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This document presents eight papers prepared for a conference that examined the federal role in elementary and secondary education. The purpose of the meeting was to share ideas and proposals that could be helpful to the Congress and the Administration as they addressed education policy in 2001. Some of the questions addressed here include "What are the fundamental interests of the federal government in elementary and secondary education that should be preserved?,""What is the appropriate role of the federal government in standards-based reform?," and "What is the right balance between flexibility and accountability in federal programs?" Topics discussed include an education agenda for the federal government, federal aid to education since World War II, the new federal roles in education, rethinking the federal role in elementary and secondary education, the federal role in an era of standards-based reform, the Elementary and Secondary Education Act and standards-based reform, refashioning the federal role in education, and Title I and the relationship among politics, poverty, and knowledge. Interspersed throughout the document are suggestions that might have broad appeal among people from various sectors and with different political views. (RJM)

These 12 conference papers offer a view of the evolving role of assessment in fostering learning and clearer signaling of individuals' skills. "Introduction" (Michael J. Feuer, Richard J. Shavelson) is followed by two papers in part I that question whether empirical evidence supports the claim of a skills mismatch in the economy: "Is There a Gap Between Employer Skill Needs and the Skills of the Work Force?" (Harry J. Holzer) and "Skills and the Economy: An Employer Context for Understanding the School-to-Work Transition" (Robert Zemsky). Two papers in part II are microlevel explorations of the changing nature of jobs in specific workplaces: "Should Social Skills Be in the Vocational Curriculum? Evidence from the Automotive Repair Field" (Bonalyn Nelsen) and "Manufacturing the New Worker: Literate Activities and Working Identities in a High-Performance Versus a Traditionally Organized Workplace" (Glynda Hull). Part III's two papers address implications of changing workplaces for the assessment and measurement of skills: "Twenty-First Century Measures for Twenty-First Century Work" (Kenneth Pearlman) and "Postmodern Test Theory" (Robert J. Mislevy). Two papers in part IV consider how the legal and social environment will constrain changing definitions and requirements of work with new approaches to selection, screening, and assessment: "Legal Restrictions on Assessments" (Dennis Parker) and "Assessment without Adverse Impact" (Neal Schmitt). Part V offers three overarching perspectives on the evolving literature and policy debate over school-to-work transitions and the roles of assessment: "What Policy Makers and Experts See (and Do Not See) in School-to-Work Transitions" (Larry Cuban); "Getting to Work: Thoughts on the Function and Form of the School-to-Work Transition" (Lauren B. Resnick); and "Transitions in Work and Learning" (Alan Lesgold). The agenda is appended. (YLB)

This publication contains papers that were presented at an annual meeting of Catholic school principals from across the country. The Academy sought to confront the changes that must be made in Catholic education to meet the needs of this decade and the 21st century. Following the introduction, section 1 contains papers that examine developmentally appropriate approaches. They include: (1) "Continue the Momentum of Learning" (Sister Shawn Fitzpatrick, Barbara Ann Coscio, Sister Julia Keaveney, and Sister Mary Jo Mike); (2) "The Middle Child in the Catholic School Family: The Needs of Adolescents" (Kathleen Heer and Laura M. Held); and (3) "Extended Care Programs: A Developmentally Appropriate Approach" (Mary Helen Thompson). Section 2 includes the following papers on educational technology: (4) "In Your Spare Time" (Joseph E. Sine); (5) "Sleepless in D.C.: Late-night Ramblings on Space Technology" (Daniel Sherman); (6) "Schools Yesterday, Today, and into the 21st Century" (Sister Patricia Ann Czarnota); and (7) "How Does a Principal Sensitize the Faculty to Use Technology?" (Ellen Manning). The third section features the following articles on community involvement: (8) "Catholic Schools: Prophetic Vision for Parish Life" (Sister Margaret M. Langer and Patricia M. Welegala); (9) "A Small Pebble--A Pool of Water--Many Waves" (Patricia A. Kohl); and (10) "The Role of the Principal in Giving Ownership to the Board" (Margaret E. Curran). Section 4, titled "Catholic Identity," contains the following: (11) "Nurturing the Faith Life of Students Through a Developmental Religion Plan" (Sister Mary Barbara Loch); (12) "Value the Difference" (Sister Mary Pat Gavin); (13) "Community--A Garden of Faith" (Sister Mary Ann Hart and Sister M. Frederica Polanski); (14) "Service Projects: A Smorgasbord of Opportunity" (Cynthia Buser and Jeanine Fortunate); (15) "Stepping Stones to Staff Faith Development: The Principal as Facilitator" (Davlyn Duesterhaus and Margaret Purcell); (16) "Be My Rainbow in This Place: The Principal and Social Justice Issues in the Catholic Elementary School" (Sister Angela McCarthy); and (17) "Weaving a Value System Throughout a School Curriculum" (Sister Rosemary Fonck). Section 5, on diversity, contains: (18) "Gender Discrimination in the Catholic Elementary School Classroom" (Sister Carol Marie Wiatrek); (19) "Goodbye, Melting Pot!" (Sister Christine Kiley); (20) "The Multicultural Classroom: How Do We Bring Them Together?" (Margaret Sue Jungers); and (21) "Where in the World Is Multicultural Education in Your School?" (Sandra J. McGeough). (LMI)

This booklet contains conference presentations from the 1999 National Institute of Justice's research forum on preventing school violence. The theme of the conference was "Enhancing Policy and Practice through Research." Three researchers were asked to speak on topics of school violence since effective preventive policy and practices are increasingly needed. The three speakers demonstrated the concept that policy grounded in research promises to be most effective when it draws on a range of disciplines. Sheppard G. Kellan, public health psychiatrist, discussed the importance of community involvement in designing prevention programs. Ron Prinz, psychology professor, offers insights of psychology and the importance of considering developmental perspective in prevention. Joseph Sheley, sociologist, looks at weapons carrying by youth and the ways schools have lowered weapons-related incidents. (Contains 91 notes and 4 tables.) (JDM)

