ERIC ED427866: Focus on Elementary (Ages 07-10): A Quarterly Newsletter for the Education Community, 1997-1998.

35 Pages·1998·0.9 MB·English

by  ERIC

DOCUMENT RESUME
PS 027 359
ED 427 866
Crawford, Patricia, Ed.; Glascott, Kathleen P., Ed.
AUTHOR
Focus on Elementary (Ages 07-10): A Quarterly Newsletter for
TITLE
the Education Community, 1997-1998.
Southern Inst. on Children and Families, Columbia, SC.
INSTITUTION
1998-00-00
PUB DATE
NOTE
34p.
Association for Childhood Education International, 17904
AVAILABLE FROM
Georgia Avenue, Suite 215, Olney, MD 20832.
-- Guides - Non-Classroom
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PUB TYPE
(055)
Focus on Elementary; v10 n1-4 Fall-Sum 1997-1998
JOURNAL CIT
MF01/PCO2 Plus Postage.
EDRS PRICE
Acquired Immune Deficiency Syndrome; Children; Classroom
DESCRIPTORS
Environment; *Elementary Education; Elementary School
Students; Elementary Schools; *Inclusive Schools; *Internet;
Mainstreaming; *Mixed Age Grouping; Safety; Service
Learning; Student Projects; *Writing (Composition)
*Looping (Teachers); *Writing Groups
IDENTIFIERS
ABSTRACT
This document consists of four issues of a newsletter for
educators at the elementary level. Each issue focuses on a theme and includes
an article on that theme, along with regular columns. The Fall 1997 issue
focuses on using writer's clubs to encourage student writing. The news column
for this issue discusses HIV in schools, and the vice president's column
discusses using community projects that educate and entertain. The Winter
1997 issue's topic is "Safety in the Cybervillage: Some Internet Guidelines
for Teachers." The vice president's column addresses ACEI (Association for
Childhood Education International) committee updates and future plans. The
Spring 1998 newsletter focuses on defining the multiage classroom. A sidebar
describes the National Center for Science Literacy, Education and Technology,
and the executive director's column describes resources on ACEI's Web site.
The Summer 1998 issue, in a continuation of the look at alternative
configurations for elementary schools and classrooms, focuses on the issues
that surround inclusive classrooms and looping structures in elementary
schools. The vice president's column discusses group projects in the
classroom. All issues contain listings of new Web resources, and many
describe print publications and relevant national awards.
(EV)
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Reproductions supplied by EDRS are the best that can be made
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Focus on Elementary (Ages 07-10)
A Quarterly Newsletter for the Education Community
1997-1998
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
411C This document has been reproduced as
BEEN GRANTED BY
received from the person or organization
w tues-
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
ACEI
yall 1997 <> Vol. 10, Alo.
FOCUS
ementary
ages 7-10
A QUARTERLY NEWSLETTER FOR THE EDUCATION COMMUNITY
"Kids Helping Kids"
Authors in the Making:
An Invitation To Join
The sixth annual UNICEF Greeting
Card Contest invites young artists to
the Writer's Club
submit their own visions of the theme,
"Kids Helping Kids." The winning
Patricia A. Crawford and Stephen Schroeder,
drawings will be produced as
University of Central Florida at Daytona Beach
UNICEF holiday greeting cards and
sold exclusively at Pier 1 Import stores
during the 1998 holiday season.
Slant up, slant down and draw a line,
Since the creation of UNICEF's
Greeting Card program in 1949, over
Slant up, slant down and draw a line,
three billion UNICEF greeting cards
have been sold, raising more than
Slant up, slant down and draw a line,
$500 million. The first "Kids Helping
Kids" contest was held in 1992 to help
To make a capital A.
kick off the annual UNICEF holiday
card sales drive. This has brought
cihis song, a short ditty sung to the tune of "Here We Go
more recognition to the greeting
'Round the Mulberry Bush," is a relic of bygone days.
cards, while making children every-
Originally taught to 1st-graders, it was intended to
where more aware of global concerns.
remind young writers about the basics of letter formation. In a
Children ages 13 and under are in-
world ruled by "rockers" and "rainbows," the song captured a
vited to participate in the contest.
view of the composition process that was governed first by the
Entries will be separated into two
rules of manuscript formation and then later by the nuances of
categories: ages 7and under and ages
cursive writing.
