This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Barbara J. Smith, Suanne D. Roueche, Patricia Davis, Thomas C. Armenoff, Sue E. Mutchler, Inc. National Alliance of Business, Jesus "Metro" Martinez, Margaret T. Lane, Rose Marie Payan, and Gary Orfield.
(1988). The Growth and Concentration of Hispanic Enrollment and the Future of American Education. This report discusses issues concerning the present and future status of Hispanics in American schools and colleges. It uses enrollment data from schools and colleges through the 1986-87 academic year in order to explore the following trends: (1) the enormous growth of Hispanic enrollment since the 1960s; (2) the intensifying segregation of Hispanic students and the inequality of the schools in which they are segregated; and (3) the increasing number of dropouts and declining college access of Hispanics. Enrollment trends in the following metropolitan areas are explored in depth: (1) Houston (Texas); (2) Los Angeles (California); (3) Chicago (Illinois); and (4) Philadelphia (Pennsylvania). The data show that Hispanics will be a massive influence in American education and that education is related strongly to mobility for Hispanics. It also indicates, however, that Hispanics are not obtaining full access to educational opportunity and appear to be moving backwards in the field of higher education in the following states where they have large numbers: (1) California; (2) Texas; (3) New York; (4) Illinois; (5) Arizona; (6) New Jersey; and (7) New Mexico. The only state that does not evidence this trend is Florida. The data indicate a striking national gap between enrollment and graduates and extraordinary variation among states. Nine tables and 19 references are included. Descriptors: Academic Achievement, Access to Education, Census Figures, Colleges
(1980). Conference Proceedings, the Education of Hispanics: "Issues for the 80's" (San Francisco, CA, January 15-18, 1980). The conference on the education of Hispanics was one of five regional conferences sponsored by the U.S. Office of Education in conjuction with regional offices of education. Conference participants attempted to analyze the federal government's commitment to establishing and implementing equal educational opportunities for Hispanic students, and to identify steps and make recommendations to give form and substance to that commitment. They also attempted to encourage the federal government to solve certain educational problems through the redirection of existing resources towards more effective uses. Participants specifically focused on the current status of the education of Hispanics in the areas of the census, politics, employment, the media, and finance, and made numerous recommendations for federal, state, and local action in all five areas of focus. Among the speakers were: Dr. Lorenza Calvillo Schmidt, California State Board of Education; Dr. Rene Cardenas, Bilingual Children's Television; Dr. Joseph O. Garcia, University of New Mexico; Ruben W. Espinosa, California Finance Reform Project; Hermilio Gloria, Office of Equal Employment Opportunity Commission; and Ester Estrada, Community Education and Activation Program. Descriptors: Bilingual Education, Census Figures, Demography, Educational Finance
(1993). Administrator's Policy Handbook for Preschool Mainstreaming. Administrative Issues for Education Series. This handbook is designed to help public school administrators to develop policies and procedures that allow for the appropriate educational placement of preschool children with disabilities in mainstreaming settings. Part I contains background information and materials on legal requirements related to mainstreaming, the efficacy of early childhood special education, and how to influence public policy. Part II provides information on the typical kinds of policies that are found to be barriers or to present disincentives to mainstreaming; summarizes attitudinal barriers hindering mainstreaming efforts; suggests a step-by-step process for systems change, using recommendations taken from effective school reform efforts; offers strategies for identifying policy barriers and options; provides a framework for changing policy barriers; and proposes strategies for applying newly developed policies to the process of making placement decisions for preschool age children with disabilities. Examples of actual policy documents that have been developed by states or localities to remedy mainstreaming disincentives are included. Appendixes contain legal resources; a list of resource people and resource agencies; background information on Chapter 1 programs for children who are educationally deprived; and sample state and local policies from Arizona, Jefferson County (Kentucky), Rhode Island, Massachusetts, Arizona, Minnesota, Vermont, New Mexico, and Wichita (Kansas). (Contains 25 references.) Descriptors: Attitude Change, Change Strategies, Compliance (Legal), Disabilities
