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Like California, South Korea's system of higher education is a work in progress. Each must evolve and reshape themselves at various points in their histories in their quest for relevancy and, increasingly, to external pressures and demands of governments and, more generally, society. Utilizing California's pioneering higher education system as a comparative lens, I provide an outsider's view of South Korea's higher education system from two perspectives. First, a national system viewpoint: How is the higher education eco-system organized and managed, and what funding and other incentives are provided by the national government? The second is an institutional viewpoint: What is the academic and management culture of national universities and how might they seek self-improvement and a greater impact on their regional role? In pursuing this analysis, I leverage my knowledge and research related to California's efforts to build its mass higher education system with institutions of high quality and world prestige as well as aspects of my "New Flagship University" model that focus on institutional self-improvement and management. Two general observations are offered: First, Korea needs to reorganize its network of public and private tertiary institutions; that includes reducing the number of private institutions, while also improving regional role and impact of its public institutions. Second, a major challenge for Korea, in my view, is to deemphasize the race for rankings and to focus more on the internal management capacity of institutions, and to pursue a more holistic societal role for its universities. "The New Flagship University" model is one way to examine this issue for Korea. [This essay was written at the request of South Korea's President's Council on Education and presented at the Korea/OECD conference held in Ilsan, Republic of Korea, on October 24, 2019.]

Advanced information, communication, computation and collaboration technologies, known as "cyberinfrastructure," have become essential elements for research, education, and innovation in the 21st century. A major challenge confronting the United States today is how to ensure that all colleges and universities, including those that have not traditionally benefited from leading-edge research infrastructure, can participate seamlessly in national and multinational cyberinfrastructure-enabled efforts. The minority-serving-institution community has unique expertise, knowledge, and resources to share. Western leaders from the fields of science, education and cyberinfrastructure recognize an urgent need for action. Participants in the 2006 "Lariat Summit on Minority Institutions and Cyberinfrastructure in the West" gathered in Bozeman, Montana to develop strategies and recommendations for connecting minority-serving institutions in the West to national advanced cyberinfrastructure. This document is a first step towards developing both the will and the resources to ensure that minority-serving institutions are among the "connected" institutions in the Western states of Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, and Washington. (Contains 2 figures and 11 endnotes.) [Financial support for this white paper was provided by the University of Washington, Internet2, and the Pacific Northwest Gigapop.]

For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains several dozen refereed papers dealing with instructional issues in the field of instructional technology. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499889.]

Understanding key concepts in molecular biology requires reasoning about molecular processes that are not directly observable and, as such, presents a challenge to students and teachers. We ask whether novel interactive physical models and activities can help students understand key processes in viral replication. Our 3D tangible models are embedded with magnets that accurately represent chemical attractions and, in a study of 492 students, structured model use led to improved understanding of viral replication and self-assembly from pre- to posttest.

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 23 papers in this volume include: (1) Acculturation into a Collaborative Online Learning Environment (Iryna V. Ashby and Victoria L. Walker); (2) TriviaPrep: Inside the Research, Design, Development, and Implementation of an Educational Competitive-Trivia Mobile Application (Sean D. Bailey); (3) Social Network Analysis as a Design-Based Research Tool in Deploying University-Wide Online Quality Course Standards (John Cowan, Aline Click, Stephanie Richter, Jason Rhode, and Jason Underwood); (4) A Revision to the "Revised" Bloom's Taxonomy (Afnan N. Darwazeh and Robert Maribe Branch); (5) ElevatEd: An Innovative Web-Based Solution for Strategic Planning and Continuous Improvement in Schools (Ioan G. Ionas, Matthew A. Easter, and Blake A. Naughton); (6) Using a Backchannel to Build a Community of Practice in a Professional Development (Lenora Jean Justice); (7) Learning to Lose: Using Gaming Concepts to Teach Failure as Part of the Learning Process (Lenora Jean Justice); (8) Active Learning in Online Learning Environments for Adult Learners (Yu-Chun Kuo and Yu-Tung Kuo); (9) Assessment Strategies for Competency-Based Learning--Lessons Learned (Darci Lammers and Stephen Beers); (10) Peer-Led Hackathon: An Intense Learning Experience (Miguel Lara, Kate Lockwood, and Eric Tao); (11) Fostering Interaction In Distance Learning through Purposeful Technology Integration in Support of Learning Goals (Wei Li and Jennifer. M. Brill); (12) Collaborative Communications in the Classroom (Patrice C. Nyatuame); (13) A Mixed-Methods Study: Student Evaluation Response Rates of Teacher Performance in Higher Education Online Classes (Kelli R. Paquette, Frank Corbett, Jr., and Melissa M. Casses); (14) Creating Effective Instructional Design: Feedback Loops And Habitus (Ardelle Pate and Jeffrey L. Hunt); (15) Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (Kelly Paynter and Jimmy Barnes); (16) An Online Social Constructivist Course: Toward a Framework for Usability Evaluations (Alana S. Phillips, Anneliese Sheffield, Michelle Moore, and Heather Robinson); (17) Games and Simulations: A Potential Future for Assessment (DeAnna L. Proctor and Lenora Jean Justice); (18) An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System (Mapopa William Sanga); (19) AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use (Joseph M. Scandura); (20) Design of Instructional Modeling Language and Learning Objects Repository (Altaf Siddiqui); (21) Training Instructional Designers: Engaging Novices in ID Process through a Progressive Case (Lina Souid and Tiffany A. Koszalka); (22) How Human Agency Contributes to Thinking about E-learning (Brent G. Wilson and Andrea Gregg); and (23) Issues in Activity to Improve Subjects and Methods in University Lesson through Active Learning Using Media (Morio Yoshie). (Individual papers contain references.) [For Volume 1, see ED570117.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 29 papers included in Volume 1 are: (1) Student Opinions and Perceptions about a Gamified Online Course: A Qualitative Study (Tugce Aldemir and Goknur Kaplan Akilli); (2) Openness, Self-Efficacy, and Willingness to Communicate in a MOOC Learning Environment (Yayoi Anzai and Kanji Akahori); (3) Children's Motivation While Playing Games in a Virtual World: How Many Coins Did You Get? (Daisyane Barreto, Lucas Vasconcelos, and Michael Orey); (4) The Applicability of Design Thinking Process in Education: The Case of Two Afrikan Countries (Rebecca Yvonne Bayeck and Tutaleni I. Asino); (5) Satisfaction, Preferences and Problems of a MOOC Participants (Aras Bozkurt and Cengiz Hakan Aydin); (6) Effects of Speaker's Accent in a Multimedia Tutorial on Non-Native Students' Learning and Attitudes (Vien Cao); (7) Active Learning Strategies to Stimulate Knowledge Integration in a Large Pharmacy Course (Dan Cernusca and Wendy Brown); (8) The Application of the Segmenting Principle: The Effects of Pause Time and Types in Instructional Animations (Sungwon Chung, Jongpil Cheon, Cristina Diordieva, and Jue Wang); (9) Designing and Developing a Case-Based MOOC to Impact Students' Abilities to Address Ethical Dilemmas (Lauren Cifuentes, Seung Won Park, and Jaime McQueen); (10) A Comparison Study of a Face-to-Face and Online Writing Courses (Ryan Eller, Bude Su, and Karen Wisdom); (11) Using Wearable Technology to Support and Measure the Effects of Physical Activity on Educational Persistence (Suzanne Ensmann); (12) Exploratory Analysis of a Motivation Focused Pre-Service Teacher Technology Course (David Gardner); (13) E-Learning Authoring Software Selection: How do Instructional Designers Gain Competency Using and Selecting Appropriate Digital Media Development Tools? (Lisa Giacumo and Quincy Conley); (14) An Educational Reform to Improve Classroom Technology in Turkey: The FATIH Project (Hoyet Hemphill, Erkan Caliskan, and Leaunda Hemphill); (15) Accelerated Engagement of African-American Males Through Social Media (Charles Holloway); (16) The Effects of Prior Beliefs on Student Interactions in Online Debates (Allan Jeong and Zhichun Liu); (17) Effectiveness of Computer-Based Scaffolding for K-Adult Students in the Context of Problem-Centered Instructional Models Related to STEM Education: Bayesian Meta-Analysis (Nam Ju Kim, Brian R. Belland, and Andrew E. Walker); (18) Aligning Change Theory with a Process Model to Assist Self-Identification of Patients with Asthma (Thomas W. Lamey and Gayle V. Davidson-Shivers); (19) Structured Peer Tutoring for Online Learning Readiness (Juhong Christie Liu and Andrea Adams); (20) Pre-service Teachers' Use of Digital Science Notebooks (Seungoh Paek and Lori Fulton); (21) Individual Differences in Perspective Taking (Phoebe Haemin Pahng); (22) Designing Question Prompts Using Practical Inquiry Model to Facilitate Cognitive Presence in Online Case Discussions (Ayesha Sadaf and Larisa Olesova); (23) Analysis of Conversations Regarding Trending Educational Technology Topics across Scholarly Research, Trade Journals, and Social Media (Susan L. Stansberry, Margi Stone Cooper, Scott Haselwood, Matt McCoin, Ying Xiu, Kristi Dickey, Michelle A. Robertson, and Cates Schwark); (24) Factors that Influence Community College Instructors' Adoption of Course Management Systems (Berhane Teclehaimanot and Jeffrey Peters); (25) Peer-Led Online Discussion in Compressed Courses: Do the Benefits Outweigh the Logistical Risks? (Penny Thompson); (26) How Does Culture, Learning, and Technology Impact Nurse Orientation Training Programs? (Arielle Turner); (27) What Keeps Instructors Away From e-Text: Challenges in Adopting E-Textbooks in Higher Education (Sirui Wang and Shuyan Wang); (28) Political Influence on a School District's Educational and Instructional Technology (Steven Watkins); and (29) Accelerating Learning through an Integrated Approach to Faculty Development and Academic Technology Tool Development (Nancy Wentworth). (Individual papers contain references.) [For Volume 2, see ED570118.]

