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The National Center for Education Statistics commissioned the papers in this publication to address education-finance issues of interest to the education-finance community. Although teacher salaries rose between 1980 and 1997 by 120 percent, that is only equal to a 19 percent increase after removing inflation, or a little over 1 percent per year. Moreover, starting salaries have changed little in comparison to average salaries. Another paper discusses school financial statements, which are only one source of information that is relevant to assessing a school district's finances. School-district employee pensions, often the largest long-term obligations, may not appear in these reports. A third paper discusses two approaches to reporting school-level finance information, and how to make inflation and geographic cost adjustments in education. Adjustments for inflation and geographic differences are not easily implemented in education, because most of the costs in education are in personnel, rather than in things, which are easier to measure in terms of quality and quantity. Measuring cost differences in education is even more difficult that measuring changes in automobiles, for example. The final paper deals with the consideration of who will be the primary users of school-level data, what new data they need, and for what purposes. The authors suggest that principal stakeholders should be schools and school districts, state and national policymakers, researchers and policy analysts, and the public, represented by parents and taxpayers, special interest groups in education, and the financial community. (Each paper contains references.) (DFR)

This paper combines the inquiry phase of the New Pathways project on faculty careers and employment with recommendations for concrete practice on campus, bringing together findings from a series of interviews of new faculty and graduate students called "Heeding New Voices" with the guide "Principles of Good Practice: Supporting Early-Career Faculty" by Mary Deane Sorcinelli. The structured interviews that provide the framework and substance for the first work involved interviewing more than 350 individuals and convening 40 focus groups. These interviews show that new faculty members believe themselves involved in noble work that yields personal reward and social value. There is among them, however, a deep concern about fundamental aspects of the academic career: the lack of a coherent tenure system, the lack of community, and the lack of an integrated professional and personal life. "Principles of Good Practice" presents 10 principles of good practice for early-career faculty. It also contains inventories to examine individual administrator and institutional practices as well as examples of concrete and innovative approaches to good practice being used at a variety of institutions. The third section, "Readings and Resources for and about Early-Career Faculty," provides aa list of 86 resources for further reading. An appendix describes the New Pathways Paper Series. "Heeding New Voices" contains 24 references and "Principles of Good Practice" contains 11 references. (SLD)

This volume addresses issues of interest to the education-finance community. Its five articles are intended to promote the exchange of ideas among researchers and policymakers. The papers address advances in measuring education inflation and adjusting for it; the emergence of a new focus upon spending at the school level; new, private sources of funding for public education; and a review of state of the art educational productivity assessment. The first paper, "Adjusting for Differences in the Costs of Educational Inputs" (Eric Hanushek), discusses complexities in deflating educational revenues and the inflationary implications affecting educational dollars. The next paper, "An Alternative Measure of Inflation in Teacher Salaries" (Dan Goldhaber), develops a cost index using data from an annual survey of individuals from the labor market. This is followed by "School Districts and Spending in the Schools" (Amy Ellen Schwartz), which examines the distribution of spending in Ohio schools. The nontax sources of revenue are examined in "New Revenues for Public Schools: Alternatives to Broad-Based Taxes" (Michael Addonizio) with a focus on how these nontraditional revenues affect Michigan schools. The final paper, "Modern Education Productivity Research: Emerging Implications for the Financing of Education" (David Monk, Jennifer King Rice), looks at education production as a useful device for those striving to improve the performance of school systems. (Individual papers contain references.) (RJM)

Of all the areas within public elementary and secondary education that are experiencing rapid change, none is experiencing more turmoil than school finance. This publication contains papers commissioned by the National Center for Education Statistics (NCES) to address the twin concerns of what additional school-finance information NCES should collect and report, and how extant data might be analyzed to address interesting questions faced by the school-finance profession. Following the introduction and overview by William J. Fowler, Jr., the first three papers present three perspectives on what the nation's data needs are in the area of school finance. Specifically, the papers examine whether recent changes to the NCES financial collection satisfied the data needs of educational policymakers and the school-finance research community. They include: (1) "Recommendations to the National Center for Education Statistics to Improve Its Role Regarding School Finance Data: The Perspective of State Policymakers" (John Augenblick); (2) "Issues and Data Needs in School Finance" (Susan H. Fuhrman); and (3) "A Call for Multiple Intrastate Studies" (William W. Cooley). The remaining three papers concern emerging school-finance topics that pose statistical and measurement problems for NCES: (4) "Estimating the Costs of an Educational Voucher System" (Henry M. Levin and Cyrus E. Driver); (5) "Intrastate Cost Adjustments" (Walter W. McMahon); and (6) "Costs of Measuring and Providing Opportunity to Learn: Preliminary Thoughts" (Allan Odden). Most papers contain references. (LMI)

Intended for parents of children with reading and learning disabilities, this publication provides basic information and identifies related organizations and other resources. The first section is an article titled, "A Look at Learning Disabilities in Children and Youth" (Larry B. Silver). This article reviews types of learning disabilities (based on stages in an information processing model) and detecting and treating learning disabilities in children. The second section offers specific suggestions for parents, such as participating in the child's Individualized Education Program planning, teaching through the child's areas of strength, and encouraging the child to develop any special talent. The third section discusses adults with reading or learning problems and stresses the need for diagnostic testing and the questioning of evaluators. The final section is an annotated directory of organizations including national clearinghouses and government and state agencies, national learning disability organizations, and national literacy organizations. (Contains 32 references.) (DB)

