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A review of fiscal and political trends in the late 1970's made it appear that support for education would slip measurably, but a resurgence of national interest in education in the early 1980's as a result of commission reports and nationwide studies has led to increased spending for major reforms. The pattern of support for reforms in other areas suggests that the public must be convinced that reforms are having an impact if their support is to continue. This need to convince the public can be translated into a need for effective means of measuring the results of the educational reform efforts. Among the methods that can be used for evaluating the success of reforms are (1) monitoring statewide and local performance indicators, (2) studying the overall financial impact of the reforms, (3) comparing the cost effectiveness of various programs with similar goals, (4) conducting evaluations of discrete programs, (5) assessing the degree of local implementation of state-mandated reforms, (6) examining the cumulative impact of broad reform packages, and (7) conducting research isolating cause and effect relationships. Such evaluations are extremely complex, but are critical to maintaining reform momentum. (PGD)

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

This paper contains the text of four papers presented at a seminar held to develop issues for future research in the science and mathematics curriculum area. In "The Nature of Pupils' Naive Conceptions in Science," Rosalind Driver discusses spontaneous reasoning about force and motion, spontaneous reasoning in other domains of experience, general features of students' conceptions in science, and educational implications. She cites 45 references. In "Mathematical Education, Research and Information Technology," Hugh Burkhardt looks at levels of educational research and contributions of information technology to mathematical education. He cites 5 references. In "Mathematics and Instruction: A Case for Research," David Wood considers mathematical ability in deaf children, types of mathematical errors and misconceptions, instructional theory related to mathematics teaching, the nature of pedagogical discourse, and visual representational capabilities of new technology. He cites seven references. In "Changing Primary School Practice through Information Technology: Notes for a Research Agenda," Charles Desforges suggests areas of research necessary to help innovators design and sustain programs at the primary school level, including curriculum design, classroom contexts, time to learn, and teaching cultures. He cites 15 references. Comments by three rapporteurs summarizing and synthesizing seminar discussions conclude the report. (MES)

This collection contains 54 papers from the 48th annual conference of the Education Law Association held in November 2002. It has as its focus education law, yet it covers a wide variety of topics and issues affecting the entire range of education from preschool to college. Among the topics are the following: school vouchers; school safety and security; educational financing; accountability and educational malpractice; assessments and high-stakes testing; teachers rights and responsibilities; school desegregation; special education; equal protection under the Constitution; employee rights; school dress codes and uniform policies; performance pay for superintendents; charter schools; academic freedom; technology in education; students rights; freedom of speech; the teaching of law; and sexual misconduct. (Contains an author index.) (WFA)

This paper describes and compares the processes of economic and social planning in France and the U.S.S.R., with particular emphasis on national educational planning and how it relates to the overall economic plan. Chapter 1 focuses on various aspects of integrating the educational plan into the overall social and economic plan, with particular attention to (1) the major functions of the central planning bodies and (2) the development of the educational system and the fundamental balances of the plan. Chapter 2 focuses on relationships between the characteristics and qualifications of the active population and the development of technical vocational training. Particular attention is devoted to (1) the relationships between employment planning and the development of specialist training in the U.S.S.R. and (2) employment projection in France and the tendency toward second- and third-level technical studies. Chapter 3 focuses on political and administrative aspects of school and university planning, with particular attention to (1) the predominance of political decision-making authority and (2) the distribution of authority between the central planning bodies and the ministries responsible for educational planning. (JG)

This collection of conference papers begins with "Introduction" (Ronald P. Leow and Cristina Sanz), then presents five sections. Section 1, "Morphosyntax," includes "Preterit and Imperfect in Spanish: The Early Stages of Development" (Joaquim Camps); "The Relationship between Syntactic and Morphological Abilities in Advanced FL Learners of Spanish" (Joseph Collentine); "Verbal Morphology in Early Spanish" (Pilar Duran); "A New Approach to the Study of the SLA of Copula Choice" (Kimberly L. Geeslin); "N-Drop and Determiners in Native and Non-Native Spanish: More on the Role of Morphology in the Acquisition of Syntactic Knowledge" (Juana M. Liceras, Lourdes Diaz, and Caroline Mongeon); and "Causative Psych Verbs in Spanish L2 Acquisition" (Silvina Montrul). Section 2, "Reading," includes "Comprehending Subject-Object Relations While Processing Object Pronouns in Written Input" (James F. Lee) and "An Investigation into the Relationship between L2 Reading Anxiety and L2 Reading Comprehension, and Self-Reported Level of Comprehension, Topic Familiarity, Features of a L2 Text and Reading Ability in the L1 and L2" (Dolly Jesusita Young). Section 3, "Bilingualism," includes "Estructuras Subordinades en Ninos Monolingues y Bilingues Vasco-Espanoles" (Andoni Barrena) and "Code-Switching and Minority Language Attrition" (Almeida Jacqueline Toribio). Section 4, "Phonology," presents "Language Experience and the Perception of Stop Consonant Voicing in Spanish: The Case of Late English-Spanish Bilinguals" (Mary L. Zampini, Connie M. Clarke, and Kerry P. Green). Section 5,"Writing," presents "Narrative Competence in Spanish as L2 among College Students" (Arnulfo G. Ramirez). (SM)

Provided in three major sections are selected papers presented at the 1982 Conference of the National Association for Environmental Education. The first part contains four invited addresses on environmental issues and two symposium papers related to the Global 2000 Report to the President. Topics of addresses focus on education/citizen participation, acid rain, and the Reagan Administration's environmental policy. The seven essays that follow give the practitioner's perspective on environmental education programs, approaches, and issues. Included in the final section are 14 research and evaluation papers. These are presented in four subsections focusing on: (1) environmental history (Unsung Heroes of the Environmental Movement); (2) environmental education research problems and issues, including an analysis of 10 years of research reported in volumes 3-12 of the Journal of Environmental Education; (3) inservice teacher education; and (4) four additional research/evaluation papers: a summary of arguments against use of values clarification in public education; an investigation of relationships between sex-role identification and degree of environmental concern, knowledge, and personal commitment; technique for facilitating citizen participation; and a discussion of photovoltaics in the soft energy path. Appended is a list of the "Selected Papers" volumes in the "Current Issues" Series. (JN)

