DOCSLIB.ORG

During This Project Are As Follows: CO to Identify Those Titles I And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
During This Project Are As Follows: CO to Identify Those Titles I And DOCUMENT RESUME ED 059 780 PS 005 444 AUTHOR Butler, Annie L.; And Others TITLE Literat'ire Search and Development of an Evaluation System ) Early Childhood Education. I. Researched Characteristics of Preschool children. INSTITUTION Indiana Univ., Bloomington. SPONs AGENCY Office of Education (DHEW), Washington, D.C. PuB DATE Apr 71 cONTRACT OEC-0-70- 033-284 NOTE 400p. EDRS PRICE N1F-$0.65 HC-$13.16 DESCRIPTORS Anglo Americans; Behavior Change; *Bibliographies; Child Development; Data Analysis; Data Collection; *Early Childhood Education; *Evaluation Techniques: Federal Programs; *Individual Characteristics; Negro Youth; Objectives; *Preschool Children; Program Evaluation; Projects; Researr.h; Test Results; Visual Perception ABSTRACT The objectives and major questions to be addressed during this project are as follows: CO To identify those characteristics of preschool children which relate to later performance in primary school:(2) To review existing standardized and non-standardized tests and other appraisal instruments, which may measure changes occurring in preschool participation.;(3) To develop an evaluation. design for surveying preschool programs funded by ESEA Titles I and III;CO To develop an evaluation system which will provide data which relate to individual characteristics and the characteristics of preschool programs. The project contains three parts. Part I includes an extensive literature search of recent research and fugitive literature which pertains to the developmental characteristics and learning capabilities of preschool children. Part II consists of a statement of developmental objectives and a review of evaluation instruments. Part III provides the necessary data for the evaluation of programs funded by ESEA Title I and Title III programs. For the literature search, a group of 10 reviewers with expertise in the areas in which they would be reading were chosen. Findings resulting from data analysis include:(1) Advantaged Anglo children under five years of age perform better on the Rod and Frame Test and the Figure Ground and Form Constancy subtests of the Frosting Developmental Test of Visual Perception than Negro children; and (2) Children as young as three can copy designs with sticks to a measurable degree (Fot' related documents, see PS 005 445-448-) (Author/CI4) U.S. DE ,PTMENT OF HEALTH. EDL ,;ATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO [WEED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OMCIAL OFFICE OF EDU CATION POSITION OR POLICY LITERATURE SEARCH AND DEVELOPMENT OF AN EVALUATION SYSIMA IN EARLY CHILDHOOD EDUCATION I. RESEAaCHED CHARACTERISTICS OF PRESCHOOL CHILDREN Annie L. Butler Edward E. Gotta Nancy L. Quisenherry Robert P. Thompson April, 1971 7144 1-0The work herein reported was performed purauant to contract OEC-0-70-5033-284 Co) with the Office of Education, U.S. Department of Health Education and Welfare through. Indiana University. Contractors undertaking such work under Government sponsorship are encouraged ret to express freely their professional judgment in the conduct of the work. N'Air-de Points of view or opinions stated do not, therefore, necessarily represent ail official Office of Education position or policy. iii ACKNOWLEDGEMENT A project of this magnitude requires the expertise of many persons. Without them the monumental task of revi wing and summarizing this vast amount of research could not have been accomplished.We would, therefore, like to acknowledge same of the particular contributions which have been made. The reviewers who located, read, and abstracted the research were unusual in their dedication to the task and in their understanding of the importance of their cooperative efforts. For their painstaking efforts and long hours. spent in searching out and reviewfng the research onthree- through five-ye ld children, we wish to thank Nancy Dirksen, Judy Hemenway, Robert Hunner, Mary Martin, William Murphy, Ray Novaco, Kailas Panda, Anita Stoeppel and Charlene Thorpe. Much credit is also due to the consultants who helped us struggle with problems of analysis of the data and who were able to provide di tion through their thoughtful discussions and abilities to provide suggestions for procedural problems. These consultants were Milton E. Akers, Executive Director, National Association for the Education of Young Children, Ernest Campbell, ChairmanDepartment of Sociology and Anthropology, Vanderbilt University; Alma David, Professorof Education, University of Miami; Harold Fletcher, Director of Research, Institute of Human Development, Florida State University; Dorothy Haupt, Head Early Childhood Education, The Merrill-Palmer Institute; and Merle Karnes, Professor of Special Educa- tion, University of Illinois. It would be impossible to exaggerate the contribution of our clerical staff who typed the abstracts and checked many of the references for accuracy and who also did much of the proofreading as well as the typing of biblio- graphy