Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Technology, Multimedia, and Qualitative Research in Education, References, Calhoun, Chilcott, D'Ignazio

Kansas State University

Publications

Emily Calhoun

Author(s): Calhoun, Emily F.; Allen, Lew
Title: Results of Schoolwide Action Research in the League of Professional Schools.
Year: 1994
Abstract:

The Georgia League of Professional Schools is a school and university collaborative formed to support school renewal. It currently includes 54 elementary and secondary schools and the University of Georgia. Schoolwide action research is simply cooperative disciplined inquiry within a framework that provides some structures for working together. This paper, part of the fourth report on action research in the League, is a look at the results of action research on students and the cultural environment of the school based on on-site reports and action plans from 41 of the 52 participant schools. Eleven schools have identified changes in student achievement and behavior, and 14 schools cited the provision of new experiences for students as a positive outcome. Changes in school culture, including increased communication and an increase in shared decision making, are identified for a number of the schools. Ways in which action research is impeded in member schools are also identified and discussed. The difficulties the schools experience are the same for the League as a unit, but determination to engage in schoolwide action research is seen in both arenas. Appendix 1 contains a three-part item about project interviews, and Appendix 2 contains two tables. (Contains 43 references.) (SLD)
Document Number: ED370969

Author(s): Calhoun, Emily F.
Title: How To Use Action Research in the Self-Renewing School.
Year: 1994
Abstract:
Schoolwide action research involves the actors in a school continuously and systematically studying their school, analyzing the information gathered, and using it to work toward improvement. Action research can involve collecting data over several years, such as the cumulative effects of schooling, or over shorter periods of time to evaluate programs or curriculum. Action research can range from individual teachers examining elements of their classroom to collaborative research of several classrooms to schoolwide research involving the entire school. Schoolwide action research helps educators work better together, benefits all students, and offers the opportunity for broad and deep inquiry into a problem. This book is a guide for educators interested in conducting schoolwide action research. Eight chapters cover introducing schoolwide action research, establishing a conceptual framework, implementing schoolwide action research, selecting a focus, collecting data, organizing data, analyzing and interpreting data, and taking action. An appendix includes a shared governance policy, activities, sample research forms, and common questions about action research. (Contains 96 references.) (JPT)
Document Number: ED370205

Author(s): Calhoun, Emily F.
Title: Action Research: Three Approaches.
Journal: Educational Leadership; v51 n2 p62 5 Oct 1993
Year: 1993
Abstract:
Differing in purpose, emphasis, and results, three types of action research (individual teacher research, collaborative action research, and schoolwide action research) allow educators to investigate areas of concern and meet classroom and school challenges. Faculty should consider five elements: purpose and process; support provided by outside agencies; kind of data analyzed; research audience; and expected side effects. (18 references) (MLH)
Document Number: EJ470572

Author(s): Calhoun, Emily F.; Glickman, Carl D.
Title: Issues and Dilemmas of Action Research in the League of Professional Schools.
Year: 1993
Abstract:
University and school-based members of the League of Professional Schools, a collaborative formed to support school renewal, engage in disciplined inquiry on the effects of this school/university collaborative on life in member schools. Essentially, the League conducts action research on action research. The League and its definition of schoolwide research are described. Some general tendencies that have been noted in the conduct of research among member schools are reviewed, as is support provided to members by the League. Successes and difficulties in the conduct of the League's research are reviewed, and reflections on the process are presented. Currently, the League includes 60 elementary and secondary schools, with university participation through the University of Georgia. The League is a network held together by common goals, among which are continued cycles of action research. An analysis of 47 action programs of member schools finds 4 areas of success in the collaborative efforts: (1) desirable process outcomes for staff; (2) desirable process outcomes for students; (3) desirable product outcomes for staff; and (4) desirable product outcomes for students. The League is aware that action research is hard work, but it is clear that member schools are recognizing its value and learning how to conduct it effectively. An appendix describes key activities and resources of the League. Contains 72 references. (SLD)
Document Number: ED360327

