DOCSLIB.ORG

An Analysis of Factors Affecting Implementation of Literacy Curriculum Resources in K-2 Classrooms in A

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Analysis of Factors Affecting Implementation of Literacy Curriculum Resources in K-2 Classrooms in A AN ANALYSIS OF FACTORS AFFECTING IMPLEMENTATION OF LITERACY CURRICULUM RESOURCES IN K-2 CLASSROOMS IN A MIDWEST SUBURBAN SCHOOL DISTRICT A DISSERTATION IN Educational Leadership, Policy and Foundations and Curriculum and Instructional Leadership Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY by KAREN ELDER-HURST B.S., Northwest Missouri State M.A., University of Missouri-St. Louis Educational Specialist, University of Missouri-Kansas City, 2003 Kansas City, Missouri 2012 © 2012 KAREN ELDER-HURST ALL RIGHTS RESERVED AN ANALYSIS OF FACTORS AFFECTING IMPLEMENTATION OF LITERACY CURRICULUM RESOURCES IN K-2 CLASSROOMS IN A MIDWEST SUBURBAN SCHOOL DISTRICT Karen Elder-Hurst, Candidate for the Doctor of Philosophy Degree University of Missouri-Kansas City, 2012 ABSTRACT This study explored teacher perceptions through a triangulation of data from surveys, interviews, and document analysis to identify how literacy curriculum implementation is affected in Kindergarten through second grade classrooms. Research was based around three questions: How do K-2 teachers perceive their professional development of the new literacy curriculum? How do K-2 teachers perceive their implementation of the new literacy curriculum? How do K-2 teachers perceive leadership support for the implementation of the new literacy curriculum? The first step in the data collection process involved sending an electronic survey to all Kindergarten, grade one and grade two teachers meeting the criteria for inclusion in the study. Demographic profiles and open-ended questions were used to collect data along with the survey iii questions. Six teachers (two Kindergarten, two first grade and two second grade) were interviewed using a semi-structured protocol with each interviewee. Documents were collected and included professional development guides, training schedules, and curriculum resource literature. Results indicated implementation is hindered when professional development is vague and does not provide opportunity for participants to learn, practice, and collaborate together. Implementation in the classroom is enhanced when participants receive feedback and opportunities to observe others, ask questions, and know full implementation takes time. Implementation is enhanced when leadership is supportive and listens to the needs and concerns of the participants. Providing a culture allowing for mistakes and opportunities to improve helps participants feel excited and engaged in the new learning. iv APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Graduate Studies have examined a dissertation titled “An Analysis of Factors Affecting Implementation o Literacy Curriculum Resources in K-2 Classrooms in a Midwest Suburban School District,” presented by Karen Elder-Hurst, candidate for the Doctor of Philosophy degree, and certify that in their opinion it is worthy of acceptance. Supervisory Committee Donna Davis, Ph.D., Committee Chair Department Educational Leadership, Policy and Foundations Jennifer Friend, Ph.D. Department of Educational Leadership, Policy and Foundations Sue Thompson, Ph.D. Department of Educational Leadership, Policy and Foundations Karen Kindle, Ed.D. Department of Curriculum and Instructional Leadership Mal Linville, Ph.D. Department of Curriculum and Instructional Leadership v CONTENTS ABSTRACT ................................................................................................................. iii LIST OF TABLES ...................................................................................................... xii LIST OF ABBREVIATIONS AND ACRONYMS ..................................................... xiii GLOSSARY ............................................................................................................... xiv ACKNOWLEDGEMENTS ......................................................................................... xv Chapter 1. INTRODUCTION ............................................................................................. 1 Nature of the Problem .................................................................................. 2 Background .................................................................................................. 4 Purpose of the Study .................................................................................... 7 Significance of the Study .............................................................................. 7 Research Questions ...................................................................................... 8 Theoretical Framework ................................................................................ 8 Fixed and Growth Mind-Set ................................................................... 9 Change Theory ..................................................................................... 11 Research Methodology ............................................................................... 13 Site Selection ........................................................................................ 14 Participants ........................................................................................... 14 Instruments ........................................................................................... 15 Limitations, Assumptions, and Delimitations.............................................. 16 vi 2. REVIEW OF LITERATURE ........................................................................... 17 Literacy Instructional Programs in the Realm of High Stakes Testing ............................................................................ 17 Historical Review of Literacy.............................................................. 