This article presents a system for improving reading that coordinates: (1) general outcome measures; (2) evidence-based instruction; and(3) schoolwide organization to ensure the most effective instruction for each student. Implementation of the system in seven elementary schools is discussed using case studies to illustrate how these three…

Argues that the typical school psychology approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving. Proposes that the need to build academic competence and resilience through early intervention and prevention…

Presents a response to "School Psychology from an Instructional Perspective: Solving Big, Not Little Problems" (this issue). The author considers specific obstacles toward problem solving, particularly in a public school system that knowingly and unknowingly throws up obstacles for school psychologists. (GCP)

Presents a response to "School Psychology from an Instructional Perspective: Solving Big, Not Little Problems" (this issue). The author supports Shapiro's arguments but worries much about the barriers that would have to be overcome to enable such a paradigm shift to occur. (GCP)

Investigates sense of community at Midwestern school district's middle and high schools. Finds, for example, that regardless of school level, teachers rated "teacher to student" interactions and relationships significantly more positively than did students. Recommends schools' sense of community be enhanced by integrating opportunities for…

Describes a process model that can be used for performance technology and discusses differences between it and an instructional technology process model. Five basic steps are examined: needs assessment/analysis; design; development; implementation; and evaluation. An instructional technology/performance technology process comparison matrix is also…

Briefly describes Chinese higher education and bibliographic instruction in Chinese academic libraries. Problems with user education are identified, including the lack of instructors, adequate facilities and reference materials, and courses on user education in library schools. Suggestions for overcoming these problems are offered. (11 references)…

Examines the meaning of subject specificity, a crucial aspect of teaching and assessing critical thinking. Discusses a number of distinctions, including a distinction among domain, epistemological, and conceptual subject specificity. Outlines future research needs. (FMW)

Describes the development of the University of Washington's Center for Instructional Development and Research, highlighting the interface between communication and instruction. Provides examples of the application of communication concepts that influence daily operations, permeate instructional development activity, and provide a foundation for…

Recommends restructuring of schools to foster more effective learning and development of higher order thinking skills. Emphasizes instructional strategies, teachers' roles and responsibilities, and accountability. (FMW)

Identifies a series of questions asked by language program personnel in the early stages of planning an evaluation of a language program. Answers to the questions offer working definitions of language programs and components, audience, evaluation purposes and priorities, evaluators and their roles, internal and external evaluation, and evaluation…

Summarizes results of two workshops conducted at 1987 and 1988 conferences sponsored by the National Society for Performance and Instruction which involved skills in estimating training development costs. Baseline and adjusted estimates are explained, results are compared with a similar workshop conducted in England, and recommendations for…

Discusses the practice of parental involvement in the teaching of reading. Questions whether the way this involvement is currently evaluated is as productive as it could be. Suggests alternative kinds of evaluation which might better serve a formative function in helping teachers plan their actions. (KO)

Examines some basic considerations in planning instruction that connect social studies, science, and mathematics using an exemplar unit to illustrate one approach. Provides an eight-step strategy for developing and teaching the integrated units. Concludes that the integrated approach increases both the quality and quantity of learning. (LS)

Discusses issues to consider when developing a faculty training program for interactive distance education. Topics include the technology; administrative considerations; the concept of an instructional team; and instructional planning, including the use of copyrighted instructional materials and teaching styles. (LRW)