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This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) Definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments. [For the 2021-2022 report, see ED616047.]

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and and (7) Training for all staff who administer the standardized assessments. [For the "2019-2020 Florida Adult Education Assessment Technical Assistance Paper," see ED600585.]

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented herein are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. Additionally, the following important information for adult education programs is reviewed: (1) the definition of key terms and acronyms; (2) selection of appropriate assessments by student and program type; (3) appropriate student placement into program and instructional level; (4) verification of student learning gains, Educational Functioning Level and/or program completion; (5) accommodations for students with disabilities and other special needs; (6) assessment procedures for Distance Education; and (7) training for all staff who administer the standardized assessments. [For the "2020-2021 Florida Adult Education Assessment Technical Assistance Paper," see ED609706.]

European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected 36 indicators to quantify key aspects of VET and lifelong learning. The selection is based on their policy relevance and their importance in achieving the Europe 2020 objectives. The report accounts for challenges and opportunities arising from recent developments in the international statistical infrastructure and includes updated comparable data from the European statistical system. This publication should be regarded as a tool to help policy-makers better understand and assess VET developments in each country. While these indicators do not claim to assess national systems or policies, they could be used to reflect on countries' situations and progress towards the strategic objectives set for Europe. The indicators present statistical overviews from all European Union Member States, along with the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey. Contains an annex with a short description of indicators. [The HIVA Education and Lifelong Learning Research Group and the Centre for Educational Effectiveness and Evaluation, both at KU Leuven, carried out the underlying methodological and statistical work and updated the report.]

The topic of more frequent and timely vocational education and training (VET) data has been an issue of interest for a number of years. Since 2015, the National Centre for Vocational Education Research (NCVER) has collected and reported data on government-funded students and courses on a quarterly basis. These quarterly data submissions are cumulative and allow additional data to be reported and corrections made to previously submitted data. The first year of quarterly reporting has provided a useful insight into how training activity is reported by the different jurisdictions over a calendar year. This paper presents the results of some initial analysis of that data using the reporting scope that was in place for 2015 reporting, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers.

Qualifications are commonly seen as one of the core instruments for governing and regulating the labour market. Linked to access to occupations and professions, qualifications define what a person needs to know and be able to do to carry out a certain activity on the labour market. Various factors, from health and safety to consumer protection and quality assurance, are quoted in justifying the use of qualifications in the governance of occupations and professions. In addition to such public interest motivations, they might also be used to defend the private interests of professional groups and bodies. This report analyses current developments and emerging trends in 10 European countries and five sectors, and contributes to increased understanding of how the relationship between qualifications and the labour market is changing and, more specifically, the role of qualifications in governing access to, and practice within, occupations and professions. The report includes a glossary and bibliography. [This publication is the result of a team effort and reflects contributions of all those who have worked on it. In Cedefop, the project was coordinated by senior expert Loukas Zahilas supported by Jens Bjornavold (senior expert) under the supervision of Mara Brugia, acting Deputy Director. Antonio Ranieri, senior expert, has contributed actively to this publication and (peer) reviewed the report. A research consortium led by Panteia/Research voor Beleid and Maastricht University and in particular Gregor Walz, Bert-Jan Buiskool and Sarah Schoenmaekers has conducted the research and drafted the report. This research paper takes account of discussions held with policy-makers, researchers, sectoral organisations and social partner representatives from across Europe at Cedefop's workshop on "The role of qualifications in governing the labour market" held in September 2012. Cedefop colleagues Joanne Basiakou (administrative assistance) and Evangelia Bara (technical support) also contributed to this publication. Work was carried out under Cedefop's service contract No 2011-0108/AO/ECVL/LZAH-JB/GoverningOccupationsProfessions/002/11.]

The National Household Education Survey (NHES) is a data collection effort of the National Center for Education Statistics that collects and publishes data on the condition of education in the United States. The NHES is designed to provide information on issues that are best addressed by contacting households rather than institutions. It is a telephone survey of the civilian, noninstitutionalized population that collects repeated measurements of the same phenomena at different times. This paper presents information on the survey design, data collection, interview timing, and data editing in the 1995 NHES Survey. The NHES:95 included two components about which respondents were interviewed: Early Childhood Program Participation and Adult Education. The first section, "Questionnaire Design," discusses the questionnaires developed for each component. The second section, "Sample Design," describes the procedures for sampling households and then for sampling household members for both components. "Data Collection" describes the NHES:94 data collection experience, including discussions of supervisor and interviewer training, data collection procedures and their results, special data collection activities, and data quality control. "Survey Administration Time" reports interview administration times for the components of the NHES:95. The time it takes respondents to complete survey interviews is an important factor in both response rate and response quality. "Data Editing" reviews the procedures used to ensure that data were complete and of high quality. Three attachments discuss range and logit edit specifications and edits for structural completeness, and present the database design diagram. (Contains 2 figures, 14 tables, and 10 references.) (SLD)