8 to 13. Two winners, one from each
Looking back, it seems that the formal writing curriculum had
group, will be selected. In addition to
little to do with constructing meaning, sharing knowledge or
having their artwork produced as
collaborating with peers. Rather, it had everything to do with
1998's holiday greeting cards, each
sitting quietly and carefully copying script from the board. From
winner, accompanied by his or her
time to time, students would have the opportunity to engage in
parents, will receive a free trip to
creative writing. Experiences that allowed young writers to develop
New York City in November. While
and refine full pieces of original text, however, were decidedly
in New York, they will attend a spe-
limited. Educators paid little attention to the actual composition
cial reception where their work will
of what it
process, and opportunities to develop a genuine sense
be exhibited. Each winner will also
meant to be an author were more the exception than the rule.
receive $500 spending money for their
Our understanding of children's writing and the nature of
trip. Entries will be accepted through
the writing process has changed greatly during the past 20
Entry forms are
October 24, 1997.
writing
years. Decades of research on elementary students'
available at Pier 1 stores (call 800-447-
have revealed something that should have been apparent all
4371 for the store nearest you).
2
along: If children are going to
and share their work. While the
JOINING THE
be successful writers, they need
writing workshop has trans-
WRITER'S CLUB
to have ongoing opportunities
formed the face of elementary
Concerns such as these are what
to write in purposeful, authen-
writing curricula, many teach-
led Stephen Schroeder, a teacher
tic and meaningful ways
ers still struggle in their efforts
education student at the Univer-
(Calkins, 1994; Graves, 1983;
to create genuine learning
sity of Central Florida, to begin a
Short, Harste & Burke, 1996).
communities in which chil-
Friday evening writer's club for
Like all writers, students need
dren engage in authentic
elementary students. As a
to have a sense of ownership
forms of writing. As one
prospective teacher, he wanted
over their work. They need to
veteran teacher with 12 years of
children to see writing not as a
be able to revisit works in
writing workshop experience
required academic task, but
process as they rehearse, draft,
said:
rather as a powerful process that
revise and edit text, en route to
could enrich their lives. As a
creating a final draft (Graves,
I feel like all the right pieces are
community leader, he hoped to
in place, but it never really
1983, 1994). Furthermore, if
spark the interest of children
comes together.
I still always
children are to view themselves
within the area. Stephen envi-
feel as if students write for an
as authors and to count them-
sioned a program in which
audience of oneme. I try to
selves among those who write
interested participants could
create a genuine writing commu-
well and often, they need the
nity, but it always feels forced or
come together to celebrate
support of a caring community
contrived. Sometimes I wonder
writing. Reasoning that children
if it's even possible.
of learners who will embrace
would want to write if they were
the writer, as well as value the
given an encouraging and
writing (Dudley-Marling,
This teacher is not alone in her
creative context in which to do
1997).
concerns and she raises impor-
it, he decided to organize a
These simple principles serve
tant questions: Is it possible to
community-based writer's club
as the foundation for writing
create authentic writing commu-
that would draw from the local
workshops, which can be
nities among elementary stu-
area and operate separately from
opportunities for students to
dents? If so, how do we go about
the school system.
come together to learn, write
doing this?
His purpose in starting the
chireWSh
Ills diti
I
HIV
Children with HIV
are living longer and staying
children will likely attend
healthier, according to a study published by the
school.
American Academy of Pediatrics and con-
Of the 92 children studied,
ducted by researchers from Massachusetts
three were too ill to attend school, five were
hospitals and clinics, as well as the Massachu-
home-schooled and 84 attended school
setts Department of Health and the Centers for
outside the home. Of those in public school,
Disease Control and Prevention. As
a result,
most had few absences. In more than half of
schools need to be prepared for a future with
the cases, the school had not been informed of
more HIV-infected students.
the child's condition. The authors suggest
In early 1994 there were an estimated 12,000
that the child's health care professionals help
HIV-infected U.S. children, of which 40 percent
the family decide whether to reveal the
were school-age. In 1993, however, there were
child's disease, serve as the child's advocate
more than 1,600 HIV-infected children born.
in the educational system and offer medical
With a life expectancy of over nine years, these
guidance to school personnel.
