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Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

High risk students in higher education are identified as being marginally qualified to enter and persist. These students are handicapped with low high school grades, poor study habits, low aptitude scores and little ambition to meet academic requirements. Although the process of reversing fixed behavioral patterns is most difficult, several research studies have reported success with study skills/remedial treatments. This article reports on research conducted with high risk students by applying a pre-college treatment or conducting special courses during the academic semester. The data indicates that high risk students can improve upon their predicted grade point average when a study skills/remedial treatment is employed. (Author)

High risk students in higher education are identified as being marginally qualified to enter and persist. These students are handicapped with low high school grades, poor study habits, low aptitude scores and little ambition to meet academic requirements. Although the process of reversing fixed behavioral patterns is most difficult, several research studies have reported success with study skills/remedial treatments. This article reports on research conducted with high risk students by applying a pre-college treatment or conducting special courses during the academic semester. The data indicates that high risk students can improve upon their predicted grade point average when a study skills/remedial treatment is employed. (Author)

While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers.

While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers.

While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers.

While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers.

Chaired by Bernard G. Guerney, Jr., this program on the development and evaluation of helping skills training included the following presentations: (1) "The Development of a Helping Skills Program" (Steven Danish); (2) "Paraprofessionals Assess the Training Program" (Barbara Wakshul); (3) "Research Conducted on the Training of Basic Helping Skills" (Allen Hauer); (4) "Strategies for the Comprehensive Evaluation of Training Programs for Nonprofessional Human Service Workers" (Anthony D'Augelli); and (5) "Applications of the Basic Helping Skills Program for Counselor Training" (Arthur Horne). (LAA)

Chaired by Bernard G. Guerney, Jr., this program on the development and evaluation of helping skills training included the following presentations: (1) "The Development of a Helping Skills Program" (Steven Danish); (2) "Paraprofessionals Assess the Training Program" (Barbara Wakshul); (3) "Research Conducted on the Training of Basic Helping Skills" (Allen Hauer); (4) "Strategies for the Comprehensive Evaluation of Training Programs for Nonprofessional Human Service Workers" (Anthony D'Augelli); and (5) "Applications of the Basic Helping Skills Program for Counselor Training" (Arthur Horne). (LAA)

Chaired by Bernard G. Guerney, Jr., this program on the development and evaluation of helping skills training included the following presentations: (1) "The Development of a Helping Skills Program" (Steven Danish); (2) "Paraprofessionals Assess the Training Program" (Barbara Wakshul); (3) "Research Conducted on the Training of Basic Helping Skills" (Allen Hauer); (4) "Strategies for the Comprehensive Evaluation of Training Programs for Nonprofessional Human Service Workers" (Anthony D'Augelli); and (5) "Applications of the Basic Helping Skills Program for Counselor Training" (Arthur Horne). (LAA)

In a concerted effort to head off a situation in which almost half of the nation's young adults may conceivably be judged as having restricted literacy skills, the Educational Testing Service (ETS) has made a major commitment of human and financial resources to the area of adult literacy. ETS is directing a team of researchers and measurement specialists in a number of simultaneous projects that focus on the needs of adults with restricted literacy skills. Programs include (1) a computer-based learning assessment system that will focus on the needs of adults with midlevel literacy skills; (2) the Workplace Literacy Assessment--a project to profile the literacy skills needed in the workplace by jobseekers; and (3) establishment of literacy requirements for the 40 highest-volume, fastest-growing jobs in the United States between now and the year 2000. These projects will result in the development of learning progress scales in which teachers and learners can identify current positions and obtain guidance about what to do to move to a higher level. (RS)

