Your search found 3304 results.

Descriptors:
Educational Finance; Long Range Planning; Finance Reform; School Administration; Fiscal Capacity; Budgeting; Critical Path Method; Educational Planning; Strategic Planning; Change Strategies

Abstract:
To navigate today's fiscal challenges successfully, school districts must constantly examine the long-term fiscal implications of policy, programmatic, and human resource decisions on their organization. They must look at the effect of such items as bargaining agreements, contracted services, placement costs, transportation costs, benefits, supplies, property, capital improvements, and debt service. They must maintain fiscal prudence while meeting the needs of students and the wants of the community. In the face of rising costs and reduced revenues from federal, state, and local sources, the challenges can seem insurmountable. But by implementing a long-range fiscal plan, they don't have to be. This paper discusses three stages of developing a long-range fiscal plan: (1) developing a plan; (2) analyzing the plan; and (3) implementing the plan. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Emergency Programs; School Safety; Best Practices; Strategic Planning; Long Range Planning; Group Dynamics; Crisis Management

Abstract:
Those who spent time in the classroom recognize the need to formulate well-designed lesson plans before they can provide a first-rate education. A lesson plan provides guidance on what they will be teaching, the tools they will need to teach a lesson, and their expectations for the outcomes of the lesson--what kids will learn. The same is true for emergency management; it is important to create a team that includes key staff members and even parents or students. The more diverse the membership, the more perspectives will be available. This article discusses the four parts of emergency preparedness: (1) planning; (2) mitigation; (3) response; and (4) recovery. Although each step will be looked as a separate entity, emergency preparedness is fluid and ongoing, and the steps are interwoven. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Counseling Services; Guidance Centers; Referral; Individual Counseling; Needs Assessment; College Students; Gender Differences; Client Characteristics (Human Services); Foreign Countries; Long Range Planning; Case Records; Data Analysis

Abstract:
The author analyzed the gender, grade, sources of referral, and problem areas of 1,664 student-clients who consulted a counseling center for individual counseling over an 11-year period. The results showed that grade, sources of referral, and problem areas varied significantly over the years whereas gender did not. Students who consulted the center in recent years were mostly in their final year, came from all sources of referral, and had preexisting mental health concerns. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Public Policy; Health Services; Long Range Planning; Comparative Analysis; Comparative Education; Policy Formation; Social Change; Social Responsibility; Shared Resources and Services; Performance Factors; Barriers; Best Practices; National Surveys; Health Programs

Abstract:
All industrialized countries are grappling with a common problem--how to provide assistance of various kinds to their rapidly aging populations. The problem for countries searching for models of efficient and high-quality long-term care (LTC) policies is that fewer than a dozen countries have government-organized, formal LTC policies. Relatively new surveys focused on the elderly populations of about 25 countries could become the basis for research on which LTC policy design choices have desired outcomes for individuals and society and might be replicable in other countries. As in earlier decades when U.S. researchers created the Current Population Survey (CPS) modules and the Survey of Income and Program Participation to answer policy questions, researchers and policy analysts are now at a point where a concerted effort is needed to generate questions that international comparative research on LTC could answer as well as the data needed to address the questions. (Contains 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Change Strategies; Organizational Change; Long Range Planning; Lunch Programs; Nutrition; Food Standards; Health Behavior; Health Promotion; Sustainability; Program Improvement; Program Effectiveness; Program Evaluation

Abstract:
Given a choice, most administrators, staff, and students would probably choose food from home over the school offerings. What about those without a choice? Students who qualify for free and reduced-price lunch are stuck with school lunches, which are sometimes the most balanced meal they'll get that day. Many others opt for school lunches out of convenience, as parents and students collectively struggle with time management. Parents and students are demanding higher-quality food, but will more wholesome food cost more money? Can schools afford to provide it? Will kids eat it? Niles Township High School District 219, located in the northwest suburbs of Chicago, has been seeking new answers to these universal questions. This Illinois district is on a mission to contribute to the health of its staff and students and the well-being of the environment. The author discusses how the district creates a plan for systematic change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Climate; Adjustment (to Environment); Agricultural Occupations; Case Studies; Foreign Countries; Achievement; Competence; Agricultural Skills; Critical Thinking; Cooperation; Self Efficacy; Innovation; Environmental Education; Long Range Planning; Decision Making; Workshops; Personal Narratives; Persistence; Citizenship; Community Attitudes; Prediction; Risk

Abstract:
World population growth, overconsumption of resources, competition among countries and climate change are putting significant pressure on agriculture. In Canada, changes in precipitation, the appearance of new pests and poor soil quality are threatening the prosperity of small farmers. What human competencies could facilitate citizens' adaptation to climate change? The competencies displayed by six Canadian farmers were observed as they tried to improve the quality of their soil in order to increase its climate resilience. The farmers in the case study demonstrated a wide array of skills while adapting to climate change. Used to adjusting their farming practices to bad weather, the participants predicted that their already declining soil was very vulnerable to extreme events. They implemented some adaptations: planting forage radish and practicing more crop rotations. During the adaptation process, the farmers showed in-depth local and agricultural knowledge, critical thinking (which they used to assess the solutions), futures thinking and hindsight, identification and control of the variables affecting the crops, openness to novelty, collaboration, optimism and self-efficacy. The research, which results in the identification of competencies conducive to adaptation, leads to the recommendation of a few educational strategies to strengthen adaptive competencies when supporting citizens in a climate change adaptation process. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Long Range Planning; Disabilities; Caregivers; Money Management; Parent Responsibility

