The No Child Left Behind (NCLB) Act of 2001 provided a clear mandate to school administrators to provide additional training for professional and paraprofessional staff. With its requirement that school districts must ensure that all staff are "highly qualified" for the roles assigned to them, it leaves no room for excuses or…

Transfer theories, which are closely related to evaluation theory, have been developed from a holistic perspective, but most of empirical transfer research has not effectively utilized holistic models to investigate transfer of learning until the late 1990s. Additionally, little has been done in examining the relationship between situational…

The Technology Inservice Project (Project TIP) was designed to provide technology training and information to meet the staff development needs of early childhood administrators, teachers, and support personnel and early intervention team members, including families and regular educators. Approximately 2,000 people participated in 167 inservice…

This report describes deliberations and recommendations of a Maryland task force to examine issues and develop policy recommendations related to "special instruction" as an early intervention service. It specifically concerns the relationship between special instruction and specialized child care; personnel qualifications; and provision…

This report discusses a practicum designed to offer support strategies to 55 at-risk students in the eighth grade, 53 of whom indicated they were unable to read their present textbooks even with teachers' help and guidance. The major goals of the intervention were to assist the at-risk students in achieving a score of 70 percent in all content…

In the past, the communication and paperwork structure between K-12 magnet/choice programs and the district-wide program administration was not efficient. In particular, the student application, selection, and notification processes were time-consuming, and did not enable school-based personnel to communicate effectively with district…

The information contained in this report was compiled by The Children's Foundation in fall 1995 and reflects data provided by the regulatory offices in the 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. The study is organized in alphabetical order of the states and territories. The requirements, regulations, and policies…

This report summarizes the accomplishments of the 3-and-a-half year implementation of the Mid-Atlantic Multifunctional Resource Center (MRC), a program that provided training and technical assistance to educators and parents of limited-English-proficient (LEP) students in Delaware, the District of Columbia, Kentucky, Maryland, New Jersey, Ohio,…

This final report describes activities and accomplishments of a project which developed, implemented, and evaluated the effectiveness of a microcomputer/videodisc math instructional management system for grades K-4. The system was designed to operate on an APPLE II microcomputer, videodisc player, and input-output devices. It included three…

This paper defines benchmarking and its relationship to quality management, describes a project which applied the technique in a library context, and explores the relationship between performance measurement and benchmarking. Numerous benchmarking methods contain similar elements: deciding what to benchmark; identifying partners; gathering…

The 1997 Child Care Center Licensing Study contains an update of information compiled in 1991 by the Children's Foundation. The data was obtained from the central regulatory office of each of the 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. The study is organized in alphabetical order by states and territories. The…

This report on the experimental Northeast Global Studies Middle Magnet School in Kansas City, Missouri, discusses the planning and implementation of a global studies curriculum to be implemented by the school. The 1990-1991 school year was the school's first as a magnet school under a consent decree issued by a federal judge. The decree was…

This practicum paper sets out a leadership development action plan (LDAP) at Mount Vernon Nazarene College (MVNC) in Ohio intended to help the director of retention and academic services in efforts to improve preparedness and readiness levels of prospective students at the school, a church-related coeducational college of arts and science. The…

This report describes a 2-day meeting of experts to identify and discuss the ramifications of inclusive school system proposals on the management, administration, delivery, and effectiveness of education programs and services for children with disabilities and to initiate development of a national action plan to address the issues. The policy…

The goals of this book are to provide a foundation for using the Cognitive Academic Language Learning Approach (CALLA), a list of practical guidelines for designing a CALLA program, and suggestions for implementing CALLA in major subject areas of the curriculum. Four conditions for improving the education of language minority students are…