Author(s): Calhoun, Emily F.
Title: A Wide-Angle Lens: How To Increase the Variety, Collection, and Use of Data for School Improvement.
Year: 1991
Abstract:
The progress made by 24 League of Professional Schools in increasing the variety, collection, and use of data during 1990-91 is examined in this paper. Three goals of the league are to involve schools in action research for school improvement, increase teacher participation through shared governance, and develop school improvement initiatives. Methodology involved analysis of the 24 schools' action plans, 2 planning surveys, and conference discussions. Findings indicate that participating school teams need information about assessment devices--particularly availability and procedures--and formulation of specific assessment goals. Confrontation with data initiates action for change, often producing beneficial outcomes. Four tables and two figures are included. (18 references) (LMI)
Document Number: ED335797

Author(s): Calhoun, Emily F.
Title: Teacher Utilization of Supervisory Services.
Year: 1984
Abstract:
This report describes teacher response to selected aspects of supervision as it exists for teachers in grades one through four in one Georgia school system. Teachers were surveyed to determine their responses to assistance provided by a supervisor to individual teachers or groups of teachers through activities relevant to teacher development, curricular concerns, or instructional problems. They were also surveyed to determine their use of, and attitudes toward, professional development activities. The following questions provided the conceptual framework for this project: (1) Do teachers perceive supervisors and other avenues of assistance as being available? (2) Which direct assistance services are requested most by teachers? (3) From whom do teachers request these direct assistance services? (4) Where do teachers go for instructional resources? (5) Which type of supplemental resources are most used by teachers to improve classroom instruction? (6) How are supervisory services provided to teachers? (7) How valuable are the services provided to teachers? (8) How often are teachers involved in formal professional development activities? (9) How often are teachers involved in informal professional development activities? and (10) How much time do teachers contribute to voluntary informal professional development activities? The answers to these questions decribe current supervisory practice, and can be used as information for general review or as baseline information to plan improvements in present supervisory services or staff development programs. The questionnaire on utilization of supervisory services is appended. (JD)
Document Number: ED264237

Author(s): Root, Jon R.; Gall, Meredith Damien
Title: Interactions between Student Achievement, Locus of Control, and Two Methods of College Instruction.
Journal: Educational Communication and Technology: A Journal of Theory, Research, and Development; v29 n3 p139 46 Fall 1981
Year: 1981
Abstract:
Fifty-nine undergraduate students, divided into two groups to compare the instructional motivational effects of auto-tutorial and conventional instruction, were tested for achievement via performance (Ac), achievement via independence (Ai), and internal-external locus of control. Significant interaction was found between Ac and the two methods of instruction. Twenty references are listed. (MER)
Document Number: EJ252514

John Chilcott

Author(s): Chilcott, John H.
Title: Some Contributions of Anthropology to Professional Education.
Journal: Educational Researcher; v21 n2 p31 5 Mar 1992
Year: 1992
Abstract:
Reviews nine titles in the subdiscipline of anthropology and education, which include collections of essays and ethnographic analyses. The works deal with anthropological perspectives on education; the methodology of ethnography; the ethnology of education; anthropological perspectives for educating minority populations; and perspectives on school failure, success, and gender. (JB)
Document Number: EJ443917

Author(s): Chilcott, John H.
Title: It Is Time to Change the Classroom Maps: The Interpenetration of the Tribal and Modern World.
Journal: Social Studies; v82 n2 p44 8 Mar Apr 1991
Year: 1991
Abstract:
Analyzes effects of globalization and the intersection of tribal and modern societies in several areas, especially politics, economics, and communication. Urges social studies teachers to consider the world a totality and to introduce global issues to students. Advocates designing maps and charts that reflect new global realities and promote a global perspective. (CH)
Document Number: EJ433653

Author(s): Chilcott, John H.
Title: The Interpretation of the Tribal and Modern World: An Example of a World Paradigm.
Year: 1991
Abstract:
For most of its history, the science of anthropology has focused upon the influence of the city, state, and/or western civilization on tribal and peasant communities. Within the past decade a number of theories have arisen which suggest that tribal and peasant communities have had a profound influence on cities and the modern world. Through the use of archaeological and ethnographic data, this paper illustrates the application of the notion of world paradigm, the rural revolution, and modernization with particular attention paid to the world's political, economic, and communication arenas. A 9-item list of references and a list of classroom discussion topics are included. (Author/DB)
Document Number: ED339647

