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This issue is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift--a volume reflecting the values, theories, and passions of a senior scholar in a field--seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than can possibly be counted. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has "unfolded and connected" essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. This Festschrift reflects the core ideas that Harriet brought to the field of early childhood education and the study of John Dewey. Above all, Harriet reminds others that to teach means to have a philosophy of education, to articulate the whys of what teachers do, and to understand that it is this philosophy that guides and shapes the decisions made in the classroom. Individual essays in this Festschrift include: (1) One Perspective on Harriet Cuffaro: A Story of Engagement and Experience (Celia Genishi); (2) Thinking Through Early Childhood (Jonathan Silin); (3) When Unit Blocks Came to Gardaborg (Kristín Einarsdóttir); (4) The Experience of Working and Learning Together (Jane Clarke); (5) Caroline Pratt: Progressive Pedagogy "In Statu Nascendi" (Jeroen Staring); (6) An Inquiry into the Pedagogical Implications of Dewey's Ecological Thinking (Simon Jorgenson); (7) Doing Dewey (Carol Rodgers) [Contains Appendix: "Whispers on the Moon"]; and (8) Presence in Double Vision (Miriam Raider-Roth). Individual essays include references and figures.

This collection consists of six papers, each dealing with some aspects of reliability and performance testing. Each paper has an abstract, and each contains its own references. Papers include: (1) "Using Reliabilities To Make Decisions" (Deborah J. Harris); (2) "Conditional Standard Errors, Reliability, and Decision Consistency Performance Levels Using Polytomous IRT" (item response theory) (Tianyou Wang, Michael J. Kolen, and Deborah J. Harris); (3) "Assessing the Reliability of Performance Level Scores Using Bootstrapping" (Dean A. Colton, Xiaohong Gao, and Michael J. Kolen); (4) "Evaluating Measurement Precision of Performance Assessment with Multiple Forms, Raters, and Tasks" (Xiaohong Gao and Dean A. Colton); (5) "Weights that Maximize Reliability under a Congeneric Model for Performance Assessment" (Tianyou Wang); and (6) "Reliability Issues and Possible Solutions" (Catherine J. Welch and Dara Martinovich-Barhite). (SLD)

This is a collection of six papers on critical issues in library management presented at the annual Allerton Park Conference (35th, October 24-26, 1993) sponsored by the University of Illinois at Urbana-Champaign, Graduate School of Library and Information Science. The first paper, "Learning about Leadership: What Works in Modern Organizations" (Barbara B. Moran) covers current concepts relevant to those seeking to provide leadership in libraries. The second paper, "The Leader as Decision-Maker: When Centralized Decisions Become Imperative" (Herbert S. White) discusses characteristics of the library director and the need for decision-making. The third paper, "Staff as Decision-Makers: The Merits of Decentralized Decision-Making" (Maurice P. Marchant) provides an alternate view of library personnel as important contributors to the decision- making process. The fourth paper, "Making Human Resource Decisions" (Richard E. Rubin) focuses on identifying information sources, as well as psychological and social factors, involved in human resource decisions. The fifth paper, "The Role of Leadership in Planning: A Frank and Candid Analysis of the Realities of Planning in the Public Sector" (Nancy Bolt) examines advantages and disadvantages of five planning processes. The sixth paper, "Remembrances of Things Past" (Tom Eadie) addresses the environment in which leadership and decision-making occurs. All papers contain references. (AEF)

This document contains 14 papers from the skills for the new millennium section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Research on Vocational Education and Training as a Field for Knowledge Development--Starting Points for the CEDEFOP (European Centre for the Development of Vocational Training) Research Arena" (Pekka Kamarainen); "Knowledge Development at the Interface of Research, Policy and Practice--Support for Knowledge Development within the CEDEFOP Research Arena (CEDRA)" (Graham Attwell, Alan Brown); "Use of Web-Based Collaboration and Knowledge Transformation Tools to Support the Development of a Learning Community to Enhance Career Guidance Practice" (Alan Brown, Graham Attwell, Jenny Bimrose); "Doing the Research Is Only Half the Job: The Impact of VET Research on Decision Making" (Chris Robinson, Sarah Hayman); "NCVER's (National Centre for Vocational Education Research's) Web Site and the VOCED Research Database" (Sarah Hayman); "The Renaissance of Vocational Education and Training: Miscellaneous Hints for Undernourished Elephants Yearning to Dance" (Robert Sadler); "Tele-Operation of a Manufacturing System for Vocational Education" (Francis H.F. Tsang, Jonathan K.F. Lee); "Worldwide Technology Trend of Electronics Products" (Lawrence Cheung); "The Implication of Advances in Wireless Data Communications on E-Commerce" (Lawrence Cheung); "New Roles of Vocational Education and Vocational Teachers for Technological Change: A Case Study of the Hong Kong Institute of Vocational Education" (Che Keung Yeung, Choi Fung Cheng); "The Occupational Skill Testing and Certification Systems in Hong Kong" (S.P. Fu); "Distance and Open Learning--Web-Based Training (WBT) Development Process Consideration" (Donna Wing Yiu Lau); and "Industry Partnership for Graduation Stage of Higher Vocational Education" (Dan-dan Shi, Xiao-hong Chen). Most papers contain substantial bibliographies. (MN)

A conceptual framework for educational outcomes (the Outcomes Structure) developed at the National Center for Higher Education Management Systems (NCHEMS) is addressed in seven papers. The first five papers consider the Outcomes Structure and its general application; the remaining two papers concern the applications of the Outcomes Structure in student affairs administration. Paper titles and authors are as follows: "A Conceptual Framework for Educational Outcomes" (Oscar T. Lenning, Sidney S. Micek, Allan L. Service); "A Conceptual Framework for Identifying and Assessing Needs in Postsecondary Education (O. Lenning); "Using the Outcomes Structure to Test the Adequacy of Outcomes Lists: Tryout at a State University (Jean J. Endo, O. Lenning); "Preliminary Tryout of the NCHEMS Outcomes Structure at Two Sets of Four Colleges" (O. Lenning, Edward G. Lundin); "Assessing Student Educational Progress" (O. Lenning); "Needs Assessment in Student Affairs" (O. Lenning, Andrea C. McAleenan); and "Assessment and Evaluation Related to Student Services" (O. Lenning). (SW)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