This document comprises nine commissioned papers and four literature review chapters that are part of the first report of the Study of Academic Instruction for Disadvantaged Students, a 3-year investigation of curriculum and instruction in elementary schools serving high concentrations of poor children. (A summary of this report is presented in volume 1.) The report contains four parts. Part 1, "Toward Effective Curricula and Instruction in Literacy," comprises the following chapters: (1) "Effective Literacy Instruction for At-Risk Children" (R. Allington); (2) "Modifying Reading Instruction to Maximize Its Efectiveness for 'Disadvantaged' Students" (G. Garcia and D. Pearson); (3) "Social and Instructional Issues in Educating 'Disadvantaged' Students" (L. Moll); and (4) "Review of Research on Curriculum and Instruction in Literacy" (M. Knapp and M. Needels). Part 2, "Toward Effective Curricula and Instruction in Mathematics," contains the following chapters: (5) "Good Teaching of Worthwhile Mathematics to Disadvantaged Students" (A. Porter); (6) "Selected Issues for Studying the Mathematics Education of the Disadvantaged" (W. Secada); (7) "Mathematics Education, the Disadvantaged, and Large-Scale Investigation: Assessment for Stability Versus Assessment for Change" (C. McKnight); and (8) "Review of the Research on Effective Curriculum and Instruction in Mathematics" (A. Zucker). Chapters in part 3, "Toward Effective Instructional Strategies and Classroom Management," are the following: (9) "Effective Schooling for Disadvantaged Students" (J. Brophy); (10)"Classroom Tasks: The Core of Learning from Teaching" (W. Doyle); (11) "Classroom Management and Instructional Strategies for the Disadvantaged Learner: Some Thoughts About the Nature of the Problem" (B. Neufeld); and (12) "A Review of Research on Effective Instructional Strategies and Classroom Management Approaches" (H. McCollum). Part 4, "Connections Between the Classroom and the School/Community Environment for Academic Instruction," consists of a single paper (Chapter 13), entitled "A Review of Research on School and Community Influences on Effective Curriculum and Instruction" (P. Shields). Each chapter includes a list of references. (FMW)

This publication, an outcome of a 2-day colloquium in 1981, contains information about using artifacts (material culture evidence) as a primary source for teaching history at the graduate or advanced student seminar level. A purpose of the colloquium was to gather and disseminate this information for the Historians/Artifacts/Learners (HAL) project. Included is a lead article; six papers presented at the colloquium; an analysis of the proceedings; remarks, discussion, and recommendations made at the colloquium; and a selected list of course syllabi, books, and articles. The lead article describes five individuals who recognized the importance of using artifacts in the teaching of history. The six papers discuss using artifacts to teach history in the disciplines of cultural anthropology and folklore studies, social history, art history, cultural geography, history of technology, and historical archaeology. The remarks and discussion article summarizes and interprets the papers presented at the colloquium. Among the recommendations of the HAL staff are that a single resource, most likely a publication, be compiled and that curriculum materials be developed for using artifacts in teaching history. The bibliography presents a core listing of college-level syllabi as well as available books, articles, and pamphlets on this topic. (NE)

Highlights of 18 papers on problems of midlife women are provided by 29 experts invited to testify before the Subcommittee on Retirement Income and Employment of the U.S. House of Representatives' Select Committee on Aging. The papers address the following areas of concern: (1) work and education, (2) displaced homemakers, (3) economic inequality, (4) careers, (5) family relationships, (6) retirement, (7) age and sex discrimination, (8) mental and physical health factors, and (9) changing future roles. The names of the authors, their addresses, and paper topics are also provided. (Author/HLM)

Five position papers from the American Association of Community and Junior College's (AACJC) task force on small and rural community colleges are presented. On the issue of equal opportunity for the small/rural college, the task force asserts that public policy-making bodies must provide for comprehensiveness in curriculum and in services in all its community college units regardless of size or geographic location. In regard to financing, it is felt that equity in funding in any state system of public and community colleges depends upon the inclusion of some means, mathematical or other, of allowing for the higher costs of operation per unit within the smaller, rural community college. In regard to small colleges and accrediting agencies, it is stressed that any judgements should entail a preponderance of weight resting with representatives from peer institutions. In the area of federal and state constraints on small college programs, the task force emphasizes that federal funds are not serving to equalize education for students of two-year colleges. In respect to developing the literature and research support of rural community colleges, it is recommended that an AACJC monograph on rural colleges include an updated bibliography, that a collection of literature be established, that AACJC stimulate research, and that the AACJC Journal devote an issue to rural community colleges. (Author/MB)

In this inaugural issue of "Brookings Papers on Education Policy" a varied group of scholars considers different dimensions of student performance. Several contributors try to offer a clear picture of how American students are performing as compared with their international peers and with the past. The following are included: (1) "Introduction" (Diane Ravitch); (2) "An Examination of American Student Achievement from an International Perspective" (Harold W. Stevenson and Shinying Lee); (3) "An Assessment of the Contemporary Debate over U.S. Achievement" (Lawrence C. Stedman); (4) "The Effects of Upgrading Policies on High School Mathematics and Science" (Andrew C. Porter); (5) "Uncompetitive American Schools: Causes and Cures" (Herbert J. Walberg); (6) "Radical Constructivism and Cognitive Psychology" (John R. Anderson, Lynne M. Reder, and Herbert A. Simon); (7) "The Use and Misuse of Research in Educational Reform" (Tom Loveless); (8) "Standards Outside the Classroom" (Laurence Steinberg); and (9) "Remediation in Higher Education: Its Extent and Cost" (David W. Breneman). Commentary by a scholar in the field follows each contribution. (Contains 25 figures, 15 tables, and 12 exhibits.) (SLD)

Two-thirds of what we waste could be reused without important changes in our life-styles. One benefit of recycling would be the diminishing contribution of raw materials prices to inflation. For a sustainable resource policy there are three basic components: waste reduction, waste separation, and waste recovery. The first can be met by producing more durable goods, banning non-refillable containers, increasing charges for pick-up and disposal of waste, designing products which are easy and economical to repair, and ending discriminatory taxes and regulation. Separation of waste in homes and disposal units will facilitate recycling of paper, aluminum, glass, metals, and even plastics, though there are attendant problems of cost and social acceptance. Energy can be produced from waste when valuable materials are removed through chemical and physical processes. The possible impact of future mineral cartels such as the Organization of Petroleum Exporting Countries (OPEC) could be reduced through recycling. The amount of energy saved by recycling compared with that expanded on processing virgin materials ranges from eight to 95%. To go from conspicuous consumption to conspicuous frugality specific policies and social commitment are necessary. In this regard the public may be ahead of its leaders. (Author/DL)

