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In this issue of the Occasional Paper Series, the authors reimagine progressive pedagogy within the framework of digital pedagogy and online practice. The issue begins with "Notes from the Special Issue Editors," Helen Freidus, Mollie Welsh Kruger & Steven Goss. In the first set of essays, "Inside the Online Classroom," the authors present the experiences of educators who have entered the square room but have refused to be limited by its constraints. These are teacher educators who have designed their courses for the online venue. Some enthusiastically chose to teach online; others were mandated to do so. Regardless of how their journey began, each author describes the work she or he is doing to bring constructivist practice online. To the surprise of each of these educators, they find that not only is the work possible, but it leads them to reframe the ways in which they approach their face-to-face teaching. This section begins with "Beyond a Digital Status Quo: Re-conceptualizing Online Learning Opportunities," by Ellen B. Meier. Tamara Spencer, in "Preparing Teachers as Literacy Leaders in a Hybrid Classroom," documents the process of taking new literacies and innovative pedagogy online, moving from a face-to-face to a hybrid course, she details the learning of both students and educator. Robin Isserles, in "Fostering Student Engagement: Creating a 'Culture of Learning' Online," addresses the ways in which distance learning offers possibilities for mitigating inequitable access to higher education--supporting community college students' ability to take ownership of their learning, and encouraging them to think critically about what they are learning. In Fred W. Freking & Jenny D. Ingber's "Teaching Science Teachers in an Online Context with a Constructivist Approach", the authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching Ramona Cutri, Erin Whiting & Stefinee Pinnegar, in "Activating Emotional and Analytic Engagement in Blended Learning: A Multicultural Teacher Education Example," activate students' emotional and analytic engagement with multicultural education through online classrooms. In "Creating Meaningful Learning Opportunities Online," Hafdís Guðjónsdóttir, Karen Gísladottir & Svanborg Jonsdottir describe the ways in which they have used digital pedagogy to address the loneliness of the distance learner by making their online course more inclusive and interactive. In the second set of essays, "Beyond the Online Classroom," authors describe their experiences in a range of online contexts. These authors came to their work with a vision of how technology might offer new pathways for learning. They ask: what do K-12 classrooms, business school courses, teacher communities of practice, and museum spaces look like when infused with the new opportunities technologies offer? The authors included in this section use constructivist practices to bring new visions to traditional experiences. They find that the outcomes are even richer than they had anticipated. In "Operations Management Outside of the Classroom: An Experiential Approach to Teaching Enabled by Online Learning," Kristen A. Sosulski & Harry R. Chernoff employ online learning as a way to free their students from the confines of the lecture-based classroom. In "Reflection & Technology in Theory and Practice: Teen Engagement in Art Museums," Chelsea Emelie Kelly discusses her experience using digital technologies to extend the young museum-goer's voice beyond the walls of the museum and into online communities. In "Technology as a Tool for Collaboration, Understanding & Engagement," Kai Johnson incorporates multimodal online inquiry to deepen the thinking of children in his elementary classroom. When he sees how engaged his students are in their work, he realizes that this is a true picture of constructivist learning. Marvin Cohen, Babette Moeller & Michelle Cerrone document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math in "Constructing Online Communities of Practice." Across these articles, the reader will find educators engaging with the challenges they encountered and emerging with new visions of constructivist practice. Authors who began as skeptics discovered possibilities. Authors who thought they understood the potential of online practice were struck by their students' and their own increased insight. The hope is that the ideas presented in this edition of the Occasional Paper Series will encourage readers to experiment with and document their own forays into online practice. (Individual papers contain references.)

The papers in this collection were written by an interdisciplinary group to address two main questions: What conditions deter young 'involvement in politics and civic life? What reforms could enhance youth engagement? Most of the contributors met face-to-face in Washington, DC in March 2005 to discuss their papers and the general issue of youth civic engagement. The following were some major themes in the papers and discussion: (1) An Institutional Turn; (2) Competitiveness and Controversy in Politics; (3) Individualized Risk; (4) New Organizational Forms; and (5) Immigrant and Minority Youth. The Table of Contents appears as follows: (1) Introduction, ( Peter Levine and James Youniss); (2) What Schools Should Do to Prepare Students for Democracy (William Damon); (3) A Modest Proposal ( William A. Galston); (4) Youth At-Risk for Non-Participation ( James G. Gimpel and J. Celeste Lay); (5) The Social Psychological Implications of Political Conflict (Diana C. Mutz); (6) Youth and Political Institutions (Joel Westheimer); (7) City Designs: Building Municipal Systems for Youth Civic Engagement (Carmen Sirianni); (8) The Lifeworlds of Young People and Civic Engagement (Lewis A. Friedland and Shauna Morimoto); (9) Three Points Relevant to Research on Youth Engagement (Jane Junn); (10) Reconceptualization of Political Participation and Responsibility-Taking (Dietlind Stole in collaboration with Michele Micheletti and Marc Hooghe); (11) How Structures Influence the Politics of Engagement: Some Possibilities for Research (Joseph Kahne); (12) Proposals for Sustaining the Turnout Surge (Jane Eisner); (13) Civic Engagement in Youth from Low Income Neighborhoods: The Influence of Youth Bulges, Institutions, and Poverty (Daniel Hart ); (14) Reshaping a Developmental Theory for Political-Civic Development (James Youniss); and (15) Community Colleges (Constance A. Flanagan). References, and end notes appear following individual papers. [This paper was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE), University of Maryland.]

This book contains the texts of a number of presentations from the 1999 NATCON conferences. These papers are: (1) "A Book of Surprises: Games, Stories, and Magic for Career Practitioners" (E. Sylvester); (2) "Academic and Career Choices for Lesbian and Gay Young Adults" (M. Schneider and J. McCurdy-Myers); (3)"Adolescent Values Development: Radiohead Meets Gerard Artaud" (W. G. Darou and Y. Roy); (4) "A Synergistic Model of Organizational Career Development" (K. Bernes and K. Magnusson); (5) "Building Potential: Solutions to Chaos" (B. Freeman); (6) "Career Development and Multiple Intelligences" (C. Morris); (7) "Career Development for Young Adults in Rural Areas" (B. Shepard and A. Marshall); (8) "Career Development in Today's Organizations" (K. Copithorne); (9) "Career Paths and Organizational Development: Expanding Alliances" (K. Bernes and K. Magnusson); (10) "Career Practitioners and the Net: Counselling, Consulting, or Consternation" (K. Kerford); (11) "Career Self-Management in the New World of Work" (D. I. Riddle); (12) "Career Work, Secondary Education, and School Models" (A. Oomen); (13) "Carriere et Personnalite: Deux Concepts Li-s?" (M. Gingras and L. East); (14) "Cross-cultural Transitions and Career Development: Thrills, Spills, and Skills!" (N. Arthur); (15) "Etude Comparative des Conflits Travail-famille entre Conjoints" (L. Lachance and B. Tetreau); (16) "Fostering a Profession: Canadian Standards and Guidelines for Career Development" (B. Hiebert, B. MacCallum, N. Galarneau, L. Bezanson, M. Cawley, S. Crozier, C. DeSchiffart, G. Johnston, V. Mason, J. Stewart, and V. Ward); (17) Happiness and Work (Selection)" (M. Kingwell); (18) "Humour: The Missing Link in the Chain of Command" (L. LeBrun); (19) "Le Prix D'entree dans le Monde Intellectuel (M. Maranda, C. Leclerc, L. Bedard, M. Lapie, and H. Hamel); (20) "Pathways to Personal Power" (L. LeBrun); (21) "Positions Socioprofessionnelles des Jeunes Adultes" (B. Bourassa and G. Fournier); (22) "The Career Self-Concept: From Theory to Practice" (A. J. O'Shea); (23) "The Importance of Body Language in Your Life" (C. McCarty); (24) "The Role of Hope in Career Counselling" (A. Stechynsky); and (25) "Transition to a Career in the Arts: Lessons for Everyone" (A. Lodzinski). (MKA)

