The Educational Forum 1996 - 1997: Vol 61 Index

9 Pages·2.6 MB·English

Volume 61 Index
AuTHORS AND ARTICLES
Alexander, P. A., K. Murphy, and B. S. Woods. education. 61(2): 110-13.
Educators’ perceptions of philosophy, psychol- Knight, C. S. See Knight
ogy, and education. 61(2): 172-86. Knight, J. P., C. S. Knight, and A. Quickenton.
Allen, V. A. See Sianjina Education in rural schools. 61(1): 84-89.
Barry, N. H., and D. M. Shannon. Portfolios in Kovach, J. A., and D. E. Gordon. Inclusive educa-
teacher education: A matter of perspective. tion: A modern-day civil-rights struggle. 61(3):
61(4): 320-28. 247-57.
Bass, J. See Fitzgerald Kysilka, M. L. See Cioffi
Bass, R. V. The purpose of education. 61(2): 128-32. Layman, J. See Carper
Bassey, M. O. Teachers for a changing society: Markert, J. Parental assessments of education: Some
Helping neglected children cope with schooling. insights. 61(2): 153-59.
61(1): 58-62. Martin, D. S. Inclusion: Time to rethink. 61(3): 232-
Blount, H. P. The keepers of numbers: Teachers’ 39
perspectives on grades. 61(4): 329-34. Martinson, D. L. High school “student” yearbooks:
Bollin, G. G. Using multicultural tutoring to prepare Extracurricular priorities gone awry. 61(2): 140-
preservice teachers for diverse classrooms. 61(1): 44.
68-76. Mastropieri, M. A., and T. E. Scruggs. What's
Brady, M. P., D. Hunter, and P. C. Campbell. Why special about special education? A cautious view
so much confusion? Debating and creating toward full inclusion. 61(3): 206-11.
inclusive schools. 61(3): 240-46. McClain, M., and W. H. Schubert. Rekindling a
Cage, C. See Sianjina sense of purpose: The curriculum improvement
Campbell, P. C. See Brady program. 61(2): 162-71.
Carper, J. C., and J. Layman. Black-flight academies: McGhan, B. Compulsory school attendance: an idea
The new Christian day schools. 61(2): 114-21. past its prime? 61(2): 134-39.
Cassant, S. See Rothenberg Murphy, K. See Alexander
Chafel, J. A. Children’s views of poverty: A review Pawlas, G. E. Homeless children: Are they being
of research and implications for teaching. 61(4): prepared for the future? 61(1): 18-23.
360-71. Quickenton, A. See Knight
Chichy, S. M. See Gustafson Rasool, J. A. See Curtis
Cioffi, D. H., and M. L. Kysilka. Reactive behavior Riley, K. L. Education in the United States and the
patterns in gifted adolescents. 61(3): 260-68. rom. 61(1): 12-17.
Cross, L., and D. Walker-Knight. Inclusion: Robenstine, C. Can teachers motivate students?
Developing collaborative and cooperative school 61(4): 300-306.
communities. 61(3): 269-77. Rothenberg, J. J., and S. Cassant. Watching and
Curtis, A. C., and J. A. Rasool. Motivating future learning in multicultural classrooms. 61(1): 77-
educators through empowerment: A special 83.
case. 61(4): 307-13. Schubert, W. H. See McClain
Dill, V. S, and D. Stafford. Push: Teaching the Schwartz, J. Early childhood education: Past,
children of neglect. 61(1): 36-45. present, and future. 61(4): 343-53.
Fahey, P. A., and J. C. Fingon. Assessing oral Scruggs, T. E. See Mastropieri
presentations of student-teacher showcase Shaklee, B. D. Gifted-child education in the new
portfolios. 61(4): 354-59. millenium. 61(3): 212-19.
Fingon, J. C. See Fahey Shannon, D. M. See Barry
Fitzgerald, J., and J. Bass. The frontline of reform: Shaughnessy, M. F. Working with multiply
Teachers as implementors of school-to-work. handicapped children. 61(1): 63-66.
61(4): 336-42. Sianjina, R. R., B. Cage, and V. A. Allen. African-
Geenen, K., and J. Ysseldyke. Educational stan- Americans’ participation in teacher education
dards and students with disabilities. 61(3): 220- programs. 61(1): 30-33.
29. Stafford, D. See Dill
Gordon, D. E. See Kovach Toeppen, T. H. Experience and self-education. 61(2):
Gustafson, J. P., and S. M. Cichy. Teaching 122-27.
homeless children: Exemplary field experience Walker-Knight, D. See Cross
for teacher education candidates. 61(1): 24-29. Wiedmer, T. L., and V. L. Haris. Implications of
Harris, V. L. See Wiedmer Total Quality Management in education. 61(4):
Hill, J. C. Learning in three keys. 61(2): 145-52. 314-18.
Hunter, D. See Brady Woods, B. S. See Alexander
Jewett, T. O. Thomas Jefferson and the purposes i Ysseldyke, J. See Geenen
The Educational Forum * Volume 61 * Summer 1997
376
Volume 61 Index
AuTHORS AND ARTICLES
Alexander, P. A., K. Murphy, and B. S. Woods. education. 61(2): 110-13.
Educators’ perceptions of philosophy, psychol- Knight, C. S. See Knight
ogy, and education. 61(2): 172-86. Knight, J. P., C. S. Knight, and A. Quickenton.
Allen, V. A. See Sianjina Education in rural schools. 61(1): 84-89.