The Center for the Study of Evaluation Systems Project focuses on assessing the costs and impacts of managing testing, evaluation, and instructional (T/E/I) systems through a collection of nine papers: (1) "School District Evaluation Offices: Are They Worth the Money?," by Richard C. Williams and Pam McGranahan; (2) "How Two Evaluation Offices Help Improve School Performance," by Larry Crabbe, Theron Swainston, and Williams; (3) "School District Use of Testing and Evaluation for Instructional Decision Making: A Beginning," by Adrianne Bank and Williams; (4) "School Districts in the Information Society: The Emergence of Instructional Information Systems," by Bank and Williams; (5) "The Important District Role in Educational Reform," by Williams and Bank; (6) "The District Role in Introducing Micro-Computers: A Contingency Approach," by Williams, Bank, and Carol Thomas; (7) "The Cost of Instructional Information Systems: Results from Two Studies," by James Catterall; (8) "Linking Testing with Instructional Decision Making: Models and Guidelines from Research," by Don Dorr-Bremme; and (9) "The Search for Consequences: Assessing the Impact of District Instructional Information Systems," by Williams and Bank. (PN)

This resource paper is designed to supplement undergraduate college geography courses at the introductory and advanced level; it is intended for the use of both the student and instructor. Two perspectives are discussed: the nature of individual movement behavior and the consequences of large numbers of moves for change in neighborhood characteristics. Part I is concerned with the decision-making processes of individual households for which two distinct stages are recognized: the decision to seek a new residence and the search for a new dwelling. In the first stage, factors affecting the decision to move are identified with particular attention focused on movement as a response to stresses of the local environment. In the second stage, the interaction between the household's awareness of the characteristics of the urban area and the location of available opportunities is stressed. Part II treats aggregate properties of residential mobility with emphasis on the implications of particular patterns of movement for neighborhood change. A model for examining mobility in large North American cities is developed in hopes of answering questions relating to the rate of population turnover and the change in neighborhood population composition. Figures, tables, and sources of the data for mobility studies are included. (Author/JK)

We are now at a stage in human global development in which the continuous review and assessment of the long-range future implications of our past and present actions becomes crucially important for the survival of human society. This report includes a synoptic view of world trends and alternative futures. The first and major portion of the publication discusses world trends including both long-term and short-term changes: (1) Evolutionary Intervention; (2) Physical Extension; (3) Conceptual and Social Expansion; (4) Major Technological Change Events; (5) Population; (6) Urban Growth; (7) Energy; (8) Industrial Development and Natural Resources; (9) Food; (10) Material Disparity between Advanced and Lesser Developed Nations; (11) The World Economy; and (12) the Political Climate. The second part of the document discusses aspects of alternative futures in terms of what we ought to do. (Author/RM)

Part of a research project for the investigation and development of techniques for the analysis of curriculum materials, this document explores possible roles and goals for curriculum analysis in Great Britain, Germany, Sweden, and the United States. The methodology of the project includes four main types of activity: (1) reading, consultation, and reflection; (2) producing analyses of different types of curriculum; (3) teaching curriculum analysis to experienced teachers; and (4) conducting one-week workshops for people without any background in curriculum. The focus of the project is on curriculum analysis of materials for either pupil or teacher which have a significant influence on decision making at the curriculum level. Following the introduction of the project and its rationale, the second chapter sets out to define curriculum analysis and its relation to curriculum evaluation, curriculum criticism, preservice teacher education, and inservice education. Chapter three includes a review of published schemes for the analysis of curriculum materials from several countries. The fourth chapter examines the Sussex scheme which was developed from the investigation of the other curriculum analysis systems. The final chapter presents the training process of curriculum analysis. (Author/JR)

In adult education, program planning and administrative management are important areas within which economic analysis may contribute to effective and efficient decision making. The adult education administrator is faced with a dual economic task: (1) to prove beforehand that his programs will pay for the operating budget he is demanding; and (2) to make correct decisions both administratively and in the market-place to insure an efficiently operating organization and a continuous inflow of participants and funds. Two concepts are discussed to aid the adult educator at both the program planning stage and within his administrative functions: planning, programing and budgeting systems (PPBS) and cost benefit analysis (CBA). An overview of the demand for PPBS is presented as a rationale for its increasing acceptance, and a 10-step procedure is developed for generalized use in any educational institution. Within this 10-step procedure, CBA is introduced as one of the many possible program evaluation techniques to judge a program's worth. An example of CBA using a manpower training program is presented to allow the reader to understand the scope and limitations of the technique. A 36-item bibliography is included. (Author/EC)

Methodology related to Lawrence Kohlberg's theory of moral development has been continuously refined by creation and evaluation of additional research instruments. Instruments have been tested at summer scoring workshops presented by Kohlberg and his staff at the Center for Moral Education, Harvard University, in 1972, 1973, and 1976. Instruments include: (1) a standard-form scoring system to redefine the stages of moral development at a structural level and distinguish more clearly between issues and concerns; (2) a structural interviewing system which penetrates beyond a subject's opinions, attitudes, and beliefs to basic reasoning or justification patterns; and (3) a standard moral-interview format, which directs the subject to make the choice at the beginning of each dilemma. Many problems related to interviewer misperception of values placed by the subject on a particular issue have been alleviated by asking the subject to weight the values. Other problems encountered by participants at scoring workshops relate to dominant-issue scoring. Participants should have fewer problems with scoring if they refer to Kohlberg's 1977 manual, average across elements within the governing norm, and consider unsolicited reasoning responses by the subject during the interview. The conclusion is that Kohlberg's moral development theory is constantly being improved as Kohlberg and other scholars work to make it more relevant to moral dilemmas. (Author/DB)

