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The culture of the southern United States is examined in the context of its effects on race relations and how it is portrayed in curriculum. Many of the southern racial tragedies of the past are still unresolved and this is reflected in schools as they teach about the South. Since schools are dependent on published materials to teach classes, and since there is wide variation in how these materials treat topics such as slavery, no common picture of southern culture is being given. For significant social change to occur, black and white students need a new curriculum free of distortions. The new South is fundamentally different from the old South in that there is a redistribution of economic and political resources. In some instances scholars of the American South are redefining southern culture to incorporate the experiences of blacks and other ethnic groups. This must be reflected in texts and other educational materials. More research is needed to investigate how culture can mitigate learning or serve as a vehicle for liberation. (VM)

The document reviews the literature concerning the goals of elementary school science teaching. The review indicated a consensus among scientists and science education experts that elementary school science instruction should promote meaningful understanding of science concepts, processes, and attitudes. Students should not just be memorizing scientific facts; they should be developing higher order thinking skills. However, the experts differ in their descriptions of the kinds of higher level thinking that elementary children should develop. As a result, teachers are faced with long lists of goals that do not support them in providing coherent, meaningful science instruction. The paper argues that a coherent model that focuses on a limited set of goals may be more productive in helping elementary teachers provide meaningful learning opportunities for their students. It reviews three perspectives on science teaching that hold promise for providing such a framework; an inquiry perspective, a science-technology-society perspective, and a conceptual change perspective. The similarities and differences of the three perspectives are discussed and the paper concludes with personal reflections from the author's own teaching. (Author/CW)

The work described in this article represents an effort to foster a contextual understanding of human development in culturally and developmentally diverse classrooms through autobiographical reflection and reflexive inquiry. The author's goal is to use the exercise to foster "deep learning" about human development and to develop a classroom environment that values and fosters classroom community. This means establishing a classroom environment that reduces barriers to meaningful collaboration and intergroup friendship formation. By encouraging students to learn from each other, classroom communities provide a powerful venue for intellectual, social and emotional growth. A first step in establishing such communities involves creating the conditions necessary for students to begin to trust and learn from one another. The author developed the Lifenet View exercise to help post-secondary and graduate students better understand abstract theoretical perspectives on culture, context, and individual differences, and to explore with them the relevance of these principles for their future work as professional educators, counselors, and social service providers. Lifenets are visual images that portray one's relationships to people, places, and things. As students draw and share their lifenets, they learn about themselves and their classmates. Thus, the exercise provides a way for students of all ages in racially and culturally diverse classrooms to get to know each other and to examine differences as well as similarities in their life experiences. It also affords college instructors an opportunity to become better acquainted with students. The author begins with a brief review of some of the theoretical ideas that have informed this work. After describing the exercise in detail, the author summarizes what she has learned from looking at and reflecting on her students' lifenets and commentaries. (Contains 3 figures.)

This study was designed to see how six teachers, who had experience with educational change, dealt with particular curriculum mandated reforms in the province of Ontario (Canada). Teachers were asked to reflect and comment on their experiences implementing "The Common Curriculum, Policies and Outcomes, Grades 1 to 9, 1995," an initiative of the Ontario Ministry of Education and Training that focused on measurable and demonstrable learning outcomes for all students. The policy favored grouping traditional disciplines into the four program areas of the arts, language, mathematics, science and technology, and personal and social studies. The six teachers of grades 7, 8, or 9 from were selected because of their successful approaches to the reform. Teachers identified obstacles to reform, beginning with the physical separation of grade 9 from grades 7 and 8, something that makes collaboration difficult. Other issues that made reform difficult were content coverage issues, attitudes of staff colleagues, uncertainty and stress, and time factors. Things that facilitated change were a favorable attitude toward integration of learning, leadership and support, team teaching, teacher control of change, and teacher attitude to change. (Contains three tables and seven references.) (SLD)

