This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Steve Farkas, History of Higher Education Annual, Deana M. Buck, Amos Patterson, Maribeth Culpepper, Kay S. Bull, Emily Fenichel, Washington Office of Vocational and Adult Education (ED), Berhane Teclehaimanot, and Brenda Donley.
(1996). A State Workplace Education Update: Selected Program Activities. Program Year 1994-95. Compiled from information contained in the Program Year 1994-95 Annual Narrative Performance Reports submitted by states to the U.S. Department of Education, this paper shares selected information on recent developments in workplace education programs for adults. Section 1 describes programs that exhibited strong partnerships and collaboration in these states: Connecticut, Illinois, New Hampshire, Oregon, Tennessee, and West Virginia. Section 2 describes programs in the following states that ensure that instructional methods meet the rapidly changing needs of the workplace and the learner: California, Colorado, Connecticut, District of Columbia, Idaho, Kentucky, South Carolina, Washington, and Virgin Islands. Section 3 identifies these states in which workplace education enrollments increased due to improved marketing strategies: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Nevada, New Mexico, North Carolina, Oklahoma, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, and West Virginia. Section 4 describes marketing and incentives to promote the formation of workplace education partnerships in these states: California, Colorado, Florida, Georgia, and Ohio. Section 5 describes program expansion in Colorado, Idaho, Kentucky, South Carolina, West Virginia, and Wisconsin. Section 6 reports on student assessment and achievement in Florida, Iowa, Colorado, Nevada, and South Carolina. Section 7 describes staff development in Georgia, Idaho, Nevada, North Carolina, Pennsylvania, Tennessee, Washington, and Wisconsin. [More] Descriptors: Academic Achievement, Adult Basic Education, Adult Literacy, Basic Skills
(1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume III: SEA Report, Task 7. Summary of State Educational Agency Program Survey of States' Limited English Proficient Persons and Available Educational Services, 1993-1994. The report summarizes information submitted by state education agencies (SEAs) on the survey of states' limited-English-proficient (LEP) persons and available educational services for the 1993-94 school year. Results indicate that enrollment of LEP students in public and private schools continued to increase, comprising 7 percent of public school enrollment in grades K-12. California enrolled the largest number; New Mexico and Alaska had the highest proportion of LEP students. Data on progress of these students was found to be incomplete, but they indicated that dropout and retention rates were 1.7 and 2.5 percent, respectively, among institutions providing data. Definition and methods of identification of LEP students varied between and sometimes within states. Almost 2.4 million LEP students were reported enrolled in special programs to meet their educational needs; in public schools this represented 78.5 percent and in private schools, 30.4 percent of LEP students. The largest proportion (72 percent) were served by state and local programs. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1994). State Data Collection and Monitoring Procedures Regarding Overrepresentation of Minority Students in Special Education. Project FORUM. This report presents results of a study describing current state policies and practices to minimize or reduce inappropriate placements of minority students in special education. States were surveyed to obtain information about changes in their procedures for collecting data by race/ethnicity and their procedures to monitor local districts where overrepresentation is identified. The analysis built on a 1991 study by the staff of the Arkansas Department of Education. Findings are discussed and illustrated in tabular form. Administrative practices are described for six states that have developed formal follow-up procedures subsequent to a finding of overrepresentation in a local district. These states are Arkansas, California, Illinois, Massachusetts, New Mexico, and Pennsylvania. The analysis concludes that, although there has been an increase in the number of states that collect child count data by race/ethnicity, few states have mechanisms for addressing the overrepresentation issue once a district is suspected of having some disproportionality. Three recommendations are offered to address this issue: (1) data should be collected by all states by gender, race, and ethnicity; (2) further analysis of state enrollment data is needed to get a more accurate picture of the state dimensions of this problem; and (3) collaboration should continue among government, experts, and stakeholders to support the development of solutions to this problem. (Includes 14 references.) [More] Descriptors: Compliance (Legal), Data Collection, Decision Making, Disabilities
