ERIC ED427867: Focus on Middle School (Ages 11-13): A Quarterly Newsletter for the Education Community, 1997-1998.

35 Pages·1998·0.84 MB·English

by  ERIC

DOCUMENT RESUME
PS 027 360
ED 427 867
Manning, M. Lee, Ed.
AUTHOR
Focus on Middle School (Ages 11-13) : A Quarterly Newsletter
TITLE
for 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
Serials (022)
Collected Works
PUB TYPE
(055)
Focus on Middle School; v10 n1-4 Fall-Sum 1997-1998
JOURNAL CIT
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; Aggression; *Classroom Environment;
DESCRIPTORS
*Dance; Early Adolescents; Educational Planning; Educational
Technology; Guns; Intermediate Grades; Junior High Schools;
*Middle School Students; *Middle Schools; *Multicultural
Education; Service Learning; Sexuality; Student Projects
*Advisory Systems; Learning Communities
IDENTIFIERS
ABSTRACT
This document consists of four issues of a newsletter for
educators at the middle level. The issues each contain a main article, along
with shorter articles and regular columns. The Fall 1997 issue focuses on
basic habits of achievement; an additional article discusses building a
middle school community. The vice president's column for this issue discusses
using community projects that educate and entertain. The Winter 1997 issue's
topic is "Dance as a Multicultural Artistic Experience." A sidebar discusses
guns in school, while another article addresses planning for technology in
tomorrow's schools. The vice president's column addresses ACEI (Association
for Childhood Educational International) committee updates and future plans.
The Spring 1998 newsletter focuses on defining and shaping a culture for the
middle school classroom. A sidebar discusses selecting resources for
multicultural education, and the executive director's column describes
resources on ACEI's Web site. The Summer 1998 issue focuses on lessons
learned from successful middle level advisory programs. A sidebar describes a
study on factors that cause teens to engage in sexually aggressive behavior.
The vice president's column discusses group projects in the classroom. All
issues contain listings of new Web resources.
(EV)
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Reproductions supplied by EDRS are the best that can be made
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Focus on Middle School (Ages 11-13)
A Quarterly Newsletter for the Education Community
1997-1998
PERMISSION TO REPRODUCE AND
U S. DEPARTMENT OF EDUCATION
Offide of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
;Or This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent
1
official OERI position or policy.
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Habts
1998 Duracell/NSTA Competition
Sc
A
n
I) 6
i
i
m
o
.
For the first time, the Duracell/Na-
I
of Achevement
.
tional Science Teachers Association
i
Scholarship Competition is open to
students in grades 7 and 8, as well as
Allison, Arizona State University West, Phoenix
Jeanette
to two-person teams. This 16th an-
K. DeCicco, President, DeCicco and Associates,
Emily
nual competition rewards the cre-
Keswick, Virginia
ativity of students who invent
battery-operated devices that are
.
hink for a moment about two habits you
practical or entertaining.
Students in grades 7-12 are invited
one desirable and one undesir-
may have:
to participate either individually or
When we think about our own habits,
able.
in pairs. Entries will
understand how central they are to how well
we can
be judged in two ,
categories:
.
Habits can either mobilize or impede an
we function.
-1,-
grades 7-9 and
efforts to succeed. We have seen just how
individual's
grades
10-12.
true this
is at Castle Hill School.
==.
= Fifty
entries will
be
selected in each of the
Castle Hill
School
Student inventors
two categories.
will then send their devices to
few people would have given young adolescents at
Six years ago,
School much chance to succeed. Academically, student
Castle Hill
Duracell headquarters for final judg-
records were at an all-time low. Socially, their
achievement
ing. A minimum of 100 and a maxi-
in high discipline referral rates. Today, how-
behaviors resulted
mum of 200 students will be awarded
Hill students are the talk of both the district and the
ever, Castle
U.S. savings bonds, with the top win-
positive way. Castle Hill has become a model school
ners of each category receiving
nation in a
reform (Hartman, DeCicco & Griffin, 1994;
for achievement
$20,000 bonds. Sponsoring teachers
Schmoker,
of the top three winners in each cat-
1996).
change? One important reason why Castle Hill was
Why the
egory will receive $2,000 gift certifi-
cates for computer equipment.
itself around is attrib-
able to turn
uted to basic
habits of achievement
Teacher sponsors for all finalists will
By using basic
(e.g., perseverance).
receive gifts.
have been able to
habits, students
For more information and to re-
studies we
engage in investigative
ceive a 1998 Duracell/NSTA Schol-
.,.