(1993). Finding Common Ground: Creating Local Governance Structures. As federal, state, and local policy makers attend to the economic, educational, social, and health-related needs of children, they are beginning to share a vision of a "seamless web" of high-quality, comprehensive, continuous services for children and their families. It remains a challenging goal because of the complexity of children's needs and the variety of organizations, procedures, structures, and systems set in place to address those needs. This Occasional Paper focuses on the ways in which many states and localities are creating new service systems and roles through a variety of local governance structures. The following eight profiles describe a range of different interventions: (1) Arkansas, Arkansas Families First; (2) California, Healthy Start (Senate Bill 620); (3) Colorado, Family and Children's Initiative; (4) Florida, District Health and Human Services Boards; (5) Iowa, Family Development and Self-Sufficiency Program; (6) Kentucky, Family Resource Centers and Youth Services Centers; (7) Maryland, Children and Family Services Reform Initiative; and (8) New Mexico, Communities in Schools. All eight initiatives emphasize the role of collaboration in creating new possibilities, roles, and relationships for local communities. Each profile is a synthesis of information collection from one or more informants in the state, representing a landscape for analysis and comparison. [More] Descriptors: Adolescents, Child Advocacy, Child Health, Child Welfare
(1984). Rural Schools: The Heartland of American Education. Proceedings of the Joint Meeting of the 75th Annual Rural Education Association and the 5th Annual Rural and Small Schools Conference (Manhattan, Kansas, October 15-18, 1983). The 1983 joint meeting, attended by approximately 450 administrators, school board members, teachers, state legislators, parents, and other interested persons, was the location for the United States Department of Education's announcement of a national policy on rural education. The proceedings contain texts of the 5 major conference addresses, abstracts of 40 conference papers, and the conference agenda. Keynote speakers included United States Department of Education Assistant Secretary for Elementary and Secondary Education, Lawrence R. Davenport, and Assistant Secretary for Vocational and Adult Education, Robert M. Worthington. Conference papers address administration/management (6), computers (7), curriculum development (6), finance (3), media (3), research (2), special education (2), staff development (5), and teaching/learning (6). Specific topics include school board administrator role, alternative school calendars, impact and role of microcomputers on rural schools, New Mexico microcomputer van program, improving agricultural offerings, contract vocational education, current state legislation for small and rural school finance, recruitment and retention of special education teachers, individualized staff development, Oregon rural based teacher development program, parent involvement in rural schools, and opportunities for socialization through student activities. [More] Descriptors: Curriculum Development, Educational Administration, Educational Finance, Educational Strategies
(1995). Helping Middle Level and High School Students Develop Trust, Respect, and Self-Confidence. Adolescents are entering middle level schools today with more sophisticated skills and a broader range of positive experiences than ever before. However, middle-school students undergo major physical, emotional, social, and cognitive changes. This publication describes the role of educators and the school in helping middle-school students develop the values of trust, respect, and self-esteem. Although principals and teachers should collaborate as team members, the first two of the following strategies are aimed at principals: (1) investigate resources; (2) assume the competency of students; (3) expect success; (4) provide a safe environment; (5) encourage moral reflection; (6) provide students with volunteer opportunities; and (7) provide conflict-mediation experiences. Four schools with effective middle-school programs are also described. Short Pump Middle School in Glen Allen, Virginia, has classrooms comprised of both regular and special-needs students. The middle-school philosophy of absolute teaming is successfully utilized at the Hall-Dale Middle School in Hallowell, Maine. Effective conflict-mediation programs have been initiated at Washington Middle School in Albuquerque, New Mexico, and at Highland Park High School in Detroit, Michigan. Each of the school principals reported the same key to success–involving the entire faculty, staff, and community. Descriptors: Adolescent Development, Conflict Resolution, Early Adolescents, Educational Cooperation
