ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing School Readiness
Author: Aiona, Shelli
Date: 2005-00-00
Type: Journal Articles
Subjects: School Readiness,Student Characteristics,Evaluation Methods,Learning Readiness,Evaluation Problems,State Programs,Predictive Validity,Evaluation Utilization,Ability Identification,Young Children,Evaluation Research

On the surface, it appears that it should be quite simple to identify the characteristics of a child who is ready for school and then to assess whether or not any given child has these characteristics. But readiness is a difficult construct and one that has been the topic of great debate. Assessment of readiness is even more challenging. Policies such as Goals 2000, and more recently No Child Left Behind (2001), have contributed to bringing the issues of school readiness and assessment of school readiness to the forefront. A variety of concerns surround the topic of assessing school readiness. These include (1) the ability of educators, parents, administrators, and policy makers to articulate an agreed upon definition of readiness; (2) coming to an understanding and agreement on appropriate and ethical methods of assessing readiness; and (3) agreement as to how the information gained will be used. In this article, the author provides an overview of the issues surrounding the assessment of school readiness.
Development, Validation, and Field Testing of &quot;Readiness&quot; Instruments for the State of Hawai'i: Schools Ready for Children and Children Ready for School
Author: Brandt, Mary E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Learning Readiness,School Readiness,Program Validation,Psychometrics,State Programs,Educational Practices,Educational Policy,Elementary Schools,Preschool Education,Field Tests,Replication (Evaluation),Student Characteristics,Institutional Characteristics

The purpose of this article is to develop, validate, and field test two readiness assessment instruments, &quot;Schools Ready for Children&quot; and &quot;Children Ready for School.&quot; The authors first describe the development of the assessment instrument dealing with policies and practices of &quot;ready&quot; schools. The items on this instrument should indicate the &quot;readiness of schools&quot; to provide young children and their families with experiences that contribute to successful learning. The background of the elementary schools and preschools whose principals and directors participated are presented. This is followed by the authors' validation and field test findings. Lastly, recommendations for revision of the &quot;Schools Ready for Children&quot; instrument and for further research are made. Similar information is presented for the assessment instrument dealing with children's characteristics and skills seen as necessary for successful learning experiences in kindergarten. (Contains 2 tables and 11 endnotes.)
Lessons Learned and Directions for the Future
Author: Chun, Elisabeth
Date: 2005-00-00
Type: Journal Articles
Subjects: School Readiness,Early Childhood Education,Formative Evaluation,Change Strategies,Educational Change,Educational Development,Strategic Planning,Articulation (Education),State Programs

The school-readiness of Hawai'i's children and the readiness of Hawai'i's schools for entering kindergarteners has been a topic of considerable thought and action in recent years. Indeed, Hawai'i's citizens have long made young children and their education a high priority. The first steps were taken as early as 1894 when the Samuel N. and Mary Castle Foundation was created to promote high quality early education and care for children ages 0-5. In the same year, the Kindergarten and Children's Aid Association Preschools of Hawai'i was established to offer teacher training and free kindergarten to Hawai'i's children. Much thought, research, and collaborative work across public and private agencies, early education and care programs, parents, K-12 education, and higher education systems have brought Hawai'i to this point. The Good Beginnings Alliance Master Plan, presented in 1996, and the School Readiness Task Force Report of 2003 have both spelled out incremental steps and moved Hawai'i closer to providing a coherent early childhood system for families and children. In this article, the author reflects on lessons that have been learned from work to date and points to some directions for the future.
Creating the Future for Early Care and Education in Hawai'i
Author: Hitz, Randy
Date: 2005-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Public Support,Educational Policy,Planning Commissions,Strategic Planning,Accountability,Governance,Financial Support,Barriers,Performance Factors,Educational Planning

The importance of the early years in creating a foundation for school and later success is well documented. Children who live in healthy, safe, and stimulating environments in the first five years of their lives are more likely to succeed than children who have more negative experiences. Hawai'i policy makers, like others across the nation, are debating whether and how to provide more public support for young children and their families. At the time of this writing, the Hawai'i Educational Policy Center, under the auspices of Act 151, is in the act of convening a task force of policy makers and early childhood education professionals to give direction to the future of early care and education in Hawai'i. In this article, the author discusses the challenges facing this task force and state policy makers with regard to the care and education of young children. The author urges the task force and state policy makers to clearly define the problem or problems they are trying to solve, and then deal with issues of accountability, funding, and governance.
Media Literacy: What, Why, and How?
Author: Grace, Donna J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Critical Viewing,Media Literacy,Student Developed Materials,Video Technology,Hypermedia,Production Techniques,Teaching Methods,Skill Development

