Describes a model for content writing called "Writing as Transformation," which focuses on three facets of writing to learn: writing as intuition, writing as metacognition, and writing as change agent. (SR)

Describes a seven-step model which illustrates a procedure for developing performance criteria that are specific to individual jobs. Discusses how it can be applied to the performance of teachers and other school personnel. (SR)

Seeks to establish that contextual factors informed by certain postulated cultural experiences can influence cognitive performance of African-American children. Designs models to explain fundamental link between culture and cognition. Argues that much school failure exhibited by African-American children can be explained in terms of cultural…

The coping style model--a behaviorally oriented, cognitive approach for psychologists, counselors, and teachers to use with behaviorally disordered individuals--is described. Coping style is seen as a learned behavior based on two factors--an individual's perception of problem source and of behavioral sequences. A cube model is used to illustrate…

Presents the bivariate normal probability distribution as a method for estimating the prevalence of giftedness. The bivariate model requires the specification of two cutoff values for two selection variables and information regarding the size of the correlations between variables. The use and interpretation of bivariate estimates is discussed.…

Introduces a model that incorporates the skills needed for developing friendships, with the purpose being to help students with disabilities and their nondisabled peers develop the skills necessary for forming lasting friendships. Concludes that positive mainstreaming will be achieved only when nondisabled students accept peers with disabilities.…

This paper describes a model of student attainment of mathematical concepts and its development. In this model three types of activities (developmental, connecting, and abstract) are considered as an overlay on the three ways of representing mathematical concepts (physical/visual, oral, and symbolic). Each activity type involves some means of…

The author reviews the argument that teachers, parents, and children are all interrelated and function within a complex ecology. He summarizes existing models for facilitating teacher-parent interaction and analyzes inappropriate assumptions concerning this interaction. Implications and recommendations for improving the school-community…

The author defines multicultural education and discusses the contexts that surround and affect the multicultural classroom. He calls for development of a model for multicultural education that encompasses social policy concerns. Multiculturalism as a course of study and a course of action is discussed. (CH)

Proposes model, based on Kuhn's paradigmatic epistemology, for employing the scientific method in education. Model acknowledges that all scientific knowledge is social knowledge derived through social processes and allows for all scientific truths to be subjected to constant scrutiny and reviews by both practitioners and scientists. (CMG)

Briefly reviews conceptual and operational limitations of classic approaches to classifying learning disabled children. Examines new classification research with learning disabled populations which is investigating alternative classification schemes through systematic and empirical hypothesis-testing paradigms, and sparking renewed interest in…

Discusses process of altering how school-based services are conceptualized and delivered relative to literature on effective change and innovation implementation. Describes development of Instructional Consultation Team Model, and presents model for change consisting of three stages (initiation, implementation, and institutionalization).…

Describes the overall evaluation framework that is guiding Missouri's efforts to evaluate comprehensive school guidance programs. Views evaluation as ongoing process designed to improve guidance program. Discusses program, personnel, and results evaluation in an outcome-based framework guided by five questions. (Author/NB)

Discusses developmental aspects of children's fears, strategies that help children learn effective ways of coping with normal developmental fears, and strategies to assist those children who experience some difficulties related to fear. Suggests a model for school counselors that may help them to conceptualize their work with a child and his or…

Advocates model of psychological service delivery that envisions school psychology in settings outside education agencies. Holds that university programs must accelerate efforts to train psychologists with broader range of skills by altering content and process of didactic and supervised activities. Emphasizes inservice and continuing education…