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An inclusive, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, socio-economic, emotional, linguistic and other characteristics. "Inclusive" in the school setting generally refers to the inclusion or children with disabilities into regular classrooms designed for children without disabilities. In this toolkit however, "inclusive" means children with disabilities and those who are left out of or excluded from school and from learning. In the past decade, many schools have worked to become "child-friendly" with a focus on the rights of children to learn to their fullest potential within a safe and welcoming environment. Being "child-friendly" is important, but not enough. Teachers ought to be included in the process too. Therefore, a "learning-friendly" environment is both "child-friendly" and "teacher-friendly" when both parties learn together as a learning community. The toolkit is divided into six booklets of different topics: (1) Define "inclusive, learning-friendly environment" and how schools and classrooms can create such as environment; (2) Discuss how families and communities can participate in the process; (3) Showcase existing barriers for inclusive education; (4) Dealing with diversity; (5) Managing an inclusive classroom; and (6) Creating a healthy and protective learning environment. [Japanese Funds In Trust as well as Scandinavian funds supported the development of this Toolkit.]

An inclusive, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, socio-economic, emotional, linguistic and other characteristics. "Inclusive" in the school setting generally refers to the inclusion or children with disabilities into regular classrooms designed for children without disabilities. In this toolkit however, "inclusive" means children with disabilities and those who are left out of or excluded from school and from learning. In the past decade, many schools have worked to become "child-friendly" with a focus on the rights of children to learn to their fullest potential within a safe and welcoming environment. Being "child-friendly" is important, but not enough. Teachers ought to be included in the process too. Therefore, a "learning-friendly" environment is both "child-friendly" and "teacher-friendly" when both parties learn together as a learning community. The toolkit is divided into six booklets of different topics: (1) Define "inclusive, learning-friendly environment" and how schools and classrooms can create such as environment; (2) Discuss how families and communities can participate in the process; (3) Showcase existing barriers for inclusive education; (4) Dealing with diversity; (5) Managing an inclusive classroom; and (6) Creating a healthy and protective learning environment. [Japanese Funds In Trust as well as Scandinavian funds supported the development of this Toolkit.]

This article describes a new paradigm for accountability that envisions afterschool programs as learning organizations continually engaged in improving quality. Nearly 20 years into the era of results-based accountability, a new generation of afterschool accountability systems is emerging. Rather than aiming to test whether programs have produced desired youth outcomes, an increasing number of afterschool funders and sponsors are shaping more flexible, collaborative, and lower-stakes accountability systems. By designing accountability systems that fully embrace the notion of afterschool programs as learning organizations and by using research from organizational development, education, and youth development to create effective learning environments, funders and sponsors can help programs to improve quality--and therefore, to succeed in their goal of achieving better outcomes for young people. (Contains 6 figures.)

"Instant Messaging" (IM) and "Presence," which is essentially the ability of being able to detect if other users are logged in on the network and send them messages in real time, has become one of the most popular applications of the Internet, causing people to want to stay connected to the Internet for inordinate amounts of time, a phenomena that also fosters a sense of "online community," that perhaps no other application has done previously (Alvestrand, 2002). This research looks at the use of mobile devices to send instant messages that can carry much more information than the short message service (SMS) messages, but would be free to use, notwithstanding the price of getting online. We present a prototype IM system that can be used as a viable means of communicating and learning in higher education establishments. There is some evidence to show that learning using mobile devices reduces the formality of the learning experience, and helps engage reluctant learners and raise their self-confidence. In order for the learning process to be successful in online distance learning, unlike in the traditional face-to-face learning, attention must be paid to developing the participants' sense of community within their particular group. Instant messaging--or IM--is a natural medium for online community building and asynchronous/ synchronous peer discussions. (Contains 4 figures.)