and manuscript. To Nartha Berning3 Sandra Clark Pam Lawrence, Deborah Liffick, Susan Papp and Carole Payne we are most appreciative. y of the facilities and services of Indiana University have been involved in the project The services of a large research library were essential to the task. Our job was particularly facilitated by the help given by Eva Kiewitt, the education librarian, in the location and use of materials. Continued support in terms of use of facilities and encouragement have been given by the administration of the School of Education. We are grateful for their continued interest in L. project. Annie L. Butler Edward E. Gotts Nancy L. Quisenberry Robert P. Thompson CONTENTS I. Introduction 1 Statement of the Problem Description of Parts of the Project 5 introduction to Part I 7 II. Procedures Literature Search 8 Analysis of the Data 10 III. Findings 13 Psychomotor Domain 17 Summary 68 Cognitive Domain 74 Summary 256 Affective Domain 267 Summary 370 IV. Conclusions 377 V. Appendices 385 A. List of Journals Searched 385 B. Abstract Sheet 389 C. Coding Guides 395 D. Categories for Analysis of Data 403 E. Revised Affective Categories 407 INTRODUCTION The research in lecent years in the area of child development and early childhood education has drawn increasing attention to the import- ance of preschool experiences in relation to the later educational pro- gress of children and has led to wide acceptance that the first four or five years of a child's life are the period of most rapid growth in physical and intellectual characteristics and of greatest susceptibility to environmental influence The early years also provide the all im- portant basis for later development.Theoretical as well as emperical descriptions of development point up the way Chat the developments of one period are in part determined by ea lier developments which in turn influence later developments. According to the theory of Piaget, the greater the variety of situations to which the child must accommodate his behavioral structures, the more differentiated they become. Consequentely, early exposure to a wide variety of activities involving social and intel- lectual interactions with children and adults greatly enhances a child's ability to learn. The reverse may also be true.Deprivations are most damaging in their effects in the early years when growth and change are most rapid. It seems that such deprivations can be compensated for only with great difficulty in later years if at all. Some of the seeming irreversibility of easily established progressions may well be due to the fixing by experience of affective behaviors and physiological patterns in both qualitatively and quantitatively different ways that may be non- opti al for the later acquisition of particular cognitive structures, a matter which Piaget also echoes in his emphasis on parallel courses of cognitive and affective development. Recent attention has focused on the great neglect of the human needs of some of our yor-g children and the large numbers of children who enter school unable to make use of the learning opportunities provided. Investigations have demonstrated that child rearing practices in low socioeconotic families make for incompetence under particular task demands in the larger society. While these parents may be sincerely encouraging outwardly, often their lives do not provide models of the competency be- haviors which they wish for their children, and they often do notpossess the skills to motivate their children toward the active mastery of behaviors which are necessary for competence in our society. As a result, tco many children in the lower socioeconomic strata do not learn to learn; their speech, concepts, experience and drive to achieve are inadequate for learning. These children who enter school at a disadvantage have little opportunity to overcame their initial deficiencies. Therefore, since the traditional school is unprepared for the deficits which these children may present, the children of minority and other disadvantaged groups tend to fall furtherbehind in the development of skills which are critical in making a living and participating fully in modern society. These children have the greatest need for early school experience, for theyare most in need of help in developing their ability to live independently and creative- ly in a modern society. Recognition of the importance of early childhood education, par- ticularly for the three to five year old has
Load more

Recommended publications
  • Sign Language Typology Series
    SIGN LANGUAGE TYPOLOGY SERIES The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology. Interrogative and Negative Constructions in Sign Languages Edited by Ulrike Zeshan Sign Language Typology Series No. 1 / Interrogative and negative constructions in sign languages / Ulrike Zeshan (ed.) / Nijmegen: Ishara Press 2006. ISBN-10: 90-8656-001-6 ISBN-13: 978-90-8656-001-1 © Ishara Press Stichting DEF Wundtlaan 1 6525XD Nijmegen The Netherlands Fax: +31-24-3521213 email: [email protected] http://ishara.def-intl.org Cover design: Sibaji Panda Printed in the Netherlands First published 2006 Catalogue copy of this book available at Depot van Nederlandse Publicaties, Koninklijke Bibliotheek, Den Haag (www.kb.nl/depot) To the deaf pioneers in developing countries who have inspired all my work Contents Preface........................................................................................................10
