The autonomous and the ideological model of literacy, and their tentative effects on teachers' practices as well as on research will be discussed in this article, thus emphasizing the need for teaching children not only to read the word, but also the world. Cases where the possibility of implementing critical awareness from the very start of…

Supplemental Educational Services (SES), a component of the No Child Left Behind (NCLB) Act, provides free tutoring to economically disadvantaged children who are attending Title I schools in their 2nd or more years of school improvement. This research evaluated SES in Tennessee to determine the: (a) impacts on student achievement, and (b)…

Suggests that morality is both an individual and institutional concern. Asserts that criteria for judging the morality of schooling arise out of its mission. Examines the moral condition of teacher education. Presents a model of moral teacher education that incorporates the mission of teacher education, the domains of schooling, and a time…

An alternative research methodology is presented which focuses on the aims and values of education while attending to the learner as an elaborate, dynamic, everchanging total system. A summary covers the reactive, preactive, proactive, and spiralling learner systems, each of which meet the definitional system requirement of being dynamic, having a…

Motivational design, a major component of the ARCS (Attention, Relevance, Confidence, Satisfaction) model that describes how to understand the motivation to learn, is described in this second article of a two-part series. Topics addressed include audience analysis; motivational objectives, measures, and motivational strategy design; and…

This report is an attempt to conceptualize a comprehensive framework for evaluating vocational education quality. It is intended to inform policymakers of the breadth of the elements of quality and to suggest an integrated framework for assessing quality to vocational education evaluation theoreticians. Chapter 1 offers preliminary considerations.…

The finding reported previously in this journal (EJ 265 763), that elementary schools conform more to the image of the rational bureaucracy while secondary schools fit that of the anarchy or loosely coupled system, is reinforced and extended using a large sample, more reliable measures, and more elaborate techniques. (Author)

Presents a model to aid in development of an integrated multidimensional curriculum for medical education designed to deal with humane considerations. Six dimensions of the human experience--intellectual, emotional, social, physical, aesthetic, spiritual--are outlined, and developing curriculum objectives and the model's advantages for curriculum…

"Reversibility" is proposed in place of the term "total habilitation." Reversibility is described in terms of the primary, secondary, and tertiary prevention/intervention paradigm. A formula based on the paradigm is presented, together with examples of the process applied to sociocultural retardation and Down Syndrome. (KM)

Discusses the importance of teaching thinking skills in a rapidly changing environment and describes a framework for developing school material that cultivates decision-making skills. An instructional model that describes decision-making strategies, necessary cognitive skills, and the educational objectives for the promotion of each skill is…

The school review model is used by the Metropolitan Separate School Board of Toronto (Ontario) to determine, in a positive and supportive manner, the extent to which policies, procedures, and practices have been implemented in the local schools to achieve the Board's goals and objectives. The following areas are reviewed: (1) the Catholic school…

Based on an institutional-contingency view, this study focuses on ways in which public and private school sectors in six San Francisco area counties embody different organizational logistics and authority principles, including rational-legal, traditional, and local-market. Results suggest that, among other characteristics, nonreligious private…

The We Do--They Do Model provides an evaluation methodology that service providers can use on a small scale to obtain data for themselves and for the over-all system. The model allows for complete assessment of ongoing program implementation and outcome. Three questions are used to organize evaluation activities: (1) Did staff (We) do what we said…

Notes that traditional views of nineteenth century comparative education (a period of Eurocentric "borrowing") neglect western selection and transfer of educational models to the Third World ("selective lending"). Traces the first three decades of colonial Zaire's experience--beginning in 1877--which illustrate the…

The major driving force for educational development in Korea is educational behavior and the educational perspectives that underlie it. Chapter 1 of this book looks at the Korean educational system and identifies the patterns of thought concerning education, the values underlying these patterns, and their defining implications for educational…