaching Struggling Middle School Readers" (Gay Ivey); "Developing Academic Confidence To Build Literacy: What Teachers Can Do" (Carolyn Colvin and Linda Kramer Schlosser); "Hiding Out in Secondary Classrooms: Coping Strategies of Unsuccessful Readers" (William G. Brozo); "Developing Parent Partnerships in Secondary Literacy Learning" (Trevor H. Cairney); "A Walk through Gracie's Garden: Literacy and Cultural Explorations in a Mexican American Junior High School" (William G. Brozo, Paul Cantu Valerio, and Minerva M. Salazar); "Literature-Based Cognitive Strategy Instruction for Middle School Latina/o Students" (Robert T. Jimenez and Arturo Gamez); "Children's Informational Picture Books Visit a Secondary ESL Classroom" (Nancy L. Hadaway and Jane Mundy); "Exploring Ethnic-Specific Literature: A Unity of Parents, Families, and Educators" (Nancy Hansen-Krening and Donald T. Mizokawa); "Vocabulary Learning with the Verbal-Visual Word Association Strategy in a Native American Community" (Gary Hopkins and Thomas W. Bean); "Recycled Words: Holistic Instruction for LEP Students" (Mary E. Blake, Patricia L. Majors); "Rock 'n' Roll and Horror Stories: Students, Teachers, and Popular Culture" (Cynthia Lewis); "The Literature Project: Using Literature To Improve the Self-Concept of At-Risk Adolescent Females" (Darcy E. Miller); "Reading Comprehension Instruction for At-Risk Students: Research-Based Practices That Can Make a Difference" (James Flood and Diane Lapp); "Students with Learning Difficulties Meet Shakespeare: Using a Scaffolded Reading Experience" (Sally Sue Rothenberg and Susan M. Watts); "Using Embedded Questions To Jump-Start Metacognition in Middle School Remedial Readers" (Carol Weir); "Helping Students Construct Meaning through Their Own Questions" (Larry Crapse); "Rapid Retrieval of Information: Reading Aloud with a Purpose" (Marguerite Green); "Vocabulary Teaching and Learning in a Seventh-Grade Literature-Based Classroom" (Janis M. Harmon); "On the Question of Teaching Decoding Skills to Older Students" (Nancy C. Lewkowicz); "Information Charts: A Strategy for Organizing Student Research" (Sally N. Randall); "How to Do How-To Books: Real-Life Writing in the Classroom" (Lu Huntley-Johnston, Sherri Phillips Merritt and Lois E. Huffman); "Creating Skinny Books Helps Students Learn about Difficult Topics" (Beth Broder Epstein); "Writing To Learn in Content Area Reading Class" (Sharon E. Andrews); "Spotlighting Specifics by Combining Focus Questions with K-W-L" (Lois E. Huffman); "Using Story Frames To Develop Reading Comprehension" (Leslie Anne Oja); "'On Every Page Someone Gets Killed!' Book Conversations You Don't Hear in School" (Jo Worthy); "Creating the Lifetime Reading Habit in Social Studies" (Joseph Sanacore); "The Place of Picture Books in Middle-Level Classrooms" (Terry Miller); "Wordless Books: No-Risk Tools for Inclusive Middle-Grade Classrooms" (Judith K. Cassady); "Focus on Teenage Parents: Using Children's Literature To Strengthen Teenage Literacy" (Helen L. Johnson, Susanna Pflaum, Ellen Sherman, Patricia Taylor, and Patricia Poole); "Read-Alouds Reluctant Readers Relish" (Barbara Erickson); "The Quick Book Share" (Bruce H. Eldridge); "Faculty Book Talks: Adults Sharing Books and Enthusiasm for Reading with Students" (Sharon Morley); "Family Reading at the Middle School" (Ruth D. Handel); "Peer and Cross-Age Tutoring: The Lessons of Research" (Martha D. Rekrut); "The Shifting Muffled Sound of the Pick: Facilitating Student-to-Student Discussion" (Sharon Benge Kletzien and Lynda Baloche); "Getting Disenchanted Adolescents To Participate in School Literacy Activities: Portfolio Conferences" (Josephine Peyton Young, Samuel R. Mathews, Anne Marie Kietzmann, and Todd Westerfield); and "High School Reading Programs Revisited" (Arlene L. Barry). Most articles contain references. (RS)

