The problem to be considered was: Would the use of Russon's early-new-matter approach in a beginning shorthand class significantly influence the achievement of the students in that class? Because the ultimate goal of shorthand is the ability to take new-matter dictation and transcribe that material in accurate form, it seemed reasonable to assume that, if students had early experience in these activities, their skills would be higher at the end of the period of instruction than if they had no such experience until midway through the course. This study was undertaken in order to find answers to the following questions: 1. Would the application of methods as delineated in Russon's early-new-matter approach significantly affect the achievement (as measured by 5-minute new-matter dictation tests) of first-year shorthand students at the end of the first year of instruction? 2. How would the level of achievement (as measured by 5-minute new-matter dictation tests) of two groups of shorthand students taught by two different methods for the first semester compare at the end of the first year of instruction?

The ninth edition of this industry leader provides a highly flexible format on CD-ROM and 3.5" disks that will work with your current computer setup. New content reflecting changing technology and workplace needs is presented in four-color, side-spiral bound texts. Multiple software enhancements and a flexible Web-Based Instructor Management Web site support the program's strong content. The software, textbook, and manuals are integrated to provide students with a total learning experience. Instructors will appreciate the flexibility of using a program that can be successfully implemented in a variety of classroom environments.

The release of a report by the Modern Language Association, “Foreign Languages and Higher Education: New Structures for a Changed World,” focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued “Diversity and Inclusion in Language Programs,” a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors—adjunct faculty, long-time instructors, and graduate assistants alike—confronting a changing and diversifying world language classroom.

'The Road to Results: Designing and Conducting Effective Development Evaluations' presents concepts and procedures for evaluation in a development context. It provides procedures and examples on how to set up a monitoring and evaluation system, how to conduct participatory evaluations and do social mapping, and how to construct a "rigorous" quasi-experimental design to answer an impact question. The text begins with the context of development evaluation and how it arrived where it is today. It then discusses current issues driving development evaluation, such as the Millennium Development Goals and the move from simple project evaluations to the broader understandings of complex evaluations. The topics of implementing 'Results-based Measurement and Evaluation' and constructing a 'Theory of Change' are emphasized throughout the text. Next, the authors take the reader down 'the road to results, ' presenting procedures for evaluating projects, programs, and policies by using a 'Design Matrix' to help map the process. This road includes: determining the overall approach, formulating questions, selecting designs, developing data collection instruments, choosing a sampling strategy, and planning data analysis for qualitative, quantitative, and mixed method evaluations. The book also includes discussions on conducting complex evaluations, how to manage evaluations, how to present results, and ethical behavior--including principles, standards, and guidelines. The final chapter discusses the future of development evaluation. This comprehensive text is an essential tool for those involved in development evaluation.