Whether a feasible a priori factor structure can be identified for the Mississippi Teacher Assessment Instruments (MTAI) was studied through exploratory and confirmatory factor analysis of ratings of 194 student teachers. Analyses support some degree of construct validity, but expected factor structures were not identified. (SLD)

The development and potential usefulness of a modified accomplishment record technique to assess aspects of teaching under the talent-development model were explored through questionnaires completed by 18 college faculty members. Results support the usefulness of accomplishment records for selection decisions within professional populations. (SLD)

Criticisms of teacher evaluation as it is practiced are analyzed, and new directions are proposed for realizing the potential of teacher evaluation in improving instruction. Failure to provide feedback accompanied by substantive and practical suggestions has prevented improvement and reduced teachers' internal motivation. (SLD)

Experiences of the Des Moines (Iowa) public schools as they work for educational improvement and school restructuring are described. The school system will be considered successful only if what is taught is learned at an acceptable level by all students. Restructuring is traced from its 1989 inception to the present. (SLD)

This study explores the views of campus constituent groups about what makes a good college president. Interviews with 142 members of the governing board, senior administrators, and faculty leaders indicate that competent, patient leaders who are constantly attentive to relationships and meaning are the most highly valued. (SLD)

The opinions of 51 of 140 vocational special needs educators were gathered on the most influential or foundational literature in 4 areas: databased articles, literature reviews/position papers, books, and research themes. Little agreement was found, possibly because of the field's unique status and integrated and applied nature. (SK)

Use of "best practices" in vocational special needs education can provide efficient and effective learning for students with learning difficulties. Barriers to their use include association with particular groups, aptitude treatment interaction, attitudes, and lack of information. Closing the research-practice gap can improve use of best…

The Restructuring through Interdisciplinary Team Effort project focuses on changing the culture and structure of vocational special needs education in the Pacific Basin. Its three dimensions are cognitive core (best practices, outcome-focused design, strategic planning); team network of stakeholders; and systemic renewal (school-to-work…

Wisconsin's Designated Vocational Instruction model emphasizes identification and use of vocational program competencies before placement, during participation, and through transition. It enables special and vocational educators to cooperate in preparing high school students with disabilities in the least restricted environment. (SK)

Concerns about situational assessment--proper setting and inappropriate use with severely disabled persons--prompted the following changes in its use in vocational rehabilitation: (1) recognition of differences between sheltered and actual work settings; (2) questioning of vocational assessment measures; and (3) focus on a person-centered…

Four steps for using the aptitudes conversion procedure for the Wechsler Intelligence Scale for Children-Revised are obtaining a summary of numerical aptitude ratings; identifying possible placements from the "Dictionary of Occupational Titles" or the "Handbook for Analyzing Jobs"; narrowing placements to match individual needs and interests; and…

Little agreement between student self-ratings and teacher ratings appeared when 226 secondary special needs students and 78 teachers rated students' reasoning skills. Possible causes were the halo effect, students' lack of knowledge, and students' difficulty in understanding the ratings. (SK)

Argues that advocates of content-based art education and other art educators attempting to move art to a central place in the school curriculum are struggling against unrecognized social realities. Concludes that competing value structures of creativity versus acquiescence and originality versus conformity are responsible. (CFR)

Presents a review of developments in aesthetic education and discipline-based education and their impact on art education. Asserts that current trends and events suggest that major changes in art education could occur. Concludes that standardized testing of art learning is one possible result. (CFR)

Asserts that social studies in North America has been defined most often as fundamentally concerned with preparing students for participation in civic life. Reviews research and summarizes findings on citizenship education in English Canada since 1988. (CFR)