Barry, N. H., and D. M. Shannon. Portfolios in Kovach, J. A., and D. E. Gordon. Inclusive educa-
teacher education: A matter of perspective. tion: A modern-day civil-rights struggle. 61(3):
61(4): 320-28. 247-57.
Bass, J. See Fitzgerald Kysilka, M. L. See Cioffi
Bass, R. V. The purpose of education. 61(2): 128-32. Layman, J. See Carper
Bassey, M. O. Teachers for a changing society: Markert, J. Parental assessments of education: Some
Helping neglected children cope with schooling. insights. 61(2): 153-59.
61(1): 58-62. Martin, D. S. Inclusion: Time to rethink. 61(3): 232-
Blount, H. P. The keepers of numbers: Teachers’ 39
perspectives on grades. 61(4): 329-34. Martinson, D. L. High school “student” yearbooks:
Bollin, G. G. Using multicultural tutoring to prepare Extracurricular priorities gone awry. 61(2): 140-
preservice teachers for diverse classrooms. 61(1): 44.
68-76. Mastropieri, M. A., and T. E. Scruggs. What's
Brady, M. P., D. Hunter, and P. C. Campbell. Why special about special education? A cautious view
so much confusion? Debating and creating toward full inclusion. 61(3): 206-11.
inclusive schools. 61(3): 240-46. McClain, M., and W. H. Schubert. Rekindling a
Cage, C. See Sianjina sense of purpose: The curriculum improvement
Campbell, P. C. See Brady program. 61(2): 162-71.
Carper, J. C., and J. Layman. Black-flight academies: McGhan, B. Compulsory school attendance: an idea
The new Christian day schools. 61(2): 114-21. past its prime? 61(2): 134-39.
Cassant, S. See Rothenberg Murphy, K. See Alexander
Chafel, J. A. Children’s views of poverty: A review Pawlas, G. E. Homeless children: Are they being
of research and implications for teaching. 61(4): prepared for the future? 61(1): 18-23.
360-71. Quickenton, A. See Knight
Chichy, S. M. See Gustafson Rasool, J. A. See Curtis
Cioffi, D. H., and M. L. Kysilka. Reactive behavior Riley, K. L. Education in the United States and the
patterns in gifted adolescents. 61(3): 260-68. rom. 61(1): 12-17.
Cross, L., and D. Walker-Knight. Inclusion: Robenstine, C. Can teachers motivate students?
Developing collaborative and cooperative school 61(4): 300-306.
communities. 61(3): 269-77. Rothenberg, J. J., and S. Cassant. Watching and
Curtis, A. C., and J. A. Rasool. Motivating future learning in multicultural classrooms. 61(1): 77-
educators through empowerment: A special 83.
case. 61(4): 307-13. Schubert, W. H. See McClain
Dill, V. S, and D. Stafford. Push: Teaching the Schwartz, J. Early childhood education: Past,
children of neglect. 61(1): 36-45. present, and future. 61(4): 343-53.
Fahey, P. A., and J. C. Fingon. Assessing oral Scruggs, T. E. See Mastropieri
presentations of student-teacher showcase Shaklee, B. D. Gifted-child education in the new
portfolios. 61(4): 354-59. millenium. 61(3): 212-19.
Fingon, J. C. See Fahey Shannon, D. M. See Barry
Fitzgerald, J., and J. Bass. The frontline of reform: Shaughnessy, M. F. Working with multiply
Teachers as implementors of school-to-work. handicapped children. 61(1): 63-66.
61(4): 336-42. Sianjina, R. R., B. Cage, and V. A. Allen. African-
Geenen, K., and J. Ysseldyke. Educational stan- Americans’ participation in teacher education
dards and students with disabilities. 61(3): 220- programs. 61(1): 30-33.
29. Stafford, D. See Dill
Gordon, D. E. See Kovach Toeppen, T. H. Experience and self-education. 61(2):
Gustafson, J. P., and S. M. Cichy. Teaching 122-27.
homeless children: Exemplary field experience Walker-Knight, D. See Cross
for teacher education candidates. 61(1): 24-29. Wiedmer, T. L., and V. L. Haris. Implications of
Harris, V. L. See Wiedmer Total Quality Management in education. 61(4):
Hill, J. C. Learning in three keys. 61(2): 145-52. 314-18.
Hunter, D. See Brady Woods, B. S. See Alexander
Jewett, T. O. Thomas Jefferson and the purposes i Ysseldyke, J. See Geenen
The Educational Forum * Volume 61 * Summer 1997
376
Book Reviews
Boundary breaking: Readings and experiences to Giroux. New York: Routledge, 1996. Reviewed
encourage thinking, reading, and writing across the by J. S. Epstein. 60(3): 286-88.
content area, edited by K. W. Allen, C. J. Hope at last for at-risk youth by R. D. Barr, and W. H.
Hutchinson, and A. T. Wood. Dubuque, Iowa: Parrett. Boston: Allyn and Bacon, 1995.
Kendall/Hunt Publishing Company, 1995. Reviewed by D. W. Anderson. 61(1): 92-93.
Reviewed by W. A. Reinsmith. 60(2): 190-91. Kappa Delta Pi laureate’s reading list, The, compiled by
Creating an inclusive school, edited by R. A. Villa and M. Haberman. 60(3): 280-83.
J. S. Thousand. Alexandria, VA: Association for My way of looking at it, 2d expanded ed. by W. Van Til.
Supervision and Curriculum Development, San Francisco: Caddo Gap Press, 1996. Reviewed
1995. Reviewed by J. K. Collier. 61(1): 94-95. by R. C. Morris. 60(3): 284-85. ¥
Creating new educational communities, edited by J. Teaching diverse populations: Formulating a knowledge
Oakes, and K. H. Quartz. Chicago: National base, edited by E. R. Hollins, J. E. King, and W. C.