DESCRIPTORS: *Adolescent Literature; *Adolescents; Case Studies; Childrens Literature; High Risk Students; High Schools; *Low Achievement; Metacognition; Middle Schools; *Reading Difficulties; *Reading Instruction; Reading Interests; Reading Programs; Teaching Methods



2. ERIC_NO: ED392518

Citation:

   Cole, Robert W., Ed.  (1995).  Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners.  What Research and Practice Say about Improving Achievement. (Report No. PS023861). Alexandria, VA: Association for Supervision and Curriculum Development.  (ERIC Document Reproduction Service No. ED 392 518).

ABSTRACT: The culmination of work by the Association for Supervision and Curriculum Development's (ASCD) Urban Middle Grades Network, a special Advisory Panel on Improving Student Achievement, and the Improving Student Achievement Research Panel, this book proposes a repertoire of tools for educators meeting the needs of an increasingly diverse student population. The book is divided into nine chapters preceded by a foreword (Gene R. Carter) and a Preface (Helene Hodges) which set forth ASCD's values and beliefs about teaching, the organization's educational philosophy, and ASCD's 3-High Achievement Model. Chapter 1, "Educating Everybody's Children" (Marie Carbo), provides a demographic portrait of poverty, race, and ethnicity of America's children; school funding inequities; and the need for a shift in paradigms. Chapter 2, "Barriers to Good Instruction" prepared by the ASCD Advisory Panel on Improving Student Achievement, presents an overview of attitudes, beliefs, and institutional practices that are often barriers to good instruction. Chapter 3, "A Baker's Dozen: Effective Instructional Strategies" (Lloyd W. Kline) presents strategies that range in complexity and magnitude, cut across content areas, and share the following characteristics: they are inclusive (not exclusive), work best in context with other ideas, focus on students working with social situations, are interactive and interdisciplinary, and empower students to be actively involved in their own learning (the chapter contains a bibliography of 138 items). Chapter 4, "Diverse Teaching Strategies for Diverse Learners" (Marietta Saravia-Shore and Eugene Garcia) discusses teaching strategies shown by research to be effective in educating student learners from diverse racial, ethnic, cultural, and linguistic backgrounds, and who come from communities of low socioeconomic status. Chapter 5, "Strategies for Increasing Achievement in Reading" (Marie Carbo and Barbara Kapinus) examines the state of the art of reading instruction and details classroom techniques that enhance reading achievement. Chapter 6 focuses on "Strategies for Increasing Achievement in Writing" (Sally Hampton), while chapter 7 presents strategies for Increasing Achievement in Mathematics" (Beatriz d'Ambrozio and others). Chapter 8 discusses "Effective Strategies for Increasing Achievement in Oral Communication (James Chesebro and others). The final chapter, titled "ASCD Talks Back," provides an opportunity for educators to respond to the ideas in the book. Contains over 100 references. (DR)

DESCRIPTORS: *Classroom Techniques; *Cognitive Style; Communication Skills; *Cultural Pluralism; Educational Philosophy; *Educational Strategies; Elementary Secondary Education; Ethnicity; Institutional Characteristics; Integrated Curriculum; Learning Strategies; Mathematics Achievement; Motivation Techniques; *Multicultural Education; Poverty; Race; Reading Achievement; School Funds; Student Characteristics; Teaching Methods; Urban Education; Writing Skills



3. ERIC_NO: EJ291354

Citation:

   Taylor, Barbara M.; Beach, Richard W.  (1984, Winter).  The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text.  Reading Research Quarterly, 19 (2), 134-146.