(1976). State School Finance Reform in the 1970's (Excerpted from School Finance Reform: A Legislators' Handbook). This report describes and evaluates the record of reform in several states that have revised their school finance systems since 1971. The introductory chapter provides an overview of reform's recent successes, shortcomings, and prospects. Six subsequent chapters offer a close look at its main features. Chapters 2 and 3 analyze new school aid legislation designed to place additional dollars behind high-cost children or to channel greater state aid into urban and rural areas. Chapters 4 and 5 examine the fiscal management of new reform laws, the former focusing on taxing and spending controls, the latter on revenue needs. Chapters 6 and 7 deal with two issues that state legislators are facing in their efforts to build more equitable school finance systems. Chapter 6 discusses the issues involved in developing a cost of education that will enable more state aid to be directed to areas with extraordinary education costs. And chapter 7 relates the issues involved in meshing of state and federal education aid programs to bring about more fiscal equity for local taxpayers and poor children. In sum, this booklet is intended to help the concerned state legislator and his staff to better understand how states can improve their basic school finance laws. The appendix contains selected statistical data on school finance revisions for Florida, Illinois, Kansas, Michigan, New Mexico, Utah, and Wisconsin. Descriptors: Educational Finance, Equalization Aid, Finance Reform, Guides
(1981). State Publications: Depository Distribution and Bibliographical Programs, Supplement, 1981. Documents Monograph Series, No. 2A. This publication contains information from 20 state depository library programs. Reports from the Center for Research Libraries (Chicago) and the Library of Congress, which are officially designated as depositories by some states, are included for the first time. Reports provide information about: (1) name and address of reporting agency; (2) legal authority; (3) place in parent agency; (4) staff; (5) powers and duties; (6) depository libraries; (7) documents distributed; (8) exchanges and out-of-state distribution; (9) dissemination of cataloging data; (10) microforms; (11) state agencies and their duties under depository laws; (12) current checklist; (13) publications other than the checklist; (14) budget; (15) outstanding features of the program; (16) major problems of the program; (17) current projects being emphasized; (18) workshops and special programs; (19) councils or advisory boards; (20) hopes for the future; and (21) name of person completing survey. Ten of the state reports are updates to the 1980 publication that this work supplements; 10 of the reports are from states which have not previously reported. States reporting are Arizona; Arkansas; Colorado (update); Idaho (update); Illinois; Kansas (update); Kentucky; Massachusetts (update); Michigan; Minnesota; Nebraska (update); New Mexico (update); North Dakota; Oregon; Rhode Island (update); South Dakota; Tennessee (update); Texas (update); Virginia (update); and Wyoming. [More] Descriptors: Budgets, Depository Libraries, Government Publications, Library Personnel
(1991). School-Based Peer Mediation Programs: A Natural Extension of Developmental Guidance Programs. School-based peer mediation programs are natural extensions of the kindergarten-grade 12 developmental guidance programs. Peer mediation programs not only provide schools with alternatives to traditional discipline practices, but also teach students important life skills. Existing research on peer mediation is very limited, yet promising. This paper highlights five successful school-based peer mediation programs around the country, presenting research on their effectiveness and discussing issues facing school counselors who wish to introduce a school-based peer mediation program into their schools. The five programs described include: (1) PROJECT SMART (School Mediators Alternative Resolution Team), implemented in several of New York City's high schools; (2) the Conflict Manager Program implemented by the Community Board of San Francisco and adapted for schools in North Carolina; (3) the Wakefield Junior High Peer Mediation Program implemented in Tucson, Arizona and modeled after the Conflict Manager Model; (4) the Hawaii Mediation Project, first piloted at Farrington High School and now serving 12 high schools, and intermediate schools in Hawaii; and (5) the Mediation in the Schools' Program in New Mexico. Following descriptions of each program and the research conducted to evaluate each program, there are sections discussing characteristics of successful programs, issues in selecting and training mediators, and implications for school counselors. Descriptors: Arbitration, Developmental Programs, Elementary School Students, Elementary Secondary Education