This discussion paper examines the training citizen groups need in order to confront a wide variety of industries and types of pollution. Section I of the paper focuses on the interaction of three groups: (1) industry: this group includes distributors of environmental pollutants as well as manufactures of pollution control equipment; (2) government regulators; and (3) citizens. Section II reviews Swedish environmental legislation and the factors that lead to the development of a partnership type relationship between industry and regulators thus creating a need for citizens to act as environmental police. Section III examines the education, training, and information environmental organizations need in order to confront a wide variety of industries. Section IV discusses efforts to educate the public as a "first line of defense," and presents the details of two major information campaigns, one involving opposition to nuclear energy, and the second directed towards environmentally safe energy sources for the future. Section V looks at the knowledge necessary to confront different industries that have different forms and mechanisms of pollution, within a legal context, and provides the technical contents of a licensing board hearing and a court action as an example. (LZ)

This document examines the principles, use, and benefits of human resource accounting (HRA), which uses numerical and nonnumerical data on items such as costs and benefits of training, staff turnover, absenteeism, and the value of employees' knowledge to measure the value of human resources in enterprises. The introduction presents an overview of HRA and its potential uses as a political tool, pedagogical instrument, and decision-making aid. The following topics are discussed in sections 1 through 3: rationale for the emergence of HRA at the macro- and microlevels (changing production and employment patterns and work organizations; changing roles of governments, enterprises, and individuals; reasons for developing HRA internally and externally); existing regulations and standards on reporting practice and definitions of key terms (accounting, audit, performance, intellectual capital, and bodies); and stakeholders in HRA (governments, trade unions, investors, enterprises, employees). Concluding the document are a review of key issues and stakeholders in HRA and case studies of HRA in practice in five organizations in three countries (Denmark, Sweden, and the United Kingdom): a private production enterprise, a public service provider, a private service provider, a public administrative organization, and a private production and retail enterprise. Contains twenty tables/figures and 44 references. (MN)

The "Guidelines for Effective Practice" series was begun in 1991 to meet the need for better definition and articulation of what constitutes best practice in family support programs. This guide, the first issue of the series, focuses on the importance and necessity of linkages between family support and early childhood programs. Chapter 1 presents a brief review of family support principles and examines the continuum of early childhood program types, with examples from Head Start and public school preschool programs, and from the private marketplace of child care centers and family child care homes. Each type is presented in terms of its mission, organization, funding, and fit with the principles of family support. Chapter 2 examines research on early childhood programs' efforts to serve and involve parents, including demonstrations that combine direct services for parents and children, such as the early intervention programs of the 1970s and more contemporary two-generation programs. Chapter 3 considers what is required to create early childhood programs that truly support both parents and children either by offering an array of services to adults and children, or by serving children in ways that are culturally responsive and family-friendly. Contains 79 references. (AP)

What shyness is and how it affects teenagers, the various ways in which shyness can be manifest in teenagers, and possible causes of shyness, as well as the role of parents and their relationships with shy young people are discussed in this expanded seminar paper. Some situations in which an adolescent might be shy are identified and guidelines indicating ways parents can help their adolescent children are offered. In addition, a training manual for conducting a program of treatment sessions aimed at helping adolescents overcome shyness in opposite-sex social interactions is included in the document. The seven sessions of the program consist mainly of exercises, discussion, and homework. (A total of 16 hours of training is outlined in the manual.) (Author/RH)

After noting that consulting opportunities abound for communication faculty interested in pursuing the charge, this paper aims to provide strategies and tips to help scholar-practitioners and "would-be" consultants balance the demands of academe and consulting/training. The paper is based on a review of literature, on a personal experience of 20 years as a consultant, and on the recommendations and information provided by many scholars. To achieve a balance between academe and communication consulting, several constituents must be satisfied: the university/department; the students; the research program; the clients, the individual scholar-practitioner and his/her family. Recommendations pertaining to each constituent are furnished in the paper. The goal of the paper is to help scholar-practitioners lead balanced lives, and actions recommended are: (1) refuse to sit on committees requiring large time commitments; (2) combine research, teaching, and consulting themes; (3) engage in applied research; (4) get a research assistant; (5) invite students to participate in the consulting process; (6) organize consulting materials and learn to develop multimedia presentations; (7) set aside regular times for exercise, relaxation, and communication with family and friends; and (8) pace consulting so that it does not conflict with other commitments. (Contains 17 references.) (NKA)

The long-term effects of crisis and tragedy can be improved significantly by immediate intervention and emergency mental health services. Providing crisis intervention in rural schools poses challenges related to lack of financial resources, community resources, and trained personnel; isolation of rural schools; and long distances between school and students' homes. The major responsibility for crisis intervention falls upon local and district school leadership. Logically, rural schools should train and prepare all adults in the school to support students and offer emotional first aid in crisis situations. Paraprofessionals typically live in the community and provide linguistic and cultural continuity between the school and community. Training paraprofessionals to participate in crisis prevention and intervention will increase the number of adults who can assist, will improve communication and teamwork, and will create a sense of community and ownership in the school's crisis intervention plan. This paper outlines elements and issues in such training, including developing a crisis plan tailored to the individual school, organizing a crisis team, personal characteristics needed in a crisis and potential "red flags" that might preclude individuals from helping, tailoring the training to trainees' skills and level of confidence, teaching methods and role playing, and basic topics to include in training. Suicide prevention and preventing student violence and aggression should be emphasized. (Contains 23 references) (SV)

