Presents a three-phase plan for teachers implementing technology education programs. Phases consist of (1) gathering information and determining curriculum direction, (2) selecting activities, and (3) sequencing activities. Suggestions for evaluation are also included. (CH)

Federal intent is conveyed to states and localities through a series of actions that include authorizing legislation, legislative history, formal legal framework, administrative decisions, and congressional oversight. Program implementation, in turn, requires states and localities to modify organizational structures, processes, and behavior.…

Teachers' attitudes toward their work influence the way in which they implement educational policy. Literature on the subject is reviewed. The effect of past policies on teacher attitudes and how teachers might influence future policy decisions are discussed. (JL)

Recommendations of five reports for improving American public elementary and secondary education are listed in a format enabling comparisons to be made with respect to 11 major categories and numerous subcategories. Included are recommendations of the reports from the National Commission on Excellence in Education, the Twentieth Century Fund, the…

The changing nature of technical assistance activities and evaluation for compensatory education programs was discussed. The emphasis is on the Education Consolidation and Improvement Act (ECIA) Chapter 1 Technical Assistance Centers (TAC) and their clients. Improvement of school practices demands that the technical assistance process be developed…

As year 4 of a 7-year initiative to implement the School-to-Work (STW) Opportunities Act begins, 37 states have received implementation grants and 105 direct federally-funded and over 900 state-funded local partnerships exist. In 1997, technical assistance is available to any of the remaining 13 states ready for full-scale implementation. Notable…