Prayer: \u27With Groanings Too Deep for Words\u27

Romans 8:2

Inquiry into Reading Assessment: Teachers\u27 Perceptions of Effective Practices

Teachers confront a number of challenges in assessing children\u27s literacy and one of the most fundamental is the selection of appropriate assessment tools. Teachers also continuously seek meaningful ways to document and assess student performance in formative and summative ways. The purpose of this study was to determine what elementary teachers\u27 believe are the most effective assessment practices for gathering data about the reading performance of their students. Data collection was accomplished through the use of a Reading Assessment Survey distributed to 12 elementary schools throughout the greater Chicago area. The survey contained a listing of 38 assessment practices and a four-point Lickert-type scale, ranging from not effective to highly effective, for teacher response. The data were analyzed by simple percentages. A discussion of the findings examines the views of beginning and experienced teachers, as well as primary and intermediate teachers. The conclusions suggest promising research directions

The Greatest Literacy Challenges Facing Contemporary High School Teachers: Implications for Secondary Teacher Preparation

Secondary teachers face significant challenges in their efforts to increase the literacy levels of adolescents. Encouraging teachers to speak out about these challenges and to recommend initiatives that may improve literacy practices for adolescents is vital for future reform efforts. This study examines the questions: What are the greatest literacy challenges facing high school content area teachers? and What will help to diminish these challenges? The data collection questionnaire was distributed to teachers in eight high schools throughout the greater Chicago area. A discussion of the findings suggests compelling directions for secondary teachers and teacher educators

A survey of services for the speech and hearing handicapped in New England

Thesis (Ed. M.)--Boston University, 195

A survey of services for the speech and hearing handicapped in New England

Thesis (Ed. M.)--Boston University, 195

Resolving Discrepancies Between Surface and Subsurface Studies of the Maquoketa Formation of Northeast Iowa

The Maquoketa formation in the outcrop area has been assigned a maximum thickness of 257 feet by earlier surface workers. Recent subsurface study in the same area reveals a thickness of 300-320 feet of Maquoketa sediments. Until now the correlation of subsurface units to recognized surface members has been hampered by this discrepancy. The recognition and identification of a new unit in the Elgin member of the Maquoketa formation, and a greater measured thickness of the Isotelus zone has resolved this difference

The limitations of whiteness and the boundaries of Englishness: second-generation Irish identifications and positionings in multiethnic Britain

The focus of this article is the second-generation Irish in England. It is based on data collected as part of the Irish 2 project, which examined processes of identity formation amongst the second-generation Irish population in England and Scotland. The article examines and maps identifications and positionings of second-generation Irish people and discusses how two hegemonic domains - Ireland and England - intersect in the lives of the children of Irish-born parents, with material and psychological consequences. Their positionings in multiethnic Britain are compared with those of ‘visible’ minority ethnic groups, and their narratives of belonging and non-belonging are analysed in terms of the limitations of whiteness and the boundaries of Englishness