This study examines the effects of the Promoting Alternative Thinking Strategies (PATHS) Curriculum, which provided children with instruction on a variety of issues involved with the expression, understanding, and control of emotions. Participants were 308 first and second graders. PATHS lessons were given about three days a week from October through April. Four main objectives of the curriculum were to: (1) teach children to "Stop and Calm Down"; (2) provide enriched linguistic experiences to help mediate children's understanding of self and others; (3) teach children to integrate emotional understanding with cognitive and linguistic skills in order to analyze and solve problems; and (4) encourage the development of self-esteem and effective peer relations. A slightly modified curriculum was also used in special education classrooms. PATHS lessons were sequenced according to increasing developmental difficulty and included dialogue, role-playing, modeling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Extensive generalization techniques helped teachers apply and transfer skills to other aspects of the school day. A critical focus of PATHS included facilitation of the dynamic relationship between cognitive-affective understanding and real-life situations. Findings regarding emotional understanding are reported and discussed. (RH)

This study examines the effects of the Promoting Alternative Thinking Strategies (PATHS) Curriculum, which provided children with instruction on a variety of issues involved with the expression, understanding, and control of emotions. Participants were 308 first and second graders. PATHS lessons were given about three days a week from October through April. Four main objectives of the curriculum were to: (1) teach children to "Stop and Calm Down"; (2) provide enriched linguistic experiences to help mediate children's understanding of self and others; (3) teach children to integrate emotional understanding with cognitive and linguistic skills in order to analyze and solve problems; and (4) encourage the development of self-esteem and effective peer relations. A slightly modified curriculum was also used in special education classrooms. PATHS lessons were sequenced according to increasing developmental difficulty and included dialogue, role-playing, modeling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Extensive generalization techniques helped teachers apply and transfer skills to other aspects of the school day. A critical focus of PATHS included facilitation of the dynamic relationship between cognitive-affective understanding and real-life situations. Findings regarding emotional understanding are reported and discussed. (RH)

This study examines the effects of the Promoting Alternative Thinking Strategies (PATHS) Curriculum, which provided children with instruction on a variety of issues involved with the expression, understanding, and control of emotions. Participants were 308 first and second graders. PATHS lessons were given about three days a week from October through April. Four main objectives of the curriculum were to: (1) teach children to "Stop and Calm Down"; (2) provide enriched linguistic experiences to help mediate children's understanding of self and others; (3) teach children to integrate emotional understanding with cognitive and linguistic skills in order to analyze and solve problems; and (4) encourage the development of self-esteem and effective peer relations. A slightly modified curriculum was also used in special education classrooms. PATHS lessons were sequenced according to increasing developmental difficulty and included dialogue, role-playing, modeling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Extensive generalization techniques helped teachers apply and transfer skills to other aspects of the school day. A critical focus of PATHS included facilitation of the dynamic relationship between cognitive-affective understanding and real-life situations. Findings regarding emotional understanding are reported and discussed. (RH)

This study examines the effects of the Promoting Alternative Thinking Strategies (PATHS) Curriculum, which provided children with instruction on a variety of issues involved with the expression, understanding, and control of emotions. Participants were 308 first and second graders. PATHS lessons were given about three days a week from October through April. Four main objectives of the curriculum were to: (1) teach children to "Stop and Calm Down"; (2) provide enriched linguistic experiences to help mediate children's understanding of self and others; (3) teach children to integrate emotional understanding with cognitive and linguistic skills in order to analyze and solve problems; and (4) encourage the development of self-esteem and effective peer relations. A slightly modified curriculum was also used in special education classrooms. PATHS lessons were sequenced according to increasing developmental difficulty and included dialogue, role-playing, modeling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Extensive generalization techniques helped teachers apply and transfer skills to other aspects of the school day. A critical focus of PATHS included facilitation of the dynamic relationship between cognitive-affective understanding and real-life situations. Findings regarding emotional understanding are reported and discussed. (RH)

