Search

Your search keyword '"Nolet, Victor"' showing total 121 results
Start Over Author "Nolet, Victor"
121 results on '"Nolet, Victor"'

1. Students with Disabilities and Accountability Reform: Findings from the New York Case Study

Author

Educational Policy Reform Research Institute (EPRRI), Nagle, Katherine M., McLaughlin, Margaret J., Nolet, Victor, and Malmgren, Kimber

Abstract

This document is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data, collected over a two-year period--2001 and 2002--from two levels of the New York public education systems on the impact of accountability reform on students with disabilities. This report is divided into five sections. The first section contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in New York, including changes resulting from NCLB. In Section III, the authors provide demographic information on each of the study sites. In Section IV, they present their research findings at the state and district levels, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 4 tables.)

Published
2007

2. Students with Disabilities and Accountability Reform: Findings from the Texas Case Study

Author

Educational Policy Reform Research Institute (EPRRI), Nagle, Katherine M., McLaughlin, Margaret J., Nolet, Victor, and Malmgren, Kimber

Abstract

This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from three levels of the public education systems, and provides an analysis of the impact of accountability reform on students with disabilities in one of the participating four states. This report is divided into five sections. Section I contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in Texas, including changes resulting from NCLB. In Section III, the authors provide demographic information on each of the study sites. In Section IV they present their research findings at the state, district, and school level, and in Section V they present a discussion of the major findings for each embedded case study and address cross site themes. (Contains 2 tables.)

Published
2007

3. Students with Disabilities and Accountability Reform: Findings from the Maryland Case Study

Author

Educational Policy Reform Research Institute (EPRRI), Nagle, Katherine M., McLaughlin, Margaret J., Nolet, Victor, and Malmgren, Kimber

Abstract

This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from three levels of the public education systems, and provides an analysis of the impact of accountability reform on students with disabilities in one of the participating four states. This report is divided into five sections. Section I contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in Maryland, including changes resulting from NCLB. In Section III the authors provide demographic information on each of the study sites. In Section IV they present their research findings at the state, district, and school level, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 2 tables.)

Published
2007

4. Students with Disabilities and Accountability Reform: Findings from the California Case Study

Author

Educational Policy Reform Research Institute (EPRRI), Nagle, Katherine M., McLaughlin, Margaret J., Nolet, Victor, and Malmgren, Kimber

Abstract

This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from three levels of the public education systems. This report is divided into five sections. Section I contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in California, including changes resulting from No Child Left Behind Act. In Section III the authors provide demographic information on each of the study sites. In Section IV they present their research findings at the state, district, and school level, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 2 tables.)

Published
2007

5. Accountability for Students with Disabilities Who Receive Special Education: Characteristics of the Subgroup of Students with Disabilities. A Summary of Quantitative Findings from the Educational Policy Reform Research Institute (EPRRI). Topical Review Seven

Author

Educational Policy Reform Research Institute (EPRRI), McLaughlin, Margaret J., Malmgren, Kimber, and Nolet, Victor

Abstract

Accountability for students with disabilities who receive special education services is now a result of policy requirements in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act (NCLB) of 2001. Together these pieces of federal legislation require that students participate in statewide assessments, that their participation and results be publicly reported, and that the results of the disability subgroup factor into measures of Adequate Yearly Progress (AYP). While the basic tenets of the laws have been adjusted to add some flexibility, such as the provision that an alternate assessment based on alternate achievement standards used to measure students with the most significant cognitive disabilities, can be used to count up to 1.0 percent of the total population of students as proficient, in general the subgroup of students with disabilities is now treated similarly to other student groups in school accountability. The purpose of this Topical Review is to provide a picture of what the implementation of IDEA and NCLB has produced in terms of participation and performance in statewide accountability measures. This is accomplished by focusing on EPRRI's four case study states (California, Maryland, New York, and Texas), and partner districts within each state. It is not possible to understand the state assessment participation and performance results without having a sense of the context of the states and the districts--the student population, the history and nature of the assessment and accountability systems, and the policies that surround the assessment system, such as those related to the use of accommodations. These are investigated within this Topical Review, along with the participation and performance results of the states and districts. The diversity in results is striking, and reflective of the different policy directions that the states have taken and the different implementation avenues that the districts have pursued. In addition to variable findings is clear evidence that considerable change happens over time in states to complicate the implementation of educational reform initiatives such as those of standards-based reform and accountability for all students. The data from the four case study states reveal some unintended outcomes of reform--such as the finding that as participation increased, performance decreased. Clearly the intent of the reform was to increase participation first, and then to increase performance as well. (Contains 26 tables, 3 figures and 1 footnote.)

