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AEL, Inc

Works: 142 works in 152 publications in 1 language and 797 library holdings
Genres: Periodicals  Conference papers and proceedings  Handbooks and manuals  Identification guides  Abstracts  Classification  Interviews 
Publication Timeline
Publications about AEL, Inc
Publications by AEL, Inc
Most widely held works about AEL, Inc
Most widely held works by AEL, Inc
The Link ( file )
in English and held by 235 libraries worldwide
Source of information about current education research. Each issue contains short descriptions of new resources available from AEL and other R & D producers, news from around the region, and information about free and low-cost products and services
Elementary change : moving toward systemic school reform in rural Kentucky by Patricia J Kannapel( Book )
2 editions published in 2000 in English and held by 96 libraries worldwide
From 1990 to 2000, a qualitative study of the implementation of the Kentucky Education Reform Act (kera) was conducted in four small rural school districts in Kentucky. Kera reflects key components of what would later be termed "systemic reform": a unifying set of goals that all students must attain, a coherent system of instructional guidance, and a restructured governance system. In addition, kera has other components, such as the ungraded primary program. This book presents findings from the second phase of the 10-year study, focusing on the effects of kera on curriculum, instruction, and student learning in six elementary schools in the four districts. In all six schools, student achievement improved, but in five schools, teachers focused more on improving whole-school performance on achievement measures than on improving the learning of each student, and had difficulty raising their expectations for low-income and minority children. Kera reforms increased classroom writing, the variety of instructional strategies, integration of subject matter, classroom computer use, and open-ended response and portfolio items for classroom assessment. However, teachers had difficulty moving beyond a teacher-directed approach, and only a few integrated technology effectively into the curriculum. Testing for accountability became the focus of the assessment system, and the kera goal of continuous performance-based student evaluation was neglected. School-based decision-making councils did not make most key decisions as intended by kera. The findings also note the importance of school leadership accountability goals and the need for more time for teachers in meeting school professional development. Ten appendices present kera goals; dissemination efforts; data collection and research questions for both phases of the study; interview protocols; and characteristics of parents, students, and community members interviewed. (Contains 151 references.) (Td)
Fairmont State College GEAR UP Project : Year 2 baseline survey (2000-2001) by Kimberly S Cowley( Book )
1 edition published in 2001 in English and held by 86 libraries worldwide
In 1999, the U.S. Department of Education funded 21 state and 164 college and middle school partnership grants for Project gear up (Gaining Early Awareness and Readiness for Undergraduate Programs), which encourages disadvantaged youth to prepare for college. As part of its grant, Fairmont State College (West Virginia) surveyed parents and incoming seventh-grade students at 29 primarily rural middle schools to gather baseline information about their perceptions of and aspirations for postsecondary education. Results indicate that students had a generally positive view of their academic abilities and efforts, while parents had a slightly higher perception of their children's efforts. Parent involvement in school-based activities was limited in scope, with more mothers than fathers reporting involvement. Students felt responsible for their own learning, but they did not feel that their learning was interesting or exciting, that they were given the opportunity for exploration or investigation, or that teachers valued their thoughts or feelings. Student and parent aspirations were high with regard to postsecondary education. Students viewed parents and teachers as their best sources of information regarding academic choices, but few parents were familiar with high school graduation and college entrance requirements. Students did not have a real understanding of what was required of them now to begin preparing academically for college. Parents and students perceived financial difficulties to be the biggest deterrent to postsecondary education, and only half believed they would be able to afford college. Recommendations are offered for increasing students' and parents' awareness of and interest in postsecondary education. Appendices present student and parent survey questionnaires. (Contains 17 references, 11 figures, and 3 tables.) (Td)
More is not always better : comprehensive evaluation of a summer institute on interdisciplinary teamed instruction by Merrill L Meehan( Book )
1 edition published in 2000 in English and held by 82 libraries worldwide
Improving rural school facilities : design, construction, finance, and public support by Sarah, Ed Dewees( Book )
2 editions published in 2000 in English and held by 31 libraries worldwide
