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There is general agreement that teacher quality provides an added value to effective education; hence, in recent years, organizations such as IEA, UNESCO, and OECD, as well as governments around the world, have shown an increased interest in areas related to teachers and teacher policy. Previous research has shown that teacher experience plays an important role in determining student achievement, particularly in the first years of teaching. In this policy brief the authors contribute to the debate on the relationship between number of years of teaching experience and student achievement by using international comparative data to address two questions: first, whether teacher experience is associated with student mathematics achievement of fourth graders; and second, how this association changes when other teacher characteristics are taken into account.

To gather data on the goals and effectiveness of a postsecondary program organized from the perspective of multiculturalism, a case study was conducted of Nuevos Horizontes (NH), an immigrant education program at Triton College, in Illinois. NH is designed to facilitate access to higher education for Hispanics and other minority students; provide educational programs for immigrant adults; and inform the community of educational and cultural opportunities available at Triton. In a 3-day site visit, interviews were conducted with 14 students and 27 faculty and staff participating in NH and program reports and materials were collected and analyzed. Results of the case study included the following: (1) in 1993, over 8,000 students utilized NH's services; (2) outstanding program elements included a festival celebrating Hispanic culture, an HIV/AIDS education and prevention program, and a swearing-in ceremony for citizens prepared through NH; and (3) keys to NH's effectiveness were the emphasis placed on celebrating Hispanic culture while increasing participants' knowledge of English and U.S. culture, the bilingual staff, the commitment to holistic education, the physical proximity to the Hispanic community, and the effective use of community partnerships. Although the program was successful in creating an educational environment that makes Hispanic immigrants feel comfortable, the college runs the risk of compartmentalizing multiculturalism and limiting the impact cultural diversity might have on the main campus and the entire community. (KP)

The term "evidence-based programs" is becoming quite common in prevention and human service work. However, many still struggle to recognize the importance of evidence-based programs and to understand what qualifies as "evidence-based." The language used may even seem to confound the issue further. The terms evidence-based, research-based, science-based, blueprint programs, model programs, promising programs, and effective programs are often used interchangeably. Different agencies and groups have adopted different criteria to determine whether or not a program is evidence-based. In this fact sheet, the authors examine definitions of, and standards and reasons for using evidence-based programs. A list of evidence-based program web sites is also included. [This fact sheet was produced by the Prevention Research Center for the Promotion of Human Development.]

This final report discusses the activities and outcomes of a study that investigated the involvement of American Indian/Alaska Native (AI/AN) and non-American Indian/Alaska Native parents of children with disabilities in the general educational and Individualized Education Program (IEP) processes, and the specific needs of parents that would encourage their greater participation in the IEP processes. A total of 132 parents responded to a parent involvement survey, including 34 AI/AN parents and 98 non-AI/AN parents. Results indicated that although AI/AN parents reported that they were not involved as members of a school committee, they were involved in the education of their children with disabilities by attending school events, helping their child complete teacher assigned home activities, establishing a home environment conducive to learning, receiving information from the school about their child, and volunteering at their childs school. Conversely, the data suggest that in the Individualized Education Program process, AI/AN parents were not involved to the same extent in the special education-specific parent roles. Few reported involvement in the roles of political advocate or member of family-directed or family-centered organizations. Finally, the majority of AI/AN parents reported that they always attend IEP meetings for their child. (CR)

Because family literacy programs' success depends on strong relationships between family literacy programs and Head Start partners, a series of focus groups were convened to identify ways of strengthening cooperation between Pennsylvania's family literacy and Head Start programs. The six focus groups sites represented a mix of Pennsylvania's geographic regions, rural and urban sites, and Act 143 and Even Start programs. One site opted to hold separate focus groups for Head Start and family literacy staff. The Head Start and family literacy staff at the other five sites elected to have their focus groups together. Four of the programs were co-located, and most participating families were co-enrolled in both programs. All five programs made reciprocal referrals and provided cross training and/or co-training. In most cases, Head Start personnel provided ideas for grant proposals, and family literacy personnel took the lead in preparing the proposals. All five programs stated that staff from both program components had trusted each other from the outset and shared the same philosophies. At five sites, staff conducted their planning together. Three sites included personnel from both program components on advisory boards, held joint staffing meetings, and shared assessment results and evaluations. (MN)