Published
2006

6. Accounting for the Performance of Students With Disabilities on Statewide Assessments

Author

Malmgren, Kimber W., McLaughlin, Margaret J., and Nolet, Victor

Abstract

The current study investigates school-level factors that affect the performance of students with disabilities on statewide assessments. Data were collected as part of a larger study examining the effects of education policy reform on students with disabilities. Statewide assessment data for students with disabilities from 2 school districts within 1 state were analyzed. Assessment results in reading and math in 3rd, 5th, and 8th grades across 2 school years were analyzed using a series of hierarchical linear regressions. Of the variables considered, only the performance of schools' general education students on the assessments added any predictive value to the regression model after accounting for school demographic indicators.

Published
2005

7. Creating Performance Goals and Indicators in Special Education. Topical Review One.

Author

Educational Policy Reform Research Inst., College Park, MD., McLaughlin, Margaret J., Nolet, Victor, Shenoy, Anuradha, and Tarrall, Lea D.

Abstract

This topical review addresses performance goals and indicators for special education, including how to create valid and measurable indicators of key features of special education that can be used to gauge effectiveness as well as target improvement strategies. A section identifying highlights of the review notes that an indicator system consists of four elements: context, input, process, and outcome-results. Following a brief introduction, the review is organized into six sections. Section 1 reviews current accountability strategies and the features of an educational accountability system. Section 2 contains an overview of educational indicators and their use in accountability systems. Section 3 presents examples of specific indicator systems that are currently required in general education. Section 4 discusses special education data currently being collected under new federal education accountability systems. Section 5 is a summary and analysis of key issues to be considered in developing performance goals and a special education indicator system. Section 6 offers practical steps for creating a special education indicator system. Throughout the review, examples are offered from the four states (California, Maryland, New York, and Texas) participating in the investigation of accountability in special education. (Contains 53 references.) (DB)

Published
2002

8. An Analysis of Four Middle School Geography Textbooks: Meeting the Needs of Students with Learning Problems.

Author

Jitendra, Asha, Nolet, Victor, and Gomez, Ophelia

Abstract

A study examined geography texts to evaluate their adequacy for meeting the diverse needs of students and to recommend modifications that will address specific deficits. Four geography textbooks were selected based on consultations with publishers, teachers, and school administrators to be representative of geography textbooks adopted in the United States. One chapter from each text that related to China, India, Philippines, Russia, and West Indies was selected and one lesson from each chapter was scrutinized. Evaluation forms were designed, definitional criteria were devised for evaluating geography instruction in each textbook, and four education doctoral students were trained to read and evaluate the texts using the form. Only one text included all the instructional elements examined. None of the instructional elements was present in all the lessons examined. It seems clear that these texts would pose a significant challenge for students who enter middle school with reading skills below grade level or for students who speak English as a second language. Although the textbooks are intended for middle school students, readability is around tenth-grade level. Only one text provided specific suggestions for accommodating diverse learners. Textbooks varied in the extent to which they prompted students to engage in complex thinking associated with geography, a domain in which many problems are ill-structured. Texts were dense with facts but contained few concepts or principles, and students were asked to reiterate or summarize information more often than they were asked to illustrate, predict, evaluate, or apply information. Textbooks analyzed provided little support for teaching complex thinking or employing effective teaching strategies. Contains 4 tables of data and 12 references. (BT)