Society for the Study of Education, 1995. Hayman. Albany: State University of New York
Reviewed by J. C. Sander. 61(4): 374-75. Press, 1994. Reviewed by M. R. Hillis. 60(2): 188-
Fugitive cultures: Race, violence and youth by H. A.
Supjects --———--—--—____—__ - -—_--—
Note: Page numbers in boldface indicate a chart, diagram, or figure.
A of public education, 114
Academic achievement, and socioeconomic status, Americans with Disabilities Act (ADA), 233
58-59; and teachers, 31-32, 60; curriculum Appalachian State University, 84-89
theories, 150; effects of neglect on, 37; equity, 249; Assessment, accountability, 224; for students with
gap between urban schools and national norms, disabilities, 208-9; gifted students, 212; in early
250; grades as a reflection of, 329; measuring, 143; childhood education, 349; portfolios, scoring
of African Americans, 30; of homeless children, reliability, 357, 358; purpose of state, 224
38-39; of minorities, 188-89, 281; parental Association of Christian Schools International
involvement, 73-74 (ACSD, 116
Academic standards. See Educational standards Association of Teacher Educators, 350
Accountability, assessments, 224; in early childhood
education, 349; outcome-based, 223-24; related B
issues, 225-27; systems and consequences, 223; Behavior, and cultural background, 78-80; and
systems, 224-25 motivation, 300-301; and single-parent families,
Achievement tests, aligning with curriculum, 150- 36; and socioeconomic status, 58; explanation of,
52; educators’ and policymakers’ attitudes, 151- 300-302; gifted student patterns, 26468, 265, 266
2; scores at rural schools, 86 Bethel Christian School, 120
Adaptive curriculum, defined, 146; teaching-learning Black Christian schools, and school sponsorship,
interaction and, 149-50 118-20; and the Christian School Movement
Administrators, and school suspension policies, 137; (CSM), 117-119; association memberships, 118;
and vocational education, 340-41; financial characteristics of, 119-120; curriculum in, 118-
support of gifted student programs, 217; gifted 119; growth of, 116-17; nature of, 117-119
students support, 215; knowledge of curriculum Brown v. Board of Education, 233, 248
theory, 165; parents’ views of, 157; role in school Bureaucracy and education, and students’ best
reform, 375; role in TQE implementation, 318; interests, 144; early childhood education, 347-48;
school priorities and, 143-44; support of effect on school reform, 341; meeting Romani
inclusion, 209; support of teachers in school educational needs, 15
reform, 340-41; support of teachers in vocational
schools, 338; teachers’ relationships with, 312; Cc
views on curriculum theories, 146-47; views on Carl D. Perkins Vocational and Applied Technol-
extracurricular activities, 141-42; views on staff ogy Education Act, 336, 341-42; and curriculum
development, 164. See also Principals development, 338; and staff development, 339;
Advanced Placement (AP), behavioral traits of impact of, 337; mandated changes, 336
students in, 264, 265 Central Carolina Christian Academy (CCCA), 119-
African Americans, academic achievement, 30; 120
labeling of, 249; bringing into teaching, 32-33; Children, and socioeconomic stereotypes, 362-63;
Christian schools for, 116-117; family influence and socioeconomic status, 362-67; class-related
on student decisions, 31; increasing the number attitudes among, 365; conceptions of poverty,
in teaching, 32-33; lack of in teaching, 30-33; 360-61; emotional needs of, 59; explanations of
meeting spiritual needs of children, 120-121; wealth and poverty, 366; friendships and
number in public v. private schools, 114; support socioeconomic status, 362, 365-66; homeless,
The Educational Forum + Volume 61 * Summer 1997
377
developmental delays, 19, educational problems, 11; encouraging in schools, 190-91
20, needs of, 18-19; in poverty, teachers’ roles, 60; Culture, and gifted students, 213; and learning
needs of, 61; perceptions of poverty, and strategies, 78-80; and visual cues, 80-82;
curriculum development, 368-70; perceptions of Appalachian, 84-85; current state of U.S., 287-88;
social mobility, 367-68 Romani, and attitudes toward school, 13-14, and
Christian School Movement (CSM), 115; African successful schooling of, 14-17, expectations at
American schools in, 116; nature of schools in, home v. school, 14; school value of, 188
117-119 Curriculum, adapting for students with disabilities,
Christian schools, 114; and racism, 115; and 207-9, 237, 272; adaptive theory of, 146-47;
sponsorship, 118-120; characteristics of black, adaptive, teaching-learning interaction, 149-50;
119-120; growth of black Christian schools, 116- aligning with achievement tests, 150-52; and staff
117; textbooks in, 118-119. See also Black development, 147, 151, 167-71; and voluntary
Christian schools attendance, 138; approaches to, 164; Christian
Church and school. See Religion and education schools, 118-119; college-preparatory, 215;
Civil rights, and special education, 247 constructivist, 308; constructivist, and academic
Civil Rights Act of 1964, 233 standards, 40-41; content and co-teaching, 275;
Classroom management, and students with control theory, 146; early childhood education,
