National Center for Educational Statistics2007369National Center for Educational Statistics. Last visited July 2007. Gratis Institute of Education Sciences, US Department of Education Washington, DC URL: www.nces.ed.gov

2007 ◽  
Vol 21 (8) ◽  
pp. 19-20
Author(s):  
Jetta Culpepper
1993 ◽  
Vol 41 (1) ◽  
pp. 22
Author(s):  
Carole B. Lacampagne

This is the first article to appear in a new section in the Arithmetic Teacher called “Promising Research, Programs, and Projects.” This new section will give teachers a view of research, actions, and projects that will affect teaching and learning mathematics at the K–8 levels. Readers of the Arithmetic Teacher are encouraged to submit suggestions or short articles for this section. Of particular interest are projects with developed materials or papers, which the project director will send to readers. (Write to Carole Lacampagne, United States Department of Education, OERI, 555 New Jersey Avenue, N.W., Washington, DC 20208, for article guidelines.)


1997 ◽  
Vol 11 (4) ◽  
pp. 211-212
Author(s):  
Lawrence P. Grayson

Lawrence Grayson is a past president of the American Society for Engineering Education. He has served as editor of the CIEC Proceedings since it began in 1976. He is currently Director, Program Monitoring and Information Technology, US Department of Education, Washington, DC 20202, USA. E-mail: [email protected] .


Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.


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