Basic skills courses are designed to teach students certain basic academic competencies they have not mastered. However, very little research has examined the quality of instruction inside basic skills classes. This paper presents preliminary findings from observations in 13 California community colleges. The clearest finding is that "remedial pedagogy" predominates--this is a pedagogy involving drill and practice on small sub-skills, stressing correct answers rather than conceptual understanding, with very little contextualization. Innovation usually occurs when individual instructors develop idiosyncratic practices or in the few cases where departments have organized to develop non-remedial approaches, but the college is rarely the locus of innovation. In addition, basic skills students are enormously heterogeneous, complicating the challenges of instruction, and most student support seems relatively weak. These findings help to explain why basic skills instruction is so often ineffective. Appended are: (1) Figures; and (2) The UCB/RP Study of Basic Skills in California Community Colleges. (Contains 2 figures and 26 footnotes.)

In the aftermath of SP-1 and Proposition 209, the University of California has adopted several strategies in order to maintain access. In the long term, the university seeks to work with individual students to improve their academic preparation and to expand partnerships with the K-12 public sector. The state's need to educate more of its minority citizens is urgent, however, so in the shorter term the University has focused on three strategies in its admissions process: comprehensive review, Eligibility in the Local Context (ELC), and the Dual Admissions Program (DAP). The paper also discusses the use of standardized tests in judging students' readiness for university-level work, and especially changes to the SAT tests that have come about partly in response to UC policies. The paper concludes by assessing the ongoing debates over racial preferences in college admissions. The University of California Admissions Policy is appended. (Contains 9 footnotes.)

This paper presents part of the results of a completed study entitled "A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life." It focuses particularly on the graduate school experience and degree of preparation for the professoriate of African American doctoral students in the sciences and engineering, and presents the results of a survey of 33 African American STEM Ph.D.s from the University of California earned between 1980-1990. Relationships with thesis advisors and principal investigators are evaluated by the study participants in fifteen specific areas from highly-ranked intellectual development to low-ranked training in grant writing. Deficits in training and socialization are discussed along with the tension between being both an African American and a graduate student. Career choices and outcomes are presented. These findings, in conjunction with current analyses of graduate education in STEM, suggest ways in which graduate training for all could be improved. (Contains 1 table.) [Financial support for this project was provided by the U.C. Industry-University Cooperative Research Program; and the U.C. Berkeley Graduate Division.]

As part of the University of California's recent reconsideration of the role of the SAT in admissions, the UC Office of the President published an extensive report, "UC and the SAT" (2001), which examined the value of SAT I Reasoning Test scores, SAT II Subject Test scores, and high school grades in predicting the grade-point averages of UC freshmen (UCGPA), as well as the role of economic factors in predicting UCGPA. The analyses in "UC and the SAT" were based primarily on data that had been aggregated across freshmen cohorts (1996 through 1999) and across UC campuses. In the current study, by contrast, data were analyzed within campuses and cohorts and then summarized. While some of our conclusions are similar to those in "UC and the SAT," others are not. Like the earlier study, for example, our reanalyses showed that, considered collectively, the SAT II tests required by UC (Writing, Math, and a third test of the applicant's choice) are slightly superior to the SAT I as a predictor of UCGPA. But our reanalyses also revealed considerable variability across campuses and freshman cohorts in the predictive value of high school grades and test scores, which was masked in the earlier analyses. Also, our reanalyses did not support the conclusion in "UC and the SAT" that SAT II scores are "less sensitive" to socioeconomic factors than SAT I scores, an assertion that was often repeated during the SAT debate that took place in 2001 and 2002. (Contains 31 tables, 3 figures, and 10 footnotes.) [This paper was also presented at the Annual Meeting of the American Educational Research Association (AERA) (Chicago, IL, April 25, 2003).]