4
3
enthusiasm, others offered concrete suggestions:
writer's club was three-fold. First, he wanted to
the activities must be fun; participants should
create a supportive and low-risk environment in
have a chance to do artwork as well as write; and
which children's writing could be nurtured.
the club should be made an official entity,
Second, he wanted to establish a forum in which
complete with a special name, membership
he could be a "writer's influence," a role model
cards, elected officers, and regular rituals and
who enjoyed writing and valued it as a part of
activities. One child suggested that such a club
everyday life. And, finally, he wanted to help
would need money for supplies, and later
legitimize writing in the minds of the students
returned with an empty soup can labeled simply,
with whom he worked. Knowing that children's
"Donations for Writer's Club." Responses such
lives are often influenced by peer pressure and
as these served as clear indications that young
the urgency to engage in a whole range of
writers were capable of envisioning and charting
activities, Stephen hoped to position writing and
a plan of action for the establishment of their
participation in a thriving, literate community as
own learning community.
a viable alternative to other, less healthful,
choices.
Coming Together
Working with the children, Stephen organized a
Foundations
flexible framework for the inception of the writer's
"If you build it they will come." Although this bit of
practical wisdom may have
worked wonders in Field of
Dreams, real life is another
Publieati
issue
matter. From the beginning,
Stephen recognized that an
authentic writing community
Do
you, a friend, a family member or someone in your
could not simply be built, and
community have a disability? If so, Skipping Stones, a non-
then imposed on the partici-
profit children's magazine, would like to hear from you.
pants. If children were going
This magazine, which encourages cooperation, creativity and
to participate, they needed to
celebration of cultural and linguistic diversity, is preparing
play a role in constructing this
its January/February 1998 issue,
community themselves; they
"Challenging Disability." The editors
needed to have a voice in
are interested in the challenges of
shaping the community's
people with disabilities. Please send
identity and charting the
your typed or neatly handwritten short
group's course.
stories, interviews, essays, plays (less
Stephen began to solicit
than 750 words) proverbs or poems (30
input from the children,
lines or less) to Skipping Stones, P.O.
gathering information on their
Box 3939, Eugene, Oregon 97403. Non-English submissions
thoughts about writing, as
paintings
are equally welcome, as are cartoons, drawings,
well as the kind of things they
and photo essays with captions. Please include your name,
would like to see happen if a
self-addressed
age and address on each page and include a
writer's group was formed.
stamped envelope. All contributors will receive a copy of
Although the majority of the
the issue.
respondents expressed nega-
Skipping Stones also invites submissions for other upcoming
tive attitudes about the
issues, which will focus on topics such as cultural celebrations,
writing they did in school,
African, Asian and Latin American cultures, how to raise caring
most were open to the possi-
children, living abroad, architecture indigenous to your region,
bility of being part of a writing
modern technology and its impact on us, hospitality customs of
community. While some
your family/culture and cross-cultural communication.
children expressed vague
4
club. It was decided that the
the initial gathering. The meet-
Japan). The club received its
group would meet biweekly and
ing began with the lighting of a
official start as the members
focus on the dual processes of
"writing candle" and a brief
placed their "hands together in
writing and illustration. Partici-
discussion on the ways in which
agreement and formed a fellow-
pants would come together to
fire might symbolize writing. A
ship of writers" (Schroeder,
work towards the goals of
"talking stick," borrowed from
1997).
writing, refining and publish-
Indian tradition, was used; each
In the weeks that followed, the
ing their work. Meetings
child added their thoughts as the
participants brainstormed ideas,
would include time for text
stick was passed from person to
read children's books and
development, as well as social
person. Together, they named
explored different modes of
interaction.
themselves the Crane Writer's
illustration. But most of all, they
Six children, whose ages
Club (not only are cranes native
wrote. And they have been
spanned the elementary grades,
to the area, the Red Crowned
writing ever since. Some chil-
met in a neighborhood home for
Crane is a symbol of "spirit" in
dren have been eager and prolific
authors, engaging easily and
joyfully in the writing act.
Resourc
Others have needed a great deal
of support simply to get past the
obstacle of putting pencil to
paper. Yet, all have been active
members of the writing commu-
www.education-world.com
www.askasia.org
nity, persevering in their writing
This website from Education
This website from the Asia So-
until a piece was ready for
World features a unique
ciety offers classroom-tested
publication.
search engine with more than
resources and cultural informa-
At a recent publication party,
50,000 links to education-related
tion, games and activities, and
the children's final products
It also offers lesson
sites.
links to relevant people, places
plans, curriculum materials,
were rich and varied. Some
and institutions.
discussion
forums
and
were short, others quite lengthy.
monthly reviews of other
www.nga.gov
Some pieces highlighted the
education websites.
