PROGRESS IN EDUCATION, VOLUME 17 -- PROGRESS IN EDUCATION, VOLUME 17 -- CONTENTS -- PREFACE -- Chapter 1WHY THEORY IS FAILING IN THEAFRICAN AMERICAN COMMUNITY:THE BATTLE TO REDUCE HIV/AIDS -- ABSTRACT -- DISTRUST OF THE GOVERNMENT -- CONSPIRACY THEORIES -- SOURCES OF HEALTHCARE TREATMENT -- OTHER BARRIERS TO CONDOM USE -- INCORRECT BELIEFS -- UNIQUE NEEDS OF AT-RISK GROUPS -- MEN WHO HAVE SEX WITH MEN (MSM) -- CURRENTLY OR PREVIOUSLY INCARCERATED MEN -- INJECTION DRUG USE (IDU) -- HETEROSEXUAL WOMEN -- CONCLUSIONS/CALL TO ACTION -- REFERENCES -- Chapter 2AGAINST SCIENCE EDUCATION: THE AIMS OFSCIENCE EDUCATION AND THEIR CONNECTION -- ABSTRACT -- INTRODUCTION -- INDIVIDUAL AUTONOMY AND THE ONUS ARGUMENT -- POSSIBLE JUSTIFICATORY STRATEGIES IN DISCHARGE OF THE ONUS -- SOME POSSIBLE AIMS OF SCIENCE EDUCATION OFFEREDIN DISCHARGE OF THE ONUS -- WORKFORCE PREPARATION? -- CONTRIBUTION TO SOCIETY'S WEALTH? -- "COPING"? -- (INTRINSIC)WORTHWHILENESS OF SCIENTIFIC UNDERSTANDINGAS PART OF A LIBERAL EDUCATION? -- PURSUING LIFE GOALS -- BECOMING A"GOOD CITIZEN"? -- COMBINATIONS? -- CONCLUSION -- REFERENCES -- Chapter 3BECOMING DIFFERENT: PERSPECTIVETRANSFORMATION THROUGH POST-REGISTRATIONBACCALAUREATE NURSING STUDIES -- ABSTRACT -- INTRODUCTION -- BACKGROUND -- STUDY DESIGN -- FINDINGS - BECOMING DIFFERENT -- Thinking Differently -- Seeing Things in a Different Light -- Bringing Others Along -- DISCUSSION -- IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS -- CONCLUSION -- REFERENCES -- Chapter 4PERSPECTIVES ON HEALTH EDUCATIONRESEARCH - VULNERABLE POPULATIONS -- ABSTRACT -- INTRODUCTION -- DEFINITION OF "VULNERABLE POPULATION" -- THE SCORE OF HEALTH EDUCATION -- APPLYING HEALTH EDUCATIONTHEORY TO VULNERABLE POPULATIONS -- COMMUNITY-BASED PARTICIPATORY RESEARCH (CBPR) ANDPARTICIPATORY ACTION RESEARCH (PAR) -- CULTURAL SENSITIVITY.

DEVELOPING CULTURALLY SENSITIVE INTERVENTIONS -- APPLYING HEALTH EDUCATIONTHEORY AMONG VULNERABLE POPULATIONS -- Step 1: Social Assessment -- Step 2: Epidemiological Assessment -- Step 3: Behavioural and Environmental Assessment -- Step 4: Educational and Ecological Assessment -- Step 5: Administrative and Policy Assessment -- Steps 6 to 9: Implementation and Evaluation -- CASE STUDY I -- THE EBINO EDUCATION PROJECT -- Step 1: Social Assessment -- Step 2: Epidemiological Assessment -- Step 3: Behavioural and Environmental Assessment -- Step 4: Educational and Ecological Assessment -- Step 5: Administrative and Policy Assessment -- Steps 6 to 9: Implementation and Evaluation -- THEORY OF DIFFUSION OF INNOVATION -- PLANNING FOR DIFFUSION: INNOVATIONAND ADOPTER CHARACTERISTICS -- DIFFUSION AS A MULTI-LEVEL CHANGE PROCESS -- CASE STUDY II -- THE PIKA WIYA PROJECT -- BACKGROUND -- MULTI-LEVEL CHANGE PROCESS -- CONCLUSION -- REFERENCES -- Chapter 5HEALTH AND SCHOOL ATTENDANCE AMONGIMMIGRANT CHILDREN IN THE UNITED STATES -- ABSTRACT -- INTRODUCTION -- METHOD -- Subject Selection -- Procedure -- RESEARCH QUESTIONS -- Data Coding -- Data Analysis -- FINDINGS -- DEMOGRAPHIC INFORMATION -- COMMON ILLNESSES -- Time of Hospital Attendance -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 6ACCESSING THE GENERAL PHYSICALEDUCATION CURRICULUM FORSTUDENTS WITH SENSORY DEFICITS -- ABSTRACT -- WISDOM FROM THE FIELD:HOW TO DO PHYSICAL EDUCATION -- Wisdom for the Classroom Teacher -- Wisdom for the Physical Education Teacher -- Wisdom for the Parent -- INTRODUCTION TO THE GENERAL PHYSICAL EDUCATIONCURRICULUM -- General Physical Education -- Importance of Physical Education -- Summary -- EDUCATION LAWS -- Introduction -- History of Special Education Law -- IDEA -- No Child Left Behind Legislation -- Summary -- SENSORY IMPACT ON MOTOR DEVELOPMENT.

