chapter provides an introduction, background, program and inventory information, and objectives of review. Chapter 2 focuses on the capitalization policy and policy application. Chapter 3 examines records of new purchases and notes various accounts used. Chapter 4 looks at the physical inventories

This publication argues that it is time for educatiOn to join these successful efforts and revise teacher-pay systems. The brief provides a short history of changes in teacher compensation over the last century and a discussion of key organizational and educational changes today that could be reinforced by a new teacher-compensation structure. It also suggests some new teacher-pay elements and a set of principles that states and districts could follow if they were to redesign how teachers are paid. Sidebars present examples of innovative compensation programs in Kentucky, South Carolina, Dallas, and Colorado. Three types of new compensation systems are described: skills- or competency-based, pay-at-risk, and group-based performance awards. Ten process principles for the development, design, and implementation of a new compensation system include: (1) the involvement of all key parties; (2) broad agreement on the most valued educational results; (3) sound, comprehensive evaluation systems; (4) adequate funding; (5) investments in ongoing professional development; (6) avoidance of quotas; (7) consideration of the general conditions of work; (8) management maturity; (9) labor maturity; and (10) persistence. Technical-design elements that should be included in each of the three types of compensation systems are outlined. Figures of four compensation schedules are included.

• Partner institution pages

The paper considers the role of program planners in ensuring community adjustment of deinstitutionalized severely mentally handicapped persons, especially in light of the provisions of the Budget Reconciliation Act of 1981, which provides a waiver authority to states to increase community programs for the deinstitutionalized population. The paper adopts an ecological view in which the interaction of environmental and individual factors is emphasized. Planners are advised to be proactive, that is, to take the initiative in developing more community resources and alternatives. Among system obstacles cited to deinstitutionalization are lack of staff training, staff recruitment and retention, bureaucratic red tape, and negative attitudes. Suggestions are made for preparing for the transition from institution to community, including facilitating supportive interagency relationships. (CL) * Reproductions supplied by EDRS are the best that can be made * * from the original document. *

State Government This book develops a framework to help policymakers and policy analysts understand and judge policy options, so they can construct alternatives to the reorganization of rural, small school districts. Chapter 1 introduces the reader to the book by stating the objectives and providing working definitions for "school district reorganization " and "rural, small school district. " Chapter 2 highlights six major historical and contemporary pressures that will affect rural schools in the future, including socioeconomic changes detrimental to rural development, broader legal definition of state responsibilities for education, redirection of school excellence movement, and diverse changes in public opinion on education reform. Priority issues are presented in Chapter 3, for example, "concentrating on the characteristics of effective schools " and

encounters in the classroom using sources of variation that are credibly idiosyncratic, such as changes in the gender and racial composition of a grade in a school in adjacent years. I use specification tests, including one based on randomizing the order of years, to confirm that the variation I use

teacher fixed effects. Unlike previous studies, I use panel data to estimate teacher fixed effects while control-ling for fixed student characteristics and classroom specific variables. I find large and statistically significant differences among teachers: a one standard deviation increase in teacher

and classroom teaching with our expertise in artificial intelligence and cognitive psychology. The Pittsburgh Urban Mathematics Project (PUMP) has produced an algebra curriculum that is centrally focused on mathematical analysis of real world situations and the use of computational tools. We have built

of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly

One potentially useful feature of future computing environments is the ability to capture the live experiences of the occupants and to provide that record to users for later access and review. Over the last 3 years, we have designed and extensively used a particular instrumented environment