18 Balanced Literacy ............................................................................... 21 Current Trends and Policies ................................................................ 26 Teaching and Learning ............................................................................... 27 High Stakes Testing ................................................................................... 28 Leadership and Organizational Change ...................................................... 31 Leadership .......................................................................................... 31 Urgency for Improvement ................................................................... 34 Learning Community .......................................................................... 34 Culture ................................................................................................ 37 Curriculum and Instruction.................................................................. 40 Build a Committed Staff ..................................................................... 41 Organizational Improvement ...................................................................... 42 Historical View of Organizational Change .......................................... 42 Present View of Organizational Change .............................................. 47 Sustainability ...................................................................................... 49 Teacher Perceptions and Beliefs ................................................................. 49 Teacher Basic Attitude toward Education ............................................ 50 Level of Fears and Uncertainty Associated with the Change ........................................................................... 52 Practicality of the Change ................................................................... 53 vii Perceived Support ............................................................................... 54 Personal Cost ...................................................................................... 55 Teacher Behaviors .............................................................................. 57 Teacher Efficacy ................................................................................. 59 Implementation .......................................................................................... 64 Exploration and Adoption ................................................................... 65 Program Installation ............................................................................ 66 Initial Implementation ......................................................................... 67 Full Operation ..................................................................................... 67 Innovation ........................................................................................... 68 Sustainability ...................................................................................... 68 Professional Development ................................................................... 71 Other Factors ...................................................................................... 73 Implementation Conclusions ............................................................... 75 Summary of Review of Literature............................................................... 76 3. METHODOLOGY .......................................................................................... 77 Phenomenological Lens.............................................................................. 78 Site Selection ............................................................................................
Load more

Recommended publications
  • Research and the Reading Wars James S
    CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills.
    [Show full text]
  • October 2012 Sandra Stotsky 203 Graduate Education Building
    1 October 2012 Sandra Stotsky 203 Graduate Education Building University of Arkansas Fayetteville, Arkansas 72701 University Phone: 479 575 7282 EDUCATION Harvard University Graduate School of Education, Cambridge, Massachusetts Ed. D., June 1976, in Reading Research and Reading Education Thesis committee: Jeanne Chall, Israel Scheffler, and Helen Popp Thesis given a Distinction by all three readers; awarded a prize by the Committee on Degrees Qualifying Paper for Ed. D. given a Distinction, March 1974. Advisor: Carol Chomsky University of Michigan, Ann Arbor, Michigan B.A. with Distinction; concentration in French Literature Honors: Phi Beta Kappa, Phi Kappa Phi PROFESSIONAL EXPERIENCE 2007- Professor of Education Reform, 21st Century Chair in Teacher Quality, Department of Education Reform, University of Arkansas, Fayetteville. 1999-2006. Director, We the People: The Citizen and the Constitution National Institute for Secondary Teachers, summer institutes co-sponsored by the Center for Civic Education and the Lincoln and Therese Filene Foundation. 2004-2006. Visiting Research Scholar, Northeastern University . 1999-2003. Senior Associate Commissioner, Massachusetts Department of Education. In charge of revising state standards in mathematics, science, English/reading, history and the social sciences, technology, and preschool; teacher licensing regulations; and teacher tests in all subjects. 1984-2001. Research Associate, Harvard Graduate School of Education, affiliated with the Philosophy of Education Research Center (PERC), directed by Israel Scheffler. 1987-1999. Director, Summer Institute on Writing, Reading, and Civic Education , sponsored by the Lincoln and Therese Filene Foundation at the Harvard Graduate School of Education. 1996-1998. Senior Research Associate, Boston University School of Education. 1992-2000. Consultant for the United States Information Service to Polish, Latvian, Lithuanian, Romanian, and Ukrainian educators on the development of a civic education curriculum for their public schools.