Who are Students with Vision Loss? -- Practical Intervention Strategies and Suggestions -- Who are Students with Deafness? -- What is Deafblindness? -- What Special Needs do Children with Deafblindness Have? -- Movement -- Reasons to Move -- Practical Suggestions -- ASSESSMENT OF THE PSYCHOMOTOR SKILLS AND PHYSICAL FITNESS -- Assessment of the Psychomotor Skills and Physical Fitness -- Concerns -- Information Associated with the Assessment Instruments -- Assessing the Domains of Learning -- Multiple Domain Assessments and Other Sources Information -- PHYSICAL EDUCATION AND THE IEP -- Communication -- Present Level of Performance -- Annual Goals Based on General Curriculum -- Professional Development -- Sequential Benchmarks -- HOW IS PHYSICAL EDUCATION DIFFERENT FROM ORIENTATION ANDMOBILITY? -- Special Considerations for Children with Sensory Impairments Who ReceiveOrientation and Mobility Services -- Relationship of Orientation and Mobility to Physical Education andAdaptive Physical Education -- Practical Suggestions -- ADAPTED PHYSICAL EDUCATION FOR STUDENTS WITH SENSORYDEFICITS -- Adapted Physical Education -- Benefits of Adapted Physical Education -- Developing the IEP -- Students who are Deaf and Hard of Hearing -- Students with Blindness and Low Vision -- Students who are Deafblind -- Summary -- DEFINITIONS -- REFERENCES -- Chapter 7CONFORMANCE EVALUATION OF STANDARDSFOR THE PROFESSIONAL PRACTICEOF INTERNAL AUDITING:AN ASSESSMENT OF AN INSTRUMENT'SVALIDITY AND RELIABILITY -- ABSTRACT -- AN OVERVIEW OF INTERNAL AUDITING -- JUSTIFICATION FOR NEW INSTRUMENT -- BASIS OF DEVELOPMENT -- THE STRUCTURE OF QUALITY CONFORMANCE INSTRUMENT -- INSTRUMENT MEASUREMENT -- REVIEW OF VALIDITY -- DATA COLLECTION -- DETERMINATION OF SAMPLE SIZE -- REVIEW OF RELIABILITY -- STATISTICAL TEST FOR RELIABILITY -- RESULTS AND INTERPRETATION -- FACTOR ANALYSIS.

CRITICAL CONSIDERATION IN PERFORMING FACTOR ANALYSIS -- Sample Size -- Types of Data and Normality -- Linearity -- Independency and Multicolinearity -- Data Suitability of Correlation Matrix for Factor Analysis -- Commonalities of Factor Structure -- Methods to Determine the Number of Factors to be Extracted -- Rotational Techniques -- Assigning Name for the Extracted Factors -- Factor Scores -- RESULTS AND INTERPRETATION -- Quality Conformance, Attribute Standards -- Quality Conformance, Performance Standards -- CONCLUSION -- FUTURE RESEARCH -- AUTHORS' NOTE -- REFERENCES -- Chapter 8AT-RISK PRESCHOOLERS BECOME BEGINNINGREADERS WITH NEUROLOGICALLY INTEGRATEDALPHABET INSTRUCTION -- ABSTRACT -- INTRODUCTION -- THEORETICAL FRAMEWORK -- Alphabet Knowledge -- At-Risk Preschool Learners -- A New Integrated Alphabet Approach -- Purpose -- METHODOLOGY -- Participants -- ASSESSMENT PROCEDURES -- INSTRUCTIONAL MATERIALS AND PROCEDURES -- Experimental -- Control -- Data Analysis -- RESULTS -- LETTER SOUNDS -- Blending Sounds into Words -- CONCLUSION -- REFERENCES -- Chapter 9LEARNING FROM DIFFERENCES. THE MASTERSSTUDY-COURSE IN EDUCATIONAL MANAGEMENT ATLUDWIGSBURG PEDAGOGICAL UNIVERSITY -- ABSTRACT -- 1. INTRODUCTION: EDUCATION MANAGEMENT IN A CHANGINGWORLD -- 2. DESCRIPTION OF THE PROJECT -- 2.1. Study organization and curricular conception -- 2.2. Didactic-methodological architecture -- 4. SUMMARY AND PROGNOSIS -- REFERENCES -- Chapter 10TEACHERS, LEARNERS AND CURRICULUM -- INTRODUCTION -- TEACHERS -- Importance of Instructional Leadership in School Improvement -- Teachers Learning To Change -- Development of Teams and Professional Learning Communities -- Learners -- Listening to Student's Voice for School Improvement -- CURRICULUM -- Redesigning Curriculum and Improving Instructional Program Coherence -- CONCLUDING REMARKS: OTHER UNRESOLVED ISSUES.

REFERENCES -- INDEX.