For the past 12 years, the Cowen Institute has published the "State of Public Education in New Orleans" ("SPENO") on a near annual basis. During that time, the purpose, content, and audience of the report have evolved. This edition of the report is a snapshot of public education in the current academic year using aggregated…

The problem of racial and ethnic discipline disproportionality is both long-standing and widespread. Educators must address this issue by identifying rates of discipline disproportionality, taking steps to reduce it, and monitoring the effects of intervention on disproportionality. The purpose of this guide is to provide a reference for…

School accountability is subject to considerable scrutiny. It generates sharp political debate, policy challenges, and continuous discussion. Growth models are now a part of that discussion. To many practitioners the sheer volume of "important to know" information is daunting. The members of the Technical Issues in Large Scale Assessment…

Too often parents, teachers, and even counselors assume that underachievers are students who can, but simply don't (or won't) achieve. But student underachievement is a complex problem that defies a "one size fits all" solution. Although past research has extensively explored and documented the links between personal and social variables…

Three facets of the teacher education model describe student characteristics which dictate the need for educational alternatives, the various roles which the successful master teacher must perform, and the various competencies which permit the teacher to function in a variety of roles. Examples of learning experiences are provided. (Author/CL)

The keynote speech identifies six categories of problem areas for children with learning disabilities: (1) synchronization, (2) consistency, (3) methodology, (4) cohesion, (5) saliency determination, and (6) tempo. A model of neurodevelopmental functions and performance elements to guide researchers and practitioners is offered. (DB)

Three relatively simple conceptual frameworks are suggested to help trainers diagnose optimum learning situations. At their present stage of development, the models are theories that have not been empirically tested. The models are titled the Integral Learner, Understanding versus Application, and the Diagnostic Cube. (CT)

This article offers characteristics and definitions of gifted, learning disabled, and gifted learning disabled. Principles of identification and programing are summarized. The five dimensions of the Autonomous Learner Model (including orientation, individual development, enrichment, seminar, and in-depth study) are applied to program development…

This chapter outlines the measurement and interpretation of cognitive style using the conceptual structure of Educational Cognitive Style and the Educational Sciences developed by Dr. Joseph Hill and others. The measurement and interpretation of 36 aspects of cognitive style are discussed, as well as the use of cognitive style mapping (the graphic…

Undeclared majors, like declared majors, are at various levels of maturity, and the development and implementation of advising strategies must incorporate these levels and the students' perspective. An integrated model of college student development applied to the undeclared major is presented. (Author/MLW)

First identifies salient features of attention deficit/hyperactivity disorder (ADHD) and then offers a model for diagnosis, treatment, and monitoring of students with ADHD. The model assumes cooperation of parent, teacher, and physician, and data-based decisions concerning use and ongoing monitoring of stimulant medication or other…

A study at the University of Tennessee Knoxville used mixed-effect structural equation models incorporating latent variables as an alternative to conventional methods of analyzing college students' (n=722) first-year-to-senior academic gains. Results indicate, contrary to previous analysis, that coursework and student characteristics interact to…

Five pieces focus on task commitment in gifted students. A discussion on assessment of task commitment is followed by articles from the perspectives of kindergarten, elementary, and middle school teachers and a parent. (CL)

The paper identifies behavioral and learning characteristics of the underachieving gifted and the challenges in working with such students. Methods are outlined for adapting Joseph Renzulli's Triad Model in terms of curriculum content, process, product, and learning environment to meet student needs. Consideration of the affective domain is also…

One is best able to teach when familiar with student needs and experiences. Cognitive developmental theory can enhance the "art of teaching" and understanding the cognitive stages of student development can help the advisor appreciate a student's perspective. Cognitive theory is translated into useful advising strategies. (MLW)