The purpose of this study was to examine the perceived effectiveness and attitudes of physical education teacher education (PETE) faculty concerning the preparation of preservice teachers for Comprehensive School Physical Activity Program (CSPAP) roles. Faculty (N = 175) responded to an electronic survey assessing perceived effectiveness and…

This study examines the impact that Advancement Via Individual Determination (AVID) in middle school has on middle school course rigor and students' high school performance and college readiness. The study compares students who took AVID in middle school and high school with students who only took AVID in high school. The changes in middle school…

The purpose of this qualitative case study was to examine the perceived implications that principal leadership has on transforming a large comprehensive high school into smaller learning communities (SLCs); and to speculate on possible factors that contribute to the change process after the implementation of SLCs. The study explores the roles,…

This study examined the perceptions of Language Arts teachers, Mathematics teachers, and administrators in four high schools in a large urban New Jersey school district regarding a standards-based teacher evaluation system implemented in 2003 adapted and modeled on "Enhancing Professional Practice: A Framework for Teaching" (Danielson,…

This descriptive study investigated two areas: (a) perceived changes in gifted and talented (G/T) programming in Iowa from the time a state mandate was implemented to the time of the study, and (b) perceived effects of the mandate on G/T programming in Iowa. Perceptions of middle-level teachers of gifted and talented students (n = 111) were…

This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are…

Covering the period of 1973-76, the Tennessee Exemplary Project in Career Education (TEPCE) was designed to develop a comprehensive career education program, in the Greeneville and Greene County, Tennessee, schools. Objectives for each level in the educational program were established for the awareness (K-5), exploration (6-8), preparation (9-12),…

Covering the period of June 1975 to June 1976, the final year of a 3-year career education counseling project in the Corpus Christi schools, this report describes activities focused on implementing career education concepts into new project schools while maintaining and improving activities in the first- and second-year schools. Components of the…

A career-centered program in the Louisville, McComb, and Winona Municipal Separate School Districts, Mississippi, attempted to bridge the gap between the world of work and the school curriculum for students in grades 1-12. The following specific objectives were established: (1) To develop personal, social, economic and decisionmaking skills in all…

This third-party evaluation report of the BHQ (Baldwin-Whitehall, Highlands, and Quaker Valley) Career Education Project, a K-14 effort in Allegheny County, Pennsylvania, focuses on student outcomes resulting from efforts at staff development, curriculum infusion, resource centers, and community involvement. Included in the report are (1)…

The third-party evaluation description, data and conclusions are presented for the third year of the Corpus Christi Independent School District (CCISD) career education project. The evaluation sought to identify those parameters of career education (CE) that are exemplary and feasible for long term incorporation within the school system. Two major…

This third party evaluation examines the activities of the 1975-76 school year, which were part of a 3-year program in Bedford County, Virginia, to implement the Career Education NOW! Model for Career Education Curriculum, K-14, for a Rural-Urban School District. Results of the evaluation are organized around three major information areas of…

Included in this final report of the K-14 three-year Penasco, New Mexico, career education project are presentation of the project's goals and objectives, description of general design and implementation procedures, lists of results and accomplishments, the third-party evaluation report, and conclusions and recommendations. General objectives…

The University of Alabama Career Development Program was designed as a comprehensive, university-wide effort to enhance career development of students and faculty. The operational plan included four systems: (1) Academic mainstream system, designed to assist in the development of separate programs within the colleges and departments, (2) support…

The 3-year exemplary project whose overall objective was the establishment of comprehensive career-centered activities for grades 1 through 12, is described in this report. The introductory section presents a summary of the project which outlines goals and objectives and procedures (administrative structure, developing community support, awareness…