This document reports preliminary results from a national survey of college faculty performed as part of the Mapping Project. The project and the survey concern the ways faculty balance, or do not balance, commitments to work and family. The theoretical framework was based on the work of J. Williams (1991) and others who have argued that an "ideal worker norm" has developed that often leads to job discrimination against women. In the academic context, the ideal worker norm may led to "bias avoidance" behaviors that occur when individuals deny themselves the opportunity to take on family commitments or minimize the impact of family on work performance. The survey process began with a sample of 702 U.S. colleges and universities. Of these institutions, 507 provided faculty names and addresses, and complete responses were eventually received from 4,188 faculty members (net response rate of 28.6%). Analysis of the survey results shows that bias avoidance behaviors are more common among female than male faculty. Women responding reported raising fewer children and reported lower levels of organizational and supervisor support for dual commitments to work and family. Although evidence was mixed, it did not appear that research institutions are less conducive to family formation than are teaching institutions. An appendix describes the sample of institutions. (SLD)

Pennsylvania's family literacy programs were subjected to a statewide evaluation in 1999-2000. Data were collected through focus groups with parents, a survey of staff in community agencies and organizations, and analyses of program data and the findings of selected assessments administered to adults and children involved in the program. Pennsylvania's family literacy programs were credited with improving adult participants' basic skills and helping them achieve personal goals, enabling their children to meet parents' expectations, helping parents to support their children's literacy development, and giving families access to support services. The children of participating parents entered school ready to learn and were successful in school. However, program impacts on family economic status were mixed. Selected recommendations were as follows: (1) have family literacy providers identify and address changes in their communities that affect delivery of family literacy services; (2) provide family literacy with continued assistance in building effective local collaborations that move beyond simple referral services; (3) have providers identify and implement strategies to increase parents' and their children's participation in family literacy services; and (4) support the family literacy professional development and program improvement systems. (Twenty-five tables/figures/boxes are included. Appendixes present statistical notes for the tables; descriptions of the adult education and early childhood assessment instruments; and eight references.) (MN)

This report discusses findings of a study that investigated the effectiveness of video self-modeling (VSM) for increasing request communication of children with autism. A single subject design using multiple baselines across subjects was used. Four participants (ages 4-6) with autism were taped in the home setting for the purpose of creating VSM training tapes and then observed in the school setting to monitor the generalization of requests. The VSM involved eliciting and videotaping request behaviors, editing the videotape to show only desired request behaviors, and having participants view the edited videos of themselves performing the desired request behaviors. During a 30-minute orchestrated play session, participants were allowed to choose from a range of board games, play dough, play with action figures, train play, and quiet time reading. The orchestrated play sessions were videotaped to provide video footage that could be edited to create training tapes. Following intervention, all four participants demonstrated stable baselines, variable accelerating trends during intervention, and stability during maintenance. Data show a positive change in participants' spontaneous requesting in preschool settings. Maintenance checks of participants 1 through 3 showed that the levels of spontaneous requests were stable after intervention. An appendix includes data charts. (Contains 34 references.) (CR)