Published
1999

9. Evidence of Construct Validity in Published Achievement Tests.

Author

Nolet, Victor and Tindal, Gerald

Abstract

Valid interpretation of test scores is the shared responsibility of the test designer and the test user. Test publishers must provide evidence of the validity of the decisions their tests are intended to support, while test users are responsible for analyzing this evidence and subsequently using the test in the manner indicated by the publisher. Publishers of achievement batteries provide a variety of types of data to support the technical adequacy of their tests; however, the utility of this information as evidence of construct validity has not been explored. This study analyzed data provided by achievement test publishers to investigate the existence of a network of evidence to support various inferences about the meaning of scores obtained from these measures. Focus was on examining various aspects of the construct validity of published norm-referenced achievement test batteries. Nine group and four individually administered achievement tests were reviewed. The materials examined for each test included student response booklets, scoring protocols, administration manuals, objectives lists, test coordinators' handbooks, and technical manuals. Results show that achievement test batteries are adequate measures of general achievement in the broadly defined constructs of reading, mathematics, and language expression; however, inferences about student performance in skill areas represented by the various subtests included in most achievement batteries seem not to be supported. It is concluded that test publishers are ill-advised to demarcate many subskills in the categories of reading, language, and mathematics. Reliability and validity data indicate that the fewer the number of facets into which constructs are divided, the better. The published achievement test batteries studied seem to have convergent validity but no discriminant validity and mono-operation bias, severely limiting the kinds of inferences that can be made. These tests fail to represent the wide range of classroom-relevant behaviors that are components of each construct. Four tables are included. (RLC)

Published
1990

10. The Construct Validity of Curriculum-Based Measures of Achievement: A Multitrait-Multimethod Analysis.

Author

Tindal, Gerald and Nolet, Victor

Abstract

Convergent validity and divergent validity were studied in several basic skill areas using the multitrait-multimethod procedure outlined by D. T. Campbell and D. W. Fiske (1959). The academic skill domains considered were: (1) reading; (2) mathematics; (3) writing and language arts; and (4) spelling. A total of 297 students in grades 1 through 5 served as subjects (65 in grade 1, 57 in grade 2, 59 in grade 3, 60 in grade 4, and 56 in grade 5). The multitrait-multimethod matrix was established using the Stanford Achievement Test (SAT) and some curriculum-based measures. The results do not support specific skill independence, even across such major domains as reading and mathematics using very different methods to measure proficiency. Although convergent validity was found, divergent validity was almost entirely lacking. The findings support a uniform conception of achievement that is globally defined in terms of components and methods. Six tables contain data from the study. (SLD)

Published
1990

14. Preparing Sustainability-Literate Teachers

Author

Nolet, Victor

Abstract

Background/Context: This article explores sustainability as an emerging paradigm for preservice preparation of teachers. Sustainability education, which is rooted in Deweyan ideas about the fundamental social purposes of schooling, attends to the tensions created by the interconnectedness of environmental, economic, and social equity systems. Sustainability education extends but does not replace environmental education or education for sustainable development, although the latter is considered a problematic idea. Purpose/Focus of Study: Nine themes that occur frequently in the sustainability discourse are explored as the basis for sustainability literacy, a complex construct validated through collection of multiple sources of evidence. Specific strategies for integrating sustainability education into the preservice preparation of teachers are linked to a framework for teacher learning that addresses curricular vision, understandings about teaching, dispositions, and professional practices. Research Design: The article is an analytic essay that examines existing literature in the area of sustainability education and maps this work onto current research pertaining to the preparation of beginning teachers. Conclusions: Sustainability education represents a new paradigm for the preparation of teachers. It can help new teachers develop a curricular vision that addresses the fundamental social purposes of education in the context of an uncertain 21st century. Sustainability education also can stimulate a conversation about the role of teacher education in the creation and solution of global environmental and social justice challenges.

