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We provide the first causal evidence of the returns to maternal educational curricula on offspring's health at birth. Educational programs that aim to deliver more general knowledge may potentially improve women's earning potential and maternal prenatal investment by increasing the portability of skills across occupations and improving women's ability to make informed decisions about fertility options and health behavior. We study the impacts of a comprehensive educational reform that postponed students' curriculum choices and integrated more general education into the high school system on infant health outcomes. Using a dose-response difference-in-differences (DiD) model research design applied to linked population registries, we find that the reform led to a significant reduction in the incidence of very low birth weight (less than 1,500 grams) and very preterm birth (less than 33 gestation weeks). Overall, the reform's positive effects on infant health at birth seem to be driven by increased mothers' labor market opportunities and better family planning, rather than increased ability to avoid risky behaviours or increased women's earnings via different occupational choices or assortative mating. [This report received additional funding from Fundación Ramón Areces and the Spanish National Research Plan 2017-2020.]

This paper discusses how educators can connect the individualized education programs (IEPs) of students with disabilities to the general education curriculum. It begins by reviewing new provisions in the Individuals with Disabilities Education Act that require a student's IEP to include a statement relative to how the child's disability affects the child's involvement and progress in the general curriculum, and the supports that will be provided for the child to be involved and progress in the general curriculum. The paper then specifies IEP content areas that should be directly connected to the general curriculum, including: current performance, annual goals and objectives, supplementary aids and services, participation with typical peers, participation in state and district-wide tests, transition service needs, and reporting progress. The next section outlines questions to ask when developing an IEP. The questions are intended to provide a decision making process that will assist IEP teams in addressing the connection between the IEP and the general curriculum. These questions address desired outcomes for the student, essential skills and knowledge needed to meet the desired outcome, expectations of the general curriculum, present levels of performance, reasonable goals for the year, participation in assessments, and needs for specialized instruction and supports. (CR)

This document is a verbatim reprinting of the Federal regulations concerning Individualized Education Programs (IEPs) as contained in the Individuals with Disabilities Education Act Amendments of 1997 and Appendix A to Part 300: Notice of Interpretation, issued by the Department of Education, Office of Special Education and Rehabilitation Services, to provide additional clarification of the Federal regulations. Appendix A refers frequently to the Federal regulations as the basis for answering questions about IEPs. To allow readers to see precisely what the regulations say, this paper provides the verbatim text of the regulations regarding IEPs. Issues addressed in Appendix A and the Federal regulations include: (1) involvement of children with disabilities in the general curriculum; (2) involvement of parents and students; (3) preparation of students with disabilities for employment and other post-school experiences; (4) the deadline for IEP development; (5) responsibility for ensuring the development of the IEP for children with disabilities served by a public agency other than a local education agency; (6) IEP meetings; (7) the IEP team; (8) review and revision of the IEP; (9) content of the IEP; and (10) private school placement by public agencies. (CR)

This lesson packet focuses on the growing situation of refugees and cultural awareness. In the document are definitions of terms, suggestions for infusing lessons on the refugees into the curriculum, and resource information. One of the purposes of working to create refugee awareness is to help ordinary students become extraordinary citizens of American society and the world community. The document is divided into the following sections: (1) "Introduction"; (2) "Overviews of Current Refugee Emergencies"; (3) "Proven Lesson Planning Ideas" (e.g., Analyzing Refugee Experience, Applying the Durable Solutions, Exhibiting a Willingness to Respond); (4) "Teacher Resources"; and (5) "Conclusion." (EH)

After describing the economic, social, and technological forces that aggravate the discrepancy between the emerging social structure of society and the organization of schools and necessitate educational restructuring, this document discusses renewal, reform, and restructuring as three levels of efforts toward change in schools. Brief representative definitions of restructuring are offered, and a continuum of support for fundamental change in education is examined, with educational reformers being the most supportive and parents showing the least support. Following several categorization schemes for restructuring efforts, restructuring activities are grouped into three broad categories and explored as follows: (1) the three Central Variables, which focus directly on student learning--curriculum, instruction, and assessment; (2) the four Enabling Variables--time, technology, learning environment, and school community relations; and (3) the four Supporting Variables--governance, working relationships, personnel, and teacher leadership. Last, descriptions are given for three possible scenarios for the future of public education: continued mediocrity; incremental change and improvement; or restructuring. Sources of further information are appended. (128 references) (CLA)