Rural communities that envision a bright future for themselves and their children have become innovative out of necessity--they learn, and adapt, in order to flourish and to provide opportunities for their children. As the formal centers of learning, and often as the largest employer in the community, rural schools become the heart and symbol of learning and community identity. Unfortunately, their policy and legislative environments often lead to tensions between rural priorities/lifestyles and urbanizing/essentializing agendas which impact upon the quality of schooling they wish, or are able, to provide. This tension was the focus of a study on rural educational priorities and school division capacity, based on a provincial survey and four case studies of rural school divisions representing four educational regions in the province of Manitoba. Findings suggest that three educational priorities remain central to the creation of high quality learning environments in rural schools: Improving Student Outcomes, Quality of Teachers and Administrators, and Educational Finance. This paper elaborates on the challenges facing rural school divisions for these issues, and discusses some of the ways in which four Manitoba school divisions, the Manitoba Association of School Superintendents (MASS), the Manitoba Association of School Trustees (MAST), and Manitoba Education, Citizenship and Youth (MECY) are working to address these difficulties in what has become a policy window (Kingdon, 1995) for rural education in Manitoba. (Contains 1 table.)

Human language and cognition do not develop independently of each other but are intricately intertwined in various ways. This contribution presents the interplay between linguistic and cognitive abilities of learners at the individual level and relates them to the level of external contextual factors in social and educational environments. In empirical research, it is important to differentiate between so-called proximal and distal external factors: A causal effect on the individual learner can be primarily assumed through the direct stimulation of proximal factors, i.e., in personal interaction (Proximity of Stimulation approach, Kersten 2020, 2023). Therefore, external factors should be differentiated and special attention should be given to the proximal factors as direct influencing factors in empirical studies. This contribution begins with some terminological clarifications. In the following section, the connections between individual linguistic and cognitive development are discussed using selected variables in both directions (internal perspective). Initially, findings regarding the influence of multilingualism on cognitive abilities are examined, followed by the influence of cognitive abilities on L2 acquisition in the reverse direction. Finally, the contribution focuses on external contextual factors. Findings on family contextual factors such as linguistic and social background are presented. Lastly, educational contextual factors are explored, particularly discussing whether and how instructional factors can contribute to creating conducive conditions for mutual development in both domains, cognition and language, and potentially compensating for disadvantaged learner groups (cf. Kersten 2019). [This is the translated version of originally published title "Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen," which was published in: "Language Education and Acquisition Research: Focusing Early Language Learning," edited by H. Böttger et al., Klinkhardt, 2020, pp. 82-116.]

The Inspire Peer Mentor Program (Inspire) operates of Flinders University in the southern suburbs of Adelaide, and has received funding from the Department of Family and Community Services and Indigenous Affairs (FaCSIA). The experience gained during the past three years has indicated that a mentoring program between the University and schools located in its local region, which includes key areas of low socio-economic status, can be a major form of community engagement for Higher Education. Inspire received a commendation in the recent Australian Universities Quality Agency (AUQA) Report (2006) as a strategy for community engagement. This article is written in two sections. The first will use the experience gained from Inspire to discuss the Higher Education sector's involvement in school-based mentoring programs as a strategy for community engagement. Catherine Koerner's analysis of the literature on mentoring, finds that mentoring programs can be an effective intervention with communities to increase school retention rates and engagement with formal learning if they are adequately resourced. She argues that the implication of this finding for the tertiary sector is that mentoring programs can be a strategic form of community engagement. In the second section, John Harris provides a case study of the adoption of the school-based mentoring model by the Teaching Experience Office of the School of Education at Flinders University as one example of how mentoring is being embedded within faculty programs. Anecdotal evidence suggests that those pre-service teachers who had participated, as Inspire mentors were better prepared for their teaching practicums. As a result, second year education students are placed on 20 days of school experience over two semesters to better prepare them for their teaching practicums in their third and fourth years of their Education Degree. (Contains 1 footnote.)

This paper describes an intervention which was designed to: (1) provide opportunities for preservice teachers to collaborate with and network with inservice teachers; (2) create an environment which facilitated collaboration and interaction among early childhood, elementary, and special education majors; and (3) model collaborative teaching and professional development for preservice teachers. Students (N=37) enrolled in two courses--"Primary Methods" and "Effective Teaching Strategies"--were participants in the study. The course instructors collaborated in teaching the two courses, and they created opportunities for the students to discuss their course readings with practicing teachers. Results indicate that most of the participants in this collaborative venture--both preservice and inservice teachers--found the experience to be beneficial. Many preservice teachers found examples of best practice in the "real world," and those who did not find examples of best practice were able to distinguish between examples and non-examples. Students identified positive aspects of the collaborative manner in which the courses were structured. Study results also clearly indicated those instances where preservice teachers invested minimal effort and, consequently, reaped minimal benefits. (Contains 15 references.) (Author/ND)

