Are students who attend full-day kindergarten better prepared for future academic success than their peers who attend half-day kindergarten programs? Much of the current research on full-day kindergarten programs suggests they are. Researchers cite gains such as increased academic achievement, lower grade retention rates, improved attendance, and…

This monograph discusses using collaboration and consultation to teach children and youth with emotional and behavioral disorders (EBD) in the general education classroom. After an introductory chapter, Chapter 2, "Collaboration and Consultation: Promises and Limitations," compares collaboration and consultation as they relate to serving…

An evaluation was conducted of the service-learning-based Community Connection program at Baker Middle School in south Texas to determine whether the program is having an impact on student achievement, attendance, perception toward self, school, and community. Data were collected through a survey of a sample of 120 students from the target…

This paper presents results of an evaluation study of the Fostering Individualized Assistance Program (FIAP), an effort to provide individualized wraparound supports and services to foster children with emotional/behavioral disturbances and their families (foster, biological, and/or adoptive). The program aims to stabilize child placement and…

Six biology teachers and 90 students participated in this study. Results indicate that teachers can be trained to use a systematic questioning technique, trained teachers can employ the technique in classroom settings, and students taught by the technique achieve higher and retain knowledge longer than those in control groups. (JN)

Explored counselor ratings of 10- to 13-year-old Ss (N=132) in three therapeutic camping trips. Results indicated a significant difference between boys and girls from third-trip comparisons on unstructured dependence. Reliable counselor ratings were found, and boys were perceived by the counselors to change, while girls were not. (Author/JAC)

Temporal variability within the record was more easily attributed to the adequacy of past accountability research and to public policy than to program effects, socioeconomic climate, or changing receiver group attitudes. (Author/SEW)

Three alternative secondary education programs that emphasized individualized instruction and social support for students were found to be influential in reducing disruptive behavior and improving the academic performance of students who were about to be expelled or suspended from school. Social psychological processes that led to program…

Examined effects of a brief parent training package on parental application of behavioral procedures during child instruction for 49 parents and their 2 1/2- to 5-year-old children. Parent training produced variations in parental use of modeling, physical prompting, verbal instructional prompting, and aversive control. However, the pattern of…

Examined the effects of training high school students (N=56) to accurately label facial affects of happiness, sadness, fear, anger, surprise, disgust, and neutrality. The treatment period extended over three, one-hour group presentations. Found the experimental group significantly improved its ability to accurately label facial affect following…

Chicano college students who participated in a study skills program based on self-monitoring and self-reinforcement, supplemented with instruction and reinforcement from the program director, reported that time spent studying and performance on tests improved as a function of training and that the improvement was maintained. (CM)

The relationship between special admissions students' ratings of their skills and their use of campus programs was examined. High ability students participated in campus programs more. The smallest differences in use of campus programs between the ability groups were in areas most directly related to improvement of academic skills. (Author)

This discussion of the evaluation of teacher education programs starts with the assumption that the most effective teacher education programs are the ones that produce teachers who are most effective in producing desired changes in pupils. (MM)

A sample of 18 focus groups (subject ages 15-24) revealed young people's clear opinions on what constitutes an effective drinking and driving education program. Such programs should be student-centered, conducted in small group settings, emphasize real-life situations, and be delivered by people affected by drinking and driving. (RJM)

A grade five through grade eight substance abuse prevention program was developed, implemented, and evaluated. Students received either two years of the program or none. At the end of grade seven, program students' rates of substance use slowed significantly and knowledge of alcohol pressures increased compared to non-program students. (RJM)