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Alerta de Educaci�n
Art�culos Recientes y
Sitios en Internet
01/07
Mayo 30, 2007

Estimado(a) se�or(a):

Con el deseo de entregarle informaci�n actualizada en temas de Educaci�n, que hemos obtenido de importantes fuentes y recursos, tenemos el agrado de presentarle una bibliograf�a, que esperamos sea de inter�s y utilidad.

Le agradeceremos se�alar los art�culos que necesite en la hoja de pedidos, lo cual le permitir� conservar la lista de art�culos con sus res�menes. Por favor, devolverla al Centro de Informaci�n y Referencia de la Embajada de los Estados Unidos de Am�rica por correo (Av. La Encalada, cuadra 17 s/n, Monterrico, Lima 33), v�a fax (No. 434-1299) o por correo electr�nico a: limaircdirector@ state.gov, en un plazo m�ximo de 15 d�as. Las copias de los art�culos y la entrega son de cortes�a.

CALIDAD DE LA EDUCACI�N:

1) UPGRADING PUBLIC EDUCATION, LEARNING FROM PRIVATE SCHOOLS. Michael J. Manafo. "Current" - November 2006

The author argues that public schools are suffering from an image problem and a decline in funding. He urges they should take a page from the private schools' book and consider some proven techniques for image enhancement and institutional advancement. Among his recommendations is that public schools should recognize good work and learn from their mistakes.

2) FINDING MEANING AND PURPOSE TOGETHER. Theresa Tribbe Socol. "Phi Delta Kappan" - April 2007

Teachers' immersion in a literacy study group produces authentic reading for the teachers as well as their students. The social processes of reading, talking, modeling, and further discussion push teachers' learning to higher level than does just reading about new ideas, explains the author.

3) RISING THE LITERACY LEVEL AMONG TEENAGERS. Rebecca Jones. "The Education Digest" - January 2007

Once upon a time, Americans identified illiteracy among high school graduates as a national crisis. The solution, almost everyone agreed, was to teach every child to read by the end of third grade. If students could read well by then, the reasoning went, they would read even better in all the grades that followed, says Ms. Jones.

4) BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE: WHAT'S GOOD, WHAT'S BAD, AND HOW CAN ONE BE SURE? Stephen H. Davis. "Phi Delta Kappan" - April 2007

Mr. Davis, a professor, advises readers of this article who are practitioners not to trust everything he and his colleagues have to say about schools. Then he explains why and offers helpful tips that will allow teachers and administrators to make their own judgments about what they can profitable apply from educational research.

EDUCACI�N C�VICA:

5) SOCIAL, EMOTIONAL, ETHICAL, AND ACADEMIC EDUCATION: CREATING A CLIMATE FOR LEARNING, PARTICIPATION IN DEMOCRACY, AND WELL-BEING. Jonathan Cohen. "Harvard Educational Review" - Summer 2006

In this article, the author argues that the goals of education need to be reframed to prioritize not only academic learning, but also social, emotional, and ethical competencies. Surveying the current state of research in the fields of social-emotional education, character education, and school-based mental health in the U.S., Cohen suggests that social-emotional skills, knowledge, and dispositions provide the foundation for participation in a democracy and improved quality of life. Cohen discusses contemporary best practices and policy in relation to creating safe and caring school climate, home-school partnerships, and a pedagogy informed by social-emotional and ethical concerns.

EDUCACI�N A DISTANCIA:

6) LINGUISTIC DISCOURSE VARIABLES AS INDICATORS OF REFLECTIVE ONLINE INTERACTION. Mark Hawkes. "The American Journal of Distance Education: - Vol. 2 No. 4, 2006

The purpose of this study was to determine the efficacy of spoken linguistic analysis approaches for understanding the nature and outcomes of online interaction. The study took place with school teachers in ten suburban Chicago schools involved in a technology-supporte d, problem-based learning curriculum development effort. The asynchronous and face-to-face communications of participants were monitored to test the utility of linguistic discourse variables for understanding interaction. The evidence showed that similar sense-making and interaction strategies are use in both face-to-face and online dialogue but that the strategies were significantly more prevalent in the face-to-face than online dialogue, explains the author.

