Speculates on the traditional religion-based education and socialization of Anasazi youth, based on known practices of their Pueblo descendants and on archeological evidence concerning the design and functions of kivas. Discusses Anasazi/Pueblo practices in terms of educational objectives, curriculum, teaching methods, instructors, performance…

The four major components of developmentally appropriate practice (curriculum, adult-child interaction, relationships between home and program, developmental evaluation) are used as the framework for analyzing differences and similarities of recommended practices in early childhood education and early childhood special education. (Author/DB)

Describes a comprehensive study of faculty development programs in Ohio two-year colleges conducted to determine the existence of programs and the relationship between development and reward structures. Indicates that no college in the study had a formalized, structured faculty development program. Suggests that faculty development appears to be a…

A national survey of 145 school-based speech-language pathologists found that more than 80% did not have vocal abuse prevention programs, primarily because of time constraints and low priority assigned to voice problems. Existing programs were primarily for elementary asymptomatic and symptomatic children. Characteristics associated with…

Examines 14 national educational trends or developments, 1989-93, and their implications for rural education. Covers shifting control of educational policy, national goals, accountability, redirected school reform, redesign of school governance, collaboration, school choice, privatization, state school finance, national educational technology…

A statewide survey of 197 Wyoming school districts (55% of total) examined physical education practices with regard to teacher characteristics, teaching conditions, teacher coaching responsibilities, dominant curriculum models, frequency of classes, and fitness testing. Results suggest that physical education in Wyoming schools is exceptional at…

This description of a teacher-researchers's experiences of surprise in daily practice suggests that moments of surprise are opportunities to develop and sustain reflective teaching practice. The experience of surprise is in itself an embodied reflection that can awaken pedagogical possibilities. (SLD)

Responsible inclusion of students with learning disabilities in regular education involves putting the student first, allowing teachers to self-select their involvement in inclusion, providing adequate resources, developing school-based inclusive models, maintaining a continuum of services, offering professional development, developing an…

Processing outdoor adventure activities allows participants to extract meaning from their learning and to generalize new learning to other settings and situations. Thirty program administrators completed a survey identifying essential facilitator processing skills in the following categories: fostering a caring environment, general communication…

This paper examines contributions of a functional curriculum approach to achievement of functional communication by students with moderate/severe disabilities. It proposes that best practice needs to focus more specifically on the quality of social interactions with students throughout the day, by emphasizing the role of communication partners in…

A nationwide survey of 109 teachers of students with behavioral disorders found little programming concerning prevention of substance abuse. Teachers differed in their priority assignment of substance abuse prevention and reported the absence of parental involvement in such efforts. Lack of time, curriculum materials, and adequate funding were…

Summarizes a survey and two experiments designed to compare teachers' and department heads' use of, and attitudes toward, England's A Level Information System (ALIS). Conclusions are linked to theories of change, cybernetics, and a view of education regarding researchers and teachers as coinvestigators. Experimentation within school-effectiveness…

This paper discusses the pros and cons of full-time, self-contained classes for gifted children; full-time schools and full-time classes; principles of differentiated curriculum; and research results on academic and social issues. The paper concludes that self-contained classes provide a differentiated program that better meets the needs of gifted…

Recommends that early childhood teachers articulate clearly the reasons for programs for young children that incorporate developmentally appropriate practices, a broad range of learning activity choices, classroom observation techniques for student evaluation, and parent involvement. (BB)

Oakland School, near Charlottesville, Virginia, is a boarding and day school for children (ages 8-17) with learning disabilities and other academic problems. This paper describes the school's history, philosophy, academic calendar, student characteristics, teaching staff, curriculum, residential program, and additional services. (JDD)