WorldCat Identities

Ross, Elinor P.

Works: 8 works in 8 publications in 1 language and 13 library holdings
Genres: Abstracts 
Roles: Author
Publication Timeline
Most widely held works by Elinor P Ross
The Templeton Laws of Life Contest Opportunities for Reading, Thinking, and Writing by Elinor P Ross( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

With the increasing curricular demands on teachers, many educators wonder if students find adequate opportunities to think. While visiting educators and students in Franklin County, Tennessee, a college instructor discovered a successful program designed to help students think in meaningful ways about their lives. The contest, established by Sir John Templeton, encourages students to contemplate those universal truths that transcend modern times or particular cultures. Templeton himself has written 3 books that identify and explain these universal truths or moral principles while drawing from a rich pool of quotations which include Aesop, Emerson, Jesus, Buddha, Aristotle, and Confucius. In Franklin County, the essay program exists in 5 junior and senior high schools. Two contests are held each year. Using guidelines set by Templeton, teachers designed the program, and get together periodically to make improvements. An employee screens the 800-900 essays, and judges rank the 50 or so entries that they receive. The criteria for evaluating winning essays emphasize content over presentation and mechanics. Teachers introduce the program by reading and discussing winning essays, using the essays as a springboard to discuss values and desirable principles, such as honesty and respect. A 10th-grade teacher views the Laws of Life program as a way to help students get in touch with their feelings. English teachers, however, approach the essay assignment differently. Some give little or no preparation, whereas others implement the steps in the writing process and encourage students to find their writing voices. It is concluded that in whatever way the contest is implemented, the program's basic tenets relate directly to current theory about the need for connecting thinking with reading and writing to maintain a free society. (Contains 12 references.) (TB)
Using Children's Literature Across the Curriculum. Fastback 374 by Elinor P Ross( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

Suggesting that teachers who encourage students to use many kinds of trade books across the curriculum are likely to be rewarded with students who are excited about learning, this fastback focuses on using children's literature across the curriculum. The fastback discusses reader response theory, connecting the curriculum through literature, guidelines for thematic studies, acquiring children's literature, literature in the content areas (social studies, science, mathematics, music, art), multicultural literature, and selecting multicultural literature. The fastback concludes that the current abundance of interesting informational and fiction books available to support all areas of the curriculum should encourage teachers to select them to enhance the subjects being taught. Contains 25 references. A list of 15 books for teachers and 80 books for children is attached. (Rs)
The Case for Basic Skills Programs in Higher Education. Fastback 238 by Elinor P Ross( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

Comprehensive programs to enable students to acquire skills necessary for college work are discussed. It is suggested that developmental courses be supplements to regular academic courses. In starting a new developmental program, three factors are important: commitment of the school's faculty and administration to the program's success, adequate financial support, and a full-time director. Admission issues concern placement criteria, as well as whether developmental programs should be voluntary or mandatory. Classes are usually taught in a traditional classroom or a laboratory setting. In either case, class size needs to be low (I.E., 15 students). The bottom line in evaluating a developmental program is whether it enables underprepared students to acquire skills necessary to complete college. The areas in which remediation generally is provided include reading, writing, mathematics, and study skills. Personnel involved in developmental programs include the faculty, counselors, and tutors. Students who tend to need these programs include: foreign students, including refugees who have to overcome language and cultural barriers; athletes who have been given scholarships but who have academic deficiencies; minority students from disadvantaged backgrounds; and handicapped students who did not have access to adequate preparation. (Sw)
Creative Drama for Building Proficiency in Reading by Elinor P Ross( Book )

1 edition published in 1975 in English and held by 2 WorldCat member libraries worldwide

An effective tool for motivating children to read and for reinforcing their reading skills, creative drama includes all forms of improvised drama--dramatic play, pantomime, puppet shows, and story dramatization--and all four of the major language arts--listening, speaking, reading, and writing. The use of creative drama activities lets children enjoy themselves as they improve such reading readiness skills as visual and auditory discrimination, listening, oral expression, and articulation and as they build such reading skills as vocabulary development, sentence and story comprehension, word meanings, visualization, and sentence recognition. Creative drama can also motivate children to read as they do research on a topic for dramatization or become interested in reading more about subjects they have dramatized. (Jm)
Family Literacy Project in the Upper Cumberland Region of Tennessee by Elinor P Ross( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