This study examines the effects of the Promoting Alternative Thinking Strategies (PATHS) Curriculum, which provided children with instruction on a variety of issues involved with the expression, understanding, and control of emotions. Participants were 308 first and second graders. PATHS lessons were given about three days a week from October through April. Four main objectives of the curriculum were to: (1) teach children to "Stop and Calm Down"; (2) provide enriched linguistic experiences to help mediate children's understanding of self and others; (3) teach children to integrate emotional understanding with cognitive and linguistic skills in order to analyze and solve problems; and (4) encourage the development of self-esteem and effective peer relations. A slightly modified curriculum was also used in special education classrooms. PATHS lessons were sequenced according to increasing developmental difficulty and included dialogue, role-playing, modeling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Extensive generalization techniques helped teachers apply and transfer skills to other aspects of the school day. A critical focus of PATHS included facilitation of the dynamic relationship between cognitive-affective understanding and real-life situations. Findings regarding emotional understanding are reported and discussed. (RH)

This study examines the effects of the Promoting Alternative Thinking Strategies (PATHS) Curriculum, which provided children with instruction on a variety of issues involved with the expression, understanding, and control of emotions. Participants were 308 first and second graders. PATHS lessons were given about three days a week from October through April. Four main objectives of the curriculum were to: (1) teach children to "Stop and Calm Down"; (2) provide enriched linguistic experiences to help mediate children's understanding of self and others; (3) teach children to integrate emotional understanding with cognitive and linguistic skills in order to analyze and solve problems; and (4) encourage the development of self-esteem and effective peer relations. A slightly modified curriculum was also used in special education classrooms. PATHS lessons were sequenced according to increasing developmental difficulty and included dialogue, role-playing, modeling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Extensive generalization techniques helped teachers apply and transfer skills to other aspects of the school day. A critical focus of PATHS included facilitation of the dynamic relationship between cognitive-affective understanding and real-life situations. Findings regarding emotional understanding are reported and discussed. (RH)

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on Battle Command and Decision Making followed by a history lesson on The Soviet-German Conflict. While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student?s understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic depar

It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can learn to prioritise a significant Other and practise doing so. The curriculum needs to provide a space where the legal, restorative face of justice and its ethical face could coincide. Firstly, we argue that a sole focus on justice as reasonableness might reinforce the notion of "separate but equal", and that through a leveling of difference, we might opaquely strengthen difference without an inclination to care deeply for those whose background might differ from ours. Secondly, we argue that the legal and ethical faces of justice are not mono-tonal, but that these faces constitute many complexions based on the body holding it (or the person who attempts to make sense of these faces). In this article we will attempt to understand how we make sense of girls' voices on cultural and religious practices. We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care.

This paper describes a 2-week curriculum designed to give graduate level physicians an understanding of the pathophysiology of shock and to enable them to diagnose and manage deranged oxygen metabolism in critically ill patients. The curriculum is predicated on an extensive needs assessment and addresses the unique characteristics and learning styles of graduate level physicians in residency training programs. The curriculum opens by stating the unit aim and offering explanation and rationale for in-depth study of shock and its management. A following section describes the context for the curriculum as part of a specialty training program at the Royal College of Physicians and Surgeons of Canada. The curriculum lists pre-requisites and entry characteristics of those in the program listing formal educational qualifications as well as a variety of personal characteristics. A section on needs assessment notes that the objectives of the module are based on research into the concepts, skills and attitudes needed to diagnose and treat shock. Objectives and performance criteria include eight points of knowledge, four skills, three attitudes, and one process. Proposed assessment is on a continuous basis during the training. Instruction details include the schedule for the 2 weeks and suggested strategies and evaluation methods. (JB)

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

Creative Curriculum is one of the most commonly used curricula in preschool classrooms in the U.S. Despite its widespread usage, little is known about the variability of teacher practices and children's learning experiences within classrooms using this curriculum. The first aim of this project is to understand how teachers' implementation of evidence-based language and literacy practices and children's opportunities for learning vary in classrooms that use Creative Curriculum. The second is to examine how teacher's background characteristics moderate associations between teachers' implementation of evidence-based language and literacy practices and children's opportunities for learning and children's early language and literacy gains. Results will provide a better understanding of variability in teacher practices and children's experiences within classroom using Creative Curriculum and will shed light on the ways in which malleable factors shape children's language and literacy gains in these classrooms.

Perma.cc archive of https://aanmc.org/curriculum/ created on 2021-11-14 02:11:00+00:00.