(1996). Professional Development for Teachers: The Public's View. A Focus Group Report from Public Agenda for the National Foundation for the Improvement of Education. This document reports on a pilot study of public attitudes toward professional development for teachers. The study was based on four focus groups conducted by Public Agenda in Fort Lee (New Jersey), Birmingham (Alabama), Denver (Colorado), and Albuquerque (New Mexico). Each group was comprised of approximately 10 participants recruited by local market research firms to conform to national census data on such demographic variables as race, income, sex, and education, as well as the demographic characteristics of the local population; teachers and school administrators were excluded from the discussions. Key public perceptions of professional development and teachers are summarized as well as the public's caveats on professional education. Among the results are: (1) the public's foremost educational concerns are safety, discipline, social problems, and children not learning the basics; (2) teachers are still held in high regard; and (3) professional development enables teachers to keep up with changes and challenges. While professional development is seen as positive and improvement of teachers as an asset to schools, people also expect professional development to bring quick and tangible payoffs in student achievement. They do not support it if it is connected with "controversial" teaching methods, takes teachers out of the classroom during school time, and costs too much taxpayer money. The most striking implication from the focus group discussions is a strong potential for both support of and disappointment with professional development. Descriptors: Elementary Secondary Education, Faculty Development, Focus Groups, Inservice Teacher Education
(1992). For My Children: Mexican American Women, Work, and Welfare. Focus Study Report #2. This is the final report of the National Council of La Raza's (NCLR) Focus Study examining the opinions, attitudes, and needs of Mexican American single women, relating to implementation of national welfare reform legislation. Over a 2-year period NCLR staff held focus groups with Mexican American women in four communities: Phoenix, Arizona; Mora, New Mexico; Pharr, Texas; and Kansas City, Missouri. An overview of the first-year study is provided. During the second year the study examined Aid to Families with Dependent Children (AFDC), welfare-to-work programs including the Job Opportunities and Basic Skills Program (JOBS), the labor force, and child care. The report concludes that: (1) poverty is the central issue expressed by each focus group; (2) there is a dilemma between working with no health care benefits and depending on welfare with Medicaid; (3) individualized training programs are needed; (4) the women are active in the work force but need stable jobs with health benefits; (5) child care is a major concern of the participants; and (6) participants badly need more knowledge about the AFDC and the JOBS programs. Also discussed are implications for welfare reform in particular, and poverty policy in general. Appendices include: (1) an overview of the 1988 Family Support Act (FSA); (2) study site profiles; (3) participant profiles; (4) a second-year discussion guide; (5) a second-year background questionnaire; (6) a state JOBS program update; and (7) descriptions of state programs. Descriptors: Day Care, Employment Level, Fatherless Family, Federal Legislation
(1997). A Model Program for Identifying Culturally and Linguistically Diverse Rural Gifted and Talented Students. Identification of gifted students among cultural and linguistic minority groups and development of culturally relevant gifted programs have been problematic. In addition, although giftedness can manifest itself in many ways, few gifted programs have been established in nonacademic areas, especially in rural settings. This paper focuses on the identification procedures of a culturally relevant, visual arts, gifted and talented program in two rural New Mexico elementary schools with predominantly Hispanic or Native American (Pueblo) populations. Education in the arts not only is intrinsically valuable but also supports student persistence and achievement. Nevertheless, the limited resources of rural schools may lead to elimination of arts programs. Identification of exceptional abilities in the arts can be just as problematic as in academic areas if it relies on standardized tests. Although in the majority in the two program schools, Hispanic and Native American students were the minority in gifted and talented programs. A multidimensional approach to identification was developed that included the following: nomination by teacher, parent, or self; participation in an art show; teacher assessment on a checklist and a rating scale; assessment by a community artist; portfolio assessment; and student evaluation on two formal tests. Interviews with members of the identification committee indicate that the most effective selection method was the cross-referencing of the community artist's recommendations with those of teachers and students and results of the art show. [More] Descriptors: Alternative Assessment, American Indian Education, Art Education, Culturally Relevant Education
