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Contentid:
1904
Content Type: 1
Title: Online magazine: The Science of Quality: Education Research in School Reform
Body: The Summer 2004 issue of NW Education focuses on the value of educational research. All articles are available in several formats from: http://www.nwrel.org/nwedu/09-04/index.php Table of Contents: * The Promise of Scientific Evidence in Education Want to be a better consumer of research? Read on. * A New Day for Mathematics Education? In the shadow of Reading First, a science and math initiative stirs anticipation and anxiety. * A Tale of Two Schools: Reading Instruction in the Real World A principal opts in, another opts out of Reading First. Classroom Research * Teaching by the Numbers In Idaho, computer games generate data-trails of students' learning. * Lessons for Investigation In Washington, teachers hone their powers of observation through "lesson study." * Evaluation in the Classroom In Oregon, teachers add evaluation strategies to their teaching toolboxes. * Finding Out What Works for Native Students Researchers in Alaska put culturally based instruction to the test. * As Perfect as It Gets In an imperfect world, research is better at improving than proving.
Source: NW Education
Inputdate: 2004-08-06 09:37:00
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Title: Online magazine: The Science of Quality: Education Research in School Reform
Body: The Summer 2004 issue of NW Education focuses on the value of educational research. All articles are available in several formats from: http://www.nwrel.org/nwedu/09-04/index.php Table of Contents: * The Promise of Scientific Evidence in Education Want to be a better consumer of research? Read on. * A New Day for Mathematics Education? In the shadow of Reading First, a science and math initiative stirs anticipation and anxiety. * A Tale of Two Schools: Reading Instruction in the Real World A principal opts in, another opts out of Reading First. Classroom Research * Teaching by the Numbers In Idaho, computer games generate data-trails of students' learning. * Lessons for Investigation In Washington, teachers hone their powers of observation through "lesson study." * Evaluation in the Classroom In Oregon, teachers add evaluation strategies to their teaching toolboxes. * Finding Out What Works for Native Students Researchers in Alaska put culturally based instruction to the test. * As Perfect as It Gets In an imperfect world, research is better at improving than proving.
Source: NW Education
Inputdate: 2004-08-06 09:37:00
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Contentid:
1905
Content Type: 1
Title: ASL Review activity
Body: Someone asked for new ideas for the upcoming school year and I thought I would share with everyone a silly game that I play with my students. Maybe some of you already play a game like this, but my students absolutely love it and it holds them accountable to know the signs for a specific unit. Students find a partner (this year the students are going to create partner charts for each month, then they are not working with the same person for partner activities). After finding a partner, all students stand up and make a line. The students stand back to back with their partner and the group in the front of the room are the first group to go. I stand in front of the room and read a word from our vocabulary list (or from previous lists for a review activity). The first partnership must sign it correctly without looking at each other (remember, they are standing back-to-back) and without any help from the partnerships that follow them. If they BOTH sign it correctly, they go to the back of the line. If ONE of them signs it incorrectly, they are BOTH out. Then the next partnership moves forward and they are given a different word. This continues until there is only one group left. When you arrive to two groups being left though, I play the game that if the first group that is left gets out, then the second group HAS to get their word right or the first group is back in. The students have loved this game in the past and it really does make them accoutable for knowing the vocabulary. Obviously there are TONS of ways to alter this game, but thought I would share with you the basic form of the game. It may sound like a silly game, but for high school level one students, it has been a great match. Slama, L. Silly game... A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA (5 Aug. 2004).
Source: TEACHASL
Inputdate: 2004-08-06 09:48:00
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Title: ASL Review activity
Body: Someone asked for new ideas for the upcoming school year and I thought I would share with everyone a silly game that I play with my students. Maybe some of you already play a game like this, but my students absolutely love it and it holds them accountable to know the signs for a specific unit. Students find a partner (this year the students are going to create partner charts for each month, then they are not working with the same person for partner activities). After finding a partner, all students stand up and make a line. The students stand back to back with their partner and the group in the front of the room are the first group to go. I stand in front of the room and read a word from our vocabulary list (or from previous lists for a review activity). The first partnership must sign it correctly without looking at each other (remember, they are standing back-to-back) and without any help from the partnerships that follow them. If they BOTH sign it correctly, they go to the back of the line. If ONE of them signs it incorrectly, they are BOTH out. Then the next partnership moves forward and they are given a different word. This continues until there is only one group left. When you arrive to two groups being left though, I play the game that if the first group that is left gets out, then the second group HAS to get their word right or the first group is back in. The students have loved this game in the past and it really does make them accoutable for knowing the vocabulary. Obviously there are TONS of ways to alter this game, but thought I would share with you the basic form of the game. It may sound like a silly game, but for high school level one students, it has been a great match. Slama, L. Silly game... A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA (5 Aug. 2004).