Abstracts of most of the papers presented at the 57th Annual Meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. Papers focus on such areas as cognitive structure, development of scientific literacy in secondary schools, science teaching as a career, improving science teaching, factors influencing attitudes toward science, teacher characteristics and student performance, intellectual development, concept learning, factors influencing achievement, test construction, science instruction, learning science in out-of-school settings, changing and assessing teacher attitudes, and research methods. Other papers focus on areas dealing with learning in chemistry, science teaching in higher education, microcomputers in the classroom, science curriculum development, cognitive teacher behavior, applying teacher effectiveness findings to preservice and inservice teacher education, inservice teacher education, science process skills, cognitive development and science achievement, secondary analysis results from the 1981-82 National Assessment in Science, spatial learning, problem solving, attitudes toward science, science learning in the elementary school, science for gifted and talented students, and misunderstanding of science concepts. (JN)

This paper, which provides a summary of an exploratory conference on school-business partnerships, relies heavily on a background paper for the conference disseminated as Occasional Paper #1. The current status of school-business partnerships is divided into the major categories of adopt-a-school programs, school improvement and support initiatives, job initiatives for disadvantaged youth, and advocacy for public education. Short descriptions and one example is given for each category. Conclusions from an analysis of 9 programs involving school-business partnerships are also provided. Among these conclusions are: that in several instances partnerships have been a catalyst for renewed interest in education and public support for at-risk youth; that partnerships provide youth with direct evidence of the link between education and making a living; and that despite benefits to individual students and entire schools, there are clear limits to what local partnerships can do. Participant views of what to do next include the observations that: limited partnerships "do good" locally but do not tackle larger problems; partnerships can evolve into significant efforts; staying power is important; and business leadership must seek substantive change in education within the present governance structure. Initial next steps are then outlined as suggested by conference participants. Information on the Institute for Educational Leadership is appended. (RR)

For the past six years the National Assessment of Educational Progress has sponsored a national Conference on Large-Scale Assessment, designed to promote and improve communications among educational assessment personnel in State Departments of Education and other agencies. This volume contains most of the papers that were accepted for presentation at the half-day formal paper session. The 11 papers included here are: (1) "The State Agency as a Resource in Local Needs Assessment" by Paula T. Brictson; (2) "Establishing Criterion Levels for Judging the Acceptability of Assessment Results" by Iris Weiss and Larry Conaway; (3) "N-Abels--A Manageable Technique for Monitoring the Acquisition of Essential Learning Skills" by Harriet A. Egertson and Hugh A. Harlan; (4) "A Process for Developing, Implementing and Following Through on an Assessment Program in Fifth- and Eighth-Grade Mathematics" by Max Morrison; (5) "Educational Quality Assessment Follow-Up Survey of the 1974 Assessment" by Joyce S. Kim; (6) "Hypothesis-Testing in Large-Scale Assessment" by Frank W. Rivas; (7) "A Plan for Utilization of Assessment Data by Local Education Agencies" by John A. Jones and Charles D. Oviatt; (8) "ACT Test Data and Program Assessment for Large School Districts" by Robert Cramer; (9) An Example of the Use of Multiple Matrix Sampling Procedures in a Local District Assessment Program" by Carl D. Novak; (10) "Measurement Problems and Issues Related to Applied Performance Testing" by James R. Sanders; and (11) "Symposium on: Large-Scale Assessment Reporting and Usage: Delaware and Georgia as Exemplars" by Robert Bigelow and Hervey Scudder. Primary type of information provided by report: Procedures (Theoretical) (Training).

The following problems in the field of educational organization are examined in terms of a Peruvian case study: prerequisites for community participation in national planning; national planning which starts at the local level; integration of formal and nonformal education programs at the local level to meet the needs of the total local population; integration of educational programs with other social development and production programs; and the extent to which local and regional authorities can act on their own in the face of barriers at the central level. Illustrating the manner in which these problems might be addressed, Peru's educational plan is described as one based upon the Community Education Nucleus (CEN) concept. CEN is described as involving many educational nuclei, each of which serves elementary and secondary education institutions within a prescribed area of control and includes the following hierarchical structure; a zonal chief; a sub-zonal coordinator; a CEN director supported by an administrative support unit, a community education council (parent, community, and teaching interests), and the educational development team (four specialists in kindergarten and basic regular education, extension education, basic laboral education, and student orientation and welfare). The aggregate of nuclei needs and plans is identified as constituting the zonal, regional, and national educational objectives. (JC)

The importance of teaching moral education in the public schools is emphasized in this report. Three topics are discussed. The first section includes a sketch of the present moral climate of the United States, including evidence drawn from a recent Gallup Poll of public attitudes toward education, recent magazine articles, results of educational research, and pronouncements from several state departments of education. The second section presents background information on the morals and values upon which the United States was founded and discusses the Mayflower Compact, the Constitution, the Bill of Rights, the Declaration of Independence, and the Northwest Ordinance. The third section describes methodological developments which enable educators to mount effective moral education programs and presents recommendations for combining efforts of parents, citizens, teachers, policy makers, and major educational institutions to improve education for citizenship responsibility on all levels. (Author/DB)

It is the role of those in the field of vocational education to become involved and help shape educational delivery to the needs and purposes of the learner. There is a need to recognize advances in media of communication, such as television and audio-video cassettes, that make possible a new role for the home as a learning center for vocational development since home study has the advantage of feasibility at all stages in the life cycle, at all social and economic levels, and in all geographic areas. A home-based system of education could provide for widely expanded choices of courses and curricula through a variety of instructional media designed to: (1) Reach young children who are developing concepts of work, leisure, occupational possibilities, (2) provide for training and retraining for occupational competency on the part of students, employed persons, homemakers and others, (3) help the older worker find new career direction, (4) develop competencies needed by both men and women for their roles as homemakers and family members, and (5) promote the personal development and sense of worth of persons of all ages. The home learning center concept deserves attention not only from vocational educators, but also from curriculum developers, educational technology specialists and research personnel, and home economists. (SH)