2.-'<\-
Research Projects
call Independent
arship Competition entry packet, call
& DeCicco, 1997).
(IRPs) (Allison
888-255-4242., or visit their Web sites
.
important, habits that
Simple, but
at http://www.nsta.org/programs/97/
duracell.htm and http://www.
adopted were at the
the students
.161111./14111111.
2
heart of their
successes.
duracell.com/Science/science.html.
Ism
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What Are Habits
Forethought. Students try to
3.
6. Perseverance. We like to think
of Achievement?
envision the learning pro-
of perseverance as "stick-to-
What exactly is a habit? A habit
cess: What it will take to
it-ness." Students are able to
is a manner of conducting one's
accomplish tasks, and how
develop the inclination to
self, or a usual manner of behav-
will they get the tasks
progress forward when they
ior (Mish, 1990). A habit is an
accomplished? Students are
are discouraged, or when
action that, when practiced
encouraged to continually
their route in learning shifts.
consistently, becomes a part of
ask themselves "What do I
They will try and try again
someone.
need to do?"
a habit of "toughing it out."
Many habits contribute to
Focus. With all the compet-
4.
achievement. At Castle Hill, six
ing demands placed on
As much as possible, students
habits continue to be essential to
students, it helps if they
are responsible for these habits
achievement. These are:
focus on one task at a time.
on a daily basis. Their teachers
If they can "tune out"
also try to practice these habits
1. Preparation. In order for
extraneous distractions, such
and help students prioritize
students to "hit the ground
as attending to unrelated
them.
running" when they come to
tasks, they can free up
school, they maintain the
Why Focus on Habits of
mental energy to learn well
necessary tools for learning,
Achievement?
from one task at a time.
such as writing instruments,
Follow-through. This is
5.
There are many good reasons to
paper, books, desks/tables,
probably the most challeng-
incorporate helpful habits into
cubbies/lockers, scissors, etc.
ing habit for students to
students' daily routines. We
2. Organization. Organization is
acquire. They need to be
offer four of them below.
a key element in learning.
encouraged to stay with a
Teachers help students devote
project once they begin.
Good habits are the basis of
careful attention to responsi-
They can alter it, change its
achievement. Like many skills
bilities and plans. Through
nature and even decide to
and talents in life, constructive
organization, students are
terminate it; ultimately,
habits are a foundation for
able to spend time at school
however, they are respon-
success. Take cooking, for
more constructively.
sible for their plans.
example. If one is to become a
chef, basic culinary habits are
\
essential to carry out more
sophisticated tasks. An orga-
webs ites for edUcator
nized kitchen is the foundation
for culinary efficiency and
excellence. A chef also must be
www.rethinkingschools.org
http://www.nga.gov
sure that all the necessary tools
Educators and activists can ac-
The National Gallery of Art's
are readily available and in good
cess this site for information, re-
site features over 3,200 full-
condition. Students also need
sources and links devoted to
view digital images and 3,800
basic habits and tools for their
transforming U.S. education.
details of art from its collec-
tion. It also includes tours and
educational creations.
http://www.essexl/com/
historical audio segments.
Good habits pay off for
people/sonia/
students. Good habits help
Solar Solutions/
http://www.askasia.org
students see the fruits of their
index.htm
This website from the Asia
efforts earlier in the learning
Solar Solutions introduces
Society offers classroom-tested
cycle. Instead of spending half
students and teachers to solar
resources and cultural infor-
electricity through hands-on
mation, games and activities
their time just getting started on
experience, and provides a
and links to relevant people,
a task, they can be well into it,
website with teaching ideas.
places and institutions.
experiencing its intrinsic rewards
4
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In order to make habits part of your routine, you
sooner. At Castle Hill, students participated in an
must practice them consistently. Your goal is to
Independent Research Project on a professional
to
make these habits automatic in daily routines.
football team. By adhering to basic habits of
When you try to do this yourself, you will gain a
achievement, they engaged in many interesting
better appreciation for what students will experi-
facets of this project, such as developing and
ence when developing desirable habits and "un-
sa.
conducting an interview with a football player.
learning" undesirable ones.
Good habits help students make better use of
3. Quietly and consistently model these habits. It
s-
their time. By directing more energy toward the
o
a
is necessary for students to see you performing
meaningful aspects of learning, such as problem
these habits faithfully. Although they may not
solving, Castle Hill teachers can spend more time
helping students achieve. Students
are freed up from wasting time
When put to5etliez gniallez ha&ts
finding markers, locating a certain
book, not knowing what to do next
altom us to do tate7 the teatty
and so forth. This principle follows
the age-old saying: "An ounce of
prevention is worth a pound of
cure."