Author(s): Chilcott, John H.
Title: The Interpenetration of the Tribal and Modern World: An Example of a World Paradigm.
Year: 1990
Abstract:
For most of its history the science of anthropology has focused upon the influence of the city, state, and/or western civilization on tribal and peasant communities. Within the past decade a number of theories, suggesting that tribal and peasant communities have had a profound influence on cities and the modern world, have been formulated. Using archaeological and ethnographic data, this paper illustrates the application of the notion of world paradigm, the rural revolution, and modernization with particular attention paid to the world's political, economic, and communication arenas. A list of topics for student discussion is included. (DB)
Document Number: ED328503

Author(s): Chilcott, John H.
Title: A Critique of Recent Models for the Improvement of Education in Developing Countries.
Journal: Anthropology and Education Quarterly; v18 n3 p241 5 Sep 1987
Year: 1987
Abstract:
Evaluates several recent models designed for improving formal and nonformal education in developing countries. Most are explanatory rather than process models and have little value in developing, maintaining, and evaluating educational programs for development. Recommends the Hutchens model which includes most of the variables considered in a structural-functional approach to change. (KH)

Document Number: EJ358794

Author(s): Chilcott, John H.
Title: The Social Studies and Institutional Change.
Year: 1987
Abstract:
This paper is based on the assumption that each school creates its own culture and that comparisons between a tribal society and a school society might prove profitable as a heuristic device to learn how change might be more effectively approached by change agents. Studies of the impact of western technology on tribal societies have suggested that material objects are more easily borrowed and integrated into an existing culture than ideas since objects need little explanation of their utility. Additive integration is the process of adding a new culture trait to the existing culture, since the new element is merely added to the culture inventory without changing it. Some of the variables to be considered when introducing directed change into a system are: the nature of the agent of change, the expectation for change within the school, the margin of security shared by members of the system, and the time factor. If change is occurring on a large-scale basis throughout social studies education such as occurred in the sciences (Kuhn, 1970), social studies educators would do well to study the model used by Rex Hutchens in his study of the education of Cuban women. Hutchens' model for studying culture change is based on the Kuhn-Wallace culture change model. Hutchens studied how the mass media focused the public's attention on innovation and how political units refined and reinforced the innovation as the program was made operational. (SM)
Document Number: ED284805

Author(s): Chilcott, John H.
Title: Success Patterns of Mexican Americans in Tucson, Arizona: A Pilot Study.
Year: 1986
Abstract:
Personal narratives were analyzed to determine if a pattern would emerge in the lives of Tucson, Arizona's successful Mexican American adults who had grown up in a traditional barrio without benefit of inherited wealth. Participants in the study were nominated as successful by their peers. Nominees who agreed to participate were given a life history protocol to use as a guide in describing their childhood experiences in their families, neighborhoods, and schools. Less than one quarter of the 114 nominees (89% male, 11% female) completed the task of tape recording their personal histories. Analysis of the completed narratives suggested that, in general, this group of Mexican Americans came from a deeply religious, close-knit family with a strong commitment to a work ethic. Most participants' parents were born in the United States. In school they had participated in extracurricular activities which placed them in contact with Anglos. One of the major factors in school attendance and success was the encouragement of a teacher, counselor, relative, friend of the family, or employer. Many received the support of a sponsor or mentor. As adults they did not become completely Anglicized, but remained bicultural. (JHZ)
Document Number: ED283659

Author(s): Chilcott, John H.
Title: Anthropological Perspectives on Citizenship Education.
Year: 1986
Abstract:
An anthropological analysis of the phenomenon of citizenship education in the United States is summarized in this paper. Since school ethnography lacks depth in its use of anthropological theory, an attempt is made to overcome this deficiency by applying five theoretical approaches (evolutionary, functionalist, structuralist-functionalist, structuralist, and cultural ecology) to the study of citizenship education. The cultural diversity within a pluralistic society creates an amorphous condition for citizenship education and the continuous attempts to resolve the conflicts associated with this condition produce a form of dynamism which has high survival value in a rapidly changing society. It is suggested that a move be made from myth to the reality of citizenship education through more naturalistic research. As the individuals move from membership in a tribal society to membership in a modern state and a global community, their relationship to the state is altered dramatically. (BZ)
Document Number: ED274579

