Background: We tested the effectiveness of the Go Wild With Fruits and Veggies! (GWWFV) Extension curriculum on increasing fruit and vegetable (FV) intake of third graders. Methods: An intervention study was used testing self-reported FV intake pre/post GWWFV. Recruited schools were randomized to control (12 schools, N = 369, third grade children)…

This article examines the health education implications of targeted nutrition lesson plans at Head Start programs in south central Minnesota. The Head Start program in Mankato and the University of Minnesota Extension collaborated to deliver and evaluate a nutrition education program directed at preschool children and their families. Nine lesson…

The task of recruiting and retaining ethnically diverse, qualified, and committed social workers in child welfare is challenging. Federal funding supporting BSW and MSW education has been a catalyst for university-agency partnerships across the country. An important goal of these partnerships is to prepare social work students with the knowledge,…

We conducted a series of summer workshops on bioinformatics to increase educators' knowledge of this new field of inquiry with the assumption that their knowledge will, in turn, impact student achievement. The workshops incorporated experiential learning and self-reflection (Loucks-Horsley et al. 1998). Educators demonstrated significant increases…

To conduct evaluations that can benefit individual programs as well as the field as a whole, environmental educators must have the necessary evaluation competencies. This exploratory study was conducted to determine to what extent a self-directed learning resource entitled "My Environmental Education Evaluation Resource Assistant" (MEERA) can…

The present quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve…

The Early Childhood Technology Integrated Instructional System 3 (EC-TIIS 3), housed in the Center for Best Practices in Early Childhood (the Center) within the College of Education and Human Services at Western Illinois University (WIU), was funded in 2004 by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a…

In 2001, the U.S. Department of Education and the Ministry of Education in China entered into a bilateral partnership to develop a technology-driven approach to foreign language learning that integrated gaming, immersion, voice recognition, problem-based learning tasks, and other features that made it a significant research and development pilot…

This study addresses four issues in the evaluation of nutrition education programs: (1) the reliability of knowledge, belief, and behavior scales; (2) the effectiveness of programs targeted to the general public; (3) the longitudinal effects of nutrition education interventions; and (4) the relationship between changes in the cognitive, belief,…

The 1990 Summer Academic Skills Achievement Program in Columbus (Ohio) provided 160 hours of instruction in reading comprehension and language mechanics skills needed for entry-level employment to 123 Job Training Partnership Act (JTPA) clients. The program used a "whole language" approach to grammar and composition instruction and also…

This evaluation of a summer remedial education program found that a substantial number of clients demonstrated criterion-assessed growth. The 1989 Summer Academic Skills Achievement Program was funded by the Private Industry Council (PIC) of Franklin County (Ohio) through the Job Training Partnership Act (JTPA) to provide JTPA clients from…

In response to growing frustration over the lack of information about the national effectiveness of the Chapter 1 program, Congress enacted the Education Amendments of 1974. Section 151 of the Amendments directed the U.S. Office of Education to develop evaluation models that would allow school district data to be aggregated to provide national…

The Chapter 1 Language Enrichment Communicative Skills Project served students in eleven Tucson Arizona elementary schools in the primary grades during the 1983-84 school year. The project provided supplementary instruction in oral language interaction and developmental reading and writing in small groups. Students were selected on the basis of…

The Office of Research, Evaluation, and Assessment of the New York City Public Schools evaluates the Chapter 1 Math Skills program annually. Objectives, which were set by the Division of High Schools, are that at least 50 percent of full-year program participants will demonstrate a normal curve equivalent (NCE) gain of at least 1 unit as measured…

Education Consolidation Improvement Act (ECIA) Chapter 1 programs were conducted in 29 elementary schools in the Wichita (Kansas) Public Schools during the 1983-1984 school year. Major programs were corrective reading, mathematics, and prekindergarten. Smaller programs for children in neglected and delinquent institutions were conducted. A reduced…