Perspective: LaGuardia Community College Newsletter (Fall 1981)

Vol. 10 No, 1 Fall 1981; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M194. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room SB65.

Perspective: LaGuardia Community College Newsletter (Spring 1981)

Vol.9 No.1 Spring 1981; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M194. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room SB65.

Perspective: LaGuardia Community College Newsletter (Fall 1982)

Vol. 11 No. 1; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M194. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room SB65.

Perspective: LaGuardia Community College Newsletter (Winter 1982)

Vol. 10 No. 2; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M194. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room SB65.

Perspective: LaGuardia Community College Newsletter (Spring 1983)

Vol. 11 No.2; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M194. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room SB65.

Perspective: LaGuardia Community College Newsletter (Fall 1983)

Vol. 12 No.1; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M194. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room SB65.

Perspective: LaGuardia Community College Newsletter (Spring 1984)

Vol. 12 No.2; Perspective is a regular publication of LaGuardia Community College/CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories, as well as faculty and staff notes, should be addressed to the office in room M413.

Perspective: LaGuardia Community College Newsletter (Winter 1984)

Vol. 13 No. 1; Perspective is a quarterly publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Information on news and features stories should be addressed to the office In room M413. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room M202.

Perspective: LaGuardia Community College Newsletter (Fall 1985)

Vol. 14 No.1; Perspective is a regular publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Randy Fader-Smith is staff writer and photographer. Information for news and feature stories should be addressed to the office in room M413. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room M202.

Perspective: LaGuardia Community College Newsletter (Spring 1986)

Vol. 14 No.2; Perspective is a regular publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Randy Fader-Smith is staff writer and photographer. Information for news and feature stories should be addressed to the office in room M413. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room M202.

Perspective: LaGuardia Community College Newsletter (Winter 1987)

Vol. 15 No.1; Perspective is a regular publication of LaGuardia Community College / CUNY which is designed and edited by the Office of Communications, Bill Freeland, director. Randy Fader-Smith is staff writer and photographer. Information for news and feature stories should be addressed to the office in room M413. Faculty and staff news items should be sent to Dr. Roberta Matthews, Associate Dean of Faculty, room M202.

All the World's a Stage: Reaching English Language Learners through Drama

The use of drama with language instruction has long been considered a legitimate practice. A recent survey of the literature shows that English Language Learners (ELLs) may have even more to benefit from the use of drama in the classroom. Studies showed an increase in language and problem-solving ability, as well as student self-efficacy that was transferrable across activities. Following an analysis of the literature is a proposed curriculum based on the findings of the researchers cited. This unit is centered on dramatic activities that make use of all four language domains and includes the examination of plays in writing, on the stage, and as a playwright. In the end, students will be asked to combine all of their skills to put on a completely student-created production. An analysis of the factors surrounding the implementation of such a unit follows the unit itself.

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.

A curricular analysis of the servicing of students who are hearing impaired in Dade County, Florida

Deafness is an invisible handicap which makes education difficult due to its effect on language acquisition and development, speech acquisition, and ability to communicate with others. Teachers of students who are hearing impaired have been at odds for more than a century as to the best method of communication to use in teaching students who are hearing impaired, and in providing these students with communication systems that will enable them to be effective communicators. This dissertation utilized qualitative research methods to analyze whether the Dade County Public Schools Procedures for Providing Special Education for Exceptional Students-Hearing Impaired (DCPS), (1976-77; 1992-93) show evidence of an appropriate curriculum and instructional program that is responsive to the conditions facing exceptional education students identified as hearing impaired. Results indicate that many of the curriculum and instructional program requirements are not identified nor described when analyzed by Tyler's "Rationale" for Curriculum and Stufflebeam's Improvement-Oriented Evaluation Model, better known as Stufflebeam's CIPP Model. Recommendations to improve and enhance programs for students who are hearing impaired are offered based on this analysis. ^

The eye of the beholder: The impact of a district implementation plan of state mandates as perceived by the implementers

The purpose of this inquiry was to investigate the impact of a large, urban school district's experience in implementing a mandated school improvement plan and to examine how that plan was perceived, interpreted, and executed by those charged with the task. The research addressed the following questions: First, by whom was the district implementation plan designed, and what factors were considered in its construction? Second, what impact did the district implementation plan have on those charged with its implementation? Third, what impact did the district plan have on the teaching and learning practices of a particular school? Fourth, what aspects of the implemention plan were perceived as most and least helpful by school personnel in achieving stated goals? Last, what were the intended and unintended consequences of an externally mandated and directed plan for improving student achievement? The implementation process was measured against Fullan's model as expounded upon in The Meaning of Educational Change (1982) and The New Meaning of Educational Change (1990). The Banya implementation model (1993), because it added a dimension not adequately addressed by Fullan, was also considered.^ A case study was used as the methodological framework of this qualitative study. Sources of data used in this inquiry included document analysis, participant observations in situ, follow-up interviews, the "long" interview, and triangulation. The study was conducted over a twelve-month period. Findings were obtained from the content analysis of interview transcripts of multiple participants. Results were described and interpreted using the Fullan and Banya models as the descriptive framework. A cross-case comparison of the multiple perspectives of the same phenomena by various participants was constructed.^ The study concluded that the school district's implementation plan to improve student achievement was closely aligned to Fullan's model, although not intentionally. The research also showed that where there was common understanding at all levels of the organization as to the expectations for teachers, level of support to be provided, and availability of resources, successful implementation occured. The areas where successful implementation did not occur were those where the complexity of the changes were underestimated and processes for dealing with unintended consequences were not considered or adequately addressed. The unique perspectives of the various participants, from the superintendent to the classroom teacher, are described. Finally, recommendations for enhancement of implementation are offered and possible topics for further research studies are postulated. ^