Since 1995, the University of California has been prohibited from employing affirmative action principles in student admissions. In response to this constraint, the UC has sought to pursue a number of other avenues for promoting the selection and retention of a diverse student body. In this paper we look at how officials and staff within the UC system have sought to develop an alternative rationale for managing the categorical problem of identifying types and classes of applicants along with strategies of action that stay within legally allowable frameworks. We argue that a new framework for organizational action has emerged (a cultural logic) which is made up of a dually ordered system of identity categories and institutional activity categories. We use Galois lattices as a way of unpacking the dynamic emergence of this new organizational logic. (Contains 4 tables, 4 figures, and 12 footnotes.)

The ND Annual Conference--Teaching of Psychology: Ideas and Innovations was held on March 7-8, 2008 at the Crowne Plaza in White Plains, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference featured Dr. Douglas Bernstein from the University of South Florida, Tampa as the keynote speaker. Participants also had a number of presentations from which to choose, publishers' displays to visit, and many colleagues with whom to network. Thirty abstracts and nine complete papers are included in these proceedings. Presenters covered topics such as teaching psychology through storytelling, using visual displays of data, the benefits of using Excel-based homework assignments, and incorporating multiculturalism in the psychology curriculum. The following complete papers are included in the proceedings: (1) Use of Electronic Discussion Boards to Enhance Classroom Learning (Richard J. DioGuardi); (2) Innovations in Mentoring: Interdisciplinary Perspectives (Joseph Maiorca, Daniel Benkendorf, Praveen Chaudhry, Ernest Poole, and Christine Pomeranz); (3) Child's Play: Creating Observational Research Experiences for 21st Century Undergraduates (Joan F. Kuchner); (4) A Student Perspective on Traditional, Hybrid, and Distance Learning Courses (Patricia A. Oswald and Katherine Zaromatidis); (5) Teach Them What They Need to Know for Life (Gretchen Wehrle); (6) The Perils of PowerPoint: Students' Perceptions of Classroom Technology (Judith Krauss, Lori Murphy, and Marybeth Ruscica); (7) The Values and Habits of the 21st Century College Student (Mary Streit); (8) Technology in the Classroom: Three Useful Interventions (James Regan and Daniel Lackaye); and (9) A 21st Century Statistics Course for the 21st Century Student (Karen Y. Holmes and Darlene G. Colson). (Individual papers contain references.) [Abstract modified to meet ERIC Guidelines. For the 2007 proceedings, see ED499916.]

This study investigated the extent to which completing an associate degree or earning a vocational certificate impacts on the post-college earnings of students. The study examined data from California's Unemployment Insurance Wage Records and educational and demographic data for all California community college students maintained by the state Chancellor's office for a cohort of leavers and completers (n=841,000) during the 1991-92 academic year. Following a review of relevant research on the net effects of a community college education and a review of studies conducted by several states, the paper examines studies on the value of community college education for California's student population, which show a positive relationship between formal education and earnings. For all students, the greatest gains (15 percent) went to certificate completers, followed by those completing an associate degree (11 percent). When data were analyzed by age group, younger vocational students (age 18-24) had higher gains (+19 percent) for the first to third years out of college; older students (ages 25-34 and over 35) experienced 12 percent gains. Completing a certificate or associate degree with a major program area also had a positive impact on post-college earnings. It was also found that men had higher earnings than women across the 3-year time period measured. (Contains 33 references.) (CH)

This document, from the University of California, Davis, reports that California's three-tiered higher education system is committed to both open-access and selective admissions. Community college to four-year institution transfer programs are being pressed into service to meet both anticipated population growth and increased demand and to accomplish racially and ethnically diverse access. Research regarding community college attendance for bachelor's degree (BA) aspirants shows that those with high school GPAs above 3.5 achieved a BA at a 75% rate when they began studies at a four-year institution, and at a 37% rate when they started at a community college (Kinnick and Kempner). Tidal Wave 2, the term for the anticipated population growth and increased demand that will affect college enrollment, could increase community college enrollment by 36%. Community college and university presidents in California share the goal of increasing the number of community college students transferring to the University of California (UC) by 50% between 1998-99 and 2005-06. Students with Transfer Articulation Agreements (TAAs), contracts made between the university and community college students that include a prescribed curriculum and a required performance standard, are more likely to enroll in UCs, and are slightly more likely to graduate than other transfers (82% to 80% at UC Davis). (Contains 4 tables, 4 figures, and 35 references.) (NB)

Many school accountability programs, including the No Child Left Behind (NCLB) Act are built on the premise that the threat of sanctions attached to failure will produce higher student achievement. However, the stigma associated with failing schools and the expected costs of possible future sanctions may lead experienced teachers to leave these schools for other opportunities. This may undermine the program's improvement efforts. Particularly it may lead failing schools to rely on a higher proportion of novice teachers. This study looks at elementary and secondary schools in California from 2002-2006 to determine the effect of failing to meet academic performance thresholds on teacher experience under the NCLB accountability system. Because failing schools differ in important ways from schools that meet performance targets, the author takes advantage of the racial subgroup rules to compare groups of schools that may have different failure probabilities despite similar profiles. The author finds that failure to meet AYP is associated with decreases in aggregate teacher experience and increases in the proportion of novice teachers. (Contains 7 tables, 6 figures and 1 footnote.)

Immigrant status carries considerable challenges to survival and mobility in U.S. society. As an emerging dimension of social stratification, legal status influences not only immigrants but also their children. Using data collected in Houston and San Diego, this study examines the intergenerational health consequences of undocumented status for child well-being. Results support the argument that children with undocumented immigrant parents suffer higher risks of poverty and poor health than children in legal households, and children in mixed-status households are equally disadvantaged despite having a legal parent. Children in legal households are wealthier and have more food, better living quarters, and better health insurance and health status. Drawbacks to being raised in families with one or more unauthorized residents offer further evidence of a growing policy dilemma about access to health care and the general well-being of children. Addressing these needs carries particular significance for the future of a growing Chicano/a population, among whom research documents an observable health deficit. This deficit, which may also exist among other Latino groups experiencing high rates of undocumented migration and uncertain legal status outcomes, contributes to existing health disparities and racial and ethnic inequality in the United States. (Contains 62 references.) (Author/SM)

Our schools are environments of race and class and these school environments structure opportunity based on race and class. This paper explores how students' lives and their access to postsecondary education are framed and structured by the influences of race and class. The college choice decision process of three female Black students from a range of socioeconomic backgrounds in three distinct high school environments are examined. One of the most important ways that schools foster the investment of various forms of capital in the course of students' educational careers is in the transition from high school to college. The data for this ethnographic study was collected over a nine-month period at three urban California high schools. At the private school, intensive support was provided for college admissions and students applied to selective colleges nationally. At the two public schools much less support was provided and applications were generally limited to within the state or to historically Black colleges. Analysis suggests that Black students from private schools are accruing higher social status and opportunities while the future status of Black public school students is lowered by their more limited college choices, regardless of their academic qualifications. (Contains 32 references.) (JLS)