Forestry planning is essential if the global trend toward deforestation is to be reversed. World forest trends, although often based on inaccurate or misleading information put out by national governments, indicate that the area of land covered with closed forests has decreased from about 25% in 1950 to about 20% in the 1970s. Major causes of deforestation include logging, spread of agriculture, and collection of firewood. Among the economic consequences of uncontrolled deforestation are forest-product scarcity, rising dependence on imported forest products, increasing construction costs, inflation, soaring firewood and fuel prices, health deterioration due to lack of heat and warm food, shortage of paper, and increased flooding in watershed areas. Challenges facing world forestry include putting a halt to deforestation and meeting elementary fuel and wood needs of developing nations. Countries which have succeeded in reforesting their depleted areas include China and South Korea. In addition, other developing nations are beginning to recognize the urgent need for reform of forestry policies and are developing strategies to improve timber management practices. An example of a state which is experimenting with community forestry is Gujarat, India. (DB)

The monograph explores basic needs of all human beings and considers various patterns of growth and development toward meeting these needs on a sustainable basis. The purpose of the study is to improve knowledge of analytical studies, research results, and financial assistance policies among personnel of the Agency for International Development (AID) and to stimulate discussion between AID personnel and other interested persons. The report is global in scope but the discussion is general and there are few references to specific countries. Chapter I presents a framework for analysis of the basic human needs approach. The framework concentrates on establishing an explicit hierarchy of objectives based on numbers of poor individuals now and in the future, intangible goals, birth rates, material well-being, economic planning, income, production, resources, and employment. Chapter II explores policies that might be suitable in various settings for meeting basic needs in areas of productive employment, income, private goods, and public services. Chapter III analyzes channels through which various policies would affect growth rates of gross national product. A final section suggests that the development process should provide for sustainable improvements over time in the well-being of those who are too poor to satisfy their basic human needs. The conclusion is that the basic needs approach provides a workable framework to link needs, income, employment, production, and supply objectives. (DB)

The American Association for the Advancement of Science (AAAS) has necessarily played a major role in the debates over choices and responsibilities arising from the advances of science and its applications in a rapidly changing world. The editor of this volume has selected articles, editorials, and letters from the AAAS journal "Science," from 1949-1988, that deal with: (1) scientific freedom and responsibility; (2) the difficult ethical questions that have arisen in the practice of science and its applications; (3) the risks and benefits of new technologies and the making of decisions concerning them; (4) the conflict between the traditional openness of science and the pressures for secrecy arising from concerns over national security by government officials; and (5) other related matters. (MVL)

This book is the third volume in a series that challenges all Catholic educators to create a dialogue on the future of Catholic elementary/middle schools. The volume's 18 essays were written by members of the 1998 National Catholic Elementary/Middle School Principals Academy. Some of these brief chapters provide a vision of what a Catholic school should be like in the 21st century. Other essays describe a process that the authors' implemented to revitalize their schools or to introduce a new program. Some of the topics addressed in the book include the interparish school concept and fund raising, challenges facing Catholic school educators, Catholicity, a Catholic school graduate, tackling a curriculum guide for the 21st century, looking to the past to determine the future of Catholic schools, Catholic elementary schools in 2010, a vision of the Catholic school for the 21st century, the revitalization of schools, helping each other, serving the needs of early adolescents in a K-8 Catholic school, and parental involvement. It is hoped that through sharing these ideas and programs educators will find the ideas helpful in planning an effective educational program. The essays include: (1) "The Interparish School Concept: A Creative Approach to Funding" (Elaine Baumgartner); (2) "Are Catholic Schools Providing Just Wages for Teachers?" (Pamela Byrd); (3) "Tackling a Curriculum Guide for the 21st Century" (Barbara E. Leek); (4) "Our Catholic Elementary Schools in 2010" (Thomas McKenna); and (5) "A Secret to Success: Parental Involvement" (Anita J. Westerhaus). (RJM)

Even as individual colleges and universities work to make their own general education programs more coherent, fewer and fewer students proceed through those programs according to plan. Students frequently say that their general education programs add up to an assortment of fragments to be assembled and then left behind. How should the educational system close the gap between the purpose of general education programs and the absence of purpose students often experience when they take general education courses? That question is the focus of this collection. The first section contains an opinion piece by Robert Shoenberg: (1) "Why Do I Have To Take This Course?" or Credit Hours, Transfer, and Curricular Coherence. Part 2, Continuing the Discussion, contains: (2) Who Wants Coherence? (Marshall A. Hill); (3) Can We Work with Our Legislatures? (Eduardo Padron); (4) What Do Our Students Value? (Rod A. Risley); (5) Define the Role of State Systems (Martha Romero); (6) Leadership Is Essential (Ron Williams); (7) Don't Sacrifice Local Autonomy (John Nixon); and (8) Will We Reform Ourselves, or Will It Be done to Us? (Deborah L. Floyd). Part 3, More Perspectives on Curricular Coherence and Student Transfer, contains: (9) What Do We Know about Transfer? An Overview (James C. Palmer); (10) Accrediting for Curricular Coherence (Carolyn Prager); and (11) Lessons from Adult Learning (William H. Maehl). Each paper contains references. (SLD)

This document is a collection of eight position papers on a research agenda in higher education. The papers are based on a three-year analysis of trends and feedback deriving from conferences and Website presentations. Each paper ends with a list of specific proposed research questions. Following an introduction by Cynthia S. Johnson, the papers are: (1) "Improving Access and Educational Success for Diverse Students: Steady Progress but Enduring Problems" (Patricia King); (2) "Affordability: Responding to the Rising Cost of Higher Education" (M. Lee Upcraft); (3) "Learning and Teaching in the 21st Century: Trends and Implications for Practice" (Marcia Baxter Magolda and Patrick T. Terenzini); (4) "Technology" (M. Lee Upcraft and Patrick T. Terenzini); (5) "The Changing Nature of Work in Higher Education" (Susan R. Komives); (6) "Collaboration and Partnerships" (Charles C. Schroeder); (7) "Accountability for Student Affairs: Trends for the 21st Century" (Gregory S. Blimling); and (8) "Changing Government Roles Relative to Higher Education" (Annette Gibbs). (Individual papers contain references.) (DB)