    [Show full text]
  • Conflicting Conceptions of Curriculum P; 375.001 E3
    iyyv:/- Conflicting conceptions of curriculum p; 375.001 E3 iinipjij ;c'^. rn , > 1/ <*»• . .. ^ • - i * * ^ 1 ‘ ibis ii i isife;?- SHi;!!:' • j'.j'U;;-; liicJi-';* , \C*' c , : * ^ . » '• irKKli-: * tji « * I .* ‘k ‘ • «'ii < *3 , , 1 ^ , C.i ’ .. '.-'1 . ..»<» , : .?..•<•• ••:• :: . ..k- • ’ ... -AAHii ■ -J- '■ .'r. ’ t. lill'liiliiii-if . iifiiiii.. -.r-..: .: ii|p ■iSpiSill HSiSpS ® ■') 1': >! • !.", - ■ • •; ,. | o! >. -< • ■ r . • i!!! 0 iS :: ‘ i ^ : J« ■. >' iii • ", I , ’ i lilSihifiS!;!". v A LB Eisner, Elliot W 1570 .E425 Conflicting conceptions of curriculum 375.001 E3 ^ _- date due \ FORSYTH LIBRARY - FHSU 375.001 E36c 1974 ^) . 'L i- \ I • I ¥ / '-(k-V ,v* J ( / \ { t’ A n^.r» «. .^ > ' ' • I 1' V' I ■y v' * V. V'i ‘ V v ' ' I m t I I u > • ^k \ ,}• '^V -■.V I . fZ- j .-v >» .1 □ -iW £1 Digitized by the Internet Archive in 2019 with funding from Kahle/Austin Foundation https://archive.0rg/details/conflictingconceOOOOeisn Conflicting Conceptions of Curriculum THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION Series on Contemporary Educational Issues Kenneth J. Rehage, Series Editor The 1974 Titles Conflicting Conceptions of Curriculum, Elliot Eisner and Elizabeth Vallance, Editors Crucial Issues in Testing, Ralph W. Tyler and Richard M. Wolf, Editors Cultural Pluralism, Edgar G. Epps, Editor Rethinking Educational Equality, Andrew Kopan and Herbert Walberg, Editors The National Society for the Study of Education also publishes Year¬ books which are distributed by the University of Chicago Press. In¬ quiries regarding all publications of the Society, as well as inquiries about membership in the Society, may be addressed to the Secretary- Treasurer, 5835 Kimbark Avenue, Chicago, 60637. Committee on an Expanded Publication Program Daniel U.
    [Show full text]
  • Starting Early: Education from Prekindergarten to Third Grade
    Starting Early: Education from Prekindergarten to Third Grade VOLUME 26 NUMBER 2 Fall 2016 3 Starting Early: Introducing the Issue 21 When Does Preschool Matter? 37 The Economic Returns to Early Childhood Education 57 Reading and Language in the Early Grades 75 Math, Science, and Technology in the Early Grades 95 Neuroscientific Insights: Attention, Working Memory, and Inhibitory Control 119 Quality in Early Education Classrooms: Definitions, Gaps, and Systems 139 The Early Care and Education Workforce 159 Supporting Young English Learners in the United States 185 Supporting Young Children with Disabilities 207 Parent Programs in Pre-K through Third Grade A COLLABORATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION The Future of Children promotes effective policies and programs for children by providing timely, objective information based on the best available research. Senior Editorial Staff Journal Staff Sara McLanahan Kris McDonald Editor-in-Chief Associate Editor Princeton University Princeton University Director, Center for Research on Child Wellbeing, and William S. Tod Jon Wallace Professor of Sociology and Public Affairs Managing Editor Princeton University Janet M. Currie Senior Editor Lisa Markman-Pithers Princeton University Outreach Director Director, Center for Health and Wellbeing; Princeton University Chair, Department of Economics; Associate Director, Education and Henry Putnam Professor of Economics Research Section and Public Affairs Allegra Pocinki
    [Show full text]
  • The Principles of Readability
    The Principles of Readability By William H. DuBay Impact Information, 126 E. 18th Street, #C204, Costa Mesa, CA 92627, (949) 631-3309 Copyright The Principles of Readability 25 August 2004 2004 William H. DuBay. All Rights Reserved. Abstract The Principles of Readability gives a short history of literacy studies in the U.S. and a short history of research in readability and the readability formulas. Readers' Comments Please send all comments and suggestions regarding this document to: William DuBay Impact Information 126 E. 18th Street, #C204 Costa Mesa, CA 92627 Phone: (949) 631-3309 Email: [email protected] Website: http://www.impact-information.com Copyright © 2004 William H. DuBay Page ii Contents Introduction ..........................................................................................................1 Guidelines For Readability..........................................................................2 The readability formulas..............................................................................2 Are the readability formulas a problem? .....................................................2 What is readability?.....................................................................................3 Content ........................................................................................................3 The Adult Literacy Studies...................................................................................4 Grading the reading skills of students..........................................................4
    [Show full text]
  • Language Arts
    SYLVAN Research in Action: English Language Arts Autumn, 2016 P U R S U I N G E D U C A T I O N A L E X C E L L E N C E SYLVAN Rockman et al is an independent evaluation, research, and consulting firm focusing on studies of education, technology, and media. Rockman works with preschool, K-12, postsecondary, and adult educational institutions in formal education. It also works with broadly educational projects having a wide community or consumer audience. In addition to research on core education initiatives, such as school reform, school technology, online learning, and teacher professional development, the company conducts research and evaluation for television and radio series, children’s video programs, websites and social media initiatives, and museum programs and partnerships. The staff of Rockman et al includes researchers with advanced degrees in education, cognitive science, communications research, child development, research design, educational technology, psychology, and the humanities. Since 1990, Rockman et al has conducted hundreds of evaluations and research studies and has often served as the external evaluator for grant-funded projects supported by foundations, state and federal agencies, and private industry. 3925 Hagan Street, Suite 301 595 Market Street, Suite 2570 Bloomington, IN 47401 San Francisco, CA 94105 ™ SylvanSync Research in Action: English Language Arts INTRODUCTION Sylvan Learning offers a variety of English language arts programs to remediate skill gaps, provide enrichment, and help pre–K through high school students meet the challenges of a rigorous language arts curriculum. The programs include the Ace it! small-group instructional program, camps, and Sylvan’s new digital teaching platform, SylvanSync.