The pamphlet provides a framework for teaching decision making skills at the elementary and secondary levels. The first section presents five criteria for selecting instructional objectives, subject matter, and teaching procedures in basic education. The criteria include (1) emphasis on skills for daily living, (2) relevance to students' personal experiences, (3) continuity of curriculum throughout grade levels, and (4) practical application of skills. The second section describes the Essential Learning Skills Television Project, which creates brief television programs to help fifth and sixth graders develop skills in communication, math, and critical thinking. The third section suggests instructional procedures for developing other television programs and related printed materials. Much of the discussion centers on how to teach students to make two types of decisions: factual and value-oriented. Factual decisions involve gathering and evaluating information to choose between alternative claims about reality. Value decisions involve use of both facts and value judgments to choose among alternative courses of action or policies. The concluding section evaluates the pamphlet's teaching ideas in terms of the original five criteria for basic education. (Author/AV)

The study attempts to specify and verify the decisionmaking processes utilized by groups when faced with a multistage rating task. It is also designed to upgrade group efficacy by introducing some procedural guidelines which group members are asked to follow in resolving differences. This "structured" intervention encourages members to seek out differences of opinion and dissuades them from using "conflict-reducing" techniques such as majority vote or trading. In addition the study examines aspects of interpersonal styles on group functioning, in particular self-oriented, individualistic behavior which is apparently dysfunctional to group processes. The major implication of the study is that it is indeed possible to improve group performance, even in groups with potentially"poor" members, via a simple structures intervention. (Author/WM)

Conference papers reviewing the role of decision making in social studies education since 1960 are presented. The focus of the discussion was a paper by Shirley Engle published in 1960 entitled "Decision Making: The Heart of Social Studies Instruction." The first part of the booklet contains the text of that paper. Engle maintained that the purpose of social studies is education for citizenship, which requires that students know how to make decisions, not just to memorize facts. Engle called for an emphasis on teaching decision making based on values formation in each student. The remainder of the booklet contains three presentations reviewing the progress of Engle's ideas through 1977. C. Benjamin Cox reviews the history of efforts to incorporate values instruction throughout thg 1960s. The complexity of teaching problem solving and decision making based upon the conceptualization of social scientific knowledge prevented successful realization of Engle's goal. Wilma S. Longstreet describes how social studies educators have failed to teach students to act with rational awareness in the midst of a complex and changing social environment. Jan L. Tucker explains that the ill-defined nature of social studies and an increasing pessimism about formal schooling have limited the development of public support for the social studies. Despite the slow progress of the discipline, it is encouraging that social studies educators are continuing to search for ways to incorporate decision making and values into the curriculum. (Author/AV)

The paper examines interpretations of educational development in western Europe since the 1960s and suggests that equality of opportunity has been the most pervasive theme underlying educational policy and development. Most often used to describe educational development are (1) demographic and economic data, (2) analyses of structural changes in the educational system, and (3) evaluation of the changing role of education vis-a-vis the social system generally. None of the descriptions has the historical perspective to convey the extent or the true nature of educational change which has resulted from the substitution of public education for the church as the principal transmitter of values and beliefs. A better measure of educational development is the value change reflected in public policy. A major result of the policy shift toward public education rather than religious education has been an increase in equality of opportunity. Three interpretations of equality of opportunity presently prevail in European nations: (1) predestinative (division of secondary schools into vocational and college preparatory); (2) redemptive (equal life chances for all students, regardless of academic ability); and (3) dissenting (alternative schools, lifelong education, and individual curriculum). The conclusion is that educational development must be understood as a combination of past and present values and that educational systems must cease to be, or to be considered, purveyors of a particular orthodoxy. (Author/DB)

Innovative financial strategies for higher education institutions are considered in three articles based on presentations to a national conference at the University of Arizona. In "Innovations in State Level Formulas: Established and Emerging Trends," Dennis P. Jones discusses both the general (multi-purpose) and the special purpose components of state-level resource allocation. General purposes that apply to most public institutions include: access to education, economic development, maintenance and enhancement of the system, and efficiency. Barbara S. Uehling's article, "Adapting Academia to the Prevailing Climate," considers the need for colleges to make adaptations to changing conditions, the type of decision-making that is necessary for adaptive change, and conditions that can be established to continue the process of adaptive change. The final article, "New Financing Strategies for Higher Education," by Anthony W. Morgan discusses economic challenges facing higher education and new financing strategies for allocating funds. Two sets of root assumptions are presented along with some of the resource allocation models and strategies that flow from them. The allocation models include: goal models, investment models, cost reimbursement or formula budget models, market models, and incentive models. (SW)

Resource allocation and reallocation strategies for colleges who have financial problems are considered in three articles based on presentations to a national conference at the University of Arizona. In "Reallocation Strategies," James A. Hyatt discusses factors that shape institutional responses to reallocation and elements that should be considered in developing reallocation processes. Among these factors are: duration of the fiscal crisis; the degree of management flexibility at the institution; and the diversification of institutional revenue sources. John W. Casey's article, "An Institution Experiences Contraction," concerns the situation at Seattle Community College District. Reasons for reduced educational expenditures are considered and demographic data are presented on: Washington State, Seattle and King County, and the Seattle Community College District for 1979 and 1982; and full-time equivalent enrollments in the community college system. Finally, "Resource Allocation at California State University, Hayward" by Ellis E. McCune considers: the problems of reallocation resources in response to declining student enrollments and reduced budget allocations; and the broader context of decision-making on resource allocation throughout the life cycle of the university. (SW)

