A
ACTFL Proficiency Guidelines (Foreign Languages): the1986 guidelines produced by the American Council on the Teaching of Foreign Languages through a grant from the U.S. Dept. of Education represent a hierarchy of global characterizations of integrated performance in speaking, listening, reading, and writing. They identify stages of proficiency and are not based on a particular theory or pedagogical method, but rather they are intended to assess what an individual can or cannot do.
Active Learning (Exceptional Needs): engaging students a variety of meaningful learning experiences and encouraging them to acquire and demonstrate knowledge using multiple presentations.
Adapted Physical Education (Health and Physical Education): diversified program of physical education having the same goals and objectives as regular physical education but modified when necessary to meet the unique needs of each individual. It includes assessment and prescription within the psychomotor domain to ensure that an individual with a disability has access to programs designed to develop physical fitness and skills so that the individual can participate in community-based activities.
Adolescence (Adolescent and Young Adult advisory Group): period of life between puberty and adulthood.
Advanced Placement (AP) (Foreign Languages): curriculum leading to an exam assessing students= ability in the foreign language and/or knowledge of literature in order to determine readiness for college placement in intermediate-level language courses.
Advisory Committee (Vocational Education): group of community persons involved in or related to the occupation of the vocational program to assist in program design, prevent the development of information gaps, and meet other program needs.
Affective (Health and Physical Education): learning domain which focuses upon dealing with feelings, developing attitudes, appreciations, and values. Categories included are: receiving, responding, valuing, organization, and characterization.
Articulation (Vocational Education): process of organizing independent entities to establish communication for addressing and supporting common issues; may include acceptance of secondary coursework for post secondary credit.
Assessment (Exceptional Needs): process by which information is gathered in order to make appropriate educational decisions for a student. One or more of the following may be utilized during the evaluation process.
Assessment (Vocational Education): objective measure of an attribute, such as curriculum or individual performance.
Assessments, Alternative (Adolescent and Young Adult advisory Group): procedures for evaluating students by means other than standardized, formal testing items and procedures. An example is portfolio assessment.
Assessment, Alternative (Fine Arts): nontraditional means of recording evidence of learning, such as, but not limited to, coding live responses during discussions or performances, portfolio reviews, rating products of performances on criteria established by teachers and students, journals, and authentic task assessment. It entails direct observation of student production or performance.
Assessment, Authentic (Health and Physical Education): assessments which take place in a natural environment. (An example: Rather than administering a volleyball passing test, rate the student executing a pass in a game.)
Assessment, Authentic (Fine Arts): tasks and methods of scoring that fit meaningful student products and performances in real-life learning experiences. It includes recording evidence of the learning processes, applications in products, perception of relationships, integration of new knowledge, reflecting profitably on one's own progress, and interpreting meaning in consideration of contextual facts.
Assessments, Authentic (Adolescent and Young Adult advisory Group): assessments requiring students to produce something that is valued in the real world.
Assessment, Formal (Exceptional Needs): assessment utilizing standardized evaluation tools, frequently employing norms established to make a comparison between and among individuals.
Assessment, Informal (Exceptional Needs): assessment employing non-standardized evaluation means, including observations and criterion-referenced tests (i.e., teacher-made tests). Typically considered to be assessment in which a student=s performance is evaluated according to an established criteria and not in comparison to the performance of others.
Assistive Devices. See Augmentative Devices. Assurances (Exceptional Needs): state and federal guidelines which secure the rights to appropriate educational programs. Augmentative/Assistive Devices (Exceptional Needs): specialized equipment which allows students to participate in the educational program to the greatest extent possible (i.e., large print books, computers, communication devices, pencil grips).
B
Basic Interpersonal Communication Skills (BICS) (English as a New Language):
Term coined by Jim Cummins, a Canadian sociolinguist, to refer to a student=s social language skills and to distinguish them from academic language skills which he calls ACognitive Academic Language Proficiency@. Development of BICS is usually a two year process (see CALP).
Best Practices (Exceptional Needs) (see also: Research-Based Best Practices): utilization of current research in the planning and implementation of instruction. Questioning best practice versus a passing fad, considering the real needs of the students impacted by instruction.
Bilingual Education Program (English as a New Language): educational program that uses the student=s primary language to some degree to promote the acquisition of academic subject matter or literacy while the student gains English proficiency.
