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This policy brief presents findings from Southwest Educational Development Laboratory research on resource allocation in 1,504 independent school districts in Arkansas, Louisiana, New Mexico, and Texas. Using 5 years' data from the federal Common Core of Data and the Census Bureau along with 3 years of student performance data from each state department of education, the study analyzed operating expenditures by function; teacher and administrator staffing; various district and student characteristics; and student achievement test scores. Using a variety of analysis tools and a wide array of collected data, the study answered the following research questions: (1) What are the expenditure patterns over time in school districts across varying levels of student performance? (2) How do improvement districts (districts with consistent increases in student performance over time) allocate their financial and human resources? (3) What allocation practices have improvement districts implemented that they identify as effective? and (4) What barriers and challenges have improvement districts faced in allocation practices? The policy brief includes study results for each state, definitions, recommendations for policymakers, and a short list of resources. (WFA)

This educational newsletter highlights a lead article, "Evidence-Based Research in Education." The article explains that evidence-based research emerged in the field of medicine over 50 years ago, resulting in major advances in the treatment and prevention of disease. It adds that clinical guidelines and protocols are based on the results of controlled experiments following rigorous standards of science. The U.S. Department of Education is embracing evidence-based research to improve the effectiveness of educational interventions and, in turn, academic achievement. The article discusses the No Child Left Behind Act and the Coalition for Evidence-Based Policy. It recommends strategies for the Department of Education to bring evidence-driven progress to education. Other information materials in the newsletter are: "The What Works Clearinghouse"; "NDDR Grantees Review WWC Draft Standards"; and "Resolution of the AAMR on Evidence-Based Research and Intellectual Disability." (BT)

This journal presents four articles on gifted adolescents. The first is "Gifted and Gay: A Study of the Adolescent Experience" (Jean Sunde Peterson and Heather Rischar). This paper reports on a retrospective study of the experiences of 18 gay, lesbian, or bisexual young adults with high ability, finding themes of danger, isolation, depression, and suicidal ideation together with high achievement and extreme involvement in activities. The second study reported is "Respect for Peers with All Levels of Ability" (John Feldhusen), which developed a new scale to examine the self concepts and attitudes of gifted youth and found that, although they see themselves as superior thinkers, they are not arrogant or intolerant of less able thinkers. The third article is "A 'Rag Quilt': Social Relationships among Students in a Special High School". This study at a public residential high school for gifted students used ethnographic and phenomenological methods and found a social system that the students judged as different from their home schools. The final paper is "Dimensions of Competitive and Cooperative Learning among Gifted Learners" by John F. Feldhusen and others. This study explored the dimensionality of preferences for competitive and cooperative learning with 176 gifted students attending a summer program. Cluster analysis identified five relatively homogeneous groups in terms of preferences for cooperative and competitive learning. (Individual articles contain references.) (DB)

This journal issue presents four major articles on cultural diversity issues in the education of gifted students. The first article is "An Alternative Approach to the Identification of Gifted Culturally and Linguistically Diverse Learners" by Carol S. Lidz and Sheila L. Macrine. It evaluates a dynamic assessment approach to identification of gifted culturally and linguistically diverse learners in first to fifth grades. Next is "Giftedness and Intelligence Assessment in a Third World Country: Constraints and Alternatives" by Patrick T. Sibaya and others. This paper describes use of the Learning Potential Assessment Device to identify gifted black students in South Africa. The third paper is "Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan" by Gerald K. LeTendre and others. This study found core teaching practices and teacher beliefs show little national variation (although other aspects of teachers work do) and demonstrate the impact of institutional isomorphism in schooling. Next is "The Learning Styles of High-Achieving and Creative Adolescents in Hungary" by Andrea Honigsfeld. This study found that high, average, and low academic achievers and students creative in various domains demonstrated significantly distinct learning style characteristics. The journal also includes reviews of two books: "International Handbook of Giftedness and Talent" (Second Edition) by Kurt A. Heller and others) and "The Academic Adventures of Laura Bridges: An Introduction to Educational Architecture Therapy" by James P. Bridges. (DB)

Nonmetropolitan areas have the highest percentage of people with disabilities, including severe disabilities. However, rural people with disabilities may represent a population that is underserved or difficult to reach. Barriers to information dissemination in rural areas include limited transportation and communications infrastructures, greater numbers of older and less educated individuals, economic hardship, and lack of other services. Consequently, rural residents' awareness of disability research and its potential positive impact on the lives of rural people with disabilities is limited. This publication describes strategies to increase rural access to disability research information. Brief articles are "Shepherd Center's Web-Based Learning Connections" (Roxanne Pickett Hauber); "Access to Disability Research Information by Rural Consumers: Key Findings from the NCDDR 2001 Survey"; "Outreach Strategies of the RTC on Rural Rehabilitation Services" (Tom Seekins); "Strategies for Building Communication and Participation: Experiences from the Lower Mississippi Delta States" (Ari Mwachofi); and "Home-Based Video-Counseling for Rural At-Risk Adolescents with Epilepsy and Their Parents" (Robert L. Glueckauf). Summing up the strategies in these articles, 12 recommendations are presented concerning appropriate targeting and tailoring of information, using multiple formats and media, spreading information through local organizations and social networks, being aware of cultural diversity and age-related issues, minimizing transportation needs, involving rural residents with disabilities in participatory research, and asking for feedback. Related resources on rural issues are listed. (SV)

These three issues of the "Research Exchange" focus on how better to conduct disability research and disseminate research results. The first issue examines the topic of human subject/human research participant protection, with a focus on research funded through the National Institute on Disability and Rehabilitation Research (NIDRR). It provides answers to questions concerning U.S. Department of Education requirements for human subject/human research participant protection, information on Institutional Review Boards that review research activities to protect the rights and welfare of human subjects, information on the Association for Accreditation of Human Research Participant Protection Programs, and organizational policy statements on protecting participants in research. Resources on human research participant protection are provided. The second journal issue discusses how NIDRR grantees can increase access to disability research information in rural communities. Outreach strategies of the Research and Training Center on Rural Rehabilitation Services are described, and experiences from the lower Mississippi Delta states are discussed. Related resources on rural issues are listed. The final issue highlights examples of how several NIDRR grantees have worked with the media to disseminate disability research. Tips are provided for working with the press and resources are provided for developing virtual press rooms and press kits. Some articles include references. (CR)