Source: TEACHASL
Inputdate: 2004-08-06 09:48:00
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Contentid:
1906
Content Type: 1
Title: Symbols of Japanese Summer
Body: From: http://www.japanese.about.com/library/weekly/aa081901a.htm August is the hottest month of the year in Japan. Not only is the temperature high, so is the humidity. The word for "hot" is "atsui," and "humid" is "mushiatsui." Although the northernmost Hokkaido is much cooler, the temperature there goes up to 30 degrees or more on an almost daily basis in August. This is called "manatsubi" or midsummer days. Let's look at symbols for the hot Japanese summer.
Source: about.com
Inputdate: 2004-08-06 10:07:00
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Title: Symbols of Japanese Summer
Body: From: http://www.japanese.about.com/library/weekly/aa081901a.htm August is the hottest month of the year in Japan. Not only is the temperature high, so is the humidity. The word for "hot" is "atsui," and "humid" is "mushiatsui." Although the northernmost Hokkaido is much cooler, the temperature there goes up to 30 degrees or more on an almost daily basis in August. This is called "manatsubi" or midsummer days. Let's look at symbols for the hot Japanese summer.
Source: about.com
Inputdate: 2004-08-06 10:07:00
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Contentid:
1907
Content Type: 1
Title: Website: Assessing Writing
Body: From: http://www.uwc.ucf.edu/Faculty_Resources/fac_assessing_writing.html The information below is discussed further in Dr. Beth Rapp Young's Assessing Writing workshop. Please contact Dr. Young or refer to the sources at the bottom of this page for more information. Incorporating writing into your classroom will usually involve some measure of assessment. Although it may not be essential for an instructor to read, comment upon, evaluate, or grade every piece of writing produced for a course, a variety of assessment options are available for writing assignments. Topics addressed on this site: General Guidelines for Assessing Writing Overview of Grading Alternatives Correctness: What to grade for Resources
Source: Beth Rapp Young
Inputdate: 2004-08-06 10:49:00
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Title: Website: Assessing Writing
Body: From: http://www.uwc.ucf.edu/Faculty_Resources/fac_assessing_writing.html The information below is discussed further in Dr. Beth Rapp Young's Assessing Writing workshop. Please contact Dr. Young or refer to the sources at the bottom of this page for more information. Incorporating writing into your classroom will usually involve some measure of assessment. Although it may not be essential for an instructor to read, comment upon, evaluate, or grade every piece of writing produced for a course, a variety of assessment options are available for writing assignments. Topics addressed on this site: General Guidelines for Assessing Writing Overview of Grading Alternatives Correctness: What to grade for Resources
Source: Beth Rapp Young
Inputdate: 2004-08-06 10:49:00
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Contentid:
1908
Content Type: 1
Title: Online assessment: Japanese University Admission
Body: We have developed an e-Learning system for the examination of Japanese university admission (EJU). EJU is now held by Japan Student Services Organization (JASSO). The materials for the examination in the system are used by the permission of the copyright from JASSO. The test in Japanese as a Foreign Language consists of reading comprehension, listening comprehension, and listening and reading comprehension. Please refer to the EJU pages: http://www2.jasso.go.jp/examination/efjuafis_e.html If your students access the system, you can use the examination scores for assessment or achievement in your class. *** System Details **** Level: Academic Japanese No. of questions: about 20 for every comprehension (Total 60) Time: 120 minute Charge: Free System requirements: *** broad band network *** for large size of speech files (about 1MB), Memory cookie, Javascript, Java Applet URL: http://www.sp.cis.iwate-u.ac.jp/icampus/icampus.jsp Registration Path: Top URL -> Member -> Registration Registration Parameters: Site Name: iCampus: Integrated e-Learning for LESSON/J Faculty Name: None Class Name: Examination for Japanese University Admission Class Keyword: examjuniv *** First Name: Real name (Displayed for member only) Family Name: Real name (Displayed for member only) Nickname: Fictitious name (Displayed for all members in member list and chat) E-Mail Address: Real address (Displayed for member only) If you have trouble, please use FQDN(Full Domain name). Login Path: Top URL -> Member -> Login The system is experimental, so if you have any troubles or comments, please tell me. Jouji MIWA (Iwate Univ., Morioka, JAPAN) miwa@se.sp.cis.iwate-u.ac.jp Miwa, J. Examination for Japanese University Admission. SenseiOnline. Senseionline@yahoogroups.com (31 Jul. 2004).