Two single subject multiple probes across subjects research studies were conducted to evaluate the effectiveness of two instructional writing programs. The objective of the first study was to determine the effect of an instructional program on the selection of initial letters of words by 3 children with developmental disabilities (ages 7-10) who used augmentative and alternative communication (AAC). The writing instructional program included direct instruction in letter-sound correspondence and selection of initial letters of words, and a writing workshop-type of activity to provide instruction in writing tasks. Two of the 3 children were successful in the acquisition of the target skill, maintained use of the skill at least 1 month following instruction, and demonstrated some generalization. The goal of the second study was to determine the effect of an instructional program on the selection of final letters of words by 2 children with developmental disabilities (age 10) who used AAC and who had mastered the selection of initial letters of words. The instructional program included direct instruction in the selection of final letters, a review of the selection of initial letters, and a writing workshop-type of activity. Both participants were successful in acquiring the target skill. Appended are the following items from Study 1 and Study 2, respectively: Organization of words for Instructional Stimuli and Probes; The Instructional Program--Initial Letter; and Sample Data for Selection of Initial Letter in a Writing Task. (Contains 57 references.) (Author/CR)

This report presents the activities, accomplishments, and outcomes of a study of the long-term outcomes of augmentative and alternative communication (AAC) interventions with individuals with severe communication disabilities. The study evaluated long-term outcomes for 7 young men (ages 19-23 years) who had used AAC systems for at least 15 years. Outcomes were measured in the following domains: (1) receptive language; (2) reading comprehension; (3) communicative interaction; (4) functional communication; (5) educational and vocational achievement; (6) self-determination; and (7) quality of life. In addition, qualitative interviews were conducted to identify contextual factors that may have contributed to the measured outcomes. The study provided data regarding the feasibility of the outcome measurement tools used. It identified four factors believed to contribute, positively and negatively, to outcomes and communicative competence. These were: (1) attitudes of family members, professionals, peers and the general public; (2) cultural issues; (3) technological issues such as the operational demands of AAC systems; and (4) service delivery (a team approach is critical). (Contains approximately 135 references.) (DB)

The Northeast Regional Center for Rural Development is funded by the U.S. Department of Agriculture and private foundations, and invests in research and education to help rural communities meet the challenges of today's global society through a multidisciplinary network of university research and extension faculty, policy makers, and rural development professionals. The bulk of this annual report consists of project reports, divided into subcontracts, minigrants, and initiatives. Subcontracts are seed money for projects that are multi-state, regional, or national in scope. Ten projects are described that focus on building community capacity for economic competitiveness, youth leadership training, innovative rural development models, barriers to health care for poor families, promoting ecotourism, public issues education, business retention, and rural industries' contributions to state economies. Minigrants, which average about $1,000 each, enhance and expand existing programs. Twenty-two of these are described, addressing such issues as sustainable agriculture, alleviating rural poverty, early childhood education, minority health promotion, ecotourism, gender equity, and local governmental leadership training. Two initiatives are described that concern small businesses and Y2K, and using community assets to develop workforce capacity. Each description provides collaborating partners, contact information, and key words. Outcomes of the Center's recent strategic planning meeting are presented, followed by a list of selected activities of the center director. (Contains an author and key word index.) (TD)

In the Life Skills Training program, teen leaders teach social skills to rural fifth- and sixth-grade children to help them resist drugs and alcohol in high school. Based on a Boys & Girls Clubs of America program, the 9-week after-school program provides youth with accurate information; teaches youth how to handle a range of problem situations through a systematic problem-solving strategy; conveys self-instructional techniques designed to help youth exercise self-control; teaches adaptive coping strategies for relieving stress, anxiety, and pressure; and teaches youth verbal and nonverbal assertive skills. The program was piloted in several Pennsylvania and New York locations. The teen leaders used games, visual aids, and role playing to teach children resistance skills in a fun way. Teens were trained for 5-8 hours and taught the entire curriculum. Adults supervised or helped out with problem situations. Children learned more readily from teens and developed positive relationships with their teen teachers. The teen teachers gained leadership experience, improved their public speaking skills and self-esteem, and redefined themselves in front of their own peers. Both teens and adults felt that the program was well implemented and that the younger children were very interested in what was being taught. Most adults agreed that the program changed attitudes and behaviors and positively reinforced resistance to drugs sand alcohol. (TD)