The seminar on assessment and accountability in education was believed to be the first national conference concerned with these coordinate issues. The participants generally concurred that accountability is a many faceted phenomenon with varying interpretations. It was further agreed that the major obstacle to setting up measures of accountability has been a lack of knowledge: school personnel have not known what to do or what to identify in demonstrating and describing the effectiveness of the educational enterprise. Before school personnel can be held completely accountable, there must be a sharper focus on the goals and objectives of teaching and learning. (Author/WM)

In October 1975 a conference was convened in Euclid, Ohio, by the Basic Skills Group of the National Institute of Education (NIE). Thirty-three participants presented position papers addressing two major questions: (1) What are basic mathematical skills and learning? (2) What are the major problems related to children's acquisition of basic mathematical skills and learning, and what role should the National Institute of Education play in addressing these problems? These papers are presented in this volume. Conferees organized into small working groups during the conference. Conference participants included representatives from public school systems; university faculties of education, mathematics, and psychology; educational research and development organizations; textbook publishers; the National Science Foundation; and NIE. The papers range from broad philosophical discussions of the issues to specific detailing of objectives and problems. (SD)

This volume records the papers presented at a Northwestern University symposium concerning the articulation of cognitive psychology with mathematics education. Piagetian theories are described and extended to classroom applications in several of the papers; other psychological theories such as information processing are also discussed. All of the papers are concerned with students' learning mathematics in an active environment. Charles Smock's paper addresses the ways in which students organize mathematical ideas. Related to this question is Max Bell's paper on the role of applications in learning mathematics; Professor Bell explores the question of whether concepts must precede applications, or, conversely, application is a necessary part of the learning of concepts. Zoltan Dienes' discussion of finite geometries and Robert Davis' consideration of computer-assisted mathematics laboratories carry this theme further. The extension of Piaget's research to concepts ordinarily taught in the mathematics classroom, and to the development of children between the stages of concrete and formal operations is discussed by Leslie Steffe. The related issue of using Piagetian tasks in educational diagnosis is also discussed by Davis. An overview of psychological research as related to mathematics education, especially in the area of problem solving, is provided in Harry Beilin's paper. (SD)

The positive experiences of one disaffected teenager in an Experience-Based Career Education (EBCE) Program demonstrate the characteristics of an emerging program significantly different from the traditional high school; these characteristics include: a clinical mode of operation based on study and diagnosis of student needs; flexibility; cooperative analysis to select learning experiences for "goodness of fit;" individualization; a curriculum which defines only areas in which knowledge or proficiencies must be attained; a systemic approach which relates all the parts to the student's life-goals; use of media and technology; and a record system serving the developmental needs of the program. Community involvement, integrated guidance and counseling, and coordinated teamwork are other important characteristics of the program. Essential problems result from the fact that it is only a partial model, rather than a complete plan for the continuous education of children. The Comprehensive Career Education Model (CCEM) is not competitive with EBCE; they can exist within the same organization and can be mutually reinforcing, once several diverse problems are resolved. Chief among these is the stabilization of EBCE, and its incorporation into the public schools as the developmental stage is completed and the program enters phases of normal funding and mass participation. (Author/AJ)

Tanzanians feel that their educational system, inherited from the colonial past was mainly serving the interests of the elite and inducing in them attitudes of superiority and of disdain for manual occupations and skills. Tanzania's new educational policy demands that the educational effort be directed at the needs of the society, the nation and of the majority of the pupils: that the school be integrated with the community; and that it also identify itself with current national struggles. Furthermore, the policy requires that values such as cooperation, respect for human dignity and equality be inculcated in the students; and that education be integrated with production-that is, schools should be economic, as well as educational communities. Evaluation is regarded as an integral part of curriculum development, particularly at Tanzania's current stage of development when the philosophy, the concept, the purpose; and the content of education is radically different from the previous system. The results of evaluation are essential to determining the effectiveness of (1) instructional materials and methods in achieving specified objectives; (2) teacher education programs; (3) integrating school and community; (4) integrating education and production; and (5) assessing the impact of educational programs on popular attitudes toward education and social policy. (MV)

Several issues in education resulting from the change to the Carter administration, and how these changes will affect the remainder of the twentieth century, are discussed in this speech. The author first makes the assumption that there is the possibility of a sharp break in the educational policy of the last 10 years, noting that there has been much criticism directed at education and educational leaders throughout the country, particularly education's high costs. Key issues discussed are as follows: (1) Concern for early childhood education, which could become a vigorous component in the struggle for Federal money (According to the author, if there is a struggle to put more money in early education and other areas, it might well be that vocational education's effort to get a larger part of the Federal share has reached a plateau.); (2) the possible creation, under the new administration, of a new department of education, which could intensify competition between higher education and elementary secondary education, between vocational and early childhood education, and between the research people and the program people; (3) the consolidation of Federal programs; and (4) the authorization (under the Educational Amendments of 1976) of teacher centers, and emphasis on the problem of retraining people for both different occupations and skills and opportunities during their entire lifetime. (SH)

Professionals in the educational field have recognized the special problems of the mentally retarded and since the early part of the 1950s have attempted to find out just how to intervene between the limitations of the retarded and the demands in the world of competitive work. Since some retarded individuals become competent employees while others do not, studies have examined differences between these persons. Studies have also examined problems which have caused retarded individuals trouble on their jobs--poor personal and social skills, poor work habits, and fault of employers, coordinators, or parents. Professionals have attempted to take into account these conditions. For example, attempts are being made to broaden the range of training opportunities through cooperative efforts with other disciplines--notably vocational rehabilitation and vocational education. This occurred in the 1960s at about the same time change began to make itself felt in many social institutions influenced by humanism, resulting in the concept called mainstreaming--the integration of handicapped into regular classrooms. But is integration the best policy? Studies show that there appears to be a real danger that handicapped students will become lost in regular classes, or they will not receive the special support they need from instructors and students of regular classes. Research suggests what educators should be doing with the mildly retarded: (1) Label the students, but not refer to them as "mildly retarded"; (2) give them a highly structured program which recognizes their delayed readiness and their slower than average academic progress; (3) present material in a competency-based, individualized format, and (4) plan enrichment experiences. (SH)