Source: Iwate University, Morioka, Japan
Inputdate: 2004-08-06 11:40:00
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Title: Online assessment: Japanese University Admission
Body: We have developed an e-Learning system for the examination of Japanese university admission (EJU). EJU is now held by Japan Student Services Organization (JASSO). The materials for the examination in the system are used by the permission of the copyright from JASSO. The test in Japanese as a Foreign Language consists of reading comprehension, listening comprehension, and listening and reading comprehension. Please refer to the EJU pages: http://www2.jasso.go.jp/examination/efjuafis_e.html If your students access the system, you can use the examination scores for assessment or achievement in your class. *** System Details **** Level: Academic Japanese No. of questions: about 20 for every comprehension (Total 60) Time: 120 minute Charge: Free System requirements: *** broad band network *** for large size of speech files (about 1MB), Memory cookie, Javascript, Java Applet URL: http://www.sp.cis.iwate-u.ac.jp/icampus/icampus.jsp Registration Path: Top URL -> Member -> Registration Registration Parameters: Site Name: iCampus: Integrated e-Learning for LESSON/J Faculty Name: None Class Name: Examination for Japanese University Admission Class Keyword: examjuniv *** First Name: Real name (Displayed for member only) Family Name: Real name (Displayed for member only) Nickname: Fictitious name (Displayed for all members in member list and chat) E-Mail Address: Real address (Displayed for member only) If you have trouble, please use FQDN(Full Domain name). Login Path: Top URL -> Member -> Login The system is experimental, so if you have any troubles or comments, please tell me. Jouji MIWA (Iwate Univ., Morioka, JAPAN) miwa@se.sp.cis.iwate-u.ac.jp Miwa, J. Examination for Japanese University Admission. SenseiOnline. Senseionline@yahoogroups.com (31 Jul. 2004).
Source: Iwate University, Morioka, Japan
Inputdate: 2004-08-06 11:40:00
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Contentid:
1909
Content Type: 1
Title: Assessing voice in writing - using rubrics
Body: Could you explain how you measure "voice"?" Good question. Assessing voice, or any other aspect of writing, even by following descriptive rubrics, is quite subjective. For example, what is "some attempt" for one assessor may be a "reasonable attempt" to another and a "clear attempt" to a third assessor. The problem with descriptors is that they give the illusion of objectivity. I have used descriptive rubrics to assess EFL and undergraduate essays for language and structure, undergraduate and postgraduate essays in linguistics and ELT methodology, as well as observed lessons during teacher training courses. Whenever I took part in standardisation sessions, I realised that different assessors working with the same descriptors would come up with widely differing assessments of the same script or lesson. Of course, rubrics are much more preferable to counting mistakes or impression marking, but some sort of standardisation has to take place. If teachers share the same class, then they need to mark a number of scripts and then compare their marks and discuss their reasons - and their interpretation of descriptors - until their assessments converge. The same approach can be used with learners. Just giving the rubric to learners is not enough; they need to also understand what the rubrics actually describe. I have found it helpful to give learners anonymised scripts from last year's class and ask them to mark them according to the rubric. The ensuing feedback discussion is very illuminating for them, gives the teacher invaluable insights into what learners perceive as good writing, and gives the learners the opportunities for purposeful communication. Gabrielatos, C. Re: rubrics, descriptors and subjectivity. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (28 Jul. 2004). It is worth reading Rena Helms Park and Paul Stapleton's article in JSLW 2003 on the correlation of voice and good writing. Those whose institutions have access to Science Direct can read the article online at http://www.sciencedirect.com/science I don't remember the full details, but the researchers isolated features most theorists on voice mentioned, had independent markers grade a batch of essays for these, then had another group of markers grade the essays for quality of writing, not mentioning voice. Their findings were that there is a slight negative correlation between strong voice and good writing. In other words, the writers who were assertive, confident in their tone and used 'I' a lot performed slightly less well than those who did not. Harbord, J. Re: measuring voice. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (29 Jul. 2004).
