Describes why it is important for those interested in the education of students, and particularly the results of education for students with disabilities, to exhibit care in language usage. Clarifies ways in which the word "outcomes" is used today and discusses why we must be careful in selecting our words. (RJM)

Analyzes the semantics of outcome-based education (OBE). Proposes a model for using the term "outcome" and illustrates the term's applicability for all levels of the education system. Argues both for latitude in using the term "outcomes," and for willingness to integrate types of outcome with the system's different components.…

This article offers the viewpoint of a local educational authority officer concerning the British Code of Practice (1994), which provides standards for the legal statement, review, and reassessment processes for students with special educational needs. Positive and negative implications, as well as the historical and administrative context, are…

Proposes methods to enable both normal and at-risk young children to develop high and long-lasting competencies in language and other cognitive and social skills. Recommends engaging children with language informally in play and the ordinary routines of child care, both individually and in small groups, and emphasizing both the social,…

Presents an approach to geometry that integrates mathematics and language teaching. Suggests that mathematics is more than manipulation of numbers: it is a way of thinking about things. Argues that mathematics and language should be united especially to achieve the goal of promoting the development of analytical thinkers, as the ability to see…

Eight kindergarten teachers identified 53 students who were likely to experience difficulty in school and profiled the students in terms of pupil characteristics that are, according to research, implicated in early school performance. Low scores in student behavior, family structure, language, personality, and age were most representative of the…

Two university educators use reflective dialogue to discuss processes they went through in understanding the political nature and assumptions of their own pedagogical practices as they searched for methods which would promote teacher empowerment and actively involve students in shaping course curriculum for a language arts class they team taught.…

A basic writing course at the University of Massachusetts, Amherst, serves students underprepared for first-year composition. The student population is culturally diverse, varying widely in ability and background. The course has evolved from a basic syllabus designed to teach writing skills to a more comprehensive, student-centered curriculum…

Traces the growth of a traditional classroom teacher working with children, aged 9-12, in an informal after-school drama program. Discusses dramatics teaching strategies, the use of imaging, empowering children to create, and the development of language through use in a purposeful context. Contains 22 references. (Author/SV)

Includes "Community Education" (Bennett); "Community Struggle for Education" (Shaif); "Role of Women in Literacy Campaign" (Moqbil); "Access with a Difference" (Steyne); "Bringing English as Second Language into the Mainstream" (Ahmed); "Accreditation for a Change" (Kerton); "Working…

Describes a study that examined problem-solving strategies selected by African-American preschool students with differing cognitive styles using LOGO computer software. Highlights include spatial development, minority performance and cross-cultural differences in cognitive style, and differences in field-dependent/field-independent children in…

Provides seven fully developed library media activities that are designed to be used with specific curriculum units in art, language arts, science, and social studies. Library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and follow-up are described…

Describes part of a research project in France involving the second-language acquisition of young children that focuses on the use of a computer augmented with a voice synthesizer. Topics addressed include written versus spoken language; multiple sources of information; self-correction; self-esteem; memory; and speed in the learning process.…

This continuation of an earlier article that described computer-based speech recognition products focuses on future hardware and software predictions. Highlights include effects that speech input/output could have on teaching language arts in elementary and secondary schools; changes in thought processing factors; use by the physically…

Examines the differences in the effectiveness of whole language and traditional instruction in end-of-the-year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Finds that neither program was more likely to close gaps between children high or low in these…