The Inclusion of Texas Literature in Texas Public School Curricula advocates the organized inclusion of Texas literature in Texas public schools. The first chapter, the introduction, establishes the study's contention that Texas literature, an internationally admired body of literature, is worthy of an organized state inclusion. Another contention in the introduction is that this inclusion would offer its own needed content while reinforcing concepts and skills already mandated for social studies and English and language arts classes.

The impacts resulting from the integration of students with moderate-to-severe disabilities into a contemporary technology education program are described in this study. The research centered around questions that addressed impacts on students with disabilities, on regular students, on teachers, and on parents of students with disabilities. The study took place in a ninth-grade technology education class and involved two students with moderate-to-severe disabilities. One subject was a 15-year-old male student who was autistic, had a speech handicap, and was mildly retarded. The other student was a 17-year-old male who was emotionally disturbed and learning disabled. Data were collected through classroom observations, videotaped sessions, and interviews with teachers and parents. Notes taken during observations and from videotaped sessions were transcribed, coded, and analyzed. Interviews were also transcribed. The transcripts were reviewed, and significant data were transferred to interview synopsis sheets for incorporation with the other findings. No major problems were found with the integration of the students with disabilities into the technology education program. The students with disabilities caused no discipline problems and were readily accepted by the regular students. However, because the students with disabilities were not actively involved in many of the activities of the class, much of their …

This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.

The purpose of this study was to determine the extent specific ergonomic factor implementations in computer and video display terminal (VDT) installations for student use in middle school classrooms. The data interpretations using existing furniture without modification or adaptation. Of all the seating observed, 75% of the seating met standards for middle school students. Keyboards and video display screens had been placed on existing tables and were all higher than ergonomically desirable for middle school students or adults.