Based on the issues related to the 1975 desegregation court order issued to the Boston (Massachusetts) Public Schools, the author discusses and describes the following three components of Boston's Unified Plan for occupational and vocational education: (1) the implementation of core programs in the eight community districts that together comprise the Boston School System, (2) magnet programs operated on a citywide basis, and (3) the Occupational Resource Center, which will be designed according to a clustering system intended to facilitate the delivery of instruction for occupations that require similar training. Appended are the author's answers to ten questions relating to the implementation of the plan (e.g., What is being done in conjunction with universities? Are quotas established for enrollment in vocational programs? and What is the nature of the bilingual program and how is bilingual defined?) (SH)

The five major societal changes in the past twenty-five years which have had a major impact on education services are (1) our transition from a rural, agrarian society to an urban, technological society; (2) changes in occupational and employment structures; (3) education services have become a major enterprise; (4) expansion of Federal and State government roles in education; and (5) groups comprising the education community have become more specialized and organized around selected vested interests. Largely due to Federal programs, a new profession, education researcher and developer (R and D), has emerged. While the R and D profession has been expanding, many of the same societal forces have led to a renewal within the teaching profession. The primary implication of this renewal is that the education R and D community needs to develop a direct linkage system with classroom teachers and a collaborative relationship with teacher groups in articulating educational needs and lobbying for programs. Much of the discord between education R and D and teachers begins because they view each other's roles and responsibilities negatively. Education R and D can increase the communication and collaboration with teachers by involving them in institutional governance, program design, development and field testing of materials, and diffusion and adoption of educational products. (The author's answers to nine questions from the audience of vocational education R and D personnel are appended.) (EM)

The purpose of the teacher-learner strategy (TLS) project is ostensibly to test different instructional arrangements in different national contexts to see which ones obtain the best results. The logic of this approach is compelling. Yet it is the orderly appearance of the TLS project that might be its greatest problem. The doctrine of external appearances refers to an intellectual and reductionist treatment of a problem such that once a systematic set of procedures that appear to address a problem is adopted, it is assumed that the problem disappears. That is, the systematic set of procedures becomes the focus rather than the problem itself. Looking at the past, there is no evidence to support the view that programs such as the TLS have made any difference in measurable outcomes or in processes of schooling. Even if the TLS experiments are designed in ways that are technically acceptable with respect to sampling and data analysis, the pitfalls of cross-national experiments are overwhelming in four areas: specification and identification of treatments, the determination of appropriate criteria of effectiveness, the conduct of the experiment, and the interpretation and generalization of results. (Author/IRT)

The collected papers from three conferences about art education are documented in three volumes. The first conference addressed art education, aesthetics, and art criticism. Eighteen scholars representing classroom teachers, museum educators, and university faculty were invited to prepare papers on the general topic of aesthetics and art criticism in the classroom. The following papers are included: "Role-Playing the Aesthetician in Art Education" by R. Russell; "Beyond Culture: The Search for Aesthetic Principles" by Eldon Katter; and "Schools and Museums: Teaching Art with Art" by Julianne Agar. The second conference addressed art education and art history. It adopted a format similar to the previous conference where 18 scholars presented formal papers and were then given time to discuss their ideas informally. Papers presented included: "The Uses and Abuses of Art History" by Danielle Rice; "African Retentions" by Kimberly Camp; and "Mona Lisa: Planning for Classroom Dialogue in the Arts, Humanities--A Model" by Jacqueline Thomas. The proceedings of the third conference (on the role of the studio in art education) are documented in the final volume. Among the 21 papers in this volume are the following: "Studio Based Scholarship: Make Art To Know Art" by Brent Wilson; "Computer Graphics Overview" by Thomas Porett; and "Art Criticism as a Studio Language" by Peter Traugott. (KM)

The first part of this document is the text of a speech which examines some of the critical events that American society will face during the next 10 years and analyzes these events in light of educational needs primarily at the elementary and secondary levels. The author first notes 15 social trends, identified through the efforts of Research for Better Schools, Inc. (RBS), that will influence the education of the young in the decade ahead. (Some of RBS's activities have been a design for four alternative educational possibilities based on RBS research; the conducting of two national symposia to explore with educators, economists, and others, how today's social trends and technological trends are likely to influence tomorrow's schools; and the establishing of a consortium of schools, school districts, and other agencies with the express purpose of helping compare future-oriented goals and activities.) In view of expected social trends and changes, the author notes specific implications for career and vocational education. In the discussion of the creation of a comprehensive plan to utilize RBS research results in schools, nine goals for schools are identified, and based on the cited goals, RBS's four alternative designs for schools are described. The second part of this document consists of the author's response to questions relating to future educational leadership, the cost of education, and school-community involvement. (SH)

This document discusses enrollment in science education at the elementary, secondary, and college levels, and reviews the need to advertise to improve the image of science and aid in its acceptance as a curricular offering. Eight specific recommendations are offered. (SL)

Abstracts of most of the papers presented at the 58th annual meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. These papers related to such areas as: science curriculum development, design, and implementation; science test development; factors influencing student science achievement; achievement in college science, biology, and chemistry; science teacher education; aptitude treatment interaction studies; concept mapping; science concept formation; computer simulations; problem solving in science and in chemistry; student attitudes; logical thinking; meta analysis; formal thought; computer applications in science; and various research techniques. (JN)

Abstracts of most of the papers presented at the 56th Annual Meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. Papers focus on such areas as student and teacher characteristics, student and teacher attitudes, science curriculum, science instruction, preservice and inservice teacher education, learning, achievement, science education research in foreign countries, cognitive development, problem solving, reasoning, neuroscience and science education, concept teaching and learning, energy education, environmental education, instructional uses of computers, and science education research methodology and techniques. (JN)

The professional preparation received by school administrators in developed countries is not necessarily appropriate for administrators in developing areas. There is little disagreement over the need for specialized training for these administrators, but decisions remain to be made concerning the types of training to be selected and the delivery systems to be used. Three administrative skill areas can be identified: technical and operational maintenance skills (those used in developed areas may be transferable to developing areas, with caution); human relations skills (largely untransferable); and conceptual/analytical skills (not yet adequately defined or identified). Training should take place at both the preparatory and ongoing development levels. Inservice and related programs seem best for technical skill training, graduate coursework best for conceptual skill training, and a cooperative approach by universities and local operating agencies best to develop human relations skill training programs. Significant research must be done to determine the needs and current practices of administrators in developing areas, and to establish appropriate theoretical frameworks. (PGD)