This study compared the outcomes and experiences of 275 older and 442 younger liberal arts students who had transferred from California community colleges to a research I California university in fall 1994 and spring 1995. The study's conceptual perspective was that of "quality of effort," which considers both what the institution offers and what students do with these offerings. Subjects completed a 304-item Transfer Students' Questionnaire which was organized into three main sections: (1) social demographics; (2) community college experiences; and (3) university experiences. Findings suggest that younger students and older students are likely to have different experiences at the two- and four-year institutions in their level of effort, involvement, and perceptions. At the community college level both younger and older groups had similar grade point averages (GPAs), but younger students spent more time in social and extracurricular activities. Older students scored significantly higher in the "course learning" and "experience in writing" factors. At the university, older students had significantly higher GPAs, devoted more effort to their experiences with faculty and course learning, and were more satisfied with their overall experiences, whereas younger students continued to be more involved in social and extracurricular activities and were less satisfied overall. (Contains 22 references and 7 tables.) (DB)

This paper reports findings from three studies on attrition of special education teachers, with particular focus on teachers' responses concerning their own preservice preparation in both general and special education and evaluations of their levels of preparation to perform various components of their jobs. Major findings were: (1) the four skill areas in which teachers rated themselves the least well-prepared included responding to linguistic diversity, interfacing with the core curriculum, dealing with severe behavior disorders, and collaborating/consulting with general education teachers; (2) teachers felt ill-prepared to work with general education teachers, manage disruptive behaviors, and work effectively with consultants; (3) the skill areas in which teachers felt the least well-prepared are those typically associated with operating effective inclusion/mainstreaming programs; (4) recent graduates reported a higher level of agreement between their philosophy of special education and that of their districts; and (5) teachers who had left special education or were considering doing so tended to feel at odds with district policies and directions toward mainstreaming/full inclusion. Comparison by California respondents of their preservice preparation for the required general education credential with that of their special education preparation revealed that teachers rated the quality of their special education training higher in all areas than their general education training. Special education teachers reported feeling isolated from, and unappreciated by, their general education colleagues. The degree of teacher satisfaction with principals was found to be highly correlated with decisions to remain in special education. (DB)

These papers, by unidentified staff members of the California Department of Education, were supplied to participants in the California Education Summit for discussion and the development of specific recommendations. The summit's keynote address, "The Global Democratic Revolution" (Diane Ravitch), is also included, as is an alphabetical listing of summit participants. The papers are titled as follows: (1) "Educational Accountability: A Driving Force for School Reform"; (2) "Educational Assessment: Harnessing the Power of Information to Improve Student Performance"; (3) "The Number 1000: A Proposal to Measure School Performance with a Single Accountability Index"; (4) "Curriculum"; (5) "High School Transitions"; (6) Adult Literacy"; (7) "Organizing More Effective Services for Children, Youth, and Families At Risk"; (8) "Restructuring to Improve Student Performance"; and (9) "Teacher Preparation and Recruitment." (MLF)

Hispanics are the fastest growing ethnic group nationally, yet they continue to be undereducated and underemployed. This paper discusses one community college's success in preparing and transfering Hispanic students to 4-year institutions. The study examined a San Francisco Bay Area high transfer community college, which was experiencing an increase in the enrollment of Hispanic students, to determine how its organizational practices were specifically addressing the transfer of this population. Data are provided that were gathered through interviews with college personnel involved in carrying out the transfer function as part of their responsibilities. Exploratory analysis and findings of the data are presented in terms of four organizational dimensions: commitment; structural context; role performance of staff; and role performance of students. Findings suggest that the intention of the institution, embodied in a policy statement, the college's allocation of resources, its implementation efforts to create facilities and roles to carry out the intent, and the actual roles enacted by the staff, seem to be directly related to and influence the participation and behavior of the students as to whether or not they utilized the transfer-related opportunities offered to them. (Contains 25 references.) (Author/GLR)

This paper discusses a study that examined the characteristics of part-time faculty in order to gain a better understanding of their needs so that better decisions might be made in part-time faculty management. Implications for institutional researchers who plan to study part-time faculty were also examined, including the challenges of obtaining responses from part-time faculty and the ethical issues involved in studying this group. The study was conducted during the fall 1988 semester at Fullerton College, a large suburban community college in Southern California. Of the 371 part-time faculty who were surveyed, usable responses were received from 314. The issues addressed were (1) the qualifications of part-time faculty; (2) their frustrations concerning pay and resource allocation, and their general feelings about their status in relation to full-time faculty; and (3) their involvement in the school and with other faculty. Among major findings were: that part-time faculty averaged lower degree attainment but high other professional qualifications; that part-time faculty feel they are treated as second-class citizens; and that few feel involved with the college but that 60 percent want more involvement. Also provided are seven detailed profiles of part-time faculty which were developed through multiple regression analysis. Contains 13 references. (GLR)

Chicano student achievement remains low at virtually all stages of the educational pipeline but the low rates of postsecondary matriculation and persistence are especially alarming. Tinto (1993) has described student persistence in higher education as a longitudinal process of interaction between an individual student and his/her institutional environment that is driven by the degree of congruence between student and institution. The registrar's office at three institutions, California State University, a California Community College, and the University of California, provided a list of randomly selected students who self-identified as Chicanos. Each student was mailed a questionnaire near the end of a quarter or semester to obtain responses reflecting a minimum of one entire academic year. The students' responses indicated a high degree of biculturalism (comfort and proficiency in both Chicano and U.S. cultural domains) and that their ethic identity as Chicano was salient. There was also a dominant response pattern in the student's perceptions of their institution's commitment to Chicanos. Students had high, positive perceptions of their institutions on only a few variables, mainly admissions policies and support services. Responses were neutral in areas of cultural democracy including support for Chicano organizations and support for affirmative action. Also, students reported high levels of stress in personal, family, and financial areas. (Contains 41 references.) (JLS)

High school transcripts and standardized college entrance examination test score results from approximately 6 percent of California's 1990 public high school graduates (n=13,641) were evaluated by University of California (UC) and California State University (CSU) college admissions officers as if they were records submitted by actual freshman applicants. Eligibility for college admission was defined as passing a proscribed series of college preparatory courses and meeting a minimum grade point average and minimum college entrance examination score. (UC also allows eligibility by test scores alone.) Results showed that eligibility rates among California public high school graduates have improved, with CSU eligibility rates changing from 27.5 percent in 1986 to 34.6 percent in 1990 and UC eligibility rates increasing from 9.1 percent in 1986 to 12.4 percent in 1990. Over the same time period, grade point average improved for all ethnic groups except Latinos. A broader sector of the population is gravitating toward a college preparatory curriculum and meeting eligibility requirements. Assuming that eligibility rates remain constant, larger high school graduating classes by the year 2006 may generate close to 11,000 more UC eligible students. Enrollment projection models that carefully gauge each ethnic group's eligibility rate as well as their propensity to enroll are needed. Policy implications are discussed. (JDD)

On November 19, 2009, the Bill & Melinda Gates Foundation announced that it would invest $290 million to support effective teaching as a means to ensure all students receive the education they need to succeed in high school and beyond. The foundation made six-year grants to support four Intensive Partnership for Effective Teaching (IP) sites that have developed plans to improve teacher effectiveness. Each site has obtained commitments from local organizations to match the foundation grants. Each site has embarked on efforts to develop its own measure of teacher effectiveness and use the measure to manage its teacher workforce in more strategic ways. A team from the RAND Corporation and the American Institutes for Research (AIR) was chosen to conduct a broad, longitudinal evaluation of these strategic human resource (HR) reforms. Beginning in 2010-11 and continuing through 2015-16, RAND/AIR is collecting information annually from the IP sites to explore how reforms are being implemented and to examine the impact of the IP reforms on students and teachers. [Paper presented as part of the Symposium "Improving Teacher Human Capital Management: Interim Findings from the Evaluation of the Intensive Partnership Sites".]