This document contains the 10 issues of the IDRA Newsletter published in 2002. The newsletter disseminates research findings, descriptions of successful programs and reforms, and other information related to equality of educational opportunity, focusing on Hispanic students, bilingual education, and Texas. Articles are: "Successful Bilingual Education Programs: Indicators of Success at the School Level" (Maria Robledo Montecel, Josie Danini Cortez); "Engaged Accountability: Practices and Policies To Open Doors to Higher Education" (Rosana G. Rodriguez, Abelardo Villarreal); "Binational Collaboration Prepares New Teachers" (Linda Cantu); "Children-Based Reform: Can Standards Meet It?" (Micaela Diaz-Sanchez, Aurelio M. Montemayor); "Mathematics Achievement for All? Yes!" (Jack Dieckmann); "Collaborating for Educational Reform" (Albert Cortez, Josie Danini Cortez); "'I Saw the Flame': Student Reflection" (Sofia Bahena); "Arkansas Educators Explore Ways To Better Serve Their Growing Numbers of English Language Learners" (Jose L. Rodriguez); "TESOL Statement on Language and Literacy Development for Young English Language Learners"; "Teachers and Instructional Technology: Wise or Foolish Choices" (Laura Chris Green); "Who's Responsible, Who's To Blame?" (Bradley Scott); "Emerging Gender Issues in Education" (Aurora Yanez); "Holding the Line: School Finance Reform in Texas" (Albert Cortez); "They Believed in Us: Student Reflection" (Yanessa Romero); "Excelling English Language Learners: An Innovative Professional Development Program" (Jack Dieckmann); "Texas Assessment of Knowledge and Skills: The Next Stage in Texas' Challenge To Meet High Standards" (Adela Solis); "A Strategy of Support for Publicly-Funded Charter Schools" (Bradley Scott); "Dropping Out of School in Arizona: IDRA Conducts a New Study" (Albert Cortez, Josie Danini Cortez, Maria Robledo Montecel); "Texas Needs Diplomas, Not Delusions" (Maria Robledo Montecel); "Educational Technology: An International Conversation" (Felix Montes; Linda Cantu); "Texas Schools Have Weak Holding Power: Texas Public School Attrition Study, 2001-02" (Roy L. Johnson); "School Holding Power Goal: Unachieved in Texas" (Roy L. Johnson); "ACCESS - San Antonio: A Community Collaborates for Student Success" (Josie Danini Cortez, Albert Cortez); "Improving Educational Impact through Community and Family Engagement" (Rosana G. Rodriguez, Abelardo Villarreal); and "Closing the Graduation Gap for Latino Students" (Pam McCollum, Rosana G. Rodriguez). Issues also announce new publications and conferences. (SV)

This journal issue presents articles that attempt to expand common ideas of intelligence and giftedness. Following a brief article offering "Notes, Quotes, and Anecdotes" by Francis Carter, the first major article is "Democratizing Our Concept of Human Intelligence" (by Wendy M. Williams). In it, the limitations of IQ tests are explored as are the different types of practical intelligence. The second article, by Wendy M. Williams and others, is "Practical Intelligence for School: Developing Metacognitive Sources of Achievement in Adolescence." It reports on an effort to develop practical intelligence with middle school students using a five-part program that stresses five sources of metacognitive awareness. The program successfully enhanced both practical and academic skills in each of the target skill areas. The third article is "Emotional Intelligence Meets Traditional Standards for an Intelligence" by John D. Mayer and others. It reports on two studies, one with adults and one with adolescents, using a new test of emotional intelligence, the Multifactor Emotional Intelligence Scale (MEIS). These studies showed that intelligence, as measured by the MEIS, meets three classical criteria of a standard intelligence. (Individual articles contain references.) (DB)

These newsletters on Institutional Effectiveness (IE) at Austin Community College (ACC) in Texas include the following articles: (1) "The 'Fast Track'...Students Say It Works!" (2) "Are Students Successfully Completing Distance Learning Courses at ACC?" (3) "Tracking Transfers"; (4) "Math Pilot: Study Skills Attached Labs"; (5) "Assessment...because Learning Matters Most"; (6) "Institutional Level Conversations about Student Learning"; (7) "Employee Satisfaction with Services of Highly Used College-Wide Offices"; (8) "Using Rubrics To Assess Effectiveness"; (9) "ULEAD--Assessing the Effectiveness of Effectiveness Assessment"; (10) "Workforce Graduates Detail"; (11) "Assessing General Education Outcomes"; (12) "Program Review and Unit-Level Effectiveness Assessment: Heating, Air Conditioning, and Refrigeration Technology (HART)"; (13) "ACC Student Engagement...Educational Bliss?" and (14) "Transfer Outcomes: Start Here...Get There and Succeed." (AA)

This theme issue of the newsletter SEDLetter contains articles about the challenges facing rural youth, communities, and schools, and the ways that rural schools are meeting those challenges. "When Rural Traditions Really Count" (Ullik Rouk) outlines the rural situation with regard to adolescent substance abuse, youth gangs, teen pregnancy, homelessness, poverty, and lack of services, and suggests school-community strategies for prevention and intervention. "Service Learning Sparks Community and Student Achievement in Balmorhea" (John V. Pennington) describes serving learning initiatives in a small Texas school and subsequent improvements in student achievement. "Change Is a Constant at Cochiti" (Pamela Porter) describes Montessori and multi-age approaches at a small New Mexico school and professional development efforts focused on curriculum development and accountability. "Oklahoma's Master Teachers Project Leads Teacher along a Professional Path" describes a study-group approach to professional development for science and math teachers. "Changing Practice To Meet Student Needs in Humphrey" (John V. Pennington) examines a small Arkansas school's effort to promote instructional coherence and develop consistency in student evaluation across grade levels. "Parkin Elementary School Networks for Success" (John V. Pennington) discusses a small Arkansas school's participation in the Reading Success Network. "Resources for Rural Schools" (Leslie Blair) describes general rural resources and resources related to service learning, mental health issues, after-school programs, and the links between school improvement and community development. Sidebars describe after-school programs, a cultural approach to substance use prevention, and Cochiti's improved math scores. (SV)

These four issues include the following articles: "Cheke Holo Orthography: Local Tradition Clashes with a Linguist's Concerns" (Freddy Boswell); "Avoiding Tone Marks: A Remnant of English Education?" (Mike Cahill); "Nontraditional Education among the Iranun, a Malaysian Ethnic Minority" (Karla Smith); "Learning Well: The Socioliteracy of Some Incipient Literate Women in a Ghanaian Community" (Merieta Johnson); "Training National Partners for Leadership: Priorities for Training as Capacity Building" (Susan Malone); "Cumulative Index 1966-2001"; "Factors Affecting Community Literacy Programs: Assessment and Response" (Barbara Trudell); "Mother-Tongue Education in Schools in Tharaka Language Group of Kenya" (Leila Schroeder); "The Recent History of Education in Cambodia" (Ari Vitikainen); "Orthography Challenges in Bantu Languages" (William Gardner); "Training Nationals in Literature Production: An Experience in Northwestern Benin" (JeDene Reeder and Elizabeth L. White); "Transitional Literature among the Cotabato Manobo, Philippines" (Nida Guil-an Apang); and "Pedagogical Dictionaries: Ho-hum or Gung-ho?" (Louise Maranz). The issues also include reviews of books on such topics as training for transformation, misreading reading, reading instruction that works, evaluating literacy for development efforts, foundations of bilingual education and bilingualism, teaching adult second language learners, and using newspapers in classrooms. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM)

