Arguing that "needs assessment" is too vaguely defined, this paper considers the term's location within the planning field, compares two variants of the discrepancy model (classical versus social welfare approaches), and reflects on the assumptions and implications imbedded in needs assessment technocracy. Includes 16 notes and 26 references. (MLH)

The article looks at issues of implementing the curriculum development process for gifted learners as it has been implemented in Gary, Indiana. Implementation is seen as an ongoing part of staff development, monitoring, and evaluation. Elements of success such as teacher involvement in decision making are identified. (DB)

The author discusses the establishment and objectives of private industry councils (PICs). Such topics as local decision making, private sector representation, on-site evaluations, and summer jobs programs are covered. Emphasis is on the Atlanta, Georgia PIC. (CH)

Although middle-school students benefit greatly from well-planned, effectively delivered advisory programs, teachers remain uncommitted because of inadequate preparation, fear, and lack of experience. Subject-centered teachers often fear dealing with students in the affective domain. This article presents sample program development, staff…

The entire staff of one New York elementary school was trained in Developmental Activities Project to understand how students develop logical thinking, how to assess each student's developmental level, and how to create an appropriate learning environment. DAP is based on Piaget's 46 concrete mental structures, including classification, relations,…

The 1990 Kentucky Education Reform Act (KERA) was passed in an atmosphere of excitement, optimism, and national attention. Recent survey results suggest that most Kentucky residents want KERA to succeed and are willing to provide the necessary resources. However, skepticism may be increasing. Support differs according to several demographic…

Discusses the consolidation of three high schools into the vocational-technical center in Rockbridge County, Virginia. Describes the implementation of new programs and the integration of vocational and academic courses. (JOW)

Examines what is being done to implement cultural diversity in libraries. Topics addressed include affirmative action; defining cultural diversity, including the significance of ethnicity, race, and race relations in the workplace; problems in implementing cultural diversity; and examples of successful implementation programs. (Contains three…

Describes a multiyear formative evaluation of six Florida schools involved in the Shared Decision Making and Restructuring Project, highlighting one school's successful efforts. Ethnographic and interview data were used to examine work histories, verify achievements, and identify stumbling blocks. The successful school had a well-defined core…

Despite promising research findings and enthusiastic participants, multiyear teacher/student relationships remain uncommon in U.S. schools. The multiyear approach offers great potential for summertime learning. Ambitious pilot programs in Attleboro and Worcester, Massachusetts, and West Bloomfield, Minnesota, are briefly described. (MLH)

A national survey of General National Vocational Qualifications (GNVQ) implementation in 465 British post-16 institutions (response rate 67.9%) found some evidence that GNVQs fill gaps in provision; many complaints about jargon and an unwieldy system were noted; and the overreliance on behaviorist features of competency-based education was seen as…

Presents a model for developing effective parent involvement program. Principals should visualize people served by school, define what parent involvement means to school, gain faculty input, involve parents in planning process, and form a committee of teachers and parents to define common meanings and objectives. Open houses based on specific…

Presents a model for the effective transfer of skills from training programs to worksite implementation for instructional designers and corporate trainers involved in performance improvement. Strategies for use in pre-training, during training, and in posttraining are described that will ensure transfer of training. (Contains 21 references.) (LRW)

Looks at fundamental tech prep concepts that must be reinforced to ensure progress: (1) it must be grounded in an integrated curriculum; (2) articulation is necessary; (3) school-to-work programs and tech prep must be linked; (4) it should be outcomes focused; (5) it should ensure access for all; and (6) collaborative implementation is the…

A research synthesis found that supervised agricultural experience programs lack definition and focus. Teacher attitudes and expectations strongly influence participation, and many teachers fail to implement it fully, limiting participation. There is a lack of empirical research supporting the benefits of participation. (SK)