Excerpts from a study are presented in which the following were examined: (1) the start-up industry training programs of South Carolina, North Carolina, Virginia, and Alabama; (2) their effect on industrial relocation trends; and (3) leapfrogging of the unemployed and underemployed into the labor force, particularly in rural areas. (Author/BP)

Explores the relationship between instructional style (open and non-open programs), architectural style (open and non-open facilities) and selected cognitive and affective outcomes of third grade pupils. (CM)

Sixth graders (N=698) participated in program classroom, receiving 12-session cognitive skills development curriculum aimed at reducing substance use rates. Compared to controls (N=674), Program participants showed greater decision-making skills and reported less use of tobacco, but only one difference between groups was found in use of alcohol,…

Examines a study conducted by Lam (1986) which compared sheltered and supported employment programs for persons with mental retardation. Discusses how study was designed and how some conclusions were drawn. Raises questions about outcome data interpretation and presents alternative means of comparing program models. (Author/NB)

Responds to comments made by Wehman, Hill, Kregel, and Moon (1987) concerning the results of Lam's 1986 study comparing supported and sheltered employment programs for persons with mental retardation. Addresses specific questions raised by Wehman and his colleagues and discusses research issues on sample comparability. (Author/NB)

Compares the effects of two educational programs--Developing Understanding Self and Others-Revised (DUSO-R) and Walker Social Skills Curriculum (ACCEPTS)--on the social skills and self-esteem of children 6-10 years old. Results indicate ACCEPTS program resulted in greater efficacy in social adjustment, although DUSO-R program faired better in…

Draws from date collected in a study of effective college composition instruction to discover six instructional patterns: (1) the literature approach, (2) the peer workshop approach, (3) the individualized workshop approach, (4) the text-based modes approach, (5) the basic skills approach, and (6) the service course approach. (FL)

Intel[R] Teach to the Future was designed to prepare teachers to use technology with their students. This report provides an analysis of findings from an End of School Year survey administered in April 2004 to participants in both the Classic and Expansion versions of Intel Teach to the Future (U.S. implementation only). The analysis compares…

Peer tutoring and cross-age tutoring are two student-to-student tutoring methods. Peer tutoring occurs when tutors and tutees are of the same age. Cross-age tutoring refers to older students tutoring younger students. Studies of cross-age tutoring have reported improved academic performance for both tutors and tutees. The present study was…

Dr. Jo Lynne DeMary, Virginia's state superintendent of public instruction, requested that the Appalachia Educational Laboratory at Edvantia work in partnership with the Virginia Department of Education and Petersburg City Schools to design and test the Partnership for Achieving Successful Schools Initiative (PA+SS) Model IV Intervention. The goal…

This study uses met expectations hypothesis, a form of expectancy theory, to develop survey instruments to identify and compare the goals, expectations, and perceived outcomes stakeholders held for the Faculty Development Institute (FDI). The stakeholders had similar expectations for the outcomes during and/or immediately following the initial FDI…

A study was conducted at South Carolina's Technical College of the Lowcountry to compare the success rates of students enrolled in distance education courses to those of students in traditional courses. Average grades, completion rates, and withdrawal rates were analyzed for students in 11 courses, with outcomes compared for students enrolled in…

A conceptual analysis of gain scores and a technically sound procedure for using such scores to compare different instructional programs are presented. The procedure proposed makes use of an index called Rescaled and Adjusted Gains within Strata (RAGS), together with a flexible but explicit procedure for score analysis and reporting. (LC)

Assigned children (N=114) from stratified blocks of percentage overweight to a comprehensive behavioral program or to a no-treatment condition. The average child in treatment declined to percentage overweight 5.71%; children in the control group gained 2.41%. Parental participation was correlated with weight change among children in the treatment…