Author(s): Chilcott, John H.
Title: A Cultural Interpretation of a Social Studies Curriculum.
Year: 1986
Abstract:
Social studies documents were collected from teachers in the Tucson, Arizona area and examined using three theories of culture as a way to explore the interrelationships between social studies curriculum and United States society. Malinowski's functionalist position suggests that culture is composed of traits each of which provide a specific function in satisfying human needs. From a functionalist position not only is the social studies curriculum not a functioning whole but its elements are not integrated with a smoothly functioning United States society. Radcliffe-Brown's structural-functionalist position examines the structures produced by a society and their function for maintaining the structure of the larger system. Thus, the analysis of the curriculum looks at the organization of the curriculum and relationships between parts of the curriculum. This approach could prove profitable, but suffers from the inability to cope with changes in society. The structuralism of Levi-Strauss uses an analytical approach based on the assumption that observed phenomena are specific instances of underlying generalized principles of relationship or structure. Reviewing the curriculum in a structuralist approach shows conflicts between the components of society which permit or encourage diversity and those that encourage homogeneity. The myth of benefits of diversity stated in the curriculum may be only a means of compensating for reality. A list of data sources and a bibliography are included. (APG)
Document Number: ED273560

Author(s): Calhoun, Emily F.
Title: Relationship of Teacher's Conceptual Level to the Utilization of Supervisory Services.
Year: 1985
Abstract:
A study of 52 teachers of grades 1 thorugh 4 from 18 schools in an urban setting indicated that teachers functioning at higher conceptual levels did not seek more information and resources than teachers functioning at lower levels, but appeared better able to identify optimal sources of assistance and the most direct routes to resources. The study involved establishing teachers' conceptual levels by having the subjects complete paragraphs on given topics (the Paragraph Completion Method). The paragraphs were analyzed to determine the degree of differentiation the subjects made among the concepts involved and the degee to which those concepts were integrated. The teachers also completed questionnaires and submitted to interviews concerning their use of supervisory services and participation in professional development activities. The study failed to find significant relationships between teachers' conceptual levels and (1) the frequency of their requests for direct assistance services, (2) the variety of direct assistance services sought, (3) the specific services sought, (4) the location of resources sought for instructional improvement, (5) the use of a variety of resources from a variety of locations, and (6) the teachers perceptions of the availability of assistance. Conceptual level was related to the number of informal professional development activities in which teachers engaged. (PGD)
Document Number: ED269841

Author(s): Chilcott, John H.
Title: Yaqui World View and the School: Conflict and Accommodation.
Journal: Journal of American Indian Education; v24 n1 p21 32 Jan 1985
Year: 1985
Abstract:
Since the school--shaped to serve modern society--cannot accommodate the Yaqui world view, which exists apart from modern society, the Yaqui community might consider nonformal education programs to help their youth cope with the non-Yaqui world, present the school in Yaqui terms, and give it worth in the Yaqui value system. (JHZ)
Document Number: EJ324315

Author(s): Chilcott, John H.
Title: Yaqui World View and the School: Conflict and Accommodation.
Year: 1983
Abstract:
It is within the sphere of their socioreligious domain that Arizona Yaquis have been able to survive as a cultural group. Yet this domain, consisting of the two realms of the profane (good versus evil), and the sacred enchanted world of "huya ania," exists apart from the external world of a modern industrial society. The school, because of the nature of its power structure, cannot accommodate Yaqui youth. Therefore, nonformal and informal mechanisms of education based on the Yaqui world view and within the Yaqui community must be used to assist Yaqui youth in their accommodation to the school. (Author)
Document Number: ED243634

Author(s): Chilcott, John H.
Title: Curriculum Models for Teaching Anthropology
Journal: Anthropology and Education Quarterly; v8 n1 p14 8 1977
Year: 1977
Abstract:
Discusses why anthropology should be taught. Analyzes the increasing interest in teaching anthropology and the textbooks, films, simulation kits, and wide variety of teaching methods which have been developed. Provides some synthesis upon which future development of anthropological curricula might be based. (Author/JM)
Document Number: EJ163255