While the condition of rural school facilities varies across the country, most rural school districts face similar issues as they consider new facility construction, renovations, or additions. These issues are how to gain public support for funding, how to make the best use of local resources, how to design buildings that meet a variety of community needs, and how to design facilities that optimize instruction and use of technology. This book contains seven edited papers presented at the National Working Conference on Improving Rural School Facilities, held in Kansas City (Missouri) in March 1998. The papers are: (1) "Trends and Issues Affecting School Facilities in Rural America: Challenges and Opportunities for Action" (Sarah Dewees, Glen Earthman); (2) "Financing Facilities in Rural School Districts: Variations among the States and the Case of Arkansas" (Mary F. Hughes); (3) "Preserving Heritage While Restoring and Improving Facilities: a Rural Community's Experience" (Burton Edward Dickerson); (4) "Creating Technology Infrastructures in a Rural School District: a Partnership Approach" (Dennis Jensen); (5) "Gaining Rural Community Support for a Bond Issue: a Superintendent's Experience" (Stephen Dean Bohrer); (6) "Maintaining Respect for the Past and Flexibility for the Future: Additions and Renovations as an Integrated Sequence" (Dan Swedberg); and (7) "Managing the Rural School Facility Construction Process" (Angelo Passarelli, Wade Goehring, Anne Harley). (Contains references in each chapter.) (Sv)
Principal connections : a guide to technology leadership ( file )
2 editions published between 2002 and 2003 in English and held by 11 libraries worldwide
Software uses a combination of video, sound, and written documentation to assist educators in learning to incorporate technology into the curriculum
Data connection : using assessment to improve teaching and learning ( file )
1 edition published in 2002 in English and held by 9 libraries worldwide
Software uses combination of video, sound, and text to help educators learn to use computer tools to analyze and interpret standardized test data
K-8 building blocks for algebra : patterns, functions, relationships by Sandra Critchfield( Book )
1 edition published in 1998 in English and held by 7 libraries worldwide
The ability to use algebra in describing and analyzing real-world situations is becoming a basic skill for all students. The main focus of this book is on patterns, functions, and relationships. Information and ideas on how algebraic thinking can be developed in the years leading to a formal algebra course are included. K-8 teachers are offered a series of appropriate activities that will excite students about mathematics in general and algebra in particular. Activities, grouped by grades k-2, 3-5, and 6-8, are organized around the instructional process and include a list of necessary materials and background information for students and instructors. (Ask)
Public opinion in Virginia on schools and education ( Book )
1 edition published in 2003 in English and held by 3 libraries worldwide
Understanding and identifying children with ADHD : first steps to effective intervention by Soleil Gregg( Book )
1 edition published in 1995 in English and held by 2 libraries worldwide
Second Annual Symposium on Research and Evaluation Related to Comprehensive School Reform by Research Symposium on Research and Evaluation Related to Comprehensive School Reform( Book )
2 editions published in 2000 in English and held by 2 libraries worldwide
Recruiting and training volunteer tutors of emergent and beginning readers in the primary grades : a manual for program coordingators and tutors by Ronald E Diss( Book )
1 edition published in 1998 in English and held by 2 libraries worldwide
This manual is intended to assist school personnel in their efforts to initiate effective reading tutoring programs to help children in the early grades (generally, grades k-3) who lack the literacy skills required to be successful students. This manual can be used by program coordinators to help volunteer tutors who may not have had formal training in teaching literacy. Effort has been made to explain how children learn to read and to present instructional strategies and activities in a user-friendly way. Section I (Characteristics of Effective Tutoring Programs) highlights program components essential for ensuring that students learn to read; Section 2 (Getting Started: Selecting Students for Tutoring and Recruiting Effective Tutors) gives suggestions for selecting students for tutoring and the recruitment and characteristics of effective tutors; Section 3 (a Model for Training Tutors) presents a model for training volunteers to be successful reading tutors, including developmental learning activities appropriate for children at the emergent and beginning stages of literacy development, planning lessons, and recording progress; and Section 4 (Tutoring Resources) provides a glossary of terms, book lists, and related program and teaching resources. Contains 24 references. Attached are 15 two-page activity sheets that address reading, writing, and word study skills. (Rs)
Comprehensive career development self-assessment instrument by Gregory D Leopold( Book )
2 editions published in 2000 in English and held by 2 libraries worldwide
Preventing antisocial behavior in disabled and at-risk students by Soleil Gregg( Book )
1 edition published in 1996 in English and held by 2 libraries worldwide
Xavier Senior High School : a case study of the Quest network by Caitlin Howley-Rowe( Book )
2 editions published in 2000 in English and held by 2 libraries worldwide
School counselors : emerging vanguards of student safety and success : policy briefs by Soleil Gregg( Book )