The status of metric education at the elementary school level is discussed in this paper. Elementary school curriculum, instructional materials, communication, scope and sequence, metric terminology and usage, teacher training, and educating the adult population are briefly covered. Metric implementation in the United States is summarized for each state and territory. Names and addresses of institutions and organizations involved with metric education are listed, their activities summarized, and metric materials which they have developed are noted. An annotated bibliography is provided, with entries organized into ten categories: teacher education materials, references for teachers, bibliographies, kits for students, student activities, games for students, audio-visual materials, books for students, charts, and hardware. Commercial suppliers of metric materials are listed. Appendices include a bibliography of articles from National Science Teachers Association (NSTA) journals; lists of elementary science curriculum projects, elementary science textbook series, and science textbooks for teacher training; and reproductions of RESOURCES IN EDUCATION (RIE) abstracts from ERIC on metric education. (DT)

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The curriculum described in this project working paper focuses on personal maintenance and development, homemaking and community life, and travel, with the aim of taching severely/profoundly retarded learners to be "independent," defined as exhibiting behavior patterns appropriate to particular settings. In the domain of personal maintenance and development are listed goals related to body maintenance, illness treatment, establishing and maintaining personal relationships, and handling "glitches." The homemaking and community life domain focuses on environmental cleanliness, food, budgeting, social relationships, and handling "glitches." The travel section deals with development of mental maps, use of conveyances, interpersonal interactions while traveling, and handling "glitches." The curriculum was developed for a public school program and aims to assist severely/profoundly retarded learners to become integrated into the community. The goals and objectives included are benchmarks for programming, rather than program goals and objectives per se. The curriculum also provides a list of desirable precursors, which are preexisting skills which are helpful in learning to perform the stated objectives. (JDD)

This statement by the National Council of Supervisors of Mathematics includes a definition of "basic skills" in mathematics and a rationale for the position that "basic skills" must include more than computation. Ten basic skill areas are identified and discussed. Basic skills and the student's future, minimum essentials for high school graduation, developing the basic skills, and evaluating and reporting student progress are each considered briefly. (DT)

The document discusses the significance of psychological curricula, presents outlines of several specific curricula which can be purchased, and raises and answers questions about why it is important for children to participate in classes in which they can examine their feelings and their images of themselves and others. It is stated that the modern trends is away from an education which only provides cognitive knowledge and toward education which develops the child's self-knowledge and capacity to think creativity and analytically and encourages the child to feel self-esteem. A bibliography provides information on where to write for specific curriculum packages, what materials are included, what specific kinds of activities are used, and advantages and disadvantaged of different, widely-used programs. The document's title, "Feeling Around in the Dark," is meant to imply that the affective areas of education are still only vaguely understood, but that it is important to make an effort at finding out how a humanistic education can best relate to the psychological needs of learners. (CD)

This document discusses the need to control curriculum quality and describes two methods to assess school districts' efforts at curriculum quality control. Exercising such control means effecting a congruence between what should be taught (the school district's objectives), what is taught, and what students learn. In the first method of assessing curriculum quality control, the school district looks at its own curricular documents, using the following criteria: clarity and validity of objectives; compatibility between curricular objectives and testing measures; clarity of the grade-by-grade sequence of objectives and of the description of major instructional tools; and curricular adaptability to classroom use. In the second method, called the Educational Performance Audit, independent auditors gather data from school visits and interviews as well as curricular documents. The auditors then assess curriculum quality control according to whether a district (1) can demonstrate control of resources, programs, and personnel; (2) has measurable and valid objectives; (3) has documentation explaining program development, implementation, and conduct; (4) uses results from its own assessments to correct ineffective programs; and (5) has improved "productivity" (the level of pupil achievement). The document also suggests steps for citizens to take and barriers to overcome in improving their schools' curriculum management. (RW)

The notions of topological equivalence for one-, two-, and three-dimensional figures, as well as for graphs and networks, are developed for classroom use with children between the ages of three and ten. Properties of open and closed curves are also examined. This manual, addressed to the teacher, describes several activities related to each concept to be introduced. In order to implement this material, the teacher would need plastic clay, colored beads, and wire or pipe cleaners for each student. (SD)