Source: TESL-L
Inputdate: 2004-08-12 12:16:00
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Title: Assessing voice in writing - using rubrics
Body: Could you explain how you measure "voice"?" Good question. Assessing voice, or any other aspect of writing, even by following descriptive rubrics, is quite subjective. For example, what is "some attempt" for one assessor may be a "reasonable attempt" to another and a "clear attempt" to a third assessor. The problem with descriptors is that they give the illusion of objectivity. I have used descriptive rubrics to assess EFL and undergraduate essays for language and structure, undergraduate and postgraduate essays in linguistics and ELT methodology, as well as observed lessons during teacher training courses. Whenever I took part in standardisation sessions, I realised that different assessors working with the same descriptors would come up with widely differing assessments of the same script or lesson. Of course, rubrics are much more preferable to counting mistakes or impression marking, but some sort of standardisation has to take place. If teachers share the same class, then they need to mark a number of scripts and then compare their marks and discuss their reasons - and their interpretation of descriptors - until their assessments converge. The same approach can be used with learners. Just giving the rubric to learners is not enough; they need to also understand what the rubrics actually describe. I have found it helpful to give learners anonymised scripts from last year's class and ask them to mark them according to the rubric. The ensuing feedback discussion is very illuminating for them, gives the teacher invaluable insights into what learners perceive as good writing, and gives the learners the opportunities for purposeful communication. Gabrielatos, C. Re: rubrics, descriptors and subjectivity. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (28 Jul. 2004). It is worth reading Rena Helms Park and Paul Stapleton's article in JSLW 2003 on the correlation of voice and good writing. Those whose institutions have access to Science Direct can read the article online at http://www.sciencedirect.com/science I don't remember the full details, but the researchers isolated features most theorists on voice mentioned, had independent markers grade a batch of essays for these, then had another group of markers grade the essays for quality of writing, not mentioning voice. Their findings were that there is a slight negative correlation between strong voice and good writing. In other words, the writers who were assertive, confident in their tone and used 'I' a lot performed slightly less well than those who did not. Harbord, J. Re: measuring voice. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (29 Jul. 2004).
Source: TESL-L
Inputdate: 2004-08-12 12:16:00
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Contentid:
1910
Content Type: 1
Title: TPRS Fall Workshops
Body: TPRS: Teaching Proficiency through Reading and Storytelling There are many workshops scheduled from September to December. Locations vary. For more information, visit http://www.blaineraytprs.com/ and click on "Upcoming Workshops."
Source: www.blaineraytprs.com
Inputdate: 2004-08-12 12:21:00
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Title: TPRS Fall Workshops
Body: TPRS: Teaching Proficiency through Reading and Storytelling There are many workshops scheduled from September to December. Locations vary. For more information, visit http://www.blaineraytprs.com/ and click on "Upcoming Workshops."
Source: www.blaineraytprs.com
Inputdate: 2004-08-12 12:21:00
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Contentid:
1911
Content Type: 1
Title: National Association for Multicultural Education Conference, October, MO
Body: For more information about this year's NAME conference, go to: http://www.nameorg.org/conferences/2004/conference.html NAME's 2004 conference, commemorating the 50th Anniversary of Brown v. Board of Education, will be held October 27-31, 2004, in Kansas City. The conference will take place at the Hyatt Regency Crown Center. Conference Theme: From Topeka--the Heartland of the USA--the 1954 Brown Decisions trumpeted affirmation that racial equality in education was indeed central to realizing the promise of democracy.The courageous African American children,parents,and activists who led the battle righteously set public education at the heart of the civil rights struggle.They recognized the essential role of educational institutions in social transformation.Schools both demonstrate contemporary conditions of equality,and propel our future social and economic direction.This focus on legal and educational priorities set the template for future civil rights endeavors.People of all colors and religions,men and women,gay and straight joined the struggle for equality to make our democracy stronger.