This paper discusses the role of libraries as the hub of information literacy in college and the need for professional collaboration to ensure library access for students with disabilities at California community college campuses. A working plan for developing assistive technology (AT) capabilities is provided which includes the following steps: (1) develop a formal awareness inventory of who, what, how, and where technology decisions are made on campus; (2) use key people discovered in the process to develop a campus-wide computing plan which includes distribution of AT throughout campus computer labs; (3) develop a policy for incorporating access technology into new purchases; (4) allocate a portion of the entire institutional computing budget for access technology: (5) determine who is responsible for making decision for upgrades or new computers; (6) decide what committees should address integration and implementation at the instructional level; (7) discover how to initiate and plan strategies with other campus labs; (8) estimate how much technical support will be needed; (9) decide how to plan for technical support; (10) determine what expertise with access technology it is reasonable to expect from librarians and mainstream computer support staff; and (11) provide training for staff receiving assistive software. (CR)

This paper provides information sources and ideas for challenge and adventure activities. Main information sources are listed: libraries, ERIC, and several publishers and programs. Some useful publications are described that provide activities and ideas related to outdoor education, environmental issues, games, special populations, educational theory and practice, corporate experiential learning, facilitation, and adventure. Specific annual workshops in outdoor recreation and leadership are listed, as well as adventure organizations that offer training opportunities. Four sets of group activities for challenge and adventure programs are described: the spider's web, 2B or Knot 2B (group problem solving with ropes and knots), raccoon circles (group challenges using 1-inch tubular climbing webbing), and the lycra tube (group activities using five yards of lycra sewn into a tube). (SV)

This paper addresses a systematic approach to training faculty to teach via two-way interactive television (ITV). The following ten training modules are presented: (1) Introduction to the ITV System, including terminology and ITV history/development; (2) Making ITV Work for You, including syllabus construction, ITV equipment, and technology/assistance available at remote sites; (3) Course Design for ITV, including selecting objectives and identifying how they will be met, observed, and measured; (4) Course Materials Development for ITV, including guidelines for designing and developing instructional materials; (5) Operating the Equipment, including hands-on practice; (6) Sources of Distance Learning Materials, Programs, and Courses, including the ability to downlink programs and courses from elsewhere; (7) Remote Site Origination, including training of the presenter and scheduling; (8) Videoconferencing, including advantages and disadvantages; (9) Computer Interaction with ITV, including tips for material development; and (1) Legal, Administrative, and Ethical Issues Related to ITV, including copyright and the legality of videotaping classes. (DLS)

The purpose of this study was to examine doctoral students' preparation in statistics in the field of education. A national survey was conducted focusing on 27 quantitative methods (QM) programs. One QM professor from each program was identified and asked to describe and evaluate the training of QM and non-QM doctoral students at his or her institution. The vast majority of professors indicated that most or all of the students in their QM programs received training in the "old standard" procedures, analysis of variance, multiple regression , and traditional multivariate procedures, while fewer than half of the professors indicated that most or all of their QM students received training in more recent procedures such as bootstrapping and multilevel models. Professors were also asked to rate the skills of the QM students' training in areas such as mathematical statistics and computer skills on a scale from "Weak" to "Strong." Most professors gave high marks to their QM students' skills with statistical packages, but gave much more mixed ratings of their QM students' training in mathematical statistics. Nearly half of the professors thought that most of their QM students could have benefited from one to two additional statistics courses. Results are discussed in terms of training of future doctoral students. (Contains 10 tables.) (Author/SLD)

Many colleges and secondary schools use wilderness orientation (WO) programs to integrate new students to the campus. This paper outlines basic issues and concerns in the planning and development of this type of program. Before starting a WO program, it is essential to develop a coherent set of goals. These include general program goals, personal growth goals, social skills goals, and goals related to the environment or campus and academic life. New programs frequently require the hiring of outside staff. Staffing issues include the roles of outside and on-campus staff, training needs of the two groups, establishing training priorities, and assessing the training needed for particular activities and equipment and for teaching students particular skills. Equipment needs should be based on a thorough safety management analysis covering activities, location, weather, and need for equipment resupply. Other equipment issues are the extent to which personal equipment provided by participants should be overseen, and whether to buy, rent, or swap equipment. Logistical planning of outdoor program trips requires a heavy emphasis on details. Points to consider include trip length, activities, locations, trip route (based on characteristics of route and participants), type of transportation, transportation costs, menu planning, food packing, participant check-in, departure and return, support in the field, and manager roles. Other program issues are participant screening, liability and insurance, risk assessment, funding, and cost estimates. (SV)

Project TIE (Teams in Early Intervention) was conceptualized to meet the need for: (1) involvement of formerly "ancillary" service professionals in early intervention for children with disabilities, (2) high quality family-centered services, and (3) training in the team approach. The project provides training to four groups that might constitute an early intervention team--speech/language pathologists, motor therapists, health care professionals, and family members. The training is designed to enable participants to determine what supports and interferes with children's performance, develop shared perspectives in viewing children's performance, apply a common conceptual framework for early intervention, explore how each profession addresses early intervention team practices, know what other team members expect from them, and improve information sharing among team members. This introductory training module contains a paper by Carol Westby titled "Developing Cultural Competence: Working with Culturally/Linguistically Diverse Families." The paper examines controversial issues in cultural diversity, cultural variations in values and beliefs, cultural differences affecting child development, and cultural influences on interviewing. Another paper, "The Performance Competence Model: A Narrative Discussion" by Meave Stevens Dominguez, promotes a holistic view of the child within the context of the child's personal characteristics, preferences, environments, family, and culture. Appendices contain a sample training agenda and cards for use in a performance competence game. (Contains approximately 120 references.) (JDD)