Abstract:
The reality is sobering. According to a report published on the online site of Children's Hospital Boston, about 57,000 babies weighing less than 1,500 grams (3 pounds, 4 ounces) are born annually in the United States. With medical advances, as of 2005, survival of these frail infants has increased from about 20 percent 15 years ago to nearly 90 percent today. Of that, 25 to 50 percent of survivors develop cognitive, attention, and behavioral deficits, while about 10 percent have CP. About half of all new cases of CP now occur in survivors of prematurity. This has been a wake-up call for parents who have come to realize that they need to plan for the future, and they need to do so in a responsible way if their sons and daughters with life-long challenging conditions are to be taken care of long after they are gone. Fortunately, there are people who offer some caring solutions. Planning for the future is just a part of a bigger picture that can be gleaned from the MetLife Center for Special Needs Planning's in-depth report, updated in the fall of 2011 from 2005, entitled "Torn Security Blanket: Children and Adults with Special Needs and the Planning Gap." This article discusses the important issues and the essential statistics mentioned in the report. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Public Schools; Educational Objectives; Educational Policy; Educational Planning; Educational Indicators; Academic Achievement; Outcomes of Education; Educational Principles; Access to Education; Educational Quality; Language Proficiency; Long Range Planning; Strategic Planning; Benchmarking; Progress Monitoring; Educational Opportunities; School Location; Geographic Location; Demography; Achievement Gains; Elementary Secondary Education

Abstract:
Many metrics along K-12 education may serve as indicators of potential success, but they are not goals. Students must leave the public school system at least proficient enough to face the tasks ahead. At the moment when students depart the K-12 system to enter college or career, it matters neither how proficient they were years before, nor the pace at which they have risen. Simply put: exit-level proficiency should be the primary goal of any public school system. The most recent version of The Denver Plan--the primary strategic document for the district--lists five major goals and multiple supporting indicators. However, too few of these goals (and the accompanying metrics) either focus on or prioritize academic achievement. DPS can often meet the objectives in the Denver Plan regardless of a corresponding rise or decline in student academic outcomes. The current goals of the Denver Plan lack rigor, structure, and consistency. In place of these goals, this paper urges a renewed focus on two fundamental principles that are critical to Denver Public Schools: (1) Achievement: students must attain annual academic growth so that they possess a sufficient level of proficiency upon leaving the district; and (2) Access: students must have equal opportunity to attend quality schools regardless of their grade level, demographics, and location. Achievement and access form an axis on which the district can accomplish its central purpose of exit-level proficiency for all students. This paper proposes three simple long-term goals for DPS. In support of those three goals, this paper provides additional context, historical benchmarks, and eight indicators to gauge annual progress. Appended are: (1) An Assessment of the Goals in the Denver Plan; and (2) Largest 35 Colorado Districts and Student Growth Scores, 2011. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (894K)

Descriptors:
Educational Strategies; Elementary Secondary Education; Educational Technology; Technology Integration; Guides; Computer Uses in Education; Teaching Methods; Computer Literacy; Computers; Computer Software; Internet; Computer Mediated Communication; Web Sites; Management Systems; Access to Information; Word Processing; Electronic Mail; Search Engines; Online Searching; Spreadsheets; Electronic Publishing; Productivity; Social Networks; Problem Based Learning; Problem Solving; Information Literacy; Student Projects; Student Behavior; Safety; Ethics; Long Range Planning; Computer Security; Teacher Competencies

Abstract:
This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their classrooms places where both students and teachers will enjoy learning. This book covers the most up-to-date technologies and how they can best be used in the classroom. It includes advice on upgrading time-tested educational strategies using technology, a wealth of illustrative examples, helpful suggestions, and practical tips and talks about managing "disruptive technologies" in the classroom. This timely book provides a commonsense approach to choosing and using educational technology to enhance learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Drama; Art Education; Faculty Development; Integrated Curriculum; Educational Research; Praxis; Interdisciplinary Approach; Outcome Measures; Program Implementation; Long Range Planning; Information Dissemination

Abstract:
"Drama for Schools" ("DFS") is a professional development program in drama-based instruction shaped by theories of critical pedagogy and constructivism. In 2007, the Director of "DFS" invited an educational psychology faculty member to develop a research and evaluation component for the program. This article discusses and troubles this interdisciplinary partnership through the lens of praxis, the continual cycle of thought, action, reflection and response. In this article, we touch upon implications of activated praxis such as (a) how "DFS" has evolved in its identity as a research-based program model; (b) how outcome measurement was embedded into program implementation; (c) the experience of disseminating findings in both arts-based and educational research spaces; and (d) how long-range planning was guided both by research and program priorities. We conclude with identification of how this process has resulted in praxis for participants across all levels of the partnership. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (448K) |  More Info:
Help Find in a Library