The Framework of Work Based Foundation Skills Project was undertaken to facilitate development of Pennsylvania's new workforce investment system Team PA CareerLink by identifying and developing common definitions of the foundation skills all workers need to function effectively in any workplace. A framework of 19 work-based foundation skills and knowledge with component subskills was developed through a comprehensive synthesis and comparison of state and national work-based foundation skills efforts. The skills identified included basic workplace skills, basic employability skills, and basic organizational knowledge (core knowledge about the nature of work and workplace organizations). The framework included links to assessment systems and instruments capable of measuring the foundation skills and links to Occupational Skills Standards to illustrate applications of skills in specific industry clusters. Once development of the unified framework is finalized, it will help practitioners accomplish the following things: design and implement competency-based curricula that are meaningful for workers; develop individualized education plans to meet learners' education and employment goals; link work-based curriculum, instruction, and assessment; reflect on current instructional and assessment practices and develop program improvement plans related to workplace education; and use a common framework and understanding of work-based foundation skills when working with new workforce investment system partners. (MN)

This study compared the effects of personal characteristics and teaching practices in the development of professional competencies by undergraduate engineering students. A survey completed by 480 engineering students gathered information concerning students' personal, academic, and demographic characteristics; characteristics of their current engineering course; and their self-evaluation of progress made in various areas as a result of their current course. Results indicated that self-evaluated gains in group, problem-solving, and design skills were more the result of current teaching practices than the outcome of students' precollege characteristics. Results suggest that gains in professional competencies can be fostered in the classroom by frequent interaction with and feedback from the instructor, frequent opportunities to work collaboratively with peers, and by clear instructions and structure provided by the instructor. No significant differences were found between male and female students. An appendix lists engineering program accreditation criteria. (Contains 62 references.) (DB)

Substantial ethnic differences in fertility were documented in the Congo in the mid-1950s. These differences, apparent as well among women residing in Kinshasa, the capital, were linked to variations across ethnic groups in the incidence of venereal diseases and sterility. By the mid-1970s ethnic differences in fertility had diminished but were still present. Using a 1990 survey of more than 2,400 reproductive-age women, a study revisited fertility differentials among 6 broad ethnic groups that are well represented in the city. Significant differences by ethnic group remain, but these differences appear to be small compared to those that prevailed in the 1950s. At the same time, substantial fertility differentials by educational attainment have emerged, particularly at the middle and higher secondary and university levels. While ethnicity remains as a significant influence on fertility behavior, educational attainment has become a key factor associated with larger fertility differences in Kinshasa. During the past 40 years, increased access of women to schooling especially secondary education has been associated with a decline in fertility in Kinshasa. Distinctly lower fertility of relatively well-educated women is a phenomenon increasingly evident in a number of African countries. Appended is information on ethnic groups in Kinshasa, accompanied by a map of cultural regions of the Congo and 2 tables of data. Contains 5 tables of data, 15 notes, and 22 references. (Author/BT)

The Center for Vocational Professional Personnel Development conducted a needs assessment in order to plan and deliver staff development workshops in the 34 vocational schools served in Pennsylvania's central region. Respondents from the 30 participating schools were 30 administrators and 600 teachers (371 vocational and 144 academic teachers and 85 others). Administrators' questionnaires were to be used to help to plan future inservice activities. Data from teachers' questionnaires were coded and analyzed. Descriptive statistics were used to see differences in rank order of choices between vocational and academic teachers and other personnel. In an open-ended question, teachers shared their most memorable inservice experience. This field varied greatly between schools but was consistent within them. Many sessions mentioned involved new teaching strategies with immediate practical application to classrooms. When rank-ordering staff development initiatives, vocational teachers chose teaching strategies first, discipline-specific updates second, and common planning time third. Academic teachers chose common planning time first, discipline-specific updates second, and teaching strategies third. Others chose common planning time first, teaching strategies second, and professional conferences third. In an open field, teachers listed other ideas, many of which included technology topics. (Appendixes contain 49 references and the survey instruments.) (YLB)