This paper describes the types of attitudes and behaviors that might be destructive to an individual's sense of self-worth, and suggests that counselors in long-term care settings face the challenge of changing these. One strategy for counteracting potential dehumanization, offering in-service training to all levels of staff and administrators, is outlined in this paper. These materials are included: (1) an outline of the entire program which includes information on the target population, objective, time requirements, materials, preparation, and pretest; (2) an outline of the first exercise in which the trainer lectures on dehumanization, including lack of autonomy, communication problems, lack of privacy, and general disrespect, followed by group response on dehumanizing situations; (3) an outline of the second exercise in which participants list and discuss things they have done which are dehumanizing; and (4) an outline of the third exercise in which previous training is reviewed and groups list things happening in particular settings (such as hospitals) which are dehumanizing and how to change these conditions. The appendix includes a paper on the counselor's challenge in regard to dehumanization in long-term care facilities; the pretest and posttest; and a line drawing depicting two methods of discussing a change in medication. (ABL)

There is a plethora of established theories about online pedagogy. This white paper provides insights into the findings of a research study conducted in January 2016 that focused on the types of training, if any, online instructors have received that pertains to teaching in the online environment. The study was conducted by a team of researchers from the University of Virginia who have broad experience in the field of online learning. The Online Learning Consortium collaborated with the team to distribute the survey and present the research findings. The 733 respondents who completed the survey had substantial teaching experience and significant online experience. One of the most striking results of the survey is the general agreement that to be meaningful, knowledge must be constructed through social interaction rather than imparted by an unquestioned authority. [This report was sponsored by Desire2Learn (D2L).]

This monograph describes and analyzes major federal and state student financial assistance programs. Chief among those reviewed are the Basic and Supplemental Educational Opportunity Grants, National Direct Student Loans, State Student Incentive Grants, the Guaranteed Student Loans, College Work Study, and the G.I. Bill. The paper explains how guidelines governing these programs function to effectively exclude working adults from gaining access to the public monies the programs provide, frequently in contravention of Congressional intent. The paper also presents a set of actions to make the programs work for the working adult. The paper is aimed at those in labor, business, government, and education who wish to give these programs the close examination they warrant, and at those concerned to see the education and training opportunity structure for adult Americans broadened in the 1980s. (KC)

The purpose of this paper is to provide states and school districts with processes they can use to help ensure high-quality data collection during teacher observations. Educational Testing Service's (ETS's) goal in writing it is to share the knowledge and expertise they gained: (1) from designing and implementing scoring processes for the Measures of Effective Teaching (MET) project, which used content-neutral and content-specific observation instruments for measuring teacher practice; and (2) from other experiences they have had with observation systems. The authors broadly outline what is involved in setting up such a system, including considerations related to selecting an observation instrument, training observers, certifying observer proficiency, and conducting post-training observations of classroom practice.

This guide for state policymakers examines the laws, policies, and programs that states are using to create and sustain high-quality charter school governing boards. In particular, the guide focuses on the two aspects of governing boards that interviews with state administrators revealed are most critical for a board's success: board composition and recruitment and board training. States address board composition and recruitment in three ways. First, charter school laws in 14 states require (or prohibit) each charter school's governing board to include specific types of people, most commonly, teachers or parents. Second, three jurisdictions have created pools of potential board members to help match schools with qualified board members who have the time, skills, and aptitude to serve. Third, in four states, authorizers appoint or approve board members rather than placing this authority with individual charter schools. Although board training is mandated by law in only one state, interviewees in eleven states reported that training requirements are imposed by the state department of education or charter school authorizers. In addition, numerous states provide voluntary board training opportunities. The guide outlines the pros and cons of the prevalent policy options related to board composition and recruitment and board training with illustrative examples from existing state law and practice. It also raises issues state policymakers may want to consider in adopting new policies and aims to help them identify approaches that best meet the needs of charter schools in their state. (Contains 1 table, 8 footnotes and 17 resources.) [This paper was written with the assistance from Joanna Smith and Priscilla Wohlstetter.]

MDRC's Opening Doors to Earning Credentials Project and its early reports found that community colleges are the local educational institutions with the greatest potential for helping low-wage workers earn skills and credentials that lead to educational and career advancement. Opening Doors also identified serious obstacles to realizing that potential (e.g., characteristics of the low-wage workforce, institutional structure and priorities of most community colleges, and external policy environments in which they operate). MDRC asked Jobs for the Future to look at curricular and program redesign strategies being used in community colleges today to speed advancement from lower levels of skill into credential programs and to shorten the time commitment for earning a credential. This paper presents a framework for understanding the range of experimentation with program and class reformatting and design, identifying programs that exemplify promising approaches. The framework focuses on: developmental education approaches that can help improve college credential outcomes (innovative approaches to redesigning developmental education programs and lessons from innovative college programs); curricular and program redesign of college credential programs (innovative college program models); and programs for young high school dropouts or graduates who are still not college-ready. (Contains 12 references.) (SM)