Biliteracy (English as a New Language): development of literacy skills in two languages.
C
Career Awareness (Vocational Education): Assisting students of all ages to recognize and identify the attitudes, aptitudes, skills, and demands related to various careers.
Children, All; All Young Children (Early Childhood Advisory Group) (see also: All Children): inclusive and refers to all children who may be in an early childhood professional=s classroom, including boys and girls from culturally and linguistically diverse groups, whether typically, atypically, or exceptionally developing.
Classical Languages (Foreign Languages): usually include Latin and ancient Greek but may also refer to other languages no longer spoken within a cultural boundary.
Classroom Management (Foreign Languages): this term encompasses a range of teacher behaviors and strategies including the creation of a suitable learning environment, selecting appropriate instructional activities, maintaining an appropriate pace during the lesson, generating interest in and enthusiasm for the subject matter, and dealing with inappropriate behaviors as the need arises.
Co-curricular (Adolescent and Young Adult advisory Group): school activities outside of the formal curriculum which are an extension of a curricular area. For instance, marching band is a co-curricular activity.
Cognate (Foreign Languages): word closely related in sound, structure, and usage to the same word in another language by derivation, borrowing, or descent. Example: captain (English); capitaine (French); Kapitan (German); kapitan (Russian); capitan (Spanish).
Cognitive Academic Language Learning Approach (CALLA) (English as a New Language): instructional approach which focuses on the teaching of English through key academic language and concept development while also familiarizing students with learning strategies. This highly regarded content-based ESL approach was developed by Anna Chamot and J. Michael O=Malley.
Cognitive (Health and Physical Education): learning domain which focuses upon acquisition, comprehension, application, analysis, synthesis, and evaluation of knowledge.
- Cognitive Academic Language Proficiency (CALP) (English as a New Language):
- Jim Cummins distinguishes between social language skills (BICS) which usually develop within two years and academic language skills which take considerably longer (at least five to seven years). Researchers maintain that it is the full development of CALP that ensures academic success for language minority students.
Cognitive dissonance (Adolescent and Young Adult advisory Group): discrepancy which occurs when being introduced to a new perspective which is different than one=s own belief or value system.
- Collaboration (Health and Physical Education): collaboration working with or acting jointly
- with other professionals.
- Collaborative (Vocational Education): groups of individuals with a common interest working together to achieve a common goal.
- Collaborative Team (Exceptional Needs): those persons responsible for the implementation of
- an educational program and/or environment who work together to plan and design strategies that support the learner. Team members may include school professionals, paraprofessionals, family members, agency representatives, and health professionals. Often implies the interfacing of two or more disciplines toward one common goal.
Collection development (Library Sciences): process by which a teacher of library media selects all materials and provides access to the most relevant resources. This process includes surveying the curriculum, using professional review materials, surveying the students, teachers, administrators, and community, keeping the collection current by weeding it, and the development of plans and policies leading to greater access to information through collections beyond the school library media center.
Communication Skills (Science): providing opportunities to communicate ideas and share information with accuracy and clarity and to read and listen with understanding.
Community (Exceptional Needs): includes the family, the school, and the greater society in which an individual lives and learns.
Composing (Language Arts): thinking process in which people create text.
Competency (Vocational Education): predetermined level of performance for an individual.
Comprehensive School Health Education (Health and Physical Education): includes the development, delivery, and evaluation of a planned instructional program and other activities for students pre-school through grade 12, for parents, and for school staff, and is designed to positively influence the health knowledge, attitudes, and skills of individuals. School health education is one component of the comprehensive school health program.
Concepts (Health and Physical Education): concepts in a discipline or subject field include a mental image of what a thing, an object, or an entity generally should be.
Consensus (Building Level Administrators): general agreement among a group of people. Everyone does not have to accept the idea one hundred percent, but at the very least, almost everyone can live with it.
Content (Health and Physical Education): includes topics or subject matter of a particular discipline or field.
Conventions (Language Arts): accepted practice in a spoken or written language, accepted rules by a field, e.g., standard usage of language, mechanics, grammar, spelling, etc.
Convergent Thinking (Health and Physical Education): entities that tend to meet at one point. In movement problem solving, a convergent approach begins with an exploratory approach and leads students toward one answer to the problem.