This paper describes an intervention which was designed to: (1) provide opportunities for preservice teachers to collaborate with and network with inservice teachers; (2) create an environment which facilitated collaboration and interaction among early childhood, elementary, and special education majors; and (3) model collaborative teaching and professional development for preservice teachers. Students (N=37) enrolled in two courses--"Primary Methods" and "Effective Teaching Strategies"--were participants in the study. The course instructors collaborated in teaching the two courses, and they created opportunities for the students to discuss their course readings with practicing teachers. Results indicate that most of the participants in this collaborative venture--both preservice and inservice teachers--found the experience to be beneficial. Many preservice teachers found examples of best practice in the "real world," and those who did not find examples of best practice were able to distinguish between examples and non-examples. Students identified positive aspects of the collaborative manner in which the courses were structured. Study results also clearly indicated those instances where preservice teachers invested minimal effort and, consequently, reaped minimal benefits. (Contains 15 references.) (Author/ND)

This paper describes an intervention which was designed to: (1) provide opportunities for preservice teachers to collaborate with and network with inservice teachers; (2) create an environment which facilitated collaboration and interaction among early childhood, elementary, and special education majors; and (3) model collaborative teaching and professional development for preservice teachers. Students (N=37) enrolled in two courses--"Primary Methods" and "Effective Teaching Strategies"--were participants in the study. The course instructors collaborated in teaching the two courses, and they created opportunities for the students to discuss their course readings with practicing teachers. Results indicate that most of the participants in this collaborative venture--both preservice and inservice teachers--found the experience to be beneficial. Many preservice teachers found examples of best practice in the "real world," and those who did not find examples of best practice were able to distinguish between examples and non-examples. Students identified positive aspects of the collaborative manner in which the courses were structured. Study results also clearly indicated those instances where preservice teachers invested minimal effort and, consequently, reaped minimal benefits. (Contains 15 references.) (Author/ND)

This paper describes an intervention which was designed to: (1) provide opportunities for preservice teachers to collaborate with and network with inservice teachers; (2) create an environment which facilitated collaboration and interaction among early childhood, elementary, and special education majors; and (3) model collaborative teaching and professional development for preservice teachers. Students (N=37) enrolled in two courses--"Primary Methods" and "Effective Teaching Strategies"--were participants in the study. The course instructors collaborated in teaching the two courses, and they created opportunities for the students to discuss their course readings with practicing teachers. Results indicate that most of the participants in this collaborative venture--both preservice and inservice teachers--found the experience to be beneficial. Many preservice teachers found examples of best practice in the "real world," and those who did not find examples of best practice were able to distinguish between examples and non-examples. Students identified positive aspects of the collaborative manner in which the courses were structured. Study results also clearly indicated those instances where preservice teachers invested minimal effort and, consequently, reaped minimal benefits. (Contains 15 references.) (Author/ND)

This paper describes an intervention which was designed to: (1) provide opportunities for preservice teachers to collaborate with and network with inservice teachers; (2) create an environment which facilitated collaboration and interaction among early childhood, elementary, and special education majors; and (3) model collaborative teaching and professional development for preservice teachers. Students (N=37) enrolled in two courses--"Primary Methods" and "Effective Teaching Strategies"--were participants in the study. The course instructors collaborated in teaching the two courses, and they created opportunities for the students to discuss their course readings with practicing teachers. Results indicate that most of the participants in this collaborative venture--both preservice and inservice teachers--found the experience to be beneficial. Many preservice teachers found examples of best practice in the "real world," and those who did not find examples of best practice were able to distinguish between examples and non-examples. Students identified positive aspects of the collaborative manner in which the courses were structured. Study results also clearly indicated those instances where preservice teachers invested minimal effort and, consequently, reaped minimal benefits. (Contains 15 references.) (Author/ND)

