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This final report summarizes the activities of TIME (Training in a Manila Envelope), a federally funded project designed to replicate the Child Care plus+ model of inservice training by providing: (1) a course on inclusion directly for child care providers and other early childhood professionals in rural areas across the nation; and (2) training for learning facilitators to replicate the model in local areas. With consideration for the unique qualities of each child, each early childhood setting, and each individual provider, TIME used lifelong learning practices matched with accessible methods to help child care providers in rural areas who may have specific needs and limited resources. A total of 524 providers successfully completed the self-study course provided directly through grant activities, demonstrating positive changes in knowledge, skills, and practice. One hundred forty of these providers participated in skill-based training provided directly by project staff by enrolling in a comprehensive, self-study, university course on the basic practices and skills which promote inclusion of young children with disabilities in early childhood settings. The other 384 providers participated in self-study courses facilitated by 24 learning facilitators replicating the model in local areas in nine states (Alaska, California, Idaho, Massachusetts, Montana, New Mexico, Oregon, Pennsylvania, and Utah). This report includes a description of the course content, an annotated list of products developed by the project, examples of the project's impact, a list of future activities, and a discussion of lessons learned. (SG)

Project Success is a teacher, administrator, and university faculty designed program, aimed to improve teacher motivation and pedagogical skills, student attitudes and achievement, and parent attitudes in science and mathematics education for kindergarten through grade 3. The project used an education program that was self-pacing and auto-educational, contained well-defined objectives, and followed varied grouping patterns. Teachers received training which strengthened their skills, enabled them to challenge existing practices and attitudes, and encouraged them to try new techniques. In fall 1992 a pilot study was conducted in six primary classrooms where the continuous progress approach was being implemented. The hypotheses to be tested indicted that both groups were equal in science and mathematics. The children in the six primary classrooms served as the experimental group. The control group of children was randomly selected from three other elementary schools in the district. Children in both groups were 90 percent minority. Control children received traditional age-graded instruction. Analysis of results showed significant difference between methods of instruction in science with students in the continuous progress group demonstrating superior achievement at the .01 level of significance. Both groups performed equally in mathematics. The project was then expanded to 25 other classrooms in 2 schools where teachers were trained and received support for restructuring their teaching methods and classroom environments. A study of their students' achievement compared with a control group showed no difference in mathematics but significantly better science performance among the Project Success students. (JB)

Used 4 experimental conditions to examine the effectiveness of different instructional ratios of known to unknown vocabulary words on the reading progress of 46 students. Results suggest that students acquired new information as instructional ratios expanded. An inverse relationship was established between instructional material presented and material acquired during drill sessions. (SNR)