Literacy has traditionally been associated with the printed word. But today, print literacy is not enough. Children and youth need to learn to "read" and interpret visual images as well. Film, television, videos, DVDs, computer games, and the Internet all hold a prominent and pervasive place in one's culture. Its presence in people's lives is only going to increase. For this reason, the acquisition of media literacy skills is a necessity for today's children and youth. They need to know not only how to use new technology, but also how to critically assess its influence and impact. This is what media literacy is about--the ability to access, analyze, evaluate, and produce information for specific outcomes. The best way to develop critical and analytical media skills is to have students produce their own media, whether it be a school newspaper, class comic book, music video, closed-circuit TV news show, or video documentary. In this way students are encouraged to become creative thinkers and problem-solvers as they script, storyboard, produce, and evaluate media for a variety of purposes and audiences. As a result, critical viewing skills emerge naturally and authentically as a by-product of the production process. This approach is much more effective than teachers' lectures about the motives and manipulations of the media and lessons focusing on deconstructing students' viewing pleasures. When students are encouraged to produce their own media, they quickly learn the key concepts of media literacy such as agency, category, technology, language, audience, and representation. In the process, students are also provided with the opportunity to mediate, rework, and in some cases resist the messages of the media. When students produce, assess, and evaluate their own media products, they gain new understandings and learn to explore issues related to the news, advertisements, movies, television shows, political commentary, public service announcements, and other media genres. Students also acquire interests and skills that transfer from the media they create to the media they view. Participation in production processes also broadens opportunities for future careers. And as technology evolves and the demands of society continue to change, the need to integrate media literacy into the elementary, secondary and university curriculum becomes stronger and more important.
Inspiring Students through Digital Media Teleschool Teacher, Hawaii Schools Digital Media Program
Author: Yamashita, Irene
Date: 2005-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Documentaries,Public Service,Video Technology,Hawaiians,Student Projects,Student Motivation,News Reporting,Advertising,Academic Standards,Language Arts,Social Studies,Technological Literacy,Program Development

Video is a powerful tool, and it can be used to motivate student achievement and learning. One of the greatest advantages in getting students to work with digital media is that they can retake and re-edit a project until they are satisfied with it. Students become very occupied in applying what they have learned by producing mini-documentaries, commercials, public service announcements, news stories, and informational presentations. Students learn to succeed by learning from other students' successes. They view exemplary projects produced by their predecessors, and they learn from these projects how to produce a quality product themselves. In addition, students follow a video assessment rubric designed to help them meet and exceed the Hawai'i performance and content standards in video production, language arts, social studies, and technology. In this article, the author discusses some key elements in building a successful video program.
A.B.C. Prunes, U.F.O. News, and Politicks: Parody in Media Literacy Education
Author: Ohta, Ralph
Date: 2005-00-00
Type: Journal Articles
Subjects: Literacy Education,Journalism Education,Video Technology,Parody,Media Literacy,Television Commercials,Humor,Foreign Countries,Audience Response

Parody is a form of imitation with the added elements of comedic twists, turns, and exaggerations. To create a parody of something, one has to understand it before beginning to alter it for humorous effect. Parodies are used by teachers of writing, music, and art as a method of educating and evaluating students' understanding of the styles of the masters. Parody is also a useful and valuable activity in media education. Parody can reinforce what the students have learned by allowing them to transform the original story into something new, while retaining the structures and conventions of the original work. Parody in media or video education allows students to analyze and come to a better understanding, not only the structures and conventions of the various genres of the media, but also of the world around them. It provokes them to question what they see. In this article, the author illustrates this point with three examples. The first shows students analyzing, questioning, and playing with the genre of television news. The final two examples are parodies of T.V. commercials.
Critical Media Literacy in Our Middle Schools
Author: Smith, Elizabeth
Date: 2005-00-00
Type: Journal Articles
Subjects: Middle Schools,Media Literacy,Instructional Design,Student Developed Materials,Critical Viewing,Video Technology,Teaching Methods