This book contains 24 essays addressing higher education evaluation and published in the International Journal of Institutional Management in Higher Education between 1979 and 1986. They are as follows: "The Evaluation of Higher Education: An Introductory Note" (Maurice Kogan); "Allocation of Public Funds on Instructional Performance/Quality Indicators" (Grady Bogue); "Northeast Missouri State University's Value Added Assessment Program: A Model for Educational Accountability" (Charles J. McClain et al.); "Assessment of Institutional Effectivesness at the University of Tennessee, Knoxville" (Trudy W. Banta et al.); "A Commentary on the Northeast Missouri and Tennessee Evaluation Models" (Marianne Bauer); "Improvement of Education through Internal Evaluation (AMOS)" (Pieter J. D. Drenth et al.); "A Preliminary Assessment of a New Method of Course Evaluation Based on Directed Small Group Discussions" (Robert W. Talbot and Georges Bordage); "Institutional Self Evaluation in Sweden" (Ann-Marie Furumark); "Assessing Institutional Performance: The Importance of Being Careful," (Leonard C. Romney et al.); "The Second Irony: The System of Institutional Evaluation in the United States" (H. R. Kells); "Institutional Performance Assessment Under Conditions of Changing Needs" (John Sizer); "Le Comite National d'Evaluation. An Innovation in French Higher Education" (Andre Staropoli); "Academic Program Review and the Determination of University Priorities" (Frederick E. Balderston); "Peer Review and Partnership: Patterns of Validation in the Public Sector of Higher Education in the United Kingdom" (John Brennan); "A Ten Year Perspective on Faculty Evaluation" (Richard I. Miller); "Evaluating Basic Units: Seven Fundamental Questions" (Rune Premfors); "Methods for the Evaluation of Research" (Michael Gibbons); "Resource Allocation Based on Evaluation of Research" (Michael Gibbons); "Resource Allocation Based on Evaluation of Research" (Rune Fransson); "Evaluation and Funding of University Research: Where Does the Need Lie?" (Jean Marie Archambault); "Excellence Versus Relevance: The Evaluation of Research" (Mary Henkel); "The Use of Bibliometric Data as Tools for University Research" (H. F. Moed et al.); "A Case Study on the Evaluation of Research at the Technical University of Denmark" (Peter Rasmussen); "The Evaluation of Research: An Economic Process" (Anne M. T. Rouban); and "External Assessment of Dutch Research Programmes" (Jack Spaapen). Contains 207 references and an index. (GLR)

The Career Interest Inventory is a paper-and-pencil, self-report career guidance instrument that is designed to assist students in grades 7 through 12 and adults with career decisions. It can be administered to individuals or groups and alone or in combination with the Differential Aptitude Test. It is available in machine-scored and hand-scorable versions. Statements in the 2 levels (Level 1 for grades 7 through 9, and Level 2 for grades 10 and above) are responded to on a 5-point Likert-type scale. The attractive and high quality test materials are appealing and easy to understand. The manual for school counselors is well presented and straightforward. Summary statistics for the norms are presented, and the evidence for internal consistency and validity is reviewed. One of the major appeals of the inventory is the simplicity of the presentation of the individual profile. The information about scoring for the hand-scorable version is not adequate, and the scoring seems cumbersome and confusing. With this reservation, the instrument is judged an appealing and appropriate measure for career exploration. It makes a good alternative to more complicated inventories. (SLD)

Bayesian statistical methods have become more feasible to implement with advances in computing but are not commonly used in educational research. In contrast to frequentist approaches that take hypotheses (and the associated parameters) as fixed, Bayesian methods take data as fixed and hypotheses as random. This difference means that Bayesian inference can take the form of an intuitive probabilistic statement about the likelihood of a particular hypothesis being true. Frequentist results are sometimes framed this way, but this framing is incorrect and can be very misleading. Bayesian methods also allow the incorporation of prior information and can facilitate the systematic combination of evidence from multiple sources. The papers in this symposium explore the potential for using Bayesian methods in education research and decision-making. The first paper, "Why Bother With Bayes?" (Thomas Louis) provides an introduction to Bayesian methods and some examples of how they are used outside of education research. The second paper, "Comparing Bayesian and Frequentist Inference for Decision-Making" (Ignacio Martinez) presents results from an experimental study of how people interpret and use the results of a study of an educational technology when the results are presented with frequentist versus Bayesian framing. The third paper, "Simple Application of Bayesian Methods for School-Level Decisions" (Alexandra Resch) presents an application of simple Bayesian analyses to real-world education technology evaluations. The fourth paper, "What Works for Whom? A Bayesian Approach to Channeling Big Data Streams for Policy Analysis" (Jonathan Gellar) presents a more complex application of Bayesian analyses, using a simulation study to demonstrate that a Bayesian adaptive design can provide better inference with smaller samples. This symposium summary provides abstracts for each of the four papers. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]

This document contains three papers on informal learning and human resource development. "Workplace Learning Reviewed: Confronting the Rhetoric with Empirical Research" (Rob F. Poell, Ferd J. Van der Krogt) discusses the considerable discrepancy between theory on workplace learning and actual workplace learning-related developments in organizations. It is argued that research can contribute to reducing the distance between theory and practice by documenting ways managers and workers can deal with the diversity of views and interests in organizing multiple learning programs. "A Study of Informal Learning in the Context of Decision-Making" (Andy R. Walker, Victoria J. Marsick) reports on a case study of managers at the divisional headquarters of a European pharmaceutical company. The study examined how managers acquire informal learning while they are involved in making decisions. "Learning Beliefs and Strategies of Female Entrepreneurs: The Importance of Relational Context in Informal and Incidental Learning" (H. Elizabeth Coyle, Andrea D. Ellinger) presents the findings of a small pilot study of the informal ways in which female entrepreneurs learn when they initiate their business ventures. The study demonstrated that female entrepreneurs use learning strategies consistent with the research base on informal learning and that relational context is very important to their informal learning. Two papers include substantial bibliographies. (MN)

