This paper describes an Internet advocacy outreach project developed by Southwestern Oklahoma State University for parents of children with disabilities in rural western Oklahoma. The first phase of the project took place in the summer of 1999. Four free 3-hour workshops were provided that were designed to teach the following principles: basic…

During the last 40 years, the number of women studying science and engineering (S&E) has increased dramatically. Nevertheless, women do not hold academic faculty positions in numbers that commensurate with their increasing share of the S&E talent pool. The discrepancy exists at both the junior and senior faculty levels. In December 2005,…

MAARDAC (Mid-Atlantic/Appalachian Race Desegregation Assistance Center), located at the University of Tennessee (Knoxville), is federally funded (Title IV of Civil Rights Act of 1964) to help local education agencies in Kentucky, North Carolina, South Carolina, and Tennessee solve problems connected with school desegregation. (LC)

Describes three methods for offering practical work for external science courses: residential sessions on campus, local centers, and use of home laboratory kits. The advantages and disadvantages of each are discussed and examples of each in operation are given. A 21-item bibliography is provided. (EAO)

Describes a modularized career development program that is capable of providing quality services to a large number of students, yet one entirely staffed by work-study graduate assistants. The program includes several thematic workshops that provide students maximum flexibility in participating in an individually designed career package. (Author)

Describes the format and lists course content of a university-based workshop for elementary school teachers who require additional training because they may lack experience in performing experiments, demonstrations, and observations related to physics in elementary science courses. (Author/SK)

Describes workshops developed to bring awareness of the dual-couple dilemma to students' attention and to teach coping skills for dealing with sources of conflict. Lists myths and facts drawn from interviews with dual-career couples. Describes three structured group exercises and two skill checklists. (RC)

Recounts the experiences shared in a writing workshop for senior citizens in Harlem. Notes how the teacher developed as a workshop leader, what techniques were used to elicit writing by participants, and the "chemistry" of participant interaction. (RL)

Reports on the program for the inservice training of secondary school English teachers, conducted at the University of Massachusetts at Amherst; and offers it as a model for similar efforts by college English departments. (RL)

The article describes PACER Center, Inc., the Parent Advocacy Coalition for Education Rights, as a coalition of 18 Minnesota organizations which informs parents of handicapped children of their rights and responsibilities under state and federal special education laws. (SBH)

Describes a three-day workshop in which teachers discussed what children are reading and what they like, evaluated books available to pupils, and designed and produced children's books. Also discusses the production of books by children. (GT)

Reports one south Texas school's efforts at promoting family literacy through a workshop program for low socioeconomic status families. Outlines activities of each of three workshops designed to foster good reading attitudes and abilities by teaching parents strategies and techniques to use when reading to their children. (SR)

Describes a collaborative consultative program used with 26 elementary school teachers in three schools. Emphasis was on encouraging teachers' creativity and innovation in selecting and implementing teaching strategies. Workshops demonstrated a problem-solving approach to selecting appropriate interventions with individual children. A chart shows…

The social self-concepts of four gifted high school students attending a rigorous residential program were examined before and after participation in a social skills workshop patterned after the Culcross and Jenkins-Friedman (1988) model. Contrary to expectation, the subjects did not demonstrate an increase in their social self-concepts.…

This article describes an early morning program for gifted high school students in which, over breakfast, students participated in a poetry workshop as well as more conventional writing lessons. Samples of students' work in response to writing prompts are provided, and the role of the club in helping at-risk students cope with stress and…