By the time children reach middle school, they already have a well-established relationship with the media. Ignoring the significance of media in the lives of adolescents creates a gap between their in-school and out-of-school worlds. Middle school curricula needs to be relevant to students. Therefore, educators should make time to address the forceful array of commercial interests that are aimed at early adolescents, including those that aim to influence their tastes in fashion, music, leisure activities, and entertainment. The media play an important part in people's lives. Many would be very unhappy if they lost the use of their cell phones, computers, laptops, Internet access, television sets, or DVD players. As with many technologies, media is neither inherently good nor bad. In some uses, especially when used uncritically, it can be a detrimental influence; but if used consciously as a tool, it can be empowering. For the past eight years, the author has been teaching critical media literacy to middle school students at Le Jardin Academy on the Windward side of Oahu. In this article, she shares the primary components of her media literacy curriculum.
Media Production at Chiefess Kamakahelei Middle School
Author: Matsunaga, Kevin
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,High School Seniors,Coordinators,Video Technology,Middle School Teachers,Teaching Methods,Recognition (Achievement),Program Development,Computer Software,Scripts

In this article, the author describes how he got his start in video production as a high school senior in 1987 and his work 11 years after as a technology coordinator at Lehua Elementary School in Pearl City, Hawaii. Two years later he changed positions and became the technology coordinator at a brand new middle school on Kauai--Chiefess Kamakahelei Middle School (CKMS). In addition to being the technology coordinator, he was also asked to create a program that would run the daily morning announcements shown live via the school's closed circuit television system. The author describes how he teaches his class and how they have been recognized for their video projects. Media programs are gaining in popularity and have popped up in just about every state and at all grades levels. The author advises those just starting out to look for established programs for some assistance.
Making Connections--The MeneMAC Online Learning Community
Author: Sueoka, Lynne
Date: 2005-00-00
Type: Journal Articles
Subjects: Electronic Learning,Social Networks,Web Sites,Critical Thinking,Problem Solving,Media Literacy,Computer Mediated Communication,Skill Development,Integrated Curriculum,Learning Resources Centers

In 2001, the MeneMAC (Media Arts Communications, dubbed &quot;MeneMAC&quot; in honor of the school mascot, the menehune) Learning Center at Moanalua High School (MoHS), inaugurated its integrated media curriculum for its class of 27 entering freshmen. MeneMAC originated as a media learning center, offering students a chance to explore their interests and develop their skills in media production. As the years progressed, the learning center coordinator, Dan Hale, and MoHS principal, Darrel Galera, realized the potential of media studies to engage learners in the highest level of critical thinking and problem solving, and to offer an authentic context in which to meet and exceed the Hawai'i Content and Performance Standards and General Learner Outcomes. Thus, in fall 2001, the first group of students began their integrated studies program, taking courses in language arts, social studies, and media communications within the learning center. The program has since expanded to include science as part of the integrated core offerings. One of the underlying principles of the learning center is that of the smaller learning community, one in which individual empowerment, authentic learning, and strong personal relationships are nurtured in a learner-centered environment. The MeneMAC learning community went online in fall, 2001, under the name &quot;Media Central&quot; and as part of the MoHS website. Throughout the four years of the program, Media Central has attempted to provide a supportive space for students, which would both reflect and extend the community building of the learning center. The website is organized by subject area and includes highlights of learning center achievements and activities. Student online portfolios are linked here, as are resource materials for their various projects, Word documents for assignments, access to the listserv, email, and the online forums. (Contains 4 online resources.)
Shoot It Mos!
Author: Gillespie, Patrica
Date: 2005-00-00
Type: Journal Articles
Subjects: Video Technology,Film Production,Production Techniques,High Schools,Barriers,Teaching Methods,Teaching Experience,Media Literacy,Documentaries,Program Descriptions,Program Development

The author began her career in education as a drama teacher. Although she loved what she was doing, she felt she needed some new challenges. One summer she decided to enroll at the University of California at Berkeley to take a very intense course in film-making. On her return to Hawai'i, she discovered that if she took classes at the University of Hawai'i, she could work as an intern at the local Public Broadcasting Service (PBS) station and would be paid minimum wage. As a single mother, going to school and trying to live on this salary presented challenges. However, with some major adjustments in her living style, she was able to attend the University of Hawai'i for nine months. She started work as videographer at Kamehameha Schools. In this article, the author describes the Video Production program at Kamehameha High School and the challenges they face in the program. The author also offers some words of advice to teachers new to video production. (Contains 1 footnote.)
Don't Take It Personal, It's Just Our Bad Ass Ways
Author: Chun, Cynthia Kelley
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Projects,Production Techniques,Active Learning,Media Literacy,Video Technology,Film Production,Relevance (Education),Culturally Relevant Education,Student Centered Curriculum,Teaching Methods,Educational Practices,Language Arts