These papers, a portion of which are written in French, address a number of issues in education and development. The topics covered include pedagogical suggestions, self-direction in professional development, values assessment, building career transitions, career services, communicating in tomorrow's workplace, community-based training, personal accountability, effective strategies for training and retraining, leadership in career development, lifelong learning, men and work, the needs of minority and majority adolescents, relationships between personal characteristics and sexual harassment behaviors in male university professors, storytelling in career counseling, and socio-political ideology and career counseling. Most of the articles contain a short bibliography. (RJM)

This volume contains five essays on the uses of poetry and one poem by elementary and secondary teachers involved in a project to encourage teachers to develop the habit of scholarship as the basis for their teaching. In the first essay, "Female Poets of the First World War: A Study in Diversity for the Fifth Grade Social Studies Curriculum," Randy Cummings explains this little known body of poetry and demonstrates how to use it in the classroom. In "Ghosts Among Us/Ancestral Voices: 'What's Past is Prologue'" Terry Moreland Henderson draws on Foxfire oral history techniques to elicit a spectrum of oral histories from the diverse backgrounds of her Los Angeles (California) students. In "Poetry from the Far Side" Phyllis B. Schwartz uses a cartoon about adolescence in different species--a parallel to the differing ethnic and cultural backgrounds in many schools--to evoke poetry from students who denied interest in poetry and in sharing emotions in the classroom. "Sestina for a Grande Dame" by Fredric Lown is a poem, a memoir of Lown's grandmother. In "The Overwhelming Question: Integrating the ACLS Curriculum Project, 'Teaching for Understanding,' and 'The Love Song of J. Alfred Prufrock,'" Joan Soble describes show teaching and relationships enrich her understanding of the traditional curriculum. In "A Matter of Trust" Richard Young analyzes "truth" in the writings of Robert Lowell, Alex Haley, and Malcolm X. (Most essays contain references.) (JB)

These proceedings contain the papers and posters of the 22nd International Conference on e-Society (ES 2024) and 20th International Conference on Mobile Learning (ML 2024), organised by the International Association for Development of the Information Society (IADIS) in Porto, Portugal, during March 9-11, 2024. The e-Society 2024 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2024 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 185 submissions from more than 25 countries. In addition to the papers' presentations, the conferences also feature two keynote presentations. [Individual papers are indexed in ERIC.]

Papers compiled in this sixth annual conference collection deal with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following the welcome addresses to the conference, the 43 papers cover a variety of relevant topics, including: (1) implementation of the U.N. Convention on the Rights of the Child; (2) childhood development and competence; (3) human rights education; (4) views of childhood from various disciplines; (5) children's participation; (6) nongovernmental organizations; (7) UNICEF and children's rights; (8) economic issues and children's rights; (9) child labor; (10) children's rights in Europe; (11) children's rights in Africa; (12) protection and care of refugee children; (13) human rights monitoring; (14) international law related to children; and (15) UNESCO and children's rights. Most of the papers contain references. (KB)

Papers compiled in this fourth annual conference collection deal with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following the welcome addresses to the conference, the 42 papers cover a variety of relevant topics, including: (1) human rights education; (2) the U.N. Convention on the Rights of the Child; (3) children's rights and children's development; (4) images of childhood; (5) nongovernmental organizations and children's rights; (6) children's quality of life; (7) child labor; (8) international human rights treaties; (9) economic issues and children's rights; (10) the World Bank and children's rights; (11) UNICEF and children's rights; and (12) education and children's rights. Most of the papers contain references. (KB)

This monograph offers papers presented at the 1998 annual meeting of the British Association for Applied Linguistics. After an introduction entitled "The Pluralisation of Literacy" (Teresa O'Brien), the papers are: (1) "National Literacy Strategies: A Debate" (Jill Bourne, Gunther Kress, Brian Street, and Alison Sealey); (2) "Literacy and Oracy Assessment in an Early Years Intervention Project" (Sheena Gardner and Pauline Rea-Dickins); (3) "The Role of Social Class and Home Literacy Practices in Literacy Proficiency in a Group of Chilean Adolescents" (John Gibbons, Elizabeth Lascar, and Maria Isabel Mizon Morales); (4) "'How Many Bumps Does a Dromedary Have?': Literacies in the EFL Classroom" (Paula Kalaja and Ann Pitkanen-Huhta); (5) "Critical Literacy as Classroom Interaction" (Catherine Wallace); (6) "Authoring in Student Academic Writing: Regulation and Desire" (Theresa Lissis); (7) "Contrastive Rhetoric: New Research Avenues" (Ulla Connor); (8) "The 1998 Reform of German Orthography" (Sally Johnson); (9) "Women's Literacy in a Rural Pakistani Community" (Shirini Zubair); (10) "Issues for a Working Agenda in Literacy" (Gunther Kress); and (11) "Label Literacy: Factors Affecting the Understanding and Assessment of Baby Food Labels" (Guy Cook and Kieran O'Halloran). (Papers contain references.) (SM)

Papers compiled in this third annual conference collection deal in particular with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following the welcome addresses to the conference, the 52 papers cover a variety of relevant topics, including: (1) United Nations Decade for Human Rights; (2) the United Nations Convention on the Rights of the Child; (3) the role of culture in children's rights; (4) children's rights and children's development; (5) children's political rights; (6) child advocacy; (7) the Non-Governmental Organizations and children's rights; (8) Childwatch International Research Network; (9) sociological perspectives on childhood; (10) children's social participation; (11) economic perspectives on childhood; (12) the World Bank and children's rights; (13) international human rights law; (14) UNESCO and children's rights education; (15) child labor; (16) adoption and children's rights; (17) UNICEF and child rights education; (18) children's rights and education; (19) the complementarity of the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child; (20) regionalism as a concern for South and Southeast Asia; and (21) the United States' failure to ratify the Convention on the Rights of the Child. Most of the papers contain references. (HTH)

