The Oklahoma Commission for Teacher Preparation was established in 1992 to develop a new competency-based teacher preparation and professional development system. The commission's report begins with the Vision Statement and responsibilities of the new system, followed by "A New Vision: Educators as the Key to Educational Excellence" by…

A conflict resolution curriculum is suggested as a pilot program in a classroom for students with behavior disorders, as these students have more referrals for detention and suspension and more encounters with law enforcement agencies than do other students. Using a modeling approach, all students would subsequently benefit, as the program expands…

The work described in this paper is part of a larger project, called InterQuest, which is dedicated to establishing effective models and methods for teaching using Internet technology, especially the World Wide Web. Features of two InterQuest projects, CalculusQuest and QuestWriter, are discussed. CalculusQuest is a first-term differential…

The problem of discipline has consistently headed the list of concerns of secondary education students enrolled in and graduated from Northern Arizona University's College of Education. To address this issue, the Lee Canter Model of Assertive Discipline was adopted in the preservice training program. This model calls for specific, observable rules…

The 24 articles in this special journal resulted from the Licking County (Ohio) Writing Project. The articles provide information about the following: (1) how to motivate students and teachers, (2) prewriting activities, (3) lightening the teacher's grading load, (4) the uses of conferences, (5) sustained silent reading, (6) traditional techniques…

This report describes a workshop designed and implemented as a team effort by teachers from the vocational education and special education departments at the University of Illinois and the University of Kansas. It is noted that activities at the workshop revolved around meeting the unique needs of ten university-state department teams in…

This final report describes activities and accomplishments of a project that provided an intensive 1-year training program for teachers working with students with emotional or behavior disorders. Forty-seven teachers (27 from under-represented populations) from the Nashville (Tennessee) Public School System were recruited and trained. All…

This final report describes activities and achievements of the PIWI (Parents Interacting with Infants) Outreach Project, a 3-year effort that developed a parent-child play group model and a training approach for personnel implementing this early intervention model. The project trained more than 1,000 early intervention and early head start…

This final report describes the activities and outcomes of a federally funded program that was developed to increase the supply of early childhood special educators in Utah and surrounding regions and to enhance the quality of their preparation. The project prepared 67 students for preschool special education certification and 40 related service…

This final report describes activities and accomplishments of a 4-year federally supported project to develop independence in 12 young children (ages 3-5) with deaf-blindness enrolled in the Portland (Oregon) Public Schools Early Intervention Program. The project focused on helping teachers learn to target communicative and cognitive learning…

This paper describes two collaborative projects conducted with graduate students from Texas A&M University-Commerce and West Texas A&M University during the fall semesters of 1997 and 1998. The instructors, with a history of personal collaboration both in person and online, designed an activity to provide their graduate students with the…

Describes a Rand Afrikaans University (South Africa) program to prepare learners for lifelong, self-directed learning. Components include reduced classroom contact, increased independent study, use of a modular study guide, optimum student participation, and continuous evaluation. Focuses on the seven-year process of transforming the project into…

Recounts the evolution of the author's awareness of the importance of women's history. Discusses the strengths and limitations of three general paradigms for teaching and learning about women in history: the "great woman" model; the "women as victims" model; and the "women as historical supplement" model. (LS)

Reports that young children in the pedestrian accident prone age range of four-eight years hold a variety of naive conceptions regarding speed. Proposes a primary science unit using a conceptual change approach. (MVL)

Elaborates on the nature of the new paradigm of instructional theories (May-June 1996 issue) by summarizing 21 theories that are described in "Instructional-Design Theories and Models: A New Paradigm of Instructional Theory." Divides theories into seven broad categories: understanding, problem-based learning, community of learners,…