This special issue of the Mensa Research Journal contains four papers written by K. Warner Schaie, a psychologist who focuses on psychological development from young adulthood through old age. The first paper is "Living with Gerontology." In it, Schaie recounts his own childhood, adolescence, and young adulthood, his path to becoming a geropsychologist, origins of the Settle Longitudinal Study, his academic career at several major universities, and his major research interests. The second paper is titled "The Course of Adult Intellectual Development." It summarizes findings of the Seattle Longitudinal Study concerning: age at which decrements can be detected and magnitudes of age decrement; patterns and magnitude of generational differences; stability of psychometric ability structure; and reversing intellectual decline by educational interventions. The third paper, "The Impact of Longitudinal Studies on Understanding Development from Young Adulthood to Old Age," offers a theoretical framework and reviews longitudinal studies of adult development, and examines structural invariance of constructs across age, sources of individual differences, and developmental interventions. The last paper (co-written with Sherry L. Willis) is "Theories of Everyday Competence and Aging." It reviews different theoretical approaches to everyday competence, the role of methods of measurement in driving theories of competence, and everyday competence within a life span perspective. (Individual papers contain references.) (DB)

The 10 issues of IDRA Newsletter published in 2001 focus on education in Texas and on national and statewide educational issues concerning minority, low-income, or bilingual students. Feature articles are: "Challenges and Strategies for Principals of Low-Performing Schools" (Abelardo Villarreal); "Coca-Cola Valued Youth Program in Brazil: Valuing Youth across Different Cultures" (Felix Montes); "Once Texas' Lowest Ranking School, Fox Tech High School Wins the National Blue Ribbon" (Rogelio Lopez del Bosque); "The Missing Piece of the Puzzle: Opportunities To Learn" (Pam McCollum); "Use of Tests When Making High-Stakes Decisions for Students" (Bradley Scott); "Transitions from Schools to College: Getting There from Here" (Albert Cortez); "Community and Parent Involvement in Education" (Micaela Diaz-Sanchez); "My Magnificent Twenty" (Jose A. Cardenas); "Boosting Our Understanding of Bilingual Education: A Refresher on Philosophy and Models" (Adela Solis); "'Recess' Provides Cognitive, Social and Psychomotor Opportunities for Growth" (Yojani Fatima Hernandez); "Brain Development and Mastery of Language in the Early Childhood Years" (Elaine Shiver); "Coca-Cola Valued Youth Program Addressing the Digital Divide" (Linda Cantu); "The Diversity Bookmarks Collection: A Tool for Optimizing Teacher Usage of the Web" (Laura Chris Green); "Enriching Your Classroom through Equitable Technology Integration" (Jack Dieckmann, Abelardo Villarreal); "Transformative Leadership in Latino Communities: A Critical Element in Successful and Sustainable Educational Change" (Rosana G. Rodriguez, Abelardo Villarreal); "Early Childhood Education" (Jose L. Rodriguez); "Successful Bilingual Education Programs: Criteria for Exemplary Practices in Bilingual Education" (Maria Robledo Montecel, Josie Danini Cortez); "Transforming Teachers with FLAIR" (Juanita C. Garcia); "Teacher Shortages: Implications for Reform and Achievement for All Students" (Albert Cortez); "High Expectations, Substandard Results: The 2001 Texas Legislative Session" (Maria Robledo Montecel, Albert Cortez); "Destined To Get an Equitable System of School Funding" (Anna Alicia Romero); "Successful Bilingual Education Programs: 10 Schools Serve as Models" (Maria Robledo Montecel, Josie Danini Cortez); "Texas Study Profiles Successful Bilingual Education Programs" (Oscar M. Cardenas); "Missing: Texas Youth--Cost of School Dropouts Escalates" (Roy L. Johnson); "Successful Bilingual Education Programs: Student Assessment and Outcomes" (Maria Robledo Montecel, Josie Danini Cortez, Albert Cortez); "Successful Bilingual Education Programs: Indicators of Success at the School Level" (Maria Robledo Montecel, Josie Danini Cortez); and "Bullying and Teasing in Elementary School" (Aurora Yanez). (Contains a cumulative index, January-December 2001.) (SV)

These three newsletters focus on advances and challenges in disability research. The first issue focuses on the results of a survey that investigated how many consumers with disabilities had a computer available in their home and their Internet use. The study involved administrators of Independent Living Centers (ILC) and ILC consumers. Findings indicate 85 percent of the stakeholders and 59 percent of consumers had a computer at home. Internet access at home was reported by 82 percent of the stakeholders and 48 percent of the consumers. Among all respondents, the computer was the most frequently identified source used to obtain disability research information in the past 12 months. Differences in findings among diverse cultural groups are discussed. The second issue examines the topic of designing and conducting research, as well as the dissemination and utilization of research outcomes, with diverse cultural groups in mind. Articles include "Strategies for Reaching Out to Minority Individuals with Disabilities" (Fabricio E. Balcazar), "Reaching Out to Minority Farmers with Disabilities" (Ari K. Mwachofi), and "Center for Minority Training and Capacity Building for Disability Research" (Irvine E. Epps and Darrell K. Simmons). The third issue focuses on accessibility of the World Wide Web. Articles include: "Web Accessibility: Today's Resources, Tomorrow's Challenges" (Judy Brewer), "Information Technology Technical Assistance and Training Center (ITTATC)" (Shelley Kaplan), "Section 508 Web Standards and WCAG Priority 1 Checkpoints: A Side-by-Side Comparison" (Jim Thatcher), "Accessible Multimedia and Distance Education Projects at NCAM" (Geoff Freed), and "Ability Forum.com Offers a Dissemination Avenue to Research Consumers" (Dawn Golden). (Articles include references.) (CR)

These four volumes of the journal present articles, review articles, abstracts, dissertation abstracts, and reports. Articles include the following: "The Linguist's Role in Archiving Linguistic Data Sources" (Joan Spanne); "The SIL Language and Culture Archive: An Interview with Joan Spanne" (Eugene Loos); "The Value of Comparative Linguistics" (Joseph E. Grimes); "Historical Linguistics in Southeast Asian Language Programs" (Paulette Hopple); "Comparative-Historical MesoAmerican Reconstruction and SIL Personnel: Accomplishments and Problems" (Robert E. Longacre); "The Impact of Bilingual Dictionaries in Mexican Indian Languages" (Doris Bartholomew); "Lexicography and Mass Production" (Ronald Moe); "Lexicography in the Field: Methods and Results of the MUNA Dictionary Project" (Rene van den Berg); and "Global Language Viability: Causes, Symptoms and Cures for Endangered Languages" (Barbara F. Grimes). (Papers contain references.) (SM)