Papers collected in this second annual conference proceedings deal in particular with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following welcome addresses to the conference, the 53 articles cover a variety of relevant topics, including the following: (1) the United Nations (U.N.) Decade for Human Rights Education; (2) children's rights and modern culture; (3) the U.N. Convention on the Rights of the Child; (4) the history of childhood and youth; (5) cross-national research on children's rights; (6) the Children's Defense Fund; (7) how to monitor children's rights more accurately; (8) networking with the nongovernmental organization community; (9) children and political participation; (10) children's city councils; (11) statistics on childhood; (12) the International Covenant on Civil and Political Rights and Children; (13) balancing traditional values and cultural plurality as they pertain to children's rights; (14) implementation of United Nations Juvenile Justice instruments; (15) UNICEF and children's rights; (16) refugee children and adolescents; (17) action against child labor; (18) children's rights in Asia; (19) the inter-American system for the protection of human rights; (20) implications of the U.N. Convention on the Rights of the Child for schools; and (21) UNESCO and children's rights education. Most of the papers contain references. (HTH)

This document is a collection of three papers originally prepared as part of a series of public lectures presented by the Faculty of Education at the University of Rhodesia. Each paper stresses the vital need to examine assumptions made about the pupil in school to see whether provisions made for him are really in accordance with his present and future needs. Titles of the three papers are: "The Early Years: The Vital Years of Childhood,""Sex Bias as a Variable in Primary Education," and "Sex Differences in Scientific and Mathematical Competence at Adolescence." (Author/JMB)

This document consists of papers by masters degree students that concern counseling techniques for at-risk youth. The following papers included are: (1) "Adolescent Depression: Its Diagnosis and Treatment" (Bruce Bowers); (2) "Counseling the Bereaved Child: A School Counselor's Perspective" (David Boyle); (3) "Adolescents of Divorce: An Overview for School Counselors" (Jean Coldsmith); (4) "Counseling Children with an Over-Anxious Disorder" (Karla Kerstner); (5) "School Counselor's Role in Drug Education Programs" (Sandy Lemmon); (6) "Learning Disabilities and Counseling Interventions" (Cindy Parke); (7) "Children of Divorce: An Intervention Program for Elementary Schools" (Christie M. Plinski); (8) "The Dropout and the Counselor: Hope for the Future" (Vicki Thomas); (9)"Bereavement of Adolescents Following the Suicide of a Friend" (Gail R. Winden); and (10) "Use of Behavioral Techniques in Controlling Stealing Behaviors in Children" (Donna Aratani). Each paper includes an abstract and references. (TE)

The following papers from a conference on emotional and behavioral problems of children and adolescents are presented: (1) "Eligibility and Need: Is There a Difference Between Being Disturbed and Being Disturbing?" (Howell); (2) "Prevention and Politics: Giving At-Risk Youth a Future" (Constable and Burton); (3) "The World of Cue: Non-verbal Behaviour in Teacher-Student Management" (Rogers); (4) "Characteristics of Conduct-Disordered Adolescents and Implications for Treatment Programs: Preliminary Research Findings" (Anning); (5) "Helping Homeless Kids Break the Transition Gap" (Corbitt); (6) "Quantifying Aberrant Behaviour: The Use of Psychological Instruments in Assessing Behaviour-Disordered Students" (Richardson); (7) "Improved Treatment Integrity with Performance Feedback in an Early Intervention Program" (Arco); (8) "Black Dot - White Square: Managing Stress" (Rogers); (9) "A System-wide Approach to Changing Attitudes Towards the Acceptability of Bullying or Harassment in Schools and Reducing its Prevalence" (Griffiths); (10) "Bullying: A School Focus" (Hyndman and Thorsburne); (11) "A Comparative Analysis of Withdrawal and Outreach Services for Primary School Children Exhibiting Moderate to Severe Behaviour Problems" (Strong, Ralph, and Vaughan); (12) "Helping Kids by Helping the Parents" (Laurie and Collings); (13) "Attribution, Behaviour, Life Skills Education (ABLE): A Program for Underachieving Gifted Adolescent Girls" (Mason, Hay, and McMeniman); (14) "Looking into Classrooms: What a Research Study Found about Assertive Discipline" (Nicholls); (15)"Mirrors and Mountaintops: Enhancement Skills for Wilderness Programs" (Handley); (16) "Training Children and Adolescents in the Skills of Interpersonal Conflict Resolution: A Developmental Theory and Training Strategy" (Wilkins); (17) "The Power-Caring Balance: Can Ecology Help Us Understand the Behaviour of Troubled Children?" (Olsen); (18) "Alternative Programs to Help Behaviour Disordered Adolescents in Their Regular High Schools" (Cragg and Collings); (19) "Teaching the Hard to Teach: Effective Teaching with Difficult Students" (Tender); (20) "Project Turnaround: Addressing the Problems of Youth at Risk: A Critical View" (Walters and Palmer); (21) "Attitude and Behaviour Change in Young People: An Evaluation of Project Turnaround" (Halsey); (22) "Taming Anger" (Frew); (23)"Berengarra School" (Lewis and Candy); (24) "The Andrew Relph School: Ten Years of Assisting Young Adolescents with Emotionally Based School Problems" (Boultwood, Wheatley, and Gardiner); and (25) "Whole School Effective Discipline Approach at Lawrence Hargrave SSP" (Klein, Rapp, Mason, Rayment, Deacon, Lee, and Nould). (NB)

This monograph is designed to serve as a vision for guiding the future of vocational education at the middle level. Chapter 1, "Understanding Early Adolescents" (Frances Smith), provides an overview of early adolescent development as a basis for developing middle-level vocational education programs. Chapter 2, "Essential Elements of Middle-Level Education" (John Lounsbury), discusses 10 characteristics of a high quality middle school and the special role of vocational education. Chapter 3, "Exploring Life's Work: A New Role for Vocational Education" (Jerelyn Schultz), identifies basic beliefs that reflect fundamental convictions about vocational education at the middle school level. A proposed statement of the philosophy of vocational education at the middle level identifies what is most important for vocational education to be doing and forms a basis for future planning efforts. It then describes core concepts that should be integrated into the middle school curriculum to assist early adolescents in exploring life's work. Chapter 4, "Exploring Life's Work: Model Programs" (Mary Schumway), showcases middle-level vocational education curricula or models in three states: New York, Utah, and Wisconsin. Chapter 5, "Setting an Agenda for the Future: Challenges for Vocational Education" (N. L. McCaslin et al.), presents suggestions organized by national, state, and local actions. Belief statements, agendas, and other materials related to the education of young adolescents. (YLB)

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

This collection of eight papers reflects Dutch experiences on topics of common interest and concern in the education of less able 16 to 19 year olds throughout the European economic community. "An Outline of the Dutch System of Education" (Philippa Andrews and Colin Turner) provides a basic background to Dutch education, concentrating particularly on the further and technical systems. "Introduction and Background to Participation Education" (C. Turner) discusses how to maximize participation by early school leavers in vocational programs. "The Institutional Network of Participation Education" (Russ Russell) describes the interrelationships between the various sectors. The next two papers by C. Turner and R. Russell, respectively, describe two participatory educational institutions. "The Operation of Partial Compulsory Education in the Netherlands" (Arie Mens) reports some of the experiences resulting from raising the educational requirements. "Industrial Training and Apprenticeship in the Netherlands" (C. Turner) supplements the first paper to provide a briefing to Dutch educators. "Vocational Preparation in Holland," an edited version of an article printed in EDUCA, October 1978, raises the problem of trying to achieve a qualified apprenticeship in a shorter period of time. Appendixes include basic statistics on the Netherlands, addresses of organizations, and a bibliography. (YLB)