Literacy is essential for societal success, education, and employment (Cooper et al., 2014). In alphabetic languages, teaching children systematic letter-sound relationships enables them to read words aloud (phonic decoding), allowing them access to word meanings based on their oral vocabulary knowledge. This is described as the print-to-sound-to-meaning pathway (Coltheart et al., 2001; Gough & Tunmer, 1986; Harm & Seidenberg, 2004). Theories propose that children then build a direct print-to-meaning pathway, which is ultimately a more efficient way to comprehend text. However, extensive reading experience is needed to build these direct mappings, since they are not systematic and therefore require whole-word knowledge (e.g., the meaning of CAP is unrelated to CAT, CUP, or TAP; Coltheart et al., 2001; Harm & Seidenberg, 2004). There is limited evidence supporting the idea that reading experience drives a shift from phonic decoding to whole-word reading. For example, older relative to younger children show reduced effects of print-to-sound consistency (Grainger et al., 2012; Waters et al., 1984) and word length (Kwok et al., 2017; Zoccolotti et al., 2005). However, we do not know how consistency and length effects develop longitudinally due to real-world experience with words. This longitudinal study therefore investigates if children’s reliance on phonic decoding when reading year 5 curriculum words decreases over the school year in which they learn them. More specifically, it will compare how word length and spelling-to-sound consistency influence children’s reading accuracy and response time at the end of year 4 (before they have experience with these words) and again at the end of year 5 (after they have experience with these words). It will also test if word spelling (precision of whole-word written form knowledge) and/or understanding (whole-word meaning knowledge) of these same items predicts improvements in reading response time and accuracy. Results will be relevant for optimising literacy instruction since they will show how reading efficiency is supported by the precision of children’s spelling and understanding of words. ​​References​ Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295X.108.1.204 Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary School. Early Education and Development, 25(8), 1248–1264. https://doi.org/10.1080/10409289.2014.932236 Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104 Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123(2), 280–292. https://doi.org/10.1016/j.cognition.2012.01.003 Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. https://doi.org/10.1037/0033-295X.111.3.662 Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and Lexicalization in Opaque and Transparent Orthographies: Word Naming and Word Learning in English and Spanish. Quarterly Journal of Experimental Psychology, 70(10), 2105–2129. https://doi.org/10.1080/17470218.2016.1223705 Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory & Cognition, 12(3), 293–305. https://doi.org/10.3758/BF03197678 Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93(3), 369–373. https://doi.org/10.1016/j.bandl.2004.10.010

This study comprises a survey of physics teachers in Styria, Austria, addressing the requirements of the new curriculum for secondary schools. This curriculum places particular emphasis on language education and reading and demands their implicit integration into physics classes. The significance of language education in the physics curriculum, as outlined in the Federal Legal Information System (Rechtsinformationssystem des Bundes [RIS] 2023), highlights the overarching theme of "Language Education and Reading" and the general didactic principle 7, "Language-sensitive subject teaching takes place in all subjects." However, previous studies (Vojíř & Rusek, 2022) indicate that the curriculum's impact largely depends on the teachers and individual schools. Therefore, the survey aims to capture the attitudes of physics teachers towards the new curriculum, especially their perception of language education and reading. Due to the movement towards language-aware subject teaching, the importance of language actions in various tasks, including reading tasks, has increased (Abraham & Saxalber, 2016; Reitbrecht & Sorger, 2018). The survey also examines teachers' familiarity with these language action verbs, such as describing and explaining. Furthermore, the survey investigates whether and how teachers incorporate these operators into their exam tasks. This study aims to provide insights from the teachers' perspective on the current implementation of the new curriculum and to assess the extent to which language education and reading are integrated into physics instruction.

