Beginning with the "No Child Left Behind Act" of 2001 (NCLB) and reinforced by the "Education Sciences Reform Act" of 2002 (ESRA), the federal government established explicit expectations for the role of research in informing decisions about education programs, policies, and practice, and it also specified new expectations for…

A discussion of social work research, as distinguished from social research, briefly chronicles the role of research in social work education in the 1900s and examines recent Council on Social Work Education policy supporting teaching of research skills and use. Specific recommendations are made for incorporating research into the curriculum. (MSE)

Focusing on the debate over the need for and appropriateness of remedial/developmental programs in higher education, this volume addresses policy issues related to the provision of such programs and presents state, national, and case study data. The following nine chapters are provided: (1) "Who Should Provide Postsecondary Remedial/Developmental…

Much information of interest to bilingual education policymakers has emerged from basic research on language learning, bilingualism, and cognition. Among the conclusions drawn from it are the following: (1) bilingual education is superior to submersion education in many contexts;(2) one major bilingual education goal should be development of the…

Developed from a review of research, policies, exemplary practices, and leading thinking, this guide addresses educational program design questions. The document is divided into two parts, Part One contains the recommended design features of career and technical education, including these 12 operational design features: learning context; audience;…