The articles in this journal issue examine three different aspects of gifted adulthood. In "Self-Appraisal, Life Satisfaction, and Retrospective Life Choices across One and Three Decades" (Carole K. Holahan and others), 383 children who were part of Terman's original study of the gifted in 1921 were revisited at various points in their lives. Participants who reported living up to their intellectual abilities were higher in overall life satisfaction and were less likely to report that they would make different choices in work or family life three decades later. "Consequences of How We Define and Assess Intelligence" (Wendy J. Williams), considers some of the consequences of how intelligence is defined and assessed in young adults. In particular, it discusses the Graduate Record Examination and its usefulness in predicting success in graduate school. The use of intelligence tests in general is based on a certain definition of intelligence, and the article argues that such a definition is not necessarily what is needed to determine success in school. The last article, "The Locus of Adult Intelligence: Knowledge, Abilities, and Nonability Traits" (Phillip L. Ackerman and Eric L. Rolfhus), draws the distinction between general intelligence and knowledge, and studies the relationship of both to the aging process. (Articles include references.) (CR)

In this journal issue, articles examine various aspects of measuring creativity, productivity of gifted individuals, fostering psychological well-being of the gifted, and federal funding of gifted programs. Specific articles include: (1) "The Death of Creativity Measurement Has Been Greatly Exaggerated: Current Issues, Recent Advances, and Future Directions in Creativity Assessment" (Jonathan A. Plucker and Mark A. Runco), which reviews some of the current concerns about creativity measurement such as fluency as a contaminating factor and content generality-specificity, and notes recent advances in the predictive validity of divergent thinking tests; (2) "A Statistical Analysis or Special Cases of Creativity" (John C. Huber), which discusses findings that indicate creative individuals exhibit random outputs over time and follow the Poisson distribution, that creative people are intrinsically motivated, and that environmental effects are small; (3) "State of Excellence" (David Lubinski and Camilla Persson Benbow), which shows how theory of work adjustment concepts and psychometric methods, when used together, can facilitate positive development among talented youth by aligning learning opportunities with salient aspects of each student's individuality; (4) "The Javits Gifted and Talented Students Education Program: Background and Funding" (Susan Boren), which describes the history of this federal program and legislative proposals to expand it. (Most articles include references.) (CR)

This publication reviews a public-engagement program entitled "Calling the Roll: Study Circles for Better Schools." The program, which was implemented with help from the Southwest Educational Development Laboratory, called for policymakers to interact with the public in study circles in Arkansas and Oklahoma. The report relates what the policymakers had to say about this method of connecting with their constituents. They reported that study circles have the potential to benefit their work in two major ways: by increasing the flow of information between policymakers and constituents and by helping them build relationships with their constituents. The study circles allowed policymakers to hear a diversity of perspectives from constituents whom they would not ordinarily encounter, helped them to receive information that they then added to information received from other sources, enabled them to establish personal networks they could tap for information and expertise, and allowed for increased credibility among policymakers and constituents as each learned about the other's needs. Policymakers also viewed the study-circle format as a way to activate a new and broader constituency for public education. In general, the study circles offered a structure with the potential to bridge the gap between state education policymaking and the schools such policies affect. (RJM)

The lead article of this issue, "Taking the Lead: The Role of the Principal in School Reform" (Kathleen Trial), discusses the various roles of the principal: psychologist, teacher, facilities manager, philosopher, police officer, diplomat, social worker, mentor, PR director, coach, and cheerleader. A second article discusses making shared leadership work; several principals from a five-state region offer their perspectives on what it takes to encourage shared leadership within a school community as part of their efforts to implement reform. The issue also includes resources on shared leadership and "Mean Comparisons for Regional Analysis of CSRD Early Implementation Survey." (Contains 13 references.) (DFR)

This report from the Southwest Educational Development Laboratory (SEDL) examines the status of publicly funded voucher programs, issues affecting the voucher movement, and program research. No legislature in the five member states served by SEDL has adopted vouchers, but several private programs are in place. Proponents claim vouchers offer an escape from failing schools, while opponents fear they will undermine reform and support for common schools. While most voucher referenda were rejected, vouchers appear likely to return to Southwest state legislatures for consideration in 2001. Continuing legal challenges centering on First Amendment concerns obscure important questions about voucher program effectiveness. Research shows achievement differences relate less to whether a school is public or private than to other variables, such as parental and community background, and socioeconomic status. The small number of voucher programs limits research. Voucher programs enjoy parental support regarding school safety, climate, instructional quality, and administration. Intended to assist low-income students at failing schools, eligibility standards raise important policy issues about the failure of eligible students to be admitted to schools, the greater ability of the privileged to use vouches, limited school participation and offerings, and distance from school. While many call for accountability in state achievement standards, voucher programs' differing goals, outcome measures, and various pedagogical concerns ensure wide variation in the programs' design and oversight. These programs may bring high costs to public school systems. While limited, the body of research shows little statistically significant difference between students, substantial parental support, and some indication voucher programs motivate school district reforms. (Contains 27 references and contact information for 20 voucher advocacy groups.) (TEJ)

State leaders are using complex accountability systems, composed of standards, assessments, public reporting, rewards, and sanctions, to raise student, school, and district achievement. The public strongly supports making academic standards more challenging, despite a lack of consensus on content and outcomes. Some states may revise standards until other reforms are in place. Student scores are now the primary indicator of district, school, teacher, and student achievement, with 48 states administering statewide testing using a mix of tools, including norm-referenced tests, criterion-referenced tests, performance assessments, and some evaluating attendance and dropout rates. The significant consequences of testing raise concerns for some parents, civil-rights activists, and educators. State policymakers must make decisions carefully, determining educational value, and working to gain public support on test design and use. States bear the expense of developing and carrying out testing, and must decide whether or not to control for prior achievement, family, and community characteristics. Public reporting helps the public understanding, and builds and sustains support for accountability systems. Union opposition often complicates use of rewards and sanctions. Evidence of limited success does exist for reconstitution. States must decide whether, and how, to include special-needs students, students with disabilities, and English learners in assessment systems designed to promote continuous improvement. A comprehensive system incorporates professional development, high standards, and student assessment, and many states now recognize the expense and effort this requires. Some states use safeguards to prevent testing manipulation. States may increasingly guide development of accountability systems that use student performance to begin discussions, link performance with classroom practice, and focus on improving education for all students. (Contains 22 references.) (TEJ)

Some schools struggle to implement comprehensive school reform, whereas others succeed. The difference usually is that the successful schools use a combination of effective change strategies. This issue lists six strategies for change that can nearly guarantee success: (1) developing an atmosphere and context conducive to change; (2) developing and communicating a shared vision; (3) planning and providing resources; (4) investing in professional development; (5) monitoring and checking progress; and (6) continuing to give assistance. This issue examines the first three strategies a facilitative leader can use to bring about school change through implementation of a comprehensive school reform program. Case studies of two elementary schools (both Title I, K-5 schools in the same state) illustrate how these strategies were applied. The issue also supplies a discussion of the strategies. Subsections include what principals can do to promote school change and the role of a superintendent in creating a climate for change. An article on "Networking Begins at http://www.CSRDweb.net" by Lacy Wood ends the issue. (DFR)