    [Show full text]
  • Variational Text Linguistics: Revisiting Register in English
    Christoph Schubert and Christina Sanchez-Stockhammer (Eds.) Variational Text Linguistics Topics in English Linguistics Editors Elizabeth Closs Traugott Bernd Kortmann Volume 90 Variational Text Linguistics Revisiting Register in English Edited by Christoph Schubert Christina Sanchez-Stockhammer ISBN 978-3-11-044310-3 e-ISBN (PDF) 978-3-11-044355-4 e-ISBN (EPUB) 978-3-11-043533-7 ISSN 1434-3452 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2016 Walter de Gruyter GmbH, Berlin/Boston Cover image: Brian Stablyk/Photographer’s Choice RF/Getty Images Typesetting: fidus Publikations-Service GmbH, Nördlingen Printing and binding: CPI books GmbH, Leck ♾ Printed on acid-free paper Printed in Germany www.degruyter.com Acknowledgements The foundations for this edited collection of articles were laid at the interna- tional conference Register revisited: New perspectives on functional text variety in English, which took place at the University of Vechta, Germany, from June 27 to 29, 2013. The aim of the present volume is to conserve the research papers and many inspiring discussions which were stimulated then and to make them available to a larger audience. It was only possible to achieve this aim thanks to the help of many people joining us in the effort. First and foremost, we would like to thank all contributors for their continued cooperation in this project.
    [Show full text]
  • AN ETHNOGRAPHY of DEAF PEOPLE in TANZANIA By
    THEY HAVE TO SEE US: AN ETHNOGRAPHY OF DEAF PEOPLE IN TANZANIA by Jessica C. Lee B.A., University of Northern Colorado, 2001 M.A., Gallaudet University, 2004 M.A., University of Colorado, 2006 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the degree requirement for the degree of Doctor of Philosophy Department of Anthropology 2012 ii This thesis entitled: They Have To See Us: an Ethnography of Deaf People in Tanzania written by Jessica Chantelle Lee has been approved for the Department of Anthropology J. Terrence McCabe Dennis McGilvray Paul Shankman --------------------------------------------- Date The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. IRB protocol # 13090619 iii ABSTRACT They Have To See Us: an Ethnography of Deaf People in Tanzania Jessica Lee Department of Anthropology Thesis directed by Professor J. Terrence McCabe This dissertation explores the relationship between Tanzanian deaf people and mainstream society, as well as dynamics within deaf communities. I argue that deaf people who do participate in NGOs and other organizations that provide support to deaf people, do so strategically. In order to access services and improve their own lives and the lives of their families, deaf people in Tanzania move comfortably and fluidly between identity groups that are labeled as disabled or only as deaf. Through intentional use of the interventions provided by various organizations, deaf people are able to carve out deaf spaces that act as places for transmission of information, safe areas to learn and use sign language, and sites of network and community development among other deaf people.
    [Show full text]
  • Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology
    Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology The human mind is both extraordinary and compelling. But this is more than a collection of case studies; it is a selection of stories that illustrate some of the most extreme forms of human behaviour. From the leader who convinced his followers to kill themselves to the man who lost his memory; from the boy who was brought up as a girl to the woman with several personalities, Geoff Rolls illustrates some of the most fundamental tenets of psychology. Each case study has provided invaluable insights for scholars and researchers, and amazed the public at large. Several have been the inspiration for works of fiction, for example the story of Kim Peek, the real Rain Man. This new edition features three new case studies, including the story of Charles Decker who was tried for the attempted murder of two people but acquitted on the basis of a neurological condition, and Dorothy Martin, whose persisting belief in an impending alien invasion is an illuminating example of cognitive dissonance. In addition, each case study is contextualized with more typical behaviour, while the latest thinking in each sub-field is also discussed. Classic Case Studies in Psychology is accessibly written and requires no prior knowledge of psychology, but simply an interest in the human condition. It is a book that will amaze, sometimes disturb, but above all enlighten its readers. Downloaded by [New York University] at 06:54 14 August 2016 Geoff Rolls is Head of Psychology at Peter Symonds College in Winchester and formerly a Research Fellow at Southampton University, UK.