IN SUMMER 1967, ALL ENTERING STUDENTS WHO SCORED BELOW THE 11TH PERCENTILE ON THE BAKERSFIELD COLLEGE ENTRANCE EXAMINATION, SCAT, AND ENGLISH CLASSIFICATION TEST WERE GIVEN ADDITIONAL READING, ARITHMETIC, AND GROUP NONVERBAL INTELLIGENCE TESTS. FROM THIS GROUP, 27 VOLUNTEERS WERE CHOSEN TO PARTICIPATE IN A 6-WEEK, 4-HOUR DAILY PROGRAM OF REMEDIAL ENGLISH, READING, AND MATHEMATICS. PRE- AND POST-TESTS SHOWED MEAN READING GAINS FROM GRADE 8.0 TO GRADE 8.4, WITH SOME STUDENTS IMPROVING BY MORE THAN TWO GRADE LEVELS. SIMILAR GAINS WERE NOTED IN THE SCAT AND THE ENGLISH CLASSIFICATION TEST. IN THIS PROGRAM, ATTENDANCE WAS NEARLY PERFECT, STUDENTS SUBMITTED WORK REGULARLY, STUDENT APATHY WAS MINIMAL, STUDENTS RECEIVED DAILY INDIVIDUAL ATTENTION, AND WORK SUBMITTED WAS CORRECTED BUT NOT GRADED. A LABORATORY ATMOSPHERE WAS MAINTAINED, WITH A STUDENT AIDE TO ASSIST THE TEACHER IN WORKING WITH INDIVIDUAL STUDENTS. GAINS IN TEST SCORES AND STATED STUDENT ATTITUDE INDICATED THAT THE PROGRAM WAS SUCCESSFUL AND WORTHY OF CONTINUATION. (WO)

98 pages : 25 cm

98 pages : 25 cm

Problem solving is of critical importance in many disciplines. In medicine, the clinician's ability to arrive at the correct diagnosis often means the difference between life and death. Despite its importance and a significant amount of research regarding how to improve problem solving, few unambiguous answers have emerged for promoting problem solving learning. This paper focuses on explaining those gains, both theoretically, and in terms of the qualitative data collected from learners over the past two years. The goal of the paper is to associate those gains with specific characteristics of the DP (Diagnostic Pathfinder, a software learning tool designed to help clinical pathology students improve their ability to solve diagnostic problems) by and meaningfully categorizing and characterizing thousands of comments from students who used the DP in a number of different settings, and to use those comments to illustrate, from the students' perspective, how using the DP accomplished what it did. These ideas will be tied to current theory regarding the teaching and learning of problem solving.

Includes bibliographical references and indexes

Includes bibliographical references and indexes

Includes bibliographical references and indexes

Includes bibliographical references

Includes bibliographical references

In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.]

In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.]

In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.]

In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.]

In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.]

712 pages +

This report describes a project conducted to develop and publish instructional materials for educationally disadvantaged adults in independent living situations to assist them in developing skills such as bill paying, making and keeping appointments, and other related issues. After experimenting with other communication methods serving this type of population, the Mid-State Literacy Council decided that the easiest technique to use in assisting nonreading adults was color coding. The workbook included in this document shows teachers how to guide learners in using color-coding techniques in order to maintain independence and function adequately in society. The workbook includes sample color-coding techniques for bill paying, sample bills, and a calendar. Only one tutor and adult learner field tested the workbook, with several tutors and teachers reviewing and evaluating the workbook. Although the project proposed to train 10 tutors to use the home management program with their students, this objective could not be met because of the unavailability of tutors. However, as students who would benefit from the workbook enter the program, tutors will be trained to work with them and the evaluation of using the workbook will be ongoing. (KC)

This report describes a project conducted to develop and publish instructional materials for educationally disadvantaged adults in independent living situations to assist them in developing skills such as bill paying, making and keeping appointments, and other related issues. After experimenting with other communication methods serving this type of population, the Mid-State Literacy Council decided that the easiest technique to use in assisting nonreading adults was color coding. The workbook included in this document shows teachers how to guide learners in using color-coding techniques in order to maintain independence and function adequately in society. The workbook includes sample color-coding techniques for bill paying, sample bills, and a calendar. Only one tutor and adult learner field tested the workbook, with several tutors and teachers reviewing and evaluating the workbook. Although the project proposed to train 10 tutors to use the home management program with their students, this objective could not be met because of the unavailability of tutors. However, as students who would benefit from the workbook enter the program, tutors will be trained to work with them and the evaluation of using the workbook will be ongoing. (KC)