This quarterly publication is designed to share information of practical, theoretical, administrative, and general interest. It provides linguistic fieldworkers with news, reviews, announcements, and articles that will stimulate interest in linguistics and help them to stay current with the field. Articles in this volume include the following: "Is Cecil Worth the Bother?"; "Interpreting Cecil Frames: Examples from Chimila"; "An Annotated Bibliography of Basic Acoustic Theory for the Field Linguist"; and "The Amazonian Languages." (KFT)

This volume contains the following articles: "Orthography and Identity in Cameroon" (Steven Bird); "Literacy Evaluation Tool" (Becky Feldpausch, Jean Nichols, Robin Rempel); "Kenyang Literacy Program" (Tanyi Eyong Mbuagbaw); "Monitoring and Evaluation (M&E): A Brief Overview" (Ian Mowatt); "Adaptation of the Multi-Strategy Method for the Far North of Cameroon" (Susan Gravina); "SALT '98: A Short-Term Literacy Team in Cameroon" (Fiona Clayton, Jason Hunt, Ulrike Hunt, Alies Zandbergen). There are also four book reviews: "150 Ways To Increase Intrinsic Motivation in the Classroom" by J. P. Raffini (reviewed by Scott A. Satre); "Modern Chinese: a History and Sociolinguistics" by Ping Chen (reviewed by Wi-vun Taiffalo Chiung); "Local Literacies: Reading and Writing in One Community" by David Barton and Mary Hamilton (reviewed by Fiona Holburn); "Beyond Training: Perspective on Language Education" by Jack C. Richards (reviewed by Craig Soderberg). (Contains 75 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This issue of "TAP into Learning" focuses on technology-assisted learning activities for students, in particular on those that use spreadsheets. Articles include: "Using What Learners Know"; "Activity: Grade 7 and 8 Math, Social Studies and Language Arts"; "Managing Growth: Collaborative Decision-Making in Urban Planning"; "Spreadsheets"; "Getting Started with Spreadsheets"; and "But Aren't Spreadsheets Just for Math?" A sidebar discusses John Locke's "Essay Concerning Human Understanding." The following six principles that make up a framework for constructivism are outlined: "Learners bring unique prior knowledge and beliefs to a learning situation"; "Knowledge is constructed uniquely and individually, in multiple ways, through a variety of authentic tools, resources, experiences and contexts"; "Learning is both an active and a reflective process"; "Learning is developmental. We make sense of our world by assimilating, accommodating, or rejecting new information"; "Social interaction introduces multiple perspectives on learning"; and "Learning is internally controlled and mediated by the learner." (AEF)

This issue of "Tap into Learning" continues an exploration of ways computers can support student learning. As in previous issues, a constructivist learning theory is used as a framework for discussion. This issue examines the notion that social interaction plays an important part in the construction of knowledge. Articles include: "Communication: A Key to Learning,""Connections along the Flyway,""Making It Happen in Your Classroom,""What Does Constructivist Theory Tell Us? The Butterfly Project," and "Communicating on the 'Net: A Selection of Internet Sites." The following six principles that make up a framework for constructivism are outlined: "Learners bring unique prior knowledge and beliefs to a learning situation"; "Knowledge is constructed uniquely and individually, in multiple ways, through a variety of authentic tools, resources, experiences and contexts"; "Learning is both an active and a reflective process"; "Learning is developmental. We make sense of our world by assimilating, accommodating, or rejecting new information"; "Social interaction introduces multiple perspectives on learning"; and "Learning is internally controlled and mediated by the learner." (AEF)

This issue of a research journal on gifted education explores issues surrounding gifted children who also have learning disabilities. Specific articles include: (1) "Notes, Quotes, and Anecdotes" (Francis Cartier); (2) "Gifted Children with Learning Disabilities: A Review of the Issues" (Linda E. Brody and Carol J. Mills), which examines current policies and practices with regard to defining, identifying, and educating gifted children with learning disabilities, and offers recommendations to ensure that these students receive the intervention needed to help them achieve their full potential; (3) "Gifted, LD, and Gifted/LD Children's Understanding of Temporal Sequencing on Television" (Robert Abelman), which found that gifted and gifted children with learning disabilities demonstrated a higher level of comprehension of the basic realistic mode of presentation than typical children and children with learning disabilities; (4) "Characteristics of 12th-Grade Students Seriously Deficient in Spatial Ability" (Carol L. Gohm, Lloyd G. Humphreys, and Grace Yao), which found that students who were unexpectedly low in spatial ability performed relatively well on cognitive tests that required answering unambiguous questions by retrieving information directly from long term memory, whereas they scored relatively poorly on tests requiring inference and perception of relations among novel stimuli; and (5) "Family Therapy with Intellectually and Creatively Gifted Children" (Sidney M. Moon and Alex S. Hall). (Articles include references.) (CR)

This issue of a research journal on gifted education explores various aspects of the new talent-oriented approach to intellectual functioning and development. It examines the role of the family in talent development, career development of talented individuals, and the characteristics of ideal teachers for the gifted. Specific articles include: (1) "From Talent Recognition and Development to Creative Achievement and Expertise" (John F. Feldhusen), which describes the talent development of a gifted child through adulthood; (2) "The Ideal Teacher for Highly Gifted Students" (Jan B. Hansen), which discusses the importance of teacher competence, deep caring, and distinctive character in fostering social wellness, moral depth, and intellectual growth in highly gifted students; (3)"Understanding the Career Development of Talented Adolescents and Adults" (Kevin R. Kelly); (4) "Social Development in the Gifted" (Linda Kreger Silverman), which discusses the social development of gifted boys and girls; (5) "Highly Gifted Children in the Early Years of School" (Miraca U. M. Gross), which urges early ability identification and early enrollment of highly gifted young children; and (6) "Families: The Source of Gifts" (Joan Freeman), which discusses family influences on giftedness. (Chapters include references.) (CR)

A Professional Learning Community (PLC) is a school where administrators and teachers continuously seek and share learning to increase their effectiveness for students and act on what they learn. PLCs are characterized by five dimensions: shared and supportive leadership, shared values and vision, collective learning and application of learning, supportive conditions, and shared personal practice. A school staff can evolve into a PLC by nurturing and developing each of these five dimensions. Although research has shown the benefits of schools becoming PLCs, what is missing are the answers to these questions: How is a PLC created? and What are the beginning actions schools can take to create a PLC? This issue reports on the efforts of the Strategies for Increasing School Success at Southwest Educational Development Laboratory to find answers to these questions through the Creating Communities of Continuous Inquiry and Improvement project, a collaborative effort with 22 co-developers who represent higher educational faculty and researchers and staff from state education agencies, intermediate education agencies, local education agencies, and regional educational laboratory staff and consultants. This issue describes actions of co-developers and school personnel to initiate development of a PLC. (DFR)