These papers share perspectives on crime and justice. The following lectures are included: (1) "Crime Control, the Police, and Culture Wars: Broken Windows and Cultural Pluralism" (George L. Kelling); (2) "Race, the Police, and 'Reasonable Suspicion'" (Randall Kennedy); (3) "The American Experience with Stimulants and Opiates" (David F. Musto); (4) "A Decade of Experimenting with Intermediate Sanctions: What Have We Learned" (Joan Petersilia); and (5) "The Epidemic of Youth Gun Violence" (Philip Cook). Each paper contains end notes. (SLD)

In the introduction to this book, Lee Cohen notes that difficulties in allocating resources are as old as recorded history, and that just solutions must evolve and adapt with the changing society. The concluding statement that only with a full understanding of the divergent approaches to justice can intergenerational policies be forged leads to the papers which comprise the major portion of the book. The papers, which are organized under five sections providing historical, whole-life economic, sociological and anthropological, philosophical, and additional economic perspectives on justice across generations, are as follows: (1) "The View of Rabbinic Literature" (Wechsler); (2) "Age versus Youth in U.S. History: Do Depression-Era Patterns Presage Trends in the 1990s?" (Achenbaum); (3) "Measuring Intergenerational Equity" (Moon); (4) "Justice and Generational Accounting" (Kotlikoff); (5) "'Justice' across Generations (and Cohorts): Sociological Perspectives on the Life Course and Reciprocities over Time" (Bengtson and Murray); (6) "Cultural Frameworks and Values in Intergenerational Justice" (Rubinstein); (7) "Japan's Debates about an Aging Society: The Later Years in the Land of the Rising Sun" (Kelly); (8) "The Prudential Lifespan Account of Justice across Generations" (Daniels); (9) "Justice between Neighboring Generations" (McKerlie); (10) "Majority Vote and a Just Age for Greed" (Cohen); (11) "Expectations of Well-Being across and between Generations" (Hushbeck); and (12) "We Should Save More in Our Own Economic Interest" (Buchanan). In addition to the 12 major papers, discussions of the papers are included in each of the five sections. Closing remarks are provided by John Rother. (NB)

On September 27, 1991, a seminar was held by faculty, administrators, and other higher education practitioners to discuss financial aid issues related to the almost 11 million nontraditional students in the nation's colleges and universities. This monograph describes those issues and presents four papers that formed the background to seminar discussions. First, an overview is provided, defining nontraditional students as those who are either part-time, older than 22, pursuing clock-hour rather than credit-hour instruction, independent of parents, or have not received a high school diploma or equivalent. This section also highlights the key issues addressed, including the failure of Title IV programs to serve all segments of the nontraditional population and strategies to more adequately meet the financial needs of these students. The bulk of the document presents the following background papers to the seminar: (1) "How the Nontraditional Student Finances Her Education," by Laurent Ross and Diane Hampton, describing the demographic and academic characteristics of the nation's nontraditional students and patterns of financing; (2) "Improving College Access for Needy Adults Under Existing Federal Programs," by Lawrence N. Gold, exploring areas in which aid programs could treat adult students more fairly and ways of removing obstacles to adult participation in college; (3) "Nontraditional Financing for Nontraditional Students," by Arthur M. Hampton, discussing the forms of assistance that would be most effective in helping different groups of nontraditional students; and (4) "The Financial Needs of Nontraditional Students: What We Know and What We Can Do," by Martin Kramer, proposing the creation of three categories of nontraditional students to help ensure fair treatment for all. (KP)

The nine papers in this book attempt to link recent changes in the education of children with exceptional needs with research findings and preferred instructional strategies. Considered are the characteristics of such children, accommodation of these students in regular classrooms, effective instructional strategies, legal requirements, and evaluation methods. Papers have the following titles and authors: "Classroom Management Strategies for Students with Behavior Disorders" (Raymond M. Glass); "Teaching Elementary School Children with Mild Special Needs in the Regular Classroom" (Charles M. Lyons); "Assessing Students with Special Needs: Current and Emerging Perspectives" (Libby G. Cohen); "Students with Mild Handicaps in Secondary Classrooms" (Jo Anna Spruill); "Mainstreaming the Child with a Visual Impairment" (Loraine J. Spenciner); "Students with Hearing Impairments" (Toni Rees); "Teaching Students with Severe Disabilities in the Regular Classroom" (Joanne W. Putnam); "Gifted Students in Regular Classrooms" (Susan B. Tarver and James A. Curry); and "Microcomputer Applications for Teaching Students with Exceptional Needs in the Regular Classroom" (Berttram Chiang). Papers are referenced. (DB)

This document comprises six papers that discuss teaching advanced skills to educationally disadvantaged students. An introductory paper, "Models for Teaching Advanced Skills to Educationally Disadvantaged Children" (B. Means and M. S. Knapp), synthesizes the themes that characterize the collection of papers as a whole, and discusses general issues of implementation. The following papers are included: (1) "Learning Dialogues To Promote Text Comprehension" (A. S. Palincsar and L. J. Klenk); (2) "Teaching Writing to Students at Risk for Academic Failure" (M. Bryson and M. Scardamalia); (3) "Schoolwide Programs To Improve Literacy Instruction for Students At Risk" (R. Calfee); (4) "Using Children's Mathematical Knowledge" (P. L. Peterson, E. Fennema, and T. Carpenter); (5) "Thinking in Arithmetic Class" (L. B. Resnick, V. Bill, S, Lesgold, and M. Leer); and (6) "A Cognitive Apprenticeship for Disadvantaged Students" (A. Collins, J. Hawkins, and S.M. Carver). Each paper is followed by a discussion, written by an individual with extensive direct experience in classrooms of disadvantaged students. Educational practitioners are now being asked to address the more advanced skills of reading comprehension, mathematical reasoning, and written composition. The papers focus on providing practitioners with concrete, realizable models for teaching advanced skills to students in elementary and secondary schools. Fourteen figures are included. (SLD)