Author(s): Chilcott, John H., Ed.
Title: Council on Anthropology and Education Quarterly, Vol. VII, No. 3, August 1976. Special Issue: Research Dimensions of Anthropology and Education.
Year: 1976
Abstract:
The collection of papers focuses on the future of research in anthropology and education. Intended as an exploration of the relationship between funding agencies and the individual anthropological researcher, the articles generally question the degree of control which the anthropologist can exert on research. The basic premise of the papers is that anthropology possesses a methodology and a conceptual framework which can contribute to a better understanding of the cultural process of education within a society. The first two papers explore the political considerations of research by investigating federal-agency programs and by measuring the involvement of anthropologists in federally contracted evaluation. The third paper discusses the relationship between educational policy and anthropological fieldwork and concludes that policy makers might be more receptive to research if it is related directly to the premises of a particular policy. The research methodology that has developed in the field is discussed in the last paper. Its author relates that the conceptual framework of educational anthropology possesses a comparative orientation, places a high value on situational variables, and values intensive field study. Professional news, college teaching information, and a bibliography of recent works are included. (Author/DB)
Document Number: ED130937

Author(s): Chilcott, John H., Ed.
Title: Council on Anthropology and Education Quarterly, Vol. VII, No. 2, May 1976.
Year: 1976
Abstract:
Eight articles which explore areas of interest to teachers of anthropology are presented. Three lead articles investigate the application of anthropological concepts and methods to educational institutions, formal and nonformal, outside the United States. In the first paper, demographic socialization as a field of anthropological inquiry is discussed and recommendations for the development of research techniques are presented. The second paper is a case study which provides information on ethnic stereotyping in Nigerian public schools. The third paper presents a discussion of the impact of formal schools on peasant communities in the Peruvian highlands. The fourth, fifth, and sixth papers investigate possibilities for employment of anthropologists in field work, public school teaching, and educational planning. The seventh paper describes the experiences of an anthropologist in the public schools of Dallas, Texas, and relates various capacities in which an anthropologist can serve a public school system. The final article discusses contract ethnography and accountability in anthropological fieldwork. Professional news, material on teaching anthropology at the college level, and a bibliography of recent anthropological publications are included. (Author/DB)
Document Number: ED130936

Author(s): Chilcott, John H., Ed.
Title: Council on Anthropology and Education Quarterly, Vol. VII, No. 1, February 1976.
Year: 1976
Abstract:
Eight papers which discuss the teaching of anthropology are presented in the February issue of this quarterly publication. The papers, organized into four sections, represent four major interests of anthropologists. In the first section, the teaching of anthropology as an activity is emphasized. Two authors present ideas on employing the processes and methods of anthropology to teach inquiry skills at the secondary level. Three papers in section two discuss the application of anthropology in three undergraduate programs. These papers are concept-oriented and deal with ways of improving anthropology teaching so that students will gain understanding of social complexities. Section three contains two papers dealing with the problems of teaching anthropology at the community-college level. One of the papers proposes a structural solution to the problems of teaching a traditional introductory course. The second paper reports on a workshop for inservice training of anthropology instructors at all levels. The fourth section contains a paper in which the contribution of mass media communication to anthropology teaching is discussed. News pertaining to the Council on Anthropology and to recent anthropological publications is included in the document. (Author/DB)
Document Number: ED130935

Author(s): Chilcott, John H.
Title: The Navajo Bordertown Dormitory in Flagstaff, Arizona. American Indian Education Papers, No. 4.
Year: 1970
Abstract:
Purposes of this study of the Bordertown Dormitory Program were (1) to provide a description of the social situation as it existed in 1963 and 1968 as perceived by the teachers, students, dormitory aides, and parents; (2) to ascertain the patterns, if any, arising within individual variations, resulting in group perceptions rather than individual perceptions; and (3) to develop a set of criteria for assessing the dormitory program. Data collection was accomplished using personal interviews, classroom and playground observations, sociograms, standardized tests, and informal conversation. In addition, 71 student case studies from the 1963 sample and 42 student case studies from the 1968 sample were used to supplement information obtained from 15 members of the dormitory staff, 2 school board members, 10 administrators, 54 teachers, 21 Anglo students, and the parents or relatives of 26 Navajo children. It was concluded that, in spite of an inadequate goal orientation, the Flagstaff Dormitory Program enjoyed much success, as evidenced by the student, parent, and teacher reactions to it. (LS)
Document Number: ED051958