Three issues of this newsletter of the National Institute on Disability and Rehabilitation Research (NIDRR) provide articles, columns by the Institute Director, and news items. The major articles include: "Adapting the Marketing Concept to the Dissemination and Utilization of Disability Research"; "NIDRR Grantees' Q & A about Marketing"; "Using Market Research Strategies with Disability Research Results"; "Using Market Research for the Dissemination and Utilization of Disability Research"; "Making Market Research Useful"; "Putting Market Research to Work for Your Project"; "Grantees Implement Marketing Concepts"; "Market Research Tools"; "How the Model SCI System Manages Its Dissemination Plan" (Lesley M. Hudson); "Getting the Most from Research Information" (Mitch Fillhaber);"Marketing Related Activities Conducted as Part of 'Promoting the Practice of Universal Design,' a Field-Initiated Project" (Molly Follette Story); "The Development of an Individualized Marketing Strategy for Job Development for People with Severe Disabilities" (Melinda Mast and Joan Sweeney); "A Process for Turning Research Information and Information about Research into Something of Meaning for Consumers" (Ken Gerhart); and "An RERC's Dissemination Strategy for Utilization" (Joseph P. Lane and Douglas J. Usiak). (DB)

The 10 issues of IDRA Newsletter published in 2000 focus on education in Texas and on national and statewide educational issues concerning minority, low-income, or bilingual students. Feature articles include: "Musical Chairs and Unkept Promises" (reforming education to keep all students "in the game"); "The ENLACE Initiative: Strengthening Communities, Increasing Opportunity, Fostering Success"; "Parent Leaders in School"; "Reauthorization of the Elementary and Secondary Education Act Upcoming: Much Debate but Little Movement"; "Program Evaluation and Title VII Programs: Some Guiding Ideas"; "We Should Not Kid Ourselves: Excellence Requires Equity"; "Equity Principles and School Reform: What It Takes To Ensure That 'All Means All'"; "Why Better Isn't Enough: A Closer Look at TAAS Gains" (achievement gains on the Texas Assessment of Academic Skills); "Math and Science Get C+ on Report Card on Gender Equity"; "Making a Difference for Children: Comprehensive Centers Network"; "Are Computers Appropriate in the Early Childhood Classroom? A Case for Cyberkinder"; "Teaching Limited-English-Proficient Students through the Arts"; "Bridging the Digital Divide in Our Schools: Achieving Technology Equity for All Students"; "Sticks and Stones: What Words Are to Self-Esteem"; "Valued Parent Leadership"; "Parents Are the Best Advocates"; "Bridging the Gap between Schools and Families: A Family Friendly Approach"; "Project Alianza: Second Year Milestone"; "Development through Engagement: Valuing the 'At-Promise' Community"; "A Note To Say 'Thank You'" (community task forces planning for educational equity); "Coca-Cola Valued Youth Program: Another Success Story"; "Carrying Out Our New Promise" (Leadership in Diversity initiatives); "Equity Challenges Continue"; "'Minority Women in Science: Forging the Way'--Marianita Chee's Story"; "TEA's School Leaver Codes: The Rest of the Story"; "Attrition Rates in Texas Public High Schools: 1999-00 Study Results"; "IDRA Coca-Cola Valued Youth Program: Model Dropout Prevention Program"; "Fulfilling a Commitment to Small, Rural, and Remote Districts"; "Nine Priorities for Public Education: Policy Reforms in Texas"; "Partnerships Facilitate Educational Access and Opportunity for Latino Youth"; and "Do We Lose Ourselves When We Lose Our Language? Why Care about Language Recapture." (Contains a cumulative index, January-December 2000.) (SV)

In this journal issue, articles examine various aspects of testing intelligence, creativity, and psychopathology. Featured articles include: (1) "Monglottosis: What's Wrong with the Idea of IQ Meritocracy and Its Racy Cousins?" (Johan W. Oller, Jr.), which shows empirically and theoretically that even nonverbal IQ tests mainly measure powers of reasoning accessed through the primary language of the test-takers and that verbal IQ scores assess proficiency in the language of the tests; (2) "Are Americans Becoming More or Less Alike? Trends in Race, Class and Ability Differences in Intelligence" (Wendy M. Williams and Stephen J. Ceci), which discusses findings indicating there is no evidence that dysgenic trends have caused declining American students' test scores and that there is a growing convergence across racial, socioeconomic, and ability related segments of American society; (3) "Self-Report Measures of Intelligence: Are They Useful as Proxy IQ Tests?" (Delray L. Paulhus and others), which discusses findings that indicate use of indirect and direct measures failed to yield valid results; (4) "Gifted--Through Whose Cultural Lens? An Application of Postpositivistic Mode of Inquiry" (Jean Sunde Peterson), which discusses findings that indicate the model of inquiry can be useful for those who seek new ways to conceptualize giftedness; (5) "Is the Proof in the Pudding? Reanalysis of Torrance's (1958 to Present) Longitudinal Data" (Jonathan A. Plucker), which discusses findings that just under half of the variance in adult creative achievement could be explained by divergent thinking test scores, with the contribution of divergent thinking being more than three times that of intelligence quotients; and (6) "Rorschach Interpretation with High-Ability Adolescent Females: Psychopathology or Creative Thinking?" (Kristen W. Franklin and Dewey G. Cornell), which discusses findings that higher scores on the Rorschach Schizophrenia Index among gifted female adolescents were correlated with healthy emotional adjustment. (Articles include references.) (CR)

Managing and leading educational change entails a great degree of complexity and uncertainty and remains a pressing challenge for administrators. This work documents lessons learned from a national study on the concept and development of the Creating Communities of Continuous Inquiry and Improvement project of the Southwest Educational Development Laboratory (SEDL). A review of research by SEDL highlighted the educational benefits of professional learning communities (PLCs), and identified their five defining characteristics, including supportive and shared leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. To better understand how PLCs evolve, SEDL initiated a 3-year project, including creating a corps of educational professionals ("Co-Developers") willing and able to act as external change agents in schools. Providing resources and scheduling regular meetings, SEDL stimulated deep and ongoing dialogue regarding the essential elements of PLCs. Co-Developers organized a conference with teachers and principals from 20 schools to better promote understanding and cooperation and to overcome apprehension about change among school personnel. The Co-Developers provided valuable data to SEDL through a variety of instruments, including surveys, narratives, visual displays, and reports. While reliable measurements are elusive, SEDL believes the project helped disseminate valuable information about PLCs that will help schools make needed improvements in practice nationwide. (Contains 11 references.) (TEJ)

This report, coupled with current nationwide interest in encouraging schools to adopt comprehensive reform strategies or programs, urgently communicates the need for school improvement. Many schools, which are not supported by adequate funding, continuous professional-development programs, and active parent involvement, are the ones struggling to meet the needs of their students. The Southwest Educational Development Laboratory has engaged the Facilitating Implementation of Reform Strategies and Tactics project to provide a systemwide look at comprehensive school improvement while simultaneously working with schools that are undertaking reform efforts. For the purposes of this work, "comprehensive school improvement" is an inclusive term for engaging an entire school staff in an in-depth study of the teaching and learning process. (DFR)