(1987). Innovation Abstracts, Vol. IX, No. 1-28, Innovation Abstracts. This series of one- and two-page abstracts highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the articles include the use of Hollywood films as a tool for teaching history; displaced homemaker programs; the relationship between teaching and scholarship; helping students write for the real world; incorporating art assignments in science classes; increasing written output among academics; low-cost/high-impact marketing; the practicality of the liberal arts major; learning biology through writing; the instructional skills workshop as a mechanism for instructional and organizational renewal; the START program (Success through Attrition/Retention Techniques) at Jefferson Community College (Kentucky); the partnership exam at Ashland Community College; the "high tech" classroom as a theater for the mind; teaching critical reading as a way of teaching critical thinking; the Faculty Mentor Program at Austin Community College (Texas); writing as a way of learning; implementing a community college wellness program on a shoestring budget; in praise of exhibits; teaching mathematics as a language; beating the high cost of microcomputers; the New Mexico Junior College Part-Time Faculty Program; transitions from the classroom to consulting; bringing faculty together with the "Faculty Forum"; getting students to think; writing in the quantitative classroom; mid-course evaluations; the laboratory practical final; and tips for teaching excellence and student motivation. [More] Descriptors: Abstracts, College Instruction, Community Colleges, Educational Improvement
(1986). A Survey of Policy Changes: Foreign Students in Public Institutions of Higher Education from 1983 to 1985. IEE Research Report No. 8. Changes in foreign student services and tuition and admission policies affecting foreign students from 1983 to 1985 were surveyed at 681 public colleges and universities. With annual percentage increases below 1%, most colleges had stable (42%) or declining (30%) foreign enrollment since 1983. A third of the schools did not maintain foreign student services at fully adequate levels because of a combination of financial constraints, lack of interest in foreign students, and personnel and office space shortages. Schools were also concerned about foreign students' English language proficiency, and many schools were raising English test score requirements. A total of 43% of the schools indicated that admission standards for foreign students have become stiffer than those for domestic students. About half of the schools required foreign students to demonstrate their ability to cover their educational expenses before admission. While little statewide action has been taken, the action that did occur focused primarily on tuition policy. Legislative or court action taken on tuition policy occurred in Texas, California, New Mexico, and Idaho. Actions by other states on English language proficiency requirements for foreign teaching assistants are also specified. Descriptors: Admission Criteria, Ancillary School Services, College Admission, College Entrance Examinations
(1988). Women in Poverty: Training for Independence. Second Edition. This report provides information about programs that can be replicated and resources that can be tapped to design and implement strategies for helping women on welfare become productive employees. The first part describes major welfare programs in the United States and welfare-to-work programs initiated in selected states over the past several years. State profiles are presented for Massachusetts, New York, California, Maryland, and Pennsylvania. A brief compilation of the programs available throughout the United States is given in a table showing the status of welfare-to-work programs in the 50 states. The second part of the report features case studies of employment and training programs oriented to welfare recipients in 15 communities around the nation. They include Toledo, Ohio; Coffeyville, Kansas; Chautauqua, New York; Wausau, Wisconsin; Arkansas; Charleston, West Virginia; Sturgeon Bay, Wisconsin; Phoenix, Arizona; Allentown, Pennsylvania; St. Paul, Minnesota; Albuquerque, New Mexico; St. Johnsbury, Vermont; Pittsburgh, Pennsylvania; St. Paul, Minnesota; and New York, New York. Appendixes provide a directory of welfare-to-work program contacts in each state and a bibliography. Descriptors: Adult Education, Economically Disadvantaged, Employment Problems, Employment Programs