The symposium papers collected in this volume present a variety of perspectives on parenthood in our changing society. In the first article the effects of the women's movement on parenting are indicated. Next, different role-dimensions of mothering and teaching are clarified and discussed. The third article reports on research aiming to document, identify and examine in detail the intricacies and uniqueness of black family life, child socialization and child development. Article four discusses the maturational characteristics of teenagers, parents' needs, and issues for parents raising teenagers. The involvement of the federal government (in terms of current projects on family policies and the proposed Child Care Act of 1979) are discussed and described in the fifth article. The final article discusses forces competing for parents' attention and comments on conflicting reports and advice from "experts" in childrearing. A selected bibliography on parenthood and families is appended. (Author/RH)

Fifteen author-contributed papers focus on the learning disabled adolescent and young adult. The first section provides a general overview while subsequent sections address educational and social techniques, steps to employment, and programs for adolescents. The following titles and authors are included: "Prevention: Primary, Secondary, or Otherwise" (R. Hagin); "ACLD-R&D Project Summary: A Study Investigating the Link between Learning Disabilities and Juvenile Delinquency" (D. Crawford); "Independent Living for Learning Disabled Adults: An Overview" (C. Goodman et al.); "Social and Emotional Development of Learning Disabled Children" (G. Blanton); "Coping Means Survival for Learning Disabled Adolescents" (E. Fine and S. Zeitlin); "The Application of Study Techniques with Learning Disabled Adolescents" (L. Clary); "Beyond Academics: Programming for Young Learning Disabled Adults" (W. Adamson et al.); "Learning Disabilities and Social Skill Development; Research-Based Implications for the Developmental Life Span" (P. Gerber and R. Kelley); "An Integrated System for Providing Content to Learning Disabled Adolescents Using an Audio-Taped Format" (J. Schumaker et al.); "Group Screening for Language Learning Disabilities in Junior High, High School, and Community College Populations" (J. Gillepie); "Seven Steps to Employment for Learning Disabled Students" (L. Tindall); "A Neuropsychological Model for Vocational Planning for Learning Disabled Students" (C. Telzrow and L. Hartlage); "Denver Academy: A Program for Learning Disabled Adolescents" (P. Knott and S. Tattum); "The Barat College Writing Lab" (D. Konrad); and an invited paper, "Background on the Canadian ACLD Definition Adopted by CACLD, October 18, 1981" (B. McElgunn). (Author/CL)

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)

Reviews study that tested the long-term influence of early childhood television viewing on adolescent achievement. Focuses on the demonstrated importance of content of television viewing as a predictor for adolescent outcomes, emphasizes the probable magnification of media effects, and suggests expanding well-crafted educational content to the Internet. (DLH)

Now in a substantially revised and updated second edition, this comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. All 25 chapters are new, with coverage of such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings. Following an introduction (Cathy Collins Block and Sheri R. Parris) and a foreword (Lesley Mandel Morrow), the book is divided into six parts. Part I, Theoretical Directions for the Future: What We Have Learned Since the National Reading Panel Report (2000), presents: (1) Beyond Borders: A Global Perspective on Reading Comprehension (Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher); (2) Research on Teaching Comprehension: Where We've Been and Where We're Going (Cathy Collins Block and Gerald G. Duffy); (3) Dual Coding Theory: Reading Comprehension and Beyond (Mark Sadoski); (4) Cognitive Flexibility and Reading Comprehension: Relevance to the Future (Kelly B. Cartwright); (5) Metacognition in Comprehension Instruction: What We've Learned Since NRP (Linda Baker); and (6) Constructivist Theory and the Situation Model: Relevance to Future Assessment of Reading Comprehension (Donna Caccamise, Lynn Snyder, and Eileen Kintsch). Part II, Neuroscience: What Brain-Based Research Tells Us about Reading Comprehension, continues with: (7) Looking at Reading Comprehension through the Lens of Neuroscience (Allan Paivio); (8) Using Neuroscience to Inform Reading Comprehension Instruction (Cathy Collins Block and Sheri R. Parris); (9) How Neuroscience Informs Our Teaching of Elementary Students (Renate N. Caine); and (10) How Neuroscience Informs Our Teaching of Adolescent Students (Sheri R. Parris). Part III, Improving Comprehension Instruction, contains: (11) Transforming Classroom Instruction to Improve the Comprehension of Fictional Texts (Mary Helen Thompson); (12) Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text (Joanna P. Williams); (13) Explanation and Science Text: Overcoming the Comprehension Challenges in Nonfiction Text for Elementary Students (Laura B. Smolkin, Erin M. McTigue, and Carol A. Donovan); (14) Learning to Think Well: Application of Argument Schema Theory to Literacy Instruction (Alina Reznitskaya, Richard C. Anderson, Ting Dong, Yuan Li, Il-Hee Kim, and So-Young Kim); (15) Improving Reading Comprehension through Writing (Kathy Headley); and (16) New Insights on Motivation in the Literacy Classroom (Jacquelynn A. Malloy and Linda B. Gambrell). Part IV, Differentiated Comprehension Instruction continues with: (17) Comprehension Instruction in Action: The Elementary Classroom (Nell K. Duke and Nicole M. Martin); (18) Comprehension Instruction in Action: The Secondary Classroom (Douglas Fisher and Nancy Frey); (19) Comprehension Instruction in Action: The At-Risk Student (Michael F. Hock, Irma F. Brasseur, and Donald D. Deshler); and (20) Comprehension Instruction for English Learners (Robert Rueda, Alejandra Velasco, and Hyo Jin Lim). Part V, Technology and Comprehension Instruction: New Directions, contains: (21) Games and Comprehension: The Importance of Specialist Language (James Paul Gee); (22) Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension (Donald J. Leu, Julie Coiro, Jill Castek, Douglas K. Hartman, Laurie A. Henry, and David Reinking); (23) Scaffolding Digital Comprehension (Bridget Dalton and David Rose); (24) Technologically Based Teacher Resources for Designing Comprehension Lessons (Jan Lacina); Part VI, Conclusion, closes with: (25) Summing Up (Sheri R. Parris and Cathy Collins Block). An epilogue, "What the Future of Reading Research Could Be" (Michael Pressley), is also provided.