    [Show full text]
  • Whole Language Or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile
    DOCUMENT RESUME ED 402 547 CS 012 658 AUTHOR Matson, Barbara TITLE Whole Language or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile. The Great Reading Debate. REPORT NO ISSN-8755-3716 PUB DATE Mar 96 NOTE 6p. PUB TYPE Reports Descriptive (141) Journal Articles (080) JOURNAL CIT Harvard Education Letter; v12 n2 p1-5 Mar-Apr 1996 EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Beginning Reading; Elementary Education; *Instructional Effectiveness; *Phonics; Politics of Education; Program Descriptions; Reading Achievement; *Reading Instruction; Theory Practice Relationship; *Whole Language Approach IDENTIFIERS California; *Educational Issues ABSTRACT The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read.
    [Show full text]
  • Post Doctoral Fellowship to Study the Language Handicapped Child. Final Report. INSTITUTION Harvard Univ., Cambridge, Mass
    DOCUMENT RESUME ED 048 688 24 EC 031 925 AUTHOR Cavanaugh, James J. A. TITLE Post Doctoral Fellowship to Study the Language Handicapped Child. Final Report. INSTITUTION Harvard Univ., Cambridge, Mass. Graduate School of Education. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-9-0661 PUB DATE Feb 71 GRANT OEG-0-9-310661-4618(010) NOTE 7p. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS Educational Diagnosis, *L'xceptional Child Research, Information Utilization, *Language Handicapped, *Learning Disabilities, Medical Services, *Post Doctoral Education ABSTRACT A post doctoral fellowship to study the language handicapped child is briefly discussed. Th' report concludes a year of study during which the author attempts to develop a foundation to bring education and medicine together to meet the challenge of the language handicapped child. The major areas of study - reading, linguistics, and psychology as it relates to language acquisition - are identified, and forrial classes attended are cited. Research conducted is very briefly mentioned and three broad categories (information, research, and long range planning), under which the author feels the activities of the fellowship can be concluded, are outlined. (CD) o31(9215 F/9 FINAL REPORT PROJECT NUMBER 9 - 0661 GRANT NUMBER OEO 0-9-310661-46I8010) POST DOCTORAL FELLO NSW(' TO STUDY THE LANGUAGE HANDICAPPED CHILD RECIPIENT JAMES J. A. CAVANAUGH, M.D. GRADUATE SCHOOL OF EDUCATION HARVARD UNIVERSITY CAMBRIDGE, MASSACHUSETTS 02138 FEBRUARY 9, 1971 PERIOD OF STUDY JULY 1, 1969 THRU JULY 1, 1970 SPONSOR PROFESSOR JEANNE CHALL READING AND ENGLISH DEPARTMENT HARVARD UNIVERSITY U.S.
