Discusses the peculiarity of information technology transfer in schools as opposed to the transfer of technology in companies. Central problems of educational technology transfer are indicated. A typology of approaches to the transfer of technology from research to school is discussed, and a table shows actors and actions at different stages in…

Focuses on the special challenges and benefits college athletes encounter. This in-depth study of 31 male athletes (part of an ongoing survey of 2,395 African-American students) points to the need for supported and structured programs. Offers three effective models for organizing initiatives to retain African-American male student athletes. (EMK)

Reviews the continuing overrepresentation of African-American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities. Uses a critical-theory model to examine how basic assumptions, world views, beliefs, and epistemologies serve to perpetuate…

Describes inclusive practices in four small, rural Wisconsin schools. These models focus on scheduling for cross-categorical programming, including students with challenging behaviors, coteaching, and practicing inclusion in high school. Includes philosophy of inclusion and program features for each model. Contains 24 references. (SAS)

Presents a conceptual framework and a coherent method for information-technology design in an organizational context within the participatory-design tradition. The MUST method, developed through projects in Danish and American organizations, is based on thorough participation with users and managers and combines the use of ethnographic techniques…

Examines the benefits of self-empowering, group in-service training (INSET). The training involves the teaching and practicing of relevant skills, as a departmental group, in evaluation, selection, and use of computer-assisted language learning (CALL) and Web materials. Evaluates benefits of a model which supports teamwork and balances theoretical…

This article reviews the literature on curriculum-based assessment (CBA) with students who have special education needs. Features of CBA common to various approaches and contributing most to its instructional effectiveness include teachers' evaluative attitudes and behaviors, focus and sustained attention on student performance, and facilitation…

Develops a multidimensional framework for analyzing an extended physics classroom interaction to understand the resources participants use, alignments they form, and meanings and context they construct. Considers how participants negotiate their positions, focusing on one resistant student and why she remains unconvinced by others' arguments and…

Describes a case study of an experienced provocateur-teacher in which the teacher's theory for science learning and teaching during teacher-student interactions was inferred from classroom observations, teacher-student discourse, and stimulated recall interviews. The teacher's instructional moves were interrelated with the components of his…

A case study illustrates the application of this ecological approach, which begins by understanding the student's sociocultural context, including socioeconomic status, and the impact of acculturation on the student and family. Less acculturated students have difficulty at school; when more acculturated, they often have conflicts at home.…

Articles published from 1980 to 1997 were reviewed on team teaching and school-based problem-solving teams which served students with special needs. Results suggest that research on both models lacks experimental designs and generally report student-based outcomes. Suggestions for continued research efforts are offered. (DB)

Describes a professional-development model implemented by a university and five inner-city elementary schools with high language-minority populations. The model involved volunteer primary-grade teachers trained in an integrated/language arts approach, regular contact with participating teachers, and establishment of collegial teams to provide peer…

The ARCS (attention/relevance/confidence/satisfaction) model of motivational design provides a systematic seven-step approach to incorporating motivational tactics into instruction. Application of the ARCS model to computer-based instruction and distance education is examined, identifying specific design factors that address needs in each of the…

High school students no longer keep company with the grown-ups they are about to become. Schools and districts have grown exponentially larger, impersonal, and bureaucratic, resembling post offices. Superintendents and boards who know their schools only through media representations or statistics fashion unrealistic policies. Coercion and…

Reports initial construct validity and reliability of a new measure of the organizational/supervisory climate of schools. The new measure contained six subscales validated by using three recognized indices of school effectiveness: school productivity, organizational effectiveness, and school holding power. Results support the OSCI's validity and…