This Spanish translation of ED 132 428 includes the three papers representing Office of Education attempts to face the need for improving delivery of career education to special portions of the population. New additions are brief sections on basic definitions and additional considerations of the significance of work. The first paper, on career education for minority and low income persons, states that career education for this segment of the population has been a matter of over-promise and under-delivery. Promises and problems are discussed as conceptual, process, and programmatic assumptions of career education. The second paper, on career education for gifted and talented persons, discusses special problems involved in program development, such as career decision making, the development of talent, and work experience. In the third paper, on career education and the handicapped person, statistical predictions concerning under-employment and unemployment of handicapped high school graduates during the next four years are cited to emphasize the need for making career education opportunities available. These basic career education principles are stressed as particularly relevant for the handicapped: the right to choose from a wide range of personally meaningful work opportunities and emphasis on accomplishments and discovery of an individual's talents rather than limitations. (YLB)

In this collection of papers, 10 social researchers and mental health specialists review and assess the state of the art in relevant areas of their expertise to provide an up-to-date and comprehensive account of the role of television as a teacher. An overview of issues, findings, and recommendations by Elizabeth J. Roberts is followed by nine papers on more specific topics: (1) "The Properties of Television and Its Effects on Children," by Alberta E. Siegel; (2) "Interpersonal Factors Mediating Viewing and Effects," by Aimee Dorr; (3) "Processes Involved in Children's Learning from Television: A Review of Research," by Tannis MacBeth Williams; (4) "Television and Social Values," by George Comstock; (5) "The Effects of Television on Institutionalized Children," by Eli A. Rubinstein; (6) "Television Drama and Commercials: A Report on Content and Context with Emphasis on Women and Girls," by Muriel G. Cantor; (7) "The Educational Use of Production Variables and Formative Research in Programing," by Keith W. Mielke; (8) "The Impact of Educational Television upon Young Children Around the World," by Wayne H. Holtzman; and (9) "Public Influence and Television Programing," by Richard I. Feinbloom. References are listed for each paper and a list of national media reform groups is attached. (LMM)

This book is a collection of 16 papers that focus on what has been learned in two decades of developing and implementing large-scale national textbook programs. The seminar was designed to help participants make sound policy decisions about their own national textbook programs and to facilitate discourse among a wider audience of parties working to improve the quality of education in developing nations. Organized into four parts, the part headings include: (1) The Design and Implementation of Textbook Programs: An Overview; (2) Policy Issues in Textbook Program Development; (3) Provision of Textbooks: Developed Systems and Infant Industries; and (4) The Future: Will New Electronic Media Make the Textbook Obsolete? Many figures and tables are included and several of papers contain a list of references or a bibliography. (DB)

This set of papers is one part of the United States Department of Education's effort to establish a research agenda for drug use. It consists of a foreword and 10 papers that examine issues of drug abuse, students, and schools. It presents different views on the drug abuse problem in order to affect research on schools, drugs, and drug education. The foreword, "Rethinking Drug Abuse, Students, and Schools" (Leslie J. Silverman), discusses the timing and rationale of the Department of Education's project on new research perspectives on preventing student drug abuse, and highlights seven themes that emerge from the 10 papers. Although the papers are presented in their entirety, each is individually abstracted in a separate section to illustrate the basic researchable ideas of the authors. The papers are: (1) "Drug Abuse and Adolescence" (Joseph Adelson); (2) "Families, Adolescents, and Drugs: A Review and Interpretation of the Research Literature" (Allan C. Carlson); (3) "Drugs, Peer Groups, and School Communities" (Nathan Glazer); (4) "Reducing Drug Use in America: A Perspective, a Strategy, and Some Promising Approaches" (Lloyd D. Johnston); (5) "Historical Perspectives on Youth and Drugs" (Joseph F. Kett); (6) "The Legal System and School Efforts to Combat Drug Abuse" (Henry Lufler, Jr.); (7) "What We Can Learn From the First Opiate-Cocaine Epidemic" (David F. Musto); (8) "Schools and Drugs: Educational Partnership as a Remedy for the School Drug Problem" (David S. Seeley); (9) "Drugs and Children" (Benjamin J. Stein); and (10) "Competing with the Drug Curriculum in American Schools" (Jackson Toby). Biographical summaries of the authors are appended. (NB)

This collection of papers addresses the personal challenges academics face in successfully responding to "the call" to academic leadership, focusing on who academic deans are, unique challenges to women deans, stress impacting deans' ability to lead, keys to successful entry into the deanship, organizational strategies for leading successfully, effective executive behaviors of deans, and critical challenges for the future. After "Foreword" (Allen D. Glenn) and "Introduction: The Call to Leadership," seven papers include: (1) "The Education Dean's Search for Balance" (Walter H. Gmelch and Mimi Wolverton); (2) "A Matter of Degree: Men and Women Deans of Education" (Mimi Wolverton); (3) "To Dean or Not to Dean: Personal and Professional Considerations" (Dee Hopkins); (4) "The Dean's Rites of Passage: Transition to Leadership" (Walter H. Gmelch); (5) "Understanding the Organization Where Deans Work: Frames and Models" (Carol Merz); (6) "Executive Behavior Patterns of Academic Deans" (Jerlando F.L. Jackson); and (7) "The Deans of the Future" (Dale G. Andersen). (Papers contain references.) (SM)