This paper is about the funding status of teachers' retirement pension schemes. Its goal is to relate the accounting for the funding of these pension obligations to the endemic, systematic, and fundamentally fraudulent system of accounting our country uses to assess the financial positions of federal, state, and local government as well as many financial and non-financial private enterprises. Indeed, the paper argues that fraudulent accounting and misrepresentation is the defining element of Ponzi schemes and the real reason we find such schemes repugnant. Furthermore, any public or private enterprise that engages in fundamentally fraudulent accounting can fairly be characterized as running a Ponzi scheme. In this regard, it seems fully appropriate to characterize many, if not most, teachers' retirement plans as Ponzi schemes. (Contains 17 footnotes.)

This paper exploits a major, unanticipated reform of the California teachers' pension to provide quasi-experimental evidence on the link between pension generosity and retirement timing. Using two large administrative datasets, the author conducts a reduced-form analysis of the pension reform and estimates a structural model of retirement timing. With both methods, the author finds that the rise in the price of retirement had a positive, but relatively small effect on the fraction of people retiring later. The implied estimates of the elasticity of retirement age with respect to the price of retirement are 0.02 in the medium-run and 0.10 in the long-run. With the baby boomers reaching retirement age, public officials and private pension managers are scrambling to design policy that will reduce the burden of pension obligations on younger workers and shareholders, while still fulfilling the promises made to those nearing retirement. The proposed reforms will inevitably alter key pension financial incentives faced by members, such as the reward for an additional year of work, making the degree to which these incentives affect retirement timing central to the policy debate. (Contains 8 figures, 3 tables, and 53 footnotes.)

The tension at the heart of pension politics is the incentive to address today's claimants and focus on the here-and-now at the expense of long-term concerns and more dispersed constituencies. In the private sector, rules and regulations seek to tame corner-cutting and short-sighted behavior. In the public sector, the primary safeguard is the self-discipline of public officials and the hope that they will not be unduly tempted by short-term electoral considerations or influential constituencies. Teacher pensions, in particular, pose two challenges for K-12 schooling. The first challenge is the political incentives that lead to irresponsible fiscal stewardship, as public officials make commitments to employees that outstrip the available funds. The second is that of electoral considerations which hinder modernization, as policymakers dance around existing structures built to serve an industrial-era workforce and ill-suited to attracting talent in the contemporary labor market. The alignment of the political stars has helped states and localities to address the first challenge, but there has been little evidence of a willingness to tackle the second. The authors examine the political control of public pensions, the influence of teacher associations, and the lack of institutional constraints on public officials to explain the severity of these challenges. Those dynamics are illustrated via discussion of fiscal crises in New Jersey, Oregon, and San Diego and the way in which those crises created opportunities for addressing enormous shortfalls in funding. The authors close by suggesting several measures that may encourage public officials to be more responsible fiscal stewards or to revisit anachronistic retirement systems in order to promote teacher quality. (Contains 124 footnotes.)

This chapter considers the design of incentive pay systems for teachers and principals and the challenges facing policy makers who seek to design them. The author argues that policy makers must direct the efforts of teachers and principals toward schools' mission--the acquisition of skills and knowledge among children--and must find ways to link the compensation of teachers and principals to the value of the educational services provided by their schools. However, the nature of the educational process creates at least three important challenges for those who design incentive systems for educators. Even when reliable measures of student achievement are available, it is difficult to value the outputs of schools and also difficult to identify whom within different schools is responsible for the observed variation in the outputs of schools. Further, the process of assessing achievement under high-stakes may create undesirable re-allocations of resources among various types of learning activities within schools. The author's goal is to explain and analyze how these challenges affect the design of incentive systems for teachers and principals. (Contains 1 table and 19 footnotes.)

One of the most pressing problems in California is improving student academic performance, especially the state's burgeoning Latino student population. This study examined the extent of the achievement gap between Latino and White students over the first two years of elementary school and the characteristics of students and schools that contribute to it. The analysis revealed that Latino students begin kindergarten at a considerable educational disadvantage relative to White students and the disadvantage increases during the first two years of school. Yet schools do little to widen or narrow these differences. Instead achievement differences increase when students are not in school. Consequently, to reduce the achievement gap will require both effective education policies and policies that address the overall social welfare of Latinos outside of school. (Contains 1 table, 3 figures and 20 footnotes.) [The report was supported through a grant from the UC Latino Policy Institute.]

Practitioner papers and research papers on higher education planning and budgeting are presented. "Before the Roof Caves In: A Predictive Model for Physical Plant Renewal" by Frederick M. Biedenweg and Robert E. Hutson outlines a systematic approach that was used at Stanford University to predict the associated costs of physical plant maintenance over a period of years. "Academic Planning in the California State University and Colleges: The Aftermath of Proposition 13," by Sally K. Loyd describes the proposed and actual budgetary impacts of Proposition 13 on the California State University and Colleges and how the system responded to these impacts. In "Faculty Early Retirement: A Planning and Budgeting Issue in Higher Education," Barbara A. Mitchell outlines the steps taken in Oregon to determine faculty members' probabilities for retirement, the cost of alternative plans, and administrative, legal, and other concerns. "Policy-Impact Analysis: An Approach to Planning and Budgeting in Higher Education" by E. Raymond Hackett and James L. Morrison describes a four-stage model involving monitoring, forecasting, goal setting, and policy analysis and implementation. LaRue Tone Hosmer, in "Planning, Control and Motivation Systems: A Conceptual Framework," explains how planning, control, and motivation systems should not be considered separate entities in higher education. "Strategic Planning in the Small, Private, Liberal Arts College," by Raymond L. Siren reviews the literature on strategic planning, and "Doctoral Programs and the Labor Market, or How Should We Respond to the 'Ph.D. Glut'?" by William Zumeta presents an approach to policy analysis in support of decisions about doctoral programs in state universities. (Author/SW)

An overview of an ongoing study of state policies and private postsecondary education is presented. It is suggested that higher education should be viewed in the context of a state's practices in other human service policy areas (e.g., social and health services). Three types of state policy postures are emphasized: laissez-faire, market competitive, and direct regulatory. Four areas of state policy that are centrally important to private colleges are also covered: access/choice, direct institutional aid, planning and program review, and information policies. Policy areas and postures are illustrated by the cases of California and Indiana, which were studied in detail. The case of New York State is used to illustrate the adaptation to changing demands for degree programs and the competition between public and private colleges for public funds. Also considered are statistical evidence of relationships between state aid programs and indicators of access, choice, and private sector health. The objective is to compare changes in enrollment patterns and indicators of private sector fiscal health across time periods and across states representing different levels of policy commitment to the private sector and its students. (SW)