The lessons and test which comprise this document were used in two experiments concerning the effects of discovery and expository modes of presentation on retention and transfer. The methodology and results of the experiments are briefly summarized. Eight lessons are included: (1) two introductory lessons; (2) three lessons in the expository mode, one on triangles and two on quadrilaterals; and (3) three lessons in the discovery mode, one on triangles and two on quadrilaterals. Also included is a 28-item multiple-choice test dealing with concepts presented in the lessons on quadrilaterals. (Author/DT)

This publication outlines the need for further education colleges (FEC) to respond to environmental concerns in terms of their moral obligations and in the light of current pressures from educational policy makers, business and industry, and students. It contains over 100 recommendations for action and suggestions for the management of a whole-institution response. Focusing on institutional development, it provides a context for the further curricular work of the Further Education Unit (FEU), concerned with enabling the development and achievement of environmental learning outcomes. The material is divided into four sections after an introduction that broaches the incentive for FECs to address the environment as an issue and challenge. Section 1 discusses trends towards"greening" the further education (FE) curriculum. Section 2 provides discussion and checklists for environmental action and good practice. Section 3 introduces how to manage the environmental response via environmental audit review, environmental management system, environmental management and quality management, and the advantages of sound environmental performance. Section 4 conveys some conclusions. Appendices contain documentation of FEU's Project RP645 Environmental Education throughout FE; a FEU/Council for Environmental Education circular letter to principals/directors of colleges; a list of colleges that have developed or are developing environmental policy statements; a list of colleges with green working groups; and sample college environmental policy statements. (MCO)

This language arts curriculum developed for Native American students in Manitoba (Canada) consists of a teachers' guide, a student guide, and a research unit. The curriculum includes reading selections and learning activities appropriate for the different reading levels of both upper elementary and secondary students. The purpose of the unit is for students to develop skills in brainstorming, biography writing, letter writing, note taking, researching, interviewing, spelling, and vocabulary. Reading selections focus on Elijah Harper, an Ojibway Cree Indian who helped defeat the Meech Lake Accord, an amendment to Canada's Constitution proposed in 1987. The Meech Lake Accord would have transferred power from the federal government to provincial governments and would have failed to take into account the interests of Natives, women, and minorities. The curriculum also includes reading selections on the creation of the Aboriginal Justice Inquiry and on Crazy Horse. The guide includes directions for pre-reading activities, ideas for discussions, post-reading activities, and answers to student learning activities. Students work together using notes from class discussions to write a biography of Elijah Harper. Students are then required to write a biography on a Native person of their choice who has been recognized for making a contribution to Native culture. The guide also includes additional resources; information on interviewing, letter writing, brainstorming, biographies, and spelling; background information on the Meech Lake Accord and the Aboriginal Justice Inquiry; and additional ideas for classroom activities. The student activities guide includes comprehension questions for discussion or written response; vocabulary, grammar, and spelling exercises drawing on the content of the reading selections; and supplementary word search activities. The research unit, written for upper elementary and secondary students covers the following topics: how to research, choosing a topic, organizing research, making notes, finding reference materials, using guide words, using the card catalogue, using the encyclopedia, using periodicals, making a research diary, using a bibliography, organizing by subtopics, organizing by outlining, using tables and graphs, and reference review. Each topic includes student learning activities. (LP)

The purpose of this paper is to demonstrate methods for developing cognitive processes in adult students. It discusses concept formation and concept attainment, problem solving (which involves concept formation and concept attainment), Bruner's three stages of learning (enactive, iconic, and symbolic modes), and visual thinking. A curriculum for logical thinking is described that would make the processes of concept formation and concept attainment visible by incorporating the visualizing of solutions to problems. Suggestions for a curriculum for logical thinking include encouragement of students' working in pairs or small groups on problem solving and concentration on the process of the reasoning, not the response. Samples of types of problems used in a curriculum for logical thinking follow. Solutions are provided for each exercise. These types of problems appear: concentration, visualization, abstraction, Venn diagrams, pattern seeking, analogy, verbal analogies, inductive reasoning, and charting. (YLB)