7) GENDER INTERACTION PATTERNS AND GENDER PARTICIPATION IN COMPUTER-SUPPORTED COLLABORATIVE ARGUMENTATION. Allan Jeong. "The American Journal of Distance Education" - Vol. 20 No. 4, 2006

This case study examined interaction patterns between men and women and the effects of the patterns on gender participation in online debates. Students labeled messages to identify each message as an argument, challenge, or explanation when posting messages to the debates. The results revealed no differences in the number of male and female challenges elicited by male versus female messages, number of male and female rebuttals elicited by male versus female challenges, and the frequency of challenges and explanations posted by men versus women. These findings suggest that gender difference in communication style do not necessarily produce gender differences in response patterns and participation, says the author.

EDUCACI�N ESCOLAR:

USING EARLY LITERACY MONITORING TO PREVENT READING FAILURE. Elizabeth A. Sloat, Joan F. Beswick, and J. Douglas Willms. "Phi Delta Kappan" - March 2007

Children need to become capable and confident readers by the end of second grade. The authors describe a means of keeping close tabs on children's development in this crucial skill.

9) HOW WE LEARN AS THE COGNITIVE SCIENTIST. Daniel T. Willingham. "American Educator" - Winter 2006-20007

Once students can decode fluently, some brief instruction in reading comprehension strategies can boost their understanding. But the strategies should not be overused because they do not substitute for the background knowledge and vocabulary necessary for comprehension, explains the author.
10) GET REAL. Antonia Cortese. "American Educator" - Spring 2007

Children from low-income homes are academically behind when they enter kindergarten. To reach the same achievement level as their better-off peers, they will need to learn much more-and they will need to learn it faster. Here's how we can help meet that challenge, says the author.

11) THE NEW SCIENCE OF NETWORKS AND THE CHALLENGE OF SCHOOL CHANGE. William R. Penuel and Margaret Riel. "Phi Delta Kappan" - April 2007

To promote effective teacher collaboration, school leaders must examine the social networks already in place and must ensure that expertise and other social resources are available at multiple levels in the school community, say the authors.

12) REDUCING THE DAMAGE DONE BY E-MAIL IN OUR SCHOOLS. Matt Glendinning. "The Education Digest"- January 2007

Is it normal to be spending 500 hours a year at a computer doing e-mail? Is this what we really want school to be about? Asks the author.

13) DIFFUSING EVERYONE'S ANGER IN OUR SCHOOLS. Richard Sorenson. "The Education Digest" - January 2007

Handling problems in schools is inevitable. We often must make decisions on critical issues and incidents, such as determining disciplinary actions and consequences for student misbehavior, and confrontations with irate parents. We must help in problem solving while not exploding in anger ourselves, says the author.

14) THE IMPACT OF SCIENCE KNOWLEDGE, READING SKILL, AND READING STRATEGY KNOWLEDGE ON MORE TRADITIONAL "HIGH-STAKES" MEASURES OF HIGH SCHOOL STUDENTS' SCIENCE ACHIEVEMENT. Tenha O'Reilly and Danielle S. McNamara. "American Educational Research Journal" - March 2007
This study examined how well cognitive abilities predict high school students' science achievement as measured by traditional content-based tests. Students from four high schools were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students' comprehension of a science passage, science course grade, and science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.

EDUCACI�N ESPECIAL:

15) HOW SPECIAL EDUCATION PRESCHOOL GRADUATES FINISH: STATUS AT 19 YEARS OF AGE. Jose R. Jenkins, et. all. "American Educational Research Journal" - Winter 2006

This article reports the academic and special education states of 129 graduates of special education preschools at 19 years of age. Participants had been randomly assigned to either direct instruction or mediated learning preschool classrooms. At age 19, their achievement was approximately one standard deviation below average. Consistent with results at earlier follow-up points, program main effects were not significant; however, the Aptitude X Treatment interactions (ATIs) documented at earlier ages was absent. Sample differences among follow-up groups may account for the change ATI findings. Male participants had higher achievement than female participants but were disproportionately placed in special education. Special education placement and disability classifications fluctuated over the course of schooling, say the authors.

16) LA EDUCACI�N DE LOS NI�OS CON DISCAPACIDADES. Obtenido de Internet:
http://usinfo. state.gov/ journals/ itsv/1106/ ijss/educating. htm

Es una secci�n que examina algunas actividades que se llevan a cabo para aprovechar los adelantos de la "Ley de Estadounidenses con Discapacidades" mencionados en una proclama del presidente Bush.
Al Igual que los adultos, los ni�os est�n sujetos a una serie de discapacidades que abarcan desde deficiencias motrices y de comunicaci�n a problemas cognitivos y emocionales. En Estados Unidos, las escuelas p�blicas est�n obligadas a atender las necesidades de todos los ni�os y a ayudarlos a desarrollar sus facultades. Los programas para ayudar a padres y maestros a educar a ni�os con necesidades especiales han existido desde hace mucho tiempo, pero en los �ltimos a�os han logrado un mayor avance, explica este art�culo.