In this report, teacher educators scrutinize the relationships between the standards and assessment movement in education and the United States' increasingly multicultural population. The papers include: "Foreword" (Jacqueline Jordan Irvine); (1) "Diversity and Standards: Defining the Issues" (Norvella P. Carter); (2) "Accountability and Assessment in Teacher Education" (Boyce C. Williams and Jerrie Cobb Scott); (3) "Preservice Teacher Preparation: Challenges of Diversity in NCATE Accreditation" (Gwendolyn Trotter and Cristina Rios); (4) "Examining INTASC Standards through the Lens of Multicultural Education: Meeting the Needs of Underserved Students" (Norvella P. Carter and Patricia J. Larke); (5) "Diverse Practitioners and Diverse Student Populations: Opportunities and Challenges in the Alignment of National Standards" (Deneese L. Jones); (6) "Diversity and NBPTS Certification: Higher Education and State Initiatives" (Nita A. Paris, Gail Sherer, and Yiping Wan); (7) "Compatibility of National Standards for Diversity with P-12 Standards" (Fannye E. Love and Bobbie C. Smothers); (8) "The Role of State Standards: Compounding, Confounding, or Contributing to Diversity?" (Beverly L. Downing and Sylvia A. Mason); and (9) "Making It Work: Conclusions Regarding Diversity as a Unifying Theme in Standards, Assessments, and Accountability" (Mary Hatwood Futrell and Joel Gomez). (Papers contain references.) (SM)

This document includes three papers addressing the issue of using stock plans for building educational facilities. The papers are: (1) "Re-Use of Plans: Why It Works (and When It Doesn't)" from the newsletter of Rainforth Grau Architects; (2) "Stock Plans for North Carolina's Public Schools: A Study" by architect Leslie N. Boney, Jr.; and (3) "Why Stock Plans for Public Schools Don't Work," from the American Institute of Architects California Council. The papers raise several potential problems with the use of stock school plans. (EV)

This book provides information for integrating technology into teaching and learning in K-12 schools. The information is based upon findings from two past programs of the National Foundation for the Improvement of Education. "The Road Ahead" program explored how technology can facilitate teaching and learning in both formal and informal education settings, and the "Learning Tomorrow" program funded pilot projects that investigated how technology can improve teaching and learning for underserved students. Evaluative data from the experiences of the 32 teams of teachers, administrators, and community-based partners that participated in "The Road Ahead" and "Learning Tomorrow" programs are major sources of information. The book consists of a general summary of findings from "The Road Ahead" program, followed by six papers on major topics of interest in integrating technology into teaching and learning: "Information Technologies in Education: A Survey of Uses and Issues"; "Project-Based Learning and Information Technologies"; "Assessment and Information Technologies in the K-12 Curriculum"; "Professional Development and Information Technologies"; "At-Risk Students: Technology's Particular Promise"; and "School-Home-Community Learning Connections: Roles of Information Technologies." Each paper contains an annotated bibliography. (AEF)

The intent of this discussion paper is to provide a survey of emerging trends in general education reform at institutions of higher education. Ten themes are identified: (1) rethinking the major; (2) concern with student learning beyond course content; (3) an increased emphasis on diversity; (4) the importance of technology; (5) efficiency and effectiveness; (6) the need for more emphasis on implementation strategies in improving general education; (7) new administrative models; (8) the necessity of program assessment; (9) combining of change initiatives; and (10) convergence of two movements one to improve general education and the other concerned with accountability, fiscal responsibility, and prudent management. (Contains 48 references.) (DB)

These five articles present analyses, graphs, and tables showing important trends in the employment of college graduates. The first one, "The Outlook for College Graduates, 1996-2006: Prepare Yourself" (Mark Mittelhauser), concludes that there are more jobseekers with college degrees than there are openings of college-level jobs. "The Class of 1993: One Year After Graduation" (Megan Barkume) reports on a survey of these graduates' employment status, continuing education status, academic performance, earnings, and employment in specific fields. The next article, "Trends in College Degrees" (Jonathan W. Kelinson), identifies trends in college degrees by educational level, field of study, and by college enrollment characteristics. The next paper, "Earnings of College Graduates in 1996" (Theresa Cosca), analyzes the median earnings for 1996 college graduates, the kinds of jobs they held, and the proportion of college graduates who earned less than the median for high school graduates. The final paper, "Occupations and Earnings of Workers with Some College But No Degree" (Daniel Hecker), compares occupational employment patterns and earnings data of this group with workers who have only a high school diploma and with those who have associate and bachelor's degrees. (DB)

In the mid 1990s, the U.S. Congress requested a major study of the U.S. system of elementary and secondary education finance by the National Research Council (NRC). This volume of background papers was prepared in conjunction with one part of the study. It includes eight papers commissioned by the NCR's committee to inform its discussions about equity and adequacy in education finance, two of the issues it was specifically charged to address. The papers are: (1) "Concepts of School Finance Equity: 1970 to the Present" (Robert Berne and Leanna Stiefel); (2) "School Finance Litigation in the Name of Educational Equity: Its Evolution, Impact, and Future" (Paul A. Minorini and Stephen D. Sugarman); (3) "The Impact of Court-Mandated School Finance Reform" (William N. Evans, Sheila E. Murray, and Robert M. Schwab); (4) "Court-Mandated School Finance Reform: What Do the New Dollars Buy?" (Margaret E. Goertz and Gary Natriello); (5) "The Politics of School Finance in the 1990s" (Melissa C. Carr and Susan H. Fuhrman); (6) "Educational Adequacy and the Courts: The Promise and Problems of Moving to a New Paradigm" (Paul A. Minorini and Stephen D. Sugarman); (7) "Enabling 'Adequacy' To Achieve Reality: Translating Adequacy into State School Finance Distribution Arrangements" (James W. Guthrie and Richard Rothstein); and (8) "Performance Standards and Educational Cost Indexes: You Can't Have One without the Other" (William D. Duncombe and John M. Yinger). Each paper contains references. (Contains 29 tables and 4 boxes.) (SLD)