This seminar proceedings document offers a summary of the views articulated in a paper by Robert E. Johnson and others titled "Unlocking the Curriculum: Principles for Achieving Access in Deaf Education." The paper's contention was that deaf students' low average academic achievement levels are not results of learning deficits inherently associated with deafness but of problems in the communication practices of the students' teachers. The paper listed 12 principles to guide deaf education, all of which center around the view that instruction of deaf children should be conducted in a natural sign language (basically American Sign Language). Five panel members then respond to the paper, including David M. Denton, Gerilee Gustason, Carol Padden, David S. Martin, and Roberta Thomas. Responses address such issues as the use of Total Communication, Signing Exact English, mainstreaming, teachers' signing skills, and low expectations for students with deafness. Questions from the audience are then presented, with answers from the panel. (JDD)

The theme of the 1996 Public Education Network conference was "Examining the Intersections: Education and Race." From different points of view, speakers examined the need for an ongoing commitment to ensuring equal opportunity and access to learning in all public schools. The first selection is the report of a panel discussion about the role and impact of race on children, teachers, and staff. The following remarks from the panel are presented: (1) "Introductory Remarks" (Amanda Brown); (2) "Institutionalized Violence" (Helen Gym); (3) "Working It Out Together" (Christine Gutierrez); (4) "Please--Just Don't Call Me a Racist" (Beverly Daniel Tatum); (5) "Despair and Hope" (Craig Jerold); and (6) "Expectations and Reactions: Continuing Commentary and Conversation on Race" (panel)."Race: The Challenge for Public Education" by Joseph R. Feagin, the second selection, explores racism as the "fourth R" that must be addressed in building better schools. The next selection, "1996 Election Reflections" by Michael Cohen, considers the impact of the federal election and concludes that whatever the ultimate impact, the basic work of education reform must be done at the local level. The last address, "Race, Conflict and American Citizenship Defined" by Eric Foner, explores American history, the meaning of citizenship, and the importance of recognizing cultural pluralism in the public schools. (SLD)

The papers collected in this document are derived from a symposium held during the 1990 annual meeting of the Society for Historical Archeology. The symposium, part of an increasing effort to make archeology more accessible to the general public, was dedicated solely to archaeology and education, and the papers described programs designed to involve young persons in archeology through schools, museums, and other means. Following introductory remarks by Marley R. Brown, III, the papers include: "Teacher Training Programs in Anthropology: The Multiplier Effect in the Classroom" (Ruth O. Selig); "The Pensacola Model of Public Archeology" (Judith A. Bense); "By Land or by Sea: Archeology Programs for Youths at the Museum of Florida History" (KC Smith); "Project Origins: Archeology for People with Handicaps" (Micheal Faught; James S. Gittings); "Archeology Is More Than a Dig: Educating Children about the Past Saves Sites for the Future" (Carol Ellick); and "A 'Compleat' Curriculum: Historical Archeology on the Undergraduate Level" (Robert L. Schuyler). (DB)

This volume contains selected papers from the 1987 Annual Meeting of the American Association of Colleges for Teacher Education that was devoted to the essential theme "Educational Excellence for All." In various ways, each of these papers from that conference addresses this theme in a significant way. The following papers are included: (1) "Education in the Year 2000: 28th Charles W. Hunt Lecture" (Ernest W. Boyer); (2) "The Mission of Colleges of Education" (Bill Clinton); (3) "Teacher Induction: A Solvable Problem" (Kevin Ryan); (4) "Assessment for Teaching: An Initiative for the Profession" (Lee Shulman); (5) "The Role of Schools in Helping Children at Risk" (Marian Wright-Edelman); (6) "Educational Equity: What Does the Future Hold?" (Asa G. Hilliard, III); (7) "Education and the American Society: Can We Realize the Dream?" (Mary Hatwood Futrell); (8) "Building a Community of Common Interest" (William E. Gardner); and (9) "Future Imperatives: Education, Excellence, Equity" (Norene F. Daly). (JD)

The purpose of the symposium is to investigate those factors that obstruct and those factors that facilitate the knowledge utilization process for school reform in general and Mastery In Learning Project schools in particular. The Mastery in Learning Project (MILP) is the National Education Association's site-based, faculty-led school reform network of 26 schools. Four papers are included: (1) "The Literature on Teacher Utilization of Research: Implications for the School Reform Movement," by Douglas Fleming, provides a review of literature, indicates areas for researchers to consider in light of school reform, and links research to the design and implementation of MILP; (2) "Empowering Teachers through Knowledge," by Sharon Castle, describes MILP, discusses the role of knowledge utilization in site-based, faculty-led school reform, and presents the methodology used to investigate knowledge utilization in MILP schools; (3) "Obstacles to Teacher Use of the Knowledge Base for School Reform," by Gary Rackcliffe, presents results of the study and conclusions concerning the obstacles experienced in MILP schools; (4) "Facilitating Application of the Knowledge base to School Reform Priorities," by Nel Ward, presents results of the study and conclusions concerning factors facilitating knowledge utilization and potential solutions to the obstacles. (Author)

The conference papers presented in this volume explore various aspects of a central question: how will computers be used in language teaching or, more broadly, who will be in control? The volume is divided into three sections: Critical Interactions, Promising Approaches, and Political Influences. Papers included within each of these categories are summarized in introductory remarks preceding each section. Titles of the papers are as follows""The Promise and Threat of Microcomputers for Language Learners" (plenary address); "The Organization of Interaction in Elementary Classrooms"; "Contrasts in Teachers' Language Use in a Chinese-English Bilingual Classroom"; "Formulaic Speech in Early Classroom Second Language Development"; "Language Is Culture: Textbuilding Conventions in Oral Narrative"; "Bilingual Education for Native Americans: the Argument from Studies of Variational English"; "ESL Readers' Internalized Models of the Reading Process"; "A Cloze is a Cloze is a Cloze?"; "A Transfer Curriculum for Teaching Content-based ESL in the Elementary School"; "The Role of Formal Rules in Pronunciation Instruction"; "Developing Expectations for Text in Adult Beginning ESL Readers"; "Patterns and Perils of Guessing in Second Language Reading"; "The Organizational Patterns of Adult ESL Student Narratives: Report of a Pilot Study"; "Some Limitations in Teaching Composition"; "In Search of the Key: Research and Practice in Composition"; "From Communicative Competence to Cultural Competence"; "Do You Have the Key?"; "The Communicative Orientation of Language Teaching: An Observation Scheme"; "'Fifth Business' in the Classroom"; "TESOL as a Political Act: a Moral Question"; and "Where Do YOU Stand in the Classroom?--A Consideration of Roles, Rules and Priorities in the Language Classroom." (MSE)