Recent headlines in the North Carolina and national media illustrate that many schools are unsafe places for children and school staff. Problems associated with student misconduct and student crime can be found in schools and appear to be increasing. This publication identifies strategies for creating safe environments for learning in North Carolina's public schools. Strategies adopted by the few states that have developed statewide policies and laws include: (1) statewide reporting of school misconduct and crime; (2) policies regarding reporting of school crimes to local law enforcement officials; (3) increased penalties for misconduct and crime; (4) establishing parent responsibility for student crime; (5) policies and programs for students expelled for misconduct and crime; and (6) prevention and intervention strategies, such as staff training, community partnerships, and school-safety plans. Based on this review, five strategies aimed at deterring school crime and seven strategies aimed at preventing school misconduct and crime are presented. Appendices include a reprint of a newspaper article, the Mississippi State Board of Education weapon policy, a memo regarding the legal framework for managing unruly students, the North Carolina statute regarding weapons on campus or other educational property, student rights and responsibilities policy of the Milwaukee Public School District (a chart delineates types of student responsibility, examples of conduct which violates expectation, definition of conduct, and discipline action levels), the recommendations of Florida's violence prevention work group, recommendations of the South Carolina Safe Schools Committee, and a partial list of articles on school conduct and crime. (LMI)

The use of electronic technologies for the delivery of instruction has grown at an exponential rate over the last five years. Institutions of higher education, corporations, and K-12 environments continue to seek ways to use online tools to deliver instruction. While the increased interest and need is an exciting development, several challenges associated with the successful implementation of Web-based instruction remain unresolved. The purpose of this study was to explore best practices for community building in Web-based learning environments. The study took place in two Web-based courses at two universities. An embedded case study design was used, and multiple sources of evidence (chat and bulletin board transcripts, interviews, and surveys) were gathered to inform the results. Overall, participation in both courses indicated some sense of community, albeit limited in scope (the learners' indicated a stronger connection with their team members than with the larger class group). While more research is needed, the study indicates that enabling and encouraging the use of these strategies and techniques may contribute to the long-term viability and use of Web-based instruction in institutions of higher education. (Contains 26 references.) (Author/AEF)

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-­mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face­-to-­face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-­mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face­-to-­face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-­mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face­-to-­face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience

The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers' responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- "Cado" and "Jayama," and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including "preparation and planning," "exploration and understanding," "reading and design," "comment and revision," and "practice and reflection," the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students' interest in learning math, and enhance their initiatives in the classroom. Hopefully, such cooperation between universities and local elementary schools will lead to improvement in the mathematics learning environments for the tribes.

This program evaluation observed distal educational outcomes, including reading and mathematics test performance, attendance, and disciplinary actions of students at eight elementary and six middle schools that implemented the To Educate All Children (TEACH) model in the Houston Independent School District (HISD) during the 2017-2018 academic year. The model helped teachers build students' self-confidence, while focusing on classroom management strategies, such as de-escalation, conflict resolution, and nonverbal communication. Teachers were provided leadership support, professional development, one-on-one coaching, videos, and tips to improve classroom culture. A total of 186 teachers responded to the Process Survey and 82 teachers completed the End-of-Year Survey. Surveyed teachers consistently indicated strong agreement that the TEACH model has helped them gain students' attention in class, manage behavioral incidents, and keep students focused as they transition between tasks. Survey respondents found that coaching feedback received through TEACH was, particularly, beneficial toward addressing students' specific educational needs. The majority of students at TEACH elementary campuses showed improvements on the combined English and Spanish grades 3-8 reading and mathematics tests from spring 2017 (pretest) to spring 2018 (posttest), relative to the percentage of students who scored at or above the Approaches Grade Level standard. Consistent STAAR campus-level improvements in these areas were not observed at the secondary level. Paired t-test analyses showed gains in the mean attendance rates at 88% of the TEACH elementary campuses, and no gains at secondary campuses with two years of data. There was an overall decline in disciplinary actions at the majority of TEACH elementary and secondary schools over the same time period. More consistent student progress over the past two years at TEACH elementary compared to secondary campuses suggest the need to examine whether all teachers have access to TEACH professional development if the full benefits of the model are to be realized for students at targeted schools. [For the 2016-2017 report, see ED596673.]