This volume includes the following conference papers: "The Status and Direction of Workers' Compensation" (James R. Chelius); "The Minnesota Experience with Workers' Compensation Reform" (Steve Keefe); "The 1982 Changes in California" (Alan Tebb); "Two Rounds of Workers' Compensation Reform in Michigan" (H. Allan Hunt); "The Politics of Workers' Compensation Reform" (John H. Lewis); "Discussion of Papers on Recent State Reforms" (Michael Staten); "Interstate Variations in the Employers' Costs of Workers' Compensation with Particular Reference to Connecticut, New Jersey, and New York" (John F. Furton, Jr., and Alan B. Krueger); "Workers' Compensation Insurance Rates" (C. Arthur Williams, Jr.); "The Administration of Workers' Compensation" (Monroe Berkowitz); "Nominal Costs, Nominal Prices, and Nominal Profits" (John D. Worrall); "Federal Occupational Disease Legislation" (Donald Elisburg); "Issues in Asbestos Disease Compensation" (Donald L. Spatz); "Problems in Occupational Disease Compensation" (Leslie I. Boden); "On Efforts to Reform Workers' Compensation for Occupational Diseases" (Peter S. Barth); and "Accident Compensation as a Factor Influencing Managerial Perceptions and Behavior in New Zealand" (Barbara McIntosh). (MN)

Results of a study concerning the relationships between state policies and private college enrollments, enrollment demographics, and finance are presented. After considering national enrollment trends in the independent sector, attention is directed to the impacts on private colleges of state fiscal policies, including aid to private colleges and their students as well as tuition levels at the public sector. Also considered are results of research in five states on the nature and impacts on the private sector of states' higher education planning and program review policies, as well as policies toward information collection and dissemination in higher education. The research also examines the impact of state policies concerning access/choice. Three model state policy postures toward private higher education are addressed: the laissez-faire approach (California and Texas), the market-competitive posture (Indiana), and the regulatory posture (New York and Illinois). Data were also obtained from a survey of state independent college association executive officers from 19 states. Appended is the questionnaire for this survey, which was conducted by the Association of Independent California Colleges and Universities. (SW)

In response to concern about the supply of minority faculty available to replace retiring academics, a study investigated academic achievement in doctoral programs by two of the United States' fastest-growing subpopulations, Mexican-Americans (MA) and American Indians (AI). The objectives were to establish a conceptual framework, to refine existing methodology, and to develop a model of minority student achievement in doctoral programs, extending earlier research not focusing on these groups. The study targeted this population in six universities in five southwestern states. A total of 343 students (291 Hispanic and 52 American Indian) in all disciplines awarding Ph.D. or Ed.D. degrees were surveyed, and from these, 214 usable responses were received--176 from Hispanics identified as MAs and 38 from AIs. The variables investigated were those with the greatest effect on four outcomes: doctoral satisfaction, doctoral grade point average, intent to finish, and intent to enter college faculty. Results demonstrate that there are strong effects of the extracted factors relating to the doctoral academic experience that ultimately lead to doctoral achievement for these populations. Especially salient were effects of gender, mentoring, faculty relationships, feelings of racial discrimination and alienation, perceptions and experiences of faculty and departmental attitudes, academic self-concept, aspirations, and family support. Based on the findings, a structural model for academic achievement factors among Mexican-American and American Indian doctoral students is being developed. Includes 15 references. (MSE)

A 1979 study conducted by the Colorado Commission on Higher Education to develop a plan for assessing and increasing faculty productivity is described. The central issue was the demand for individual faculty, departmental, and institutional autonomy versus demand by the political system for evidence that the faculty it funds produces adequate valued outcomes. In addition to conferring with Colorado institutional and state agency staff, higher education officers and researchers in Minnesota, California, Wisconsin, and Illinois were contacted regarding their policies and study findings. A review of the literature on formula budgeting, program evaluation, faculty load analysis, and productivity was also conducted. It was suggested that a workable approach to assessing and increasing faculty productivity is an organized, explicit and publicly visible process of institutional program review and evaluation, monitored by the state coordinating agency to gain public credibility. However, meaningful assessment and valid judgment of faculty productivity should be approached at the decentralized level of the faculty peer group. It is suggested that the problem of making this peer evaluation credible to the public is unresolved. A policy was developed in Colorado in 1980 calling for each state institution to develop a plan for reviewing each academic program at least once every seven years, and activities to be included in institutional review are specified. (SW)

Conflict over authority between the California Legislature and the University of California is examined. While the University of California has broad constitutional autonomy over academic matters, organization, and governance, the legislature has certain authority over the university under its own constitutional and budgetary powers. Attention is focused primarily on a particular conflict between the California Legislature and the University of California: the attempt to enact legislation to require the university to give faculty members access to their personnel files, including confidential letters of recommendation on which academic employment, tenure, and promotion decisions are based. In addition, four major conflicts between the university and the legislature that occurred between 1969 and 1978 are addressed: legislative response to campus disturbances (1969), establishment of a new state-level coordinating agency for higher education (1973), constitutional amendment for legislative control over competitive bidding procedures at the university (1976), and budget control language establishing criteria for faculty tenure and promotion (1977). Finally, implications for policy are briefly considered. (SW)

Methods used to study the cost of public higher education in California were assessed, and eight limitations of previous studies were identified. The intent in reviewing cost-research methodology was to demonstrate that prior studies adopted a narrow approach to the topic. It was proposed that a study of costs must provide an overview of the whole system and must include as much of the total cost as possible. The original work deflated detailed costs for the California State University and the University of California for fiscal years 1970-1971 through 1982-1983. Full-time-equivalent students were adjusted because of changes in the distribution of academic level. It was found that, overall, expenditures per student unit averaged less than $3,000 over the 13-year period. To place costs in perspective, societal, political, and economic factors that helped shape the system were examined. In addition, California's total system of public education was compared to those of six other states. It was concluded that: costs can and should be studied; the task is not an easy one; calculations depend upon the researcher's interest; and a broad range of academic disciplines should be brought into the methodology of cost analysis. (Author/SW)

The work of the 1984-1987 California Commission for the Review of the Master Plan for Higher Education (which spelled out how the function of each of its three public higher education segments would be differentiated, governed, and coordinated) is reviewed with focus on its effectiveness. Members of the Commission were asked to determine their perceptions of its effectiveness in meeting 10 characteristics: choice of commission members; clarity of state mandate; number of meetings held to allow commissioners to fully understand the issues and solutions; importance of strong leadership by the commission's chair; choice of commission staff; ability to seek public opinion; content of the commission's report; commission advocacy of the report; timeliness of commission final report; and usefulness of its recommendations to the state. A detailed questionnaire was given to 73 key representatives from six participant groups (commissioners, commission executive staff, chief executive officers advisory group, segmental advisory group, faculty advisory group, and legislative representatives). Results include the following: respondents were less satisfied with certain elements in the external environment that affected the process of the review (e.g. work of the legislative Joint Committee); and all the characteristics except timeliness of the commission's final report were found to be useful in judging commission effectiveness. A list of recommendations regarding the reviewing process is provided. Tables are included. Contains 15 references. (SM)