- Cooperative (Vocational Education): working within groups of various sizes to achieve a
- common goal.
- Core knowledge (Early Childhood Advisory Group): fine arts, language, mathematics, science, technology, and social studies.
- Critical-Response Skills (Science): allowing students to respond to scientific assertions and arguments critically, deciding what to pay attention and what to ignore. allowing students to apply those same critical skills to their own observations, arguments, and conclusions.
Critical thinking (Adolescent and Young Adult advisory Group): process of making well reasoned decisions, solving problems skillfully, and evaluating the worth, accuracy, and value of information, ideas, claims, and proposals.
Critical thinking (Library Sciences): Ahigher order@ cognitive skills that enable human beings to comprehend experiences and information, apply knowledge, express complex concepts, make decisions, criticize and revise unsuitable information, and solve problems.
Culturally and Linguistically Diverse Student (English as a New Language): student whose cultural and linguistic heritage is distinct from mainstream American culture. Another term for language minority student.
Culture (English as a New Language): complex set of beliefs, customs, traditions, and experiences that assist in forming and sustaining individual character.
D
Deductive reasoning (Adolescent and Young Adult advisory Group): process of using a general rule to identify particular examples and applications.
Developmentally Appropriate or Developmentally Appropriate Practices or DAP (Early
Childhood Advisory Group): what is widely held as Abest practices@ for young children. DAP is a construct derived from research about child development and learning theories, teacher education, and real-life practice. DAP is not itself a curriculum but rather a philosophy or belief about how children learn that can be incorporated into a variety of curriculum models. Developmentally appropriate practices result from consideration of three main areas: (1) what is known about child development and learning (age appropriateness); (2) what is known about the strengths, interests, and needs of each individual child in the group (individual appropriateness); and (3) knowledge of the social and cultural contexts in which children live (cultural appropriateness) (Bredekamp & Copple, 1997). Curricula that are DAP can be characterized as child-directed, yet teacher-framed.
Developmentally Appropriate Activities (Health and Physical Education): activities that are appropriate for the child=s maturity and developmental level.
Developmentally Appropriate Practices (Exceptional Needs): utilize the knowledge of patterns of behavioral, cognitive, social, and emotional growth in determining activities and strategies which are most likely to engage the learner and promote continued healthy growth and development.
- Developmental Domains, All; All Areas of Development; Developmental Domains;
- and Overall Development (Early Childhood Advisory Group) (see also: All Developmental Domains): terms used to refer to the consideration of growth and development in all areas including physical (small motor, gross motor, and physical), social, emotional, aesthetic, moral, language, and cognitive growth and development.
Director of Library Media and Technology (Library Sciences): administrator holding a license in school media who supervises the library media and technology programs at the district level. Most effectively, this administrator does not have a building level assignment, but coordinates full-time certified media teachers at all locations in the district. This person also supervises the district central processing office as well as the instructional and administrative technology staff. The director may also facilitate technology planning, coordinate library and media facility design, participate in evaluation of library media personnel, and work closely with those who produce media for instructional purposes in the district and community.
Disciplinary Knowledge (Health and Physical Education): knowledge that is needed to teach conceptual understanding of the subject matter and that relates to learner characteristics, other disciplines, and real-world situations. In physical activity and fitness, these areas include anatomical, biomechanical, developmental, historical, philosophical, physiological, psychological, and sociocultural aspects of motor performance.
Dispositions (Health and Physical Education): fundamental attitudes, beliefs, and assumptions about teaching and learning which underlie the professional and ethical basis for practice.
Dispositions (Language Arts): values, beliefs, and attitudes toward education, students, and communities that guide an educator's professional practice.
Divergent Thinking (Health and Physical Education): entities that move or extend in different directions from a common point. In movement problem solving, students= answers to movement challenges change from a common answer to many possible answers.
Diverse learners (Exceptional Needs): includes the broadest range of students, all with unique gifts, talents, and challenges. Includes, but is not limited to, students who are eligible for special education services.
Diversity (Adolescent and Young Adult advisory Group): cultural, racial, and ethnic differences found in the United States.
Diversity (Exceptional Needs): refers to individual strengths and abilities and to cultural, religious, and ethnic differences.