Source: NAME
Inputdate: 2004-08-12 12:27:00
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Title: National Association for Multicultural Education Conference, October, MO
Body: For more information about this year's NAME conference, go to: http://www.nameorg.org/conferences/2004/conference.html NAME's 2004 conference, commemorating the 50th Anniversary of Brown v. Board of Education, will be held October 27-31, 2004, in Kansas City. The conference will take place at the Hyatt Regency Crown Center. Conference Theme: From Topeka--the Heartland of the USA--the 1954 Brown Decisions trumpeted affirmation that racial equality in education was indeed central to realizing the promise of democracy.The courageous African American children,parents,and activists who led the battle righteously set public education at the heart of the civil rights struggle.They recognized the essential role of educational institutions in social transformation.Schools both demonstrate contemporary conditions of equality,and propel our future social and economic direction.This focus on legal and educational priorities set the template for future civil rights endeavors.People of all colors and religions,men and women,gay and straight joined the struggle for equality to make our democracy stronger.
Source: NAME
Inputdate: 2004-08-12 12:27:00
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1912
Content Type: 1
Title: Editor's Picks from OELA Newsline, 8/10/04
Body: This week's OELA Newsline is available at: http://www.ncela.gwu.edu/enews/2004/0810.htm These articles caught my eye this week: * (US Department of Education) Paige Issues Back-to-School Checklist for Parents * Education of Latina Students, by Maria Palmer * ESOL Students to Spend More Time Learning English, by Naples Daily News * Language schools aid immigrantsÂ’ children, by Boston Globe * MCAS scores higher in 2-way bilingual class, by Daily News Transcript * Book: Seven Myths about Diverse Schools, by Eileen Gale Kugler * Study Shows Arizona Students in Structured English Immersion Outperformed Students in Bilingual * New Learning Resources at FREE: Emile Berliner and the Birth of the Recording Industry * A few job postings
Source: OELA Newsline
Inputdate: 2004-08-12 12:46:00
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Title: Editor's Picks from OELA Newsline, 8/10/04
Body: This week's OELA Newsline is available at: http://www.ncela.gwu.edu/enews/2004/0810.htm These articles caught my eye this week: * (US Department of Education) Paige Issues Back-to-School Checklist for Parents * Education of Latina Students, by Maria Palmer * ESOL Students to Spend More Time Learning English, by Naples Daily News * Language schools aid immigrantsÂ’ children, by Boston Globe * MCAS scores higher in 2-way bilingual class, by Daily News Transcript * Book: Seven Myths about Diverse Schools, by Eileen Gale Kugler * Study Shows Arizona Students in Structured English Immersion Outperformed Students in Bilingual * New Learning Resources at FREE: Emile Berliner and the Birth of the Recording Industry * A few job postings
Source: OELA Newsline
Inputdate: 2004-08-12 12:46:00
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Contentid:
1913
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Title: ACTFL Conference, Chicago, Early Bird Rates
Body: From: http://www.actfl.org/public/articles/index.cfm?cat=17 ACTFL 2004 38th Annual Meeting and Exposition Celebrating our International Spirit November 19-21, 2004 Chicago, IL The American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting and Exposition brings together more than 5,000 teachers, administrators, method instructors and students of foreign languages at all levels from across the world. The convention features over 400 educational sessions on such topics as: Assessment, Culture, Curriculum, Learner Variables, Literature, Materials, Methods/Techniques, Policy/Issues, Professional Development, Research, Specific Purposes, Standards and Technology. This convention will also be the kick for The Year of Languages celebration in 2005. Online registration is OPEN! Register before August 27, 2004 at the special early-bird rate.
Source: ACTFL
Inputdate: 2004-08-12 13:11:00
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Title: ACTFL Conference, Chicago, Early Bird Rates
Body: From: http://www.actfl.org/public/articles/index.cfm?cat=17 ACTFL 2004 38th Annual Meeting and Exposition Celebrating our International Spirit November 19-21, 2004 Chicago, IL The American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting and Exposition brings together more than 5,000 teachers, administrators, method instructors and students of foreign languages at all levels from across the world. The convention features over 400 educational sessions on such topics as: Assessment, Culture, Curriculum, Learner Variables, Literature, Materials, Methods/Techniques, Policy/Issues, Professional Development, Research, Specific Purposes, Standards and Technology. This convention will also be the kick for The Year of Languages celebration in 2005. Online registration is OPEN! Register before August 27, 2004 at the special early-bird rate.
Source: ACTFL
Inputdate: 2004-08-12 13:11:00
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