Desirable habits help students
notice directly how you function, they will sense
break undesirable habits. Castle Hill students are
how efficiently you conduct yourself.
witnessing firsthand the effects of desirable and
undesirable habits on achievement. Before experi-
Now involve students. Students will have seen
encing the intrinsic benefits of d,esirable habits, they
you practicing desirable habits. In their eyes, you
had some well-established habits that were imped-
will have earned the "right" to expect the same habits
ing their progress (e.g., procrastination, disorgani-
from them. Continue with these next four steps:
zation). They spent hours searching for pencils,
markers, books and materials to use for projects.
1. Conduct a group discussion about habits.
When teachers began to direct students' attention
Share the importance of your own habits on how
to more constructive habits, such as preparing
you function on the job and at home. Discuss the
learning tools ahead of time, students began to see
positive way you feel when your goals are accom-
schooling as more of an inquisitive time, rather
plished. Lead into how you want them also to have
than a mundane task of search-and-retrieve.
habits that will help, not hinder, their goals.
Helping Students Develop
2. Solicit students' opinions about habits that
Habits of Achievement
help, rather than hinder, achievement. Help
students come to the conclusion that constructive
How can we help students acquire habits of
habits (e.g., thinking ahead) help them move
achievement? Implementation of the following tips
forward, whereas unconstructive habits (e.g.,
may vary, but we encourage teachers to adhere to
procrastination) slow them down in the long run.
these six basic habits of achievement as much as
3. Share with them the six habits of achievement
possible: preparation, organization, forethought,
that you want each person in class to practice,
focus, follow-through and perseverance.
including yourself. Help students understand that,
"One habit leads to another habit." And that
Start with yourself. Begin with these three steps:
"When put together, smaller habits allow us to do
1. Assess your own habits first. Are you willing
later the really interesting things we enjoy." The
to adopt the same habits you will require of your
point is that they are using meaningful habits that
students? Your words must match your actions, or
lead to meaningful, bigger tasks, and not just
you might find students saying, "Teacher, your actions
acquiring habits for habits' sake.
speak so loudly, I can't hear a word you're saying!"
4. Post and practice these habits. Be honest with
2. Target a few habits to make a part of your life.
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students that basic habits are not
convinced that basic habits of
their efforts. And third, teachers
the most interesting behaviors
achievement are necessary in the
will benefit personally by
they will acquire, but they are
learning cycle. Second, students
operating more smoothly within
critical ones that need to be
showed us that it's never too late
their classroom, and they also
practiced daily. You can even
to become an achiever. A major
will witness increased achieve-
say, "First you make the habit,
goal of education should be to
ment among students (see
then the habit makes you!"
prepare students to be life-long
Allison, 1997; Allison & DeCicco,
Then, ask students
learners who are self-directed
1997; Hartman, DeCicco &
what interesting activities, or
and rely on internal rewards of
Griffin, 1994).
projects, they would like to
participate in. Discuss how the
References
basic habits enable them to
Allison, J. (1997). Dancing into literacy: Multitext literacy opens doors for
accomplish those bigger activi-
urban students. Reading & Writing Quarterly, 13(4).
ties and projects.
Allison, J., & DeCicco, E. (1997).
Creating an antidote to Beavis and
Butthead: Urban young adolescents building a culture of achievement.
Childhood Education, 73(5), 305-308.
Closing
Hartman, J. A., DeCicco, E., & Griffin, G. (1994). Urban students thrive
as
Working with Castle Hill stu-
independent researchers. Educational Leadership, 52(3), 46-47.
Mish, F. C. (1990). N inth new collegiate dictionary. Springfield, MA: Merriam
dents, many of whom were
Webster.
underachievers, taught us many
Schmoker, M. (1996). Results:The key to continuous school improvement. Alexan-
lessons. First, we became more
dria, VA: Association for Supervision and Curriculum Development.
