This collection features the books and book contributions of the Fairfield University GSEAP Faculty.
Susan D. Franzosa
Proceedings of the Fourth Annual L5 Space Development Conference. Science and Technology Series, Volume 68
Frank Hecker and Anne E. Campbell
Anne E. Campbell is a contributing author, "Communities in space: A cross-cultural counseling perspective," 171-175.
Susan D. Franzosa and Karen A. Mazza
“Highly recommended for women's studies, education, and general reference collections. ... Approximately 500 publications, mostly published from 1976 to 1983 and mostly books and articles, are provided with full information and annotated. Awareness of them may help achieve gender balance within the curriculum because they address the issues of bias and exclusion of females within the traditional disciplines (sexism), evaluate or apply emerging feminist research methods and theoretical perspectives, and present strategies designed to integrate women, their contributions, and experiences within the curriculum. Upper-division undergraduate and graduate collections."
On TESOL '76: Selections based on teaching done at the Tenth Annual TESOL Convention [in New York, NY March 2-7, 1976]
J. R. Faneslow, R. H. Crymes, Anne E. Campbell, R. Axelrod, L. Lugo, and P. Zirkel
Anne Campbell-Johnson (with R. Axelrod, L. Lugo and P. Zirkel) is a contributing author, "Native language and black dialect interference in the oral reproduction of standard English by Puerto Rican pupils", pp. 129-135.
Book description: The purposes of this study are stated to be twofold: (1) to determine the relative effects of the native language and black dialect influences on the oral English performance of Puerto Rican pupils in mainland schools and (2) to assess the relationship of these sources of linguistic interference with aural ability in English, reading ability in English, and time in mainland schools. The oral repetition technique is used with 80 Puerto Rican children enrolled in grades 2-4 in a predominantly Puerto Rican bilingual school. Findings indicate a significant positive correlation between degrees of black dialect interference and time in mainland schools. Significant inverse correlations are indicated between degree of black dialect interference and reading ability in English and between degree of Spanish interference and aural ability in English. Time in mainland schools is said to be significantly related to aural ability in English but not to reading ability. A relationship approaching significance between the degree of native language interference and reading ability in English is considered to indicate a need to explore more systematic approaches to the teaching of English to Spanish speaking students.