(1988). Search Procedures for Senior Library Administrators. SPEC Kit 143. Association of Research Libraries (ARL) member institutions were surveyed by the Systems and Procedures Exchange Center (SPEC) in the fall of 1987 to obtain information on their recruitment and hiring practices for top level library administrative positions, and to determine in what ways search procedures may have changed over the past 10 years in response to the need for highly qualified top level library administrators. The 58 libraries that responded to the survey provided information on 60 director searches and 176 assistant/associate director (AD)-level searches over the past 10 years. Analysis of these responses shows that there has been a pronounced change in the recruitment and selection of directors, and that there is a sharp distinction between procedures for directors and for AD-level positions. The flyer summarizes the findings on recruitment, search and evaluation, and issues and trends; the accompanying kit contains the tabulated results of the SPEC survey and the questionnaire, as well as policy and procedures statements from 11 libraries, and ratings and screening procedures from eight libraries. Materials in the kit were submitted by the University of Georgia, Michigan State University, Purdue University, University of California (Irvine), University of California (San Diego), Wayne State University, University of Connecticut, University of Toronto, University of Notre Dame, University of Waterloo, Cornell University, Southern Illinois University at Carbondale, New York Public Library, University of Alabama, Colorado State University, and the University of New Mexico. (12 references) [More] Descriptors: Academic Libraries, Administrators, Employment Interviews, Evaluation Criteria
(1982). Moving Forward in Times of Adversity: Proceedings of the Annual Rural and Small Schools Conference (4th) and the Kansas Community Education Association Conference (Manhattan, Kansas, November 15-16, 1982). The 1982 proceedings of the joint meeting of the Fourth Annual Kansas State University Rural and Small Schools Conference and the Kansas Community Education Association Conference contain texts of 33 papers with separate bibliographies, plus the conference agenda. Topics most discussed are curriculum development/planning, computers and microcomputers, recruiting and retaining teachers, and strategies for dealing with declining enrollments. Other papers deal with community development in small schools, basic skills centers, discrepancy assessment as a group management tool, testing, help for beginning teachers, creative teaching in a rural environment, the West Montana College model of teacher education for small schols, and a cost analysis process for small schools. Also covered are needs of small schools; characteristics and perceptions of rural teachers, administrators, and school board members; a federal perspective on excellence in education for rural America; aerospace education for students in small and rural schools; the effects of changing school finance on organizational characteristics; Kansas high school attendance policies; New Mexico rural school districts' strategies in special education; legal negligence and the community educator; an interrelated service delivery approach; mental rehearsal to improve instruction; a secondary reading program for rural schools; and rural science education. [More] Descriptors: Beginning Teachers, Community Development, Curriculum Development, Declining Enrollment
(1995). Scientific Visualization in Mathematics and Science Teaching. Science and mathematics educators are expected to use existing educational technologies effectively and to keep informed about emerging technologies that might become important educational tools in the not-so-distant future. This monograph offers some help in that regard by highlighting a number of existing and emerging educational technologies. Chapters are: (1) "The Power of Visualization: The Impact of Graphing Technology on the Secondary Mathematics Curriculum," L. E. Yunker; (2) "Using Graphing Calculators to Teach High School Mathematics," L. Kaber & K. Longhart; (3) "Advanced Technologies as Educational Tools in Science: Concepts, Applications, and Issues," D. D. Kumar, P. J. Smith, S. L. Helgeson, & A. L. White; (4) "Videodisc Technology: Applications for Science Teaching," D. R. Lavoie; (5) "Computer Visualization: New Window on Mathematics," D. A. Thomas & M. Mitchell; (6) "Visualizing Computer Science," R. J. Ross; (7) "Getting Started With Supercomputing: An Approach for High School Students," D. W. Hyatt; (8) "Scientific Visualization in Chemistry, Better Living through Chemistry, Better Chemistry through Pictures: Scientific Visualization for Secondary Chemistry Students," R. R. Gotwals, Jr.; (9) "The National Education Supercomputer Program," R. Enderton & B. Lindow; (10) "New Mexico High School Supercomputing Challenge," M. S. Foster; (11) "Sharing Multiple Complementary Representations in the Teaching of Science," N. H. Sabelli & I. S. Livshits; (12) "Education and Collaboration in an Evolving Digital Culture," D. J. Cox; (13) "The Hypergraphics Honors Seminar at Illinois," G. K. Francis; and (14) "A Syllabus For Scientific Visualization," A. Pang. [More] Descriptors: Computer Software, Computer Uses in Education, Educational Technology, Elementary Secondary Education