Recent research findings on the economic implications of investments in the quality of education are examined in this report. "The Quality of Education and Economic Growth: A Review of Literature" (Lewis C. Solmon) reviews evidence on ways to develop educational policy that would stimulate economic growth in developing countries. "School Quality and Economic Growth in Mexico" (Bruce Fuller, Kathleen Gorman and John Edwards) directly assesses the contributions of education to early agricultural and industrial growth in Mexico between 1880 and 1945. "The Stages of Growth in Educational Systems" (C.E. Beeby) examines the nature of change in education systems (stages of growth, qualitative changes in the classroom, and external constraints of changes) and the conditions necessary for this change. Finally, the reports on eight operational sessions--the administration of school systems, examination and selection policies, promotion and retention practices, teacher training, time on task, prevocational subjects, production and distribution of textbooks, and electronic media--are summarized under the title "Lessons from Bank Experience". A bibliography of World Bank research on the quality of education in developing countries is included. (SY)

This volume contains papers that were commissioned for the 1992 Council of Chief State School Officers (CCSSO) Summer Institute. These papers form the basis for the CCSSO's study of school-community collaboration, which focuses on the role of the community in ensuring the success of all students. Following the acknowledgements and introduction, the papers include: (1) "Community Support for Student Success" (Lisbeth B. Schorr); (2) "Changing the System for Children's Services: Building Linkages with Schools" (Michael W. Kirst); (3) "Pushing the Boundaries of Education: The Implications of a Youth Development Approach to Education Policies, Structures, and Collaborations" (Karen J. Pittman and Michelle Cahill); (4) "Current Human Service Reforms" (Ruth Massinga); (5) "Taking a Family-Centered Approach" (Judy Langford Carter); (6) "Funding Initiatives for School-Linked Family Services" (Frank Farrow); (7) "Collaborating to Meet the Readiness Agenda: Dimensions and Dilemmas" (Sharon L. Kagan); (8) "Collaboration for Young Adolescents: Transforming Middle-Grades Education" (Frank A. Loda); (9) "Comprehensive School Health Services: Does It Matter and Is It Worth the Fight?" (M. Joycelyn Elders and Jennifer Hui); (10) "Savannah's New Futures Initiative: Getting to the Root of the Dandelion" (Otis S. Johnson); and (11) "The Walbridge Caring Communities Program" (Khatib Waheed). An appendix contains the CCSSO policy statement, "Student Success through Collaboration." (LMI)

In 1990, the work of the Council of Chief State School Officers (CCSSO) focused on restructuring learning--fundamentally changing the relationship among student, teacher, knowledge, and other students in ways that support the development of higher order learning for all students. This publication is part of CCSSO's effort to support attempts to restructure learning for all students. The chapters were commissioned by the council for its 1990 Summer Institute. Following the introduction, papers include the following: (1) "Working, Thinking, and Assessment" (Lauren B. Resnick); (2) "The Metacurriculum" (David N. Perkins); (3) "Styles of the Mind" (Robert J. Sternberg); (4) "Cultural Ways of Knowing: An Afrocentric Perspective" (Barbara J. Robinson Shade); (5) "Gender, Mathematics, and Science: Trends and Recommendations" (Marcia C. Linn); (6) "Teaching Science To Support Higher-Order Learning" (F. James Rutherford); (7) "Restructuring Mathematics Learning: Two Issues Beneath the Surface" (Kenneth M. Hoffman); (8) "Collaborative Research Classrooms: Grade School Environments That Promote Scientific Literacy" (Ann L. Brown and Joseph C. Campione); (9) "Work, Skills, and the Future of the American Economy" (Marc Tucker); (10) "Literacy as Reasoning Within Multiple Discourses: Implications for Restructuring Learning" (Sarah Michaels, Mary Catherine O'Connor, and Judith Richardson); (12) "Second-Language Acquisition, Bilingual Education, and Prospects for a Language-Rich Nation" (Kenji Hakuta); (13) "Evaluating Writing: The Promise of Portfolios as a Link Between Large-Scale Testing and Classroom Assessment" (Sarah Warshauer Freedman); (14) "Thinking Skills and Students Placed at Greatest Risk in the Educational System" (Asa Hilliard III); and (15) "Policy Statement: Restructuring Learning for All Students" (CCSSO). References follow each chapter. (LMI)

The relationship between the schools and the press who reports about them is the subject of this paper. It contains four speeches made at a 1973 meeting of the Council for Basic Education held in Washington D.C. Two school officials and two journalists offer their views on such subjects as training for educational writers, press bias, and the role of school officials and the press in disseminating information. A brief discussion among the individual participants is presented at the end. (Author/LD)

The document consists of a report by the chairman of the Committee on Anthropology and Education and six essays commissioned by the committee. In addressing the need to support educational anthropology programs, the report suggests: creation of a national fellowship program for graduate students; interchanges among educational anthropology programs; a task force of educational anthropologists to examine recurring crises and conflicts in education; and initiation of an institute for advanced studies in anthropology and education. Suggestions for improving the quality and theoretical bases of educational anthropology include: reviewing and selecting research at national agencies and foundations, and investing in interdisciplinary research which focuses on social and structural factors influencing education. The first essay offers an historical review of contributions which led to the establishment of educational anthropology. The second essay, which comprises the major portion of the document, reviews current approaches and findings in psychological anthropology relevant to educational anthropology. The paper contains an extensive annotated bibliography on perception and cognition, socialization, and social change. The third essay discusses the value of applying the concepts of social anthropology to the analysis of schools and the social dimensions of learning. The fourth essay examines the utility of social anthropological theory for the analysis of education through a case study of Chiapas, Mexico. The fifth essay provides a report on federal agencies, issues, and policies relevant to research. The final essay proposes professional networks, careers, and education for educational anthropologists. (KC)

