Actual data about the needs of student-athletes are rare, but staff at Florida State University expanded their understanding and developed recommendations for programming and service delivery. (Author)

Identifies and describes the following components in the integration of science knowledge and skills in vocational programs: curriculum, assessment, planning, support services and resources, intervention, and evaluation. (Author)

Describes Inter-Association Leadership Project's model for conceptualizing and designing a comprehensive college student leadership program. Outlines implementation considerations and curriculum topics. Cites successful leadership development programs across United States. (Author/CM)

Many elementary schools are adding a prekindergarten year because of increasing concern for at-risk children lacking adequate supervision. Meeting a child's needs early is much more effective than later remediation. This article discusses three major considerations in designing such programs: teacher selection, space requirements, and…

The California Relay Services (CRS) is a statewide 24-hour dual-party relay system which is designed to bridge the communication gap between the hearing-impaired and the normal-hearing community by using communication assistants to relay calls between those without Telecommunication Devices for the Deaf (TDDs) and TDD-users. (DB)

Discusses principles for the development and implementation of agricultural literacy programs: all should have a basic understanding of agriculture; schools have a responsibility to educate citizenry about agriculture; students should be able to apply scientific principles to agriculture; agricultural literacy is too broad to be implemented…

Describes issues and problems inherent in educational intervention for impoverished children. Discusses responsibility for intervention programs with minority groups, assumptions underlying intervention efforts, questions regarding intervention, creation of a psychosocial theory, and tasks involved with future intervention efforts. (RJC)

Four factors--the perceived needs of the faculty, the perceived needs of the market, the competition among institutions, and the competition within institutions--represent the major forces behind the development of new academic programs. Two case studies in Missouri and New England are described. (MLW)

Provides continuing higher education administrators responsible for new program development with an introductory model for conducting feasibility studies. (JOW)

A workhome was developed in which 20 adolescents with chronic autism live, work, and enjoy leisure activities in an interlinked environment. Residents have a sheltered but meaningful life without having to strive for "normality." This brief research report describes the workhome's residents, program of structured activities, staffing, and…

Focuses on study abroad programs as a means of increasing the intercultural understanding of U.S. business students. Offers guidelines for planning, organizing, and marketing such programs. (Author/JOW)

Describes the New Hampshire Comprehensive Guidance and Counseling Program, a multiyear project initiated in the 1987-1988 school year to reshape the direction of guidance and counseling program in the state. Looks at early acceptance of the project, the monitoring network and peer training, and major phases of development. (NB)

A summer program was developed in the Camden area of South Carolina to involve third-grade artistically gifted/talented students in activities in visual art, drama, music, and movement. Described are the program's selection process, goals, rationale, projected outcomes, staffing, facilities, and program administration. (JDD)

A data-based crisis support program at a special school for severely emotionally disturbed children provides on-the-spot intervention for students with behavioral difficulties, records data about the incident, and provides monthly summary data reports on program use. One month's data report is used to illustrate program structure and data…

Boston's innercity students are proud and protective of their neighborhoods. Historic Neighborhood's Foundation (HNF) has helped to change students' attitudes toward their school's neighborhood. "City/Build," a program started by HNF for high school students, involves community architects and developers. (SI)