It may be said that risk and resilience lie at two ends of a spectrum co-dependent on each other for existence. This chapter explores the concept of resiliency noting that it is used interchangeably within and between discourses and that there remains much disagreement around which factors constitute vulnerability and invulnerability. Gordon and…

The International Association for the Evaluation of Educational Achievement (IEA) has been conducting comparative studies for 50 years. SITES 2006 is the fifth wave of surveys related to information and communication technology (ICT), a wave that IEA started with its Computers in Education Study (two studies with data collection in 1989 and 1992),…

This is a Guidance Note for designing a UNESCO National Education Support Strategy (UNESS) document. This guide is meant to be indicative, evolving and inclusive. It presents a number of useful questions one may ask when analysing national development policies and priorities, mapping donors' interventions in-country and accordingly, defining…

This booklet discusses mentoring in general, describes a particular mentoring program, and describes mentoring efforts around the country. The first section about mentoring in general focuses on mentoring as an old idea and current trends in mentoring. The next section describes the Norwalk Mentor Program in Connecticut which began in 1986 as an…

This booklet is designed to provide resources, insights, and descriptions about concepts, approaches, activities, and ideas associated with mentoring. Following a brief introduction, the booklet is divided into five sections. The first section discusses concepts of mentoring, focusing on the ambiguous and fluid nature of mentoring. The second…

Policy issues in the area of early childhood education are discussed in this document prepared for the Chief State School Officers of the Northwest and Pacific. Particular attention is given to: (1) the scope of early childhood education; (2) academic, developmental, economic, and political purposes of early childhood education; (3) targeted…

Described a program that attempted to produce a comprehensive plan to distribute educational services for all elements of a regional population. (Author/RK)

The objective of studies of academic programs and their curricula is twofold and mutually dependent. The principal purpose is the development of quality programs. A corollary of this objective is the evaluation of existing or proposed programs. Both objectives of this type of educational studies thus depend on the development of program models.…

Specific evaluative research training was provided for 47 public school personnel based on school-systemwide problems identified by trainees. Objectives were to provide research understanding, transfer of that understanding to an ongoing project, and development of ability to communicate research results. Individual and group instruction was given…

Cost effectiveness analysis is used in situations where benefits and costs are not readily converted into a money base. Five elements can be identified in such an analytic process: (1) The objective must be defined in terms of what it is and how it is attained; (2) alternatives to the objective must be clearly definable; (3) the costs must be…

In order to contribute to the success of several studies for automatic classification, indexing and extracting currently in progress, as well as to further the theoretical and practical understanding of textual item distributions, the development of a frequency program capable of supplying these types of information was undertaken. The program…

This study was to evolve a new model for inservice training of teachers and administrators in rural and urban areas of California. Initially, 1,600 individuals were surveyed regarding their inservice activities. The data were then evaluated using "Filep's intersect theory of assessment" which employs an analysis of consensus as well as…

The Needs Assessment Process consists of four phases; design, data gathering, analysis and summarization, and action-taking. A brief description of some of the key humanistic competencies needed in each phase were presented. (Author/RK)