ILEED newsletter.

Description based on: Vol. 3, no. 3 (Fall 1990); title from caption.

ILEED News /

Title from caption.

News /

Title from caption.

Proposed objectives for a solar energy development program in Illinois /

Cover title.

An energy plan for Illinois higher education.

Report to the Governor and General Assembly.

Public participation in the Illinois Coastal Zone Management Program development /

On cover: Third year work product; public participation.

Recycling market development program guidelines.

"May 1989."

The Autism Program : your Illinois resource : The Autism Program : three years of system development /

Responding to Public Act 93-0395 of the Illinois State Legislature, The Autism Program (TAP) was established in May of 2002 via an amendment to The Hope School Agreement with the Department of Human Services (DHS). The new program was located at three Regional Centers, including Northern Illinois (Partnership between the University of Chicago and Ada S. McKinley Community Services), Central Illinois (Partnership between The Hope School and SIU-School of Medicine), and Southern Illinois (Partnership between Family Counseling Center and SIU-C Rehabilitation Institute). The Autism Program's intent was to provide a system development initiative to document service gaps and systemic problems identified by parents and professionals at each Regional Center. More specifically, the program was designed to 1) develop and demonstrate best practices standards; 2) provide training for educators and medical professionals; 3) give support to parents and other caregivers; 4) work with universities and agencies to identify unmet needs and resources; 5) encourage and support research.

Review of the magnetic fusion program of the Department of Energy : hearing before the Subcommittee on Fossil and Nuclear Energy Research, Development and Demonstration of the Committee on Science and Technology, U.S. House of Representatives, Ninety-fifth Congress, second session, September 18, 1978.

"No. 86."

MHD program review : hearings before the Subcommittee on Fossil and Nuclear Energy Research, Development and Demonstration of the Committee on Science and Technology, U.S. House of Representatives, Ninety-fifth Congress, second session, May 2, 4, August 3, 1978.

"No. 76."

Academic Development Program : QUT University Wide

The QUT Sessional Academic Program (SAP) has scaffolded levels, each with experience-appropriate objectives: • SAP 1: Introduction to Learning and Teaching aims to develop confidence and build awareness of pedagogy and managing class-room scenarios. • SAP 2: Learning and Teaching in Large Units focuses on aligning curriculum and assessment through learning activities and builds a community of teaching practice with sessionals and subject coordinators. • SAP 3: Developing your Teaching Practice focuses on whole of university and classroom strategies to ensure student success through effective feedback; reflective practice and learning communities. • SAP 4: Enhancing your Teaching Practice applies these factors to teaching success. In conjunction with: • Sessional Career Advancement Development: for Higher Degree Research students/ sessional staff who aspire to become academics provides guidance on developing an academic portfolio in teaching, research and service. And • Sessional Academic Success program providing ongoing, local support (see separate nomination). A critical factor in its success is its praxis approach. Theoretical principles are modelled. Eg, ‘active learning’ is explained and modelled through learning activities, which participants evaluate ‘on the fly’ against the criteria of learning, engagement and connection with peers. The topics ‘learning communities’ and ‘reflective practice’ are explored as a learning community–then applied in participants’ classes, with reflections shared in the next session. This produces a ‘meta-awareness’ of theory and principles, as they are explained, applied in practice, and critically analysed for their effectiveness in workshops.

The Mirror Room Project: A Critical Ethnographic Program Evaluation of a Teaching Personal and Social Responsibility Based Youth Development Program

Amongst a host of other benefits, proper physical education has the possibility to create a safe place where responsibility can be transferred from the teacher/facilitator, to the student. This is especially true with an underserved population. This critical program evaluation of the program CHARM was done for the purpose of program improvement. This research was a place for participants to share their experiences of the program. The participants were 5 underserved youth, 5 undergraduate students, 3 teachers and 1 graduate student. Observations, interviews, and document analysis were used to gather data. Data was analyzed using a first level read-through, and two second-level analyses. Summaries were written, and cross-case analyses were completed. The main finding of the research was the development of a Handbook, which is a guide to running the program. Secondary findings include issues of program structure, goal setting, meaningful relationships, roles, SNAP, and an outlier in the data.

A Case Study of the "Who is NOBODY?" Project: A Character Development Program for Children with Learning Disabilities

This research study explored a support system for children with learning disabilities. The Learning Disabilities Association of Niagara Region (LDANR) recently expanded its Better Emotional and Social Times (B.E.S.T.) program to incorporate an innovative, character education initiative called the “Who is NOBODY?” program. The objective of this qualitative case study was two-fold. First, the study aimed to support the LDANR in assessing the efficacy of the “Who is NOBODY?” program, providing the LDANR with empirical support for their programs. Second, the study enabled a more in-depth understanding of how to best support children with LD in regards to their social and emotional well-being. The study explored the “Who is NOBODY?” program through three lenses: design, implementation, and experiences of participating children. Three primary themes emerged from these three data lenses: positive character traits, prosocial behaviour, and strong self-efficacy – leading to the promotion of strong character development and self-esteem. Taken together, the “Who is NOBODY?” program was shown to be a successful remediation program for supporting vulnerable children with LD.