Rural minorities lag behind rural Whites and urban minorities on many crucial economic and social measures. This collection of 10 papers examines rural Black, Hispanic, Native American, and Asian and Pacific Islander populations and their economic well-being in the 1980s, an economically difficult decade for rural areas. Results show minimal minority progress as measured by changes in occupation, income, and poverty rates. However, the type and speed of progress were quite different among minority groups and between men and women of the same minority group. Results show considerable diversity among groups in the characteristics associated with poor economic outcomes. These characteristics included unemployment, low English proficiency, concentration in agricultural employment, low educational attainment and skill levels, and geographic isolation. Following an introduction by Linda L. Swanson, the papers are: "Education and Rural Minority Job Opportunities" (David A. McGranahan, Kathleen Kassel); "The Ethnic Dimension of Persistent Poverty in Rural and Small-Town Areas" (Calvin L. Beale); "Rural Child Poverty and the Role of Family Structure" (Linda L. Swanson, Laarni T. Dacquel); "Age and Family Structure, by Race/Ethnicity and Place of Residence, 1980-90" (Carolyn C. Rogers); "Increasing Black-White Separation in the Plantation South, 1970-90" (John B. Cromartie, Calvin L. Beale); "Trends in Occupational Status among Rural Southern Blacks" (Robert M. Gibbs); "Education and the Economic Status of Blacks" (Margaret A. Butler); "Hispanics in Rural America: The Influence of Immigration and Language on Economic Well-Being" (Anne B.W. Effland, Kathleen Kassel); "American Indians: Economic Opportunities and Development" (Deborah M. Tootle); and "Asians and Pacific Islanders in Rural and Small-Town America" (Calvin L. Beale). Appendix contains figures and data tables of socioeconomic indicators. (Individual papers contain references.) (SV)

The role of the superintendent in developing Catholic schools in the United States has received little attention. This book presents a historical overview of the Chief Administrators of Catholic Education (CACE). Following the foreword, dedication, introduction, and acknowledgments, part 1 traces the origins of the diocesan superintendency. Part 2 explains how the CACE developed into a component of the National Catholic Educational Association (NCEA) and provides a history of the NCEA and the Catholic Education Association (CEA). Part 3 describes the challenges of the early years, as gleaned from an analysis of superintendents' formal meeting papers from 1908 to 1935. The data indicate that superintendents were primarily occupied with organizing the administrative system, standardizing the curriculum, and improving teacher education. The fourth part contains biographical sketches of CACE's early leaders. Appendices contain biographies of other notables, excerpts from the formal meeting papers, a list of superintendents' section officers for the period 1908-35, and an index of CEA superintendents' section papers by topic. Endnotes accompany each chapter. (LMI)

The eight papers collected here bring to bear a complex set of perspectives on a common problem: how to make education more effective now and in the future. The papers speak to the need to understand education as an individual-driven, learner-centered activity. Following Ronald J. Anson's introduction called "Personalizing Systemic Reform," the papers include the following: (1) "Coordinating Top-Down and Bottom-Up Strategies for Educational Reform" (Michael G. Fullan); (2) "Change Has Changed: Implications for Implementation of Assessments from the Organizational Change Literature" (Suzanne M. Stiegelbauer); (3) "Time for Teachers in School Restructuring" (Joseph Cambone); (4) "New Boundaries for School-Based Management: The High Involvement Model" (Priscilla Wohlstetter, Roxane Smyer, and Susan Albers Mohrman); (5) "Teachers' Professional Development in a Climate of Educational Reform" (Judith Warren Little); (6) "Realizing the Promise of Technology: The Need for Systemic Reform" (Jane L. David); (7) "Bringing Schools and Communities Together in Preparation for the 21st Century: Implications of the Current Educational Reform Movement for Family and Community Involvement Policies" (Patrick M. Shields); and (8) "Research Knowledge and Policy Issues in Cultural Diversity and Education" (Roland G. Tharp). References accompany each chapter. (LMI)

The focus of this conference was on programs and experiences in public archaeological education in the Plains states and immediate neighbors. The contents lists the following papers: (1) "Introduction to the Symposium" (William B. Butler); (2) "Archaeological Educational Programs in Colorado" (Kevin D. Black); (3) "Statewide Archaeological Education Programs in Illinois" (Paul Katz; Susana R. Katz; Joyce A. Williams); (4) "Public Programs on Archaeology in Iowa" (Stephen C. Lensink; Leah D. Rogers); (5) "Reaching the Public in Kansas" (William B. Lees; Randall M. Thies); (6) "Archaeological Outreach Programs in Missouri: The Success of Formal Cooperative Agreements" (Greg Fox); (7) "Archaeology and Public Education in Montana" (Dave Schwab); (8) "Public Archaeology in Nebraska" (Anne Wolley Vawser; John R. Bozell); (9) "New Mexico Heritage Preservation Week: Friendly Advice from Those on the Front Lines" (Lynne Sebastian; David W. Cushman); (10) "Archaeology for the Masses in North Dakota" (J. Signe Snortland; Fern E. Swenson); (11) "The Sooners Came Late: Public Archaeology in Oklahoma" (Robert L. Brooks); (12) "Public Education in Archaeology within South Dakota" (Todd Kapler); (13) "Archaeological Education Programs in Texas: Professional and Avocational Archaeologists as Partners" (Pat Mercado-Allinger); (14) "Public Archaeology and Education Programs in Wyoming" (Mark E. Miller; Mary Hopkins); (15) "Learning from the Past: Education Programs of the Saskatchewan Archaeological Society" (Carolyn Thauberger; Tim E. H. Jones); (16) "The Public Education Initiative and the Society for American Archaeology" (Edward Friedman; Phyllis Messenger); and (17) "Federal Archaeological Public Awareness Activities" (Ruthann Knudson). (EH)

Originally prepared for two conferences co-sponsored by the Office of Educational Research and Improvement in the spring of 1990, the eight papers in this collection focus on the concerns of policymakers and critical issues associated with the application of new telecommunications technologies for improving elementary and secondary education. Papers 1-5 were commissioned for the 1990 State Technology Leadership Conference, which was conducted by the Council of Chief State School Officers in Minneapolis, Minnesota: (1) "Technology and Students at Risk of School Failure" (David W. Hornbeck); (2) "Advanced Technologies Innovations and Applications for Distance Learning" (Suzanne G. Douglas and Louis Bransford); (3) "Policies for Educational Technology: A National, State, and Local Agenda" (Richard T. Hezel); (4) "Telecommunications and Restructuring: Supporting Change or Creating It" (Saul Rockman); and (5) "Using Technology To Support Professional Development for Teachers and Administrators" (Judson Hixson and Beau Fly Jones). Papers 6-8 resulted from a Workshop on Education and Telecommunications Technologies co-sponsored by the Annenberg School of Communications' Washington Program: (6) "The Mass Learnpike: Educational Telecommunications Comes to the Commonwealth" (Inabeth Miller); (7) "A Depiction of Distance Education" (Donald C. Holznagel); and (8) "Telecommunications: The Critical Resource for Achieving National Educational Goals" (Arthur D. Sheekey and Suzanne G. Douglas). A list of participants for the Annenberg/OERI workshop is included. (DB)