The papers presented in this document are the following: (1) "Historic Roles of Public Education" by Faustine C. Jones, (2) "The Social Costs and Benefits of Public Education" by Bernard C. Watson, (3) "School Inequality in the Emerging Welfare State: Does It Make Sense?" by John D. Owen, (4) "Investment and Disinvestment in Public Education" by Charles S. Benson, (5) "Financing Public Education: The Threat of Disinvestment" by Alvin H. Townsel and Edwin Hamilton, (6) "Public Education, Private Education and the Tuition Tax Credit" by Donald E. Frey, (7) "Quality and Equality: The Regulation of Public Schools" by Arthur E. Wise, (8) "Searching Out the Best in Urban Education" by Lloyd M. Cooke and Dorie Greenspan, and (9) "A New Era of Excellence in Urban Education: What Can Be Done to Realize It?" by Francis S. Chase. (MK)

With an increasingly wide variety of programs currently labeling themselves "civic education" and being taught by civic educators, the question at hand is how the culture of schools and classrooms contribute to supporting democratic political culture. This paper explores the questions: "Does the structure of the school and classroom have the potential to encourage the development of democratic citizens?" and "Is a school or a classroom organized in an authoritarian manner less likely to encourage the development of skills and attitudes that are democratic?" by making assumptions that how individuals conduct classroom instruction and provide opportunities to practice participation and structure power relations in the school have important consequences in promoting a culture of democracy. Specific paper sections include: (1) "Democratic Citizenship and Education: Making the Connections"; (2) "Promoting a Culture of Democracy: Democratic Practices and Democratic Citizens"; (3) "Education for Democracy: Which Democracy?"; (4) "Democratic Classrooms and Schools: How Democratic Do They Need To Be?"; and (5) "Conclusions: Towards Greater Clarity." (CB)

This paper on minority teachers in the field of mathematics begins with statistics on minorities in America, in order to put the problem of underrepresentation in perspective. It then showcases programs that appear to be successful in recruiting and/or retaining minorities in teaching mathematics at the school, college, and university levels. The paper stresses the need to increase the number of programs and the number of students served by these programs and specifies the need to maintain these programs over the long run. It offers recommendations to the Mathematical Association of America for developing strategies to attract and retain minorities. The paper calls for magnet schools for the teaching profession; intervention programs for school students interested in teaching mathematics; community college articulation programs in teaching mathematics; four-year college programs that are comprehensive in nature reflecting genuine concern, commitment, collaboration, and creativity in increasing the pool of minority teachers of mathematics; and special programs such as retraining programs. (Contains 19 references.) (JDD)

After a decade of dormancy there is suddenly a great interest among educators and policy-makers in public school finance, spawned by: successful court decisions in several states overturning existing state public school finance formulas; a popular book alleging more severe educational segregation than in 1954; congressional proposals for school finance studies; national education goals; and financial exigencies of a prolonged recession. This paper explores the disparity between the types of school finance questions that have been recently raised by these developments and the ability of any national data collection based upon existing state administrative records to address those questions. The paper examines a proposal for new collection mechanisms and the collection of extraordinary fiscal data compared with extant collections, and assesses the improvement in the ability to answer policy-analytic questions. Eight tables and one figure are included. (19 references) (Author)

Part five of a six volume series of theme papers commissioned for a congress on Catholic schools, this volume includes two papers. In "Catholic School Governance", Rosemary Hocevar reflects on Catholic school governance in order to expand the dialogue on the future of Catholic schools. Hocevar also examines how the Catholic schools have been governed; the relationships that have been established between the schools and the governing authority; and how the schools have been resourced and financed. Future challenges also are addressed by examining: (1) a future creative governance model that can support the mission of the Catholic schools; (2) future relationships that can be developed for the Catholic school community and the governing authority; and (3) future possibilities for the resourcing and financing Catholic schools. The second paper, "Governance" by Lourdes Sheehan examines the historic development of goverance in Catholic schools in order to understand and appreciate the current situation. The financial challenges facing Catholic schools in the future also are examined. (KM)

Part of a six volume series of theme papers commissioned for the National Congress on Catholic schools for the 21st century, November 6-10, 1991, this volume presents three theme papers. "Catholic Schools: Statistical Profiles and Trends" (F. Brigham, Jr.) summarizes the demographic, statistical and financial profile of Catholic school and society. In "Catholic Schools in a Changing Society: Past Accomplishments and Future Challenges" (J. Convey) summarizes major findings about the effectiveness of Catholic schools in the past. Ten challenges that may confront these scools in the future are outlined along with ways in which the schools might respond to these challenges. The final paper, "Education: The Unfinished Agenda" (J. Cummins) argues that the present crisis in education compels educators to debate the following three conditions, from which a plan of action should emerge: first, there have been deep and widespread changes in society, especially in neighborhoods, that call for a diversity of educational approaches; second, U.S. society is pluralistic and its institutions should correspond to that reality; and third, the hour is getting late. The document concludes with a study and discussion guide and biographical information about the authors. (KM)

Part of a six volume series of theme papers commissioned for the National Congress on Catholic schools for the 21st century, November 6-10, 1991, this document contains two of the theme papers. In "Catholic Identity and the Future of Catholic Schools" James Heft considers several ways to think about Catholic identity, describes the historical development of Catholic schools in the United States, and outlines four possible scenarios for the future of Catholic education. The second paper, "Catholic Identity" by Carleen Reck, discusses how the Catholic school needs to understand its identity before it can clarify its relationship with the church and society. This relationship can then suggest some possible directions for the future. The document concludes with a study and discussion guide and biographical information about the authors. (KM)