These eight papers are intended to help prepare trainers of mine safety for an expected influx of younger workers as experienced miners retire and acquaint the trainers with strategies they can use to enhance their training effectiveness. "Principles of Adult Learning: Application for Mine Trainers" (Kathleen M. Kowalski, Charles Vaught) reviews the process and principles of adult learning and presents a learning model that discusses goals, content, delivery, assessment, and remediation. "Getting Through to Greenhorns: Do Old Training Styles Work with New Miners?" (Launa Mallett et al.) discusses issues related to training new generations of miners with learning style preferences and training needs that differ from those of Baby Boomers and other older miners. "An Overview of the Evaluation Process for Mine Trainers" (Launa Mallet, Dana Reinke) provides trainers and decision makers with a framework for planning and assessing training evaluation strategies; presents Kirpatrick's (2001) model of evaluation categories; and discusses how to start an evaluation plan and ways to collect data. "Innovative Alternatives to Traditional Classroom Health and Safety Training" (Michael J. Brnich et al.) discusses a technique for incorporating worker participation into fire prevention and safe equipment operation training. "Considerations in Training On-the-Job Trainers" (Bill Wiehagen et al.) focuses on on-the-job training as a method for teaching miners safety and production skills. "Releasing the Energy of Workers to Create a Safer Workplace: The Value of Using Mentors to Enhance Safety Training" (Thomas W.Camm, Elaine T. Cullen) discusses the mentor-protege model for teaching miners. "Developing Toolbox Training Materials for Mining" (Floyd D.Varley, C.M.K. Boldt) describes how mine trainers can develop their own tailgate training--short (usually 10-15 minutes) weekly sessions conducted onsite prior to work shifts and involving work crews. "Communicating the Same Message with Different Media: An Example from Hearing Loss Prevention" (Robert F. Randolph et al.) discusses why multiple versions of an educational message involving different delivery systems--can reach a diverse population more effectively than a single version. (YLB)

Efficient and accurate screening and assessment strategies are essential for matching students with the programs and interventions to address their current needs and prevent problems from getting bigger. This process calls for screening tools that range from descriptions by referrers, through surveys to identify unrecognized problems, to analysis of records (such as attendance, grades, and test scores). This quick training aid presents a brief set of resources on assessment and screening to guide those providing an in-service training session. The packet contains a brief introduction to the topic with key talking points, fact sheets and practice notes, tools and handouts, and a directory of additional resources. (GCP)

This paper discusses the theoretical assumptions of the triadic method, the structure of the triad, and the processes involved in triadic supervision. The triadic method represents an attempt to create a means of supervision which will help counseling practicum students develop a more positive attitude toward supervision; will enable them to become skillful in the fundamental processes involved in supervision; will train them in the art of effective criticism; and will be adaptable to a wide variety of educational and vocational settings. Triadic supervision involves three students who, on a rotating basis, assume the roles of the supervisee, the commentator, and the facilitator. The author explains the function of each person in the triad, giving particular attention to the functions of the facilitator and the role of the counselor-educator. This article is intended to accompany a videotape which depicts the use of the triadic method in the training of counseling supervisors. This paper also includes an address to which those requesting more information on the videotape may write. (Author/KRP)

This is the first of three reports geared to educator training and which encompass alternative approaches to collaboration and expert input, as well as a range of diverse topics related to adult learning. This particular document is a colleciton of papers presenting alternative models for collaboration that relate to various aspects of adult learning and training. Model 1 is based on a meeting of experts in higher education who were brought together to identify critical gaps in our knowledge and understanding of adult learning that need to be addressed by educator trainers. The training connection between the business sector and institutions of higher education is addressed in Model 2, by discussing the need for clarifying the interpretations of training as a discipline and a profession, and presenting a cooperative training model that attempts to capitalize on the interests and expertise of both business and higher education. In Model 3, the mission of schools of education is expanded to encompass the world beyond schooling by presenting an organizational model that brings together various academic units to address the training needs of workers. Using a medium-sized, private institution of higher education as a prototype, Model 4 reveals the extent of university faculty and administrator involvement and interest in adult learning-related endeavors and subsequent collaboration with colleages. Finally, Model 5 presents another means of collaboration among experts involving the development of a position paper by each participating professional that addresses a common topic. (KC)

Vocational and technical training programs for less developed countries offer little in the way of training the intermediate cadres, technicians, and village level workers necessary for modernizing the primary sector on which developing economies depend. Training is vital because it secures cost reduction and maximum use of organization, enables people to face changes involved by new techniques and products, improves job performance and gives greater job satisfaction, and brings higher standards of workmanship by improving goods and services. Training needs exist at organizational, occupational, and individual levels. The main steps in developing a successful and effective training program are creation of interest in training activities, development of training process and content of training, analysis, generalization or inferences, and practice or tryout or internalization of abstractions. A well-defined evaluation process is essential to continuously monitor the fulfillment of training objectives. Four levels in the evaluative process include evaluation of reaction to training, evaluation of learning resulting from training, evaluation of change in job behavior caused by training, and evaluation of tangible results of training and their comparison with objectives. Methods used to measure the learning effect of training programs include observation, role playing, case study, surveys, and examination/tests. (NEC)