This study comprises a survey of physics teachers in Styria, Austria, addressing the requirements of the new curriculum for secondary schools. This curriculum places particular emphasis on language education and reading and demands their implicit integration into physics classes. The significance of language education in the physics curriculum, as outlined in the Federal Legal Information System (Rechtsinformationssystem des Bundes [RIS] 2023), highlights the overarching theme of "Language Education and Reading" and the general didactic principle 7, "Language-sensitive subject teaching takes place in all subjects." However, previous studies (Vojíř & Rusek, 2022) indicate that the curriculum's impact largely depends on the teachers and individual schools. Therefore, the survey aims to capture the attitudes of physics teachers towards the new curriculum, especially their perception of language education and reading. Due to the movement towards language-aware subject teaching, the importance of language actions in various tasks, including reading tasks, has increased (Abraham & Saxalber, 2016; Reitbrecht & Sorger, 2018). The survey also examines teachers' familiarity with these language action verbs, such as describing and explaining. Furthermore, the survey investigates whether and how teachers incorporate these operators into their exam tasks. This study aims to provide insights from the teachers' perspective on the current implementation of the new curriculum and to assess the extent to which language education and reading are integrated into physics instruction.

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

Content analysis of data regarding Canadian preservice English-as-a-Second-Language teachers revealed that they widely varied in their degree of knowledge of and ability to effectively make curriculum decisions, suggesting the effectiveness of augmenting current input-output models with developmental learning models. (Author/CB)

This paper reports the result of a study that aimed to identify the problems with oral English skills of ESL (English as a second language) students at a tertiary teacher training institution in Hong Kong. The study, by way of semi-structured interview, addresses the gap in our understanding of the difficulties ESL students encountered in their oral English development in the context of a Bachelor of Education (English Language) programme. Insufficient opportunities to speak English in lectures and tutorials, lack of a focus on language improvement in the curriculum, and the input-poor environment for spoken communication in English outside class apparently contributed to a range of problems that closely related to the sociocultural, institutional and interpersonal contexts in which individual ESL students found themselves. The results of the study lead us to question the effectiveness of the knowledge- and pedagogy-based ESL teacher training curriculum. They also point to a need to incorporate a sufficiently intensive language improvement component in the current teacher preparation program.

We analyzed the effects of a game-based, supplemental fraction curriculum on fourth and fifth grade students' fraction knowledge, engagement, and STEM interest. Students with and without disabilities with intersecting identities (e.g., race, disability status, gender) comprised the sample. Results indicate significant differences in fraction concept knowledge as a result of the curriculum for all students, but not STEM interest. Furthermore, engagement was a significant predictor of STEM post test scores, but not fraction concept post test scores. Implications of the results in the context of previous research on game-based mathematics curriculums are shared. [For the complete proceedings, see ED658295.]

The Health IT Workforce Curriculum was developed for U.S. community colleges to enhance workforce training programmes in health information technology. The curriculum consist of 20 courses of 3 credits each. Each course includes instructor manuals, learning objectives, syllabi, video lectures with accompanying transcripts and slides, exercises, and assessments. The materials were authored by Columbia University, Duke University, Johns Hopkins University, Oregon Health & Science University, and University of Alabama at Birmingham. The project was funded by the U.S. Office of the National Coordinator for Health Information Technology. All of the course materials are available under a Creative Commons Attribution-Non Commercial-ShareAlike 3.0 License. Component 3 - Terminology in Health Care and Public Health Settings Component Overview: This component explains specific terminology used by workers in health care and public health. This is NOT a course in data representation or standards. Unit Title Understanding Medical Words Unit Overview: This unit describes the meanings of medical words. Unit Objectives: By the end of this unit the student will be able to: 1. Discuss the four parts of medical terms. 2. Recognize word roots and combining forms. 3. Identify the most common prefixes and suffixes. 4. Describe the anatomical positions. 5. Define the body planes. 6. Identify regions of the body. 7. Define directional and positional terms. 8. Build, divide, spell and pronounce common medical words.