Author(s): Chilcott, John H.; Garcia, Jerry P.
Title: Laguna Indian Reservation and Acoma Indian Reservation, Laguna-Acoma Junior and Senior High School: Community Background Reports. The National Study of American Indian Education, Series I, No. 16, Final Report.
Year: 1970
Abstract:
Location, climate, population, economy, government, and social conditions of the Laguna and Acoma Indian reservations in New Mexico are discussed in this community background report. In addition, education is discussed in terms of the Laguna-Acoma Junior and Senior High School; this school, which serves students in grades 7 through 12 from both reservations, is operated as a public school and is financed by both Federal and state governments. The school's organization, staff, curriculum, student population, physical plant, and relationships with the community are described. Maps of the area are appended. (JH)
Document Number: ED047874

Author(s): Anderson, Ned; Chilcott, John H.
Title: Formal Education on the White Mountain Apache Reservation; Report of a Self-Study Conference. The National Study of American Indian Education, Series I, No. 25, Final Report.
Year: 1970
Abstract:
In one phase of the National Study of American Indian Education, local Indian communities were encouraged to conduct their own self-studies of American Indian education. In keeping with this, a conference was held to determine the attitudinal responses of White Mountain Apaches (aged 20-48) to the following general topics concerning Indian education on their reservation: (1) the role of formal education in Apache society, (2) preparation for life off the reservation, (3) child-raising practices among the Apaches, (4) Apache children in school, (5) the need for communication skills, (6) the Apache college student, (7) absenteeism among Apache students, (8) comparing schools serving Apache children, (9) teachers of Apache children, (10) administration of the schools, (11) legal aspects of education, and (12) vocational education. The document provides a translation of the conference proceedings, along with recommendations and a summary. (LS)
Document Number: ED046603

Author(s): Chilcott, John H.; Thomas, Marjorie
Title: Tuba City, Arizona. National Study of American Indian Education, Series 1, No. 20, Final Report.
Year: 1970
Abstract:
As a part of the Final Report of the National Study of American Indian Education, this 1970 document deals with the community background of Tuba City, Arizona. The community background is described in terms of population, historical background, recreation, housing, economy, employment by the state and federal governments and by private employers, and the Navajo Tribe. The education in the community is described in terms of physical plant, pupils, staff, administration and finance, curriculum, special programs, adult education programs, discipline rules and practices, schools and community relationships, and problems and trends. (AN)
Document Number: ED045272

Author(s): Chilcott, John H.; Anderson, Ned
Title: San Carlos Apache Indian Reservation and Bylas, Arizona; Fort Thomas Public Schools. National Study of American Indian Education, Series 1, No. 18, Final Report.
Year: 1970
Abstract:
As part of the Final Report of the National Study of American Indian Education, Part I of this document depicts the demographic, socioeconomic, educational, and social aspects of the San Carlos Apache Indian Reservation and community of Bylas. Part II places specific emphasis on recent history, economy, problems and new programs, and the educational environment of the community as related to the Luther School (private) and the Fort Thomas Public Schools (elementary and secondary). Two tables and a map are included. (LS)
Document Number: ED045270

Author(s): Chilcott, John H., Comp.; And Others
Title: Handbook for Pima and Maricopa Indian Teacher Aides.
Year: 1970
Abstract:
The handbook is the result of an Indian Teacher Aide Training Program conducted in 1970 at several Indian schools in Arizona. Content of the document was derived from talks, discussions, projects, and lectures included in the training program. As noted, rather than using a university-program-centered approach, a problem-centered approach was used by drawing from what teachers and Indian aides felt was important in their day-to-day classroom operations. Information contained in the document is specifically designed for use of the Pima Reservation. Questions are posed and answers provided regarding the role of the teacher aide in the classroom, duties thought to be appropriate for the aide, and the role of the aide as a school agent in the community. Cultural differences which are likely to create learning problems are discussed, and information is provided on discipline, health, and games. (EL)
Document Number: ED044221

