Theories regarding the long-term effects of educational interventions are often assumed, but rarely tested using experimental methods. In the following commentary, we argue that the shortage of randomized control trials with long-term follow-up presents serious problems for the field, as it hampers our ability to develop educational programs that…

This monograph provides critical insights into identifying which threads to pull in the "web of causation" to discern the impact of adverse early life experiences, and it provides guidance regarding how to identify patterns of behavior that are likely to reflect the impact of such experiences. In this article, the author offers her…

This article is a review of the long-term follow-up study of competitively employed individuals with significant developmental disabilities by Brown, Shiraga, and Kessler (2006). In this report, 50 people with developmental disabilities were followed for 20 years and their work histories carefully chronicled. Notably, all of these individuals were…

In response to a study (EC 172 390) of post-school employment factors in former special education students, the author cites findings of interest and examines research needs in the areas of postschool vocational services, employment during school, and the self-family-friend network. (CL)

Presents key results of the follow-up and assessment processes and significant factors affecting meeting nontraditional students' needs through cooperative education in the Educational Opportunities Program at Oregon State University. (JOW)

The author comments on the study (EC 172 390) of post-school employment factors in a sample of special education students, noting issues not addressed, findings that should be handled with caution, and implications for transition programing. (CL)

This discussion argues that additional information can be obtained from the Follow Through program in its current framework. Three ways of generating new knowledge from Follow Through are suggested: (1) secondary analysis of extant data, (2) compilation and analysis of followup data, and (3) completely new studies. Two ways of minimizing costs…

Tn the context of earlier work on the Cambridge-Somerville Youth Study (which ran from 1935-1945 and involved 325 predelinquent boys and a matched set of controls), J. McCord's recent 30-year follow-up is seen as raising issues with respect to the controlled experiment as a basis for evaluation and study of psychotherapeutic effects. (Author/PHR)

Discusses the four basic objectives for measuring participants' reactions to preretirement programs: (1) needs assessment; (2) personal learning; (3) application and behavior change; and (4) program evaluation. Indicates a need for further research in analyzing outcomes of programs and in identifying ways programs benefit sponsoring organizations.…

Identifies the purpose and need for a vocational evaluation process in the correctional setting. Discusses the five steps in such a process: preliminary intake procedure, primary data gathering, hypothesis formulation phase, hypothesis testing phase, and outcome and/or follow-up. CCT)

Discusses the role of follow-up studies in tracking student progress. Underscores the importance of gathering data about student intentions, and using the data in analyzing follow-up findings. (DMM)

The attribution of low literacy levels among Gypsy children to difficulties of access to schools neglects underlying sociocultural explanations. There has been little analysis in reports/studies of Gypsy attitudes toward literacy, nor of outcomes of acquisition. Informed by new literacy theory and by the discourse of previous ethnographic studies,…

This article reports on a teacher book club consisting of six novice teachers who met over a 2-year period beginning with their first entry into the profession to cultivate their teacher knowledge, identity, and development in a social/supportive context. The teachers met approximately every 6 weeks over the course of the academic year (7 times…

Results of studies of the effects of early childhood compensatory education programs indicate long-term benefits but not long-term cognitive gains. These findings may be explained by an interaction of the programs being studied at any early point in social change (rising tide) with a hypothesized intervening variable (cognitive effects). (DB)

Surveyed parents of students who had attended the first early childhood classes in a Montessori school in Michigan 25 years earlier. Found that parents were enthusiastic about their children's abilities, with some attributing the grown child's success to Montessori education. Excerpts from written questionnaires of two former students highlight…