The National Gallery of Art's
written text, while others
site features over 3,200 full-
emphasized the visual aspects of
www.GreatKids.com
view digital images and 3,800
publication, with much attention
Access this site to learn about
details of art from its collection.
children who are making a
given to illustration. All of the
It also includes tours of the
difference in their communi-
museum and historical audio
final publications represented
ties. The site also invites visi-
segments.
the work of engaged and active
tors to submit stories about
authors who took a great deal of
children in their own areas
www.4teachers.org
pride in their work.
whose positive contributions
This site "for teachers powering
should be celebrated.
learning with technology" offers
Making Strides
teachers' stories of technology in
www.bookitprogram.com
the classroom, web lessons for
The Crane Writer's Club has
This site by Book WO, a read-
students and more.
been up and running for a full
ing incentive program, offers
year. The group currently meets
on-line access to the annotated
www.eduplace.com
for three hours on Friday
bibliography of the program's
Houghton Mifflin's website of-
evenings. The first two hours
fers on-line reading-related
optional 1997-98 theme, global
diversity.
are devoted to writing, illustrat-
resources for teachers, stu-
Visitors will be able
to link to conservation organiza-
dents and parents. Also in-
ing and exploring different types
tions and agencies for informa-
cludes "The Reading Dimen-
of book design. The final hour is
tion and ideas to enhance their
sion," an on-line book club for
designated as a social time in
program.
kids.
which the children play orga-
nized games and have the
AdWioa
ursud
hepes awards
opportunity to interact
informally.
Members hail from a wide
Applications for Northern Life's 1998 Education's Un-
range of socioeconomic
sung Heroes Awards are now being accepted. The pro-
groups and represent a variety
gram was originally founded to recognize educators for
of cultural backgrounds.
their innovative spirit and ability to positively influence
Approximately 75 percent of
the children they teach. Full-time kindergarten through
the participants are boys.
grade 12 education professionals, including teachers,
Since the club's inception,
principals, classified staff and paraprofessionals, are
membership has quadrupled,
eligible to participate.
with new members joining at
"This program is our way of recogniz-
natural breaks in the club's
ing educators who have the vision to try
schedule of projects and
new methods of improving student
activities. Currently, a num-
learning," says Mike Dubes, president
ber of local children are
waiting for their opportunity
and CEO of Seattle-based Northern Life.
"The qualilty of applicants and the wide
to join. This growth in mem-
range of projects reinforce that there are
bership necessitated a recent
many unsung heroes in the education
move out of family homes and
field [who] should be recognized and
into the local Boys and Girls
rewarded."
Club building, which conse-
At least 80 winners will be awarded $2,000 each to further
quently engendered a whole
their project within their school or district. Each applicant
new wave of interest.
will be judged on the project description, student benefits
In one short year, the Crane
and use of funds for the project. Of the 80 finalists, three top
Writer's Club has blossomed
into a genuine writing com-
winners will collect additional prizes of $25,000, $10,000 and
$5,000. The top three will be selected by Northern Life's
munity, a place where el-
ementary students
Educators Advisory Board, based on the ability of the pro-
gram to be replicated in other classrooms or benefit an entire
voluntarily, eagerly partici-
pate in a full range of writing
school or district.
Educators can nominate themselves or be nominated by
activities. The club provides
young writers a forum where
their peers, students, parents or the public. Applications must
they can take control of their
be postmarked by November 1, 1997. Nominees will complete
own learning, collaborate
an application and compose three 250-word responses to
with their peers, present their
address the project description, student benefits and use of
work to an audience and
funds for the project. Applications may be downloaded from
develop leadership abilities.
Northern Life's website (www.unsungheroes.com) or requested
Though still operated by mailing or faxing a letter, along with the nominee's name
autonomously under Stephen
and address, to:
Schroeder's leadership, the
Northern Life's Education's
club is also a point of collabo-
ration for children, parents,
Unsung Heroes Awards Program
community leaders and
clo CSFA
university faculty. Although
1505 Riverview Road
Stephen has coordinated and
P.O. Box 297
led all of the group's activities
St. Peter, MN 56082
to date, plans are now under-
Fax: [phone]
way to involve local high
school and university students
seems that the potential exists,
Where better to experience this
than within the supportive
as mentors and writing coaches
however, to find a good deal of
for the group. Parent volunteers
common ground between the
framework of a writing commu-
two. Quality writing programs,
nity? It all starts with an invita-
participate by providing snacks,
donating supplies and helping
no matter where they are based,
tion to join the writer's club.
