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This study evaluated the effectiveness of flexible learning options at a university serving multiple geographic areas (including remote and rural areas) and age groups by teaching an introduction to special education course to three large groups of pre-teacher education majors using three modes of instruction. The university offered sections as (a) a traditional large lecture class, (b) a fully online asynchronous course, and (c) a hybrid course with lecture and asynchronous online instruction. Data analysis centered on course performance, perceptions of instructional effectiveness, and perceptions of preparedness for future role as teachers of students with special needs. The researchers noted no statistically significant differences in students' perceptions of instructional effectiveness; however, the presumed attractiveness of the flexibility of online instruction did not appear to extend to traditional undergraduates who required more support in developing personal responsibility and organizational strategies. Results also indicated that face-to-face interactions with instructors positively impacted perceptions of preparedness for teaching.

Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it relies exclusively on the opinions or qualitative judgments of students rather than on assessing the learning or transfer of knowledge that takes place in the classroom. The authors developed a more objective, learning-centered approach to teaching evaluation. Standardized test tools were developed suitable for measuring the content knowledge of students in undergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learning-centered approach using a computer-based question bank and content knowledge testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction were reflected in opinions on traditional student questionnaires. No relationship was demonstrated between learning as defined by end-of-course performance in content knowledge and traditional course evaluation outcomes. The authors' hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported. (Contains 4 tables.)

Direct, explicit, and systematic instruction of critical skills has been a hallmark of effective teaching for many years. In this study, we implemented a quasi-experimental pre-/post-test design with nonequivalent groups to determine the effectiveness of syllable skills instruction on reading achievement. Classes were randomly assigned to control or treatment groups. Participants included middle-school students with high incidence disabilities, including attention deficit hyperactivity disorder (ADHD) and their peers at risk for reading failure. The syllable skills intervention included instruction in syllable patterns, syllabication steps and rules, and accenting patterns. Students practiced skills by decoding and encoding nonsense and low-frequency mono- and multisyllabic words. Statistically significant differences were evident between pre-test and post-test scores for three dependent measures: (a) word identification, (b) word attack, and (c) reading comprehension. The treatment group demonstrated greater increase from pre-test to post-test on word identification, word attack, and reading comprehension; and the gap in fluency performance between the groups decreased. We discuss these outcomes with regard to their implications for practice and future research. (Contains 4 tables and 1 figure.)

First introduced in the mid-1920s, student evaluation of instruction is a routine, mandatory part of teaching in colleges and universities in America. In this research, we summarized what is known about evaluating the effectiveness of instruction in postsecondary education and proposed areas for improvements, as well as considerations for future research. Considerable confusion, discontent, and concern were evident in the literature regarding the usefulness of ratings-based evaluations. Despite the contention surrounding student evaluations of teaching, they will continue to be used for personnel decisions. For this reason, research-based methods for improving the process and addressing areas of concern are still needed.

This study compared student ratings of graduate teacher education courses given either on campus or off campus through distance learning technology. Overall, course, instructor, and general ratings were similar for the course given regardless of setting or delivery format. Discussion focuses on appropriate applications of distance learning technology. (Contains references.) (DB)

The University of North Carolina at Charlotte (UNCC) Master's degree in learning disabilities is delivered via distance education to surrounding rural counties. Describes the UNCC-community college partnership, technology selection and resources, faculty and student training for using distance education technology, costs, funding, student characteristics, program design, enrollment, completion rates, student satisfaction, and future program development. (Contains 21 references.) (TD)

Elementary and secondary classroom teachers (n=142) were surveyed regarding the specific instructional approaches and/or modifications used with students having mild disabilities. Results suggest that general classroom teachers do not consistently make effective accommodations for students with mild disabilities. (DB)

Metallothioneins (MTs) have an important role in zinc homeostasis and may counteract the impact of oversupply. Both intracellular zinc and MT expression have been implicated in proliferation control and resistance to cellular stress, although the interdependency is unclear. The study addresses the consequences of a steady-state over-expression of MT-1 for intracellular zinc levels, cell cycle progression, and protection from zinc toxicity using a panel of cell lines with differential expression of MT-1. The panel comprised parental Chinese hamster ovary-K1 cells with low endogenous expression of MT and transfectants with enhanced expression of mouse MT-1 on an autonomously replicating expression vector with a noninducible promoter. Cell cycle progression, determined by flow cytometry and time-lapse microscopy, revealed that enhanced cytoplasmic expression of MT-1 does not impact on normal cell cycle operation, suggesting that basal levels of MT-1 expression are not limiting for background levels of oxidative stress. MT-1 overexpression correlated with a steady-state increase in cytoplasmic free [Zn.sup.2+], assessed using the fluorescent zinc-sensor Zinquin, particularly at high levels of over-expression, further suggesting that zinc availability is normally not limiting for cell cycle progression. Enhanced MT-1 expression, over a 10-fold range, had a clear impact on resistance to [Cd.sup.2+] and [Zn.sup.2+] toxicity. In the case of [Zn.sup.2+], the degree of protection afforded was less, indicating that MT-1 has a limited range and saturable capacity for effecting resistance. The results have implications for the use of cellular stress responses to exogenously supplied zinc and zinc-based systemic therapies. cadmium; metallothioneins; flow cytometry; two-photon laser scanning microscopy; Zinquin