Author(s): Mackett, Robert; Chilcott, John H.
Title: Community Background Reports: Papago Reservation, Sells, Arizona. National Study of American Indian Education, Series I, No. 17, Final Report.
Year: 1970
Abstract:
Number 17 in Series I of the final report of the National Study of American Indian Education describes the small community of Sells, Arizona, in terms of (1) location and climate, (2) sociocultural background, (3) transportation problems, (4) housing problems, (5) governmental influence, (6) recreation, (7) educational opportunities, and (8) recent changes. Sells is a predominately Indian town located in southwest Arizona. Governmental agencies (e.g., Bureau of Indian Affairs, U.S. Public Health Service, and Office of Economic Opportunity) provide jobs, as do the cattle industry and some distant mining operations. The town is the central gathering place of the Papago Indian tribe. The predominance of outdoor sanitation facilities is attributed to a critical shortage of water which must be hauled by truck. Housing is characteristically of adobe construction and small in size, but house trailers have been moved into the area recently. The educational environment includes (1) bussing of children from distant villages, (2) a central school district (Indian Oasis School District #40), (3) a high school and an elementary school serving a population of 779 students, and (4) a 3-man elected school board. Recently, a new high school has been proposed. Additionally, Sells has 5 churches, one of which operates a school. The report contains 1 map and a table. (AL)
Document Number: ED042552

Fred D'Ignazio

Author(s): D'Ignazio, Fred
Title: A Multimedia Publishing Center from Scratch (and Scavenge).
Journal: Technology Connection; v2 n5 p21 3, 25 Sep 1995
Year: 1995
Abstract:

Provides guidance for turning the library media center into a place where students can use multimedia tools for research, authoring, and publishing. Sidebars include: a multimedia club sample student contract, a component list for a multimedia workstation starter kit, a checklist for planning and assembling mini-centers, and a sample multimedia inventory form. (JKP)
Document Number: EJ510394

Author(s): D'Ignazio, Fred
Title: Information Dirt Roads, Bike Paths, and Hiking Trials.
Journal: Computing Teacher; v22 n6 p46 8 Mar 1995
Year: 1995
Abstract:
Multi-Media Detectives was a project where fifth graders in three Michigan school districts were linked to a children's bulletin board. The goal was to have students "think global but link local" by using online resources to search for local facts and local celebrities and to bring them to life via technology. (JMV)
Document Number: EJ499810

Author(s): D'Ignazio, Fred, Ed.
Title: Distance Is a State of Mind: Virtual Reality on a Shoestring.
Journal: Computing Teacher; v22 n5 p56 8 Feb 1995
Year: 1995
Abstract:
Considers the concept of virtual reality in terms of more common forms of communication, including the telephone, post office mail, electronic mail, and interactive mail via online conversations and forums. Discussion includes the use of imagination and its role in virtual reality. (LRW)
Document Number: EJ497933

Author(s): D'Ignazio, Fred
Title: Multimedia Sandbox: Paper Training Sparky the Dog.
Journal: Computing Teacher; v22 n4 p52 4 Dec Jan 1994 95
Year: 1995
Abstract:
Describes humorous presentations to heighten adults' awareness of their dependence on printed materials in contrast to children's high level of comfort with electronic media, and the changes in information delivery that are already in place. (KRN)
Document Number: EJ495134

Author(s): D'Ignazio, Fred
Title: Multimedia Sandbox: Teaching, Learning, and the Transfer of Knowledge.
Journal: Computing Teacher; v20 n2 p54 5 Oct 1992
Year: 1992
Abstract:
Argues for new instructional methods that envision teacher explorer classrooms in which teachers and students utilize multimedia tools to construct knowledge. Describes the changing roles of the teacher and student and methods to evaluate the classroom process. Describes a classroom that includes hardware, software, training, motivation, and reference materials. (MDH)
Document Number: EJ456382