The percentage of students of all races and ethnicities lost from public school enrollment has worsened in Texas in recent years. This paper presents major findings from a recent attrition study by the Intercultural Development Research Association (IDRA). It also restates recommendations from the IDRA policy brief, "Missing Texas Youth --Dropout and Attrition Rates in Texas Public High Schools," and looks at dropout information from the Texas Education Agency (TEA), including the new 'leaver' record system. The attrition rate is 27 percent higher than it was in 1985-86, when it was 33 percent. Since 1985, more than 1.3 million students have been lost from Texas public schools due to attrition. Black, Hispanic, and male students were the most likely to be lost from public high school enrollment. After discussing what the TEA report does and does not say about student attrition, the paper presents recommendations for improving state dropout accounting. Some of the recommendations include: revising the goal of the state dropout program; modifying state policy requirements; modifying the state education agency procedure for computing the actual state longitudinal dropout rate; requiring that a school district's longitudinal dropout rate be tied to the state's accountability system; and requiring that the state education agency collect and disseminate information on local districts' dropout prevention and recovery efforts. (SM)

This newsletter of the Southwest Educational Development Laboratory (SEDL)contains a collection of articles which discuss various aspects of early literacy. Articles in the newsletter are: "Introduction: Reading Instruction, a Key to the Future"; "Ensuring Early Literacy through Coherent Instruction" (Leslie Blair); "Reading across the Region" (Leslie Blair)--the "region" consists of the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas; "New Mexico State University Is up to the Challenge" (Pamela Porter); "Cooperative Education--The Key to Bilingual Success?" (Pamela Porter); "The Reading Success Network: Linking Teachers, Building Community" (Jill Slack); and "Resources for Improving Children's Ability To Read" (compiled by the SEDL Office of Institutional Communication and Policy Services). (NKA)

The 10 issues of IDRA Newsletter published in 1999 focus on education in Texas and on educational issues concerning minority, low-income, or bilingual students. Feature articles include: "Lost: $319 Billion and 1.2 Million Students" (Texas dropouts); "Breathing New Life into Language Assessment"; "Missing: Texas Youth--Dropout and Attrition Rates in Texas Public High Schools (an Excerpt)"; "Disciplinary Alternative Education Programs in Texas: What Is Known, What Is Needed (an Excerpt)"; "Project Alianza: Tapping Community Resources for Bilingual Teachers"; "Are We Making Educated Choices about Educating Our Children?"; "From 'DAC' to 'EAC': The Expanding Role of the Equity Assistance Center"; "Failing Our Children: Finding Alternatives to In-Grade Retention"; "The Use of Public Money for Private Schooling: Listening to Parents"; "Math and Science Education: A Practical Equity Guide"; "Sexual Harassment: What Parents and Students Should Know"; "For Our Children: Preserving Our Neighborhood Public Schools" (opposition to vouchers); "Coca-Cola Valued Youth Program: The Value of Video Conferencing"; "Read It Again! How To Select Quality Literature for Young Children"; "The Anti-Social Promotion Bandwagon: Riding Down the Campaign Trail"; "Legislature Grapples with Reform Issues: A Texas Policy Update"; "Two-Way Bilingual Programs: The Demand for a Multilingual Workforce"; "Parents Organizing Bilingual Education Advocates: Parent Institutes as a Strategy"; "Origins of Public Education and the Voucher Debate"; "Characteristics of a School That Is Safe and Responsive to All Children"; "Educational Technology: An Update"; "Coca-Cola Valued Youth Program: Preparing Leaders for the New Millennium"; "Project Flair: Working Together for a Better Learning Environment"; "Appropriate Language Instruction: Stephanie's Story"; "Litigation on Vouchers"; "Texas Legislative Update"; "A Model Teacher Preparation and Leadership Development Initiative: First Year Findings"; "What a Difference a Year Made"; "Extending Advanced Skills Instruction into the Education of Disadvantaged Students"; "Community Supports Public Schools, Opposes Vouchers"; "Significant and Worthwhile Changes in Educational Evaluation: Putting Value in Evaluation"; "Coca-Cola Valued Youth Program Participants Testify before Congressional Committee"; "More Students Served in Bilingual and ESL Programs but More LEP Students Assigned to Special Education"; "Attrition Rates in Texas Public High Schools Still High"; Coca-Cola Valued Youth Program: Still Getting Great Results"; "Lessons Learned, Lessons Shared: An Excerpt" (immigrant education); "Alternative Education Programs in Texas: More Questions than Answers"; "Educating a New Generation: A Reflection on the Process"; "IDRA Content Area Program Enhancement: A Contribution for Limited-English-Proficient Students"; and "Texas Schools Have Support for Comprehensive School Reform". (Includes a cumulative index.) (SV)

This quarterly journal serves literacy programs by sharing information of a practical and theoretical nature with literacy field workers. Articles in this volume include the following: "Long Words" (Ursula Weisemann); "Introduction to Bilingual Schooling Typology through Three Examples" (Scott McCracken); "The Challenge of Introducing First Language Component-Bridging Programs into the Philippine Formal Education Program" (Catherine Young); "The Cultural Impact of Literacy" (Julie Nelson); "Thoughts on the REFLECT Approach, Literacy, and Community Development in Ethnic Minority Language Groups" (Dennis and Susan Malone); "Literacy Programs: Getting the Ideology Right" (Keith Berry). There is also one book review: "The Politics of Writing," by Romy Clark and Roz Ivanic, is reviewed by Linda Seyer. (Contains 46 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Contains 46 references) (KFT)

This is the first of a series of issue papers that discuss ways in which rural communities and schools can work together to guarantee their students the best education possible. By working together, rural schools and communities can not only improve education, but revitalize the entire community. The Southwest Educational Development Laboratory is helping to establish partnerships in its region through the Rural Development Collaborative Action Team project (RD-CAT) which links school and community development using two strategies. These strategies include building local capacity to work in school and community teams through the CAT process and working with these local teams to plan and carry out activities such as service learning and entrepreneurial training that link school instructional programs and community development projects. CAT's three-dimensional approach employs team building, team planning, and momentum generation. Service learning and entrepreneurial activities teach students valuable skills, connect students to their community, and provide useful services to the community. The RD-CAT in Balmorhea, Texas, illustrates what can happen when the school and community join forces. Sixteen programs have been planned or started, including a successful school-based rural health clinic and a school-based community weather station used for science classes. Accomplishments of other school-community programs in Alabama, Idaho, Minnesota, Nebraska, and North Carolina are briefly described. (CDS)

