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Henning, Nick; Dover, Alison G.; Dotson, Erica; Agarwal-Rangath, Ruchi; Clayton, Christine D.; Donovan, Martha K.; Cannon, Susan O.; Cross, Stephanie Behm; Dunn, Alyssa Hadley – Education Policy Analysis Archives, 2018
Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary.…
Descriptors: Teacher Education, Educational Policy, Educational Practices, Reader Response

Poulet, Roger – Journal of Management Development, 1997
Management development programs should be considered a way to reenergize organizations. Their effectiveness should be measured by managers' intention to use new knowledge. Barriers to new actions should be minimized and the practice of new actions/skills reinforced so they become continuous and long term. (SK)
Descriptors: Business Administration, Evaluation Utilization, Intention, Management Development

Smith, Stephen W. – Exceptional Children, 1990
A review of the literature on Individualized Education Programs (IEPs) from 1975 to 1989 identifies three phases (a normative phase, an analytic phase, and a technology reaction phase), and reveals a history of IEPs' inadequacies and passive compliance, in contrast to the original intent of Public Law 94-142. (Author/JDD)
Descriptors: Compliance (Legal), Disabilities, Educational Change, Educational History