The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]

This volume contains 14 essays and commentaries on youth development penned by educators, policymakers, and leaders of youth development organizations. The papers, written to commemorate 10 years of American Youth Policy Forum's service, were originally presented at a forum in Washington, D.C., in January 2003. Following are the papers: "Genesis and Retrospective" (Samuel Halperin); "High School Reform: Common Standards, Flexible Pathways" (Robert B. Schwartz); "Choices Within a Strong Academic Framework" (Gene Bottoms); "The Fading Promise of Standards-Based Reform" (Warren Simmons); "Another Argument for Higher Academic Expectations" (John F. Jennings); "New Pathways to Civic Renewal" (Alan Casey and Michael Brown); "First: Grow Service-Learning" (James Kielsmeier); "Service as a Strategy for Youth Development" (Shirley Sagawa); "Flip the Script: Self-Sufficiency and Fulfillment for All" (Dorothy Stoneman); "Opportunities to Build Supporting Structures" (Karen Hein); "Making Sure There Are No Cracks" (Andrew B. Hahn); "Building One System for Youth Development and Opportunity" (Hilary Pennington); "Dismantling the Schools-to-Prison Pipeline" (Christine Sturgis); and "Putting the Will Behind the Vision" (Wendy D. Puriefoy). (WFA)

The Child and Adolescent Functional Assessment Scale (CAFAS) provides information on psychological impairment, including a score for the child's overall functioning as well as scale scores for eight psychosocial areas: school, work, home, community relationships, moods, self-harmful behavior, substance use, and abnormal thinking. This symposium presents two papers which describe uses of the CAFAS in Tennessee and Missouri. The first paper is: "CAFAS: Evaluating Statewide Service" (Craig Anne Heflinger and Celeste G. Simpkins), which summarizes findings of 1994 and 1995 data collection efforts using CAFAS for 846 children and youth in Tennessee state custody. It found the CAFAS provided a cost-effective mechanism for evaluating children's needs and appeared to be valid. The second paper is: "The Utilization of the Child and Adolescent Functional Assessment Scale for Assessing Program and Clinical Outcomes, Mental Health Policy, and Child Outcomes in Missouri" (La Vonne Daniels and Lisa Clements). This paper summarizes findings of a Missouri statewide study assessing outcomes for 458 children and families receiving either residential or outpatient/day treatment. Using CAFAS, differences were found between the two groups on age, services received, diagnosis, severity of impairment, and substance use. (Contains 10 references.) (DB)

These four symposium papers provide examples of different states that have experimented with various criteria and approaches in developing youth mental health services. The four states profiled, North Carolina, Arizona, Louisiana, and Massachusetts, are using the Child and Adolescent Functional Assessment Scale (CAFAS) to assess impairment in youth functioning. The CAFAS provides a score that reflects youth functioning in eight areas: school/work, home, community, behavior towards others, mood, self-harmful behavior, abnormal thinking, and substance abuse. The four papers highlight the factors that are being considered for inclusion as eligibility criteria other than impairment. The papers include: (1) "Criteria for Assessing Child Mental Health and Substance Abuse Services in North Carolina" (Lenore Behar and Lynn Stelle); (2) "Proposed Eligibility Criteria and Procedures for Enrollment in Department of Mental Health Continuing Care" (Elizabeth Irvin and Phyllis Hersch); (3) "Using the Child and Adolescent Functional Assessment Scale (CAFAS) To Establish Level-of-Need for Medicaid Manage Care Services" (Randall Lemoine and others); and (4) "Criteria Used in Determining Appropriateness of Service Utilization in Arizona" (Aimee Schwartz and Stephen Perkins). (Three of the papers include references.) (CR)

Three summaries of papers presented in a symposium examine issues in the wraparound model of providing case management and mental health services to children and adolescents with emotional/behavioral disorders. The papers describe 30 months of participatory program evaluation and simultaneous program development between the University of South Florida's Child and Family Policy program and a mental health supported elementary school-based program in Tampa (Florida). The three summaries describe how simultaneous, participatory process of evaluation and program development defined the wraparound model, measured outcomes, and identified elements of program policy, management, and practice that were undermining the integrity of the intervention. The papers are: (1) "Deciphering the Tower of Babel: Preliminary Steps toward Establishing a Theory Base for Wraparound Fidelity" (Rosalyn Malysiak); (2) "Establishing Wraparound Fidelity through Participatory Evaluation" (Rosalyn Malysiak, Al Duchnowski, Marcia Black, and Michael Greeson); and (3) "Preliminary Outcomes of a School-Based Wraparound Program" (Norin Dollard and Robert Slewczkowski). (Contains 17 references.) (DB)

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)

For their 56th annual meeting, the Association of Educators and Researchers (ALER) met in Grand Rapids, Michigan at the Amway Grand Hotel. This year's conference theme was Literacy Is Transformative, which was also used as the title for this year's Yearbook, Volume 35. Included are double-peer reviewed papers, the presidential address, and keynote addresses: (1) Teaching Annie to Read (John Smith); (2) Transformative Practices for Literacy Teaching and Learning: A Complicated Agenda for Literacy Researchers (Taffy E. Raphael); (3) The Transformative Power of ALER: Growing Professionally through Mentoring, Collegiality, and Friendship (Laurie Elish-Piper); (4) Transforming Students' Literacy Lives through Reading and Writing for Real-World Purposes (Nell Duke); (5) Tapping into the Common Core Standards (Robert Rickelman); (6) Transforming Literate Practice for Adolescents: Intersecting Disciplinary Literacy and New Literacies (Michael Manderino); (7) Albert J. Mazurkiewicz Special Services Award (Mary Beth Sampson); (8) Laureate Award (Judy Richardson); (9) Expanding the Learning Zone: Decisions That Transform the Practices of Two English Language Arts Teachers (Juan Araujo); (10) The Three C's of Professional Development: The Coach, the Content, and the Context (Susan Massey); (11) How Do Teachers Change Their Practice? Case Studies of Two Teachers in a Literacy Professional Development Initiative (Allison W. Parson, Leila N. Richey, Seth A. Parsons, Stephanie L. Dodman); (12) What Are We Asking Kids to Do? An Investigation of the Literacy Tasks Teachers Assign Students (Seth A. Parsons and Roya Q. Scales); (13) The Impact of Professional Development in Writing Instruction on the Implementation of Writing Strategies in the Classroom (Robin D. Johnson); (14) Developing Effective Family-School Partnerships: What Can We Learn from Parents of Children Who Struggle with Reading? (Kathleen McGrath); (15) Understanding Educators' Changing Perceptions of Job-Embedded Professional Development Following the Action Research Process (Aimee L. Morewood, Julie W. Ankrum, and Susan E. Taylor); (16) Constructing Voices through Lived-Experiences: A Phenomenological Study of Novice Reading Teachers' Personal Understanding of Pedagogical Ownership and Professional Identity (Patricia Durham); (17) Tablets in Tutoring: What Is the Research Saying? (Barbara McClanahan); (18) Teacher Inquiry Projects for Preservice Teachers (Susan Williams, Leslie Haas, and Susan Szabo); (19) Inquiry Can Be Transformative: From "I will make him write" to "He will learn to write" (Carol D. Wickstrom); (20) Secondary Preservice Teachers' Beliefs and Experiences Toward Sustained Silent Reading (SSR) in a Content Area Literacy Course (Peggy Daisey); (21) Perceptions of Writing Among Second Graders in an Exemplary School: Language and Gender Issues (Kathleen A. J. Mohr); (22) Self-Efficacy of Graduate-Level Reading Students: Does Program and Course Content Make a Difference? (Sara R. Helfrich); and (23) Korean University Students' Language Learning Strategy Use: EFL vs. ESL Contexts (Kyungsim Hong-Nam and Susan Szabo). Individual papers contain references. [For "The Joy of Teaching Literacy. The Thirty-Fourth Yearbook: A Double Peer Reviewed Publication of the Association of Literacy Educators and Researchers," see ED552831.]