- Diversity (Language Arts): wide range of ways in which individuals or groups and
- populations have observable, demonstrable physical and behavioral differences.
Diversity (Vocational Education): addresses various individuals' needs and differences as they might relate to gender, ethnic origin, culture, and ability.
- Dominant Language (English as a New Language): language minority student=s most
- developed language.
E
Early Childhood (Early Childhood Advisory Group): developmental period that includes children from birth through age eight.
Early Childhood Education Teacher, The (Early Childhood Advisory Group): individual who achieves licensure for the purpose of practicing in a school accredited by the Indiana State Board of Education.
Educational Stakeholder (Health and Physical Education) (see also: Stakeholder, Educational): group or individual who has an interest in the educational outcomes of students.
Enact (Enacting, Enactment) (Language Arts): ability to do; the process of doing, e.g.,dance, movement, gesture, dramatic activity, etc.
English Language Learners (ELL=s) (English as a New Language): students who are language minority and still in the process of acquiring both social and academic English language skills (in listening, speaking, reading, and writing) to a level commensurate with age-level English-speaking peers.
English as a New Language (ENL) (English as a New Language): curriculum or course designed to teach English to English Language Learners (ELL=s) at various English language proficiency levels. This term recognizes that English may be the second, or in some cases, third language for ELL=s (see ESL).
English as a Second Language (ESL) (English as a New Language): curriculum or course designed to teach English to ELL=s at various English language proficiency levels.
Estimation and Computation Skills (Science): use of estimation skills to have a sense of what an adequate degree of precision is in a particular situation and an understanding of the purpose of the calculation. Providing experience with basic number skills and computations in meaningful contexts, including an understanding and appropriate use of the calculator.
Evaluation (Vocational Education): more subjective form of measure than assessment.
Exceptional Needs Students (Vocational Education): those students with unique academic, behavioral, and/or social characteristics which interfere with the students continuous growth and independence. For additional information consult the IPSB Standards for Teachers of Exceptional Needs Document.
Extracurricular (Adolescent and Young Adult advisory Group): activities associated with the school which are not a part of the required curriculum.
F
Family (Adolescent and Young Adult advisory Group): those individuals who provide care or support through family or other legal relationships.
Flexible scheduling (Library Sciences): procedural plan of adapting and implementing services that best accommodate the needs of the instructional program to assure timely and relevant instruction. This is in contrast to rigid scheduling which limits class use of the library media center, restricts the planning time between teacher and the library media teacher, prevents student and teacher access at point of need, and inhibits the integration of information literacy skills.
Fluent, Fluency (Foreign Languages): speaker who is able to make her/himself readily understood and communicates without significant hesitation on a range of topics. Thus, fluency implies a strong command of the language but not native-like accuracy or precision of expression.
Fluent English Proficient (FEP) (English as a New Language): student who is language minority and exhibits both social and academic English proficiency (in listening, speaking, reading, and writing) to a level commensurate with other English speaking peers.
Formal Assessment (Health and Physical Education): administration of standardized achievement tests, using strict protocol to ensure reliability and validity of data.
G
Genre (Language Arts): category of classification, usually by form, technique, or content.
Greater School Community (Building Level Administrators): includes everyone in the school and the community.
H
- Health Literacy (Health and Physical Education): capacity of an individual to obtain,
- interpret, and understand basic health information and services and the competence to use such information and services in ways which are health enhancing.
I
Idiom (Foreign Languages): expression in the usage of a language that is peculiar to itself either grammatically or in having a meaning that cannot be derived from the conjoined meanings of its elements.
Inductive reasoning (Adolescent and Young Adult advisory Group): process of drawing generalizations based on the observation of specific examples.
Informal Assessment (Health and Physical Education): includes tests/activities planned by the teacher for educational purposes such as peer teaching. The protocol is not as strict as formal assessment and more emphasis is put on the process than the product.
Informal research (Exceptional Needs): reflections on observations, collaborative efforts, and student and personal performances as a means of evaluating daily practice.
Information literacy (Library Sciences): demonstrated when a learner accesses information efficiently, evaluates information critically, uses information accurately and creatively, and avoids plagiarism. Knowing when and how to locate, interpret, analyze, synthesize, evaluate, and communicate are all skills necessary for information literacy.