This study hypothesized that an intervention program that would develop students' language facility in lower elementary school might increase the students' likelihood of retention. An outgrowth of a family literacy project which focused on raising the literacy level of an Appalachian community, the study used the Language Experience Approach which included pre-assessment and post-assessment of students' knowledge of sight words and awareness of story sequence. This approach features integration of the language arts by having children dictate sentences based on their experiences and then read the sentences back. The treatment was used with low reading groups in a rural community in Tennessee. Of the 24 children identified each year, one control group and two experimental groups with eight children in each were established. During the first phase, the grade levels were kindergarten and first grade, during the second phase they were grades 1 and 2. Lessons consisted of introductory experiences, discussions, chart writing from student dictation, chart reading, and follow-up activities. The children participated in two major projects each year: the science fair and bookmaking. Results showed no significant differences between control and experimental groups for either word recognition or knowledge of sequence at both kindergarten and first-grade levels. During the yearlong study, first grade tests results showed that the experimental groups performed significantly better than the control group on both word recognition and sequence tests. Second-grade test results indicated that the experimental groups performed significantly better than the control group on sequence tests but not on word recognition tests. Observation results found that children improved in their ability to dictate complete sentences and in their use of language. The children seemed to progress faster with sequencing than with word recognition. (Twenty-one references are attached.) (Mg)
A Model for Basal Reader Adoption by Elinor P Ross( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

The process of evaluating and selecting basal readers has long been a primary concern for educators. Educators directly involved with textbook adoptions have expressed several concerns, including: time pressures on evaluators; lack of training for evaluators; concerns related to publishers; and correlations with state or district curriculum. Tennessee's plan for evaluating textbooks was developed by the State Textbook Commission, along with the State Board of Education and the State Department of Education. The model consists of the following steps: (1) selection of basal reader evaluators; (2) approval and release of "Invitation to Bid"; (3) development of evaluation plan; (4) orientation and training for evaluators; (5) independent evaluation of books by reviewers; (6) evaluator debriefing and committee reports; (7) hearings of State Textbook Commission; and (8) adoptions at the local level. A follow-up survey indicated that both reviewers and publishers were pleased with the process. The communication which occurred between publishers' representatives and reviewers during the display session could hold much promise for the ultimate improvement of basal readers. (One diagram showing the Model for Basal Reader Adoption Initial Planning Sessions is included, and 15 references are attached.) (Mg)
Teaching Reading in Today's Elementary Schools. Seventh Edition by Paul C Burns( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Balancing major new approaches to reading with valid traditional ideas, this seventh edition of the book prepares teachers to develop their students' abilities to read fluently and to foster their students' enjoyment of reading. Thoroughly revised, it surveys all the commonly used approaches to teaching reading and guides instructors in choosing the approaches that best fit their students and situations. "Classroom Scenario" and "Model Activities" features give preservice teachers practical instructional ideas, examples, and classroom activities. Chapters in the book are: (1) The Reading Act; (2) Emergent Literacy; (3) Word Recognition; (4) Meaning Vocabulary; (5) Comprehension: Part 1; (6) Comprehension: Part 2; (7) Major Approaches and Materials for Reading Instruction; (8) Language and Literature ; (9) Reading/Study Techniques; (10) Reading in the Content Areas; (11) Use of Technology for Literacy Learning; (12) Assessment of Student Progress; (13) Classroom Organization and Management; and (14) Readers with Special Needs. Contains approximately 1400 references and an approximately 300-item glossary. (Rs)
Instructor's manual with test items [for] Teaching reading in today's elementary schools by Paul C Burns( Book )

1 edition published in 1988 in English and held by 0 WorldCat member libraries worldwide

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Audience level: 0.85 (from 0.84 for Using Chil ... to 1.00 for Instructor ...)

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