    [Show full text]
  • 14 a Two-Handed Manual Alphabet in the United States
    14 A Two-Handed Manual Alphabet in the United States Ruth C.Locw EducatirJnal 1·esting S'ervice Princeton, NJ C. Ta11eAkamatst1 Toronto District School Board Ontario , Canada Mary Lanaville CS'CInterpreters, Inc. 1-ludson, 1VC Our contribution to this fcstscl1rift has its origins in the grassroots of the Deaf community as vvel] a.sin the hallowed halls of tl1e ivory tower. The 1)io11eering work of Edvvard Klima and Ursula Bel lugi, from data collection to technical argumentation to acqt tiring funding for sign language research , has allowed a great number of scholars to be11efit either directly or indirectl y. Sttch be11efit has also accrt ted to n1embers of the Deaf· commltnity, who have always known that tl1ere existed a language and culture , but who are now empo,;vered to study it from tl1e inside . This piece, writte11 by a linguist , a psychologist, and an interpreter married to a Deaf man , demonstrates the influence that Klima and Be llugi have had on 1nany levels of scholarship and 011the lives of Deaf people. Dur ing a course on American Sign L anguagc (ASL) structure , a sign meaning "no good " came to our attention . It vva.s pe1formed using vvl1at appeared to be the British t,vo-ha.nded alphabet letters N-G. This sign ,,vas describ ed by Battison (1978) , but according to our informant , it was n.ot Britis h. It was "from the old alphabet - tl1e o.ne all the older De af people know." This "old alphabet " is a two-handed An1erica11 ma11ttal alphabe t. The most common form of· American fingerspelling is single -ha.nded.
    [Show full text]
  • Advances in the Science and Application of Animal Training International Society for Anthrozoology (ISAZ)
    International Society for Anthrozoology (ISAZ) 13th Annual Conference Advances in the Science and Application of Animal Training 6th October 2004 Scottish Exhibition and Conference Centre, Glasgow, UK Satellite meeting to IAHAIO 2004 Picture in here In conjunction with the Universities Federation for Animal Welfare Science in the Service of Animal Welfare WELCOME TO GLASGOW Training has long been recognised as an important component in the successful adaptation of companion animals, their inclusion in sporting events and other recreational activities. An extensive folk literature exists relating to the training of these animals. Knowledge and practice based upon scientific principles, such as classical conditioning and instrumental learning may also be employed. Less recognised is the contribution relevant training can have on the management and husbandry of other animals eg. on farms, in zoos and the laboratory. This meeting aims to discuss recent developments in learning theory and related fields, in the methodologies and techniques of training. It will also consider the application of these for practical training of animals. It seeks to bring together veterinarians, animal scientists, ethologists, psychologists, animal trainers and others who work with animals to share knowledge and good practice. It hopes to encourage a wider consideration of the ways training can be used to improve the husbandry, management and welfare of animals. ISAZ 2004 is a satellite meeting to the 2004 world conference of the International Association of Human-Animal Interaction Organisations and we are grateful to IAHAIO for their support of the meeting. We are also grateful for the kind support of the Universities Federation for Animal Welfare in the organisation of the meeting and their help in compiling the programme and preparation of the abstract booklets.