This volume contains 27 edited papers, and abstracts of 14 papers, presented during the 1981 convention of the Canadian Association for Health, Physical Education and Recreation. Subjects discussed are listed in 10 categories: (1) working together for quality programs; (2) challenges facing the physical education teacher; (3) skill development and decision making in team sports; (4) history: developing a sport history program; (5) athletics: (arguments against athletic scholarships, the sociology of university athletic awards, competitive physical activity, girl's high school basketball programs); (6) dance for boys, the aesthetic in sport and dance; (7) administration (the budgetary process, comparative Canadian-American research grantmanship and legal responsibility, professional development for physical education teachers); (8) health (venereal disease, the health educator as a role model, maturational assessment of female gymnasts, observation as a teaching behavior, effective teaching, individualized instruction in the secondary school, the problem-solving approach for teachers of gymnastics, teaching rugby in secondary schools, mini-field hockey); (9) adaptive instruction (biomechanical analysis of the high jump of an amputee, program effects on behavior of mentally retarded children); and (10) juggling. The abstracts are brief reports of research studies and innovative programs. (JD)

Using extensive data from before and after school finance reforms, the author analyzes the reforms' effects on school finance inequities in Michigan and Missouri, for all school districts and for suburban districts. In Michigan, data from 1970-71 show, the state met neither of two equity standards--equality in expenditure per pupil and fiscal neutrality--either for all districts or for suburban districts. After the 1973 finance reform, which instituted a guaranteed yield program, data from 1974-75 show fiscal neutrality was improved but expenditure-per-pupil inequalities were not. Effects on Michigan's suburban districts were the same as for all districts. Missouri also, 1975-76 data show, failed to meet either equity standard before its reform; inequities were greater among suburban districts. In 1977 Missouri introduced a minimum foundation program with a guaranteed tax base (GTB). Simulation of the reform's impact indicates that it will improve fiscal neutrality but have no effect on expenditure inequalities, and that results will be the same for suburban as for all districts. Hence, reforms using GTB or guaranteed yield programs seem to meet the fiscal neutrality standard but not the expenditure-per-pupil standard, and to affect suburban districts the same as all districts. (RW)

Twelve author-contributed papers representing a cross-section of resarch, practice, and professional opinion are presented from a conference on severe behavior disorders of children and youth. The keynote paper, "In Search of Excellence in Special Education" by T. Lovitt is followed by these papers: "Autism: Some Commonly Accepted Presumptions" (A. Bauer and T. Shea); "Using Multiple Peer Exemplars to Develop Generalized Social Responding of an Autistic Girl" (J. Fox et al.); "Assessment and Treatment of Self-Stimulation in Severely Behaviorally Disordered Children" (J. Maag et al.); "Physical Intervention with Emotionally Handicapped Students: Issues and Best Practices" (K. Ruhl et al.); "Education for Self-Control: Classroom Applications of Group Process Procedures" (A. Reitz et al.); "Sequential and Simultaneous Processing in Children with Behavioral or Psychiatric Disorders: Validity of the K-ABC" (S. Forness and M. Herman); "Main and Interaction Effects of Metal Pollutants in Emotionally Disturbed Children" (M. Marlowe et al.); "Reconciling Educational Rights of Handicapped Pupils with the School Disciplinary Code" (P. Leone); "Teachers' Perception of Stress and Coping Skills" (L. Wheeler et al.); "Teacher-Owned Versus Student-Owned Problems: Does It Make a Difference?" (J. Hutton and T. Turnage); and "Competency Statements and Certification Standards for Teachers of the Behaviorally Disordered: How Do We Decide What Is Important?" (C. Young and R. Gable). (CL)

Nine author-contributed papers from a 1981 conference on severe behavior disorders are presented. In the keynote paper, H. Walker reviews research evidence on acting out children and describes remediation strategies in the school setting. Eight papers follow: "Services to the Seriously Behaviorally Disordered/Emotionally Disturbed Students in Rural Communities" (F. Wood and R. Lininger); "Supervision of Teachers of Students with Behavioral Problems in the School Setting: Special Considerations" (L. Essex); "Learning Characteristics of Children and Adolescents with Various Psychiatric Diagnoses" (T. Barnes and S. Forness); "Social Skills Training for Withdrawn Children" (M. Haring); "Providing Integrated School Experiences for Severely Handicapped Students" (S. Stainback and W. Stainback); "The Employment Readiness of the Autistic Compared with the Severely Handicapped" (A. Hilton); "The Use of Nonverbal Piagetian Tasks to Assess the Cognitive Development of Autistic Children" (D. Lancy and G. Goldstein); and "Analysis of the Response Contingent Time-Out Literature with Behaviorally Disordered Students in Classroom Settings" (R. Rutherford, Jr. and C. Nelson). (CL)

Proceedings of a conference on environmental education are presented in this document. Featured at the conference were four general sessions, a number of additional invited presentations, three symposia, four workshops, and over 170 contributed presentations. The purpose of this volume is to provide a record of the papers presented at the conference. Presented papers focused on eight different conference strands. The papers in this proceedings are organized by strand and included alphabetically by author within each strand. The eight strands are: (1) "From Research to Application in Environmental Education"; (2) "Interdisciplinary and Interagency Cooperative Ventures"; (3) "Educating About Environmental Issues and Policies"; (4) "International Cooperative Ventures"; (5)"Curriculum and Teaching Strategies"; (6) "Communication Mechanisms: Networks, Consortiums, Newsletters"; (7) "Developing a Support Base for EE Programs: Marketing, Fund Raising, Volunteer Use"; and (8) "Materials and Programs for Educating About the Environment." Abstracts only are provided in cases where full-length papers were not received. (CW)