disabilities, 244; in schools for the homeless, 28 348-49; for gifted students, 215-216, 218; goals
Classrooms, atmosphere, 149; diversity in, preparing and collaboration, 274; goals and grades, 330;
preservice teachers, 68; gifted children in, 216; in improvement projects, 168-71; in multicultural
schools for homeless children, 25; percentage of classrooms, 77; in rural schools, 87; in schools for
Romani children in, 12; restructuring, 269; the homeless, 26; in staff-development programs,
structure of multicultural, 82-83; study equity in, 339-40; in teacher education programs, 163; in
and teaching strategies, 311-12; teacher control universities, 172; incorporating critical thinking
of, 305; teachers’ roles in, 41-43; teaching into, 190-91; incorporating visual cues into, 81—
strategies in inclusive, 273-74; technology in, 88 82; integrating academic and vocational, 336-37;
Collaboration, and co-teaching, 273-76; and journalism, 140; preservice teachers’ develop-
curriculum development, 167-71; and staff ment of, 308, 311-312; prioritizing for students
development, 166-67; and success of inclusion, with disabilities, 207; purpose of, 145
236, 239; between academic and vocational Curriculum development, 146; and children’s
teachers, 338-39; between regular education and perception of poverty, 368-70; and curriculum
special education teachers, 64; between state and theories, 149; in vocational education, 338; and
federal governments, 88; between universities the Perkins Act, 338
and public schoois, 166-67; educational Curriculum Improvement Program (CIP), 162-71
programs for the homeless, 21, reasons for Curriculum planning, 145—46
success, 22; strategies in inclusive classrooms, Curriculum reform, 165; in teacher education
273-74 programs, 359; in vocational education, 366; state
Commission on Early Childhood Teachers, 350 of, 147; Thomas Jefferson’s views, 111-12
Communities and schools, 269; and curriculum Curriculum standards, parents’ attitudes toward, 154
theories, 151; and inclusion, 276; influence of Curriculum theories, 165, 168; and experience, 146-
African Americans on, 117; consolidation, 87; 47; and learning processes, 148-49; and teachers’
role in developing programs for at-risk students, roles, 149
93; role in educational reform, 336; role in
improving image of education, 33; schools as a D
reflection of community, 86; sense of community Deaf education, and inclusion, 236-37
in schools, 28; TQE view of, 314 Democracy and education, foundations of democ-
Compulsory attendance, 134; disadvantages, 138; in racy, 110, 113; purpose in society, 143
public schools, 135-36; v. voluntary attendance, Dewey, John, 282; and feedback systems, 126; views
137-38; on education, 122-23, 125; views on vocational
Constructivist teaching, learning theory and education, 336
inclusion, 95; teachers’ role, 150 Direct learning, 123-24
Continuum of services, for gifted students, 215; in Directory of Independent Schools, 116
special education, 207 Discipline, and compulsory education, 138; and
Cooperative learning, and gifted students, 217; and violence, 39; and voluntary attendance, 137; in
inclusion, 270-71; benefits of, 272; characteristics schools, parents’ attitudes, 154; obstacle to
of, 272; peer tutoring and inclusion, 276; teachers’ student motivation, 304; student/teacher
responsibilities in, 272 interaction, 40
Co-teaching, and curriculum goals, 274; and gifted Diversity, in education, 188-89; in teacher education
students, 217; benefits of, 274-75; purpose of, programs, 30
273-74; teachers’ roles in, 275 Dropouts, disabled student rate, 137; in rural schools,
Critical thinking, and children’s perceptions of 86; minorities student rate, 137; number of, 37
poverty, 370; and preservice teachers, 308; Drugs, and at-risk youth, 65; children with prenatal
encouraging in teacher education programs, 308- drug exposure, 61; increase of, 36
The Educational Forum + Volume 61 * Summer 1997
378
E Education for All Handicapped Children Act (PL
Early childhood education, accountability in, 349; 94-142), 222, 233, 244; and early childhood
and children with disabilities, 346, 348; and education, 346; and changes in public schools, 63.
program sponsorship, 347-48; and public See also Inclusion, Inclusive schools, and
schools, 347-48; and school district programs, Students with disabilities
348; and self-esteem, 350; and standardized tests, Educators, 284-85; and curriculum theories, 147-48;
349; assessment in, 349; common beliefs about, and importance of portfolio components, 325,
343; curriculum reform in, 348-49; effects of, 345; 326; and motivating students, 300; and placement
effects of government-funded programs, 346-47; of students with disabilities, 238; and school
family make-up and, 345-46; future consider- discipline, 138; attitudes toward achievement
ations, 351-52; growth of, 345-46; history of, 344— tests, 151-52; attitude toward education, 32;
45; programs for, 347-48; standards, 350; the effects of voluntary attendance on, 137-38;
Perry Preschool Project, 345-46; 20th century, 343 knowledge of educational foundations, 172-74,
Economy and education, 139, 250; and appropriate 180-86; of gifted children, 213; perceptions of
resources for educational reform, 337; family educational foundations, 185-86; reactions