Government Publishing Office U.S. Congress Senate Committee on Health, Education, Labor, and Pensions BEYOND SECLUSION AND RESTRAINT: CREATING POSITIVE LEARNING ENVIRONMENTS FOR ALL STUDENTS Date(s) Held: 2012-07-12 112th Congress, 2nd Session GPO Document Source: CHRG-112shrg93331 Superintendents of Documents ID: Y 4.L 11/4 Witnesses: Crimmins, Daniel, B.A., M.A., Ph.D., Director, Center for Leadership in Disability, Georgia State University, Atlanta, GA George, Michael, Director, Centennial School, Bethlehem, PA Pitonyak, Cyndi, Coordinator of Positive Behavioral Interventions and Supports, Montgomery County Public Schools, Christiansburg, VA Jackson, Deborah (Debbie), Parent, Easton, PA Related Items: United States Senate Bill 2020 (112th Congress) United States House Bill 111417 (112th Congress) U.S. Code: 20 U.S.C. 1401 U.S. Code: 29 U.S.C. 794 U.S. Code: 42 U.S.C. 290jj(d)(4) Public Law 108-446

Government Publishing Office U.S. Congress Senate Committee on Health, Education, Labor, and Pensions BEYOND SECLUSION AND RESTRAINT: CREATING POSITIVE LEARNING ENVIRONMENTS FOR ALL STUDENTS Date(s) Held: 2012-07-12 112th Congress, 2nd Session GPO Document Source: CHRG-112shrg93331 Superintendents of Documents ID: Y 4.L 11/4 Witnesses: Crimmins, Daniel, B.A., M.A., Ph.D., Director, Center for Leadership in Disability, Georgia State University, Atlanta, GA George, Michael, Director, Centennial School, Bethlehem, PA Pitonyak, Cyndi, Coordinator of Positive Behavioral Interventions and Supports, Montgomery County Public Schools, Christiansburg, VA Jackson, Deborah (Debbie), Parent, Easton, PA Related Items: United States Senate Bill 2020 (112th Congress) United States House Bill 111417 (112th Congress) U.S. Code: 20 U.S.C. 1401 U.S. Code: 29 U.S.C. 794 U.S. Code: 42 U.S.C. 290jj(d)(4) Public Law 108-446

To be more responsive to students' needs, many local education agencies (LEAs) are creating extended and summer learning opportunities to facilitate learning acceleration. Many LEAs elected to leverage federal funds to create opportunities that increase the time students spend engaged in safe, inclusive, and supportive learning environments, particularly for students most impacted by disruptions in learning due to the pandemic. LEAs may be tempted to revisit the entirety of the previous year's content for fear that it was not mastered by students. However, approaches that result in wholesale remediation or pull-out interventions can isolate students and impede their access to engaging in grade-level content. This could lead to the most vulnerable students falling further behind their peers who have consistent, uninterrupted opportunities to proceed with grade-level work (Darling-Hammond et al., 2020; Council of the Great City Schools, 2020). The "Learning Acceleration Guide" summarizes the developing base of literature on learning acceleration approaches and shares promising practices from New Jersey schools. It has been crafted for LEA administrators with the goal of helping teachers, support staff, families, and students emerge from these unprecedented times and start the new school year stronger than ever. LEA leaders are encouraged to consider these strategies as they plan for the 2021-2022 school year. It has been developed using principles derived from the Council of the Great City Schools resource entitled "Addressing Unfinished Learning after COVID-19 School Closures." The resource has been adapted for New Jersey schools and intended to complement resources being released by the New Jersey Department of Education (NJDOE) and various other organizations, including Student Achievement Partners (SAP), the Council of Chief State School Officers, and the United States Department of Education that also address the challenges of prioritizing instruction, accelerating learning, and meeting the social-emotional and mental health needs of students. The common messages found across these materials illustrate a consensus in the field around the importance of safeguarding educational equity and access in the wake of the COVID-19 crisis. [For the guide, "Addressing Unfinished Learning after COVID-19 School Closures," see ED615351. The guide was originally released in June 2021.]

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.

