This monograph suggests that many of the fundamental aspects of the design and delivery of education are changing radically. At the same time, three forces are converging to destabilize educational institutions: a new generation of learners is rewriting the rules of service, technology is opening new frontiers, and a new breed of competitors is…

This paper examines how to encourage widespread adoption of comprehensive school-reform models--adoption outside the schools and districts that took part in the development process. It refers to such models as "design-based" schools. The paper defines what is meant by a school design and describes receptive school and district…

Rural Trust schools and communities embrace an education that values what is unique to a particular place in an effort to promote mutual school and community well-being. This local focus engages students academically, pairing real world relevance with intellectual rigor. It also develops skills that promote citizenship, such as decision making,…

This document outlines the performance standards for drama in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. The…

This document outlines the content standards for drama in North Dakota public schools, grades K-12. Following an introduction, the document lists the drama content standards: (1) Dramatic Literature; (2) Acting; (3) Production; (4) Cultural Context of Drama; (5) Consumer of Theatre; (6) Drama and Human Development; and (7) Drama and Other…

The amount of literature on program evaluation decreased in 1996, continuing a trend begun in the late 1980s. One exception to this is the literature on assessment. Another frequent issue is the technique of evaluation. Many examples of research on evaluation are from international settings, where accountability and evaluation appear to be…

The Assessment Faculty Guide from St. Louis Community College provides guidance for faculty members about how to implement outcomes assessment. The handbook is divided into five areas: (1) assessment rationale, including history, definition, principles, and questions and answers; (2) the structure of assessment, providing a description,…

This study looks at the interview responses of teachers and administrators in five secondary schools in Ontario (Canada) to government-initiated accountability strategies. Several questions were posed: (1) What were the perceived effects of these strategies? (2) What motives did teachers and administrators ascribe to the government for introducing…

In response to the growing achievement gap between English Learners (ELs) and non-ELs, standards-based instruction and assessment have been promulgated at the state and federal level. Yet, the consequences of standards-based assessment reforms for ELs have rarely been systematically studied. The work reported here represents the initial study of a…

This report presents evaluation findings regarding the implementation and effectiveness of the Academics 2000, Cycle VIII grant in AISD during the 2001-2002 school year.

This article is based on a doctoral dissertation submitted to the University of California in partial fulfillment of requirements for the Ed. D. degree.

The Metropolitan Sewerage District (Green Bay, Wisconsin) has developed a reputation as a well-engineered, competently managed, and efficiently operated facility. Describes management devices to foster positive employee attitudes (human resources development plan, career ladders), money-wise approaches used by the facility, and new developments…

A student self-report instrument was used with fourth- and sixth-grade students to collect data on eight classroom process variables and relate these factors to contextual variables--students' ages, sex, and socioeconomic status. Results indicate that students' perceptions of different teaching behaviors have distinctly different impacts on…

The way in which 261 learning disabilities professors rated their proficiency on Council for Learning Disabilities' competency statements in 11 areas was investigated. Results revealed that reading was the most important competency area. Competence in cognition and career/vocational education was not viewed as particularly important. (Author/SEW)