Following through on the principles and guidelines from the ASCD book Staying Centered: Curriculum Leadership in a Turbulent Era, Steven J. Gross gives the reader a blueprint for extending the legacy of curriculum innovation for 10 years or more. Firsthand accounts from innovative schools and districts flesh out the key challenges to overcome,…

Performance assessment offers an approach to assessment different from that of group-administered standardized tests by documenting activities in which children engage on a daily basis. Flexible enough to reflect individual academic achievement and designed to evaluate elements of learning not captured by standardized tests, the Work Sampling…

This practical manual is designed to help medical officers in small hospitals provide safe and effective anesthesia for patients. Intended for doctors with at least one year of postgraduate clinical experience, it describes anesthetic techniques suitable for use in hospitals with limited resources. Chapter 2 describes fundamental principles and…

The National Center on Educational Outcomes has identified six core principles of assessment and accountability systems that include all students, specifically students with disabilities, and they have developed brief statements of rationale for each of the principles. These principles, which reflect best practices, are consistent with the…

This document discusses culture, identity, and cognitive development. It focuses on acculturation of English-as-a-Second-Language learners, discussing criteria for transferring students with limited English proficiency into the mainstream and the difference between language disabilities and learning difficulties. The following forms are included:…

The traditional "black box" approach to evaluation of assignments in educational research courses has at least two effects: (1) products that fail to meet the expectations of the instructor; and (2) frustration on the part of students who do not know exactly what is expected, and who are consequently confused about or disappointed in the grades…

A review of the critical literature provides a brief history of systematic observation of classroom behaviors, long valued as an important data collection method in educational research. Milestones in systematic observation of classrooms are traced back to 1914 and the development and use of the Special Strategies Observation System (SSOS) through…

The Behavior Problem Checklist was seen as a useful way to quantify teacher judgments of first and second grade hyperactive boys' classroom behavior. The activity recorder score and vigor of play ratings (independently obtained from an experimentally designed free-play setting) were seen as salient variables in the behavior judgments that their…

The Wisconsin Audiovisual Association recognized that some information regarding building requirements for media needed to be available to educators and architects involved in building planning. The association appointed a committee to prepare a simple brochure relating to media considerations for school facilities. (Author)

Easy-to-use checklist permits administrators to compare their energy-saving techniques with those of schools, colleges, and universities throughout the country. (Author)

Simple directions for developing skill in setting performance goals in trade and industrial education. (MU)

Teachers must recognize that, according to every reliable linguistic survey of the French-speaking Caribbean area, all social classes, except recent European immigrants, speak French Carribbean Creole, not Standard French, as their first language. (JM)

This article illustrates several techniques to assist teachers in objectively evaluating what is going on in their classroom. (Author)

Checklist for evaluating school management covers (1) budgeting, revenues, expenditures; (2) accounting and payroll; (3) purchasing and warehousing; (4) debts and captial outlay; (5) insurance; (6) property control; and (7) school activity funds. (JBM)

Procedures for selecting artistically gifted students include nominations, portfolio reviews, creativity tests, biographical inventories, and class observation. Because objective assessments are hard to make, schools should use a variety of identification procedures to discover the truly talented. Examples of checklist forms are given. (CS)