Published
2009

15. Collecting and Using Assessment Data for Ensuring Access to the General Education Curriculum

Author

Nolet, Victor

Abstract

As the context of special education has changed in the last quarter century, the role and work of the IEP team also has evolved. Today, the general education curriculum is central to the educational programs of all students. The expectation that is clearly communicated in federal policies and regulations, such as the No Child Left Behind Act and the Individuals with Disabilities Education Act of 1997, is that all students will make meaningful, substantial progress in the general education curriculum. The IEP is no longer a substitute for the general education curriculum, but a tool for implementing it. As a result, IEP teams must understand the nature of the general education curriculum and employ effective decision-making strategies in selecting appropriate accommodations and modifications that will enable students with disabilities to make progress in it. Assessment for IEP planning must be aimed at providing information about the curricular and instructional supports that are needed for access to the curriculum. Classroom assessment strategies can help IEP teams collect this information and determine whether students are making adequate progress. (Contains 10 figures.)

Published
2006
Full Text
View/download PDF

16. An Analysis of Middle School Geography Textbooks: Implications for Students with Learning Problems.

Author

Jitendra, Asha K., Nolet, Victor, and Xin, Yan Ping

Abstract

Evaluates four middle school geography textbooks to examine readability levels, knowledge forms, intellectual operations, instructional objectives, and activities associated with before-, during-, and after-phases of instruction. Finds the texts to be generally inconsiderate of poor readers and to be dense with factual information. Discusses implications of findings for practitioners meeting the diverse needs of students with learning problems. (SG)

Published
2001

17. Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform.

Author

Nolet, Victor, McLaughlin, Margaret J., Nolet, Victor, and McLaughlin, Margaret J.

Abstract

This text presents a framework and strategies for ensuring that students with disabilities have access to the general education curriculum. Chapter 1 discusses standards-based reform and the links between standards and curriculum. The three domains of knowledge for ensuring access are also introduced: content knowledge, learning processes, and instructional design and adaptation. Chapter 2 examines what the general education curriculum really is and how it influences what happens day to day in a classroom. Chapter 3 discusses recent research on human learning and the implementations of this research for designing effective instruction. In Chapter 4, assessment strategies are discussed to help teachers know when a student is succeeding in the general curriculum as well as how to monitor progress. The following chapter provides strategies for developing an Individualized Education Program that provides access to the general education curriculum and discusses accommodations and modifications that might be necessary for students with learning problems. The last chapter discusses the contexts that must be created to support access and illustrates how teachers apply these principles and strategies in classrooms in four distinctly different school districts. An appendix provides a list of additional resources for teachers and administrators. (Contains 64 references.) (CR)

Published
2000

18. Integrating Standards Including All Students.

Author

McLaughlin, Margaret J., Nolet, Victor, Rhim, Lauren Morando, and Henderson, Kelly

Abstract

Examines the 1997 Amendments to the Individuals with Disabilities Education Ac,t noting the law's alignment with standards-based reforms and new provisions in four areas: individualized education programs, state performance goals, student assessments, and funding. Discusses content standards and the general education curriculum, case studies of implementing standards, and accessibility of the general education curriculum. (DB)

Published
1999

19. The Baltimore Learning Community Project: Creating a Networked Community Across Middle Schools.

Author

Enomoto, Ernestine, Nolet, Victor, and Marchionini, Gary

Abstract

Discusses the Baltimore Learning Community Project, a collaborative effort that includes the Baltimore City Public Schools, the University of Maryland (UM), and Johns Hopkins University. Focuses on the UM component that involves the development of telecommunications software applications for middle school science and social studies teachers. (Author/LRW)

Published
1999

20. A Dynamic Curriculum-Based Language Assessment: Planning Instruction for Special Needs Students Who Are Linguistically Diverse.

Author

Jitendra, Asha K., Rohena-Diaz, Elba, and Nolet, Victor

Abstract

Describes a curriculum-based dynamic language-assessment process using a flowchart description of the six steps of the assessment process. A case study of a linguistically diverse student is provided that is designed to allow insight into a student's learning capabilities and to provide direction for instructional planning. (CR)

Published
1998

21. Using CBM to Explore a Consequential Basis for the Validity of a State-Wide Performance Assessment.

Author

Nolet, Victor and McLaughlin, Margaret

Abstract

A study of 58 students in fifth grade (4 with disabilities) examined consequences of a statewide performance assessment program using Curriculum-Based Measurement. Results found significant gains in written expression, but no progress in reading, and concluded that this probably reflected increased time in writing activities in preparation for the assessment. (Author/CR)

Published
1997

23. Serving Students in Middle School Content Classes: A Heuristic Study of Critical Variables Linking Instruction and Assessment.