Intended as a supplement to undergraduate college geography courses, this resource paper reviews the mechanism by which surface weather features are linked with the mid-atmospheric circulation within the westerly wind belt. Specifically, vertical atmospheric motions associated with certain aspects of the upper tropospheric flow, including jet streams, are discussed. Processes at this level are related to such surface weather features as cyclones, anticyclones, and air masses, and the way these are modified and steered across the country. The evolution of monthly flow patterns during the period October-December, 1951, are discussed. These three months are useful as a case study because of the close geographical agreement between middle level flow patterns and surface weather departures from normal over the United States; these three months are also noteworthy because of the record setting temperature and precipitation values recorded over wide areas. As an exposition of the relationship between mean tropospheric flow and surface weather patterns, this review describes many of the basic principles underlying extended period weather forecasting as well as the evolution of daily weather over the country as it undergoes monthly or seasonal changes. (Author/MLH)

This index was developed to help graphic arts instructors in Missouri use existing instructional materials and keep track of student progress on the VAMS system. The list was compiled by a committee of instructors who selected appropriate references and identified areas that pertained to Missouri competencies. The index lists competencies in these 15 areas: processing job orders; preparing customer layouts; typesetting; producing camera-ready copy and mechanicals; exposing with a camera; processing film and printed material; contacting; performing image assembly operation; proofing; making plates; press operation; finishing operations; paper handling; packaging and preparing for mailing; and performing specialty operations. Each competency is then listed in a matrix that identifies where it appears in one or more of the six texts and one videotape set selected to be used in the course. (KC)

This guidebook for California teachers of gifted students discusses common issues and concerns, suggests solutions, and identifies resources. Part 1, in question and answer format, covers: characteristics of gifted students, identification, curriculum and instruction, classroom management, special challenges, characteristics of teachers of gifted students, relationships with parents and colleagues, and the importance of gathering resources. Part 2 includes a variety of resources. Among them are the California Association for the Gifted (CAG) statement of philosophy, a list of professional organizations and journals in gifted education, a review of California legislation pertaining to gifted education, and an overview of characteristics of gifted students. Part 3 is an annotated bibliography of 59 print resources arranged by the following topics: general works; grouping; curriculum; creativity; special challenges (underachievement, at-risk students, minority students); social and emotional needs of gifted students; technology; parent information; and books for students. Part 4 presents CAG position statements in the form of a glossary defining key terms, explaining the term's implications, and stating the CAG position. Examples include "ability grouping,""cooperative learning,""core curriculum,""curriculum compacting,""instructional scaffolding," and "non-traditional identification." (DB)

The comprehensive educational policies adopted and incorporated into law by the Navajo Tribal Council are contained in this booklet. These policies, adopted during a special session of the Navajo Tribal Council (November 13-16, 1984), are broad statements of the educational needs and aspirations of the Navajo people. The mission statement defines appropriate education as one that fosters: competency in all basic areas of academic and cognitive skills, English and Navajo language skills and knowledge of American and Navajo culture, Navajo and United States citizenship, self-discipline and a positive self-concept, preparation for lifetime responsibilities, and a positive attitude towards education. Sections outline the Tribe's responsibility and authority; the educational agency; school boards; parental involvement; Navajo and Indian preferences; educational standards and the curriculum (including Navajo language, culture and social studies); and professional training for educators. Program policies for special education and education of gifted, talented and highly motivated students, as well as student services (counseling, substance and alcohol abuse guidance programs, bus routes and transportation) are also included. School operations and facilities are addressed, along with post-secondary education (the Navajo Community College), adult and early childhood education programs, vocational and career education, and handicapped programs. Definitions of terms are appended. (JMM)

