This study identified competencies needed by teachers to supervise or direct the work of paraprofessionals in educational settings. Participants included 92 administrators, 266 teachers, and 211 paraprofessionals. Respondents completed a survey of prospective competencies for teachers supervising the work of paraprofessionals. In addition, respondents were asked about the extent to which they observed teachers' demonstration of these competencies in their school environments. Results of the study suggest that participants considered the competencies very important, but that the competencies were not observed as frequently as their perceived importance. For teachers who reported they did not demonstrate competencies, it was often due to a lack of preservice preparation or professional staff development opportunities. Implications for practice are discussed.

This study examined teacher behaviors, student responses, and classroom ecology in inclusive classrooms in four high schools that have had success at including students with disabilities in general education, and examined the differences in teacher and student behavior for students with and without disabilities. Using a computerized ecobehavioral assessment tool (EBASS), 199 observations in 118 inclusive classrooms were conducted. Major results were that (a) students with and without disabilities showed high levels of academic engagement and low levels of inappropriate behavior; (b) there were no significant differences in the behavior of students with and without disabilities; (c) teachers were active in their classrooms, spending more than 75% of their time involved in instructing, managing, and interacting with their students; and (d) students with disabilities were more often the focus of the teachers' attention than students without disabilities. Possible explanations for these results and implications for practice are discussed.

No abstract

No abstract

An online survey of readers of the University of Minnesota Extension's electronic Yard & Garden Newsletter (Y&G News) revealed significant differences between respondents on the basis of current employment and Master Gardener affiliation. Fifty-three percent of the respondents were general public (GP); 31% were Master Gardener trained (MGT), followed by full-time horticultural employees (FTE) and part-time horticultural employees (PTE) , each of whom made up to 8% of the 500 readers who responded to the survey. Overall, respondents indicated a high level of satisfaction with the newsletter (4.8 out of 5.0), and 81% indicated that the newsletter had provided them with “specific information that they found extremely valuable” in the past 2 years. PTE and MGT respondents rated the newsletter as significantly more useful than did the GP. FTE placed greatest value on timely information related to pest control. GP subscribers indicated that annuals and perennials were the horticultural topics they were most interested in for future issues. All subscribers highly value the newsletter for its usefulness and timeliness and indicated that the newsletter improved their ability to make horticultural decisions. Ninety-nine percent would recommend the newsletter to a friend. The mission of the Y&G News and content changes based on survey responses and available resources are discussed.