This journal, written in English and Chinese, includes the following papers: "Values for Creativity: A Study among Undergraduates in Hong Kong and Guangzhou" (Xia Dong Yue and Kok Leung); "The Present Situation of Family Education at the Turn of the Century: An Investigation in Three South-Eastern Provinces in China" (Feng Luo); "Philosophers Compete, Children Glitter: An Explication of the Characteristics of Postmodern Multiple Intelligences Inspired Education" (Kwok Cheung Cheung); "The Relation of Shame and Guilt-Proneness to Moral Orientations in Hong Kong Chinese Adolescents" (Kin Tung Wong); "Teacher Development: Knowing More about Emotions and Emotional Awareness" (Ching Leung Lung and Mei Ngan Tam); "The Everyday English Every Day Summer Camp" (Gertrude Sachs, Serlina Seun, Catherine Yung, Angel Lau, and Catherine Chan); "Enhancing the Professional Development of Student-Teachers in Primary and Secondary Education through Establishing Institute-School Partnership" (May Hung Cheng and Yee Fan Tang); Combining Information Technologies and Cognitive Apprenticeship to Provide Instruction in Expository Writing in Large University Classes" (Graham Passmore and John Mitterer); "Toward Solving the Disciplinary Problem of Students: Strategies of Some Christian Schools" (Che Leung Lau); and "A Developmental Profile and Chinese Index of New Horizons in Education" (William Wu and Kwok Keung Ho). (Papers contain references.) (SM)

This collection of papers presents a representative selection of the National Institute of Justice's portfolio of gang-related research. The 10 papers are: (1) "A Decade of Gang Research: Findings of the National Institute of Justice Gang Portfolio" (Scott H. Decker); (2) "The Evolution of Street Gangs: An Examination of Form and Variation" (Deborah Lamm Weisel); (3) "Young Women in Street Gangs: Risk Factors, Delinquency, and Victimization Risk" (Jody Miller); (4) "Youth Gang Homicides in the United States in the 1990s" (Cheryl L. Maxson, G. David Curry, and James C. Howell); (5) "National Evaluation of the Gang Resistance Education and Training [G.R.E.A.T.] Program" (Finn-Aage Esbensen, Adrienne Freng, Terrance J. Taylor, Dana Peterson, and D. Wayne Osgood); (6) "Evaluating Nevada's Antigang Legislation and Gang Prosecution Units" (Terance D. Miethe and Richard C. McCorkle); (7) "Evaluation of a Task Force Approach to Gangs" (Susan Pennell and Roni Melton); (8) "Gang Prevention Programs for Female Adolescents: An Evaluation" (Katherine Williams, G. David Curry, and Marcia I Cohen); (9) "Reducing Gang Violence in Boston" (Anthony A. Braga and David M. Kennedy); and (10) "Developing a GIS-Based Regional Gang Incident Tracking System" (James W. Meeker, Katie J.B. Parsons, and Bryan J. Vila). (Papers contain references.) (SM)

A series of six papers and an introduction which present the results and tentative analyses of studies investigating such constructs as self-esteem, perceptions of control, and competence are included in this document. These papers are: (1) "Multiple Dimensions of Locus of Control and Their Relationship To Standardized Achievement Scores in Fifth Grade Children" (Lawrence W. Sherman, Richard J. Hofmann, and Patricia O'Meara); (2) "Self Concept of Musically Gifted and Non-gifted Adolescents In Regular and Special High Schools" (Lawrence W. Sherman, Richard J. Hofmann, and Mike Harrison); (3) "Multiple Dimensions of Self-concept and Locus of Control: Their Inter-relationships" (Lawrence W. Sherman, Richard J. Hofmann, and Jeanne Wagoner); (4) "Locus of Control and its Relationship to Self-esteem: A Developmental Association" (Lawrence W. Sherman and Richard J. Hofmann); (5) "A Reanalysis of the Factor Validity of the Coopersmith Child Self-Esteem Measure" (Richard J. Hofmann, Lawrence W. Sherman, and Brian Charleton); and (6) "Measuring Adolescent Self-Esteem: Construct Validity" (Richard J. Hofmann and Larry Sherman, and Ann Schmitt). Five pages of references for the studies are included. The appendix includes these study instruments: incomplete sentences, questionnaire for adolescents concerning feelings about themselves, the Piers-Harris Self-Concept Scale, and the Multi-dimensional Multi-attributional Causality Scale. (ABL)

This publication presents essays written by seven young, urban, minority students participating in an intensive writing workshop given by What Kids Can Do in collaboration with the Margins to Mainstream project. The goal of the workshop was to coach students to create short essays suitable for use as a newspaper column, radio commentary, or college essay. The essays, which speak of the youths' struggles, inspirations, challenges, and triumphs include: "My Sequel to 'Baby Boy'" (Kellon Innocent); "Naki and I Start School" (Maharai Lowe); "How a Family Turns" (Misty Wilson); "What Really Matters? A Student's Perspective on Schooling" (Christine Mendoza); "Doing the Math for the American Dream" (Nick Jackson); "Fire, Water, Family: Moving Past Fear into the Future" (Cleopatra Counts); and "The Will To Work and Where We Find It" (Bosung Kim). The final paper, "Afterword" (Kathleen Kushman), describes the process of writing these essays during the writing workshop, explaining that for most of the participants, the process demystified the act of writing for publication and allowed students to see that their own lives could yield important points for others. (SM)

This collection of papers on HIV/AIDS prevention and education in rural communities includes: "Understudied HIV/STD Risk Behaviors among a Sample of Rural South Carolina Women: A Descriptive Pilot Study" (William L. Yarber, Richard A. Crosby, and Stephanie A. Sanders); "Risk and Co-Factors among Women Related to HIV Infection and AIDS Treatment" (Nancy T. Ellis); "Management of the Care of HIV-Infected Pregnant Women" (James G. Anderson, Marilyn M. Anderson, Linda L. Casebeer, and Robert E. Kristofco); "A Longitudinal Study of HIV/AIDS Related Mortality among African American and Hispanics in Texas During 1997" (Dennis Daniels and Haydee Encarnacion); "Perceived Behavioral Control for HIV/STD Prevention among African-American Undergraduate Students" (Andrew J. Kanu and Caroline G. Kanu); "Psychosocial Distress among Gay and Bisexual Men Living with HIV/AIDS in Small U.S. Towns and Rural Areas" (Timothy G. Heckman and Jeffrey G. Miller); "Rural and Non-Rural Adolescents' HIV/STD Sexual Risk Behaviors: Comparisons from a National Sample" (Richard A. Crosby, William L. Yarber, Kele Ding, Ralph DiClemente, and Brian Dodge); and "Family Physicians' Knowledge, Attitudes, and Practices Regarding HIV/AIDS Prevention" (Mohammad R. Torabi, Sandra Aguillon, and Ifeng Jeng). (Papers contain references.) (SM)

