Individualized education programs (IEPs) written for students with severe disabilities who attended either integrated or segregated educational sites were evaluated on the basis of the degree to which they included seven components identified as indicators of best practices. These seven indicators fall into three categoriesage-appropriateness, functionality, and potential for generalization to ...

Efforts beginning in the 1990s to raise the qualifications and quality of China’s teachers have brought about new regulations, standards and systems of accountability. Reflecing broader economic, social and political changes, new policies have moved to create more standard definitions of teacher quality and common forms of accountability. Yet what seems like a process of global convergence occu...

A convenient way to improve K-12 teachers’ understanding of engineering and technology is to use experts in these areas as resources. The Tufts University Student Teacher Outreach Mentorship Program (STOMP) model forms collaborations between undergraduate or graduate students and classroom teachers to take advantage of each party’s expertise. These undergraduate and graduate students, or STOMP ...

The practice of assessing must ensure that the outcome of the process be a reflection of the learning achieved by students. The aim of this study was to describe the essential attributes of the praxis teacher in the area of Endodontics Learning Evaluation, in the School of Dentistry at the Universidad de Concepción, Chile. This study is designed to diagnose the reliability and objectivity of as...

improving youth development and well-being requires improving the everyday settings where development occurs. In this volume, we asked scholars who study three different settings—classrooms, youth programs, and mentoring dyads—to reflect on what constitutes quality in their setting and how to think about measuring it. We urged these authors to focus specifically on quality " at the point of ser...

Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development and individual diffe...

Whereas many educators enthusiastically embrace the use of Internet-based reading materials, little theoretical and empirical research exists that demonstrates how to make use of such practices in a sound pedagogical way. This article provides guidance to teachers and curriculum developers by describing three approaches to integrating Internet-based reading materials into a foreign language cur...

Although the teacher-proof movement of the post-Sputnik 1960s has long been considered a failure, new versions of teacher proofing have gained adherents in the 1990s, as increasing numbers of schools continue to implement scripted curricula that turn teachers into script readers. These curricula often provide word-for-word scripts that teachers are strongly encouraged to follow, and include Sla...

A review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student ...

How does the literacy teacher negotiate the tensions between skills and social practice? Negotiation requires engaging with the debate in which literacy is seen as a set of discrete, transferable skills, dependent upon cognitive development, to the notion of literacies which are bound to social practice, and adapting teaching practices which align these two perspectives. Literacy teacher traini...