A research project chronicling the nature and extent of the structured staff development undertaken by teachers and trainers employed at public and private providers of vocational education and training (VET) in Australia was one component of a larger study that examined the changing role of staff development for VET teachers and trainers. Data for the study were obtained from a telephone survey of human resource personnel at 384 VET providers and from a mailed survey of 686 teachers and trainers. The study found that staff development activities, classified as formal qualifications and structured education and training activities, were common in most institutions. Public providers, however, were likely to have more staff development structures and programs than private VET providers, since private providers are more likely to hire only teachers who already have all the training needed for the job. Teachers were more likely to have already achieved formal qualifications in a subject area and then to take additional formal qualification courses or education and training activities in teaching methods. Teachers cited pressures from work and difficulties with location and timing of staff development opportunities as significant barriers to engaging in staff development activities. The study concluded that a significant amount of staff development is occurring throughout the country, but that further research is needed to determine what kind of training is needed for the "new professional" of the future. (Contains 14 references.) (KC)

The Families Matter series of papers from the Harvard Family Research Project advances the concept of family-centered child care, advocating an approach to early childhood education that addresses the development of the child and family together. Grounded in family support principles, which build on family strengths and work from a community's culture and resources, family-centered child care incorporates positive attitudes about working with parents and practical activities to serve the family. Asserting that a key place to promote widespread use of family support principles and practices is through the child care training system, the papers that make up the series focus on how the child care field trains providers to include family support. This paper discusses how to work with children and families from diverse backgrounds, as well as some of the challenging issues raised by working with families having differing values, cultural norms, and experiences. Stressing the importance of basing parent involvement activities on two-way communication, it presents a practical model for establishing and nurturing family-supportive parent-provider relationships. The paper acknowledges the challenges to building successful cross-cultural relationships and describes an array of strategies for increasing provider awareness of the environment in which families raise their children and meet their daily obligations, and for gaining empathy for each family's unique circumstances. Contains 15 references. (EV)

This article is a written version of a workshop on crisis intervention and non-violent restraint. It is geared towards staff responding to crisis calls, and the supervision of crisis intervention in public schools. Reaction to death threats, bomb scares, and weapons are discussed. The NOVA and NEAT principles are briefly integrated into this subject matter. This document examines updated federal and Rhode Island laws and legal bills, the IDEA regulations, the logistics of time-out and time-out rooms, deceleration techniques/non-physical crisis interventions, physical escorts, and proper humane physical restraint. The legal position of several Rhode Island lawyers and the State Department of Educational Advocates were integrated into the program. Additional "real life" examples are included. When training individuals, demonstration and ongoing practice are both imperative portions of this type of staff training. (Contains 16 references.) (MKA)

This paper begins by defining the terms "weight training,""weight lifting,""strength,""power," and "muscular endurance.""Weight training" is differentiated from "weight lifting" and defined as a systematic series of resistance exercises designed to promote physical development and conditioning or to rehabilitate persons who have suffered injury or illness. General principles of weight training are listed. The remainder of the paper is divided into the following sections: (a) a weight circuit for strength development--a description of a training program designed to accommodate a large number of students working simultaneously within a short time during the physical education instructional period; (b) a power training circuit; (c) description of weight training exercises; and (d) a description of calisthenic exercises. (JA)

Texas A&M University-Kingsville library looks for students that will be able to work the full four years of their university stay. The Government Documents department has the additional task of finding students who both like and are precise in working with numbers, and instructing those students on how to read Superintendent of Documents (SuDoc) classification. This paper addresses the problem of efficiently and routinely training Government Document student assistants in libraries, and includes the different training tools that are utilized in the newly developed written training program. Highlights include a description of government documents; federal government departments (agencies); category class structure; congressional information; tools for locating documents; student assistant training checklist; the government documents student assistant spot check form; and the student assistant SuDoc multiple choice test. (AEF)

These guidelines are provided to offer guidance to district and state policy makers and assessment directors concerning some issues of managing the development, administration, and use of performance assessments in large scale assessment programs. The term "performance assessment" is used for assessments that go beyond paper-and-pencil, group-administered assessments. Preassessment development activities must occur before assessment development can occur. Steps in preassessment include the development of the assessment framework, creation of the assessment plan, determination of assessment resources, and production of the assessment blueprint. After the blueprint has been created, it is time to formulate the assessment prompts. Once the exercises are written, they must be edited and tested with a student sample. After initial work on a scoring guide is completed, a panel of experts should review the exercises. Preparation for assessment administration is the next set of important activities. A key to the success of the assessment is the quality of the individuals chosen to conduct the assessment. Once assessment administrators are trained, the assessment should be field tested. The scoring process requires that a number of things be prearranged to make scoring flow smoothly. The various scores then need to be summarized and prepared for reporting. This guide illustrates that performance assessment is both feasible and manageable when taken step-by-step. (Contains four references.) (SLD)

This guide contains material developed to help an individual prepare to be a mentor in the Wisconsin School-to-Work Initiative. It is designed to assist a training facilitator while allowing for individual creativity and local customization. Many informative sections are followed by reflective thinking exercises. Section topics include the following: a definition of a mentor, school to work and mentoring, cooperative education program elements, work-based learning environment, the youth, mentor/student relationship development, communicating effectively in a mentor relationship, effective communication strategies, guidelines for giving and receiving useful feedback, questioning skills that open invitations to talk, understanding learning styles, giving constructive feedback, clarifying one's expectations with learning plans, the assessment process, and assessment based on the learning plan. A suggested orientation checklist and sample mentor activity log are appended. Other publications provided are as follows: Life Work Planning Guide, a student and parent guide to high school planning, that covers student interests, recommended courses, needed knowledge and skills, career areas of interest, and general subject areas for one's career choice; two position papers, "The Role of Vocational Student Organizations in Making the School-to-Work Transition" and "The Role of Teachers in the School-to-Work Transition"; and a brochure describing Wisconsin's school-to-work educational initiative. (YLB)