Author

Tindal, Gerald and Nolet, Victor

Abstract

This paper examines instructional processes in two seventh-grade science classes and describes three components of general education middle school content classrooms (curriculum, verbal presentations during instruction, and assessed performance outcomes). It concludes that these three components need to be aligned for the successful inclusion of students with learning disabilities. (DB)

Published
1996

25. Curriculum-Based Measurement in Middle and High Schools: Critical Thinking Skills in Content Areas.

Author

Tindal, Gerald and Nolet, Victor

Abstract

The application of middle school and high school curriculum-based management (CBM) to critical thinking in content areas is discussed. The article outlines essential features of critical thinking assessments, development of CBM problem-solving prompts, and examples of scoring systems. An example involving a student with learning disabilities is included. (SW)

Published
1995

26. Teaching How to Use a Check Register: Procedures for Instruction Selection and Design.

Author

Jitendra, Asha and Nolet, Victor

Abstract

This article presents a systematic approach for direct instruction on using a bank check register for students with mild disabilities, including guidelines for lesson design. This approach was used to develop a lesson unit for a self-contained class of 12 students, ages 14 through 16, who had mild mental retardation. (SW)

Published
1995

27. Essays as Valid Measures of Learning in Middle-School Science Classes.

Author

Nolet, Victor and Tindal, Gerald

Abstract

Seventh-grade science students (n=22) wrote prompted essays, compare-contrast essays, and traditional end-of-chapter criterion-referenced tests. Results indicated that essay tests may be highly sensitive to instructional content and prompt design, and the validity of essays as measures of content learning relates more to goals of instruction than the task itself. Implications are drawn for students with learning disabilities. (Author/PB)

Published
1995

28. Instruction and Learning in Middle School Science Classes: Implications for Students with Disabilities.

Author

Nolet, Victor and Tindal, Gerald

Abstract

A two-dimensional framework consisting of knowledge forms and intellectual operations was used to analyze curriculum materials, teacher-mediated instruction, and student use of information on essay and traditional criterion-referenced measures in two sixth-grade general science classes. Results suggest low-achieving students may need more exposure to information to profit from teacher modeling. (Author/DB)

Published
1994

29. Curriculum-Based Collaboration.

Author

Nolet, Victor and Tindal, Gerald

Abstract

This article presents a teacher collaboration model called curriculum-based collaboration (CBC), which utilizes the differing expertise and perspectives of general and special education teachers. CBC includes several steps: (1) identify key content; (2) hold a planning meeting; (3) deliver instruction; (4) conduct an interim assessment; (5) reteach and review; and (6) evaluate outcomes. (DB)

Published
1994

30. Special Education in Content Area Classes: Development of a Model and Practical Procedures.

Author

Nolet, Victor and Tindal, Gerald

Abstract

This study of two sixth-grade classrooms (containing general, remedial, and special education students) evaluated teacher planning, curriculum content, classroom instruction, student perception, and student assessment. The study suggests the need for a carefully defined model for serving students with special needs in content classes, with clearly articulated roles for special and general educators. (JDD)

Published
1993

31. Classroom-Based Measurement and Portfolio Assessment.

Author

Nolet, Victor

Abstract

Portfolio assessment involves collecting multiple forms of data to support inferences about student performance in skill or content areas that cannot be sampled directly by a single measure. Portfolio assessment can help to clarify and individualize instructional goals for regular and special education students as well as suggest research and training agendas. (Author/DB)

Published
1992

39. Building an Electronic Learning Community: From Design to Implementation

Author

Rose, Anne, Rose, Anne, Ding, Wei, Marchionini, Gary, Beale, Josephus Jr., Nolet, Victor, Rose, Anne, Rose, Anne, Ding, Wei, Marchionini, Gary, Beale, Josephus Jr., and Nolet, Victor