Papers on women in linguistics are presented in five groups. An introductory section contains: "Feminist Linguistics: A Whirlwind Tour"; "Women in Linguistics: The Legacy of Institutionalization"; "Reflections on Women in Linguistics"; and "The Structure of the Field and Its Consequences for Women." Papers on trends and data include: "The Status of Women in Linguistics"; "The Representation of Women in Linguistics, 1989"; and "Women in Linguistics: Recent Trends." A section on problems and their sources includes: "How Dick and Jane Got Tenure: Women and University Culture 1989"; "Success and Failure: Expectations and Attributions"; "Personal and Professional Networks"; "Sexual Harassment and the University Community"; and "Two Cultures of Communication." Essays on finding and giving support include: "Gender Values and Success in Academia"; "First Generation Mentors"; and "He Was Her Mentor, She Was His Muse: Women as Mentors, New Pioneers." A section addressing stages in a woman's career contains: "The Dissertation Year"; "A Dean's Perspective on Women in Academe"; "From Graduate School to Tenure"; "Living on the Margin: Pros and Cons of Being Linguists in an English Department"; and "Independent and Isolated Scholars: Report on a Group Discussion." (MSE)

Seven papers commissioned by the National Institute of Education in order to clarify the state of recent knowledge about the effects of school desegregation on the academic achievement of black students are contained in this report. The papers, which analyze 19 "core" empirical studies on this topic, include: (1) "What Have Black Children Gained Academically from School Integration? Examination of the Meta-Analytic Evidence," by Thomas D. Cook; (2) "The Evidence on Desegregation and Black Achievement," by David J. Armor; (3) "Is Nineteen Really Better Than Ninety-Three?" by Robert L. Crain; (4) "School Desegregation as a Social Reform: A Meta-Analysis of Its Effects on Black Academic Achievement," by Norman Miller and Michael Carlson; (5) "Blacks and 'Brown': The Effects of School Desegregation on Black Students," by Walter G. Stephan; (6) "Desegregation and Education Productivity," by Herbert J. Walberg; and (7) "School Desegregation and Black Achievement: An Integrative View," by Paul M. Wortman. The 19 core studies examined in these papers were selected, based on their content and quality, from 157 works that looked at black students' academic achievement in desegregated schools. Authors of the selected works are Lewis V. Anderson, Jerome Baker, Orrin H. Bowman, Patricia M. Carrigan, El Nadel Clark, Charles L. Evans, E. F. Iwanicki and R. K. Gable, Robert Stanley Klein, M. A. Laird and G. Weeks, George J. Rentsch, L. W. Savage, Daniel S. Sheehan, Irene W. Slone, Lee Rand Smith, the Syracuse City School District, E. W. Thompson and U. Smidchens, D. W. Van Every, Herbert J. Walberg, and Stanley M. Zdep. (GC)

This document contains a letter report and supporting materials prepared in response to a request for an investigation of the desirability of creating a forum for the discussion of the broad problems that confront the manufacturing sector. The letter report, submitted by Frank Press, president of the National Academy of Sciences, and Robert White, president of the National Academy of Engineering, states that the consensus of a workshop (held March 25, 1988) to explore whether such a forum could be created was that the forum could probably perform this function. The next paper, entitled "The Challenge to Manufacturing Policy," is a summary of that workshop. It provides a draft charter for a manufacturing forum that addresses membership, governance, and tenure. Following this, four supporting papers from the workshop are presented: "The Paradox of American Manufacturing" (Leo Hanifin); "National Manufacturing Policy: An Industry Perspective" (Laurence Seifert, Alfred Zeisler); "Reorganizing Production to Restore Competitiveness" (Stephen Cohen and John Zysman with Sabina Deitrick); and "A Nation at Risk: Our Eroding Skill Base in Manufacturing Systems" (Joe Mize, Terrence Beaumariage). (YLB)

This paper, the fourth in a series of five on the current state of citizen education, examines citizen participation in contemporary democracy. The content is presented in four parts. The first covers the areas of citizen participation and levels of analysis and includes the domains of citizenship, citizenship as behavior, and micro and macro levels of citizenship. The second part on the concept of participation deals with instrumental citizen participation, supportive participation, citizenship as compliance, and self-interest and consensus. The next part examines patterns of citizen activity, including modes of participation, dimensions of participation, and participation and community policymaking. The last part discusses participation and individual fulfillment. The appendix contains the comments of those who reviewed this paper. (EM)

The three papers compiled here provide educators and others involved in career education with some information regarding the relationship of career education and organized labor. The first paper, a conference speech by Peter A. Bommarito, President of the United Rubber Workers, presents an official policy statement on career education from the rubber, cork, linoleum and plastic workers. The second paper, by Dr. Mark Schulman of Antioch College, comprises one-half of this monograph and covers the problems organized labor faces with respect to career education. The content of this paper is in three parts. The first part discusses the issues regarding the relationship between career education and labor and includes theoretical, conceptual, and operational considerations; the second part explores the short- and long-range implications of strategies to consolidate or modify labor participation in career education; and the last part offers tentative conclusions and summarizes the paper's content. The third paper, by Kenneth Hoyt, Director of the Office of Career Education, presents the views expressed by members of organized labor at a seminar dealing with the role and function of organized labor in the career education effort. His paper focuses on seven topics, some of which are the following: the kinds of career education activities in which organized labor should participate; how the K-12 school system should obtain resource persons from organized labor; organized labor representation on community career education action councils; and involving organized labor on career education field trips. (EM)