This paper is based on guidelines developed in 1989 for training workshops for state and local educators to demonstrate the processes by which performance assessments could be created, validated, and used in statewide assessment programs. These guidelines are based on work with the National Assessment of Educational Progress and several statewide assessments. Before assessment can begin, preassessment activities are necessary to establish the assessment framework, develop its plan, and determine assessment resources. Steps in the development of the assessment begin with the development of assessment prompts, and follow through editing of the developed exercises, development of administration procedures, exercise tryouts, development of scoring, resolution of statistical and technical issues, and refining the assessment after tryouts. Preparation for the assessment administration includes selecting samples and preparing schools and administrators for the assessment. Assessment administration includes notification of schools, monitoring the assessment, and evaluating the assessment process. Postadministration activities are important, from training scorers to summarizing, reporting, and interpreting results. These guidelines illustrate that performance assessment is feasible and manageable with proper preparation and evaluation. (SLD)

A guide to implementing a wheelchair assistant training program at the elementary school level is presented. The program was both a solution to social isolation of students with orthopedic disabilities and a way to address the unavailability of staff to push wheelchairs for students in classes spread throughout the school. In addition to providing service and safety, the wheelchair assistant program has facilitated interaction between regular and special students. Student assistants are rewarded with tickets that can be used in the school store, though assistants eventually push children in wheelchairs out of friendship. Increased responsibility and self-esteem have been noted among the regular education students involved in the program. Information is presented on: the sequence of procedures used to train wheelchair assistants, expected school citizenship behaviors, and guidelines for serving as wheelchair assistants. Appendixes include program administration materials, such as a certificate to recognize the wheelchair assistant. (SW)

Although it is generally argued that information technology (IT) is a science rather than an art, very few professionals follow a process of systematic evaluation and revision, usually due to the level of difficulty and time constraints involved. The intent of this document is to provide a framework for evaluation and revision of instructional design and training via the personal computer, or paper and pencil aids. When implemented, this framework organizes and simplifies the process of evaluation. The generic Design Model of Analyze, Design, Development, Implementation, and Evaluation (ADDIE) is utilized, and detailed job aids are provided in the form of rating sheets and checklists. The five major phases of the design model are discussed: (1) front-end analysis; (2) training needs analysis; (3) instructional design; (4) material development; and (5) implementation. Phase 1 identifies a perceived knowledge deficiency and defines the problem. Phase 2 provides a detailed, relevant list of the skills and knowledge that will make up the content of the training course and a preliminary delivery strategy matching the material to be learned to learner characteristics. Phase 3 outcomes include: determining instructional objectives; developing tests for the objectives; confirming overall delivery strategy; and developing design specifications to used in Phase 4. Phase 4, materials development, considers two major areas, appearance and effect. Feedback from pilot testing is used in the final implementation process, phase 5. Checklists of major steps are provided for each phase. Front-end analysis, training needs analysis, and materials development evaluation checklists are included. The final section, "Summative Evaluation of Training," facilitates the evaluation process through the use of either Kirkpatrick's level of evaluation or the Brethower and Rumler adaptation, and the four levels of training evaluation are outlined. An example training follow-up survey is provided. (Contains 9 references.) (MAS)

This paper discusses the production of videotape recordings illustrating developmental milestones of early childhood to serve as a reference point in working with parents or staff caring for young children who have disabilities. Procedures for making a video presentation include the following steps: select a topic (such as motor development, self-help skill development, play skill development, or early language/communication development); research the developmental area and develop an outline; select and schedule the children for the video; establish a shooting plan; and consider technical aspects such as sound, lights, composition, editing, audio dubbing, graphics, and tape copying. The paper includes two references on video production, a list of four developmental checklists, and a list of nine books on development of children with disabilities. (JDD)

Scholarly journal publishing is undergoing a transformation from paper to electronic distribution. Members of the Association of Research Libraries (ARL) have become pioneers in providing access to electronic journals. Because the policies and procedures that these libraries have developed can be guides for other libraries, a survey was sent to ARL members. Seventy-seven of 119 questionnaires (65% response rate) were returned. Task-force reports from six institutions are presented in a companion kit (Kit 202) from the ARL Systems and Procedures Exchange Center (SPEC). Thirty-five libraries currently receive electronic journals, but only five have collection policies that are specifically developed for electronic journals. Fifteen libraries report that selection criteria are different for electronic journals, with technical compatibility the most important aspect of selection. Nearly one-fourth of the libraries have established special procedures for acquiring electronic journals, and approximately one-third have established a BITNET/Internet account for receiving them. Electronic journals are made available in a number of ways, the most common being gopher access, which is access to remote sites through computer and electronic networks. At this time, most are inexpensive or free. A list of 77 selected readings is attached. (SLD)

The documentation of collection conservation treatments and program management information compiled in this publication are the result of the "Training the Trainers" conference in April 1992 at the University of California, Berkeley. Only treatments appropriate for general, usually circulating, collections have been included, emphasizing low unit cost, high productivity and preservation of information rather than the conservation of artifacts. Treatment documentation for the following are included: conservation laboratory management; book structures and basic working methods; treatment decision making; pockets; protective enclosures; pamphlet binding; reinforcement of paperback bindings; photocopying replacement pages; paper repair; tightening hinges and hinge repair; tipping in and hinging in; textbook consolidation; spine lining and hollow spine lining; rebacking and case repair; recasing (including replacement of endsheets); and case replacement (including textblock consolidation and replacement of endsheets). A selected bibliography of six manuals comprising the core literature for collection conservation treatment is included; and the report on the "Training the Trainers" conference is appended. (JLB)

