This systematic review identifies the barriers to implementing restorative justice programs in public school organizations. Due to the novelty of restorative justice in schools, barriers often hamper the implementation process. Thus, it was necessary to identify barriers and how they can be mitigated. The PRISMA tool was utilized to examine 17…

Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who…

The introduction of the Whole School, Whole Community, Whole Child (WSCC) model has challenged professionals working in school health to inspire school districts to embrace WSCC's philosophical and practical components. Adopting the WSCC model to foster wellness priorities in school districts encourages healthy people and healthy environments to…

AASL's new integrated standards are designed to empower leaders to transform teaching and learning. The new "National School Library Standards for Learners, School Librarians, and School Libraries" reflect an evolution of AASL Standards, building on philosophical foundations and familiar elements of previous standards while featuring the…

For months, the Common Core State Standards (CCSS) have been debated throughout the media, legislatures, education organizations, and households across the country. Education groups have released statements both in favor of the standards and opposed. As these arguments are being tossed around, 44 states and D.C. are implementing CCSS and other…

As a significant step in the consolidation of the importance of technology in education, the Flemish Government recently (September 2007) introduced a formal technology curriculum for schools. This compulsory curriculum replaces already existing but non-binding technology guidelines and is an important action in the Flemish policy of educational…

Describes how 16 superintendents spurred district reform efforts by creating a positive environment through a four-step process: establishing trust, planning the district's future, communicating their vision effectively, and following through. An inset provides advice to other change-oriented superintendents. (MLH)

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

The author discusses improvement in quality of special education through the use of the individualized education program (IEP) as a placement, instructional, and planning tool. Conditions necessary for using the IEP effectively are listed. Implementation of the IEP as placement, instructional, and planning tools is noted to depend on four…

The concept of peer coaching of teaching is discussed and specific, low-cost strategies are recommended to support peer coaching. (Author)

In 1984-85 the Attendance Improvement Dropout Prevention (AIDP) Program was conducted in 32 New York City community school districts. A total of 32,387 students in kindergarten through grade 9 participated. Across all districts, 66 percent of the program students met the suggested criterion of 24 or more absences in 1983-84; and an additional 6.4…

This manual provides guidelines and resources for developing a year-long internship program conducted for staff development credit under the joint sponsorship of a college and a school system. The internship carries college credit and is designed for teachers who hold provisional teaching certificates. The first section presents a description of…

This article reports on one school district's planning for a school-based staff development program, focusing on preparations made by the staff developers before the program began. Conclusions are drawn about the planning and preparation for such a program. (MT)

Despite the growing popularity of Madeline Hunter's Program for Effective Teaching staff development model, there is little evidence that student achievement increases after such a program has been implemented. A recent study of South Carolina achievement test data corroborates this assertion. Coaching length and quality may be key factors in…

Charges that the Mandeville and Rivers article in the same "Educational Leadership" issue is seriously flawed for failing to address whether teachers actually used Hunter's Program for Effective Teaching techniques as intended. Only careful observation of the 25 participating teachers with two years' experience using the ideas could…