M. Lee Manning, Associate Professor,
Middle
Building
a
Department of Educational
Curriculum and Instruction,
School Community
Old Dominion University, Norfolk, VA
he:benefits of school communities and the
Graves (1992) defined community as "an inherently
,,,---:
increasing importance of close and positive
cooperative, cohesive, and self-reflective group en-
relationships among young adolescents and
tity whose members work on a regular and face-to-
educators suggest that middle school educators
face basis toward common goals while respecting a
should develop a sense of community. For centu-
variety of perspectives, values, and life styles" (p. 64).
ries people have experienced the need for a "sense
Characteristics that describe community, or a
of community" and have realized the benefits of
sense of community, include:
considering themselves a part of a group. Func-
tioning as part of a community, members feel
1. organization around social relationships and in-
rf.
regard for other community members and feel
terdependencies that nurture those relationships
concern for the welfare of the group. This article
2. empowerment of learners and educators, and a
defines "a sense of community," offers a rationale
focus on commitments, obligations and duties
for young adolescents and educators forming
that people feel toward each other and toward
middle school communities, looks at several special
the school
challenges, and offers several facilitating strategies
3. bonding of individuals by natural will and a
for developing middle school communities.
set of shared ideas and ideals. (Sergiovanni,
1994b)
Defining a Sense of Community
Westheimer and Kahne (1993) defined community
In a genuine school community, people feel a
"as a process marked by interaction and delibera-
sense of duty to work toward the welfare of the
tion among individuals who share common inter-
community; attachment and membership to the
ests and commitment to common goals" (p. 325).
community; and a sense of self-determination that
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minds working collaboratively have the potential
involves knowledge, understanding and a rational
for accomplishing more than individuals working
sense of awareness regarding their duty and
in isolation (Scoble, 1987).
attachment to the community (Sergiovanni, 1994b).
A second dilemma arises when communities be-
Rationale for a Sense of Community
come exclusionary (Westheimer & Kahne, 1993).
The very essence of community might be lost when
Sergiovanni (1994b) 'wrote that people have a human
communities exclude some people because of race,
need to belong to others and to consider themselves
cultural background, opinions, social class or other
part of a group that forsakes some measure of
individuality to work toward common goals.
features that make them different. Community build-
ers can address exclusionary practices by building a
Communities can provide a sense of belonging and
firm identity within the community, such as
feeling that, collectively, people will work toward
teaching the consequences of non-cooperation and
agreed-upon and shared goals. Without this sense
establishing norms such as "We can work with any-
of community, people risk feeling alienated.
one in our class" (Graves, 1992, p. 69) and "We each
Building a sense of school community is impor-
tant because schools and classrooms need to be
have a piece of the puzzle" .(Graves, 1992, p. 69).
cooperative communities where learners and
A third dilemma, the turnover among community
members, substantiates the belief that building a
educators learn and work in a comfortable and
interdependent environment. Educators expect
sense of community is a process rather than a fin-
ished product. The process continues as people en-
peers to support and assist them in educational
effortscollaboration should occur in the develop-
ter and leave the community. Existing community
members often find that establishing conducive con-
ment of both methods and curricula (Graves, 1992).
Young adolescents' developing ability to under-
ditions year after year is a difficult task (Westheimer
stand and to form opinions of others also suggests
& Kahne, 1993). Possible solutions include: always
making new educators and students feel welcome
the need for a sense of community. For example, a
to the school community, offering meaningful roles
sense of community can contribute to learners
and making sure new members do not perceive
making ethical choices about their behavior toward
individuals and groups, determining what traits
resistance (whether real or imagined) from cliques.
they want in friends, developing personal attitudes
Strategies for Developing a
toward other people and institutions, perceiving
Middle School Community
differences among people and eventually develop-
ing attitudes toward others' differences, and
Not for "the faint-hearted" (Sergiovanni, 1994b, p.
xix), community building takes courage: "There is
engaging in social analysis of their treatment of
no recipe for building community. No correlates
others (Manning, 1995).
exist to implement. There is no list available to
Societal and demographic changes such as
follow, and there is no package for trainers to
changes in family life, increased cultural diversity
and increased violence also suggest middle school
deliver" (Sergiovanni, 1994a, p. 218).
Each community should be considered an evolv-
educators need to build a sense of community.
ing process that begins with a state of mind (Sergio-
School communities can address these factors as
vanni, 1994b). For transformation from "individuals"
they provide learners with feelings of physical and
to "communities" to occur, potential community
psychological safety and with feelings that significant
members should be linked by unified action, which
adults and other learners know and respect them.
includes shared values, conceptions and ideas. Edu-
Challenges Confronting
cators should accept the fact that a sense of commu-
Community Builders
nity develops as a slow process (Graves, 1992).