This issue of a research journal on gifted education examines a number of research projects that delve into questions of how family life affects intelligence, especially among gifted children. Specific articles include: (1) "Are We Raising Smarter Children Today?" (Wendy M. Williams), which discusses the effects of school-related factors on test scores and home-related factors affecting intelligence; (2) "Schooling, Intelligence, and Income" (Stephen J. Ceci and Wendy M. Williams), which examines the evidence for linkages among schooling, intelligence, and income and concludes that intelligence and schooling have a bi-directional relationship, with each variable influencing variations in the other; (3) "Preaching to the Choir: TV Advisory Usage among Parents of Gifted Children" (Robert Abelman and E. Jean Gubbins), which finds that parents of gifted children are more likely to utilize TV ratings information in the mediation of their children's viewing; (4) "Childhood Sibling Relationships of Eminent Canadian Women" (Carolyn R. Yewchuk and Grace A. Schlosser), which found that half of their subjects experienced close sibling relationships and often expressed their own responsibility as well as rivalry within the sibship; (5) "Birth-Order Effects in the Academically Talented" (Wayne D. Parker); and (6) "Families of Gifted Children in Taiwan" (Wen-Chuan Hsueh and Sidney Moon). (Chapters include references.) (CR)

This issue of a research journal on gifted education explores the concept of intelligence and giftedness, talent development, gifted education, and educational research. Specific articles include: (1) "Spearman Revisited: Contemporary Views of g" (Milton Dehn); (2) "Exceptionally High Intelligence and Schooling" (Ellen Winner), which argues for raising standards for all children and providing advanced classes in the specific domain of advanced ability for gifted children; (3) "Review of Ellen Winner, 'Gifted Children: Myths and Realities'" (Nancy Robinson); (4) "Psychological Aspects of Giftedness" (Camilia Persson Benbow); (5) "Programs for the Gifted Few or Talent Development for the Many?" (John Feldhusen), which discusses the need for students at all ages and grade levels to be provided with challenging and appropriate instruction; (6) "Barriers to Research in Gifted Education" (Dewey G. Cornell), which examines psychological and methodological barriers to more effective research on high ability children and provides positive and negative examples to illustrate some of the pitfalls researchers face in the field; and (7) "Bibliography of Recent Books on Creativity and Problem Solving" (Susan M. Stievater), which contains a list of 90 references. (Articles include references.) (CR)

The first issue of "TAP into Learning" examined constructivism and some ways technology might be employed to support learning environments based on constructivist theory. This issue examines one of these principles and some classroom activities based on practices consistent with this principle. Highlights include: "On the Road to Student-Centered Learning"; "A Framework for Constructivism"; "Learning about Estimation"; "I Voted!" (a student activity to simulate real world voting procedures); "Let's examine the ways in which the voting unit was a constructivist activity supported by technology"; "What is Database Software?"; and "But I don't teach civics and the elections are over, how can I use databases in my class?". Selected resources for using database software in the classroom are also described. (AEF)

The 1999 issues of "Notes on Linguistics," published quarterly, include the following articles, review articles, reviews, book notices, and reports: "A New Program for Doing Morphology: Hermit Crab"; "Lingualinks CD-ROM: Field Guide to Recording Language Data"; "'Unruly' Phonology: An Introduction to Optimality Theory"; "Borrowing vs. Code Switching: Malay Insertions in the Conversations of West Tarangan Speakers of the Aru Islands of Maluku, Eastern Indonesia"; "What's New in Lingualinks Bookshelf"; "What's New in Lingualinks Workshops"; "The 24th UWM Linguistics Symposium"; "Multidimensional Exploration of Online Linguistic Field Data"; "Derivations and Constraints in Phonology"; "A Language of Our Own: The Genesis of Mischief, the Mixed Cree-French Language of the Canadian Metis"; "The Projection of Arguments"; "Facilitating Orthography Development with Mother-Tongue Speakers"; "University College London Working Papers in Linguistics, Volumes 8 and 9"; "Psychology for Language Teachers: A Social Constructivist Approach"; "Reference and Referent Accessibility"; "Approaches to Language Typology"; "Anaphora and Conceptual Structure"; "Semiotic Grammar"; "A Theory of Predicates"; and "Salsa V: Proceedings of the Fifth Annual Symposium about Language and Society." Articles are extensively referenced. (KFT)

The four issues of this newsletters are designed to promote the effective dissemination and utilization of disability research outcomes. The first two newsletters include parts 1 and 2 of "Disability, Diversity and Dissemination: A Review of the Literature on Topics Related to Increasing the Utilization of Rehabilitation Research Outcomes among Diverse Consumer Groups." Part 1 presents a discussion of the relationship of constructs such as race, ethnicity, culture, disability, and power. Influences within the rehabilitation system are presented, as well as descriptions of mainstream and ethnic cultures in the United States. Part 2 focuses on the characteristics of effective systems and how to build relationships within culturally competent organizations. The concepts about culture and diversity that were discussed in part 1 are related to issues in conducting research as well as issues in dissemination and utilization. Organizational, research, and dissemination and utilization recommendations are also presented. The third newsletter addresses disability research and the media, developing media relations, sharing research information with the disability media, publishing in journals, and publishing on the Internet. The last newsletter discusses the outcomes of a survey of how the National Center for the Dissemination of Disability Research grantees disseminate information. (Articles contain individual references.) (CR)

This document describes the development of an instrument designed to assess the implementation of a professional learning community among school staff. It describes the growing need for such instruments as schools increasingly deviate from traditional approaches in education in their efforts to enhance student learning. An instrument that could be used as a screening or assessment tool to ascertain the maturity of staffs as learning communities could help researchers conduct studies of schools that were clear examples of communities of professional learners, providing insights on how a professional learning community is created in a school. Such an instrument could be used to collect baseline data to determine if the development of a school staff resulted in a community of professional learners, to explore the pacing and time required by different schools in different contexts, and to employ the instrument as a diagnostic tool. The article outlines the structure of the instrument, which was initially titled "Descriptors of Professional Learning Communities," and consists of 17 descriptors grouped into five major areas of dimensions. It details the pilot and field testing of the instrument and provides results of data analyses, descriptive analysis, reliability analyses, and validity analyses. (Contains 10 references.) (RJM)

This article discusses how three principals were able to transform their schools into communities of professional learners. It focuses on how the principals demonstrated their own learning and how they nurtured learning in their staffs. It offers a brief profile of each principal and how she incorporated continuous learning into her life. All the principals used similar strategies to achieve increased staff capacity. They developed collegial staff relationships, focused on student success and continuous learning, and viewed teachers as decision makers and implementers. They also nurtured new ways of operating their schools and demonstrated the meaning of a professional learning community by constantly sharing their own learning with their staffs and by orchestrating opportunities for their staffs to incorporate the same practices. Accordingly, staff members responded individually and as a whole to take on those practices and the principals were able to tap the teacher's new-found expertise. Some of the themes that were evident in each school were the following: look for ways to improve learning conditions for students, trust colleagues, ask other teachers for advice, take responsibility for the operation of the school, and value teamwork. (RJM)