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The purpose of this study was to explore the relationships between the Cognitive Assessment System (CAS) and writing achievement in junior high students (aged 11-15 years) with and without written expression disabilities. Ninety-six students with (n=48) and without (n=48) written expression disabilities were administered the Das-Naglieri: Cognitive Assessment System and the writing subtests of the Wechsler Individual Achievement Test (WIAT). Pearson correlation coefficients were computed to explore the relationship between the two measures. Significant relationships were found between the Planning and Attention composites of the CAS and the WIAT writing scales for the students with writing disabilities. In contrast, Simultaneous and Successive composites of the CAS were significantly related to writing achievement for the students without writing disabilities. (Contains 26 references and 3 tables.) (Author)

This study examined possible relationships between teachers' perceived levels of empowerment in the workplace, teachers' perceived levels of responsibility for student learning, and levels of student success as measured by standardized achievement tests. Participants were a group of elementary classroom teachers from the southwest Missouri area who completed the Responsibility for Student Achievement Scale and the School Participant Empowerment Scale. Data analysis indicated that teachers were willing to accept credit for students' success, but they were reluctant to accept blame for students' failure to achieve. The results suggest that the construct of teacher empowerment and sense of responsibility for student outcomes are important to a positive school climate and increased teacher efficacy. However, the effect on student achievement appears to be secondary, if it exists at all. There was no direct correlation between teacher empowerment and student achievement or teachers' sense of responsibility and student achievement. (Contains 47 references.) (SM)

Many colleges and universities use "adjunct faculty" as a means to address increasingly unpredictable student populations, questionable funding formulas, and tightened education budgets. Initial evidence suggests, however, that the practice of using them contains flaws. This research was conducted to determine existing circumstances of adjunct faculty members' preparation and integration into the educational administration department of a Midwestern regional university and, using resulting data, design an adjunct faculty integration model that would strengthen the educational administration program for faculty and students. Survey responses from 20 adjunct professors were used to generate qualitative and quantitative data that were analyzed statistically. Findings indicate that the majority of adjunct professors feel a vested interest in strong, practical training programs for building- and district-level leadership. Communication between adjunct and department professors, however, is commonly minimal. Adjunct faculty members are not always given information to help students understand university or program protocol, to maintain consistency in program structure, or to present ways of demonstrating competencies in student performance. Strengthening collaboration between department and adjunct professors can enhance faculty integration, and improving communication can increase and enhance the exchange of ideas and information. These two elements will form the basis of an adjunct faculty integration model. (Contains 12 references.) (RT)

This study examined what deans of colleges of education considered important activities and elements of teaching, also noting their beliefs about activities related to scholarship and service. Researchers reviewed data from the National Survey of Deans of Colleges of Education, created a list of 20 descriptors of teaching elements of the professorate, and mailed a survey to deans nationwide. Results indicated that over 70 percent of the respondents considered 4 of the 20 items important teaching activities (e.g., developed/authored a course for the Internet and supervised a field experience/internship/externship for a degree program or licensure). About half of the respondents agreed that chairing/directing student research projects for graduate degrees was an important teaching activity. None of the top four items was among the top four considered important for promotion or tenure. Three items were considered important for service by about 70 percent of respondents (e.g., authored a literature review leading to department curricular change and authored a software program related to professional duties). Four items were considered important for scholarship by about 70 percent of respondents (e.g., teaching/conducting skill-specific workshops and mentoring new faculty). (SM)

This paper discusses a case study that serves as an example of a conflict mediation program in a small high school in Missouri. The program began with the following goals: 1) to reduce the number of conflicts in the school; 2) to empower students with the ability to solve their own conflicts; 3) to teach conflict resolution skills to students; and 4) to share with students the responsibility of creating a positive school culture and climate. The data represent an 8-year period beginning in 1991 and ending in 1999. The program focused on four factors: the selection of mediators, the role of the mediators, mediator training, and the procedure the mediator would follow. Three observations were made during this study. First, the fact that suspensions for fighting decreased dramatically was obvious. Second, verbal confrontation between students also decreased but not as dramatically as physical confrontations. It became clear that some conflicts spontaneously combusted, and peer mediation programs were not effective in reducing this type of conflict. Third, the general atmosphere on campus grew more relaxed, students started relating better to each other, and school climate improved on a yearly basis. These observations led to three conclusions: students do respond positively to intervention; conflict mediation programs reduce physical confrontations only to a certain level; and peer mediation does improve school climate. (MKA)