"Insider" (Foreign Languages): person who has experienced a foreign culture firsthand by living in a foreign country among its people and studying their values and customs in day-to-day situations.
Integrated learning experiences (Exceptional Needs): activities which directly relate content area to content area or school experiences to life experiences. (e.g., thematic instruction).
Integration (Vocational Education): process of incorporating information and methodology as well as cooperation of staff between content areas.
Intellectual freedom (Library Sciences): ability of a learner to have access to information from all points of view and to be able to freely express his/her opinion and ideas. This right is protected by the First Amendment of the United States Constitution.
Intermediate high level (Foreign Languages): ACTFL Proficiency Guidelines consider a speaker with this proficiency to be able to successfully handle most uncomplicated communicative tasks or social situations. An intermediate-high speaker can initiate, sustain, and close a general conversation about a range of topics of personal and public interest. While there are still errors of usage and vocabulary, the intermediate-high speaker can usually be understood by native speakers unaccustomed to dealing with foreigners.
Inquiry (Language Arts): systematic investigation of a topic or issue as part of discovering possible solutions for problems or as part of discovering new knowledge or new perspectives on existing knowledge.
Inquiry (Library Sciences): investigative, questioning process where the learner will examine, analyze, organize, evaluate, and apply information for a specific purpose. The learner must move beyond the resources of the textbook and teacher and is not bound by a classroom collection or library.
J-K
Knowledge (Health and Physical Education): familiarity, understanding, and information gained by study or experience. The subject matter a beginning teacher needs to conceptually know and understand.
L
Language Minority Students (LMS) (English as a New Language): designates students for whom another language is spoken at home by the student or family member. The term does not indicate students= level of English proficiency or ethnicity.
Learner (Library Sciences): member of the community at large and includes students, pre-service teachers, teachers, administrators, staff, parents, and other community members.
Learning modalities (Language Arts): different ways to learn, e.g., auditory, visual, tactile, or kinesthetic.
Legislated Guidelines (Vocational Education): laws established through the legislative process at state or federal levels that affect the educational process.
Library automation (Library Sciences): electronic management program used to provide the learners with computer access to library/media center holdings and circulation procedures. It normally includes networking to other library collections and/or online CD-ROM databases located at distant sites.
Lifelong learner (Library Sciences): one who develops, regardless of age, a constructive pattern of learning that continues throughout one's lifetime.
Lifelong Leisure Activities (Health and Physical Education): contemporary, non-competitive activities which can be maintained throughout one=s lifetime.
Limited English Proficient (LEP) (English as a New Language): student who is language minority and still in the process of acquiring both social and academic English language skills (in listening, speaking, reading, and writing) to a level commensurate with age-level English speaking peers. LEP is the term still officially used by the U.S. Department of Education. (See ELL=s.)
Literacy (Language Arts): capacity to record a wide range of reading, writing, spelling, and other language tasks associated with everyday life (IRA-NCTE Standards 1996).
M
Management (Library Sciences): selecting, acquiring, circulating, implementing, and utilizing of the available information resources in the most efficient and effective manner possible; also the supervision, overseeing, direction, and responsibility for clerical and professional personnel, students, and volunteers, as well as the function and operation of the library media center.
Manipulation and Observation Skills (Science): providing opportunities to handle common materials and tools for dealing with household and everyday technologies for making careful observations, and for handling information which might include: Keeping a science journal for observations. Entering, storing, and retrieving computer information. Using appropriate instruments to make measurements of length, volume, weight, time interval, and temperature. Taking readings from standard meter displays.
Media (Library Sciences): include all materials available to learners. This encompasses print, audio, visual, and electronic information.
Media literacy (Library Sciences): ability to use, to learn from, and to communicate in the accepted technology of the day. It entails a basic knowledge and understanding of information available, where and how to access it, and the command of search strategies that will enable the learner to refine his or her query. This skill involves the ability to analyze mass media and encompasses visual literacy. Visual literacy is the ability to access, decode, analyze, evaluate, and produce graphic information. This also includes the ability to realize that the graphic may not represent the information accurately.
Media Production (Library Sciences): process of creating finished audio or video products such as a film, television or radio programs, computer software, a set of visuals, or a combination of such into multi-media for the purpose of instructing or conveying information.
Morphological (Foreign Languages): relating to the study of word formation in a language including inflection (suffixes, prefixes), derivation, and word compounding.