with logistics. Publication
share a number of key elements.
nights are open to families, References
First, they are contextually
appropriate. That is, they are
Calkins, L. M. (1994). The art of
friends and interested others.
teaching writing (2nd ed.).
programs that have been devel-
Just as the club is becoming a
Portsmouth, NH: Heinemann.
oped with a particular group of
community unto itself, it is also
Dudley-Marling, C. (1997). Living
becoming an important fiber in
writers and their social context
with uncertainty: The messy reality
the tapestry of the broader local in mind. Second, they evolve.
of classroom practice. Portsmouth,
The program's structure is
community.
NH: Heinemann.
Dyson, A. H. (1993). Social worlds of
flexible enough that it can be
children: Learning to write in an
THE BIG PICTURE
adapted easily to meet the
urban primary school. New York:
participants' needs, rather than
Is it possible to create authentic
Teachers College Press.
writing communities among
requiring the participants to
Graves, D. H. (1983). Writing:
elementary students? The Crane
adapt to meet the needs of a
Teachers and children at work.
Writer's Club project would static program. Finally, they are
Portsmouth, NH: Heinemann.
holistic. The programs are
indicate that the answer is an
Graves, D. H. (1994). A fresh look at
writing. Portsmouth, NH:
unequivocal "yes." Children not
structured in such a way that
Heinemann.
writers have the opportunity to
only are able to engage in
Hall, N. (1989). Writing with reason.
authentic writing experiences take part in the whole authoring
London: Hodder & Stoughton.
and participate fully in writing
process, with all its varied
Schroeder, S. (1997). The writer's
components. In the words of
communities, they also are
club: Teaching thinking to children.
Unpublished manuscript.
capable of shaping these com-
Nigel Hall, "If it is the experi-
Shannon, P. (1995). Texts, lies, and
munities and developing a
ence of authorship which helps
videotape. Portsmouth, NH:
shared vision for influencing authors develop, then it follows
Heinemann.
their social worlds (Dudley-
that children should, from the
Short, K. G., Harste, J. C., & Burke,
start, be given opportunities to
Marling, 1997; Dyson, 1993;
C. (1996). Creating classrooms for
explore what it means to be an
Shannon, 1995). After all,
authors and inquirers (2nd ed.).
Portsmouth, NH: Heinemann.
authentic learning communities
author" (Hall, 1989, p. ix).
are more than a group of
students who happen to be
LessonitioPiansm
onth
engaged in the same activity.
A genuine community is, as
Sharon Murphy states, "the
The fourth annual National UNICEF Month Campaign will
beginning of a shared focus, a
kick off in October. To help support UNICEF's work with
shared purpose which
children in need around the world, children in the U.S. will
eventually leads to a shared
"Trick-or-Treat for UNICEF." In addition to collecting spare
way of making sense of some
change on October 31, children can participate in classroom
aspect of the world"
activities designed to help them gain a global understanding of
(Murphy, cited in Dudley-
the daily challenges encountered by children in the developing
Marling, 1997, p. 3).
world. Free educational materials (in English and Spanish) are
Certainly, logistical differ-
available from the U.S. Committee for UNICEF to help teachers
ences exist between manda-
plan lessons appropriate for grades 1 through 12. To receive the
tory classroom writing
free materials, call 800-FOR-KIDS, or download them from the
programs and after-school
U.S. Committee for UNICEF homepage at www.unicefusa.org.
voluntary writing clubs. It
7
ro
-Nifenit
r
was not a permanent solution They persuaded the
least spring was a very busy time for me. In late
Director of Transportation to put up two stoplight
May, after the ACEI Annual Conference in
Portland, four of my students and I joined nine
warnmg signs. Yet the drivers continued to run
red lights Although the signs were ihe students'
other teams from around the U S. in the finals of the
Bayer Corporation, Discover Magazine, Christopher
original solution, the director helped them to think
about a higher tech solution The team learned
Columbus Foundation and National Science Founda-
tion "Community Innovation" competition, judged
about an automatic "photocop" that could be tied
at EPCOT Center at Walt Disney World in Florida.
