The EdResearch for Action "Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. This brief discusses the central question: How can schools and districts promote the educational and social-emotional…

Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape…

Major steps of the change process include research, development, diffusion, and adoption, each with its specific objective and relation to change. Each of these steps can be further categorized into a number of particular activities by which each step is accomplished. The kinds of educational research performed in the United States are influenced…

Categories of effective and ineffective behavior in regard to Goal One of the Quality Education Program (regarding student self-esteem and understanding) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of 63 area behavior statements, which encompass the 10 goals, and a 5-point rating scale (most important-least important) for each. The individual needs assessment instrument is…

Categories of effective and ineffective behavior in regard to Goal Five of the Quality Education Program (regarding good citizenship) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Six of the Quality Education Program (regarding good health habits) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Seven of the Quality Education Program (regarding creativity) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Four of the Quality Education Program (regarding interest in school and learning) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Eight of the Quality Education Program (regarding vocational development) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Nine of the Quality Education Program (regarding student understanding of human accomplishment) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Opportunities for creative thinking or training in the utilization of mental processes other than assimilation, storage, and recall can be provided by television instruction when encouraged by teaching strategy. This syllabus presents a model for teaching productive-divergent thinking with 54 one-half hour telecasts on the theme of "You and…

This document contains the final progress report and final internal evaluation for PROJECT DESIGN, funded under ESEA Title III. The first section describes the project's major activities leading to development of a master plan for education in Fresno, California. Significant modifications of operational plans are described and supplementary…

The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of 63 area behavior statements, which encompass the 10 goals, and a 5-point rating scale (most important-least important) for each. The individual needs assessment instrument is…

The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of 63 area behavior statements which encompass the 10 goals, and a 5-point rating scale (most important) for each. The individual needs assessment instrument is designed for the…