Policies, plans, and programs for development and innovation in Egyptian education are discussed. Chapter 1 focuses on the fundamentals of general education in Egypt, examining fundamental traits of Egyptian society, local and international variables, general trends of educational development and innovation, traits and goals of future education,…

A 3-day conference was convened in Zagreb, Yugoslavia for the purpose of disseminating results of the Council of Europe's Council for Cultural Cooperation's (CDCC) Project 8, Innovation in Primary Education (IPE). Changes in theoretical approaches to and organizational practices of primary education in Yugoslavia were discussed. A total of 61…

Abuse of alcohol and other drugs has affected the U.S. workplace, diminishing the nation's productivity, reducing its competitive advantage, and threatening the safety of its workers. Individual employees and their families have experienced tragic economic and emotional losses. Some public policies have been implemented, and some treatment…

New York City has implemented all-day kindergarten programs, reduced the size of primary grade classes, and proposed that the public schools provide pre-kindergarten programs for 4-year-olds by 1989. In the process of program implementation, much has been learned about large-scale efforts aimed at young children. It is known that simply realigning…

This issue of the quarterly newsletter of the Institute for Research on Educational Finance and Governance contains five articles summarizing five papers on the regulation of education that were originally presented at the institute's Law and Education Seminar. Each summary was written by the author of the original paper. David Kirp's article…

This paper examines multicultural education--its history, goals, for whom it is designed, and who is responsible for initiating programs. The literature is in general accord with the view that the educational system should be responsive to the fact that the United States is culturally diverse. This fact is taken as the ground for asserting that…

This book offers the premise that staff development plans are often based on politically naive assumptions about authority prerogatives. Three sources of authority: the public trust, the bureaucracy, and colleagues, are traced from colonial times through the progressive era. An analysis is given of the forces that have had an impact on educational…

Describes 1982 creation of United States Department of Education's Intra-Agency Committee on Rural Education. Summarizes 10 rural policy initiatives proposed in "Rural Education and Rural Family Education Policy for the 80s." Lists major accomplishments/strategies including conferences, annual reports, and information network. Outlines…

The accountability program of North Carolina's 67 alternative schools was studied after its first year of implementation. North Carolina State Board of Education adopted a policy requiring alternative schools to participate in its ABCs Accountability Program during the 1999-2000 school year. The ABCs program is based on Accountability, Basics, and…

This study examined how recent federal, state, and district policies shape the design and implementation of schoolwide programs for Title I students in the Chicago Public Schools (Illinois). Four inner city elementary schools were selected for the study. Two had academic outcomes higher than expected, and the other two had lower academic outcomes…

Examines the role of politics in the Juvenile Justice Educational Enhancement Program's effort to use evaluation research data to inform Florida's juvenile justice education policies and practices. Two examples illustrate that by maintaining an overriding commitment to its evaluation research purpose, the Juvenile Justice Educational Enhancement…

Local implementation responses to the Utah teacher career ladder program (CLP) initiated in 1983 were assessed using previously collected data. Circumstances/conditions under which schools implement CLPs in accordance with state policy were studied. Local implementations of the program are classified into four modes: pro forma; programmatic;…

Children First, which is Nottinghamshire, England's policy to increase mainstreaming of children with special educational needs, has been implemented by planning for cooperative rather than competitive change and providing resources for change. The policy has helped maintain the profile of these children at a time when they were at risk of being…

The key to our future students' success is educators' ability to transcend their immediate ego-protected environments and openly seek, accept, incorporate, and publicly acknowledge expertise and opinions of others. Principals advocating benefits of collaborative decision making must show tolerance and encourage a wide variety of management,…

This paper points out that one way to infuse self-determination skill training into a comprehensive transition program is to teach students with disabilities to direct and manage their own Individualized Education Program. The transition policy of the Academic School District in Colorado Springs (Colorado) is presented as a model. (JDD)