EDUCACI�N EN ESTADOS UNIDOS

17) SURPRISE - HIGH SCHOOL REFORM IS WORKING. Thomas Toch, Craig D. Jerald, and Erin Dillon. "Phi Delta Kappan" - February 2007

High school reform has now been on the national agenda long enough that we can begin reaching conclusions about the effectiveness of various approaches to it, say the authors. The authors report on the strategies and their results thus far, finding that progress is indeed possible.

1 IN THE ZONE. Jennifer Jacobson. "American Educator" - Spring 2007

In Miami, the union and the district have partnered to create a "School Improvement Zone" that gives the district's lowest-scoring schools the increased attention they need. Through extended time, added professional development, and other needed supports, these schools have begun to see improvements in student achievement, explains the author.

19) CHARACTER EDUCATION: WHAT SCHOOLS CAN DO. Jacques S. Benninga, Marvin W. Berkowitz, Phyllis Kuehn, and Karen Smith. "Current" - September 2006

Although there has been increasing interest in character education among policymakers and education professionals, many schools hesitate to do anything that might detract from their focus on increasing academic performance. The authors present evidence indicating that this may be misguided.

20) NO CHILD LEFT BEHIND: THE ONGOING MOVEMENT FOR PUBLIC EDUCATION REFORM. Rod Paice. "Harvard Educational Review" - Winter 2006

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits- all mandate and that its improvement targets are unrealistic. He further argues that the schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

21) ACCOUNTABILITY WITHOUT ANGST? PUBLIC OPINION AND NO CHILD LEFT BEHIND. Frederick M. Hess. "Harvard Educational Review" - Winter 2006

Mr. Hess discusses public opinion trends related to education issues from the enactment of the No Child Left Behind Act in 2002 through 2006. Using data from three separate opinion polls, he analyzes the general public's and parents' opinions on several issues, including the proper use of large-scale assessments, the appropriateness of punitive action for failing schools, the place of school choice, and the responsibility for closing achievement gaps across groups. Among other findings, the author determines that NCLB has had little effect on the public's general opinion of public schools; that there is little public support for the sanctioning of struggling schools; and that while the public feels that schools should not be blamed for existing achievement gaps, schools should be responsible for closing them. He concludes with a discussion of implications for policymakers and practitioners.

22) RETHINKING PUBLIC HIGHER EDUCATION GOVERNING BOARDS PERFORMANCE; RESULTS OF A NATIONAL STUDY OF GOVERNING BOARDS IN THE UNITED STATES. Adrianna Kezar.
"The Journal of Higher Education" - December 2006

This study examines performance among public higher education boards, describing the results from a national study. The research questions that framed the study were: What are the elements of higher performance/ effectiveness in public higher education governing boards? How does performance among public higher education boards compare to the research on effectiveness among private high education boards, non-profit, and corporate boards? After a review of the extant literature/research on board performance, the results of the study (six major teams: board agenda/leadership, influential individuals, structure, relationship, culture, and external relations) are presented. Next, a model for creating high-performing boards is described before the implications for improving board performance and areas of future research are discussed.

23) GETTING PAST OUR MYTHS AND STEREOTYPES ABOUT NATIVE AMERICANS. Walter C. Fleming. "The Education Digest" - March 2007

The terms Native America, American Indian, Native, and so on are used and refer to aboriginal people of the U.S. and their descendants. When it come to Americans' knowledge about Native American culture and history, one might say there are two types of people-those who know nothing about Natives and those who know very little. That's not exactly true, but most Americans are not very familiar with the first peoples of the Americas. Though some might argue that it is unnecessary to have any knowledge about Native peoples, most would probably agree that some exposure to Native perspectives is a good thing for students. Americans probably believe that it is the responsibility of the public education system to provide that exposure, says the author.