This symposium on organizational change consists of three presentations. "Institutionalizing Organizational Change Through Cascade Training: Implications for Human Resource Development (HRD) Research" (Ronald L. Jacobs, Darlene Russ-Eft, Suhail Zidan) proposes the institutionalization of change should be addressed as a major part of the change process and suggests that cascade training be used to address institutionalization issues. "Shock to the System: Analyzing Organizational Change Using the Construct of Awareness Development" (Martin B. Kormanik, Annette K. Sturdevant) reports a study that shows that by using the cycle of awareness development to examine individual employees' awareness development around an organizational transition issue, it may be possible to take a distributed view of organizational-level change. "Connotative Meanings of a Change Agenda" (S. Ramnarayan) reports on a major change program that the corporate office of a large manufacturing organization launched in its five plants. The paper describes how, though a common approach had been worked out, a study conducted eight months later showed that the different plants had followed different problem solving approaches and reached different outcomes. It examines how units develop connotative meanings of a change agenda and how these meanings influence the effectiveness of change implementation. All three papers include substantial bibliographies. (YLB)

This document contains three papers from a symposium on organizations in transition that was conducted as part of a conference on human resource development (HRD). "Human Resource Development in an Industry in Transition: The Case of the Russian Banking Sector" (Alexander Ardichvili, Alexander Gasparishvili) reports on a study documenting issues and problems faced by the HRD system in the Russian banking industry, identifies trends in the system's development, and provides insight into evolution of the workforce education and HRD systems in industries in transition. "High Performance and Human Resource Characteristics of Successful Small Manufacturing and Processing Companies" (William R. Venable) discusses a study in which executives from 31 successful small manufacturing companies in Oklahoma were interviewed about their perceptions of high performance and other human resource-related characteristics in their organizations. "HR (Human Resources) Involvement Decisions and Strategies in Mergers and Acquisitions: Four Organizational Portraits" (C. Carol Anthony, Laurel S. Jeris, James R. Johnson) describes a case study in which three theoretical models were used as lenses to explore the timing and scope of HRD involvement in four organizations that were recently involved in a merger or acquisitions. The papers contain reference sections. (MN)

This book, consisting of 19 essays, deals with the meaning and objectives of prison education. Included in the volume are the following works: "Inmate Right to Education," by Lucien Morin; "Penitentiary Education in Canada," by J. W. Cosman; "Rehabilitation through Education: A Canadian Model," by Stephen Duguid; "Towards a Prison Curriculum," by William Forster; "Education in Prisons: a Developmental and Cultural Perspective," by J. D. Ayers; "Can Corrections be Correctional?" by Douglas K. Griffin; "The Benefits of Advanced Education in Prisons," by T. A. A. Parlett; "The Humanities in Prison: A Case Study," by Morgan Lewis; "Prison Education and Criminal Choice: The Context of Decision-Making," by Stephen Duguid; "On the Place of Values Education in Prisons," by Lucien Morin;"Some Theoretical Aspects of Correctional Education," by T. A. A. Parlett; "Correctional Education as Practice of the Judicial Approach: A Contradiction," by Lucien Morin; "The Idea of Fairness as the Basis for the Educational Reform of the Prison," by Peter Scharf; "The Major Psychological Processes in Moral Behavior," by James Rest; "Moral Development, Justice and Democracy in the Prison," by Stephen Duguid; "Effects of Just Community Programs on the Moral Level and Institutional Perceptions of Youthful Offenders," by William Jennings; "Corrections Education and Practical Reasoning: Needs, Methods and Research," by Ian Wright; and "Competencies of the Correctional Educator," by Douglas K. Griffin. (MN)

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

The papers in this book reflect current debates on academic standards and quality assurance, and speak from the perspective of institutional leaders and national quality bodies and higher education researchers. Included are reports on the progress of several international quality initiatives and studies on the impact of external quality assurance upon management and decision making in higher education. Following an introduction by John Brennan, papers include: "Accreditation, Assessment, Anarchy? The Evolution of Academic Quality Assurance Policies in the United States" (David Dill); "Institutional Responses to Quality Assessment in Australia" (Vin Massaro); "Qualifications and Quality in New Zealand" (David Woodhouse); "Evaluation a la Francaise: The CNE" (Marie-Odile Ottenwaelter); "The Balance Between Accountability and Improvement: The Danish Experience" (Christian Thune); "Quality Assurance and Diversity: The Case of England" (Ruth Williams); "Learning from the HEQC Experience" (Roger Brown); "Quality, Standards and Institutional Reciprocity' (David Watson); "Power, Legitimacy and Academic Standards" (Janet Finch); "The Hunting of the Gilt-Edged Degree" (Tony Becher); "Management for Quality: The CRE Programme of Institutional Evaluation: Issues Encountered in the Pilot Phase--1994.5" (Andris Barblan); "The European Pilot Project for Evaluation Quality in Higher Education" (Christian Thune and Andre Starapoli); "Quality Management, Quality Assessment and the Decision-Making Process: The IMHE Project on Institutional Impact" (Tarla Shah); "A Swedish Approach to Quality in Higher Education: The Case of Uppsala University" (Lars Engwall); "A Danish Approach to Quality in Higher Education: The Case of Aalborg University (Palle Rasmussen); and "An Australian Approach to Quality in Higher Education: The Case of Monash University (Gay Baldwin). A glossary of abbreviations is appended. (Many papers contain references.) (CH)

This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)