This monograph includes six papers presented at a meeting sponsored by the Departments of Religious Education and Secondary Schools of the National Catholic Education Association. The papers include: (1) "What Makes a School Catholic?" (William J. O'Malley); (2) "Catholicity: A Tradition of Contemplation" (Thomas Keating); (3) "Catholic Identity and the Church" (James Heft); (4) "Building a Religion Curriculum" (Thomas Zanzig); (5) "Facilitating Student's Self Image" (Mark Link); and (6) "Justice and Peace: Constitutive Elements of Catholicity" (Loretta Carey). (KM)

An analysis of the IBM/NEA Mastery in Learning (MIL) school renewal system, an electronic network that involves school faculties in collegial interaction with researchers and other educators in school reform, is the purpose of this paper. Developed by IBM (International Business Machines) and NEA (National Education Association), the MIL is a site-based, faculty-led reform in which 26 schools participate nationwide. Although local faculties design their own agendas, the MIL project design specifies standard phases of implementation. Specific research questions are concerned with assessing changes in program use and content, the influence on interaction between research and practice, and the impact on school reform. Data were collected from computer log files, printouts of network papers, and telephone interviews with 44 focal participants. Conclusions point to the need for local support, an organized network structure, improved time and access, provision of participant incentives, and attention to substance. Computer network systems provide the "medium" for activities; however, they must meet participants' needs and support their work. Appendices include statistical tables of the data, a model of the school renewal computer network research design, and a copy of the survey instrument. (18 references) (LMI)

In her book "Building Better Boards," Sister Lourdes Sheehan listed eight reasons for establishing and fostering Catholic education boards. This paper presents findings of a study that gathered information about boards in different types of Catholic elementary and secondary schools. A national survey of almost 1,400 Catholic schools received 806 completed questionnaires, most of which (92 percent) were completed by principals. Respondents assigned a grade of "A" to 25 percent of the boards and a "B" to 44 percent. Boards spent the majority of their time on the following issues--budget and finance, development and funding, planning, policy, and marketing/public relations/recruitment. Their five most important accomplishments were reported to be development and fund raising, financial stability, long-range planning, building upgrade, and marketing/public relations/recruitment. Effective boards took ownership of issues, developed and defended policy, offered financial advice, enabled strategic planning, and served as a good public-relations resource. Boards provided an opportunity to involve the laity, particularly parents of children in Catholic schools. It is recommended that boards and other governance structures help principals achieve the levels of spiritual, educational, and managerial leadership expected of a Catholic school administrator. Fourteen tables are included. (LMI)

This paper offers examples of the ways in which research influences national policies related to assessment and program evaluation. It describes an ongoing evaluation being conducted by the National Academy of Education (NAE) of the "Trial State Assessment," a piece of the National Assessment of Educational Progress (NAEP). At this interim stage, the NAE study has been well received by Congress and other audiences because the NAE panel: (1) covered the topics requested by Congress; (2) did its homework; (3) comported itself impartially; (4) provided clearly written results; (5) observed Washington etiquette regarding submission; and (6) briefed Congress personally. Any external evaluation group must guarantee impartial research, overcome Congressional distrust of researchers, resist pressure from contending parties, move from broad legislative objectives to specific researchable problems, and specify deadlines and formats for clear reporting. A conclusion is that researchers can strongly influence national policy when they have evidence for their conclusions; their work deals with problems faced by policymakers; and they clearly state their conclusions. Appendices contain pertinent legislation from the General Education Provisions Act, a list of studies completed by the NAE evaluation panel, and topics of NAE research. (LMI)

Schools consistently and directly touch the lives of many residents. This paper offers a summary of points on how schools can become a neighborhood locus for family-centered and comprehensive services, which will aid in the establishment of safe, disciplined, and drug- and alcohol-free schools and communities. Schools and educators should shift their efforts from fragmented, often inadequate supports and services, to collaborative and comprehensive strategies that emphasize development, opportunities, and prevention. Schools must be made safe and even though the role of pupil personnel services is not and should not be that of policing, they must nevertheless be prepared to meet young people's increasing needs for safety. Reviewed here is recent or pending legislation that encourages comprehensive strategies for serving children and families: the Violent Crime Control and Law Enforcement Act of 1994; Goals 2000; the Improving American Schools Act; the President's Directive on Gun Free Schools; the School to Work Opportunities Act; the Empowerment/Zone/ Enterprise Community Initiative; the Family Preservation and Support Program; Youthbuild; and Head Start. (RJM)

Findings of a study that identified time management strategies used by schools involved in restructuring to address the problem of time are presented in this paper, which is based on the assertion that school faculties need time to restructure while implementing new programs. Methodology involved a survey of 31 schools and 14 school districts that participated in National Center Programs, such as the Mastery In Learning Consortium, the district-based Learning Laboratories Initiative, and the pre-service preparation based Teacher Education Initiative. Five strategies used by educators to find time for restructuring included using freed-up time, restructured or rescheduled time, common time, better-used time, and purchased time. Findings of other studies appear to substantiate the results. Other considerations include addressing both individual and institutional needs, considering the local context, implementing participative decision making, providing a longterm focus, and informing legislators and policymakers about the need for professional time. A copy of the survey is included. (Contains 18 references.) (LMI)

Steps toward developing a more constructive framework for linking research with educational practice in effecting school change are presented in this paper. To understand the problem of research-based change in schools, the process is reviewed from the following perspectives: the school and its practitioners; research-based knowledge itself; and linkages between practitioners and research communities. Optimistic findings are that teachers and policymakers do learn from research; however, research utilization works best in settings of collaboration and mutual support. Effective research-based programs for change are utilitarian, inspirational, provide immediate payoffs, and meet local needs. Unsuccessful plans for change view the practitioners as passive, are unclear, and assume a linear model of progression. Another problem is the inherent conflict that exists between knowledge-based school improvement efforts and the politics of federally supported research and development, if the latter adheres to an inappropriate vision of rapid, center-to-periphery dissemination. (77 references) (LMI)

