The WAC director, composition director, director of Institutional Assessment (OIA), and WAC/OIA liaison describe the programmatic "needs" and "wants" they balanced in the plan they collaboratively designed to respond to a state mandate for "value-added" writing assessment. To satisfy this mandate, as they explain,…

This comprehensive text helps prepare pre-service and in-service teachers to build and sustain family, school, and community partnerships that are vital to student success. Focusing on grades preK-8, and with a particular emphasis on diverse families and learners, this book helps teachers to overcome barriers, create action plans, and sustain…

This research study examined how a multinational company determined what the critical success factors (CSFs) were for developing global e-learning. The study analyzed how these CSFs were grouped together in order to make their management more efficient. There were 21 participants in the study who were key stakeholders and came from one of four…

This annual report provides a summary of program planning and review activities conducted by the Commission during the 2007-08 academic year. Recommendations that will enable the Commission to better meet and respond to its statewide statutes and obligations regarding academic and vocational program review include: (1) The Program Review Advisory…

This chapter discusses two case studies where face-to-face courses were converted into online courses.

Debates the question of a structured vs an unstructured community education program. Concludes that educators should adjust their sights and move away from a consuming concern with the modus operandi toward a greater concern with the modus vivendi of the people served. (Author/DN)

This 12-step interactive model for adult-education program planning is based on four assumptions: (1) educational programs should focus on what participants actually learn; (2) program development is negotiated among numerous stakeholders; (3) parts of the model should be used only when applicable; and (4) planners should be ethical. (SK)

Adult educators (n=226) recalled incidents of power and influence behaviors in designing and planning programs. Cluster analysis identified four behaviors: shotgun, tactician, ingratiator, and bystander. These power and influence styles related to organizational contexts. Planners' personal characteristics did not affect choice of style. (SK)

Reflects on the process of planning programs for adults; discusses how outcomes were influenced by planning models, personal educational philosophies, and negotiation among leaders and participants. (SK)

Local New Jersey school districts must comply with a state requirement for providing a legally defined "thorough and efficient" (T & E) education. This process may be assisted by the formation of committees. Seven basic committee types are recommended in this document: steering, contextual information, goal development, educational…

This study discusses and evaluates the Phi Delta Kappa (PDK) planning model for goal setting in educational systems by examining the results of its use in five Vermont schools. The findings show a gap between educational realities and the tradition of organizational maintenance and change on which the model is based. Also discussed are studies of…

The author emphasizes the difficulties of advising, the problems the adviser will meet in carrying out his job, and the sensitive relationship between the adviser and the advised. He considers the useful things which the adviser might do, and discusses the many roles an adviser can assume once he has adjusted to the host country and established a…

A program of vocational education for agribusiness and natural resources occupations should be part of the total program available to the youth and adults within a community, suggests the author. Therefore, consideration must be given to the most effective ways and means of providing such an instructional program. The planning process is…

Both systematic long-range and annual planning are necessary functions of vocational educator programs. This article describes a model for a cyclical method of organizing for planning which allows the planner to identify and isolate to process components as well as to see their interrelationships. (KP)