This collection of papers reports on the emerging thinking in staff development and organizational learning in schools and districts, framing issues which have critical implications for staff development. There are 10 papers in four sections. Section 1, "Context," features: (1) "School Reform Requires a New Form of Staff Development" (Dennis Sparks). Section 2, "New Roles in the School as a Learning Organization," includes: (2) "Site-Based Development" (Steven R. Thompson); (3) "Broadening the Concept of Teacher Leadership" (Michael G. Fullan); (4) "The Principal's Role and Staff Development" (Jim LaPlant); and (5) "New Roles for Central Office Administration in School-Based Change and Staff Development" (Fred H. Wood). Section 3, "Process and Content of Learning," offers: (6)"Shifting Rules, Shifting Roles: Transforming the Work Environment to Support Learning" (Arthur L. Costa, Lauren Lipton, and Bruce Wellman); (7) "Teacher Content Knowledge: Impact on Teaching and Learning" (Randy Schenkat and Kathie Tyser); and (8) "Putting It All Together: Integrating Educational Innovations" (Tom Guskey). Section 4, "Building Capacity Within the System," includes: (9) "Data-Based Decision Making" (Jon C. Marshall) and (10) "Leadership for Professional Development: Essential Arenas of Work and Learning" (Margaret Arbuckle). (Chapters contain references.) (SM)

This collection of symposium paper summaries presents analyses of data addressing the role of system changes in decision-making and service utilization in child and adolescent mental health emergencies. The analyses compare data for child and adolescent (C/A) recidivists at mental health emergency screening sites in pre-and post-managed care time periods, defined by the implementation date for Medicaid managed care. The included summaries are: (1) "Impact of Managed Care on the Clinical Profiles of Recidivists" (Lorna Simon and Stephen Dine-Young); (2) "Factors Contributing to a Child or Adolescent Becoming a Recidivist at an Emergency Mental Health Screening Site Pre- and Post-Managed Care" (Stephen Dine-Young and Lorna Simon); and (3) "The Question of Patterns of Dispositions" (Joanne Nicholson and Joseph R. Mara). Among findings were: the number of emergency room recidivists increased after the implementation of managed care; a diagnosis of adjustment disorder (the least severe diagnostic category) negatively predicted a client becoming a recidivist in both the pre- and post-managed care periods; and neither clinical nor payer characteristics were related to a change in level of restrictiveness of dispositions in the pre- or post-managed care periods for recidivists. (DB)

Collections conservation is an approach to the preservation treatment of books and book-like materials that is conceptualized and organized in terms of large groups of materials. This guide is intended to enable a library to evaluate its current collections conservation activities. The introduction describes collections conservation and gives program development guidance. A selection of the following readings from the published literature provides an overview of programs and information on standardized repair procedures: (1) "A Manual of Step-by-Step Procedures for the Maintenance and Repair of Library Materials: Second Edition" (Carolyn C. Morrow and Carole Dyal); (2) "Tip-Ins and Pockets" (Jane Greenfield); (3) "A Simple Workstation for the Conservation of Library Materials" (Illinois Cooperative Conservation Program); (4) "Preservation Enclosures" (Hedi Kyle); (5) "Understanding Treatment Options,""Tightening the Hinges of a Case-Bound Book,""Double Tray Box" and "Appendix 1: Decision-Making Checklist for Book Repair" (Carolyn C. Morrow and Carole Dyal); (6) "Repairing Paper Artifacts" and "Surface Cleaning Paper" (Sherelyn Ogden); (7) "Polyester Encapsulation" (Mary L. Rizenthaler); (8) "Harvard University Widener Library Conservation Services: Institutional Profile" (Nancy Schrock and David Moore); and (9) "The Book Repair Program at Brigham Young University: An Institutional Profile" (Randy Silverman). An annotated bibliography of 14 selected readings is included. (SLD)

This collection of papers examines instructional environments for students with severe disabilities. It points out that two principles should guide the selection of all instructional environments for all types of learners at all stages of instruction: the environment should be the least restrictive environment possible and it should be the most instructionally effective. Papers have the following titles and authors: "Selecting Instructional Environments for Students Having Severe Multiple Handicaps" (David Baine); "Community-Based Instruction: Its Origin and Description" (Marg Csapo); "Searching for the Criterion Environment: Issues in Theory and Research" (Dick Sobsey); "Guide to the Development and Evaluation of Community-Based Instruction" (David Baine); "Integration Models for Students with Moderate to Severe Disabilities" (Cathi Hill); "Behavior Management of Individuals with Severely Challenging Behavior in Rural Community Settings" (Linda McDonald and Stewart McDonald); "Behavioral Support: A Transition from Residential to Outreach Services" (Larry MacDonald and Barry Brazier); "Quality of Life for Adults with Developmental Handicaps: Some Issues for Discussion" (Roy I. Brown); and "Behavioral Assessment of Community Living Skills: Considerations for Practitioners" (Dickie Yu and Maurice Feldman). References are provided for each paper. (DB)

Sixteen papers, developed as part of a 10-year study of substantive and methodological aspects of teacher education in special education at the University of South Florida, address professional issues in special education. The papers are: (1) "To Improve or Reconstruct Special Education: Issues Facing the Field" (James L. Paul and Ann Cranston-Gingras); (2) "The Demographics of Special Education" (Harold Hodgkinson); (3) "Interventions and Children with Special Needs" (James J. Gallagher); (4) "High-Stakes Testing and the Distortion of Care" (Nel Noddings); (5) "From the Old to the New Paradigm of Disability and Families: Research To Enhance Family Quality of Life Outcomes" (Ann P. Turnbull and H. R. Turnbull); (6) "Addressing Home, School, and Community Violence for Children with Disabilities" (Zena H. Rudo); (7) "Informing Professional Issues in Special Education through Disability Studies" (Ann Cranston-Gingras and Crystal Roberts Ladwig); (8) "The Teacher Variable: Who Makes Special Education Special?" (James L. Paul and Patricia A. Parrish); (9) "The Reflective Self: Becoming a Special Educator" (Patricia Fagan and Ella L. Taylor); (10) "Preparing African American Male Teachers for Urban Special Education Environments" (Brenda L. Townsend and Karen M. Harris); (11) "Collaborative Professional Development Partnerships" (Karen L. Colucci and others); (12) "The Use of Educational Technology and Assistive Devices in Special Education" (Barbara L. Loeding); (13) "The Utilization of Distance Learning and Technology for Teaching Children with Disabilities" (Michael W. Churton); (14) "Charter Schools and Their Impact on Special Education" (Myrrha Pammer and others); (15) "Reading the History of Special Education" (Sherman Dorn); and (16) "Ethics and Special Education" (James L. Paul and others). Individual papers contain references. (DB)