A new paradigm for evaluating school restructuring that is based on the teacher-as-researcher concept, or action research, is presented in this paper. The first section compares the traditional and new evaluation paradigms. The old model is competitive, one-dimensional, reactive, and based on external change agents; it appeals to fear and views the teacher as passive. The new model is cooperative, three-dimensional, responsive, and based on internal change agents; it appeals to inspiration and views the teacher as active. The second section examines problems involved in shifting to the new paradigm. Resistance to change is often based on expectations and past experiences; the questions most often asked by novice evaluators are Who, How, When, and Why? The Learning Laboratory Initiative, a district-level restructuring project, has four goals for evaluation: (1) empower the stakeholders; (2) support the work; (3) showcase what is being learned; and (4) inform policy development. A conclusion is that evaluation for development purposes helps change schools into true learning organizations. Teachers and local shareholders engaged in designing, implementing, and evaluating their educational vision accomplish a shared mission, personal mastery, and team learning. Appendices include a comparison of evaluation paradigms, a description of the roles and responsibilities of the evaluation coordinator, and a figure demonstrating the quartiles of collaborative inquiry. (Contains 22 references.) (LMI)

Part of a six-volume series, this publication contains summaries of theme papers commissioned for the National Congress on Catholic Schools for the 21st century, Nov. 6-10, 1991. The meeting had three broad goals: (1) to communicate the story of the academic and religious effectiveness of Catholic schools to a national audience; (2) to celebrate the success of Catholic schools in the United States and to broaden support for the future; and (3) to convene an assembly of key leaders in Catholic schooling. The papers served to foster a national dialogue to clarify the current status of Catholic schools in the United States, and to develop a set of future strategies to strengthen and expand the network of Catholic schools throughout the country. Ten papers, addressing the following themes, are summarized: (1) "The Catholic Identity of Catholic Schools," with papers by James Heft and Carleen Reck; (2) "Leadership of and on Behalf of Catholic Schools," with papers by Karen Ristau and Joseph Rogus; (3) "The Catholic School and Society," with papers by John Convey and John Cummins; (4) "Catholic School Governance and Finance," with papers by Rosemary Hocevar and Lourdes Sheehan; and (5) "Political Action, Public Policy, and Catholic Schools," with papers by John Coons and Frank Monahan. (KM)

The five speeches in this collection all address issues concerned with freedom and responsibility in American education, especially higher education. The first speech, "Freedom, Coercion, and Authority" is by Robert N. Bellah. Bellah argues that freedom must be balanced not only by responsibility but by authority, and urges universities not to abandon their traditional role of producing educated human beings not technicians. The second speech is "Balancing Freedom and Responsibility with the New Market Forces" by Paul A. Elsner. Elsner focuses on challenges and issues faced by the community college sector. Third, Howard Fuller in "Reforming K-12 Education in America," focuses on the unsolved educational problems of poor children, especially poor children of color in urban areas and the relationship of colleges to these areas. The fourth speech is "Higher Education for the 21st Century" by the Honorable Richard W. Riley, U.S. Secretary of Education, who addresses such issues as the role of higher education in strengthening elementary and secondary schools, the need to increase diversity in higher education institutions, and the need for well-trained K-12 teachers. The last paper is "Preparing Our Children for College" by the Honorable Donna Shalala, U.S. Secretary of Health and Human Services. Shalala reviews some Clinton administration accomplishments in education and health and urges greater involvement by higher education in such health issues as tobacco and alcohol abuse. (DB)

The culture of Catholic education is based on profoundly human qualities animated by freedom and by faith. Because all aspects of Catholic education are intrinsically religious acts, teachers are free to teach all subjects for their own sake. Educators have the freedom to insist that everything in Catholic education be first rate, including equipment and extracurricular programs, and they are free to work longer than 40 hours each week to ensure such quality. Students are free to admit to themselves and to others that school is interesting and that they would rather be there than elsewhere. Nevertheless, Catholic educators have an obligation to make Catholic schools worth the cost difference as well as reflect the faith which makes that difference. Some disappointing trends create challenges: (1) there are fewer areas of agreement between Catholics and other citizens; (2) Catholic families increasingly use public higher education; (3) there is a declining number of religious men and women as virtually free labor for school systems; (4) class discipline and the inability to expel students with behavior problems is a concern; and (5) it is difficult to reconcile the Catholic school system's aims with the teachers' unions' aims. Catholic educators should be assertive on the school voucher issue and on the need for religion in public life, and should insist that Catholic education be valued for its convictions, not just its discipline and uniforms. Catholic educators face challenges in their freedom to do their job well and to animate it by faith. The American Catholic educational experience has been one of the glories of the Church for more than two centuries. (KDFB)

This document contains 13 papers presented at a national forum on special education teacher satisfaction, retention, and attrition. The forum focused on results and implications of three studies: (1) the San Diego State University/American Institute for Research (California) study of variables related to the satisfaction, attrition, and retention of special education teachers; (2) the Research Triangle Institute (Tennessee) study on improving the retention of special education teachers; and (3) the Eugene Research Institute (Oregon) study on attrition/retention of urban special education teachers. A paper titled "Overview of the Three Research Projects" (by Patricia Thomas Cegelka) introduces the collection and is followed by "The National Picture: Messages from SASS (Schools and Staffing Survey) Data" (Erling E. Boe et al.). Other papers include: "The Attrition Picture: Lessons from Three Research Projects" (John Pyecha and Roger Levine); "Working Conditions: Job Design" (Russell Gersten et al.); "Working Conditions: Administrator Support" (Bonnie Billingsley et al.); "Impact of Job Design Problems and Lack of Support" (Russell Gersten et al.); "Personnel Preparation: Relationship to Job Satisfaction" (Patricia Cegelka and Donald Doorlag); "Strategic Planning for Special Education Teacher Retention" (Peggie Campeau and John Pyecha); "Attrition/Retention of Urban Special Education Teachers: Multi-Faceted Research and Strategic Action Planning" (Martha Morvant and Russell Gersten); "Teachers' Perceptions of Working Conditions: Problems Relating to Central Office Support [and] Section 2: Administrative Support" (Russell Gersten et al.); "Attrition of Special Educators: Why They Leave and Where They Go" (Mary T. Brownell et al.); "Retention and Attrition in Special Education: Analysis of Variables That Predict Staying, Transferring, or Leaving" (David Miller et al.); and "Retention, Transfer, and Attrition of Special and General Education Teachers in National Perspective" (Erling E. Boe et al.) (DB)

