In the Classroom: Vocabulary (April \u2790)

Vocabulary knowledge is one of the most critical elements of comprehension. Helping students to expand their own vocabularies and to become more interested in words is a challenge for all teachers. The following techniques provide teachers various ways to enhance students\u27 vocabulary development. To read more about vocabulary instruction, see: Heimlich, J.E., & Pittelman, S.D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association. Johnson, D.D. (Ed.) (1986). Vocabulary [Special issuel. Journal of Reading, 29 (7). Johnson, D.D., & Pearson, PD. (1984). Teaching reading vocabulary (2nd ed.). New York: Holt, Rinehart and Winston. Marzano, R.J., & Marzano, J.S. (1988). A cluster approach to elementary vocabulary instruction. Nevrark, DE: International Reading Association

In the Classroom: Reading and Writing in the Content Areas (Dec. \u2789)

Students comprehend content material by reading, discussing, writing, questioning, investigating, exploring, and organizing. Reading and writing in the content areas relates prior knowledge, classroom interaction, cooperative learning, vocabulary instruction, and questioning techniques. Children practice research skills by organizing information in a meaningful and practical manner. This month\u27s In the Classroom column presents ways in which teachers can enhance their students\u27 comprehension of content area topics by involving them in various classroom activities. Additional resources for content area reading and writing activities follow : Dupuis, M.M. (1983). Reading in the content areas: Research for teachers. Newark, DE: International Reading Association. Graves, D.H. (1989). Investigate nonfiction. Portsmouth, NH: Heinemann. Heimlich, J.E. and Pittelman, S.D. (1986). Semnntic mapping: Classroom applications. Newark, DE: International Reading Association. Marzano, R.J, and Marzano, J.S. (1988). A cluster approach to elementary vocabulary instruction. Newark, DE: International Reading Association. Thelen, J.N. (1984). Improving reading in science. Newark, DE: International Reading Association

In the Classroom: Strategies for Poor Readers (Mar. \u2790)

All readers need successful learning experiences. Recent research suggests that poor readers benefit from using the same whole language reading and writing strategies as more successful readers. In her introduction to the April 1988 themed issue of Vie Reading Teacher on what works with poor readers. Irene West Gaskins stated: The research I was doing supported the current view that reading is a process in which an active and strategic reader gains meaning through an interaction between background knowledge and information in a text. Since I have adopted this definition, the way I teach has changed and students in the classrooms in which I teach seem to be benefitting — especially the hard-to-teach students. I no longer believe that I am successful as a teacher when most of my students are learning- Unless I have reached the hard-to-teach. I may not have taught at all. The challenge is for classroom teachers to accept responsibility for providing successful learning experiences for all children in their classrooms, including the poor readers (p. 749)

In the Classroom: Using Children\u27s Literature (Oct. \u2789)

Lists children\u27s literature in reading instruction. Children\u27s Literature in the Reading Program ; Literature-based Reading Programs at Work ; Children\u27s Choices: Teaching With Books Children Like ; Transitions: From Literature to Literacy

Skunk River Review Fall 1995, Vol 7

https://openspace.dmacc.edu/skunkriver/1016/thumbnail.jp

Oregon Chapter, National Association of Social Workers : membership study

The purpose of this practicum is to present a descriptive analysis of possible causes related to the drop-out rate in the Oregon Chapter, National Association of Social Workers (NASW) during the period between March of 1977 to March of 1978. Initial interest and involvement for this practicum was generated by a classroom announcement from Norman L. Wyers, D.S.W., Associate Professor at Portland State University School of Social Work. The announcement indicated that the Oregon Chapter, NASW, was interested in studying this drop-out rate. Throughout this practicum, the Oregon Chapter, NASW will be referred to as the Chapter

Loading capacity and chromatographic behavior of a porous graphitic carbon column for polychlorinated biphenyls

A porous graphitic carbon column (Hypercarb) was used for the fractionation of polychlorinated biphenyls (PCBs) into classes of 2-4 ortho chlorines, 1 ortho chlorine and 0 ortho chlorine congeners. A method was developed that combined the fractionation of PCBs, polychlorinated dibenzo-p-dioxins and dibenzofurans in a variety of biotic environmental samples. Many of these samples have high concentrations of PCBs which cause fractionation problems as adsorption sites on the graphitic surface are occupied. The loading capacity of the column for PCBs was determined by injecting up to 1 mg of total PCBs and monitoring changes in chromatographic behavior of tetra- / di-ortho, mono-ortho and non-ortho substituted PCBs. Effective loading capacities were 1 mg for tetra- / di-ortho PCBs, but only 3–5 µg for non-ortho PCBs and about 2 µg for mono-ortho PCBs. Loading capacity of the PGC column for environmental fish and avian egg samples was determined to depend on the mono-ortho and non-ortho PCB levels found in these samples