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In large, urban school districts, few programs currently exist that support students' physical and mental wellness. In fall 2014, one large, urban school district piloted a health and wellness program in ten elementary schools. Accompanying this program, a three-year research study was designed to learn if students experience changes in their physical and mental wellness as well as their academic performance as a result of continuous participation in health and wellness. In the formative component of the study's first year, researchers focused on the program's implementation through a qualitative design using data gathered from district and school personnel as well as students. This paper presents findings from the first year of this three-year study.

After a review of Public Law 94-142 (Education for All Handicapped Children Act) and its implications, the author discusses the use of innovative educational technology in the individualized instruction of children with emotional and learning problems at the Orchard School (NY). Focusing on the requirements of an individualized education plan (IEP), the paper defines the IEP, and suggests the use of instructional technology in implementing the IEP. The author explains that the Orchard School is both a residential and community school serving 50 children (ages 7-14 years). The use of PLATO (Programmed Logic for Automatic Teaching Operations) is examined, and questions are posed relating to the program's relevancy and practicality. Among findings reported from initial research (to answer the questions) are that parents are enthused. Teachers are cited as having mixed feelings; some feel their jobs are threatened or that "big brother" has arrived, while others see the program as an great asset. (PHR)

How do undergraduate preservice teachers (PSTs) incorporate their conceptions of race and racism into their understanding of math methods and their teaching philosophies? We report on an intervention conducted in an introductory math methods course. PSTs experienced course content that was explicitly reframed around issues of critical mathematics, social justice, and systemic racism. Data from final assignments was analyzed to determine students’ conceptions of race. While the majority of conceptions remained colorblind, students more critically analyzed race and racism when course topics explicitly presented and supported their importance. [ABSTRACT FROM AUTHOR]

The article presents transcripts of a panel discussion held on November 30, 2010 on tax disputes and tax litigations in Canada. Paul Lynch, one of the panel member states that this issue is due to the debts and deficits faced by the federal as well as the provincial governments. Information on the reasons for the disputes and the role of Canada Revenue Agency is also presented.