ABSTRACT: Investigates the effectiveness of a hierarchical summary procedure used after reading social studies material. Concludes that the procedure enhanced students' recall for relatively unfamiliar, but not relatively familiar, social studies text and had a positive effect on the quality of their expository writing. (FL)

DESCRIPTORS: *Content Area Reading; Elementary Secondary Education; Expository Writing; Grade 7; Junior High Schools; *Reading Comprehension; Reading Instruction; *Reading Research; Reading Skills; *Reading Strategies; Recall (Psychology); *Skill Development; Study Skills; *Writing Skills


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Reading and Writing Relationship in Middle School Language Arts

1. ERIC_NO: ED403580

Citation:

   Block, Cathy Collins.  (1997).  Teaching the Language Arts: Expanding Thinking through Student-Centered Instruction. Second Edition . (Report No.  CS215704).  Des Moines, IA:  Allyn and Bacon. (ERIC Document Reproduction Service No.  Ed 403 580).

ABSTRACT: The second edition of this book provides the theoretical and practical foundation for a language development program in which all students become actively involved in communicating their high-level thoughts with exceptional competence. Preservice teachers vicariously enter 13 language arts classrooms in which they learn how the language arts are expanded from preschool through middle school. Inservice teachers can improve results in their own classrooms by comparing them with those of the award-winning educators described in the book. New features in the second edition include: (1) a new chapter and discussions within chapters on multicultural learners; (2) scenarios of how language develops from preschool through middle school in the lives of children from four distinct cultural backgrounds; (3) specific information in every chapter about addressing unique learning aptitudes of special needs students; and (4) thirteen thematic units that are provided as examples of how specific principles in each chapter would translate to preschool through eighth-grade classrooms. Each chapter in the book is divided into 3 sections: theoretical foundations, putting theory into practice, and the teacher as continuous learner. Chapters are: (1) Learning Language and the Language Arts; (2) Teaching the Language Arts; (3) Oral Communication; (4) Listening Development: A Student Centered Approach; (5) Increasing Speaking, Listening, Reading, and Writing Vocabularies and Word Recognition; (6) The Reading and Writing Connection: Comprehending and Composing; (7) Writing to Communicate and Think; (8) Revising to Clarify Meaning; (9) Spelling and Handwriting Instruction in the Language Arts Program; (10) Integrating Language Arts across the Curriculum; (11) Increasing Creative Expression and Viewing Ability through Poetry and Drama; (12) Increasing Thinking and Problem-Solving Abilities through the Language Arts; (13) Language and Cultural Diversity in the Language Arts Classroom; and (14) Assessment and Grading Options in the Language Arts Classroom. Contains approximately 600 references. (RS)

DESCRIPTORS: Communication Skills; Creative Activities; Elementary Education; Handwriting; Junior High Schools; *Language Arts; Listening Skills; Middle Schools; Poetry; Preschool Education; Problem Solving; *Reading Instruction; Reading Writing Relationship; Spelling; *Student Centered Curriculum; *Student Evaluation; Theory Practice Relationship; Word Recognition; *Writing Instruction



2.  ERIC_NO: ED179969

Citation:

   Smelstor, Marjorie, Ed.  (1979).  A Guide to the Relationship between Reading and Writing. (Report No. CS205318).  Wisconsin:  Wisconsin Writing Project. (ERIC Document Reproduction Service No. ED 179 969).

ABSTRACT: One of a series of teaching guides produced by the Wisconsin Writing Project, this booklet focuses on suggestions for teaching reading and writing in elementary, middle, and high school language arts classrooms. The first section offers 16 reading/writing activities, a list of topics for language experience stories, and an annotated list of wordless picture books to use at the elementary level. The second section offers 12 lesson plans to use in teaching reading skills (critical reading, vocabulary growth, paraphrasing, and summarizing) and literature appreciation (persuasion, foreshadowing, expository writing, and creative writing) in the middle school language arts classroom. The third section offers to high school English teachers a list of nine teaching objectives and five lesson plans (on biographies/autobiographies, drama, novels, articles/essays, and poetry) presented in chart form. A lesson on simple bookmaking is also included. (AEA)

DESCRIPTORS: Bibliographies; Elementary Secondary Education; *Language Arts; *Lesson Plans; *Reading Instruction; *Reading Skills; Resource Materials; Teaching Guides; Teaching Methods; *Writing (Composition); *Writing Skills



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Student Writing Models in Middle School Language Arts

1. ERIC_NO: ED430236

Citation:

   Missouri State Dept. of Elementary and Secondary Education. (1999).  Navigating the Map: Communication Arts.  Middle School.  Spring 1998 Assessment .  (Report No. CS216700).  Jefferson City, Missouri: Missouri Assessment Program. (ERIC Document Reproduction Service No. ED 430 236).

