This book compiles stories about the formation of American Indian/Native American studies in 12 mainstream university settings. Common elements of these successful programs include a highly committed core of Indian and non-Indian faculty and students who believe in the intellectual and nation-building agenda of Indian/Native studies; a strong…

At Indiana University, the Department of Recreation and Park Administration and Indiana University Outdoor Adventures (IUOA) work together to offer university students for-credit courses in recreation skills. Since 1997, graduate students trained and directed by IUOA have taught 1-credit courses in specific outdoor skills, based on nationally…

The English study monitored the first stages of an integration plan involving nine handicapped 12-year-old boys. The study pointed out the need for coordination between the special school and the special unit of the mainstreamed school and for an adequate curriculum for the students at the mainstreamed school. (PHR)

Discusses advantages of and criteria for development of effective caregiving teams in child care programs. (BB)

An overview of the conference proceedings, the report looks at structures, functions, memberships, definitions, relationships, pressures, and the international dimension of adult education. Thirty-two countries were represented. A key issue was the relationship between national adult education organizations, government policy, and governmental…

The Richmond City Public Schools-Virginia Commonweath University Collaborative Teacher Education Program (CoTEEP) is a collaborative integration of preservice and inservice teacher education. Phase IV of this program (1985-1986) planned and developed collaboration in school-based preservice education and continued prior collaboration in inservice…

This paper presents results regarding the development, research, and evaluation of unique aspects of the Arizona Career Ladder Teacher Incentive Program. The first section presents a brief overview of the historical perspective of career ladders and teacher incentive programs. The second section, which describes the Arizona model, details its…

This facilitator's guide is one of three documents recommended for use in the development of a local level linkage system for the referral of severely handicapped students from education to rehabilitation. Introductory materials include a discussion of right versus entitlement and overview of the facilitator's role. The first section provides a…

This document covers all activities since the inception of the Black Colleges and Community Development Program (BCCDP). The BCCDP was established to develop clear lines of communication between TACTICS' programs; organize Black Colleges Technical Assistance Executive Committee; design, organize, and execute the Black College Consortium; and…

Since its inception in 1965, the Illinois Research Coordinating Unit (RCU) has continued to be involved in innovative activities for measured change in vocational education. The use of ancillary monies for contractual research and development activities has been the major thrust of the unit. The Illinois RCU has played a significant role in…

A history of radio and television community college education in Florida is given, beginning with pioneering efforts by individual colleges, and concluding with the organization of a statewide consortium which divides the state into six regions, determined by the broadcast ranges of particular educational television stations. (NHM)

Describes ways in which the College of Education at the University of Akron improves collaboration between university professors and school teachers in planning and implementing pre-service teacher education. (DD)

Objective-oriented management for a cooperative program in a postsecondary institutional setting is relatively easy to articulate but requires much patience and energy to implement. Basically the design for objective-oriented management consists of five distinct activities, including goal setting, policy formation, and evaluation. (LRA)

Defines school-business partnerships and reviews changes in such partnerships over the past 25 years. Provides steps to building effective partnerships for school-to-work activities: review the school's mission; select partners that will bring strength to the relationship; set clearly defined, realistic goals; maintain the partnership; and…