Objective Building Family Foundations (BFF), an interactive multimedia (1M) training curriculum for child welfare workers, and its use with baccalaureate social work students is described. Students’ attitudes toward technology and multimedia, instructional efficacy, and knowledge acquisition were examined. Method Social work students viewed selected units from BFF and completed pretests and posttests using the BFF Competency Rating Scale (CRS), the Child Welfare Knowledge Assessment (CWKA), and the Technology Rating Scale, adapted for use with multimedia. To provide a control group, items from a unit the students did not view were included in the BFF CRS and the CWKA. Results Significant differences between the pretest and posttest means were found. Users increased knowledge, developed a sense of competence in the subject area, and became more comfortable with the use of technology. Conclusion The results indicate that IM is an effective means of providing baccalaureate social work education.

How to involve parents in the education of their childrenboth in school and in the home-is a current issue in education. This paper describes successful tutoring procedures that parents used to tutor academic behaviors in the home. The procedures were evaluated in three studies. Study 1 assessed the results of tutoring training on parents' tutoring behavior in oral reading. Study 2 analyzed the effects of parent tutoring using similar procedures with math facts and tested the effects on academic behavior in the home and in the school. Study 3 looked at spelling tutoring and analyzed effects in home and in school. Single subject research designs were utilized. Study 1 demonstrated that parents could utilize the procedures successfully after training. Studies 2 and 3 showed that home tutoring improved math and spelling performance during the tutoring sessions and that the success carried over to school. Children, parents, and teachers reported satisfaction with the procedures. R ESEARCH SUGGESTS THAT the involvement of parents in the educational process has a positive influence on their children's achievement (Broden,

A study of low-income rural mothers in four states investigated the differences in demographics, school experience, social support, and school involvement for mothers with children with and without special needs. Forty percent of the mothers reported having at least one child with special needs. Twice as many mothers who did not complete the eighth grade had a child with a disability. Significant differences were found in marital status, mother's retention in school, mother reporting having special needs in school and receiving services, amount of homework, and writing notes to the teacher. Almost all mothers reported being somewhat involved in school. Results suggest that poverty may be a more salient factor in educational considerations than disability. Suggestions for educators include providing special programs for female students with disabilities, considering the material and emotional hardships of poor families when designing family involvement programs, and acting as an advocate for comprehensive anti-poverty programs.

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