(1995). Charter Schools…What Are They Up To? A 1995 Survey. This booklet presents findings of a study that gathered information about charter schools. Representatives of more than 170 public charter schools were surveyed by mail, telephone or at national and regional meetings. Approximately 120 surveys were returned by representatives of 110 charter public schools in seven states–California, Colorado, Massachusetts, Michigan, Minnesota, New Mexico, and Wisconsin. Findings indicate that most charter schools were small; the mean size was 287 students. Two-thirds of the schools were designed to serve a cross-section of students, and 56 percent were designed to serve at-risk students. The most frequently cited academic focus was "integrated interdisciplinary curriculum," followed by "technology" and "back to basics." The most common methods of reporting student progress included standardized tests, student portfolios, parent surveys, and student demonstrations of mastery. The biggest barriers to starting a charter school were lack of startup funds, finances, and problems with facilities. Respondents offered the following advice to those considering operating a charter school: (1) establish a clear vision and mission; (2) allot plenty of time for planning; and (3) be prepared to work hard. They also urged legislators to provide sufficient autonomy for the schools via contracts with groups other than local school districts, direct state funding, and freedom from local labor-management agreements. Thirty tables are included. Appendices contain a copy of the survey and an excerpt from an April 1995 "Policy Brief" on charter school activities across the United States. Descriptors: Charter Schools, Educational Finance, Educational Objectives, Elementary Secondary Education
(1994). Pre-Service Students' Perspectives to "Dilemmas" in a Multicultural Education Course. Draft. The teacher education program at New Mexico State University requires all undergraduate preservice teachers to enroll in a multicultural education course. This study was conducted to assess students' ideas, beliefs, and attitudes about multicultural issues, and to determine how the course may affect their view of the world. Two newspaper articles of national import were chosen to serve as "dilemmas." The first article described the protest by a group of Native Americans against the Atlanta Braves' fans use of the "tomahawk chop"; the second dilemma concerned the use of Indian symbols by athletic teams. At the beginning of the semester, participants (N=65) were presented with the first dilemma and asked to write their reactions, thoughts, and opinions. At the end of the semester, students were asked to perform the same task with the second dilemma. Data analysis revealed that a majority of students entered the course with a linear perspective of the world; that their attitudes and beliefs largely reflected the racial status quo; and for the most part, that the course had little effect on students' developing perspectives. It was concluded that to construct more socially and culturally sensitive perceptions, educational strategies are needed to confront three knowledge domains: the personal, the historical, and the ideological and cultural. Copies of the newspaper articles are appended. (Contains 45 references.) [More] Descriptors: American Indians, Attitude Change, Attitude Measures, Course Evaluation
(1992). The Nature, Function and Value of the Curriculum Materials Center on Colleges of Education. This study investigated curriculum media centers (CMCs), i.e., centers that provide print and non-print materials, equipment, and support services to faculty and students in teacher education programs. Questionnaires were sent to CMC coordinators/directors and college executives at 103 selected institutions that prepare elementary, middle, and secondary school teacher candidates in 19 states representing the membership of the North Central Association (Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming). The findings of this study are based on an 81% rate of response from the CMC college executives and 79% from coordinators. Objectives of the survey were to: (1) provide information to administrators for planning and managing CMCs; (2) obtain data on CMC staff, services, facilities, and collections; (3) determine strategies for developing instructional media support via the CMC in the implementation of teacher education programs; (4) examine the effect of National Council for Accreditation of Teacher Education (NCATE) standards on CMCs; and (5) develop a media management model to improve planning and integration of CMCs in teacher education programs. Data reported include a descriptive profile of CMCs, information on preservice and inservice teacher education classes scheduled in the CMC, and perceptions of barriers to change in CMCs. Implications for CMC planning are presented. (7 references) [More] Descriptors: Curriculum Study Centers, Educational Administration, Elementary Secondary Education, Higher Education