This paper describes the A+ Schools Program that contains financial incentives to encourage districts to pursue three goals: (1) All students will graduate from high school; (2) all students will complete a selection of studies that is challenging and has identified learning expectations; and (3) all students will proceed from graduation to a college or postsecondary vocational or technical school or a high-wage job with workplace skill-development opportunities. The district can receive up to $450,000 over a 3-year period for such things as technology, software, curriculum, and professional development. Following the end of the 3 year period, the district must document that the high school has stopped offering a general education track, developed an ongoing school/community partnership, and provided evidence that the number of dropouts has decreased. With substantial progress toward these objectives, the high school can be designated an "A+ High School." The paper illustrates a case study of a high school that strives to maintain these goals. (Contains 11 references.) (DFR)

A study examined a reading recovery program in Great Bend, Kansas. Subjects were 70 first-grade students divided into a treatment group and a control group. In the treatment group, 19 were Caucasian, 6 were Hispanic, and 6 were Vietnamese or Afro-American. In the control group, 31 were Caucasian and 8 were Hispanic. Independent variables were: participation status, gender, ethnicity, and number of sessions. Dependent variables were: writing vocabulary and dictation. Four composite null hypotheses were tested at the .05 level of significance, employing single-factor analysis of covariance. A total of 8 comparisons were made employing a single-factor analysis of covariance. Of the 8 comparisons made, 1 was statistically significant at the .05 level. The statistically significant comparison was for the independent variable participation status and the dependent variable writing vocabulary. Results indicated that the mathematical assumption of homogeneity of regression was met for six of eight comparisons. The assumption was not met for the comparisons gender and writing vocabulary, and the ethnicity and writing vocabulary. Findings suggest that: (1) subjects who participated in the reading recovery program had a statistically higher mean writing vocabulary score than those who did not participate; (2) subjects in both groups had equal achievement in dictation; (3) males and females who participated did equally well; (4) subjects with different ethnicities who participated did equally well; and (5) subjects who participate in reading recovery for varying numbers of sessions do equally well. (Contains 4 tables of data and 82 references; 8 appendixes contain sample letters, lesson plans, and teacher documentation; training overview; documentation; and summary sheets.) (Author/CR)

A literature review suggests that teachers' attitudes strongly influence the success of inclusion programs and that training can affect those attitudes. Surveys of 110 rural Midwest K-12 special and regular education teachers found that most regular education teachers did not want special education students in their classrooms and saw few benefits for the students. Staff development increased teacher support for inclusion. (Contains 32 references.) (TD)

This study focused on a program which was designed and implemented to incorporate paraprofessional "dorm counselors," who provided direct supervision of the adolescents in the residential center, into the diagnostic process. A Behavioral Assessment Training Program was designed to focus on three specific components of behavioral assessment: (1) Observing, Specifying, and Measuring Behavior; (2) Interviewing (Asking Useful Questions); and (3) Report Writing (Conveying Useful Information). Training in these areas included didactic instruction, group discussion, modeling of appropriate skills, and rehearsal of specific behavioral assessment skills. Eleven dorm counselors were assessed on their level of behavioral assessment skills prior to (pre-testing) and immediately following (post-testing) the training program. Results showed that following the training program the dorm counselors were significantly better at observing behaviors, measuring behaviors, interviewing, and writing reports. The counselors also showed improved attitudes towards self skills and colleague skills. The training resulted in more reliable, useful information being provided by the paraprofessional dorm counselors. (Author)