First, a dilemma sometimes occurs as individuals
Graves (1992) suggested several stages for schools
engaging in the community-building process:
struggle to equate community and individual
freedom. While possible solutions vary, individu-
Stage 1Forming the community: Who are we?
als can try to teach others about the values and
People naturally want to know their place within
benefits to be accrued from a sense of community-
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the community. During this stage, people find
Students may present a cooperative venture, such
their place within the group by asking questions
as a cooperative game, a radio show, an art project
such as "Who are you?" (p. 68) and "Who am I?"
or community service project (Graves, 1992).
(p. 68). Directions might include defining the
Several facilitating strategies that contribute to
group by choosing a name or logo that can be
effective community building include encouraging
displayed on a banner; creating events to celebrate
attendance at meetings, ensuring confidentiality,
group unity, such as celebrations of member or
allowing a member to "pass" when he or she does
community achievements; using unifying daily
not want to voice an opinion, ensuring discussions
classroom or school rituals; collaborating on events
are inclusionary rather than exclusionary, reiterat-
such as field trips, parties and cooperative adven-
ing the community's goals and purposes, providing
tures; incorporating bonding experiences at least
all members with opportunities to speak in order to
twice yearly such as a retreat, a camp-out, a family
share information relevant to the group, facilitating
night or a school-wide carnival (Graves, 1992).
and articulating members' feelings, and examining
Stage 2Exploring community: What can we do
the community's interactions and process of
together? As community members feel accepted
development (Canning, 1993).
and begin to value one another, they begin to explore
Summary
their purpose as a group (Graves, 1992). Activities
for this exploration stage include more community-
Throughout history, people have had a notion of
building, to build rapport and to practice communi-
what communities mean, the importance of feeling
cation skills; perspective-taking activities, such as
a sense of commitment to others, and how indi-
role plays and role reversals; and explicit teaching
viduals can accomplish more working collabora-
of group formation procedures and cooperative
tively rather than in isolation. Definitions of
skills necessary for collaborative tasks.
"community" and "building a sense of commu-
Stage 3Functioning productively: How can we
nity" have been hazy and nebulous, but increas-
do our best? Educators continually determine how
ingly, educators are developing a clearer notion of
improvements can be made. Hurdles, internal
"what a sense of community means" and "how
resistance and obstacles will still challenge com-
communities can be developed." Educators know
munity members to propose adequate responses.
definitions, defining characteristics, rationales and
Strategies include listening to others' points of
challenges. The growing body of writing on
view, accepting responsibility to find a balance
"communities" and "building a sense of commu-
between individuals and groups, using role
nity" and the recent interest in collaboration
playing in small and large groups, building
suggest middle school educators can build effec-
cooperative skills, using interpersonal organiza-
tive school communities. As with all school
tions to ensure participation and rapport, and
efforts, the actual success of community will
learning techniques for conflict management and
depend upon learners' and educators' determina-
resolution strategies (Graves, 1992).
tion to make communities a reality.
Stage 4Providing
outreach: How can we
References
help others? Providing
Canning, C. (1993). Preparing for diversity: A social technology for multicultural
outreach helps others and
community building. The Educational Forum, 57, 371-385.
functions as a reward to
Graves, L. N. (1992). Cooperative learning communities: Context for a new vision
community members who
of education and society. Journal of Education, 174, 57-79.
Manning, M. L. (1995). Addressing young adolescents' cognitive development.
have succeeded. Educators
The High School Journal, 78(2), 98104.
can serve as resource
Scoble, F. (1987). On community. Independent School, 47(1), 5-7.
people or consultants to
Sergiovanni, T. J. (1994a). Organizations or communities? Changing the metaphor
changes the theory. Educational Administration Quarterly, 30(2), 214-226.
people who are new to the
Sergiovanni, T. J. (1994b). Building community in schools. San Francisco Jossey-
school and can also pro-
Bass.
vide outreach to community
Westheimer, J., & Kahne, J. (1993). Building school communities: An experienced-
based model. Phi Delta Kappan, 75(4), 324-328.
builders in other schools.
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I
D
entertain
community projects that educate and
rp'
was not a permanent solution. They persuaded the
oeast 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
warnMg signs. Yet the drivers continued to run
Portland, four of my students and I joined nine
red lights. Although the signs were the students'
other teams from around the U.S. in the finals of the
original solution, the director helped them to think
Bayer Corporation, Discover Magazine, Christopher
about a higher tech solution. The team learned
Columbus Foundation and National Science Founda-
about an automatic "photocop" that could be tied
tion "Community Innovation" competition, judged
to the traffic lights and sensors in the crosswalks
at EPCOT Center at Walt Disney World in Florida.
that take pictures of cars running red lights.