Proceedings of the inaugural ceremonies of the University of San Diego's Graduate School of International Relations and Pacific Studies are presented. These include the inaugural introduction by David Pierpont Gardner, opening remarks by Frank Stanton, the keynote address by California Governor George Deukmejian, further remarks by David Pierpont Gardner, commentaries by Lawrence B. Krause and Harold J. Meyerman, and a postscript by Peter Gourevitch. The comments made in the various addresses and commentaries focus on the role of the professional school and the intellectual community in the advancement of international relations, particularly regarding the Pacific Region. Some remarks more specifically address California's role in and contributions to competition and cooperation in this region, outlining current educational programs, new initiatives. and program needs. One commentary looks at Taiwanese and Korean economic development, and another focuses on international trade between California and Pacific Basin countries. All emphasize the need for more thorough understanding, through education, of the needs and situations of the countries in the Pacific Region. (MSE)

Background: This study involved a bicoastal project between four composition classes, two in California and two in Pennsylvania. The focus was on how students read, write, and converse about ethnic and spiritual distinctiveness and the role of writing in identity development. Purpose: The researchers exercised a variety of methods (diverse readings, classroom/online discussions, and writing projects) to help students see how their multiple cultures are enacted, shaped, and strengthened in their own lives. This knowledge was used as a tool to strengthen students' literacy skills and to attempt in creating cultural awareness and connection beyond the English classroom. Research Design: Descriptive; Narrative Synthesis; Qualitative. Data Collection and Analysis: Research Questions RQ1: Can reading, writing, and conversing about ethnic and spiritual distinctiveness enhance multicultural understanding and interest among our composition class students? RQ2: Can reading, writing, and conversing about ethnic and spiritual distinctiveness help in student identity development? RQ3: How does the act of writing enhance one's identity development? Data Collection Tools: Questionnaires (open and closed questions); Shared multicultural readings by published authors ("Many Voices: A Multicultural Reader"); Web discussions; Peer feedback paper assignments (literacy autobiographies and culture-related research papers). Step I: the reading and rereading stage, important ideas and key words, phrases, and sentences were highlighted within the raw data. Step II: drew connections and distinctions, the data from step one was coded into categories to assist in establishing connections and distinctions between and among the responses. Step III: identified and interpreted emergent themes. The themes that "emerged" from the raw data necessitated the creation of a chart. Step IV: we stepped back from the data, physically and chronemically (took time away from data), to reassess the findings and recapture a broad perspective. By creating brief "distance," we could look at the findings and the data instrument with "fresh eyes" and more accurately assess contextual variables that may have influenced the research. Findings: Findings are available in chart format in the full length paper. As the results indicate, the process of discussing, reading, and writing about multicultural issues can (eliminate students' ideas or reduce students' perceptions) that the academic writing process is meaningless, distant and remote. By changing how literacy is viewed and taught, students are better equipped to personally understand the role of culture and literacy in their lives and the world. Engaging in such activities can broaden students' and teachers' worlds beyond their own sometimes isolated campuses (especially with parochial schools!). Students can realize that it is possible for learning to take place in spaces and places other than when on their own campus and with the people they see on a daily basis. Conclusion: For educators, addressing ethnic multiplicity, spiritual diversity, and identity development can be risky. Ignorance and stereotypes still exist, and some discussions and assignments have the potential to get heated and thorny. This does not mean that educators should shy away from these issues because discourse allows for "ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, and social identities, as well as gestures, glances, body positions, and clothes, [...] [creating] opportunities for people to be and recognize certain kinds of people" (Gee 127-128). We found that through investigations such as this one, writing courses can be a dynamic tool for exploring community, and ethnicity, so that teachers can create within students a unique and sustained interest in culture and classroom learning, which students can use to explore and to empower their own and others' cultural identity and traditions. This deeper understanding enlivens literacy for them and creates "emergent moments." These emergent moments are "point[s] at which the personal, the critical, and the rhetorical intersect in a text, a point at which the student can hold multiple perspectives simultaneously and reflexively" (Harris 403). Teachers are not excluded from contributing to and examining their identity, culture and literacy in this process. Teachers can benefit from multicultural readings and discussions by evaluating their own cultural experiences to gain added insight into their own identities and motivations. These insights may help educators develop new and interesting teaching strategies and projects to make classrooms more diverse and inclusive for students.

This article presents a self-categorization explanation of pluralistic ignorance defined as the belief that one's attitudes are different from those of other ingroup members, even though public behavior is identical. The article provides a behavioral observation on the situation of alcohol drinking on the University of California, Santa Barbara campus among undergraduate students. The study infers that self-categorization theory (SCT) can be understood as a social-cognitive account of identity salience. As predicted by SCT, the more that the students thought of themselves as typical undergraduate students, the smaller the pluralistic ignorance effect.

Drawing on qualitative data collected in a sample of colleges as part of a larger study on the implementation and impact of AB 705 in California, this paper explores the rollout of corequisite reforms, focusing on the use of embedded tutors in introductory math and English courses as a strategy to meet to the needs of students. This paper highlights promising practices identified through extant research and fieldwork at study institutions, provides additional evidence on the value of the reform, discusses challenges, and makes recommendations for the field.

These proceedings of a 2-day workshop held to discuss the planning and programming of library facilities construction include a number of papers and appendices that provide information on subjects not often covered in other library literature sources. Papers included in this document are: (1) "Let's Get Acquainted" (Raymond M. Holt); (2) "Putting the Planning Team Together" (Nancy R. McAdams); (3) "Putting Together the Planning Team--Case Study of Architect Selection Process" (Jane E. Light); (4) "The Architect" (Bud Oringdulph); (5) "The Interior Designer" (Marshall Brown); (6) "Turning Needs into Space Requirements" (Nancy R. McAdams); (7) "Turning Needs into Space Requirements: The Public Library" (Raymond M. Holt); (8) "A Menu for Building Programs" (Raymond M. Holt); (9)"Estimating Library Building Project Costs at an Early Stage" (David Sabsay); (10) "Financing California Public Library Buildings, 1985" (Cy Silver); (11) "Questions about LSCA (Library Services and Construction Act) Title II" (Cy Silver); (12) "Converting Program to Costs and Costs to Funding Academic Libraries" (Nancy R. McAdams); (13) "Construction Cost Estimating and Project Cash Flow" (Bud Oringdulph); (14) "Interior Planning for an Integrated Whole" (Marshall Brown); (15) "Hermit Crab Buildings: Living in Someone Else's Shell" (Bud Oringdulph); (16) "Finding Your Way through Drawings and Specifications" (Bud Oringdulph); and (17) "Speaking of Responsibilities" (Raymond M. Holt). Eighteen items that were distributed to workshop attendants are appended. (THC)