2 editions published in 2000 in English and held by 2 libraries worldwide
Public concern about violence in schools has created increased pressure on policymakers to do more to make schools safe. Effective school counseling programs can promote school safety. School counselors can play a central role in achieving the dual goal of school safety and school improvement by helping students build needed skills and overcome barriers to learning and healthy development. The failure to provide mental health and academic support services to children who need them carries profound consequences for individuals, schools, and society. School counseling programs can offer students mental health and psychological services that otherwise might not be accessible or available in their communities. Unfortunately the nation is facing a shortage of school counselors, and new federal initiatives aimed at expanding students' access to services must begin by helping schools hire more counselors and support effective counseling programs. As school counselors face the challenges of providing more comprehensive programs, they need continuous support from policymakers, administrators, teachers, and parents. Policies need to promote consolidation of resources to address barriers to learning. Policymakers need to understand the importance of funding programs for prevention and early intervention that address children's emotional, social, personal, and learning problems. (Contains 33 references.) (Jdm)
ADHD, building academic success by Soleil Gregg( Book )
1 edition published in 1995 in English and held by 2 libraries worldwide
Toward the Construction of a Federal Policy-Impact Code for Classifying the Nation's Rural School Districts. Working Paper by E. Robert Stephens( Book )
2 editions published in 1992 in English and held by 2 libraries worldwide
Historically, policies and funding guidelines for most federal educational programs have not adequately recognized the diversity of rural schools. A dichotomy of rural and urban, or even a tripartite classification (urban, suburban, and rural), would mask the internal diversity of rural schools. Current efforts to understand the condition of public education in this country will fall short unless this diversity is acknowledged. The federal government, particularly the Department of Education, should take the lead in developing a policy-impact code for classifying the nation's rural school districts. A desirable policy-impact code would use variables that have demonstrated predictive value relevant to differences among rural districts, would include all rural school districts, and would be limited to a number of categories small enough to be recognized and understood easily. Other criteria may include content of indicators (relevance for policy formation) and data collection standards. Such criteria suggest a causal-model approach to indicator development that would include four classes of indicators: context, input, process, and outcome. An initial literature review identified about 90 possible indicators, of which 36 were chosen. The National Center for Education Statistics should convene a study panel to consider the policy and technical issues involved in developing this federal classification code. This paper contains 79 references and data tables detailing major education programs of various federal agencies. (SV)
Survey of staff perceptions of the AEL Resource Center by Kimberly S Cowley( Book )
1 edition published in 2000 in English and held by 1 library worldwide
The Resource Center at the Appalachia Educational Laboratory (ael), Inc., Provides direct services to clients both within and outside ael, as well as serving as a repository and distribution center for educational materials. Three main objectives were identified: to discover the extent to which staff use current components of the Resource Center; to investigate the expectations of staff regarding electronic conversion of existing Resource Center components; and to investigate staff predilections for electronic journals, newsletters, and other electronic resources. This report summarizes findings from the third assessment of the Resource Center, which focused on ael staff's perceptions of needed services and their frequency of use. The report presents findings along with subsequent conclusions and recommendations from the survey administered to ael staff members in October 1999. Surveys were distributed to all 96 ael staff members, with a 52% usable return rate. Findings are discussed in terms of the main sections of the survey, which include: (1) general information such as respondent's location, years of employment at ael, and favorite places to find information; (2) specific use of Resource Center services; (3) expectations for electronic conversion of existing components of the Resource Center; (4) ideas for improving the Resource Center; and (5) ideas for better serving staff outside the Charleston, West Virginia, office. The survey and "Completed Evaluation Standards Checklist" are appended. (Aef)
ERIC Clearinghouse on Rural Education and Small Schools ( file )
in English and held by 0 libraries worldwide
Appalachia Regional Educational Laboratory (AEL), Inc. offers access to the ERIC Clearinghouse on Rural Education and Small Schools. The clearinghouse provides information on the education of Native Americans, Mexican-Americans, and migrants, as well as on outdoor and experiential education, rural education, and small schools
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