I would like to share this project and pique your in-
A local television crew interviewed the students
terest in participating for the 1997-98 academic year.
for the 6 p.m. news and followed their progress
This 6th- through 8th-grade competition chal-
throughout the competition. The students also
lenged students to use science, technology and en-
gineering to invent solutions that would improve the
worked with high school students to edit a five-minute
videotape and completed a nine-page entry form.
quality of life in their communities. Teams of four
In early April, they received word that they had
students must apply the scientific method to solve
real-world problems. This contest enhances
made it to the semifinals. Our regional coordinator
invited all the midwest teams to prepare a presenta-
participants' curiosity, resourcefulness, and
tion for each other and family members at the
creative and critical thinking skills.
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.
Later that month, the students heard that they
new to my multi-age classroom, four students were
were in the finals. They received $250 to prepare a
starting their third year with me. Those veterans
three-dimensional display for the competition,
wanted a project to take ownership in and began
prepare a looped television clip, and create an in-
meeting after school with me and several parents.
teractive computer survey to gather public data
They identified many neighborhood concerns and
while at EPCOT.
settled on drivers running red lights.
They gathered 24 hours worth of data, and met
The six days at Walt Disney World were exciting.
Students:
with neighborhood activists, traffic engineers and
their city council representative. The students
displayed and presented their solution to the
understood the severity of the problem as they
public for two days
stood on the corners counting the drivers who ran
competed for a $25,000 community grant and
red lights. They took data three different times dur-
individual savings bonds
ing the day and at two intersections.
participated in the Discover Magazine Awards
The students then contacted the Director of Trans-
for Technological Innovation and met with
portation with the Department of Public Works.
adult winners
They began recording the license plate numbers
and then faxing these numbers to the director's
visited the various theme parks to gather data on
the physics of various rides, take behind-the-
office. He then sent violators friendly letters calling
scenes tours and enjoy the rides
to their attention that they had run a red light.
met motivational speaker Chad Foster, who told
The next step was to test a temporary solution. The
them to remember that as they pursue their
students worked in pairs, one standing halfway up
dreams, other doors will open.
the block dressed in a brightly colored safety patrol
poncho holding a large, orange sign that read, "STOP
What sets this apart from other competitions?
AHEAD." The other student stood at the corner col-
lecting data. While that cut violations, they knew it
There are several reasons to pursue this competition:
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ce.4.2
ta
o It appeals to all students, not just the brightest.
"ddie Sek
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t
The prizes are substantial, substantive and invest in the
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O
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community. A special
grant will help a team and
$25,000
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the community work together to bring the idea to life.
Executive Board
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The competition gives students a rich experience in the
James L. Hoot, President; Sue Wortham, Past
.
O
scientific process and an opportunity to excel. A regional
President, Jacqueline Blackwell, Vice President:
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Infancy/Early Childhood; Maria "M.J."
coordinator is available to help teams network with experts
Savaiano, Vice President: Later Childhood/Early
in whatever field will be most helpful.
Adolescence; Nancy L. Quisenberry, Secretary-
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o This is truly community-focused. The entries focus on
Treasurer; R. Eleanor Duff, Member-at-Large;
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inquiry-based problems that emerge from the students'
Judit Tomas, Student Representative; Gerald C.
own communities.
Odland, Ex Officio Member
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Creativity and resourcefulness is emphasized.
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Editor
The competition is open to all youth of middle-school age.
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M. Lee Manning
There is no fee for entry. In fact, if a team makes it to the
0
College of Education, Old Dominion University
Norfolk, Virginia
0
finals, it receives money to develop the entry. This helps
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to level the playing field.
Production Editor
9
Deborah Jordan Kravitz
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For more information, contact Stephanie Hallman at 800-
Headquarters Staff
0
[email protected]. Check out the website at
Gerald C. Odland, Executive Director
291-6020;
Anne Watson Bauer, Editor/Director of Publications
www.nsf.gov/bayer-nsf-award.htm to access last year's
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Marilyn Gardner, Director of Conferences and Marketing
winnMg 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
Hao Chien Carol Chen, Accountant
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to apply their cranial matter to a community matter.
Copyright © 1997
9
M.J. Savaiano, Vice President Representing
Association for Childhood Education International
Later Childhood/Early Adolescence
Olney, MD 20832
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