This document presents four brief papers that review and synthesize the research on intervention with students who have learning disabilities (LD). The first paper is "Can School-Based Interventions Enhance the Self-Concept of Students with Learning Disabilities?" (Batya Elbaum and Sharon Vaughn). This review finds that school-based interventions of either the skill development or skill enhancement types can lead to beneficial changes in students' self-perceptions and that middle school students appeared most responsive to such interventions. The second paper is "Reading Comprehension Instruction for Students with Learning Disabilities" (Russell Gersten and Scott Baker). Findings indicated the effectiveness of reading comprehension interventions, instruction in self-monitoring techniques, and peer-assisted learning strategies. Continuing difficulties with teaching students to generalize new skills were also found. The third paper, "Teaching Expressive Writing to Students with Learning Disabilities" (Russell Gersten and Scott Baker), found that instructional writing interventions lead to significant improvements in students' writing and that common features of successful instruction included explicit instruction in the phases of writing, teacher demonstration, and teacher and/or peer feedback. The final paper, "Intervention Research for Adolescents with Learning Disabilities" (H. Lee Swanson), reported on a meta-analysis of 58 interventions. It found that direct instruction and strategy instruction were the most effective techniques. (DB)

This document contains 14 papers that examine recent changes in the definition, principles, and delivery of population education throughout the world. The paper titles are as follows: "Introduction" (Linda King); "Reaching Men for Health and Development" (Benno de Keijzer); "Boys, Men and Questions of Masculinity in South Africa" (Robert Morrell); "Educating Men to Participate in Reproductive Health Programmes" (Imtiaz Kamal); "Cultural Aspects of Reproductive Health Education in the Arab World" (Toufic Osseiran); "The Adolescent in Today's World: Considerations of Sexual and Reproductive Health" (Cristina Fuentes Zurita, Clara Ines Charry Sanchez); "Information Provided by Rural Mothers to Their Daughters Concerning Reproductive Health" (Chanya Sethaput, Pimonpan Isarabhakd);"Ageing in Cuba" (Raul Hernandez Castellon); "The Effect of Fertility in China" (Xu Mingdong); "Adult Education and Population in Ghana: Strategies for Empowering the Ghanaian Woman" (Miranda Greenstreet); "Gender and Health Education: The Incidence of Cervical Cancer in Jamaica" (Patricia Rodney); "Reproductive Health, Education, and Risk in Cuban Society" (Alina C. Alfonso Leon); "Sex Education in Cuba: Recent Initiatives" (Maria Antonia Torres); "The Role of Adult Education in Population Issues in Zimbabwe" (Mercy Hatendi); and "One Night in Bangkok" (Wilas Lohitkul). Several papers include substantial bibliographies. (MN)

This document contains six papers exploring contemporary issues in mentoring. "The Practice, Quality, and Cost of Mentoring" (Jean Baldwin Grossman) provides an introduction to and overview of the remaining five papers. "Mentoring Adolescents: What Have We Learned?" (Cynthia L. Sipe) reviews the literature on mentoring, discusses key elements in creating solid mentor-mentee relationships, and explains what is required to be an effective mentor. "Assessing the Effectiveness of Mentoring Programs" (Jean Baldwin Grossman, Amy Johnson) shares the results of a study in which the authors documented that the most effective mentoring relationships are those where mentors seek mentees' input and do not take punitive approaches to mentees. "The Cost of Mentoring" (Douglas L. Fountain, Amy Arbreton) present data demonstrating that one-on-one and group mentoring programs cost an average of just over $1,000 and $400 annually per youth, respectively. "Mentoring Matters: A National Survey of Adults Mentoring Young People" (Kathryn Taaffe McLearn, Diane Colasanto, Cathy Schoen, Michele Yellowitz Shapiro) reports that approximately 12 million adults are currently mentoring young people aged 10-18 (primarily outside of formal programs). "Mentoring in 1998: Four Models for the 21st Century" (Natalie Jaffe) highlights issues currently being faced by four exemplary mentoring programs. (The document contains 30 references.) (MN)

This collection of articles on gender issues in second language education includes the following: "Colleagues Writing Together: The Evolution of an Edited Publication" (Christine Pearson Casanave, Amy D. Yamashiro); "Reflections on a Critical Approach to Language Teaching" (Alan J. McCornick); "Forging Alliances: Grassroots Feminist Language Education in the Tokyo Area" (Cheiron McMahill, Kate Reekie); "Transforming Teaching: Strategies for Engaging Female Learners" (Kumiko Fujimura-Fanselow); "A Socratic Approach to Fostering Gender-Balanced Discussions" (Jerome Young); "Teaching about Social Inequality and Gender in the Language Classroom" (Thomas Hardy); "The Portrayal of Males in Realistic Juvenile Fiction" (Mark Valens); "The 'Parfait Effect': Implications of a Tracking System on Perceptions of Male Adolescent Language Learners" (Yamashiro); "Sexist Language and Teaching English as a Foreign Language" (Jacqueline D. Beebe); Blind to Our Own Language Use? Raising Linguistic and Sociolinguistic Awareness of Future JSL Teachers" (Yoko Tsuruta); and "The Paper Lunch: A Trialogue on Language, Gender, and Lunch" (David Freedman, Yoshiko Takahashi, Hisun Rim). All papers are in English; abstracts are in English and Japanese. (MSE)

These three symposium papers summarize the outcomes of studies that explored the accessibility and the utilization of youth mental health services. The first study, "The Role of Diagnostic Systems" (Theodore Fallon and Mary Schwab-Stone), involving 219 children (ages 6-12), examined the perils involved in the use of categorical diagnosis to identify who is in need of care. It found that depending on who was queried and how the information from the informants was combined, anywhere from 3 to 62 percent of the children could be diagnosed as having attention deficit hyperactivity disorder. The second study, "The Role of Economics and Jails: Access and Outcome for Under-Served Youth" (Andres J. Pumariega), compared mental health treatment of school-based youth, incarcerated youth, and a community mental health treatment group, to illustrate that entire populations can be overlooked when considering who needs care. Results found that youth from low socio-economic populations are under served in mental health programs. The third study, "A Longitudinal Study of Adolescent Mental Health Service Use" (Cuffe, Jackson, Waller, Chilappagari, Garrison, Addy, and McKeown), reports on mental health service use data from a longitudinal, school-based epidemiologic study of adolescent depression. Results found that most of the adolescents with psychiatric disorders failed to receive treatment, and that there are significant differences in both service use and perceived barriers to services by race and gender. (CR)

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)

