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Quality indicators have helped states define the components of program quality and enabled them to develop measures for evaluating programs to ensure effective practice. This paper presents a summary of state implementation of the quality indicators, focusing on the development of measures and standards for the indicators and the impact they have had on state accountability systems and program quality, and discusses how states are using the quality indicators and presents a summary of the indicator measurement systems in six states.
A number of recent authors have argued the need for greater levels of specificity in our understanding of "why, when, and for whom a particular type of training is most effective." The three studies reported here have attempted to respond to this need by examining the determinants of team member assertiveness.
This study examined the effects of experience on the degree to which various team behavior characteristics were weighted in a team member's perception of team behavior importance. In general, the results supported the hypothesis that experience would moderate the extent to which team members weighted different team behavior characteristics when making judgments of overall team behavior importance.
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.