Surveyed 19 English-as-a-Second-Language (ESL)/Language Instruction for Newcomers to Canada (LINC) programs about their use of Canadian Language Benchmarks Assessment (CLBA) scores for in-class placement. Results indicated that most LINC programs based placement decisions solely on CLBA scores. (SM)

Presents an interview with Edward Morante, Dean of Student Services and Learning Resources at College of the Desert (California), regarding the needs of high-risk community college students. Morante focuses on assessment, placement, basic-skills courses, student-support services, the learning-community concept, student involvement, and evaluation,…

Describes the implementation of a comprehensive developmental-mathematics program at Onondaga Community College (New York) that provides students with assistance, from the evaluation of their entry-level skills through their transition to credit-level courses. Discusses key elements of the program, such as placement testing, diagnostic services,…

A study examined and compared the attitudes of three groups of Greek teachers (n=290) working in different placements toward disability and inclusion. Teachers of students with deafness had a more favorable attitude than did other teachers toward people with disabilities, but their attitudes toward integration were the most negative. (Author/CR)

A study investigated the effects of a more restrictive standard discrepancy model (SDM) on the learning-disability placement patterns of 4,100 students in Mississippi. Limiting eligibility to students who had achievement scores 1 1/2 standard deviations below their Full Scale IQ scores reduced eligible students from 124 to 36. (CR)

Examines residential school placement patterns for students from deaf- and hearing-parented families, provides directory listings of U.S. and Canadian schools and programs for children with deafness or hearing impairments, and provides a list of postsecondary programs with supportive services specifically for individuals with deafness. (CR)

Reviews the use of IQ scores in determining special education placement. It argues that although IQ is central to state education codes and their eligibility criteria for special education, the evidence shows that many children exhibiting psychometric scores that would make them eligible are never referred. (Author/CR)

Provides five articles: guide to employment sources in library and information professions, including library joblines; placements and salaries, 1996--counting on technology; accredited master's programs in library and information studies arranged by geographical areas; library scholarship sources; and library scholarship and award recipients,…

Analyzes methodologies used by those embroiled in the "mainstreaming debate" (whether a basic writing curriculum is the best way to help entering college students). Finds methodological confusion leading to monologues going in circles rather than constructive dialectic. Argues that researchers ought to consider the evidence and arguments of those…

Examined the connection between gender differences in examinees' familiarity, interest, and negative emotional reactions to items on the College Board's Advanced Placement Psychology Examination and the items' differential item functioning (DIF). Gender differences for a sample of 717 students for the 3 variables were substantially related to the…

Describes the Fairfield High School Chamber Music Honors Program for students in grades nine through twelve in Fairfield (Connecticut). Explains that the program's goal is to provide students with a positive experience in chamber music. Highlights the creation and the first two years of the program. (CMK)

This article discusses the withdrawal of a publication that tracked British local education agency (LEA) trends in placement of pupils with disabilities in special schools. It describes the data problem encountered by counting pupils in non-LEA special schools within the boundaries of LEAs that did not place the students. (CR)

Reports findings from a survey that examined job preparedness of library directors at four-year colleges in twelve midwestern states. Examines qualifications possessed at the time each position was obtained and skills and abilities directors felt were essential to surviving and doing well in their positions. (Author/AEF)

The problems associated with integrating limited-English-speaking students into English-speaking college classrooms are difficult to resolve. Beginning in fall 1998, the American College Testing Programs' new computer-adaptive English-as-a-Second-Language Assessment Battery, designed for use in postsecondary education programs, will help identify…

Interviews of 18 parents with children (ages 3 to 6) with disabilities in inclusive settings indicate that parental world views had a strong influence on decisions about children's placement, parents had a broad view of inclusion, and expectations of the parent/professional relationship were more pronounced because of factors related to inclusion.…