Papers are presented which were generated by this workshop on school improvement. Both session and panel presentations are included on school effectiveness research, curriculum alignment for school improvement, a school climate improvement project, the McRel school improvement program, Pennsylvania's long-range planning for school improvement, an alternative school, and using research in an elementary school. Handouts to the session presentations are included. (JD)

The role of artificial intelligence expert systems in administrative issues in special education is examined. Mandate Consultant (MC) is one such system designed to provide a second opinion on the consistency of school officials' actions in implementing the Individualized Education Program team process. MC employs rules based on the Education For All Handicapped Children Act. Examples of a typical MC consultation illustrate how rules are used to determine which questions to ask and which conclusion to infer. The ways in which MC uses backchaining to determine if rules succeed or fail are explained and examples cited. Outcomes of the consultation are noted, as are additional features such as the opportunity to query the program at any point in the consultation regarding its immediate conclusions. (CL)

These proceedings contain 10 keynote papers and more than 100 papers from an international conference on the theme of developing distance education. The keynote papers are: (1) "Communications Technology" (Yoshia Abe); (2) "Continuing Education. New Needs and Challenges for Distance Studies" (Urban Dahllof); (3) "Distance Education and National Development" (John S. Daniel); (4) "Distance Education--A Developing Concept" (Jack Foks); (5) "Organisational Autonomy and Coordination in Distance Education" (Patrick Guiton); (6) "Distance Teaching and Credit Transfer" (John Horlock); (7) "How to Develop a Correspondence Course" (Michael P. Lambert); (8) "If Student Services Are So Important, Then Why Are We Cutting Them Back?" (Ross Paul); (9) "Women in Distance Education" (Christine von Prummer, Gill Kirkup, and Barbara Spronk); (10) "Economics in Distance Education: Time for a Change of Direction?" (Greville Rumble). The conference papers represent distance education projects worldwide in elementary and secondary education, higher education, and vocational education. Issues include program administration; the production of instructional materials; the use of telecommunications media, including interactive television, communications satellites, and computer conferencing; program evaluation; teacher education applications; instructional design for cognitive skill development; and student attrition. References are provided in most of the papers. Appended are personal study contracts and related documents for administering distance learning in Tasmanian high schools. (GL)

A discussion of the 1988 conference of the International Political Science Association (IPSA) along with a report on the meaning of the IPSA for the Dutch National Institute for Curriculum Development (SLO) are presented in this document. Part 1 includes: general information on the aims, structure, and activities of the IPSA; a description of the 14th World Congress with its special themes and concerns; and a section on the mutual interests of SLO and IPSA. Six selected papers presented at the World Congress comprise part 2: "Trends of the Current West German Educational Policy" (Heike Ackermann); "Curriculum Development in Political Education, Particularly the International Dimension" (Hans Hooghoff); "Modernity and Tradition: Dilemmas of Political Education in Developing Countries" (Suna Kili); "The De-Legitimation of Political Education in Britain: A Working Paper" (Lynton Robins); "The Spiral of De-Legitimation of Power in Poland" (Teresa Sasinska-Klas); and "The Concepts of Politics: The Schizophrenia between Political Education and Political Reality in Hungary" (Mate Szabo). Twelve selected abstracts of additional conference papers are presented in the third and last part of the volume. (DB)

Age-old problems of poverty and ignorance persist in South Asia. Educational strategies, compatible with cultural norms, are needed that will motivate and prepare the rural communities of this region to take the lead and to implement activities for growth. Furthermore, these strategies must have appropriate support--people, money, and media. Four major educational problems confront the rural areas of South Asia: illiteracy, quality, relevance, and efficiency. Some changes in schooling could be made--for example, reaching out to the children through mass media rather than having them come to central areas for schooling. The educational systems of the countries of South Asia share many common problems, including rising costs in the face of budgetary constraints, lack of curriculum renewal, lack of textbooks, lack of trained teachers, inadequate level of compatibility between educational systems and the world of work, inadequate supply and use of teaching aids leading to low quality and low systemic efficiency of education, and inadequate access to good education for many groups, especially the rural poor and the disadvantaged. Distance education based on the use of modern communications and multimedia materials could be used to reach some of these people. Such strategies should be researched in order to progress toward education for all. (KC)

The 10 papers collected in this book deal with reading and writing instruction, the relationship between teachers and researchers, the role of the school administration in promoting literacy, the dangers of inappropriate standards, using poetry to improve literacy, and textbook adoptions. Papers include: (1) "Knowing What to Do--And Doing It," (Margaret J. Early); (2) "From Practice to Research and Back Again," (Wayne Otto); (3) "A Principal's View," (Kay Walla); (4) "Getting Real--Forming Collaborative Alliances," (Jo Anne Vacca); (5) "Setting Realistic Standards," (Richard Vacca); (6) "The View from the Superintendent," (Mary Ann Corr); (7) "Poetry in the Reading Program: A Goal for Administrators," (Eileen Tway); (8) "Thinking about Adopting: Two Views," (Alan M. Frager and Maureen Vanterpool); (9) "Children's Language," (Andrew V. Johnston and Elizabeth B. Johnston); and (10) "Reading Terminology for the Up-to-Date Administrator," (Sarah L. Dowhower). (RS)

The first of two volumes, this book contains complete texts of 61 papers presented at a 1988 symposium on geographical education. The papers cover many aspects of geographical education in several countries in Western Europe, Africa, and Asia, and are divided into eight sections: (1) "Developing Skills for Living through Geographical Education"; (2) "Developing Learners' Skills and Abilities in Geography"; (3) "Curriculum Developments in Geography for the 1990s"; and (4) "Research in Geographical Education"; (5) "Developing Skills through Continuing Education"; (6) "Curriculum Developments in Geography for the 1990s"; (7) "Teaching Styles in Geographical Educations"; and (8) "Developing Learners' Skills and Abilities in Geography." Many of the papers include figures and additional references. (AS)

