The Rural and Low-Income School (RLIS) program is part of the Rural Education Achievement Program (REAP) that was authorized under Title VI, Part B of the "Elementary and Secondary Act of 1965" ("ESEA"), as amended by the "No Child Left Behind Act of 2001" ("NCLB"). The RLIS program provides additional funds…

To align their financing strategies and fundraising efforts with their fiscal needs, charter school leaders need to know how much funding they need and what that funding will support. This cost estimation tool offers a simple set of worksheets to help start-up charter school operators identify and estimate the range of costs and timing of…

There is emerging consensus that the United States faces major higher education challenges, including: (1) America's fall from first to tenth place internationally in the percentage of the population with higher education degrees at a time when the country faces increased global economic competition in a knowledge-intensive economy; (2) Education…

This training module, one of four designed to help train people in effective leadership, provides materials suitable for an all-day workshop, two half-days, or a series of shorter sessions. Six activities help to describe the practices and lessons of well-managed companies. These include: (1) Managing vs. Lending; (2) Characteristics of…

This paper describes the current state of secondary school computer literacy instruction in the Swiss canton of Vaud and the activities of a nationwide coordinating group concerned with the use of computers in Swiss secondary education. Information is presented on the requirements for instituting computer literacy instruction in Vaud, the types of…

Based on educational administration textbooks and on thesauri and dictionaries published by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the International Bureau of Education (IBE), and other institutions, this document presents a trilingual (English, French, and Spanish) glossary of approximately 2,500 terms or…

Planning traditionally employs a rational decision model that leaves the planner poorly equipped to deal with constraints of organizational process and governmental politics. To be more effective, the planner must now begin in depth to analyze the procedures related to organizational processes and political bargaining. (Author)

The Campus Level Planning Model provides seven basic steps for a planning, programming, budgeting, and evaluation system at the school level. (Author/IRT)

Article discussed the nature and future of educational futurology and took a brief glance into the history of the idea of futurism (or futuristics) in general, and in education in particular. (Author/RK)

Five major areas of activity within the planning function were described along with two minor areas. Planning tasks and competencies, the relationship of planning to other administrative units, the organization of the planning unit, and the interrelationships of the planning unit were discussed. (Author/RK)

Article presented two conceptual frameworks for analyzing the instructional episode. First, the curricular model and then a personality model were analyzed as part of an effort to demonstrate the value of even limited structures in analyzing the complexities of the teaching-learning process. (Author/RK)

Data bases employed in projecting public school enrollment are examined and elements of the computer programs used to automate the projection technique are provided. Degree of accuracy found in the techniques described are indicated. These techniques can be used in a setting in which resources are limited to a staff of one. Address: DUALabs, 1601…

Author considered the question of school size and its effect upon the individual learner or teacher. (Author/RK)

Article outlined the condition of New Jersey's budget with its problems, recent history and future prospects. (RK)

Reports the results of a survey of teacher education institutions affiliated with the American Association of Colleges for Teacher Education to determine the extent to which each was involved in competency-based programs. (Author/IRT)