Fred Blosser, Superintendent of Massillon City Schools, asked Adrienne O'Neill, Ed.D., President of the Stark Education Partnership, to conduct a study of curriculum, instruction, and professional development in the Massillon City Schools. A white paper was requested that would contain a critical analysis of curriculum, instruction, professional development and student achievement in the Massillon City Schools as well as a suggested dashboard of indicators with short and long term suggested recommendations based upon current research of best practice. This paper presents these overall findings: (1) With a determination unique to the Massillon City Schools, and a graduation rate that exceeds the national graduation rate for urban school districts, the Massillon City Schools have an inherent capacity to be one of the best school districts in the nation; (2) The Superintendent, Executive Committee, and principals together with faculty need to create a sense of urgency in the Massillon City Schools that seeks to move the schools to excellence on state-wide indicators and to achieve curricular outcomes that reflect a new age; (3) The mission and vision of the school district are too narrow with a focus on compliance. The mission and vision need to be rethought and restated; (4) The Massillon City School District has a long list of Educational Outcome Goals (see Policy 2131 in Appendix II) and Educational Process Goals (see Policy 2132 in Appendix II). Neither the outcome or process goals contain any measures that would enable district personnel to evaluate the success of the district or the schools in meeting these goals. Revising these policies to focus on an overall, measurable goal to realize its inherent capacity to become one of the best school districts in the nation would focus district activity; (5) The curriculum needs to be matched against the revised mission, vision, educational outcomes, and educational process goals; (6) The Massillon City Schools need to complete the process of creating scope and sequence charts, curriculum and where appropriate curriculum matched to standards; (7) Administrative oversight and implementation of curriculum and instruction needs to be focused; (8) Professional development needs to have an articulated, integrated program that includes previously planned district professional development as well as site based professional development determined by principals and staff to meet identified school improvement goals and to implement the expanded mission and vision; (9) Two of the elementary schools, Smith and Whittier, invented a process for continuous improvement planning that is participatory and at the same time accounts for finding and providing supports for raising the achievement of all students. This process, under the direction of the curriculum director, was shared in January and will be replicated in all of the buildings; (10) The district and the schools need to create data dashboards that, at a glance, show how the district and the school are doing against targeted goals; (11) Data management needs to be improved; (12) The special education placement rate (21%) exceeds the national average for urban districts (16%) and needs to decrease; (13) The elementary program is superb with students excited about learning and leaders and teachers who are making sure that every child exceeds the achievement level that might be expected given the poverty levels at the schools; (14) The middle school core content instructional time needs to be increased from 180 minutes to at least 240 minutes; and (15) The high school needs to drop the general track and encourage more of the students to reach higher levels of educational achievement through dual credit (tech prep or junior and senior level courses taught by high school teachers for college credit) or advanced placement courses and in so doing, raise the college going rate (two year technical school, apprenticeships, four year schools etc.). Appended are: (1) Plan for Study, presented on November 14, 2006; (2) Selected Policies from Board of Education Policy Manual; (3) Developing Resources for Education and Athletics in Massillon (DREAM); (4) Data Book Outline; and (5) Creating a World Class Education System in Ohio. A bibliography is included. (Contains 15 charts, 10 figures, 23 tables and 31 footnotes.) [This report was written with Joseph Rochford, Adele Gelb and Kim Ross.]

This paper is designed for teachers of students in grades Pre-K through 12 and will introduce them to the numerous curriculum resources on the Internet. More often today supplements to course curriculum can be found on any text book company web site. Even more important is the amount of curriculum resources available for free on the Internet. Search engines can provide links to innumerable web sites that maintain information on any subject. E-mail, bulletin boards, blogs, chat groups and instant messaging helps educators keep in touch with colleagues around the globe. A brief introduction to Internet use is included and will inform the reader of evaluation techniques. Information about domain names and their use is also discussed. In addition to resources for the regular education class, this paper will provide many web sites to use for students with exceptionalities. This paper is organized by subject type and will provide the current Internet address.

This handbook is designed for the graduate student in the Department of Curriculum and Instruction at Minnesota State University, Mankato. Any graduate program is well-served by having a clearly defined and concisely written plan, handbook, or curriculum, and this one, although it is intended for graduate students in this particular department at a particular university, may have applications to other programs and disciplines. The handbook contains: (1) the university's mission statement; (2) goals of the Department of Curriculum and Instruction; (3) program objectives; (4) admission requirements; (5) a description of the program with required and elective courses; (6) a description of the role and responsibility of the academic advisor; (7) the steps and protocol for writing a Master's paper or thesis; (8) a chapter-by-chapter description of the university's alternate plan paper, creative project, thesis, and action research thesis; and (9) a checklist for completing the alternate plan paper (Appendix A). Appendix B contains the application for the program's comprehensive written examination. (SLD)