Years ago the prevailing assumption was that there was something wrong with "unmotivated" minority children, but gradually educators have come to realize that there may be something wrong with the schools, and that it is possible to do something to engage children in learning. Theories of motivation are shifting from thinking about motivation as an internal disposition that differentiates individuals to thinking of motivation in context, with an increasing recognition of the role of purpose in determining how and whether a person invests in a task. The recognition of goals as constructions in context, and the acknowledgment that school policies and practices are critical sources for goal definition lead to goal theory in a cultural perspective. Research on school environments and student goals have indicated that school environments, and possibly psychological environments in general, that stress task goals minimize the negative effects that may be associated with social diversity. Ability goal stresses tend to enhance the negative effects. The principle is that as one puts the focus on self, including one's ethnic and cultural identity, bad things may happen, but putting the focus on the task tends to reduce the role that perceptions of self, over which the teacher has little control, may play in the learning process. The operative advice that emerges is to put the focus on the culture of the school and not the culture of the child. Changing focus on self to focus on task needs and deserves cross-cultural testing, but it seems promising for creating optimum school cultures for children of diverse sociocultural backgrounds. (Contains 2 tables and 51 references.) (SLD)

This hearing of the Committee on Health, Education, Labor, and Pensions examines creating positive learning environments for all students beyond seclusion and restraint. Following an opening statement by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Johnny Isakson (U.S. Senator from the State of Georgia), the following provide statements: (1) Daniel Crimmins, B.A., M.A., Ph.D., Director, Center for Leadership in Disability, Georgia State University, Atlanta, GA; (2) Michael George, Director, Centennial School, Bethlehem, PA; (3) Cyndi Pitonyak, Coordinator of Positive Behavioral Interventions and Supports, Montgomery County Public Schools, Christiansburg, VA; and (4) Deborah (Debbie) Jackson, Parent, Easton, PA. Statements, articles, publications, letters, etc. were provided by Autism National Committee, National School Boards Association, and Consortium for Citizens With Disabilities (CCD). Additional material includes response to questions of Senator Murray by: Daniel Crimmins, B.A., M.A., Ph.D., Michael George, Cyndi Pitonyak, and Deborah (Debbie) Jackson.

Alcohol and drug abuse continue to have serious and negative effects on the nation's youth. One response to this problem is described in this monograph on the School Team Program, a national network of training and resource centers set up to train teams of school and community representatives in problem solving techniques that would help them develop effective programs for youth. Chapter One describes the evolution of the program's network of regional training and resource centers, and briefly documents the impact these centers have had in local communities they have served. Chapter Two explores the rationale behind the training used by the regional centers to prepare school teams for developing effective programs. Chapters Three and Four summarize typical residential training and onsite support activities. Chapter Five describes the unique management techniques that, from the beginning, have helped to build a national team of like-minded professionals who share a set of mutual program goals and objectives. Impact data were not available at this writing but participants in the nine-year program suggest that problems associated with substance abuse, e.g., arrests and fighting, were reduced. (Author/KMF)

Alcohol and drug abuse continue to have serious and negative effects on the nation's youth. One response to this problem is described in this monograph on the School Team Program, a national network of training and resource centers set up to train teams of school and community representatives in problem solving techniques that would help them develop effective programs for youth. Chapter One describes the evolution of the program's network of regional training and resource centers, and briefly documents the impact these centers have had in local communities they have served. Chapter Two explores the rationale behind the training used by the regional centers to prepare school teams for developing effective programs. Chapters Three and Four summarize typical residential training and onsite support activities. Chapter Five describes the unique management techniques that, from the beginning, have helped to build a national team of like-minded professionals who share a set of mutual program goals and objectives. Impact data were not available at this writing but participants in the nine-year program suggest that problems associated with substance abuse, e.g., arrests and fighting, were reduced. (Author/KMF)

Alcohol and drug abuse continue to have serious and negative effects on the nation's youth. One response to this problem is described in this monograph on the School Team Program, a national network of training and resource centers set up to train teams of school and community representatives in problem solving techniques that would help them develop effective programs for youth. Chapter One describes the evolution of the program's network of regional training and resource centers, and briefly documents the impact these centers have had in local communities they have served. Chapter Two explores the rationale behind the training used by the regional centers to prepare school teams for developing effective programs. Chapters Three and Four summarize typical residential training and onsite support activities. Chapter Five describes the unique management techniques that, from the beginning, have helped to build a national team of like-minded professionals who share a set of mutual program goals and objectives. Impact data were not available at this writing but participants in the nine-year program suggest that problems associated with substance abuse, e.g., arrests and fighting, were reduced. (Author/KMF)