In an effort to explore critical issues important to the development of high quality science and engineering technicians, 115 technicians, technician educators, government representatives, and employer gathered in July 1993 to provide recommendations for future activities and projects designed to improve the quality of the U.S. technician workforce. This document provides a discussion of workshop activities. Included are: (1) a brief summary of the state of technician workforce; (2) workshop reports which includes "Professionalism of Technician Careers,""Alliances,""Faculty,""Human Resources Issues--Recruitment, Retention, and Placement,""Curriculum and Program Development," and "Secondary School Education for Technical Careers"; (3) sections on issues and recommendations for each workshop report topics; and (4) implications for policy. Also included are abstracts from selected preconference papers and the following articles: (1) "What Do Technicians Do?" by Stephen R. Barley; (2) "Education for Engineering and Industrial Technicians in the Reinvestment Economy" by Lawrence J. Wolf; (3) "One Society's Response to Technician Needs" by Kenneth M. Chapman; and (4) "Critical Issues in Science and Engineering Technician Education Invitational Workshop, Summary Comments" by George R. Boggs. (ZWH)

This study examined knowledge of AIDS transmission, attitudes toward interacting with people who have AIDS, and concerns about being personally affected by AIDS in childhood and adolescence. Subjects were 188 children and adolescents ranging from 6 to 18 years old. An open-ended interview covering a wide range of AIDS-related topics was conducted with each child. Participants then completed a structured interview on the same topics, measuring their knowledge of AIDS transmission and attitudes related to AIDS. Cluster analysis indicated that first and second grade children entertained a wide range of hypotheses about the causes of AIDS but also believed that widely-publicized AIDS risk factors and saliva exchange were the most probable causes. With age, children learned more about risky behaviors and weeded out bad ideas until they approximated the accepted scientific theory. Increased knowledge of AIDS causality caused greater willingness to interact with infected individuals and decreased anxiety about being infected. Cluster analysis suggested that distinguishable subgroups of children exist at each age level, each with a qualitatively different theory of HIV transmission. The data suggests that knowing a child's theoretical perspective on AIDS causality allows for better prediction of receptivity to interacting with people who have AIDS. (Contains 28 references.) (MM)

This study investigated the effects of quality of educational experience with computers on attitudes toward computers and learning in a preservice educational psychology class for deaf students training to be teachers. Nineteen subjects used computer-assisted instruction modules for seven half-hour lessons on various educational psychology concepts. The majority of the students had positive reactions to the quality of the lessons, the computer feedback, the time allowed to complete the lesson, and the teacher's instruction. Using the Computer Attitude Scale, it was determined that students' attitudes toward computers changed in terms of reduced anxiety and greater confidence in using computers. Students' knowledge of educational psychology concepts increased after completion of each lesson. The results provide support that, if the nature of the students' computer experience is positive, then attitudes can be positively impacted. (Includes 23 references.) (JDD)

The mother of a 16-year-old daughter with autism offers a parental perspective on coping with a child's disability. The paper emphasizes that through direct interaction with the child and the child's teacher and through taking an active role in the child's activities and achievements, the child's potential can be discovered and the child can be motivated to achieve it. The development of communication skills in the 16-year-old girl, through use of such techniques as "reverse echolalia" and having family members join in with her during her self-stimulatory acts, is described. The parents' role in educating and sensitizing the public, school personnel, and physicians about the needs of children with disabilities is also discussed. (JDD)

The relationships among Catholic school teachers' commitment, job satisfaction, and work environment are examined. A survey of full-time Catholic elementary school teachers in a large Catholic diocese yielded a 68 percent response rate (n=655). Findings classified three groups of teachers on the basis of three sources of commitment: commitment to faith and organizational values; to the teaching profession itself; and to job-related features. Overall, teachers found intrinsic aspects of their work more satisfying than external factors and expressed general satisfaction. A recommendation is made for conscious administrative efforts to build a faith community and to employ persons whose characteristics match organizational needs. Six statistical tables are included. (45 references) (LMI)

This book offers a collection of papers from a conference focused on various aspects of school/college collaboration, edited so as to form a coherent presentation. The papers are grouped into five chapters, each with its own theme. Chapter 1, on the nature of collaboration, aims to promote inquiry into research, theory, and application concerning the nature of collaboration and the necessary conditions for successful partnerships. This chapter also contains a speech by former Education Secretary Terrel H. Bell and a summary of a symposium on cooperative learning. Chapter 2, on implementation strategies, contains discussions on general lessons to be drawn from successful programs and those programs' characteristics, and on the re-emerging importance given to teacher preparation. Chapter 3, on role relationships/leadership, considers the coming educational challenges presented by demographic trends; the changing roles and responsibilities of university, school, and union personnel working in collaboration; and the nature of leadership. Chapter 4, on context variables, focuses on the factors influencing the outcome of a collaborative project. Finally, chapter 5, on collaborative models, presents reports on different in-place programs. A featured symposium assessing current issues in educational reform and the requirements of effective collaboration conclude the document. (JD)

This paper, one of two related documents, examines the impact of declining enrollments on educational expenditures. It highlights population and social changes that have contributed to the decline and discusses the general financing of schools. Finally, the paper discusses strategies state policymakers can use to manage decline, including forecasting enrollment trends, providing technical assistance and specialized services, altering staffing policies, and building public relations. (Author/LD)