Author(s): D'Ignazio, Fred
Title: Getting a Jump on the Future: Everything You'll Ever Need to Know about Multimedia Authoring Tools.
Journal: Electronic Learning; v12 n3 p28, 30 1 Nov Dec 1992
Year: 1992
Abstract:
Discusses issues involved with buying and using multimedia authoring programs. Six programs are compared: (1) MediaText, (2) HyperCard, (3) LinkWay Live!, (4) AmigaVision, (5) Director, and (6) Multimedia Desktop. Highlights include the use of multimedia in education, sequential versus hierarchical organization, price, system requirements, digital video capabilities, and future possibilities. (LRW)
Document Number: EJ453301

Author(s): D'Ignazio, Fred; Blau, Cheryl
Title: Why Should You Teach with TV?
Journal: Instructor; v101 n7 p40 2 Mar 1992
Year: 1992
Abstract:
A classroom teacher and media expert explain why television reaches students in ways that other media cannot (it brings the curriculum to life, speaks to today's students, and is immediate). The article includes tips for taking charge of the channels. A spring 1992 instructor's program guide lists educationally beneficial programs. (SM)
Document Number: EJ445263

Author(s): D'Ignazio, Fred
Title: The Starship Enterprise: New Opportunities for Learning in the 1990s (DISKovery).
Journal: Language Arts; v68 n3 p248 52 Mar 1991
Year: 1991
Abstract:
Uses the popular "Star Trek" theme to discuss the potential use of multimedia materials in the classroom and explores ways in which it could be used to lead students to new discoveries. (MG)
Document Number: EJ422597

Author(s): D'Ignazio, Fred
Title: Through the Looking Glass: The Multiple Layers of Multimedia.
Journal: Computing Teacher; v17 n4 p25 31 Dec Jan 1989 90
Year: 1990
Abstract:
Describes possible future uses of multimedia computers for instructional applications. Highlights include databases; publishing; telecommunications; computers and videocassette recorders (VCRs); audio and video digitizing; video overlay, or genlock; still-image video; videodiscs and CD-ROM; and hypermedia. (LRW)
Document Number: EJ405603

Author(s): D'Ignazio, Fred
Title: The Multimedia Sandbox: Creating a Publishing Center for Students.
Journal: Classroom Computer Learning; v10 n2 p22 3, 26 2 Oct 1989
Year: 1989
Abstract:
Discussed is the design and construction of a high-tech publishing studio on a low budget. Integrating video, print, and audio media is discussed. Suggestions for 18 multimedia projects are included. (CW)
Document Number: EJ403016

Author(s): D'Ignazio, Fred
Title: The Multimedia Classroom: Making It Work (Part 2 of 2).
Journal: Classroom Computer Learning; v10 n3 p36 9 Nov Dec 1988
Year: 1988
Abstract:
Discussed are products and activities which can be used in a multimedia computer setting. Highlighted are the use of video cameras, video digitizers, and video overlays. Examples of how this technology can be used by students are described. (CW)
Document Number: EJ406074

Author(s): D'Ignazio, Fred
Title: Bringing the 1990s to the Classroom of Today.
Journal: Phi Delta Kappan; v70 n1 p26 7 Sep 1988
Year: 1988
Abstract:
Claims that multimedia publishing will become an important part of the 1990's classroom and that impersonal technology can create a rich, collaborative learning environment. The author's successful educational media workshops were based on cooperative and self-directed learning, pride of authorship, and a scavenging approach to assembling multimedia publishing centers. (MLH)
Document Number: EJ380002

Author(s): D'Ignazio, Fred
Title: Setting Up a Multi-Media Classroom: A QuickStart Card.
Journal: Computers in the Schools; v4 n2 p5 29 Sum 1987
Year: 1987
Abstract:
Describes the international Multi-Media Classrooms Project that involves schools in Alabama and British Columbia, and explains how to set up a multi-media classroom. Types of equipment needed to support video, audio, telecommunications, and desktop publishing projects are explained, and methods to integrate media into the curriculum are suggested. (LRW)
Document Number: EJ405750

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