Abstract

The University of Maryland at College Park in cooperation with Baltimore City Public Schools and several partners is working to build an electronic learning community that provides teachers with multimedia resources that are linked to outcome-oriented curriculum guidelines. The initial resource library contains over 1000 videos, texts, images, web sites, and instructional modules. Using the current system, teachers can explore and search the resource library, create and present instructional modules in their classrooms, and communicate with other teachers in the community. This paper discusses the iterative design process and the results of informal usability testing. Lessons learned are also presented for developers. (Also cross-referenced as UMIACS-TR-97-67 and as CLIS-TR-97-12)

Published
1998

40. Content + Connectivity = Community: Digital Resources for a Learning Community

Author

Marchionini, Gary, Marchionini, Gary, Nolet, Victor, Williams, Hunter, Ding, Wei, Beale Jr., Josephus, Rose, Anne, Gordon, Allison, Enomoto, Ernestine, Harbinson, Lynn, Marchionini, Gary, Marchionini, Gary, Nolet, Victor, Williams, Hunter, Ding, Wei, Beale Jr., Josephus, Rose, Anne, Gordon, Allison, Enomoto, Ernestine, and Harbinson, Lynn

Abstract

Digital libraries offer new opportunities to provide access to diverse resources beyond those held in school buildings and to allow teachers and learners to reach beyond classroom walls to other people to build distributed learning communities. Creating learning communities requires that teachers change their behaviors and the Baltimore Learning Community Project described here is based on the premise that access to resources should be tied to the assessment outcomes that increasingly drive curricula and classroom activity. Based on examination of curriculum guides and discussions with project teachers, an interface for the BLC digital library was prototyped. Three components (explore, construct, and present) of this user interface that allows teachers to find text, video, images, web sites, and instructional modules and create their own modules are described. Although the technological challenges of building learning communities are significant, the greater challenges are mainly social and political.

Published
1998

43. Content + connectivity => community

Author

Marchionini, Gary, primary, Nolet, Victor, additional, Williams, Hunter, additional, Ding, Wei, additional, Beale, Josephus, additional, Rose, Anne, additional, Gordon, Allison, additional, Enomoto, Ernestine, additional, and Harbinson, Lynn, additional

Published
1997
Full Text
View/download PDF

45. Integrating Standards.

Author

McLaughlin, Margareth J. and Nolet, Victor

Subjects
*LAWS on education of people with disabilities, *INDIVIDUALIZED education programs, *SPECIAL education, *EDUCATIONAL law & legislation, *GOVERNMENT policy
Abstract

Discusses the requirements for individualized education programs, collaborations and assessments in the United States. Role of the 1997 Individuals with Disabilities Education Act Amendments in aligning special education policies with standards-based reforms; Increase in collaboration between general and special education teachers. INSET: What are content and performance standards?.

Published
1999
Full Text
View/download PDF

46. Teacher Preparation: Environmental and Sustainability Education Endorsement.

Author

Sterner, Dennis, Wheeler, Gilda, Ruskey, Abigail, and Nolet, Victor

Abstract

Washington State recently developed a specialty area endorsement in Environmental & Sustainability Education. We will share the process, competencies, opportunities this endorsement presents for colleges of education and school districts, and how you might use this model in your state. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Published
2009

47. Developing a Pedagogy of Sustainability in Teacher Education.

Author

Lawrence, Molly, Romano, Rosalie, and Nolet, Victor

Abstract

In this session, authors will present their work developing a pedagogy of sustainability in a teacher education program, share the research and theory that informed their work, and seek feedback from participants in an effort to refine this pedagogy. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Published
2009

48. Regional Partnerships for Sustainability Education.

Author

Wheeler, Gilda, Stole, Lori, Nolet, Victor, and Rakow Bernier, Kim

Abstract

Much can be gained by establishing a regional partnership for sustainability education; sharing, added strength, resource awareness, strategizing and more. Learn about the Northwest Sustainability Education Partnership and in particular their First Annual Sustainability Summer Institute held in July 2009. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Published
2009

Catalog

Books, media, physical & digital resources
See catalog results