This collection of papers represents the thinking of distinguished research practitioners of drama and theatre education, who presented keynotes and master classes at the second International Drama in Education Research Institute, held in Victoria, British Columbia, Canada, in 1997. They provide a diversity of approaches to classroom drama and to the kinds of unique research that each contributor brings to his or her own practice. The writing is accessible and challenges readers to examine their own practice. The text provides the kinds of support that can strengthen the voices of those who advocate for the discipline. The papers are: (1) "Research Conversations: Visible Pedagogies/Generous Pedagogies" (Madeleine Grumet); (2) "Research and Practice from the Inside Out" (David Booth); (3) "Drama from Intra-Subjective Monologues and Narratives of Self" (John Hughes and Di Johnson); (4) "The Poetic Artistry of Cecily O'Neill" (Pam Scheurer); (5) "Coq au Vin and Chicken Marengo: Classic Recipes and Inspired Creations" (Barbara Hill and Warwick Dobson); (6) "Drama as a Way of Knowing" (Betty Jane Wagner); (7) "Beyond the Systematic and Rigorous" (Philip Taylor); (8) "'Maybe Someday, if I'm Famous...': An Ethnographic Performance Text" (Johnny Saldana); (9) "The Drama in Research & Articulating Dynamics: A Unique Theatre" (Roslyn Arnold); (10) "A Conceptual Framework for Classroom Acting Behaviour" (Gavin Bolton); (11) "Three Theatres Waiting: Architectural Space and Performance Traditions" (Jonothan Neelands); and (12) "Lurching Out of the Familiar" (Carole Miller and Juliana Saxton). (RS)

The theme of the American Reading Forum's 1997 conference was "Finding Our Literacy Roots." Many papers in this proceedings address the theme directly, some emphasizing literacy roots and others the roots of literacy. Following the keynote session, "Phonics and Whole Word/Whole Language Controversies, 1948-1998: An Introductory History" (E. Jennifer Monaghan), papers in the proceedings are: "American Spelling Instruction: What History Tells Us" (Bob Schlagal and Woodrow Trathen); "Reaching Consensus on Standards for Adult Literacy Assessment: Finding Our Roots, Not Creating Ruts" (Eunice N. Askov); "1997 Contenders/Winners: Children's Book Awards in Five English-Speaking Countries" (Ira E. Aaron and Sylvia M. Hutchinson); "1997 Contenders/ Winners: Children's Book Awards in Five English-Speaking Countries: A Reaction and a Retrospective Appreciation for a Body of Work" (Nelly Hecker); "Finding Our Literacy Roots: Teachers' Storytelling Stories" (Reed R. Mottley and Richard Telfer); "Thinking about Learning: Progenitor and Progeny" (Marino C. Alvarez and Christopher M. Alvarez); "Like Father, Like Son" (Ray Wolpow); "A Literacy Root Begins with a Seed: Planting an Elementary Education/English for Speakers of Other Languages Teacher Preparation Program" (Valerie J. Bristor and Jane Brady Matanzo); "Urban College Developmental and High School English Teachers Working Together" (Chet Laine; Connie Robinson; Barbara Wallace); "Oral Language: The Roots of Writing in a College Developmental Classroom" (Michaeline Laine); "Student Perceptions of Literacy Gains from Internet Access and HTML Home Page Construction" (Ray Wolpow); "When Children Are Victims: Making the Case for Bibliotherapy" (Cindy Gillespie Hendricks and James E. Hendricks); "What Is a Concept of Literacy?" (Woodrow Trathen and Michael Dale); "Media Literacy: The Practice of Reading Popular Culture" (Donna Alvermann); "Defining Literacy: A Caution from a Critical Conscience" (Cheri Foster Triplett); "Literacy: A Socio-Cultural Perspective" (Gary Moorman and Woodrow Trathen); "Looking for Our Literacy Roots in All the Right Places" (Rick Erickson and Others); "Reaction to 'Looking for Our Literacy Roots in all the Right Places'" (Eunice N. Askov); and "Seeking Agreement in Literacy Beliefs" (Mona W. Matthews; Laurie Elish-Piper; Jerry L. Johns; Victoria Risko). Individual papers contain references. (NKA)

This collection of 19 papers focuses on implications of the professional standards recently developed jointly by the Council for Exceptional Children and Council on Education of the Deaf (CEC/CED). The following papers are included: (1) "Introduction: Helping the Professorate Implement the Standards" (Judy Egelston-Dodd); (2) "CED Standards: Meeting Diverse Needs through Collaboration" (Kathee Christensen); (3) "Using Cases and Case Methods in Teacher Preparation in Deafness" (Mary Compton and Susan Shroyer); (4) "Distance Learning through Telelinking" (Karen L. Dilka and Deborah Haydon); (5) "Model of Formal Collaboration between Two State Universities: Meeting the Challenge of the CEC/CED Standards" (Susan Easterbrooks and Joan Laughton); (6) "A Framework for Exploring Students' Personal Cultures: A Tool for Use in IEP Development" (Ruth Fletcher and Doris Paez); (7) "Multicultural Education Applications for Teachers of the Deaf: Creating Culturally Responsive Curricula" (Barbara Gerner deGarcia); (8) "Teacher Trainees' Classroom Communication Preferences" (Tom Jones); (9) "Results of a National Survey of Reading Instruction" (Carol LaSasso); (10) "Test-Taking Abilities of Deaf Students: A Missing Component of the Curriculum" (Carol LaSasso); (11) "Parents as Partners: Preparing Deaf Children for Bi-Bi Programs" (Carol LaSasso and Melanie Metzger); (12) "Visual Activities Using the Internet: Enhancing Experiential Learning, Concept Development and Literacy" (Pamela Luft); (13) "Using Electronic Dialogue Journals To Model Whole Language Procedures" (Pamela Luft); (14) "Teacher Subject Matter Competencies in Mathematics: Where Do We Go From Here?" (Claudia Pagliaro); (15) "Parental Improvement: Deaf versus Hearing Children" (Gerald Powers); (16) "Speech/Language Pathologist or Teacher of Deaf/Hard of Hearing: Who Is More Qualified To Serve?" (Gerald Powers and Christopher L. Schwilk); (17) "Can I Read between the Lines: An Outsider's Reflection on the CEC/CED Standards" (Rosemary Saur); (18) "The Relationship between ASL Skill and English Literacy" (Michael Strong and Philip Prinz); and (19) "Multicultural Needs of Students Who are Deaf: The Bilingual Experiences of a Deaf Native American" (James Woodenlegs). Individual papers contain references. (DB)