In an examination of the implementation of educational change, a discussion is presented on the purpose, meaning, and context of change. Consideration is given to the value of change, its benefits and feasibility, and the capacity for implementation. In the second section of the paper, 14 factors related to the implementation of change in schools are summarized, and corresponding research on these factors is cited. In discussing the characteristics of the change itself, the factors of need, clarity, complexity, quality, and practicality are examined. Six factors influencing the characteristics of change at the school district level are discussed: (1) the district's history of innovative attempts; (2) the adoption process; (3) district administrative support; (4) staff development and participation; (5) time-line and information systems; and (6) community characteristics. In discussing the school level factors relating to change, the role of the principal, teacher-teacher relationships, and teacher characteristics and orientations are singled out as factors for consideration. The last set of factors are considered under the label of assistance external to the school district. Six types of outcomes of change are identified: (1) degree of organizational change; (2) scope of implementation; (3) incorporation of the product; (4) incorporation of a problem-solving process; (5) problem resolution; and (6) personal impacts. The final section of the paper addresses implications, unresolved issues, and the question of deriving practical lessons for integrating the theory and practice of educational change. (JD)

Although schools and youth-development groups are committed to a similar vision of positive physical, intellectual, psychological, and social development of America's children, their isolation from each other can actually hinder growth. The strong bonds among school, community, and family that sustained older generations are frayed and disjointed across all economic levels nowadays. The effects of this dysfunction make the work of education and development much more difficult. Factors that can help youth succeed, however, involve building on personal assets and providing exposure to positive experiences, settings, people, and opportunities to gain and refine life skills. Both schools and communities can provide these elements. It is eye-opening to realize that good schools look like good community settings. This paper reports on a national conversation on overcoming barriers between these two types of institutions. Follow-up action includes sustaining and deepening the collaboration at the national level, starting dialogues at other levels, setting a vision for the development of youth, building on what already exists, developing a common language between schools and youth-development organizations, identifying what should be measured, and trusting each other. The paper concludes with lists of resources for starting conversations, publications, and participants. (RT)

This book is a summary of papers presented at the Third National Conference on Catholic School Finance held in March, 1977. The topics discussed include the board's repsonsibility for finance, current trends, long-range planning, school reorganization, expansion and building of new schools, marketing, foundations, educational development, funding, budgeting, tuition programs, the all lay-school, and a case study. (Author/LD)

These 1976 symposium papers, presented by school administrators of the National Catholic Educational Association, concern unionism in Catholic schools. Some of the issues covered include theological perspectives of collective bargaining, pros and cons, religious and Catholic teacher unions, tenure problems, and effects on a community of faith. The appendix discusses the history of collective bargaining and the steps to unionizing as well as the social ethics of Catholic school teachers forming unions. (Author/LD)

This paper reviews the literature on the intellectual abilities and performance of deaf learners within educational settings. The paper addresses such questions as whether deaf learners learn differently from hearing learners; whether deaf learners have the same intellectual capacity as hearing learners; how opinions have changed regarding the intellectual abilities of deaf learners; and at what point intervention is effective. It is concluded that the most promising approaches to planned interventions are those which have: (1) a strong theoretical basis; (2) a focus on teacher training or re-training in the specific methodology; (3) a comprehensive incorporation of several, rather than only a few, cognitive skills; (4) regular opportunities for students to apply these skills to subject matter; and (5) an explicit metacognitive focus in helping students become aware of cognitive processes and strategies. (Contains 107 references.) (DB)

Findings from 10 projects, sponsored by the National Institute of Education, which focused on teaching as a linguistic process, are examined in this paper, along with findings from related studies. The projects constitute first-generation indepth studies of selected classrooms and are discussed in relation to two aspects of the linguistics of classroom environment. The first section explores findings in terms of the differentiated nature of classroom activities, behaviors, and requirements at group and individual levels. The second section combines information about features and outcomes of discourse and relates the data to student academic achievement. The subjects of the projects and their principal investigators are: (1) interpersonal relationships during playground games (Borman); (2) social and cultural organization of bilingual classroom interactions (Cazden and Erickson); (3) effect of classroom organization on learning of classroom discourse rules (Cole); (4) cooperative and didactic interaction patterns (Cooper); (5) learning of discourse rules by culturally different children (DeStefano and Pepinsky); (6) school/home ethnography (Gumperz and Simons); (7) ethnographic and ethnolinguistic patterns of discourse and learning in and out of school (Hymes); (8) children's groups in school (Farnham-Diggory); (9) the contribution of service-like events during individual work time (Merritt); and (10) participant perspectives of classroom discourse (Morine-Dershimer and Tennenberg). (FG)

Selected research studies which have potential utility for and impact upon the conduct of staff development programs in school settings are reviewed in this paper. The context, assessment, content, and process of staff development programs are defined, and 27 validated studies are introduced and discussed. Trends in findings are noted, and gaps in research areas are identified. Eight elements of a suggested research-derived staff development program, which features participatory decision making, peer support, and responsive program planning, are outlined. An annotated bibliography of the 27 studies is appended. (FG)

Research literature on student perceptions of classroom environment is reviewed in this paper. The intent is to indicate the types of issues that have been addressed and to illustrate recent developments in the field of student perception. Seven categories of student perception are examined: (1) teachers and teacher behavior; (2) peers and peer relationships; (3) other school personnel; (4) causes of behavior (attribution theory); (5) self concept and self esteem within the classroom; (6) classroom climate and procedures; and (7) school procedures and practices. The value of the studies to future educational practice is noted, and suggestions are made for further research, including systematically mapping the student perception domain, charting developmental milestones, and studying contextual and methodological variables. A bibliography of over 100 research studies is appended. (FG)

Thirty-nine papers on the place of technology in education are collected in this volume of conference proceedings. Several themes run through the collection, appearing in different combinations in different papers. Among the major topics discussed are the applications of computer technology to different aspects of instruction and school administration; the uses of broadcast and cable television and radio and of video technology in on-campus and off-campus instruction; and the formation of consortia of educational institutions to share the costs and benefits associated with courseware development and dissemination. Other major issues considered include the nature of the changes that technology will bring about in traditional and nontraditional education; the role of the government in developing educational technology; the concepts affecting the development of effective courseware; and the effects of educators' attitudes on the adoption of new equipment and methods. The majority of the papers consist of informed opinions or generalized analyses of the status of educational technology, while others describe specific programs or suggest techniques for implementing and applying technology. (PGD)