Evaluating state funding for gifted education programs

As a follow‐up to a previous article in which Baker and Friedman‐Nimz (2002a) recommended that gifted education advocates should focus on improving state funding of gifted education, this article provides an overview of state school finance policies for gifted education and frameworks for evaluating those policies. The frameworks are then applied for evaluating state school finance policies as of 1998–99 and state aid allocated to local districts for gifted education in 2000. In that year, only Florida provided both sufficient and equitable support for gifted education, assuming general education conditions to be adequate as well as equitable in that state. Gifted education funding in Virginia, while less adequate than supplemental funding in Florida, continues to be a model of equitable distribution.     

The parent as learner: Early childhood parent programs

Early childhood parent programs have evolved from family‐oriented trends in the helping professions and a strong belief in the educational potential of early experiences. Recent conceptions of parents during the early years emphasize their role in providing educational experiences and the relationships of parents with programs and schools. In a variety of disciplines early education and treatment programs for children now focus on the behavior of the parent in relation to the young child. The parent is a learner; goals, strategies, and curriculum planning include family members as well as the child. Yet, clarification of parent and professional roles has proceeded slowly. This article describes the development and content of these programs, emerging theory, and implications concerning the child‐parent‐professional relationship.     

Evaluating special education programs in Australia: A partnership between government and voluntary organizations

Special education has seen rapid and extensive changes over the last decade in many countries. Even where a legislative mandate has been introduced (as with P.L. 94–142 in the United States), evaluation has developed more slowly than the provision of services. For example, the comprehensive $\text{Handbook of Special Education}$ (Kauffman & Hallahan, 1981) contains no index entry for evaluation. Furthermore, it will be argued here that contemporary emphases in educational evaluation have not addressed certain values that are crirical for special education.     

The center for nontraditional learning: Problems and prospects in contemporary higher education

This paper discusses the rationale and procedure for establishing and maintaining aCenter for Nontraditional Learning. The author delineates the structure and budget for the Center. The Center includes an Unsponsored Learning Division and a Sponsored Learning Division. The author recommends that the Sponsored Learning Division be implemented before the Unsponsored Learning Division is considered. When the Sponsored Learning Division is well established, then the faculty may wish to consider a program for crediting unsponsored learning. The Center will assist the student in determining life goals, learning goals, and learning styles. This paper also delineates the process for developing a credentialing procedure for unsponsored learning. The importance of faculty support is stressed.     

Preferences for parent education programs among low socioeconomic status,culturally diverse parents

This study examined parent preferences, behaviors, and beliefs toward school‐based parent education programs among 395 low income, culturally diverse parents. Parents of different socioeconomic levels reported similar preferences toward parent education events and perceptions of barriers to parent education programs. More differences were noted among parents regarding parenting beliefs and behaviors. Higher educational attainment was associated with more active involvement in parenting events and beliefs more consonant with the parenting programs likely to be offered at school (e.g., those with an Adlerian orientation). Few racial differences were noted after controlling for the differential effects of educational attainment. Implications for developing effective parenting programs are discussed. © 1999 John Wiley & Sons, Inc.     

Parent Satisfaction with Educational Experiences scale: A multivariate examination of parent satisfaction with early childhood education programs

The study investigated a scale developed to measure parents’ satisfaction with experiences of various aspects of their child's early education program. The Parent Satisfaction with Educational Experiences (PSEE) scale was co-constructed with parents and teachers in preschool, kindergarten, and first grade programs in a large urban school district. Demographic and PSEE data were collected from a representative sample of 648 parents. Factor analyses yielded three dimensions of parent satisfaction with teacher contact experiences, classroom contact experiences, and school contact experiences. Multivariate analyses showed that parents with children in Head Start or kindergarten were more satisfied in all three dimensions than were parents of children in child care or first grade. Married parents were more satisfied with their teacher contact than were single parents and parents who were not employed full-time were more satisfied with their contact across all three dimensions than were parents who were employed full-time. Implications for fostering parent involvement were discussed.