The Schools without Walls program helps University of Surrey management students develop managerial skills by serving as mentor-managers to secondary students. Freedom to reflect and have hands-on management experience facilitated skill development. However, the program worked better for affective skills than cognitive skills. (SK)

To develop employability skills, British college students were given materials describing strategies for part-time work and exploring how to learn through reflection on work experiences. In focus groups, students identified ways to improve the materials. (SK)

Human resource management students in Wales undertake a 1-year work placement in which they develop a portfolio submitted for the Chartered Institute of Personnel Development certificate. The process enhances their degree with an additional qualification and provides a framework for structuring the work placement year. (SK)

Content analysis was conducted of 16 doctorate of business administration (DBA) programs in Britain. Results revealed that DBA programs modeled on the doctor of philosophy degree achieve academic credibility; programs pursuing business-relevant outcomes fulfill the intent of the DBA, which was developed in response to dissatisfaction with the…

To teach creativity to business students, a framework was used that involves bridging the intuition gap between knowledge/skills and application and providing simulations that enable students to experience chaos and uncertainty. Students enjoyed scenarios but found holistic learning uncomfortable. Peer support through group reflection helped…

A study of undergraduates before and after participation in partnership projects with small businesses found that (1) the majority preferred working for larger companies; (2) they felt small businesses were less desirable for promotion, pay, and job security; (3) businesses were slightly more inclined to hire graduates; and (4) employers felt…

The Australian Education Union (AEU) commissioned the Monash University-ACER Centre for the Economics of Education and Training (CEET) to review funding and staffing for VET (vocational education and training), and especially for TAFE (technical and further education), in the context of the recently set COAG (Council of Australian Governments)…

Research-Based Principles and Practices for Educating Students with Autism is a text under development by members of the Division on Autism and Developmental Disabilities. The text is intended for use as a professional resource and graduate level text for preservice and inservice educators, psychologists, speech/ language therapists and clinicians…

Education is currently in an evidence-based era, demanding as well as assuming all educational practices are evidence-based. In the case of a functional curriculum for secondary students with mild intellectual disabilities, despite existing professional wisdom, the state of empirical evidence is unclear. This study represents a systematic review…

Problem-solving instruction facilitates children in becoming successful real-world problem solvers. Research that incorporates problem-solving instruction has been limited for students with mild and moderate intellectual disabilities. However, this population of students needs increased opportunities to learn the skills of problem solving. Using a…

The primary purpose of this study was to examine the effects of video modeling delivered via computer on accurate and independent use of an iPod by three participants with moderate intellectual disabilities. In the context of combined multiple probes across participants and replicated across tasks, three female middle school students learned to…

Horner et al. (2005) present a review substantiating how single-subject research methodology can be utilized to determine whether interventions are evidence-based practices (EBPs). The current study utilized the Horner et al. research piece to: (a) systematically identify a set of quality standards for the evaluation of single-case research…

Research has frequently focused on needs, preferences, and practices of families of young children with disabilities. Surprisingly, relatively little seems to be known about how families use technology to gain information about and support their needs, even though Web-based and other information and communication technology applications have…

Although many individuals with AS keenly desire social relationships, they are often unsuccessful in developing and maintaining them. Emotional intelligence (EI) as both an ability and trait is a construct that offers potential to enhance understanding of emotional and social characteristics of individuals with AS. Twenty-five young adults (aged…

Newbery books represent quality literature that has a profound social-emotional impact on its readers, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty-one Newbery Award and Honor books from 1975-2009 were identified and portrayed 41 main or supporting characters with disabilities.…