As teachers, an important part of planning curriculum is considering the relevance of what they teach their students. The author believes that project-based learning that integrates technology, language arts, and critical media literacy can be a powerful tool for learning. Not only does this kind of work connect students to the curriculum, it also connects them to their community by involving them directly in learning about local issues. The author decided, therefore, to focus her curriculum on student video production. She saw it as a way to create a space in the curriculum where the students' culture, experiences, and values could be utilized and validated. It would also be a medium through which student voices could be heard--particularly those whose voices might not otherwise be heard at school. In this article, the author describes how she planned and implemented her first video project which involved twenty-three students. The students ranged in age from fourteen to seventeen years and their reading ability, based on the San Diego Quick Reading Assessment, spanned a range from fifth-grade to tenth-grade levels. In this project, video production provided students with opportunities to be &quot;experts,&quot; and to bring their pre-existing knowledge, interests, and life experiences into the curriculum while also engaging them in reading, writing, speaking, and listening. Students have a great deal of experience with popular culture and the media. Based on the knowledge they already possessed about television and movies, the students were able to quickly become experts in the video production project. The students started with what they knew, and grew as learners and communicators. Ultimately, all of the students were able to produce a video &quot;text;&quot; a means of communicating that incorporated speaking, music, and electronic images.
'Olelo's Partnership Efforts with Teachers and Youth: More than Media Literacy
Author: Angel, Angela
Date: 2005-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Media Literacy,Educational Opportunities,Educational Television,Television Curriculum,School Community Programs,Production Techniques,Video Technology,Teaching Methods,Educational Practices,Public Television,Skill Development

'Olelo Community Television has served the O'ahu community for over 16 years. It offers community members training in television production, and it provides access to Oceanic Cable channels 52 through 56--the five cable channels that 'Olelo currently manages. 'Olelo is a non-profit, public, educational and government (PEG) access organization that seeks to create a foundation for the exchange of ideas. 'Olelo's mission is to build stronger, healthier, more engaged communities based on the principle of free speech and through the use of cable television. Over the past four years, 'Olelo has partnered with schools and the University of Hawai'i to operate media centers in a variety of diverse communities. It has helped to establish nurturing educational environments where Hawai'i's youth, teachers, and community members can join together to learn about the power of television in communicating ideas. 'Olelo's community media centers and special services such as 'Olelo's Summer Media program and the statewide &quot;Youth Xchange&quot; Video Competition have created new opportunities for students to learn media literacy. As a result, access to these empowering tools is at an all-time high.
The Hawai'i Student Film Festival
Author: Olague, Robert
Date: 2005-00-00
Type: Journal Articles
Subjects: Field Trips,Story Telling,Outreach Programs,Programming (Broadcast),Nonprint Media,Employment Opportunities,Web Sites,Television,Visual Aids,Internship Programs,Film Libraries,Film Study,Films,Learning Activities

This article discusses the Hawai'i Student Film Festival (HSFF) which is more than an annual festival. It also facilitates nine, year-round, student outreach programs that are available to more than 400 public and private schools statewide. Through these programs, HSFF offers a wide array of film and video opportunities and experiences for students and teachers--field trips to see film or television productions being produced on location; script writing and story telling workshops; training in television programming and video production; student internships in the film and television industry; and guest visits from industry professionals to inspire, educate, and mentor students and teachers interested in producing film and video. In addition to the outreach programs, the HSFF website is the largest online student film and television resource center in the state. Here students and teachers can find a wide variety of valuable information and resources including information on internships, employment opportunities, and upcoming events. Included in this article is a list of the nine HSFF outreach programs.
Media Literacy Is the Message
Author: Burniske, R. W.
Date: 2005-00-00
Type: Journal Articles
Subjects: Journalism Education,Media Literacy,Mass Media,Teaching Methods,Information Technology,Technology Integration,Elementary Secondary Education,Video Technology

If educators listen carefully to the voices from the classroom, they discover the importance of teaching students how to &quot;look through&quot; the lens of information and communications technology while simultaneously &quot;looking at&quot; technology in a critical fashion. By making time for this deliberate oscillation educators enable students to become critical readers of print and electronic media. In this article, the author outlines his perspective on the need for media education in schools and offers his commentary on the articles presented in this issue.