Multicultural (Language Arts): multitude of differing viewpoints and perspectives, e.g., cultural, language, socioeconomic, gender, etc.
- Multi-media Communication (Health and Physical Education): multi-media communication
- refers to the utilization of more than one medium in the delivery of a lesson or lecture such as when using computer technologies or audio-visual aids such as videotapes, films, filmstrips, or overhead transparencies.
Multiple disabilities (Exceptional Needs): two or more handicapping conditions which interfere with the learner=s ability to participate in activities without adaptations or modifications.
Multiple ways of knowing (Language Arts): an understanding by rational, emotional, spacial, motor, or intuitive means, or a combination of these means.
N
O
Objective (Vocational Education): specific statement describing one of the means by which a goal might be achieved. Objectives might be established for programs or individuals.
Outdoor Activities (Health and Physical Education): include backpacking, camping, orienteering, initiative games, ropes, teams courses, boating, canoeing, etc.
P
Pedagogical Content Knowledge (Health and Physical Education): consists of those techniques which teachers master through experience and which are most useful in helping students to learn the subject matter.
Pedagogy (Adolescent and Young Adult advisory Group): historical, economic, sociological, philosophical, methodological, and psychological foundations of schooling and education. Includes the application of concepts, theories, and research about effective teaching.
Performances (Health and Physical Education): demonstrated outcomes of learning essential to a beginning teacher.
Phonological (Foreign Languages): relating to the science of speech sounds, phonetics, and phonemics, including the history and theory of sound changes in a language or two or more related languages.
Physical Activity (Health and Physical Education): physical skills and related activities included in K-12 physical education. Specific motor skills and activities that together constitute the play element of K-12 physical education.
Physical Education (Health and Physical Education): process through which an individual obtains optimal physical, mental, and social skills and fitness through physical activity.
Physically Educated Person (Health and Physical Education): person who has learned the skills necessary to perform a variety of physical activities, is physically fit, does participate regularly in physical activity, knows implications of and benefits from involvement in physical activities, and values physical activity and its contributions to a healthful lifestyle (Outcomes of Quality Physical Education Programs, NASPE, 1992).
Physical Fitness (Health and Physical Education): body=s ability to function efficiently and effectively. It is associated with a person=s ability to work effectively, to enjoy leisure time, to be healthy, to resist hypokinetic diseases (ailments or disorders caused because of lack of movement), and to meet emergencies. Physical Fitness includes: Health-Related Fitness and Skill-Related Fitness. Health-related fitness consists of those aspects of physiological function that offer protection from disease resulting from a sedentary lifestyle. Components included are: cardiovascular fitness, body composition, abdominal strength, endurance, and flexibility. Skill-related fitness qualities enable a person to perform a sport activity. These qualities include agility, balance, coordination, power, and speed.
Portfolio (Vocational Education): collection of examples of an individual's work including, but not limited to, assessments and evaluation data.
Pre-referral (English as a New Language): refers to a process of addressing a student=s learning profile, and the series of instructional interventions that would follow, prior to a formal referral for special education services. Pre-referral for ELL=s should always include appropriate recognition of linguistic and cultural factors that will affect student learning. Only in this way can appropriate referrals for special education services be ensured with LMS.
Presentation mode (Library Sciences): ability to use a variety of information formats and technologies to communicate one's message to another in a meaningful manner.
Pre-service teachers (Library Sciences): individuals who are engaged in formal education preparation programs at colleges and universities.
Pre-Teach (English as a New Language): teaching key concepts ahead of the regular classroom curriculum.
Primary Culture (English as a New Language): refers to the home culture (C1) of the Student.
Primary Language (English as a New Language): refers to the first language (L1) a child learns. (Synonymous with native language.)
Principled decisions (Fine Arts): refers to those decisions based not only on information but also on one's principles. See Early Adolescence through Young Adulthood/Art, Standards for National Board Certification (National Board for Professional Teaching Standards, 1994), 11.
Professional development, continuing (Adolescent and Young Adult advisory Group): continual upgrading of a teacher=s classroom skills throughout his/her career.
Program (Library Sciences): plan of action that includes a designated structure to accomplish a specific purpose.