    [Show full text]
  • Ed 076 948 Author Title Document Resume Cs
    DOCUMENT RESUME ED 076 948 CS 000 520 AUTHOR Dawson, Mildred, Ed.; And Others TITLE Children, Books and Reading. Perspectives in Reading No. 3. INSTITUTION International Reading Association, Newark, Del. PUB DATE 64 NOTE 154p. EDRS PRICE MF-S0.65 HC -$6.58 DESCRIPTORS Administrative Personnel; *Children Books; *Conference Reports; Developmental Reading; *Librarians; *Literature Appreciation; *Reading; Reading Improvement; Reading Interests; *Reading Research; Reading Skills; Teachers ABSTRACT The papers included in this book were presentod at a conference in San Francisco, just prior to the National Council of Teachers of English Convention. The speakers included' specialists in children's literature, parents, librarians, school administrators, reading consultants, college professors of children's literature, and those informed on research in the field of reading. The speakers and titles of their talks are: May Hill Arbuthnot, "Dawn Wind Stirring: A Specialist Speaks"; Quail Hawkins, "Bright Is the Ring of Words: An Author Speaks"; Louise T..Van Orden, "Striking the Spark: A Teacher Speaks"; Winifred C. Ladley, "The Right Book: A Librarian Speaks"; Mrs._Renneth A. Learned, "That They May Live Abundantly: A Parent Speaks"; Robert J._Bone, "The School's Influence: An Elementary Principal Speaks"; Tennessee Rent, "Children, Books and Teachers: A Superintendent Speaks"; Ruth Adair French, "Working the Vineyard: A Reading Consultant Speaks"; Charlotte S. Huck, "A Comprehensive Literature Program"; and Helen Huns, "Interpreting Research in Children's Literature." (biR) U S DEPARTMENT OF HEALTH. EDUCATION& WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDIAATION POSITION OR POLICY INTERNATIONAL READING ASSOCIATION OFFICERS 1963-64 1 President: NILA BANTON SMITH President-elect Past President THEODORE CLYMER MORTON BOTEL 7 r Executive Secretary-Treasurer RALPH C.
    [Show full text]
  • Thesis Submitted for the Degree of Doctor of Philosophy University of Bath Department of Psychology
    University of Bath PHD Defining the early indicators of dyslexia: providing the signposts to intervention Pneuman, Susan Award date: 2009 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 30. Sep. 2021 Defining the early indicators of dyslexia: providing the signposts to intervention Volume 1 of 1 Susan M. Pneuman A thesis submitted for the degree of Doctor of Philosophy University of Bath Department of Psychology March 2009 Copyright Attention is drawn to the fact that copyright of this thesis rests with its author. A copy of this thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and they must not copy it or use material from it except as permitted by law or with the consent of the author.
    [Show full text]
  • Comprehension Through Language Enrichment
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1981 Competence in beginning reading : comprehension through language enrichment Marlene Edna. Beltramo The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Beltramo, Marlene Edna., "Competence in beginning reading : comprehension through language enrichment" (1981). Graduate Student Theses, Dissertations, & Professional Papers. 5819. https://scholarworks.umt.edu/etd/5819 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1975 Th i s is a n unpublished m a n u s c r i p t in w h i c h c o p y r i g h t s u b - . sisTs. An y f u r t h e r r e p r i n t i n g o f its c o n t e n t s m u s t b e a p p r o v e d BY THE AUTHOR, Ma n s f i e l d L i b r a r y UNIVERSITY OF MpNT Da t e : Q 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner.
    [Show full text]
  • College and Research Libraries
    NEW Up-To-Date Books From Noyes Data NOYES DATA has developed two new techniques of vital importance to those who wish to keep abreast of rapid changes in technology and business conditions: 1) our advanced publishing systems permit us to produce durably-bound books within a few months of manuscript acceptance; 2) our modern processing plant ships all orders on the day after they are received. HARDCOVER BOOKS-FALL 1977 FLUIDIZED BED COMBUSTION OF COAL AND WASTE MATERIALS by l. Yaverbaum: Fluidized bed combustion is an ingenious, lower cost method for obtaining energy from high-sulfur coal and obnoxious wastes in an environmentally acceptable manner. Feasible processes are described in detail.. ISBN 0-8155-0671-6; $39 SOLAR HEATING AND COOLING-RECENT ADVANCES by J.K. Paul: The technology for solar energy utilization is becoming increasingly available and recent developments encompass a number of areas. The emphasis in this book is on heating and cooling systems using so-called low tempera­ ture solar energy collectors. Heat storage systems are also described. ISBN 0-8155-0674-0; $48 PRESSURE SENSITIVE ADHESIVES-FORMULATIONS AND TECHNOLOGY, 2nd ed. by H.R. Dunning: In view of the wide utility and consumer acceptances of these adhesives, it was con­ sidered necessary that this book describe not only some 280 synthetic resin processes basic to this technology, but also provide some 1,000 formulations making use of their products. ISBN 0-8155-0672-4; $39 TEXTILE PROCESSING AND FINISHING AIDS-RECENT ADVANCES by J.W. Palmer: The textile industry is perhaps the largest industrial consumer of specialty chemicals.
    [Show full text]