(1991). Developing a Respite Program in a Rural Community. Respite care provides relief or backup emergency care for families of individuals who are developmentally disabled. In sparsely populated rural areas, center-based urban models for service delivery and provider recruitment and training may be inappropriate. Las Cumbres Learning Services has developed a model for provision of respite care services in a large rural area of north-central New Mexico. This report describes elements of this model that could be adapted to other rural areas, including needs assessment; deciding between center-based and home-based respite care; deciding between volunteers and paid providers; limited forms of respite care (on-call providers, after-school arrangements, transportation); allocating respite hours among families; waiting lists; defining emergency use; program publicity; and recruiting, approving, and training providers. Las Cumbres uses a three-tier training model to better meet the needs of families with strong cultural and family structures. Level I providers are family members who complete minimal training. Level II providers complete 40 hours of specialized training or have a bachelor's degree or 3 years of experience in the field. Level III providers meet Level II requirements and provide services to at least two families. [More] Descriptors: Community Services, Delivery Systems, Developmental Disabilities, Family Caregivers
(1990). History of Higher Education Annual, 1990. This annual compilation contains six papers depicting a complex array of relationships which have historically existed between the higher education academy and the community. These relationships reveal mutual involvement, dependence, support, and conflict. In "The University of Padua 1405-1600: A Success Story," (Paul F. Grendler) the beneficial, cooperative relationships between the Venetian ruling class and the university are revealed. Next, "When Professors Had Servants: Prestige, Pay, and Professionalism, 1860-1917" (W. Bruce Leslie), looks at turn of the century town-gown relations at four American colleges. The development of municipal higher education and female education are addressed in "Subway Scholars at Concrete Campuses: Daughters of Jewish Immigrants Prepare for the Teaching Profession, New York City, 1920-1940" (Ruth Jacknow Markowitz). A case of town-gown conflict in the 1930s is examined in "Politics, Science, and Education in New Mexico: The Racial-Attitudes Survey of 1933" (Lynne Marie Getz). In "The Gender Effect: The Early Curricula of Beloit College and Rockford Female Seminary" Lucy Townsend shows how a community intervened when a college board of trustees failed to live up to its mission. The last paper, "Toward a Political History of American Foundations" (David C. Hammack) reviews three books which question the claim that philanthropic foundations represent community interests to universities and colleges. Descriptors: Colleges, Community Cooperation, Educational History, Higher Education
(1995). [Working with Infants, Toddlers, and Families in Rural Areas.], Zero To Three. This newsletter theme issue focuses on providing services to infants with special needs in rural areas. In "Old Threads, New Patterns: Reaching Out to Rural Families," Deborah Harris-Usner discusses bringing infant mental health care and parent-infant psychotherapy to rural New Mexico. In "The People of Kids Place: Creating and Maintaining Comprehensive Services for Young Children and Their Families in Small Rural Communities," Carolyn King describes the start-up and first 7 years of a comprehensive early childhood service center and considers the value of community input. In "Delivering Prenatal and Postpartum Care in Rural New York State," Richard Jones and others discuss issues related to transportation and access to care, hospitals in rural areas, and services at outreach sites. In "Elk in the Road, Chicks in the Foyer: Infant/Family Work in Rural Areas," Shelley Marie Windsor describes traveling to rural homes; case examples; and the need to connect rural early intervention providers with consultation, supervision, and training. In "Rural Early Intervention Training: Challenges and Strategies," Sue Forest discusses strategies for professional education as well as competencies needed for working with rural families and their infants and toddlers, child assessment, program planning and evaluation, and community service delivery. [More] Descriptors: At Risk Persons, Child Development Centers, Child Health, Community Health Services