The Health IT Workforce Curriculum was developed for U.S. community colleges to enhance workforce training programmes in health information technology. The curriculum consist of 20 courses of 3 credits each. Each course includes instructor manuals, learning objectives, syllabi, video lectures with accompanying transcripts and slides, exercises, and assessments. The materials were authored by Columbia University, Duke University, Johns Hopkins University, Oregon Health & Science University, and University of Alabama at Birmingham. The project was funded by the U.S. Office of the National Coordinator for Health Information Technology. All of the course materials are available under a Creative Commons Attribution-Non Commercial-ShareAlike 3.0 License. Component 3 - Terminology in Health Care and Public Health Settings Component Overview: This component explains specific terminology used by workers in health care and public health. This is NOT a course in data representation or standards. Unit Title Understanding Medical Words Unit Overview: This unit describes the meanings of medical words. Unit Objectives: By the end of this unit the student will be able to: 1. Discuss the four parts of medical terms. 2. Recognize word roots and combining forms. 3. Identify the most common prefixes and suffixes. 4. Describe the anatomical positions. 5. Define the body planes. 6. Identify regions of the body. 7. Define directional and positional terms. 8. Build, divide, spell and pronounce common medical words.

This syllabus is intended to introduce the concept of strategic culture to upper division undergraduates seeking to deepen their understanding of international relations and security studies, and broaden their theoretical and methodological tool sets. Our objective is to provide the instructor with theoretical background on the concept of strategic culture as well as a framework for comparing case studies in this field. We do this through the use of comparative cases that examine a common international security phenomenon: a state's (and one non-state actor) decisions to acquire, proliferate, or use a weapon of mass destruction. Our purpose is to advance strategic culture analysis as a tool for understanding (and even forecasting) the foreign policy of other actors and of constructing successful foreign policy of our own. Practical applications of strategic culture include: * better understanding of the foreign lenses through which our policy moves will be viewed * more effective deterrence, because we understand what the other culture values and can better leverage their cost/benefit ratio * stronger cooperative relationships with allies * increased accuracy in the interpretation of intelligence collected abroad * insight that will allow for the creation of counter-narrative strategies aimed at weakening an adversary's propaganda campaign * more successful assimilation of immigrants * a stronger understanding of the repercussions of our foreign policy moves * illumination of our own cultural values * enhancement of predictive/forecasting capability

This syllabus is intended to introduce the concept of strategic culture to upper division undergraduates seeking to deepen their understanding of international relations and security studies, and broaden their theoretical and methodological tool sets. Our objective is to provide the instructor with theoretical background on the concept of strategic culture as well as a framework for comparing case studies in this field. We do this through the use of comparative cases that examine a common international security phenomenon: a state's (and one non-state actor) decisions to acquire, proliferate, or use a weapon of mass destruction. Our purpose is to advance strategic culture analysis as a tool for understanding (and even forecasting) the foreign policy of other actors and of constructing successful foreign policy of our own. Practical applications of strategic culture include: * better understanding of the foreign lenses through which our policy moves will be viewed * more effective deterrence, because we understand what the other culture values and can better leverage their cost/benefit ratio * stronger cooperative relationships with allies * increased accuracy in the interpretation of intelligence collected abroad * insight that will allow for the creation of counter-narrative strategies aimed at weakening an adversary's propaganda campaign * more successful assimilation of immigrants * a stronger understanding of the repercussions of our foreign policy moves * illumination of our own cultural values * enhancement of predictive/forecasting capability

This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies in their classrooms. Drawing primarily on a recent study of mathematics teachers' work, the research findings in the paper demonstrate that national cultural traditions in England, France, and Germany are a major determinant and influence on the system of schooling in general, on national curricula, and on teachers' principles and classroom practices in schools. The paper argues that an awareness of the socio-cultural and philosophical base upon which systems have developed is a critical element in analyzing and understanding contrasting national models of curricular and pedagogic organization, and that a lack of such understanding is likely to inhibit the process of curriculum change at all levels of the system. (Contains 39 references.) (Author/BT)

This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies in their classrooms. Drawing primarily on a recent study of mathematics teachers' work, the research findings in the paper demonstrate that national cultural traditions in England, France, and Germany are a major determinant and influence on the system of schooling in general, on national curricula, and on teachers' principles and classroom practices in schools. The paper argues that an awareness of the socio-cultural and philosophical base upon which systems have developed is a critical element in analyzing and understanding contrasting national models of curricular and pedagogic organization, and that a lack of such understanding is likely to inhibit the process of curriculum change at all levels of the system. (Contains 39 references.) (Author/BT)

This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.