Psychomotor (Health and Physical Education): learning domain which includes movement vocabulary, movement of body parts, locomotor movements, moving implements and objects, patterns of moving, moving others, and movement problem solving.
Q-R
Reader's advisory method (Library Sciences): process of interviewing learners to help determine needs and desires in their reading habits. This may include motivating and helping them to locate materials.
Realia (English as a New Language): any props, real objects, or pictorial representations that a teacher uses in the classroom to facilitate language development or content area instruction.
Reflective Practice (Language Arts): process of looking at one's experiences and giving careful consideration to the experiences by analyzing and evaluating results.
Reflective Practitioner (Health and Physical Education): teaching professional who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Register (English as a New Language): refers to the dialect or style of speaking a speaker may use in different contexts.
Relationship between Dispositions, Knowledge, and Performance (Health and Physical
Education): Dispositions are to be recognized, nurtured, and developed in the educational setting through reinforcement, modeling, and support. With such dispositions in place, the beginning teacher will need to possess certain knowledge and in some situations, be expected to perform based on that knowledge. At the beginning level, all desired knowledge will not lead to an expected performance.
Reliability (Health and Physical Education): consistent assessent over repeated measures.
Repackaging (Library Sciences): process of selecting a variety of materials and information and organizing them for the purpose of instruction. For example, a portion of a science videotape might be shown in a language arts class as a writing prompt, and the teacher of library media collaborates with the classroom teacher to identify resources and materials from other information formats in order to support the instructional unit.
Repertoire (Language Arts): range of approaches for doing a task.
Repertoire (Vocational Education): collection of skills and abilities.
Research-Based Best Practices (Exceptional Needs) (see also: Best Practices): Utilization of current research in the planning and implementation of instruction. Includes questioning best practice versus a passing fad, considering the real needs of the students impacted by instruction.
Responding (Language Arts): process of listening, reading, and reviewing that encompasses personal reaction as well as comprehension, analysis, synthesis, and critical thinking.
Restraint (Exceptional Needs): any physical contact which prevents freedom of movement (i.e., basket hold, escorting a learner by the arm). Includes any equipment used to secure a student to prevent injury to self or others (i.e., safety belts in transit) beyond those commonly used.
Risk Behaviors (Health and Physical Education): behaviors identified by the United States
Center for Disease Control and Prevention as being the most influential in the health of our nation=s youth. These behaviors include avoidance of : 1) tobacco use; 2) dietary patterns that contribute to disease; 3) sedentary lifestyle; 4) sexual behaviors that result in HIV infection/other sexually transmitted diseases (STDs) and unintended pregnancy; 5) alcohol and other drug use; 6) behaviors that result in unintentional and intentional injuries.
Risk Taking (Exceptional Needs): supporting students in learning through trial and error, hypothesizing, and asking questions. Educators facilitate risk taking by offering varied opportunities to gain new information utilizing student strengths.
Rubric (Fine Arts): established set of scoring criteria, organized into increasing levels of achievement, used for evaluation of student products, performances, or other demonstrations of knowledge and skills.
Rubrics (Foreign Languages): statement of criteria for scoring assessment tasks as set forth in the publication: Indiana Foreign Language Proficiency Guide, 1995, produced by the Indiana Department of Education.
S
School Climate (Building Level Administrators): how people get along with each other in a school. For example, there may be a friendly climate, a climate in which people care about each other, a happy climate, etc.
School Community (Building Level Administrators): all those directly associated with a school, including students, parents, teachers, administrators, secretaries, custodians, cooks, bus drivers, etc.
School Culture (Building Level Administrators): habits, beliefs, skills, and behaviors exhibited in a school.
School Health Educator (Health and Physical Education): school health educator is a practitioner who is professionally prepared in the field of school health education, meets state teaching requirements, and demonstrates competence in the development, delivery, and evaluation of curricula for students and adults in the school setting that enhance health knowledge, attitudes, and problem-solving skills.
Science Habits of Mind (Science): those values, attitudes, and skills that relate to a person=s knowledge and learning and ways of thinking about science.
Second Language (English as a New Language): the second language (L2) a child learns. In the context of language minority students in the USA, this is usually English.
Sequentially based learning (Exceptional Needs): planned curriculum which includes attainment of those skills considered to be prerequisites to new learning.