This paper asserts that the diversity of existing parenting programs is an advantage, and that one program cannot possibly meet the needs and interests of all parents. The challenge, therefore, is to find the curriculum that will best suit a specific parent or group of parents. The discussion in this paper develops a questionnaire for professionals and parents to use for this process, focusing on two questions: (1) What does the curriculum offer?; and (2) What is the parent looking for? First, the paper identifies descriptive characteristics of curricula. Second, for each characteristic the paper develops a list and/or set of questions that can serve as a means of describing what a curriculum offers. These lists and questions form the first part of the questionnaire and provide a means of answering the first question, i.e., what does a curriculum offer. Third, the paper adapts the lists and questions so that they ask about parents' strengths, interests, and preferences. These questions form the second and third parts of the questionnaire and provide a means of identifying the needs of those who will use the curriculum. The second part is for parents to answer; the third part is to answer about a group of parents. A comparison of the answers to what a curriculum offers and what parents are looking for should guide people to select a curriculum that will meet their needs. Contains 46 references. (EV)

This paper provides a list of questions to help teachers and administrators determine whether initial plans for gifted and talented services are actually aligned with the program implementation. Questions focus on students, curriculum, program implementation, and service delivery and relate to: (1) identification and services provided to gifted and talented students; (2) available data indicating effectiveness of the screening and identification system; (3) additional screening and identification criteria used to ensure that special populations are not being overlooked; (4) curricular options available to meet students' academic needs; (5) available data indicating the effectiveness of the curriculum; (6) the use of acceleration; (7) effectiveness of acceleration options; (8) implementation of program goals and objectives; (9) connection of program goals and objectives to the district's mission and philosophy statements; (10) impact of the programs and services on the regular education program; (11) available advanced training opportunities for all teachers; (12) the use of formal and informal feedback to improve program quality; (13) educational outcomes of students involved in the program; (14) implementation of curriculum approaches at various grade levels; and (15) available evidence illustrating the merit of present service delivery models. The paper also suggests strategies for data collection. (CR)

This guide presents recommended practices for instruction of students with special needs, based on the premise that students should be educated according to individual needs, not according to a categorical exceptionality label. The guide presents principles applicable to both special and general education classrooms and is organized around six basic fundamentals of quality classrooms: (1) teacher characteristics (such as respect, positive attitudes, and realistic expectations); (2) environmental characteristics (physical arrangements, positive classroom climate, and routines and procedures); (3) classroom management (such as planning, classroom rules, movement management, and reinforcement versus punishment); (4) effective instruction (instructional planning, group practice, and assessment of mastery); (5) collaborative teaming (rationale, types of teams, and peer coaching/mentoring); and (6) individualized instruction (what to teach and how to teach). Attached are a glossary and appendices which include rating scales and listings of instructional principles. Also attached are five topical papers on: Program of Studies requirements, educating students with attention deficit hyperactivity disorder, nonaversive techniques for behavior management, transition, and assistive technology. (The main paper contains 32 references; the topical papers also contain references and glossaries). (DB)

Eight papers are presented to assist career resource teachers who are working with handicapped students to prepare them for transition from school to work. "In Their Own Words: Teachers Share Their Experiences in Working with Special Education Students" (Lewis Allen) describes the use of cooperative learning in English, electronics, and interior design. "Peer Tutoring and Task Analysis Applied to Health Occupations" (Karen H. Jones and Charlotte A. Rosebrook) comprises almost half of the monograph in presenting a unit on vital signs which illustrates the integration of peer tutoring and task analysis. The unit includes lesson plans; task analysis criteria, prerequisites, equipment, and procedures; evaluation checklists; a test; and transparency masters. Other papers include:"Strategies for Maximizing Participation of Special Learners in Vocational Programs: One School System's Approach" (Connie Handley); "Meeting the Challenge" (John Gugerty); "Evaluating Transition Programs" (Lynda L. West); "Adapting Lesson Plans for the Mainstreamed Student" (Judy W. Wood and Jennifer W. Miederhoff); "Adapting the Teacher Made Test for Students Mainstreamed into Vocational Education" (Judy W. Wood and others); and "Fun and Games in the Newspaper: A New Teaching Tool for Handicapped and Disadvantaged Students" (Jill Schwartz Burnham.) (JDD)