This publication offers the 56th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of three awardees, Michael C. McKenna, Douglas K. Hartman, and Michael Kamil. Included in this Yearbook are the following papers: (1) What's It All About? Literacy Research and Civic Responsibility (Victoria Purcell-Gates); (2) An Historical Analysis of the Impact of Educational Research on Policy and Practice: Reading as an Illustrative Case (P. David Pearson); (3) Reciprocal Teaching 1982 to 2006: The Role of Research, Theory, and Representation in the Transformation of Instructional Research (Annemarie Sullivan Palincsar); (4) The Middle School Literacy Coach: Considering Roles in Context (Antony T. Smith); (5) Through Characters' Eyes: How Drama Helps Young Readers Understand Stories from the "Inside Out" (Donna Sayers Adomat); (6) Visual Discourse Analysis: An Introduction to the Analysis of School-generated Visual Texts (Peggy Albers); (7) Resisting Commercial Influences On Accessing Scholarship: What Literacy Researchers Need To Know And Do (Richard Beach, Amy Carter, Debbie East, Peter Johnston, David Reinking, M. Trika Smith-Burke, and Norm Stahl); (8) Outcomes of On-line Professional Development in Pennsylvania (Rita Bean, Helen Ezell, Natalie Heisey, Julie Ankrum, Naomi Zigmond, and Aimee Morewood); (9) Curriculum Reform in the Context of a State Mandate (Vicki Bensonriffo, Rokhsareh Kohansal, and P. David Pearson); (10) "Tweaking Practice": Modifying Read-Alouds to Enhance Content Vocabulary Learning in Grade 1 (Camille L.Z. Blachowicz and Connie Obrochta); (11) When Writing Leads: An Activity-Theoretic Account of the Literate Activity of First-Graders Stronger at Writing than Reading (Randy Bomer); (12) From Passive to Active Control of Science Vocabulary (Marco A. Bravo, Gina N. Cervetti, Elfrieda H. Hiebert, and P. David Pearson); (13) Competing Cultural Models of Literature in State Content Standards (Samantha Caughlan); (14) Six Successful High-Poverty Schools: How They Beat the Odds (Patricia M. Cunningham); (15) Reading Web Sites in an Inquiry-based Social Studies Classroom (James Damico and Mark Baildon); (16) Children's Selections of Science Trade Books (Carol A. Donovan and Laura B. Smolkin); (17) From Discontinuity to Simultaneity: Mapping the "What Ifs" in a Classroom Literacy Event Using Rhizoanalysis (Lara J. Handsfield); (18) Analyzing Art in Language Arts Research (Jerome C. Harste, Christine H. Leland, Sally Grant, Mi-Hyun Chung, and Julie Ann Enyeart); (19) Does an Established Model of Orthographic Development Hold True for English Learners? (Lori A. Helman and Donald R. Bear); (20) Teachers and Students as Agents of Change: The Enacted Literacies of Social Justice (Mary Beth Hines and Janet D. Johnson); (21) Reading Fluency: Neglected or Corrupted? (James V. Hoffman, Laura May, and Misty Sailors); (22) Seeking Self-Organization in Classroom Computer-Mediated Discussion Through a Complex Adaptive Systems Lens (Michelle Jordan, Diane L. Schallert, An-Chih Cheng, Yangjoo Park, Haekyung Lee, Yu-Jung Chen, Ming-Lung Yang, Rebecca Chu, and Yi-Fan Chang); (23) Investigating African American Language in Literacy Education Courses (Althier M. Lazar); (24) Examining Literacy Teaching Stories for Racial Positioning: Pursuing Multimodal Approaches (Melissa Mosley and Amy S. Johnson); (25) "Teenage Addiction": Adolescent Girls Drawing Upon Popular Culture Texts as Mentors for Writing in an After-School Writing Club (Emily Skinner); (26) The Anatomy of Retelling Scores: What These Scores Do (and Don't) Reveal about Readers' Understandings of Texts (G. Pat Wilson, Prisca Martens, Poonam Arya, and Lijun Jin); and (27) Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship (Karen E. Wohlwend). This publication also includes an introduction to the program by Patricia A. Edwards. (Individual papers contain figures, tables, footnotes, references and appendices. Editorial assistance by Brad L. Teague and Julie Ellison Justice.) [For the 55th Yearbook, see ED493694.

Published in response to requests for a permanent record of California's CALTAC (California Association of Library Trustees and Commissioners) WILL (Workshops in Library Leadership) program, an ongoing program funded by an LSCA (Library Services and Construction Act) grant from the California State Library, this report is a compilation of the presentations given at each of the first three series of CALTAC-WILL regional workshops. Following a listing of the 1986 CALTAC board of directors and an explanation of the CALTAC-WILL program, original papers presented at the workshops include: (1) 1985-86 workshop presentations on "New and Significant Legislation on State and Local Levels" (Gary E. Strong); "The Trustee as Catalyst" (Aileen Schrader); "Your Community Library--What It Owes You, Your Public, and Your Staff" (Linda Wood); and "The Perception of Libraries as Information Centers" (Larry Orenstein); (2) 1984-85 workshop presentations on "The Current Library Scene in California" (Gary E. Strong); "A Day in the Life of a Library--A Trustee's View" (Bea Chute); "Library Public Relations--Overcoming Invisibility?" (Al Carlson); "Money Matters--Fundraising Fundamentals" (Linda Katsouleas); and "Library Computers--Avoiding the Pitfalls" (Jeanne Guertin); and (3) 1983-84 workshop presentations on "Strategies for Library Service in the 1980's" (Gary E. Strong); "The Politics of Planning" (Lelia C. White); "Money--The Where From and the Wherefore" (Nancy A. Van House); "Computers and Libraries--A Happy Marriage" (Jeanne Guertin); and "Trustees--Who Are They? What Should They Do?" (Marilyn E. Stevenson). A brief listing of software for libraries is also included. (KM)

This keynote address presents three key elements to arts education and educational reform. These are: partnerships, compassion, and imagination. There is a symbiotic relationship, or partnership, between schools and businesses, political offices, cultural institutions, and other community organizations. These partners, having a stake in public education, must be made aware of the importance of the arts to education. Compassion, requires that potential partners understand the needs and concerns of each others's lives. Compassion also recognizes that different levels and kinds of support are needed to enable students to reach standards which are uniform for all. Imagination, which is the essence of the arts, must be used to promote and support the arts. The address is followed by position statements of the California Arts Council, the California Department of Education, and the Getty Center for Education in the Arts. (MM)

This paper highlights findings from two aspects of a case study on the partnership between one mid-size California public school district and a private university sponsored literacy project to cultivate teacher efficacy and reignite early student literacy during and after COVID-19 contexts. Grounded in teacher efficacy in literacy instruction and transformational coaching for equity, a longitudinal pre-mid-post cohort mixed methods self-report survey and an intervention-inactive control single-phase mixed-methods survey were used to understand how supporting teacher-leader coaches could benefit teacher efficacy in foundational reading instruction as well as impact transformational coaching overtime for increased student foundational reading success for school improvement.