Sign Systems (Language Arts): different ways to express meaning; they include language, art, music, drama, and mathematics.
Silent Period (English as a New Language): language learner=s initial pre-production stage of language development. May range from a few weeks with secondary students to an entire school year with some pre-school and kindergarten aged children.
Social services (Exceptional Needs): community organizations providing support to families, school personnel, and the broader community, generally based on need. May have eligibility requirements. (Mental Health facilities, Vocational Rehabilitation, Juvenile Justice).
Society (Exceptional Needs): persons and environments with which the student interacts.
Stakeholders (Building Level Administrators): all persons who have an interest in what goes on in a school, including students, parents, teachers, bus drivers, custodians, cooks, administrators, secretaries, and people not directly associated with the school but who live in the community such as business leaders, senior citizens, and adults who no longer have children in school.
Stakeholder, Educational (Health and Physical Education) (see also: Educational Stakeholder): educational stakeholder is a group or individual who has an interest in the educational outcomes of students.
Strategies (Health and Physical Education): plans or methods for achieving goals.
Summative evaluation (Adolescent and Young Adult advisory Group): assessment which results in retention/dismissal decisions.
Symbol systems (Fine Arts): various methods of notation within a given discipline.
Syntactical (Foreign Languages): relating to the way in which words are put together to form phrases, clauses, and sentences.
T
Teacher of library media (Library Sciences): licensed professional who teaches information literacy, administers and manages the school library media program, and may provide special expertise in a wide range of areas including promotion of research and reading, selection and use of media in all formats, as well as design and production of instructional materials.
Teachers of English to Speakers of Other Languages (TESOL) (English as a New Language): principal professional organization for ENL teachers in the USA. Indiana=s state affiliate is INTESOL.
Teaching English as a Foreign Language (TEFL) (English as a New Language): practice of teaching English as a foreign language. This term is often used by English teachers abroad.
Teaching English as a Second Language (TESL) (English as a New Language): practice of teaching English as a second or new language to LMS in an English-speaking country.
Technology (Library Sciences): tools for instruction, usually pertaining to non-print software and/or hardware.
Test of English as a Foreign Language (TOEFL) (English as a New Language): most widely used test by non-native speakers of English seeking college or university admissions in the USA. Language minority students often take this test in addition to the SAT or ACT.
Text (Language Arts): printed communications in their varied forms; oral communicating, including conversations, speeches, etc.; and visual communications such as film, video, and computer displays.
Total Physical Response (TPR) (English as a New Language): teaching methodology introduced by James Asher which teaches language through actions within a highly contextual and interactive classroom environment. Frequently used during the early pre-production stage of a student=s language development
Tools (Library Sciences): instructional and communicative equipment, materials, and strategies used to facilitate the teaching-learning process.
Tools of Inquiry: any assessment, formal or informal.
Transition(s)/transitional (Exceptional Needs): movement from school level to school level, from school to school, from one classroom or one activity to another, from school to adult life. May require a well planned, collaborative design to facilitate smooth transitions.
U-V
Validity (Health and Physical Education): measuring, as accurately as possible, what an assessment is described as measuring.
Values and Attitudes in Science (Science): helping people qualitatively and quantitatively and make sense of their natural world, fostering the attitudes of curiosity, openness to new ideas, and informed skepticism, developing positive attitudes about science.
Vocation (Vocational Education): specific occupation or group of occupations.
Vocational Student Organization (Vocational Education): national occupationally linked student organization as certified by the United State Department of Education that, on the local level, functions as an integrated and essential part of the program to enhance instruction and provide leadership skill development.
W-X-Y-Z
Weeding (Library Sciences): evaluation leading to removing obsolete, worn, or inaccurate materials or items with an inappropriate reading level from the library media collection. Evaluation may also lead to removal of obsolete equipment.
Wellness (Health and Physical Education): integration of all parts of health and fitness (mental, social, emotional, spiritual, and physical) that expands one=s potential to live and work effectively and to make a significant contribution to our society.
Whole Child (Early Childhood Advisory Group): phrase used widely in the early childhood field to indicate that all developmental domains (i.e., those listed above) are considered when addressing the needs of individual children rather than focusing exclusively on isolated skills in any one domain.
Whole Child (Exceptional Needs): aspects of the individual: social, emotional, cognitive, physical, and sensory.