This paper suggests that by thinking about a number of parameters in art and of the array that each parameter suggests, curriculum planners might select, organize, and relate particular experiences with greater assurance that the curriculum will provide adequate and representative ranges of art forms, and address their underlying modes of thinking in programs. The parameters should be applicable to all art experiences and to the four dimensions of engagement: (1) creating art; (2) responding to art; (3) historical inquiry; and (4) philosophical inquiry. The first operating principle for the parameters is that it should be possible to identify some primary characteristics of an art experience with an aspect of each parameter. The second operating principle is that the parameters and their aspects can provide some assurance that the fullest possible range of art experiences is provided. The parameters and their aspects are: (1) art area (fine, environmental, pragmatic); (2) medium (immediate, technological, conceptual); (3) mindset (spontaneity, precision, ingenuity); (3) dimensions (four, three, two); (4) process (manipulate, add, subtract, transform); (5) approach (juxtapose, realize, synthesize); (6) intention (interpretive, expressive, formalistic); (7) imagery (realistic, abstract, non-objective); and (8) subject (people, surroundings, ideas and emotions, art). Explanations of each parameter and its aspects are excluded. Perspectives provided by the dimensions are identified and discussed. For example, creating and responding are defined as the interchange between significance and form, hence responding to art is an equally creative act; while in the matter of response and historical inquiry, the response can be fuller if the context within which the piece was created is understood. (DK)

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines "and" within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Kindergarten. Individual sections contain glossaries. (Contains 76 resources.)

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Pre-Kindergarten. Individual sections contain glossaries. (Contains a list of 76 resources.)

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Infant-Toddlers. Individual sections contain glossaries. (Lists 76 resources.)

This paper was developed to help teachers teach English to adult students while introducing basic concepts about the environment and individual environmental responsibility. These concepts can help the newly-arrived be part of cleaner and healthier communities by understanding and practicing the "3Rs" of solid waste management: reduce, reuse, and recycle. The curriculum uses a hands-on, multi-sensory, multi-media approach to show how personal behavior can improve the overall environmental well-being of the family, home, and community. Lesson plans are provided for the beginner, intermediate, and advanced student. Each lesson plan has a language as well as environmental objective. It also provides background on the environmental objective, a list of materials needed, a glossary of terms used in that lesson and a worksheet. Lessons should be introduced when the adult learner is already familiar with the grammatical construction emphasized in the materials. Flash cards and picture files are also included. Appendices include: (1) Training ESOL Teachers; (2) Using This Resource; (3) Flash Facts; and (4) Picture Files.

A team of faculty from both Stark State College of Technology (SSCT) and the Canton City Schools (CCS) reviewed their respective curricula opposite the Ohio Academic Content Standards, assisted by a crosswalk indicating which of those standards were measured by COMPASS/ESL a widely used college placement test. This study found that the skills needed for first year SSCT courses in math and English language arts (ELA) and the CCS coursework from 7th to 12th grade, on the basis of Ohio Academic Content Standards indicators are more closely aligned to each other than what is reflected by the COMPASS/ESL test and diagnostics measures. This project created what the researcher believes to be a viable charting and comparison measure to assist in future explorations. While the degree of alignment between CCS and SSCT courses proved to be promising and COMPASS/ESL showed to be a viable measure, this study indicates that high school teachers and college professors alike must continue to look at alignment issues together, determining what they mean to each respective institution. Findings of the Ohio Board of Regents on the efficiency of the complete academic core in eliminating high levels of remediation are also supported. (Contains 44 footnotes.) [This paper was written with Ken Brunner, Debbie Jacob-Turner, Wendy Lichtenwalter, Carol Halamsy, Connie Faust, Enyinda Onunwor and Yojana Sharma.]

Broad-based assessment and evaluation must form the foundation of planning for economic and workforce development engagement opportunities by a college or university. This involves assessing workforce development needs and evaluating how well current curricular offerings respond to those needs. Higher education institutions can successfully integrate economic and workforce development activities into their institutional strategic and operational planning processes to the mutual benefit of all constituencies. This paper presents a case study of how the University of Southern Indiana successfully completed such an assessment and has adjusted its curriculum accordingly. (Contains 13 references.) (Author/SLD)