This thesis describes the design and evaluation of the "Composition for Personal Growth" program developed by Sidney B. Simon, Robert C. Hawley, and David D. Britton. In developing the program, the designers sought to remedy what they considered to be the four major faults of many traditional composition programs: lack of meaningful…

Reports results of a study conducted to determine what impact vocational/career education demonstration centers had on educators' awareness and use of the programs, practices, and materials demonstrated. (TA)

Describes a project that evaluated students' attitudes and achievement when working with CAL (computer-assisted learning) lessons designed using the Coursewriter authoring system. A second concern was the efficiency and effectiveness of the authoring system itself. Project results are presented along with a discussion of the lesson design. (CT)

Four Head Start teachers, taught to use the "incidental teaching" technique (transmitting information or practicing skills with children during unstructured situations) were observed in free play situations with language-delayed children. Results indicated that an inservice training workshop and written and verbal feedback resulted in…

Describes the AIDS (Acquired Immune Deficiency Syndrome) community education intervention program developed by the Detroit Health Department health education staff. Discusses background of the program, barriers to program design, theoretical considerations, selection of strategies, and implications for health educators. (CT)

Describes the activities in a first grade classroom in a small rural school district where reading instruction mirrors the kinds of reading done in the real world. (FL)

Four female mildly mentally retarded subjects (ages 17-21) were trained individually in a simulated bank setting at their school. After training, subjects were able to generalize newly trained skills to real community settings though some additional in-vivo training was required for perfect performance. (Author/DB)

Reports a study in which the effects of the changeover of a French course in a London comprehensive lower school from a structural to a unit-credit course were observed and evaluated. A pre-test post-test model composed of 10 measures was used to measure the effects of the change. (SED)

Examines the evidence for and against three major approaches to the teaching of specific reading disabled children: the process approaches, the specialist methods, and the modality/treatment interaction methods. Concludes that all differ in terms of their assumptions and consequent remediation, and all have a number of associated difficulties.…

Discusses an inservice program in which secondary school teachers were taught various content area reading objectives and how to implement them. Reports on a study that evaluated the effectiveness of the program. (FL)

This report presents findings from the U.S. evaluation of the original or "classic" version of the Intel Teach to the Future program. The data analyzed in this report come primarily from a survey administered in April 2003 to Classic Master and Participant Teachers in the United States. Additional data come from a survey administered to…

Partnering with parents is essential if an early childhood program is to succeed. "From Parents to Partners" explores the reasons and methods for developing ongoing partnerships with parents and other family members. It also provides the tools and strategies needed to build the communication and support networks within which these partnerships…

This paper examines research studies, which focus on interventions commonly used with students who are learning disabled and identify effective methods that produce substantial benefits concerning reading comprehension. This paper synthesizes previous observation studies by conducting a meta-analysis of strategies used to improve the reading…

This document presents highlights from the U.S. Intel Teach to the Future Essentials 2006 End of School Year Survey, which was administered via the web in April of 2006 to Master and Participant Teachers identified in the database as having completed the training between October 2004 and September 2005. This survey included the International…

This text provides future and practicing teachers of deaf children with basic theoretical and research knowledge as well as specific principles and practices for fostering the development of language and reading. In this third edition of "Language Learning Practices with Deaf Children," the authors have added a section on language assessment in…