This document contains the oral and written statements of witnesses who testified at a hearing on the Reemployment and Retraining Act of 1994 and the WARN [Worker Adjustment and Retraining Notification] Amendments Act. Witnesses included Senator Howard Metzenbaum of Ohio, several union and public employment program officials from several states, and several dislocated workers. Additional material submitted for the report includes questions submitted by Senator Metzenbaum to several state and federal officials, a summary of a publication of the Association of Outplacement Consulting Firms International, and several communications to local officials. The witnesses testified about the need for a one-stop service that would link dislocated workers with unemployment benefits, job retraining programs, income-replacement during retraining, and social services programs. Several examples of local and state programs were described. Witnesses also stressed the need for early warnings about plant and office closings so that agencies and workers can prepare for retraining and career change. (KC)

This document contains the oral and written statements of witnesses who testified at a hearing on the Reemployment and Retraining Act of 1994 and the WARN [Worker Adjustment and Retraining Notification] Amendments Act. Witnesses included Senator Howard Metzenbaum of Ohio, several union and public employment program officials from several states, and several dislocated workers. Additional material submitted for the report includes questions submitted by Senator Metzenbaum to several state and federal officials, a summary of a publication of the Association of Outplacement Consulting Firms International, and several communications to local officials. The witnesses testified about the need for a one-stop service that would link dislocated workers with unemployment benefits, job retraining programs, income-replacement during retraining, and social services programs. Several examples of local and state programs were described. Witnesses also stressed the need for early warnings about plant and office closings so that agencies and workers can prepare for retraining and career change. (KC)

This document contains the oral and written statements of witnesses who testified at a hearing on the Reemployment and Retraining Act of 1994 and the WARN [Worker Adjustment and Retraining Notification] Amendments Act. Witnesses included Senator Howard Metzenbaum of Ohio, several union and public employment program officials from several states, and several dislocated workers. Additional material submitted for the report includes questions submitted by Senator Metzenbaum to several state and federal officials, a summary of a publication of the Association of Outplacement Consulting Firms International, and several communications to local officials. The witnesses testified about the need for a one-stop service that would link dislocated workers with unemployment benefits, job retraining programs, income-replacement during retraining, and social services programs. Several examples of local and state programs were described. Witnesses also stressed the need for early warnings about plant and office closings so that agencies and workers can prepare for retraining and career change. (KC)

This document contains the oral and written statements of witnesses who testified at a hearing on the Reemployment and Retraining Act of 1994 and the WARN [Worker Adjustment and Retraining Notification] Amendments Act. Witnesses included Senator Howard Metzenbaum of Ohio, several union and public employment program officials from several states, and several dislocated workers. Additional material submitted for the report includes questions submitted by Senator Metzenbaum to several state and federal officials, a summary of a publication of the Association of Outplacement Consulting Firms International, and several communications to local officials. The witnesses testified about the need for a one-stop service that would link dislocated workers with unemployment benefits, job retraining programs, income-replacement during retraining, and social services programs. Several examples of local and state programs were described. Witnesses also stressed the need for early warnings about plant and office closings so that agencies and workers can prepare for retraining and career change. (KC)

This document contains the oral and written statements of witnesses who testified at a hearing on the Reemployment and Retraining Act of 1994 and the WARN [Worker Adjustment and Retraining Notification] Amendments Act. Witnesses included Senator Howard Metzenbaum of Ohio, several union and public employment program officials from several states, and several dislocated workers. Additional material submitted for the report includes questions submitted by Senator Metzenbaum to several state and federal officials, a summary of a publication of the Association of Outplacement Consulting Firms International, and several communications to local officials. The witnesses testified about the need for a one-stop service that would link dislocated workers with unemployment benefits, job retraining programs, income-replacement during retraining, and social services programs. Several examples of local and state programs were described. Witnesses also stressed the need for early warnings about plant and office closings so that agencies and workers can prepare for retraining and career change. (KC)