This toolkit provides tested lessons and a selection of alternative ideas for the middle grades to help adapt and integrate the teaching of information skills in a way that meets the needs of teachers and students. After an introductory section, eight chapters of Collaborative Integrated Skills Lessons are provided. The lessons are grouped by…

This paper discusses the outcomes of a study that investigated whether applying the discrete-trial approach is effective in teaching children with autism to learn functional and pre-academic skills. Participants were four young children with autism (ages 3-4) attending a preschool special education program of an urban public school. Discrete-trial…

This booklet describes a study that helped clarify the current status of community college efforts in defining and documenting student acquisition of 21st Century Skills (general education skills). This study is traced through four stages: (1) an exploratory focus group involving presidents from ten U.S. community colleges recognized as leaders in…

The purpose of this book is to discuss and demonstrate how primary sources found on the Internet can be used to teach critical thinking skills for U.S. history and world history students in grades 7-12. The volume also provides guidelines and sample suggestions and questions for using primary sources in a variety of formats to stimulate critical…

This paper discusses critical questioning (i.e., Socratic questioning) as a requirement for critical thinking and examines how critical questioning techniques can be incorporated into a technology-based course. A taxonomy of Socratic questioning is presented that includes the following categories of questions: questions of clarification; questions…

This report discusses the outcomes of an action research project designed to assess the effectiveness of the involvement of parents of students with mental retardation in an intervention to help students retain academic, social, and daily living skills. The targeted population consisted of six elementary students of a large, Midwestern, mainly…

This paper describes the transfer of skills and knowledge from the classroom to outside the classroom. The action research focused on transfer, how to facilitate transfer, and why to concentrate on transfer, and it included a definition for the different levels and rates of transfer. Seventh and eighth grade students were not using existing…

The past several years have seen basic changes in policies and programs concerning poverty, work, and workforce development. The essence of the changes is putting work first, and many states and localities are building "Work First" into welfare-to-work programs funded under Temporary Assistance to Needy Families, and many are adopting…

This publication presents several projects that support children who are deaf-blind. These projects are: (1) Learning To Learn; (2) Project SALUTE; (3) Project SPARKLE; (4) Bringing It All Back Home; (5) Project PRIIDE; and (6) Including Students With Deafblindness In Large Scale Assessment Systems. Each project lists components, key practices,…

This document is one of a series of guides to self-evaluation. It builds on the advice given in "How good is our school?" (revised edition 2002) and, more specifically, "Taking a Closer Look at the School Library Resource Centre" published in 1999. This guidance is intended for use in the primary, special and secondary sectors.…

American 4-, 5-, and 6-year-old children participated in an art program synthesizing the Suzuki Music method and an art instruction method developed by Yoshio Tamano. Children receiving the self-paced art lessons at home gained more in concept formation and painting skill than did a control group. (PP)

Learning activities to help encourage students' consumer awareness and develop their consumer skills are suggested. Objectives include teaching students to: (1) distinguish between wants and needs; (2) understand advertising; and (3) read labels and compare prices. Other information sources and reading materials for children are listed. (PP)

Describes a unique one-semester, one-credit course which provides orientation to the University community, academic advising, values clarification and vocational planning, skill renewal exercises, and personal counseling to re-entry students. Continuing feedback underscores the relevance of such a holistic approach to student needs. (Author/JAC)