An external evaluator worked with the project team of the Wisconsin Technical College System National Workplace Literacy Program to develop the evaluation design. Although she was at the project site for only limited periods of time, she and the project team maintained periodic contact during the 3-year period by telephone, fax, and email. Three technical colleges were selected for onsite study. During each site visit, the evaluator met with college coordinators, instructors, business and labor partners, supervisors, and learners. The evaluation design was planned primarily as a naturalistic inquiry that used the structured interview approach to data collection. The Kirkpatrick model (1994) was used to guide the summative evaluation. Project staff decided on procedures to collect data used as evidence for accomplishment of each of four levels of evaluation: stakeholder evaluation, mastery of basic skills, transfer of learning, and impact on organizations. Evaluation highlights were business institutionalization of their programs; a culture shift in many businesses with workers valued as equals in decision making; and dissemination through newsletters targeted to workers in the business site. (The six-page report is followed by these extensive appendixes: program benefits handbook; structured interview forms for partners, supervisors, learners, and staff; interview data; and analysis of trends in the data.) (YLB)

This annual report of the Northeast Regional Center for Rural Development (NERCRD) highlights the Center's activities, programs, projects, and publications for fiscal year 1998. NERCRD receives modest funding from the U.S. Department of Agriculture and other funds from private foundations. Funds are used to link rural development efforts of the 15 land grant institutions in the region. The region encompasses the District of Columbia and 12 states: Connecticut, Delaware, Massachusetts, Maryland, Maine, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, and West Virginia. The five goals that guided programming for 1998 include: (1) improving economic competitiveness and diversification; (2) supporting management and strategic planning for economic investment; (3) creating capacity through leadership; (4) assisting in family and community adjustments to stress and change; and (5) promoting constructive use of the environment. This report profiles 29 research and extension projects that address such areas as rural community development, rural poverty, distance learning, 4-H environmental programs, and sustainable development. Each profile includes contact information and Web addresses, where available. Contains author index and key word index. (CDS)

This study examined whether African-American students who attend historically black colleges and universities (HBCUs) have different experiences and perceive the campus climate differently than African American students who attend predominantly white institutions (PWIs). The study also examined whether differences in experiences and perceptions of the environment are linked to differential gains in cognitive abilities. The study used data from the National Study of Student Learning, a three-year longitudinal study of about 4,000 students who entered 23 institutions in 1992. Data were gathered in the fall of 1992 and the spring of 1993 and included demographic characteristics, scores on the Collegiate Assessment of Academic Proficiency, and responses on the College Student Experience Questionnaire. Students in HBCUs differed from their peers in both entering characteristics and college experiences in a variety of areas. These experiences, however, were not associated with differences in first year cognitive gains. (Contains 38 references and 3 tables.) (DB)

This yearbook focuses on the role of technology in school mathematics. Chapters are replete with classroom-tested ideas for using technology to teach new mathematical ideas and to teach familiar mathematical ideas better. Chapters included: (1) "Using the Graphing Calculator in the Classroom: Helping Students Solve the "Unsolvable" (Eric Milou, Edward Gambler, Todd Moyer); (2) "Graphing Changing Averages" (David Duncan, Bonnie Litwiller); (3) "Making More of an Average Lesson: Using Spreadsheets To Teach Preservice Teachers about Average" (John Baker); (4) "In the Presence of Technology, Geometry is Alive and Well--but Different" (Gina Foletta); (5) "Composing Functions Graphically on the TI-92" (Linda Iseri); (6) "Signifiers and Counterparts: Building a Framework for Analyzing Students' Use of Symbols" (Margaret Kinzel); (7) "Exploring Continued Fractions: A Technological Approach" (Tom Evitts); (8) "The Isosceles Triangle: Making Connections with the TI-92" (Karen Flanagan, Ken Kerr); and (9) "Mathematically Modeling a Traffic Intersection" (Jon Wetherbee). (ASK)