spending on education, 155-56; funding for toward inclusion, 242-44; role in inclusion
gifted education, 215, 217; funding of, 157; reform, 243-45; understanding of inclusion, 238;
funding to urban schools, 251; government- view of portfolios, ‘21-22; working with special
funded early childhood programs, 346-47; education students, 63. See also Administrators,
impact on inclusion, 249; public v. private Principals, and Teachers
schools, 34; reform in urban schools, 254-56; Elementary schools, Thomas Jefferson’s views, 111-
special education funding, 234, 238 ; staff- 113
development funding, 165; TQE funding, 317 Employers, and important portfolio components,
Education, and experience, 122-27; and extracurricu- 324; portfolio evaluation, 325; view of portfolio
lar activities, 140-41; as a means of extending purposes, 322, 323; view of portfolio usefulness,
culture, 129; as means of perpetuating society, 323
129-130; as a science, 125, 127; community role in English as a Second Language (ESL) students,
improving image of, 33; cost in public v. private preservice teacher attitudes’ toward, 75
schools, 34; criticisms of, 130; educators’ attitudes Experience and Education, 122
toward, 32; experience as a means of feedback, Extracurricular activities, and parental involvement,
126-127; functions of, 130-31; goals in rural 142-43; and student burnout, 140-41; and
schools, 87-88; history of U.S., 374-75; homeless student priorities, 140-41; goal of, 141-42; in
children, 18-19; in early childhood education, rural schools, 86-87; recommendations, 144
347; inequity in, 247, 250; learning-centered
model, 147, 148; parents’ views of, 158; philoso- F
phy of, 59, 84; purpose of, 16, 128-31, 143, 308; Family, and coping with disabled children, 63; and
quality of, 134; role of, 111, 281; Thomas influences of African American student
Jefferson’s expectations of, 110 decisions, 31; “decent” v. “street,” 38-39; effects
Educational foundations, educators’ knowledge of, of single parent families on children, 36-38;
172-74, 180-86; knowledge of, 180, 182 Hispanic, nature of, 72-74; in the ‘90s, 36; make-
Educational reform, 269, 283; and educational up, and growth in preschools, 346; preservice
equity, 253-54; and faculty composition, 341; and teacher attitudes toward, 75
inclusion, 243-45, 248; and new educational Feedback, and oral portfolio presentations, 358; and
communities, 374-75; and standards and redefining vocational education, 337; defined,
students with disabilities, 222-23; and teacher 126; experience as a means of education, 122-127;
involvement, 341; and teaching strategies, 147, grades as, 330-31; old v. new systems, 125-126;
340-41; and TQE, 317-18; and urban schools, role in learning process, 124
254-56; critique of, 92; curriculum, 165; effect of Field experiences, teaching homeless students, 24-29
bureaucracy on, 341; government role in, 220; in
Chicago’s schools, 167; in special education, 232- G
36; in teacher education programs, 66, 88, 308, Gangs, 36
359; in vocational education, 336, 340-41; politics Gender, 287; and behavior patterns, 265, 266-68;
and education, 253-54; role of administrators and Gifted education, funding for, 215; future of, 218;
teachers, 340-41; types of academic standards, history of, 260; programs, 216
220-22 Gifted students, 212; and cooperative learning, 217;
Educational standards, alternatives for students with and learning styles of, 261; and team teaching,
disabilities, 224-25, 236-37; and policy makers, 217; behavior patterns and gender, 266-68;
220-22; by state for students with disabilities, characteristics of, 260; curriculum, 218; identify-
228; 283; constructivist curriculum, 40-41; issues ing, 213-14; personality traits, 261; purposes of
related to students with disabilities, 225-27; identification, 214; services for, 215
reporting data, 227; trends, 227-28; types, 220-22 Goals 2000, 222, 251
Educational theory, educators’ knowledge of, 180, Grades, and purpose of teaching, 332; and student
182, 183-85; effort, 331-32; and student learning, 329-30; and
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379
teacher judgment, 332; as a means of encourage- disabilities, 207
ment, 332; as a reflection of academic achieve- Learning disabilities, and ESL students, 75;
ment, 329; as means of motivation, 331; purpose homeless children, 19
of, 329; teachers’ views of failing, 331 Learning methods, and curriculum, 146-47;
Grading process, considerations, 334; teachers’ views Learning process, 124; and experiences, 145; direct,
of, 329 123; indirect, 123; key elements, 145
Graduate programs, curriculum, 184-85 Learning strategies, and cultural background, 78-80;
Graduate students, and portfolio assessment, 354-56; in critical thinking, 190-91; in multicultural
knowledge of educational foundations, 180, 182; classrooms, 83; visual cues, 80-82
portfolio presentation scoring criteria, 357 Learning styles, and gifted students, 261; and
Greenforest Christian Academy, 120 motivating preservice teachers, 307; and
multiculturalism, 189; and students with
H disabilities, 232, 244
Handicapped students. See Students with disabili- Learning theories, 148-49
ties Least restrictive environntent (LRE), 244; v.