The Center for the Study of Evaluation, of the Graduate School of Education at the University of California at Los Angeles (CSE) hosted a two day conference on "Paths to Excellence: Testing and Technology" on July 14-15, 1983. Attended by over 100 educational researchers, practitioners, and policymakers, the first day of the conference focused on issues in educational testing; day two explored the status and future of technology in schools. This document presents the collected papers from the first day of the conference. Presentations focused on CSE's study of teachers' and principals' use of achievement testing in the nation's schools. The study provided basic data about the nature and frequency of classroom testing, the purposes for which test results are used, principals' and teachers' attitudes toward testing, and local contexts supporting the use of tests (e.g., amount of staff development, testing resources, leadership support). The findings were presented at the conference, and presenters were asked to provide their interpretations of the data and their perspectives on their implications for national, state, and/or local testing policies. One speaker, William Coffman, was asked to provide context for the conference by considering the study in the light of the history of research on educational testing. (PN)

Papers in this volume include the following: "The Theoretical Framework of Jim Cummins: A Review and Critique"; "The Development of Bilingual Behavior"; "Effective Schools Research and Language Instruction Programs"; "Reading and Writing Instruction in Three Bilingual Education Programs in Connecticut"; "Instructional Discourse in an Effective Kindergarten Classroom: A Case Study"; "Ecobehavioral Variables within a Classroom with Limited-English Proficient Students"; "Creative Reading: A Relevant Methodology for Language Minority Children"; "Teachers' Perceptions of Errors in Second Language Learning and Acquisition"; "Testing the Transfer Paradigm in Second Language Learning: The Case of Spelling Skills"; "Conducting and Evaluating Oral Tests in the Second Language Classroom";"The Competency Testing Mine Field: Validation, Legal and Ethical Issues with Implications for Minorities"; "How Can We Meet All Their Needs? Incorporating Education for the Gifted and Talented in the Multicultural Classroom"; "Comparisons of Acculturation and Education Characteristics of Referred and Non-Referred Culturally and Linguistically Different Children"; "'It's Only Half of Me.' The Interracial Child: The Need for Balance"; "School Holding Power in the U.S."; "Retention of the Latino University Student: Affirmative Action at CSULB"; "Some Research-Based Issues and Recommendations Expressed at the Seminario Internacional Sobre la Educacion Bilingue"; "Culture and the French Canadian: A Question of Survival"; "Cultural Differences or Disability: Redefining the Experience of Four Hmong Students"; and "Hmong Refugees and Educational Policy." (MSE)

In the rapidly changing educational scene, a school administrator is frequently forced to abandon old responsibilities and assume new ones. Often, yesterday's top priorities are suddenly replaced by others more relevant to constantly shifting educational demands. In order to manage school improvements, administrators face the continuous need for acquiring new abilities. To perpetuate effective leadership a school district must provide a program whereby each of its administrators has an opportunity to participate in an individualized and continuous program of self-renewal. This paper reports the results of an individualized continuing education, and school climate improvement program for school administrators. It is addressed to superintendents, principals, area superintendents, coordinators, assistant superintendents, and others interested in self-, and school improvement processes. It is also designed for school administrators responsible for developing inservice education or administrative renewal programs for school district leadership personnel. (Author/WM)

Presented are nine papers delivered at the 1975 Trainer's workshop of Project PRICE (Programming Retarded in Career Education). It is explained that Project PRICE is designed to develop an inservice model for training regular and special educators to provide effective career education to educable retarded students from kindergarten through grade 12. Discussed in Part I by N. Gysbers is the need to view career education from a life-centered rather than work-centered approach. C. Kohaska details such career education considerations as mainstreaming, normalization and the economic situation. A framework of the major systems and methods for implementing values education are provided by E. Moore. Part II contains descriptions of methods for teaching the following career education competencies: daily living skills (by C. Earhart), personal social skills (by C. Magnuson), and occupational abilities (by J. Alexander). The development of the competency to utilize recreation and leisure time is addressed in Part III by G. Hitzhusen, L. Johnson, P. Verhoven and J. Goldstein. (CL)

The two essays in this report were presented at a colloquium on behavior variables related to citizenship education. The first essay, "Political Socialization and Citizen Competencies," by Byron G. Massialas, reviews behavioral science research as related to citizenship education and identifies the most significant findings in the field. The document illustrates that the research, which is primarily on political socialization, does not match citizenship objectives, nor do citizenship programs take into account important studies in political socialization. The author stresses that research should focus on the individual and the community, qualitative as well as quantitative data, and the development of educational programs in which individuals participate directly in political decisions. The second essay, "The Definition of Citizen Capacities and Related Psychological Research," by Judith V. Torney, suggests a conceptual framework which makes explicit the global as well as the domestic orientation of citizenship education. A review of research on pre-adult political awareness, understanding, and participation, and a discussion of developmental stages, social learning theory, and the role of modeling and reinforcement in promoting altruistic, prosocial, and cooperative behavior are provided. The document concludes by outlining criteria for exploring psychological concepts in citizenship education. (Author/KC)

Six papers presented at the Scottish Council for Research in Education's 50th anniversary conference in 1978 are included. "Are Standards Rising?," by W. Bryan Dockrell, examines the use of national performance assessment surveys in Scottish schools. "Better Reports," by Patricia M. Broadfoot, describes the need for a comprehensive assessment instrument for Scottish students, and how the Pupil Profiles Project can satisfy this need by providing for existing certification requirements, as well as making positive statements for less able students. "Testing as Teaching," by Harry D. Black, describes a case study dealing with the creation of diagnostic assessment instruments, and emphasizes the need to move away from the idea that assessment is a judgment. "Do People Get What They Want or Want What They Get in Terms of Pre-School Provision?," by Jenny Haystead, discusses the different ways of transmitting information to mothers about facilities for pre-school children. "Choice and A Core Curriculum," by A.C. Ryrie, examines the process by which young people from the age of 12 move up through the Scottish 6-year comprehensives. "Home and School Influences on Getting a Job," by A. Douglas Weir, discusses factors which influence job seeking behavior. (RL)