After outlining the 1984 activities and results of the Center for the Study of Evaluation's (CSE's) Evaluation Productivity Project, this monograph presents three reports. The first, "The Administrator's Role in Evaluation Use," by James Burry, Marvin C. Alkin, and Joan A. Ruskus, describes the factors influencing an evaluation's use potential and outlines the steps the program administrator must take to increase the evaluation's use. The second paper, "Factors Common to High-Utilization Evaluations," by Ruskus and Alkin, identifies six of these factors: level of evaluator effort, evaluator's leadership behavior, user involvement, evaluation reporting, evaluator involvement in implementing recommendations, and user commitment to use. The final paper, "Reflections on Evaluation Costs: Direct and Indirect," by Alkin and Ruskus, describes how to identify and assign values to both direct and indirect cost components, and how costs should be considered in relation to benefits accrued from an evaluation. (BW)

People aged 55 and older are one of the fastest growing demographic groups in much of the developed world. While they have seen tremendous changes in technology and everyday living over their lifetime, some of the biggest societal changes are those that they themselves are helping to make. In the U.S., these mature individuals can expect to live several decades beyond the traditional retirement age of 65-67, and they will likely be able to do so in much better health compared to earlier generations. While a percentage of these individuals will choose full-time retirement in their mid-sixties, a large and growing percentage will want or need to have paid work. Within this group are very diverse interests and needs. Some mature workers will want to stay in their current jobs as long as possible, while others may want to migrate to a different kind of job as a way to transition to full-time retirement (for example, they may wish to find a job with shorter hours, less stress, or fewer physical demands). Some mature workers may want to find something to do in this next stage of their work lives that is completely different than anything they have done in the past. Some in pursuit of such "encore careers" may want anything new, while others may seek to do something they have always dreamed of or something that gives back to the community. Still other mature workers may find that their lifelong jobs have disappeared. Facing unexpected unemployment, they will need to find a replacement job that may be in another industry. In 2009, the U.S. Department of Labor supported a three-year Aging Worker Initiative (AWI). This initiative acknowledged the importance of mature workers to the economy and the need to provide them with a different kind of help in preparing for new jobs and careers. The AWI funded 10 sites to test new models of serving mature workers. Over the course of this three-year initiative, the Council for Adult and Experiential Learning (CAEL) has provided technical assistance to these sites under a grant from The Atlantic Philanthropies. The Council on Competitiveness assisted as well during the first two years of the initiative. The experiences of the 10 sites have underscored for us the importance of supporting the labor force participation of mature individuals in a deliberate way. As this initiative comes to a close, CAEL invited leading experts on the mature workforce to help us showcase the work of the AWI grantees alongside their own research findings. Collectively, the papers commissioned for this publication address the factors that are causing more mature individuals to continue working, the range of occupations currently held by mature workers, the value of the mature workforce to our economy, the factors that most influence employer retention and hiring as they face changing workforce demographics, the difficulties workers face as they make often irreversible decisions about when to retire, and public sector strategies that support mature workers.

Do we add that edgy urban novel to our teen collection? Should we initiate social networking? What about abandoning Dewey for a bookstore arrangement? Change is risky business, but librarians must be prepared to initiate change to best serve teens. YA (young adult) service innovators Linda W. Braun, Hillias J. Martin, and Connie Urquhart explain how to be smart about taking risks without shying away from them. They offer concrete advice for: (1) Laying the groundwork for change in key areas such as collection building and programming; (2) Including technology components as part of traditional services, such as booktalks, information literacy instruction, and book discussion groups; and (3) Effectively gaining support from administrators and colleagues. A resource list highlights articles and websites about risk in libraries, risk management, and teens and risk taking. In addition, appendixes offer YALSA's (Young Adult Library Services Association) competencies for serving youth and YALSA's white papers, which discuss the importance of teen literature, the need to include young adult services in library school curricula, and the need for dedicated space and teen services staff in public libraries. Real-world examples of risky change in action from librarians and authors of YA lit enrich this exploration of a topic rarely discussed in depth, but central to YA services in school and public libraries today. Chapters of this book include: (1) The What and Why of Risk Taking in Teen Services; (2) Risk-Worthy Collections; (3) Risk-Worthy Collections: What Authors Have to Say; (4) Risks in Programming: A Necessity; (5) Technology: A Risk Worth Taking; (6) Selling Risk to Administration and Colleagues; (7) Risky Career Moves; and (8) Teens as Risky Role Models. Appendices include: (1) Meet the Risk Takers; (2) Risky Decision Making: Assessing Risk Readiness; (3) Risky Decision Making: Is This a Risk Worth Taking?; (4) Forty Developmental Assets for Adolescents Ages Twelve to Eighteen; (5) Resources That Support Smart Risk Taking; (6) YALSA White Papers; and (7) Young Adults Deserve the Best: YALSA's Competencies for Librarians Serving Youth. Acknowledgments, Introduction: A Risky Theme, and Index are also included.