Head Start, 346-47 mainstreaming, 233-34. See also Inclusion
High school yearbooks, 140-44 Limited English proficiency (LEP), 227
Homeless, and classroom management, 28; and
curriculum, 26; common educational problems, M
19-20; education of, 18; educational programs Magnet schools, and compulsory attendance, 137;
for, 60; factors affecting academic success, 38-39; and school choice, 139
field experiences with, 24-29; number of families, Mainstreaming, reverse, 236; v. inclusion, 240-42,
18; schooling model, 20-22; teachers’ roles with 269; v. least restrictive environment, 233-34. See
homeless students, 60-61; understanding needs also Inclusion
of, 38-39. See also Children and Poverty Mills v. Board of Education of the District of
Home schooling programs, Romani educational Columbia, 234
needs, 15 Minorities, and academic achievement, 281; dropout
Home school movement, growth of, 158 rate, 137; labeling “at risk,” 251; tutoring, 68-76
Motivation, and behavior, 300-301; and grades, 331;
I and preservice teachers, 307; characteristics of
Improving America’s Schools Act, 251 motives, 301-2; considerations for discussions,
Inclusion, 269; accountability systems, 224-25; and 302; extrinsic motives, 304—5; intrinsic motives,
cooperative learning, 270-72, 276; as a means of 304-6; meaning of, 300; obstacles, 304; student
reducing educational segregation, 251; as an interest and, 302-3; teachers’ beliefs about, 302-4
outcome of school reform, 241-42; basic concepts Multicultural classrooms, curriculum in, 77; need for
of, 235-36; collaboration, 239; considerations, 206; structure in, §2-83; teaching strategies, 77
co-teaching, 274-76; court cases, 234, 244; Multicultural education, 375; and inclusion, 94
evaluating, 208-9; guidelines, 235-36; in urban Multiple intelligence theory, 375; and inclusion, 94-
schools, 253; increasing, 210; legal aspects of, 94; 95; identifying gifted students, 260
parents’ attitudes toward, 238; peer tutoring,
270-71, 276; policy makers’ attitudes toward, 238; N
reasons for failure, 208-9; school apprehension National Association for the Education of Young
regarding, 235-36; state academic standards, 228; Children (NAEYC), 348; early childhood
state funding of, 238; supporting laws, 233-34; education guidelines, 350
teacher attitudes toward, 209-10; v. main- National Commission on Teaching & America’s
streaming, 240-42. See also Special education Future (NCTAF), 312
Inclusive schools, as a schooling option, 24445; National Research Center on Gifted and Talented
nature of, 242; reform, 245; role of, 240 (NRC G/T), 214
Indirect learning, 123, 145; v. direct learning, 124 National standards. See Educational standards
Individualized educational plans (IEPs), 225-27
Individuals with Disabilities Education Act (IDEA), O
206, 233 Oral presentations and portfolio assessment, 354—
In-service teachers, assessment of, 320; questions 55; evaluation criteria, 356-57; history of, 355-56;
concerning inclusion, 94 scoring reliability, 357, 358
Intelligence tests, determining giftedness, 215, 260 Organizational theories, and compulsory school
attendance,136-37
J
Jacob Javits Gifted and Talented Students Act, 214 P
Jefferson, Thomas, and education, 110-13 Parental involvement, amount, 156-57; effects of
voluntary attendance on, 137-38; in developing
L programs for students at risk, 93; in extracurricu-
Learner-centered schools, 150—51 lar activities, 142-43; in improving education,
Learning, nature of, 281; objectives for students with 158; in rural schools, 85, 87; in student achieve-
The Educational Forum * Volume 61 * Summer 1997
ment, 73-74; lack of, 36-38 preparing for multicultural tutoring, 72;
Parental school choice, 134-35, 245; and magnet questions about inclusion, 94; teacher education
schools, 139; and organizational theories, 137 programs, and portfolios, 320; teaching strategy
Parents, and corporate child care, 348; and early development, 311-12; views of portfolio
childhood education, 345; and placement of purposes, 322, 323; views of portfolios, 320-22; v.
students with disabilities, 238; and TQE, 314, 317; graduate students in knowledge of educational
attitudes towards schools, 153-54; classifying foundations, 182. See also Teacher education
children by behavior, 262, 265; criticisms of programs
education, 158; criticisms of schools, 154-55; Principals, attitudes toward vocational education
ethnic background and school preferences, 14; reform, 340-41
expectations of education, 190-91; feedback for, Private schools, cost of education in, 34; teachers,
330; role in educational reform, 336; Romani, 125; number of African Americans in, 114; v.
attitudes towards schooling, 12-13; socioeco- public schools, 135
nomic status and attitudes toward schools, 154— Privatization, 282; success of, 158
58; spending on education, 155-56; views of Public education, and societal expectations, 134; v.
extending school year, 157; views of teachers and compulsory education, 134
administrators, 157 Public schools, African American support of, 114;
Peer tutoring, and inclusion, 270-71, 276; benefits, and compulsory attendance, 135-36, 139; and
271 early childhood education programs, 347-48; and
Pennsylvania Association of Retarded Citizens v. effects of voluntary attendance, 137-38; and
Commonwealth of Pennsylvania, 234 government, 110; collaboration with universities,
Pennsylvania Human Relations Commission v. 166-67, 170; cost of education in, 34; funding of,
School District of Philadelphia, 248 157; in rural Appalachia, 84-85; in rural areas,
Perry Preschool Project, 345-46 criticisms of, 85-86; meeting educational needs,
Personal curriculum, defined, 147 20; meeting Romani educational needs, 14;
Plato, views on early childhood education, 343 number of African Americans in, 114; number of
Policy makers, and educational standards, 220-222; neglected children in, 36; parental preferences,
attitudes toward inclusion, 238; attitudes toward 14; parents’ criticisms of, 154-55; roles in society,
achievement tests, 151-52; teachers as, 342 139; Romani representation in, 12; societal
Politics and education, 222, 283; and educational attitudes toward, 153-54; state of, 282; v. black
reform, 253-54; funding for gifted education, 215; Christian schools, 117; v. private schools, 135