    [Show full text]
  • Communication Skills
    DOCUMENT RESUME ED 329 092 EC 300 088 AUTHOR Stuckless, E. Ross, Ed.; And Others TITLE International Congress on Education of the Deaf. Proceedings I: Abstracts of Presentations (17th, Rochester, New York, July 29-August 3, 1990). INSTITUTION Rochester Inst. of Technology, NY. National Technical Inst. for the Deaf. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Aug 90 NOTE 164p. AVAILABLE FROMRochester Institute of Technology, National Technical Institute for the Deaf, ICED Office, One Lomb Memorial Dr., P.O. Box 9887, Rochester, NY 14623-0887 ($10.00). PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Adults; Audiology; *Communication Aids (for Disabd); Communication Skills; Continuing Education; *Deafness; Delivery Systems; Early Intervention; Educational Policy; *Educational Practices; Elementary Secondary Education; Employment; *Hearing Impairments; Higher Education; *Language Acquisition; Mainstreaming; Mental Health; Multiple Disabilities; Physical Health; Postsecondary Education; Preschool Education; School Administration; Social Development; Social Integration; Teaching Methods; Vocational Education ABSTRACT Abstracts from presentations given at the 1990 International Congress on Education of the Deaf are organized by 12 major topics: development of language skills; communication; instruction; cognition and learning; educational policies and services; organization and administration of schools and programs; students with special needs; psychosocial development
    [Show full text]
  • The Development of Education for Deaf People
    1 Chapter 2: The development of education for deaf people The development of education for deaf people Legacy of the Past The book Legacy of the Past (Some aspects of the history of blind educa- tion, deaf education, and deaf-blind education with emphasis on the time before 1900) contains three chapters: Chapter 1: The development of education for blind people Chapter 2: The development of education for deaf people Chapter 3: The development of education for deaf-blind people In all 399 pp. An internet edition of the whole book in one single document would be very unhandy. Therefore, I have divided the book into three documents (three inter- netbooks). In all, the three documents contain the whole book. Legacy of the Past. This Internetbook is Chapter 2: The development of education for deaf people. Foreword In his Introduction the author expresses very clearly that this book is not The history of blind education, deaf education and deaf-blind education but some aspects of their history of education with emphasis on the time before 1900. Nevertheless - having had the privilege of reading it - my opinion is that this volume must be one of the most extensive on the market today regarding this part of the history of special education. For several years now I have had the great pleasure of working with the author, and I am not surprised by the fact that he really has gone to the basic sources trying to find the right answers and perspectives. Who are they - and in what ways have societies during the centuries faced the problems? By going back to ancient sources like the Bible, the Holy Koran and to Nordic Myths the author gives the reader an exciting perspective; expressed, among other things, by a discussion of terms used through our history.
    [Show full text]
  • TEFL for Deaf Pupils in Norwegian Bilingual Schools: Can Deaf Primary School Pupils Acquire a Foreign Sign Language?
    PATRICIA PRITCHARD British to-handed alphabet TEFL for deaf pupils in Norwegian bilingual schools: Can deaf primary school pupils acquire a foreign sign language? Norwegian one-handed alphabet Masters Thesis in Special Education Dept. of Education, Faculty of Social Sciences & Technology Management, Norwegian University of Science & Technology, Trondheim, Norway December 2004 Summary TEFL for deaf pupils in Norwegian bilingual schools: Can deaf primary school pupils acquire and understand a foreign sign language? Both hearing and deaf people in Norway need skills in English to cope with the demands of modern society. The question is how can deaf pupils best acquire English? A National Curriculum was implemented in 1997 (L97) based on sign bilingualism and a socio-cultural approach to language learning. British Sign Language (BSL) was introduced into the English syllabus for Primary School deaf pupils as a first step in foreign language learning, before the introduction of English. The curriculum for deaf pupils (EfDP) was implemented without research underpinning and further education of in-service teachers, although some teaching aids were produced. This study looks at the BSL receptive skills of Norwegian Deaf pupils in class 4. and tries to pinpoint variables that played a part in their acquisition of BSL. The study makes use of theories created for hearing children acquiring a second spoken language. This is seen as defensible because they deal with the acquisition of languages of the same modality. A quantitative method was chosen to answer the research question of whether deaf Norwegian pupils in class 4 understood BSL and three language tests were used to measure their BSL receptive skills.
    [Show full text]
  • A Comparative Study of Yucatec Maya Sign Languages
    Josefina Safar A comparative study of Yucatec Maya Sign Languages A comparative study of Yucatec Maya Sign Languages Maya Yucatec of study A comparative Josefina Safar ISBN 978-91-7911-298-1 Department of Linguistics Doctoral Thesis in Linguistics at Stockholm University, Sweden 2020 A comparative study of Yucatec Maya Sign Languages Josefina Safar Academic dissertation for the Degree of Doctor of Philosophy in Linguistics at Stockholm University to be publicly defended on Friday 30 October 2020 at 09.00 in hörsal 11, hus F, Universitetsvägen 10 F, digitally via conference (Zoom), public link at department https://www.ling.su.se/ Abstract In my dissertation, I focus on the documentation and comparison of indigenous sign languages in Yucatán, Mexico. I conducted fieldwork in four Yucatec Maya communities with a high incidence of deafness. Because deaf people born into these villages have never had access to an established sign language, they have developed their own local sign languages to communicate with each other and their hearing relatives. Yucatec Maya Sign Languages (YMSLs) are young languages that have emerged over the past decades. The sign languages in the four communities are historically unrelated, but their shared cultural background and the influence of co-speech gestures used by hearing speakers of Yucatec Maya lead to striking similarities in their lexicon and grammar. At the same time, YMSLs display a high degree of variation related to sociolinguistic factors, such as family membership, age, education or language acquisition from deaf adults. In my dissertation, I argue that we can use the phenomenon of variation in young, micro-community sign languages as a window to find out how linguistic conventions are established and which sociolinguistic variables are relevant for shaping sign language structures.