to the traffic lights and sensors in the crosswalks
I would like to share this project and pique your in-
that take pictures of cars running red lights
terest m participating for the 1997-98 academic year
A local television crew interviewed the students
This 6th- through 8th-grade competition chal-
for the 6 p.m news and followed their progress
lenged students to use science, technology and en-
throughout the competition. The students also
gineering to invent solutions that would improve the
worked with high school students to edit a five-mmute
quality of life m their communities. Teams of four
videotape and completed a nme-page entry form.
students must apply the scientific method to solve
In early April, they received word that they had
real-world problems. This contest enhances
made it to the semifinals Our regional coordinator
participants' curiosity, resourcefulness, and
invited all the midwest teams to prepare a presenta-
creative and critical thinking skills
tion for each other and family members at the
Science Museum of Minnesota This gave the stu-
Last October, I shared the application with my 5th-
and 6th-grade class While most of the students were
dents experience in speaking to the public
neW to my multi-age classroom, four students were
Later that month, the students heard that they
starting their third year with me. Those veterans
were in the finals. They received $250 to prepare a
wanted a project to take ownership in and began
three-dimensional display for the competition,
meeting after school with me and several parents.
prepare a looped television clip, and create an in-
They identified many neighborhood concerns and
teractive computer survey to gather public data
settled on drivers running red lights.
while at EPCOT.
They gathered 24 hours worth of data, and met
The six days at Walt Disney World were exciting.
with neighborhood activists, traffic engineers and
Students:
their city council representative. The students
understood the severity of the problem as they
displayed and presented their solution to the
stood on the corners counting the drivers who ran
public for two days
red lights. They took data three different times dur-
competed fo.r a $25,000 community grant and
ing the day and at two intersections.
individual savings bonds
The students then contacted the Director of Trans-
participated in the Discover Mngazine Awards
portation with the Department of Public Works.
for Technological Innovation and met with
They began recording the license plate numbers
adult winners
and then faxing these numbers to the director's
visited the various theme parks to gather data on
office. He then sent violators friendly letters calling
the physics of various rides, take behind-the-
to their attention that they had run a red light.
scenes tours and enjoy the rides
The next step was to test a temporary solution. The
met motivational speaker Chad Foster, who told
students worked in pairs, one standing halfway up
them to remember that as they pursue their
the block dressed in a brightly colored safety patrol
dreams, other doors will open.
poncho holding a large, orange sign that read, "STOP
AHEAD." The other student stood at the corner col-
What sets this apart from other competitions?
lecting data. While that cut violations, they knew it
There are several reasons to pursue this competition:
Yocus on glementaty
It appeals to all students, not just the brightest.
The prizes are substantial, substantive and invest in the
grant will help a team and
community. A special
$25,000
Executive Board
the community work together to bring the idea to life.
James L. Hoot, President; Sue Wortham, Past
The competition gives students a rich experience in the
President; Jacqueline Blackwell, Vice President:
scientific process and an opportunity to excel. A regional
Infancy/Early Childhood; Maria "M.J."
coordinator is available to help teams network with experts
Savaiano, VicePresident: Later Childhood/Early
Adolescence; Nancy L. Quisenberry, Secretary-
in whatever field will be most helpful.
Treasurer; R. Eleanor Duff, Member-at-Large;
This is truly community-focused. The entries focus on
Judit Tamas, Student Representative; Gerald C.
inquiry-based problems that emerge from the students'
Od land, Ex Officio Member
own communities.
Editors
Creativity and resourcefulness is emphasized.
Patricia Crawford
The competition is open to all youth of middle-school age.
University of Central Florida, Daytona Beach, FL
There is no fee for entry. In fact, if a team makes it to the
Kathleen P. Glascott
finals, it receives money to develop the entry. This helps
Middle Tennessee State University, Murfreesboro, TN
to level the playing field.
Production Editor
Deborah Jordan Kravitz
For more information, contact Stephanie Hallman at 800-
Headquarters Staff
[email protected]. Check out the website at
291-6020;
Gerald C. Od land, Executive Director
www.nsf.gov/bayer-nsf-award.htm to access last year's
Anne Watson Bauer, Editor/Director of Publications
Marilyn Gardner, Director of Conferences and Marketing
winning entries. We did not win, but we had a lot of fun!
Julie Wisor, Director of Membership
Register your students right away and begin challenging kids
Hoo Chien Carol Chen, Accountant
to apply their cranial matter to a community matter.
Copyright 0 1997
M.J. Savaiano, Vice President Representing
Association for Childhood Education International
Later Childhood/Early Adolescence
Olney, MD 20832
USN
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