government role in reform, 220; inclusion
initiatives, 249; inclusion practices, 252; legisla- R
tors’ criticisms of education, 128; special Race, and gifted students, 213; and violence, in
education legislation, 238; Thomas Jefferson's education, 286-88
views, 110-113 Racism, a teacher education candidate’s experience,
Portfolios, and employment process, 320; and self- 26; and Christian schools, 115; stages in
evaluation, 327; benefits for preservice teachers, abandonment of ideas, 70-71, 74
320; components, 320-24, importance of, 324, 325, Reformers, and TQE implementation, 315-16; in
326, number of, 327; development process vocational education, 339
strategies, 326-27; evaluation criteria, 327; in Religion and education, and Romani views, 13-15;
teacher education curriculum, 320; purpose of, curriculum, 118-119; meeting spiritual needs,
322, 323; requirement reform, 326; supervisor 120-121; school philosophy, 119-120; school
and employer evaluation, 326; types, 322; sponsorship, 116-120; Thomas Jefferson's views,
usefulness, 323. See also Oral presentations and 112
portfolio assessment Roma, and attitudes toward schooling, 13-14;
Poverty, children’s perceptions and teaching expectations at school v. home, 14; meeting
strategies, 360-61, 368-70. See also Children and educational needs of, 14-16; religious beliefs and
Socioeconomic status attitude toward school, 15; societal attitudes
Preservice teachers, and critical thinking 308; and toward, 12; successful schooling of, 14-16
curriculum development, 308; and portfolio Rousseau, Jean Jacques, 310
components, 324, 325, 326; and self-evaluation, Rural schools, and use of technology in the
327; and teaching strategies, 308; and the study of classroom, 88; consolidation of, 87; criticism of,
feminism, 309-11; assessment of, 320; attitudes 85; curriculum, 87; dropouts, 86; extracurricular
toward ESL students, 75; benefits of portfolio activities in, 86; parental involvement, 87; role of,
presentations, 358-59; benefits of portfolios, 320; 87; state funding, 86; stereotypes, 84-85; teaching
development of curriculum, 311-12; encouraging methods, 87
critical thinking, 309-11; impact of multicultural
tutoring on attitudes of, 72-75; knowledge of S
educational foundations, 180, 182; misconcep- Scholastic Aptitude Tests (SATs), scores, 153
tions about other cultures, 70-75; motivating, School choice. See Parental school choice
307-08, 312; portfolios as a means of evaluating, School culture, 374-75
354; preparing for classroom diversity, 68; School districts, and economic benefits of special
The Educational Forum * Volume 61 + Summer 1997
381
education programs, 252-53; and funding for disabilities, 232, 243; and socioeconomic status,
early childhood education, 347; and TQE, 314-15, 362-63; Appalachian culture, 87; class-related,
317; homeless children, meeting needs, 20; among children, 365-66; effects of multicultural
programs for gifted students, 260; programs in tutoring on, 72-75; gifted students, 212, 268; of
early childhood education, 348; responsibility in teachers, 74; special education, 237
teaching sex education, 62; rural, 87. See also Stewart B. McKinney, Homeless Assistance Act (PL
Economy and education 100-77), 60; meeting the needs of homeless
Schooling, learning-centered model, 145, 147, 148 families, 18
Schools, addressing needs of gifted students, 215; Students, achievements and expectations, 86; and
and responsibilities in hiring teachers, 44; as a racism, a teacher’s experience, 26; attitudes about
community, 269; Christian, 114-16; elementary, other cultures, 70-71; burnout, and extracurricu-
Thomas Jefferson’s views, 111-113; inclusive, lar activities, 140-41; effort and grades, 331-32;
nature of, 242, role of, 240; parents’ criticisms of, equity, and teaching strategies, 311-12; explana-
154-55; preservice teacher attitudes toward, 75; tions of behavior, 302; extrinsic motives, 304-05;
priorities, and extracurricular activities, 140-44; feedback for, 330; grades and purpose of
responsibility of, in addressing the needs of poor learning, 332-33; in schools for the homeless, 25;
students, 58; role in curriculum development, interest and motives, 302-3; intrinsic motives,
370; role of, 87; segregation, 248-49; sense of 304-6; motivating with grades, 331-32; motiva-
community in, 28; societal attitudes towards, tion methods, 303-4; publications, 140-42; role in
154-55; success of, 287; TQE implementation, TQE implementation, 318; strengths and
314-15 academic standards, 40-41; teachers’ beliefs
School-to-Work Opportunities Act (GSWOA), 336 about behavior, 302-3; teachers’ views of failing,
School year, extending, 157 331; view of, in TQE, 314. See also Teachers
Segregation, and socioeconomic status, 249; and the Students with disabilities, 206; accountability
Christian School Movement (CSM), 115-116; system issues, 225-27; and educational stan-
educational, 248-50, and school reform, 254-56, dards, 222-229; benefits of inclusion, 251;
reducing, 251-52; racial, 249 curriculum adaptations, 207-09, 237, 272;
Self-esteem, and behavioral types, 262; and children dropout rate 137; inclusion guidelines, 235-36;
with prenatal drug exposure, 61; and early inclusion in early childhood education, 348;
childhood education, 350; homeless children, 19 inclusion programs for, 269; inclusiveness of
Sex education, 62 state standards, 228; placement in inclusive
Sixties, the, early childhood education, 344—45 schools, 242; prioritizing curriculum, 207; setting
Social learning, and cultural background, 80 standards for, 220, 223; support services, 235;
Society, and importance of education, 128-29; and teacher expectations of, 232; teaching strategies
Romani traditions, 13-14; and the state of for, 208-9; trends in education standards, 227-28;
education, 153; attitudes toward education, 153- types of accountability systems for, 224-25. See
54; problems, 58 also Learning disabilities
Socioeconomic status, and academic achievement;
and childhood friendships, 362, 365-66; and T
gifted students, 213-14; and segregation, 249; and Teacher certification, and portfolios, 320
spending on education, 155-56; and values, 65; Teacher education programs, 84-85; and collabora-