During a symposium, three presentations described initiatives that exemplify the principles and components of the Ecology of Outcomes. Emphasis is on accountability for achieving measurable outcomes and use of outcome information in program planning and development. Summaries of individual papers are: (1) "The Ecology of Outcomes: System Accountability in Children's Mental Health" (Mario Hernandez and Sharon Hodges), which offers a framework for utilizing outcome information and identifies essential principles, prerequisites, building blocks, and information components; (2) "The Development of a Continuous Evaluation System for the Texas Children's Mental Health Plan: Building an Evaluation-Stakeholder Feedback Loop" (Lawrence W. Rouse), which describes the use of outcome information in the interactions between evaluators and stakeholders in one program; and (3) "SumOne for Kids: Measuring and Improving Results in Services for Children and Families" (Pamela Meadowcroft), which identifies lessons learned in the development of this Pennsylvania program. (The first presentation contains 10 references.) (DB)

This paper presents contributions at a symposium about Carolina Alternatives (CA), a North Carolina program that blends capitated financing with public sector managed care for mental health and substance abuse services for children and youth eligible for Medicaid. The symposium focused on stakeholders' perspectives and on expenditure patterns of inpatient and outpatient services. First, Dan Tweed presented "Stakeholders' Perspectives: Overview of Carolina Alternatives." Next, Dalene Stangl presented "Stakeholders' Perspectives: Area Programs, Hospitals, and Departments of Social Services." The perspectives of three groups (the 10 area programs responsible for care management, the hospitals that provide mental health and substance abuse services, and the county directors of departments of social services) regarding how CA restructured service delivery, implemented care management, and redefined interagency relations are defined. Elizabeth Farmer and Julia Gagliardi presented "Stakeholder's Perspectives: Client Satisfaction and Outcomes." Preliminary results indicated overall client satisfaction and acceptability of the outcome measures to clients and staff. The final contribution, by David Langmeyer, "Stakeholders' Perspectives: Preliminary Cost Findings," compared service costs between area programs that participated in CA and those that did not. It found CA was successful in reducing costs associated with inpatient services but this decrease was offset by a dramatic increase in non-inpatient services for participating area programs. (DB)

This booklet presents results from four survey questions asked of the audience and papers presented at a 1995 teleconference on assessment issues with African American adolescents and adults with learning disabilities. An introductory paper, "Multiple Factors Impacting the Assessment and Instruction of African American Adolescents and Adults with Learning Disabilities" (Stacia F. Schmidt, Rebecca S. Curtis, and Noel Gregg), reports that the survey found that multiple influences affect African Americans with learning disabilities throughout their entire academic and professional careers. Seven papers addressing other aspects of these issues are then presented: (1) "Self-Concept: Assessment and Intervention for African American Learners with Problems" (Festus E.Obiakor); (2)"Learning Left from Right: 'No Struggle, No Progress': A Consumer's Voice" (Tamekia Tate); (3) "Cognitive and Affective Assessment of African American Students: Perspectives of a School Psychologist" (Geri Y. Tharpe); (4) "Linguistic Bias in the Assessment of African Americans with Learning Disabilities" (Robin E. Perkins-Gordon); (5) "Portfolio and Dynamic Assessment: An Authentic Look at Individual Differences" (Kim Day); (6) "Collaboration, Consultation, and Cooperation: The 'Whole Village at Work'" (Obiakor); and (7) "Additional References: African American Adolescents and Adults with Learning Disabilities" (Schmidt and Curtis). (Individual papers contain references.) (DB)

The lack of information on the extent and nature of drug use and abuse among minority youth has limited the development of culturally relevant and effective interventions for this group. These papers present research findings and information about research methodology directed at this target group. Papers include: (1) "Integrating Mainstream and Subcultural Explanations of Drug Use among Puerto Rican Youth" (Orlando Rodriguez, et al.); (2) "Orthogonal Cultural Identification: Theoretical Links between Cultural Identification and Substance Use" (E. R. Oetting); (3) "Acculturation: The Broader View. Theoretical Framework of the Acculturation Scales" (Juan-Luis Recio Adrados); (4) "Interactional Theory: Its Utility in Explaining Drug Use Behavior among African-American and Hispanic Youth" (Marvin D. Krohn and Terence P. Thornberry); (5) "Examining Conceptual Models for Understanding Drug Use Behavior among American Indian Youth" (Jeff King and Julian F. Thayer); (6) "Acculturation Strain Theory: Its Application in Explaining Drug Use Behavior among Cuban and Other Hispanic Youth" (William A. Vega, et al.); (7) "Validity of Self-Reports in Student-Based Studies on Minority Populations: Issues and Concerns" (John M. Wallace, Jr. and Jerald G. Bachman); (8) "Interviewing Minority Youth about Drug Use: Telephone vs. In-Person Surveys" (Leonard LoSciuto, et al.); (9) "Hispanic Dropouts and Drug Use: A Review of the Literature and Methodological Considerations" (Ernest L. Chavez); (10) "Getting into the Gang: Methodological Issues in Studying Ethnic Gangs" (Karen A. Joe); (11) "Identifying, Gaining Access To, and Collecting Data on African-American Drug Addicts" (Leon E. Pettiway); (12) "Surveying and Tracking Urban Elementary School Children's Use of Abusable Substances" (Patricia J. Bush, et al.); (13) "School and Community Politics: Issues, Concerns, and Implications when Conducting Research in African-American Communities" (Julius Debro and Darlene J. Conley); (14) "Substance Use Disorders among Young Minority Refugees: Common Themes in a Clinical Sample" (Joe Westermeyer); and (15) "Current Gaps and New Directions for Studying Drug Use and Abuse Behavior in Minority Youth" (Mario R. De La Rosa, et al.). (SLD)

Compiled in this volume are summaries of the knowledge base on prevention of alcohol and other drug use and mental disorders in children and adolescents. The papers address risk factors, preventive interventions, conceptual and methodological issues, epidemiology, identification, service delivery and treatment, research, and professional training. After an introduction by Irving Philips, papers with the following titles and authors are presented: "Commentary: The Integration of Problem and Prevention Perspectives: Mental Disorders Associated with Alcohol and Drug Use" (Morton M. Silverman); "Conceptual Issues in Prevention" (Arnold J. Sameroff and Barbara H. Fiese); "The Prevention of Child and Adolescent Disorders: From Theory to Research" (Raymond P. Lorion and others);"Prevention Programming as Organizational Reinvention: From Research to Implementation" (Richard H. Price and Raymond P. Lorion); "Public Policy: Risk Factor or Remedy?" (Leon Eisenberg); "Psychiatric Disorder in Parents as a Risk Factor for Children" (Michael Rutter); "Risks for Maladjustment Associated with Chronic Illness in Childhood" (I. Barry Pless and Terence M. Nolan); "Prevention of Psychiatric Morbidity in Children after Disaster" (Robert S. Pynoos and Kathi Nader); "Conduct Disorder: Risk Factors and Prevention" (D. R. Offord); "Prevention of Alcohol and Drug Abuse: A Critical Review of Risk Factors and Prevention Strategies" (Karol L. Kumpfer); "Prevention Issues in Youth Suicide" (David Shaffer and others); "Prevention of Learning Disorders" (Archie A. Silver and Rosa A. Hagin); "Prevention of Psychiatric Disorders in Children and Adolescents: A Summary of Findings and Recommendations from Project Prevention" (David Shaffer). Reference lists follow each chapter. (JDD)