EDUCACI�N UNIVERSITARIA:

24) ORGANIZATIONAL THEORY AND STUDENT CHEATING: EXPLANATION, RESPONSES, AND STRATEGIES. Tricia Bertram Gallant and Patrick Drinan. "The Journal of Higher Education" - October 2006

Studies have described and analyzed the problem of student cheating as well as institutional responses to the problem. Viewing student cheating and institutional responses through the lens of organizational theory can inform strategy and instill fresh approaches to the management of the problem, explain the authors.

25) REDESIGNING FOR COLLABORATION IN LEARNING INITIATIVES: AN EXAMINATOR OF FOUR HIGHLY COLLABORATIVE CAMPUSES. Adrianna Kezar. "The Journal of Higher Education"- October 2006

Much has been written about the barriers to collaborative work, but little research has been conducted on how to foster collaboration within higher education. This article presents the results of a case study of four campuses that have organized to enable collaboration. The main finding is the development of a model that can be used to redesign higher education to enable collaboration including the following elements: (a) mission/philosophy; (b) campus networks; (c) integrating structures; (d) rewards; (e) a sense of priority from people in senior positions; (f) external pressure; (g) values; and (h) learning, explains Ms. Kezar.

26) FACULTY AND COLLEGE STUDENT BELIEFS ABOUT THE FREQUENCY OF STUDENT ACADEMIC MISCONDUCT. Stephen F. Hard, James M. Conway, and Antonia c. Moran. "The Journal of Higher Education" - December 2006

This study investigated faculty and college student beliefs concerning student academic misconduct. Faculty beliefs predicted effort to prevent misconduct and efforts to challenge it. Student beliefs predicted frequency of misconduct. Faculty and students overestimated the extent of misconduct, students to a greater degree. Faculty who underestimated misconduct rarely challenged it, argue the authors.

REFORMA EDUCATIVA:

27) THE HIGH SCHOOL EXPERIENCE: PROPOSALS FOR IMPROVEMENT. Chester E. Finn, Jr. "Current" - August 2006

As nearly every one in education knows something is wrong in U.S. high schools. Both government officials and private sector leaders have offered a number of proposals for reform. The author examines several of the leading proposals as well as the allegations of failure and cites the need for grassroots attention to the performance of high schools.

2 RISK TAKING IN EDUCATION: NEW LEADERSHIP. Joe Williams. "Current" - September 2006

More educators are taking risks to transform their classrooms and schools. According to the author, they take ownership of the success or failure of everything that happens under their control, including welcoming innovative ways to improving the delivery of education to students. The need is to find ways to institutionalize the incentive to reform education, says the author.

VARIOS:

29) AGE AND CREATIVITY: THE INFLUENCE OF PERSONALITY TYPE. David W. Galenson. "Current" - November 2006

Until recently, it was widely assumed that peak ages of productivity varied by field of study. But the author's research suggests that creativity divides by personality type. They are related to their artistic goals and to the methods they use in their work. This implies that opportunities for creativity are not dictated by our professions, but by our own choices and abilities.

30) CONNECTIONS TO RESCUE OUR VICTIMS OF VIOLENCE. Lawrence Hardy. "The Education Digest" - April 2007

People who work in schools know that children don't come to them as blank slates ready to be filled with knowledge. They come from families that are troubled, neighborhoods with histories of violence. If there is any hope of saving children from the most troubled neighborhoods, poverty researchers say, it will require not just the sustained effort of public schools, but a national will to confront a host of needs-education, housing, health and safety, employment of communities lying in the shadow of prosperity, argues the author.

31) COLLABORATING TO CONNECT GLOBAL CITIZENSHIP, INFORMATION LITERACY, AND LIFELONG LEARNING IN THE GLOBAL STUDIES CLASSROOM. Christy R. Stevens and Patricia J. Campbell. "Reference Service Review" - Vol.34 No. 4, 2006

The purpose of this paper is to examine the concepts of lifelong learning, information literacy, and global citizenship, making explicit connections among them via theories of social capital. It presents a model of librarian-faculty collaboration that relies upon information literacy as a framework for fostering life long learning and global citizenship.

32) TEACHING WITH TIFFANY'S - A "GO-LIGHT" APPROACH TO INFORMATION LITERACY INSTRUCTION FOR ADULT AND SENIOR LEARNERS. Kara J. Gust. "Reference Service Review" - Vol. 34 No. 4, 2006

The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and Internet searching skills to adult learners, especially senior citizens, in a non-credit course offered by the Michigan State University Evening College.