attitudes toward schools, 154-58; awareness tion with school districts, 88; and discussion of
among children, 362-67; changes in classes, 361; gifted education, 212; and multicultural
children’s perceptions of social mobility, 367-68; education, 189; and preparing for gifted students,
stereotypes, 362-63. See also Poverty 216-18; and staff development, 163; and the
Special education, 92; and civil-rights legislation, study of feminism, 309-11; encouraging critical
233; and outcomes-based accountability, 223-24; thinking, 308-11; in the year 2000, 66; lack of
continuum of services, 207; history of, 63, 232-36; African Americans, 30-33; motivating students,
in urban schools, 250; legal foundations of, 206; 307-8; multicultural understanding, 68; need for
legislation, 237; programs, and questions about reform, 66, 88, 163-64, 308; preparing teachers for
inclusion, 94; state and federal involvement in, difficult assignments, 29; special education
252-53; stereotypes, 237; teachers, 63-64, 209 courses, 238; student motivation in, 312
Staff development, administrators’ views on, 164; Teachers, and school priorities, 143-44; and school
and curriculum improvement programs, 162, suspension policies, 137; and students with
168-71; and early childhood education, 348-49; disabilities, support services for, 208-9; and TQE
and school reform, 338; and gifted students, 216- implementation, 317; as policy makers, 342;
17; and technology, 339; and the Perkins Act, 339; attitudes toward inclusion, 209-10; attitudes
educational programs for the homeless, 21; in toward students with disabilities, 206, 232; beliefs
learner-centered schools, 150-51; personal about motivating students, 302-4; benefits of co-
development theory, 151; program curriculum, teaching, 274-75; classifying children by
339-40; projects, 167; teachers’ views on, 164 behavior, 262, 265; collaboration between regular
Standardized tests, 349 education teachers and special education
Stereotypes, and inclusion, 243; and people with teachers, 64; expectations and student achieve-
The Educational Forum + Volume 61 * Summer 1997
382
ment, 31-32, 86; expectations of students with 83, 95; in rural schc.. Is, 88; visual cues, 80-82
disabilities, 232; explanations for student Technology and education, and implications for
behavior, 301; grading factors, 331-32; grading rural schools, 88; preservice teacher portfolios,
practices, 329-30; identifying students by 324; staff development, 339
behavioral patterns, 266; importance of adminis- Teenage pregnancy, and at-risk youth, 65; effects of,
trative support in school reform, 338, 340-41; in 61
private schools, 135; interaction with students, Total Quality Management in Education (TQE), 314;
40; knowledge of curriculum theory, 165; administrators’ role in, 317; and educational
knowledge of educational foundations, 180, 182; reform, 317-18; and in-service training, 317;
lack of African American, 30-33; learning and funding, 317; implementation model, 315-16;
curriculum improvement, 162; necessary skills parents role in, 317; process model, 315-16;
for the future, 65-66; necessary skills for working program considerations, 316-17; school districts’
with multiply handicapped students, 63-65; role in, 317; school implementation of, 314-15;
parents’ views of, 157; reactions toward teachers’ role in, 317; view of parents and
inclusion, 242-44; responsibilities of, in academic students, 314
achievement, 60; with homeless students, 60-61; Tutoring, as a means of preparing preservice
serving gifted students, 214-16; student teachers for classroom diversity, 68, 72; effects of
motivation, 300; support of, in school reform, the setting on, 74; impact on preservice teachers’
338; testing of, 157; understanding the needs of attitudes, 72-75
homeless children, 38-39; views on failing
students, 331; views on curriculum, 146-47; U
views on staff development, 164. See also Universities, collaboration with public schools, 166-
Preservice teachers and Students 67, 170; curriculum, 172; Thomas Jefferson’s
Teachers’ roles, 58; and children in poverty, 60; and views on, 112
children with prenatal drug exposure, 61; and Urban schools, 283; and academic achievement in,
curriculum theories, 149; and helping families 250; effect on inner-city, 250; inclusion in, 253;
cope with disabled children, 63-64; and teenage reform in, 254; special education students in,
pregnancy, 61-62; as curriculum—makers, 166; in 250-51
classrooms, 41-43; in constructivist teaching, 150;
in curriculum development, 370; in development V
of student motives, 305; in educational reform, Values, and socioeconomic status, 65; democratic,
336; in inclusion reform, 243-45; in reform, 341; 370; in education, 130; teaching, 190-91
in TQE implementation, 318; in vocational Van Til, William, 284-85
education reform, 337-38, 341; with neglected Violence, and race, 286-88; and teacher fear in the
children, 39 classroom, 39; in schools, 92, 136
Teaching, and the purpose of grades, 332-33; Visual cues, advantages of, 81-82; as a learning
bringing people into, 44; community role in strategy, 80-82
improving image of, 33; educators’ attitudes Vocational education, in Chicago high schools, 338-
toward, 32; in an atmosphere of fear, 39; nature 39; redefinition of, 337; reform of, 336
of, 281; purpose of, 164; regaining a sense of Voluntary attendance, 139; and dropout rates, 137;
purpose, 170-71 and parental involvement, 137-38; effects on
Teaching methods, and neglected children, 41-43; in educators, 137-38; implications of, 138; v.
rural schools, 87; Thomas Jefferson’s views, 111- compulsory, 137-38
13
Teaching strategies, and children’s perceptions of Y
poverty, 368-70; and educational reform, 147; Yearbooks, high school, 140
and preservice teachers, 308, 311-12; and student Youth at risk, 375; and critical thinking, 191; and the
equity, 311-12; and student motivation, 303-5; role of urban schools, 250; common problems, 65;
and students with disabilities, 208-9, 244; and factors affecting number of, 36; labeling of
vocational education reform, 340-41; for gifted minorities, 251; model programs for, 92-93;
students, 216-18; in multicultural classrooms, 77— teacher attitudes toward, 93
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