    [Show full text]
  • Sign Languages
    200-210 Sign languages 200 Arık, Engin: Describing motion events in sign languages. – PSiCL 46/4, 2010, 367-390. 201 Buceva, Pavlina; Čakărova, Krasimira: Za njakoi specifiki na žestomimičnija ezik, izpolzvan ot sluchouvredeni lica. – ESOL 7/1, 2009, 73-79 | On some specific features of the sign language used by children with hearing disorders. 202 Dammeyer, Jesper: Tegnsprogsforskning : om tegnsprogets bidrag til viden om sprog. – SSS 3/2, 2012, 31-46 | Sign language research : on the contribution of sign language to the knowledge of languages | E. ab | Electronic publ. 203 Deaf around the world : the impact of language / Ed. by Gaurav Mathur and Donna Jo Napoli. – Oxford : Oxford UP, 2011. – xviii, 398 p. 204 Fischer, Susan D.: Sign languages East and West. – (34), 3-15. 205 Formational units in sign languages / Ed. by Rachel Channon ; Harry van der Hulst. – Berlin : De Gruyter Mouton ; Nijmegen : Ishara Press, 2011. – vi, 346 p. – (Sign language typology ; 3) | Not analyzed. 206 Franklin, Amy; Giannakidou, Anastasia; Goldin-Meadow, Susan: Negation, questions, and structure building in a homesign system. – Cognition 118/3, 2011, 398-416. 207 Gebarentaalwetenschap : een inleiding / Onder red. van Anne E. Baker ; Beppie van den Bogaerde ; Roland Pfau ; Trude Schermer. – Deventer : Van Tricht, 2008. – 328 p. 208 Kendon, Adam: A history of the study of Australian Aboriginal sign languages. – (50), 383-402. 209 Kendon, Adam: Sign languages of Aboriginal Australia : cultural, semi- otic and communicative perspectives. – Cambridge : Cambridge UP, 2013. – 562 p. | First publ. 1988; cf. 629. 210 Kudła, Marcin: How to sign the other : on attributive ethnonyms in sign languages. – PFFJ 2014, 81-92 | Pol.
    [Show full text]
  • QRHS Course Catalog for 2021-2022
    Quabbin Regional High School Barre ◊ Hardwick ◊ Hubbardston ◊ New Braintree ◊ Oakham Course Catalog 2021-2022 1 Quabbin Regional School Committee Lee Wolanin, Chair Fred Jean-Francois Mark Brophy, Vice Chair Edward Kelly Dr. Richard Allan David Marsh Emily Cartier Walter Nutter Debra Chamberlain Marcelino Sarabia David Correia Peggy Thompson David Deschamps Mark Wigler William Hansen Administration Dr. Sheila Muir –Superintendent Dr. Kristin Campione – Director of Student Services Adam Couturier – Director of Secondary Teaching, Learning, & Support Gregory Devine – Principal Jason Gilmartin – Assistant Principal Janet Hicks – Assistant Principal Steven Nicora – Dean for Student Success Mark Miville – Athletic Director Guidance & Counseling Department Guidance Counselors Donna Hubbard– Grades 7-12; Last Names A-Fau Mary Catherine Gaspar –Grades 7-12; Last Names Fay-Mai Ashley Csorba – Grades 7-12; Last Names Maj-Spi Meghan Cloutier – Director, Grades 7-12; Last Names St-Z Adjustment Counselors Stacey Canfield–Grades 6-12 Nick Cammuso –Grades 6-12 EOE: Quabbin Regional School District’s Policy of nondiscrimination will extend to students, staff, the general public and individuals with whom it does business; and will apply to race, color, national background, religion, sex, disability, economic status, political party, age, handicap, sexual orientation, gender identity, homelessness and other human differences. 2 ACCREDITATION Quabbin Regional High School is accredited by the New England Association of Schools and Colleges (NEASC), a non-governmental, nationally recognized organization, whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction. Accreditation of an institution by NEASC indicates that it meets or exceeds criteria for the assessment of instructional quality periodically applied through a peer group review process.
    [Show full text]