Compared to the organization of two-year education in other states, Pennsylvania can be said to have a "non-system" in which local determination predominates and state planning and coordination agencies are little more than advisory bodies. California, for example, has a much larger and more regulated system than Pennsylvania, with the Board of Governors of the California Community Colleges coordinating 107 public and private institutions. New York's community colleges are well organized in a hierarchical state system, while Texas maintains a well-defined 2+2+2 system. Florida and Illinois also differ from Pennsylvania through the existence of a central governing board for community colleges, while Ohio and Michigan differ in that colleges are planned to be geographically accessible by all residents. In Pennsylvania, however, two-year institutions are not strategically located in terms of geography or population; individual institutions report to their local board of trustees, rather than the central state body; and the two-year schools actually began before passage of the state's Community College Act in 1963, with many branch campuses originally separate from their main campuses. The organization of five of the first community colleges in the state, initiated by local counties and based on local support, illustrate the problems of the decentralized system. As the colleges were formed, two lawsuits were filed by residents in separate counties to block their establishment and resulting relations between institutions have been competitive and confusing. Contains 35 references. (HAA)

The Adult Learner Competencies Project included literature research and consultation with adult education practitioners in Pennsylvania to establish learner competencies that could be used by all adult basic and literacy education (ABLE) providers in the state. During the project, existing and emerging lists of adult learner competencies were researched and analyzed, which resulted in the development of lists of basic and higher order skills as well as extended literacy skills (such as time management, systems knowledge, interpersonal skills). The skills were divided into basic, intermediate, and advanced levels of expertise. These lists established a foundation of skills that were applicable across many adult life roles such as family members, workers, and citizens. Sample applications of the skill competencies in each role were included at each level. The skill competencies will provide opportunities for practitioners to refine curriculum, instruction, and assessment practices to better meet the educational needs of learners. (Contains 39 references and a sample matrix linking skills, applications, and assessment.) (KC)

An independent evaluation of the College of Lake County's National Workplace Literacy Program included both formative and summative evaluations over the 3 years of the project. The evaluation design was planned primarily as a naturalistic inquiry that used the structured interview approach to data collection. An external evaluator interviewed all project stakeholders during scheduled visits over the 3-year period to identify project strengths and recommendations for improvement. In addition, the evaluator visited classes at various sites and provided feedback on the instruction. The project had several unique aspects: development of a list of learning objectives and curriculum that could be used as a model across all sites; development of an assessment instrument for use with English-as-a-Second-Language students; and inservice education provided to part-time adult educators. The evaluator provided an introductory inservice session to the project staff on the Kirkpatrick evaluation model. Interview data were entered into a Filemaker Pro Database to detect trends in data across time and sites. Included in the trends were that all stakeholders were impressed by the changes evident in the learners and that staff viewed the project as a learning experience for themselves. Findings indicated the project was well implemented and became more central to the businesses concerned as time went by. (The five-page report is followed by these appendixes: structured interview forms, interview data, and analysis of trends.) (YLB)

This report summarizes research findings on the improvement of postsecondary teaching, learning, and assessment. It was found that 2-year and 4-year institutions provided relatively equal cognitive gains for students after the initial year, and that African American students attending historically black colleges or universities showed comparable first-year cognitive gains to their counterparts attending predominantly white institutions. It was also found that the most influential experiences in noncontent learning for students involved human interactions with other students and faculty. Active student involvement in their own learning (through collaborative learning, internships, and meaningful work-study) brought students greater learning effectiveness. Research indicated that while faculty are innovative and adjust their teaching styles to accommodate students' needs, little reward exists in the system for such investment. Faculty who spent more time on research and publishing and less time on teaching earned the highest salaries. It is concluded that faculty, administrators, and state legislators need to welcome diversity, assess student development to show pathways to improvement, and support efforts to encourage, educate, and assist new faculty to become skilled and proficient at curriculum planning, instruction, and advising. (Contains 70 references.) (MDM)