ABSTRACT: Designed to give middle school teachers some of the tools necessary to prepare their students to do well on the performance based Missouri Assessment Program (MAP), this booklet provides released items from the 1997-1998 MAP Communication Arts test. MAP consists of three reading passages followed by constructed-response items, a formal writing portion in which students respond to a prompt related to the general theme of the reading passages, and an "off-the-shelf" reading and language arts test. The first section of the booklet includes the released grade 7 reading passages, released items that go with those passages, the scoring guides used to score the items, and sample student work at each score point. The final section presents brief descriptions of 48 tips regarding reading, writing, and test-taking for teachers to use to prepare their students for the test. (RS)

DESCRIPTORS: Grade 7; *Middle Schools; Performance Based Assessment; *Reading Achievement; *Reading Tests; Student Writing Models; *Test Coaching; *Test Construction; Test Wiseness; Writing Evaluation; *Writing Tests



2. ERIC_NO: ED415520

Citation:

   Rubenstein, Susanne.  (1998).  Go Public!  Encouraging Student Writers To Publish . (Report No. CS216171).  Urbana, IL: National Council of Teachers of English. (ERIC Document Reproduction Service No. ED 415 520).

ABSTRACT: This book is intended for middle and high school teachers who are committed to the process-writing model and are eager to encourage their students in the last step of the process--publication. The book offers specific writing ideas and classroom activities that help students develop the confidence and ability to publish in a wide market, and it features an extensive list of commercial markets and writing contests open to young writers. The book also addresses the issue of evaluation and guides teachers in turning their classrooms into writing communities whose members work together to recognize and reward each writer. This book can serve as a handy reference guide to publishing opportunities for students (a comprehensive appendix lists nearly 150 publishing opportunities for young writers) and as a useful collection of writing ideas that teachers can use within their established English/language arts curriculum. Appendixes include: a comprehensive 150-item list of publishing opportunities--the Market and Control lists; electronic submissions; resources of technical advice for young writers; and sample formats for cover letters and manuscripts. (NKA)

DESCRIPTORS: Class Activities; *English Instruction; Intermediate Grades; Language Arts; Middle Schools; Secondary Education; *Student Development; Student Publications; Writing (Composition); *Writing for Publication; *Writing Instruction; *Writing Processes


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Bi-Lingual Instructional Materials

1. ERIC_NO: ED253063

Citation:

   Johns, Ann M.  (1984).  On Developing ESL and Bi-Lingual Activities Transferable to the Academic Classroom . (Report No. FL014664).  Alexandria, Egypt: Annual Symposium of Language In Egypt. (ERIC Document Reproduction Service No. ED 253 063).

ABSTRACT: Some recent research on the development of reading materials for bilingual instruction and instruction in English as a second language (ESL) concerning the appropriate language of academic texts and students' self-awareness of the learning process is reviewed, and a plan for the development of an academic reading program is outlined. The plan has three steps, all of which appear to be essential in the development of language, task, and instruction-appropriate activities. The first step is analysis of target goals and tasks students must perform in academic classes. The second is examination of the discourse needed by students to accomplish these tasks. Several conventional and unconventional methods of discourse analysis are available. The third step is the development of exercises for all types of reading tasks. These include three types of exercises: pre-reading, which confers knowledge of the content and organization of a text to assist in comprehension; mid-reading, which assists students in moving through the text by discussing how one reads; and post-reading, which includes comprehension questions and activities to promote elaboration, evaluation, and extension of the text just read. (MSE)

DESCRIPTORS: Discourse Analysis; *English (Second Language); Instructional Materials; *Intellectual Disciplines; Learning Processes; *Material Development; *Multilingual Materials; Program Development; *Reading Instruction; Reading Skills; Second Language Instruction; Task Analysis; Transfer of Training


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Page Author: Danielle Earley
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