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters. This book contains the following chapters: (1) Simulations of Decision-Making in Political Science Education (Pieter Spooren, Dorothy Duchatelet, Peter Bursens, David Gijbels, and Vincent Donche); (2) Learning from Simulations of Decision-Making (Peter Bursens, David Gijbels, Vincent Donche, and Pieter Spooren); (3) The Costs and Benefits of Organizing a Multi-institutional Simulation on the European Union (Andreas Sobisch, John Scherpereel, Peter Loedel, Gretchen J. Van Dyke, and Nick Clark); (4) Do Simulations Enhance Decision-Making in the EU Financial Services? (John T. Ryan); (5) What's the EU? Achieving Learning Outcomes and Preparing US Students for EuroSim (Rebecca Jones); (6) Mission Impossible? Verisimilitude in EU Simulations (Pierpaolo Settembri and Marco Brunazzo); (7) "Will It Blend?" Combining Online and On-Site Elements in Simulation Games (Simon Raiser, Björn Warkalla, Annegret Schneider, and Konstantin Kaiser); (8) Oranges and Apples? Using Comparative Judgement for Reliable Briefing Paper Assessment in Simulation Games (Pierpaolo Settembri, Roos Van Gasse, Liesje Coertjens, and Sven De Maeyer); (9) Assessment Strategies in Simulation Games (Simon Usherwood); (10) How Simulations of Decision-Making Affect Learning (Vincent Donche, David Gijbels, Pieter Spooren, and Peter Bursens); (11) Simulating European Climate Policy Negotiations in a Teacher Training Seminar: Which Effects Can Be Detected? (Sophie Wulk); (12) Effects of EU Simulation Games on Secondary School Students' Political Motivations, Attitudes and Knowledge: Results of an Intervention Study (Monika Oberle, Sven Ivens, and Johanna Leunig); (13) Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts (Morten Kallestrup); (14) Simulations Are No 'One-for-All' Experience: How Participants Vary in Their Development of Self-efficacy for Negotiating (Dorothy Duchatelet); and (15) Simulations of Decision-Making in Political Science Education: Premises, Promises and Challenges (David Gijbels, Pieter Spooren, Peter Bursens, and Vincent Donche).

This collection of papers focuses on common influences that result in a number of interrelated risk behaviors, summarizing presentations and discussions from a recent conference at which a group of specialists from different health traditions synthesized current knowledge on the subject. There are 39 papers in four parts. Part 1, "Adolescents as Decision Makers," contains papers on "Differing Views of Adolescent Decision Making"; "Affect, Risk Perception, and Behavior"; and "Problem-Solving Approaches." Part 2, "Common Pathways and Influences on Adolescent Risk Behavior," offers papers on "Multiple-Problem Youth"; "Personality and Other Predispositions"; "Peers and Parents"; and "Media Interventions." Part 3, "Perspectives from Different Risk Research Traditions," features papers on "Gambling"; "Sexual Behavior"; "Suicide"; and "Alcohol, Tobacco, and Drugs." Part 4, "Overarching Approaches and Recommendations for Future Research," presents papers on the importance of positive youth development programs, understanding and preventing STDs/HIV among adolescents, and findings and future directions. (Contains approximately 1,500 references.) (SM)

This document contains 11 papers that explore knowledge and value development in the field of management consulting, with particular emphasis on trends and techniques in the practice of management consulting and the current theory and dynamics of management consulting. The following papers are included: "Introduction" (Anthony F. Buono); "Management Consulting for Client Learning? Clients' Perceptions of Learning in Management Consulting" (Andreas Werr, Hakan Linnarsson); "Knowledge Management in Action: A Study of Knowledge Management in Management Consultancies" (Nicoline Jacoby Petersen, Flemming Poulfelt); "The Limits of ISO9000 Consulting Methods: Toward a Multidimensional Approach" (Isabella Vasconcelos, Flavio Vasconcelos); "Executive Coaching as the Intervention of Choice for the Derailing Executive: Some Unanswered Questions" (James M. Hunt, Joseph R. Weintraub); "Outsourcing Strategic Decision Making: Opportunity or Constraint?" (Ginka Toegel); "Creating Collaborative Communities" (Jeffrey Shuman, Janice Twombly); "Consultancy Foundations: Toward a General Theory" (Craig C. Lundberg); "Toward a Theory of Management Consulting: A Proposed Model and Its Implications" (C. Ken Weidner II, Eli E. Kass); "Functions and Roles of Management Consulting Firms" (Michael Nippa, Kerstin Petzold); "Huh and Its Variants: Signs of Potential Doom?" (Susan M. Adams); and "How to Understand Management and Change: Is the Actor's Logics System Analysis One Useful Answer?" (Georges X. Trepo). Most papers contain substantial bibliographies. (MN)

This book is designed for students taking a first course in classroom assessment and measurement. It shows how assessment principles apply to the full range of teacher decision making and not just the formal evaluation of student learning. The book is organized in a way that follows the natural progression of teachers' decision making, from organizing the classroom through grading students and interpreting standardized tests. This edition contains new or expanded coverage of many topics, including state standards, performance assessment, and aligning objectives, instruction, and assessment. A list of Web sites related to classroom assessment is included. The chapters are: (1) "The Classroom as an Assessment Environment"; (2) "Learning about Pupils: Sizing-Up Assessment"; (3)"Lesson Planning: Objectives, Standards, and Accommodations"; (4) "Assessing during Instruction"; (5) "Official Assessment; Developing Tests and Assessments"; (6) "Paper-and-Pencil Test Questions"; (7) "Administering, Scoring, and Improving Paper-and-Pencil Tests"; (8) "Performance Assessment"; (9) "Applications of Performance Assessment"; (10) "Grading Pupil Performance"; (11) "Standardized Achievement Tests"; and (12) "Teacher Self-Assessment." Three appendixes contain discussions of standards for teacher competence in student assessment, statistical applications in classroom assessment, and Web sites for additional information. A glossary is also included. Each chapter contains references. (Contains 33 tables and 2 figures.) (SLD)