"Three Big Lessons in Six Years" is both a reflection on the past and a look ahead to the future at Charlestown (C-Town) High School (Boston, Massachusetts) and other early college programs across the country. The purpose of this series is to document essential design elements, operational structures, and critical support for students to…

Gang affiliation is not something that students leave behind when they come to school. Gang members do not leave their behaviors, attitudes, and conflicts outside the school environment. Gangs, unchecked and unidentified in a school setting, often engage in threat and intimidation; physical and cyber bullying; fighting; recruiting; and criminal…

Educational and vocational rehabilitation programs both have key roles and responsibilities in improving post-school outcomes for students with disabilities. Both entities must be involved in creating opportunities for students to develop skills and knowledge to prepare for careers in the 21st Century. To help facilitate understanding and promote…

This document is an outgrowth of the 2016 National Education Technology Plan (NETP). The NETP presents a shared vision and call to action for transformational learning enabled by technology at all levels of our education system. This Higher Education Supplement to the 2016 NETP builds on the principles described in each of the NETP's five…

This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…

Support groups for parents of hearing-impaired students, led by a team of school personnel and mental health professionals, can effectively provide parents with information, support, and a forum for open discussion of concerns. Suggestions are offered on getting organized and conducting the first meeting. Potential discussion topics are outlined.…

Outlines some principles which seem to be important both to bridging the gap between parent and teachers' expectations and enabling the whole area of parent-teacher relations to operate more effectively. (MP)

Background information is provided on gifted students with learning disabilities and/or physical impairments. The need for collaborative interventions to meet the needs of these students is discussed, viewing collaboration as personal interaction, as the interaction of roles, and as interinstitutional interaction. A collaborative/consultation…

Many parents do not know how to become involved in their children's education, and many teachers do not receive enough training in working with families. This quarterly early childhood digest discusses ways families and schools can work together to help young children learn and grow. The digest begins by describing how a teacher's home visit…

Ideally teacher educators play a significant role in the initial empowerment of teachers as professionals. The level of success teacher educators have in this role reflects their own level of empowerment. Empowered teacher educators have a clear perception of the role of a teacher and of their own role as a teacher educator. To achieve empowerment…

The concept of transition of an individual with a disability from school to adult environments is presented from the perspective of the educator's role. The educator's role is perceived as: (1) an "expert" on the needs of individuals with mental disabilities and the barriers they face when they move from the educational environment to…

Eight specific strategies are offered to help professionals build a trusting relationship with parents of handicapped children. Suggestions include the need to accept parents as they are, listen empathetically, prepare for meetings, and keep promises. (CL)

Outlines an experimental intervention program designed for children "at risk" of educational failure in Dyfed County, Wales. The program redefines the roles of "remedial" teachers and seeks to improve cooperation between the school, the health authority, and the social services department. (AS)

Dimensions of a rich and nurturing learning climate for the early childhood years are discussed. Contents focus on: (1) the early childhood scene; (2) the teacher's role in creating a positive learning climate; (3) the transition from home to school during the first few days of school; (4) the outdoor classroom; (5) school climate and staff…

Provides practical ideas for developing productive and agreeable parent/teacher relationships. (RH)