This report describes a joint project among two U.S. universities, a university in the Netherlands, and one in London, England, designed to prepare U.S. students of higher education policy with an understanding, appreciation, and analytic knowledge of the effect of the unification of Europe on higher education policy, as well as give European students who choose to specialize their policy research studies in the area of higher education policy an enhanced understanding of the relevant research, practice, and experience of American higher education. The program consists of seminars, workshops, and advanced graduate study in European and American higher education policy. The institutions work collaboratively to exchange researchers, faculty, students, and scholarly or pedagogical materials, and to develop joint research or technical assistance/training activities. The report notes that students who participated in the program spoke highly of the exchange opportunity. However, one challenge still to be faced are differing European and American purposes; the American institutions emphasize opportunity to study abroad, while the European emphasis is on distance education. (Author/JLS)

The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of assessment in adult basic and literacy education (ABLE) programs and conducting focus groups to determine perceived barriers to using standardized assessments. Ongoing consultation with COSMOS Corporation (the project contractor) confirmed ABLE programs' current use of assessment instruments and methodologies. The project team conducted a literature review to develop supplemental information on recently published, commercially available assessments and on current assessment practices. This research also included conducting focus groups with ABLE practitioners to identify concerns and issues relating to assessment practices. Based on the research, project staff developed a basic guide to the effective use of standardized and informal assessments. (Focus group questions are appended.) (YLB)

This report discusses the objectives and outcomes of a project that investigated the use of augmentative and alternative communication (AAC) systems by students with severe communication disabilities. The first objective of the project was to conduct five investigations to identify skills that contribute to the communicative competence of students who use AAC systems. The following skills were identified: use of an introduction strategy, use of partner-focused questions, use of nonobligatory turns by AAC users with efficient rates of communication, and use of grammatically complete messages by AAC users with efficient rates of communication. The project's second objective was to conduct three investigations to evaluate the efficacy of instructional techniques to promote the acquisition, generalization, and long term maintenance of these skills. The instructional techniques resulted in the successful acquisition of target behavior, generalization of its use to practices and new situations in the natural environment, and maintenance of the target skill at least two months post-instruction. The third objective was the successful development and evaluation of three instructional modules for use by speech language pathologists, teachers, and other professionals that documented the instructional goals and techniques. The instructional modules are included in the appendices. (Contains 99 references.) (CR)

This study, using data from the National Study of Student Learning, examined whether participation in a collegiate work-study program was related to cognitive educational benefits. Data were collected from 2,485 entering students at 23 institutions nationwide in the fall of 1992 with follow-up in the spring of 1993, of whom 494 (19.9 percent) reported receiving work-study assistance. Two questions were tested: one concerned differences in college experiences of work-study and nonwork-study students; the other with the effects of any differences on students' cognitive development. The study found that participation in a work-study program appeared to have a negative influence on first-year gains in reading comprehension, but a positive influence on critical thinking skills; no effects on math abilities were identified. These effects were apparent even after taking into account selected precollege characteristics, including initial cognitive abilities. Three tables present detailed data on: (1) students' cognitive ability, (2) college experiences, and (3) interaction effects. (Contains 50 references.) (CH)

Research studies generally focus on mathematics achievement in college across various ethnic and gender subpopulations and have suggested that various factors such as mathematical ability, persistence, anxiety, attitudes, backgrounds, and exposure have been explanatory factors of mathematics achievement. This study explores nontraditional associating factors for the accruement of mathematical skills during the first year of college, including the role of factors pertaining to academic and social involvement, student study behavior, student perceptions of the quality of teaching, financial support, and awareness of prejudice. It involved testing a model of mathematics gain on a nationally representative sample of first-year college students by both gender and ethnicity. Results indicate that although many of the factors tested contributed to math gains for the entire sample, there were many marked differences when analyzed by gender or ethnicity. Measures of commitment and enrollment in higher level mathematics courses was found to best explain gains in mathematics. An interesting link between gains with full-time enrollment and commitment to completing the degree was also found. Another finding was that an environment perceived to be free of racial and gender related prejudices had positive implications toward mathematical gains for most students. Contains 50 references. (JRH)