Every person can and should be instructed in critical thinking to the limits of his or her abilities and capabilities. No one strategy will fit all individuals at all levels, but strategies can be developed, directed by a single goal, that will be adaptable enough to respond to changing cultural conditions and educational necessities. Infusing critical skills should begin as early as possible in the educational and developmental process and should continue throughout the individual's school and adult life. Texts for students presently in secondary school and college can be modified once all students have had critical thinking skills instruction in elementary schools, so that more complex concepts and approaches can be introduced. Continuing education for adults should be supplemented by support for the changes many adults will need to make in their thinking habits. Because today's schools are not equipped to provide training in critical thinking, centers should be set up to conduct the training programs, workshops, and seminars for adults. Such a place could also be a networking center for information on critical thinking issues. The Ohio Center for Critical Thinking Instruction, incorporated in January 1994, will be a prototype center for critical thinking instruction. (SLD)

The materials contained in this Early Integration Training Project manual are designed for trainers who are interested in facilitating an increase in the integrated options available for young children with disabilities and their families. The training is more process than content oriented and is highly dependent upon group interactions. It provides opportunities for participants to build local linkages and to impact local issues. Key themes in the project suggest that: environments for all learners need to be emotionally secure and physically safe; learning can be enhanced through individualization; and all learners have a variety of strengths and needs. The training materials are divided into four content areas or modules: (1) "What Is Integration?" which provides information on integration and quality programming for young children with disabilities; (2) "Who Are the Children?" which provides information on the abilities and needs of young children with and without disabilities; (3) "Who Are the Adults?" which provides information on options for integrated programs and identifies the roles, responsibilities, and areas of expertise of the adult team members; and (4) "Problem Solving Strategies and Preparation for Integration" which provides solutions to identified barriers to integration. Each module comprises four sections: module text, training activities, forms for overhead transparencies, and summary papers. (JDD)

Intended for use by classroom teachers and supervisors, this paper presents guidelines for implementing a peer tutoring program. The contents provide a definition of peer tutoring, a program rationale, and a list of steps for program implementation. Responsibilities of participating teachers and guidelines for selecting tutors and tutorial objectives are specified. Program monitoring, tutor training and peer tutoring reading activities are discussed. Word list and reading activity recording forms as well as game sheets are provided. In addition, peer tutoring manuals are recommended and listed. (Author/RH)

Based on experience gained in a project in Vermont that is demonstrating potential applications of telephone conferencing to services for the developmentally disabled, this paper summarizes the most important factors in establishing a telephone conferencing system. Basic terminology is described and factors to be considered in selecting telephone instruments are discussed. Some simple guidelines are provided on how to deal effectively with telehone companies and some general statements are made about costs of various services. The importance of good training for users is also discussed. The appendices include descriptions of eight kinds of end instruments that were tested for the Vermont project and a list of eight publications on telecommunications and service to the developmentally disabled. (CHC)

This description of a method for using task analysis information to derive skill and knowledge requirements in the development of a training course begins by considering two important aspects of deriving skill and knowledge requirements. First, it is argued that task description is an important part of system design and training development in that it is concerned with attempts to identify the formal properties of performance, and to categorize them into their underlying components, i.e., skills and knowledge. Second, it is argued that a taxonomy for categorizing the skills and knowledge required should be used to analyze the components of work behavior in terms of the characteristics of the worker, and that training should be developed around the particular characteristics and capabilities of the learner population. A four-part classification scheme is then proposed for the types of jobs that evolve in large systems. The four categories of requirements--definitional, procedural, decisional, and heuristic requirements--are described, and it is noted that the task analyst or training developer must be taugth to examine each job four times, to consider each of the categories separately. Arguing that these categories are exhaustive yet easily trainable, and that they lead to suggestions for training, it is suggested that these categories will fulfill most training needs. A taxonomy worksheet is attached. (EW)

Uses suggestions and guidelines from a number of sources to present, in light of current assessment demands and contemporary theories of learning and motivation, 11 basic principles to guide the assessment training and professional development of teachers and administrators. (SLD)

An analysis of the threats to effective single parent leadership gave rise to a problem-solving training package for the single-parent family. This package was designed to meet the clinical intervention needs of single-parent families with preadolescent and adolescent children. Highly structured procedures and professional supervision permit carefully selected and trained nonprofessionals to provide and evaluate these services to single-parent families with diverse presenting problems. Problem-solving training has two broad goals: (1) Alleviate the family's presenting problems by teaching family members to write and successfully implement contingency contracts, (2) Insure that after training succeeds, and contact with the trainer has faded, family members will conduct weekly family management sessions during which they exercise the problem-solving skills during training. Part I of this paper presents basic assumptions about the intervention needs of single-parent families, and describes how problem-solving training fits these needs. Part II presents the component objectives and steps in training, and describes procedures for evaluation and for fading client-trainer contact. Part III presents the training procedures as they might be gradually presented to a family (or a novice trainer), addressing frequently asked questions. (Author)