33) A COMPARISON BETWEEN A TRADITIONAL AND AN ONLINE ENVIRONMENTAL EDUCATIONAL PROGRAM. Constantine Aivazidis, Maria Lazadirou, and Gustav F. Hellden. "The Journal of Environmental Education" - Summer 2006

The authors compared traditional and Web-based versions of environmental education program in terms of their effectiveness in raising knowledge and promoting attitudes of environmental issues. They used a pretest-posttest nonequivalent control group quasi -experimental design. Results showed a statistically significant increase of knowledge scores for both groups. The junior high students who receive computer-assisted instruction (CAIO) significantly outscored their peers who were taught traditionally in posttest knowledge scores. In addition, the CAI group demonstrated a significant increase in attitudes scores. The authors found the correlation coefficient between knowledge and attitudes to be statistically significant but low.

Sitios en Internet para encontrar informaci�n en temas de Educaci�n:

U.S. Department of Education
http://www.ed. gov
U.S. Department of State International Information Programs - Education
http://usinfo. state.gov/ usa/infousa/ educ/educate. htm
U.S. Department of Education - No Child Left Behind
http://www.ed. gov/nclb/ landing.jhtml
The Center for Education Reform
http://www.edreform .com
Character Education and Civic Engagement Technical Assistance
Center (CETAC)
http://www.cetac. org
Council for Advancement and Support of Education
http://www.case. org
Teaching Center - EPA
http://www.epa. gov/teachers
The Cooperative State Research, Education, and Extension Service - USDA
http://www.csrees. usda.gov
Institute for Educational Leadership
http://www.iel. org
National Center for Education Information
http://www.ncei. com
American Educational Research Association
http://www.aera. net
American Council on Education
http://www.acenet. edu
Association for Childhood Education International
http://www.acei. org
America's Promise - The Alliance for Youth
http://www.americas promise.org
Campaign for Tobacco-Free Kids
http://www.tobaccof reekids.org
Health Initiatives for Youth
http://www.hify. org/index. html
National Organizations for Youth Safety
http://www.noys. org
National Youth Anti-Drug Media Campaign - ONDCP
http://www.mediacam paign.org
National Youth Violence Prevention Resource Center - ONDCP
http://www.safeyout h.org/scripts/ teens.asp
National Association of Students Against Violence Everywhere
http://www.national save.org
President's Council on Physical Fitness and Sports
http://www.fitness. gov
U.S. Department of health & Human Services
Office of Adolescent Pregnancy Programs
http://opa.osophs. dhhs.gov/ titlexx/oapp. html
U.S. National Institute of Child Health and Human Development
http://www.nichd. nih.gov
Teen Advice Online
http://www.teenadvi ce.org
Para los Ni�os
http://www.paralosn inos.org
National Society for Experiential Education
http://www.nsee. org
National Association for Bilingual Education
http://www.nabe. org.
Teachers of English to Speakers of Other Languages
http://www.tesol. org
Reading is Fundamental
http://www.rif. org
The American Association for Adult and Continuing Education
http://www.aaace. org
The Distance Education and Training Council
http://www.detc. org
ERIC - Education Resources Information Center
http://www.eric. ed.gov
Institute for Urban and Minority Education
http://iume. tc.columbia. edu
Woodrow Wilson International Center for Scholars
http://www.wilsonce nter.org
Learning Page of the Library of Congress
http://lcweb2. loc.gov/ammem/ ndlpedu
United Nations Cyber School Bus
http://www.un. org/cyberschoolb us/index. html
FirstGov for Kids
http://www.kids. gov
Department of the Interior Kids Page
http://www.doi. gov/kids
USDA for Kids.Gov
http://www.usda. gov/news/ usdakids/ index.html
Private School Database
National Center for Education Statistics
http://nces. ed.gov/surveys/ pss/privateschoo lsearch
Public School Database - National Center for Education Statistics
http://nces. ed.gov/ccd/ schoolsearch

SOLICITUD DE ARTICULOS DEL ALERTA DE EDUCACI�N 01/07
Mayo , 2007

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Centro de Informaci�n y Referencia
Embajada de los Estados Unidos de Am�rica
Av. La Encalada - cuadra 17 s/n
Monterrico, Lima 33
Fax: 434-1299
E-mail: limaircdirector@ state.gov

Agradeceremos llenar la siguiente informaci�n:

Nombre:_____ _________ _________ _________ _________ _________

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