In 2009 the Obama administration announced a focused commitment to turn around 5,000 of the United States' chronically lowest-performing public schools as part of the American Recovery and Reinvestment Act (ARRA). This commitment came with $3 billion in funding for the School Improvement Grant program, or SIG, along with new guidelines to ensure…

The Arkansas Department of Education Co-teaching Project was designed to assist Arkansas schools in the implementation of more inclusive service delivery models for students with disabilities. The project began due to a need to increase the number of students being served in less restrictive environments, but evolved into a systematic statewide…

A survey of recipients of 51 technical assistance projects addressing needs of children with sensory impairments in 18 states and territories resulted in identification of desired individual, programmatic, and systemwide changes in provision of technical assistance services. (Author/DB)

This technical and vocational education (TVE) profile on Bhutan is one in a series of profiles of UNESCO member countries. It is intended to be a handy reference on TVE systems, staff development, technical cooperation, and information networking. Part I, Policy Concern, provides general information on the education delivery system, the role of…

The Configurational Theory of Innovation Diffusion, Planned Change, and Development, or the CLER model, can be an effective tool for planning change events such as those involved in developing or improving a vocational education program. The C in the CLER model stands for configurations and configurational relationships among and between the…

This final report describes the Inclusion through Transdisciplinary Teaming (ITT) project, which provided support to personnel working in schools, child care centers, and Head Start programs as they designed and provided services that included young children with disabilities and their families. During its 3 years of outreach, ITT project staff…

Recommendations of the Maryland Task Force on Gifted and Talented Education concerning the current status and future needs of gifted and talented education are presented. Recommendations are offered concerning the following issues: appropriate recognition of giftedness and services for all gifted and talented students, world-class curricular…

This document reports on phases 2 and 3 of the Phare Special Preparatory Programme for the European Social Fund (SPP-ESF), which involved national, supplementary, and local seminars to assess the following countries' needs for assistance from the ESF: Bulgaria, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, the Slovak…

These minutes summarize the New Brunswick Forum for Action on Leadership in Career Development, which was the third in a series of provincial forums being conducted throughout Canada to stimulate dialogue among a spectrum of labor market partners and develop an action plan to support career development in Canada's provinces. The following items…

The effectiveness of Phare vocational education and training (VET) reform programs conducted in 13 Eastern and Central European countries in 1993-1998 and lessons learned from the programs were examined through a review of information from the following sources: a cross-country analysis on curricular reform; a review of technical evaluation…