(1992). State Archaeological Education Programs. The focus of this conference was on programs and experiences in public archaeological education in the Plains states and immediate neighbors. The contents lists the following papers: (1) "Introduction to the Symposium" (William B. Butler); (2) "Archaeological Educational Programs in Colorado" (Kevin D. Black); (3) "Statewide Archaeological Education Programs in Illinois" (Paul Katz; Susana R. Katz; Joyce A. Williams); (4) "Public Programs on Archaeology in Iowa" (Stephen C. Lensink; Leah D. Rogers); (5) "Reaching the Public in Kansas" (William B. Lees; Randall M. Thies); (6) "Archaeological Outreach Programs in Missouri: The Success of Formal Cooperative Agreements" (Greg Fox); (7) "Archaeology and Public Education in Montana" (Dave Schwab); (8) "Public Archaeology in Nebraska" (Anne Wolley Vawser; John R. Bozell); (9) "New Mexico Heritage Preservation Week: Friendly Advice from Those on the Front Lines" (Lynne Sebastian; David W. Cushman); (10) "Archaeology for the Masses in North Dakota" (J. Signe Snortland; Fern E. Swenson); (11) "The Sooners Came Late: Public Archaeology in Oklahoma" (Robert L. Brooks); (12) "Public Education in Archaeology within South Dakota" (Todd Kapler); (13) "Archaeological Education Programs in Texas: Professional and Avocational Archaeologists as Partners" (Pat Mercado-Allinger); (14) "Public Archaeology and Education Programs in Wyoming" (Mark E. Miller; Mary Hopkins); (15) "Learning from the Past: Education Programs of the Saskatchewan Archaeological Society" (Carolyn Thauberger; Tim E. H. Jones); (16) "The Public Education Initiative and the Society for American Archaeology" (Edward Friedman; Phyllis Messenger); and (17) "Federal Archaeological Public Awareness Activities" (Ruthann Knudson). [More] Descriptors: Archaeology, Community, Community Characteristics, Community Education
(1990). Project Trans/Team Inservice Training Project. Final Report. This final report describes, Project Trans/Team, a 3-year infant inservice training project designed to provide training and technical assistance to programs that serve children from birth to 3 years of age who have disabilities, are developmentally delayed, or are at risk. The project provided training to 20 programs and 282 professionals in six states: Texas, New Hampshire, Virginia, Maryland, New Mexico, and New York. In each state the project worked in coordination with the state lead agency to identify local sites and related administrative and service issues. Training and technical assistance was based on individualized program development and staff development needs. The Project Trans/Team Program Profile Needs Assessment was developed to identify program and staff needs. The project developed and field tested several training units which address: the transdisciplinary team approach to early intervention; family systems; transition; interagency collaboration; team building; and case management. Followup data showed inservice training by the project resulted in significant plans for program change in 85 percent of programs trained. Most frequently mentioned areas of program change were team functioning and family focus. Five appendixes include sample pages of a training unit, program details, the needs assessment instrument, and a sample training agenda. [More] Descriptors: Agency Cooperation, At Risk Persons, Change Agents, Disabilities
(1994). Portfolio Assessment in Teacher Evaluation: A Comparison of the Perspectives of General and Special Education Administrators and Teachers. Portfolio assessment, a technique traditionally used with elementary and secondary students, involves the presentation of a collection of individual work documenting the learner's efforts, progress, and achievement. Recently, it has been suggested that portfolio assessment be broadened in its application to include teacher hiring and evaluation. The types of documents suitable for teacher portfolios include teaching documents, instructional materials, samples of student work, academic products related to teaching, and personal documents. Elementary and secondary administrators and teachers in both general and special education were surveyed on the use of portfolios in teacher hiring and evaluation. At least 75 percent of respondents were from rural or small schools in Oklahoma, Utah, and New Mexico. Portfolio assessment was perceived as being a positive addition to the teacher hiring process. In addition, both teachers and administrators supported the use of portfolios in teacher evaluation. Teachers favored the uniqueness, empowerment, and self-evaluative control involved in portfolio assessment. Respondents showed moderate levels of knowledge concerning the portfolio process. Greater knowledge is needed, though, about portfolio processes such as establishing goal statements and reflections, early documentation to demonstrate professional growth over time, and appropriate products of teaching portfolios. Appendix includes suggestions for contents of teacher portfolios. [More] Descriptors: Administrator Attitudes, Elementary Secondary Education, Evaluation Methods, Portfolios (Background Materials)