Technology Equity (1999)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      O      P      R      S      T      V      W      X

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Abdal-Haqq, I. (1998). Professional Development Schools: Weighing the Evidence. 99p. This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of marginalized or vulnerable learners; merging with other reform initiatives; and meeting time and financing challenges. Data come from mainstream and fugitive sources, including student interviews and followup studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Chapter 1 examines features and practices characterizing initial teacher preparation and professional development for teachers in PDS's, considering the impact of teacher development on participants. Chapter 2 examines activities, characteristics, and outcomes of PDS programming that target student achievement, discussing inquiry in PDS's and inquiry about PDS effectiveness. After summarizing major concepts that define teaching and learning in PDS's, the chapter describes programs that attempt to implement practices reflecting these concepts and themes. Chapter 3 examines problems of time and financing in PDS's, exploring additional fiscal and human resources necessary to start up and sustain them. Chapter 4 summarizes the benefits of parent involvement, integrated services, and technology infusion, examining the extent to which PDS programming incorporates them. Chapter 5 describes the extent to which equity of diversity-related programming and practices in PDS's reflects unequal power relationships between and within schools and universities and between historically dominated groups and schools, universities, and society. (Contains 149 references.) (SM) ED415226

Abel, O., Ed., & Others. (1997). Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (19th, Albuquerque, NM, February 14-18, 1997). 487pp. For individual papers, see ED 403 877-879, ED 403 883, ED 405 321, ED 405 841, ED 407 393, ED 408 993, and IR 018 422-IR 018 469. This proceedings volume contains 57 papers. Subjects addressed include: cooperative technology education; children's learning strategies with hypermedia lessons; problem-based learning; instructional methodologies for lifelong learning; interactive television (ITV) design; theoretical bases for Human Performance Technology (HPT); use of cognitive tools in interactive multimedia applications; studies in intellectual history; teaching concepts; problem based learning; professional practice; cooperative learning and affiliation in ITV; technology, mass media, society, and gender equity; participant analysis of an on- line discussion list; visual aesthetics and functionality of Web pages; distance education; process/outcome evaluation model for assessment; gender equity in Web advertising; open-ended learning environments; electronic mail in foreign language learning; language, gender, and cyberspace; text design; distance education programs; instructional systems design and preservice teachers; role and effectiveness of technology resource teachers in public schools; teaching educational technology; instructional technology benchmarks for teacher preparation programs and K-12 school districts; drawing as visual-perceptual and spatial ability training; strategies for electronic interviewing; gender stereotypes and selling techniques in television advertising; rapid prototyping; building online communities; ethics, intellectual property, and new technologies; alternative views of theory and instructional design; educational technology; print versus online scholarly publishing and the peer review process; evaluation of English as a second language (ESL) software; motivational techniques; preservice teacher's perceptions of the future of computers in education; visual communication; learner ability and control in computer assisted instructional programs; relationship of media and ISD theory; a construct validation of the mental models of learning outcome; multimedia matrix; Boulder Valley (Colorado) Internet Project; how information affects intrinsic motivation; information technology; understanding the design and use of learning technologies; effects of color and background in motion visuals; effects of anchored instruction; ITForum perspective on the Internet and publishing; knowledge abstraction with anchored instruction; pre-instructional strategies in interactive video programs; student teachers' computer use; and graphing calculators. ERIC document (ED) numbers of previous proceedings, Research and Theory Division officers and board, and paper reviewers are listed, and an AECT membership application and fact sheet are provided. (SWC) ED409832

Assie-Lumumba, N. D. T. (1996). The Role and Mission of African Higher Education: Preparing for the 21st Century and Beyond. South African Journal of Higher Education, 10, 2, 5-12. Summarizes issues and recommendations from eight recent studies of the mission of African higher education, including those concerning demand, access, equity, quality and relevance, science and technology, governance, links between universities and the broader society (including business and government), adequate and sustainable funding, and international cooperation. Author recommendations are also made. (Author/MSE) EJ546126

Azin-Manley, M., & Olson, C. (1997). The Governor's Pilot Distance Learning Project: The Experiences of Four Wyoming Schools. 88p. This report presents the results of the evaluation of the Governor's Pilot Distance Learning Project conducted during the spring of 1997 in four rural Wyoming high schools that served as pilot sites for the use of compressed video technology. Such technology provides coursework via two-way interactive video and is used in several states as a way of expanding the diversity and equity of curriculum offerings available to geographically disperse populations of students. Sections of the report provide: (1) description of the evaluation methodology employed; (2) an overview of the pilot project in terms of enrollment by course and school, academic performance of student participants, dropout rates, and how the technology was used; (3) a detailed description of what supports will be needed to promote effective statewide implementation of distance learning; (4) participants' perceptions and attitudes about the appropriateness of the technology for different content areas and audiences, perceived benefits, uses of the technology, and the technology itself; (5) state-level issues associated with planning, policies, and governance structures for administering distance learning programs; and (6) a summary of project findings, along with specific recommendations for the next steps in implementing distance learning in Wyoming. Compressed video equipment was used to offer courses in math, business, history, English, social problems, and career development to 85 high school students, of whom 70 completed the semester. Results show that students, staff, and administrators experienced positive effects from the project, and that certain supports will be necessary for large-scale implementation: technology; physical space; staffing; professional development, time, and compensation; scheduling; marketing and lead times; and contingency plans. While participants saw potential for the future use of compressed video technology, they felt it was most appropriate for highly motivated, advanced students. An appendix includes sample logs, survey instruments, report sheets, and site visit methodology. (SAS) ED417877

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Baker, E. L., & O'Neil, H. F., Jr. (1995). Computer Technology Futures for the Improvement of Assessment. Journal of Science Education and Technology, 4, 1, 37-45 Mar. Two examples of the interaction between computer technology and assessment are described: a tool-based knowledge representation approach to assess content understanding and a team problem-solving task involving negotiation. The examples serve as the context for the exploration of validity, equity, and utility. (LZ) EJ504054

Bertot, J. C., & McClure, C. R. (1997). Policy Issues & Strategies Affecting Public Libraries in the National Networked Environment: Moving beyond Connectivity. 34p. This report discusses selected issues regarding public library Internet connectivity, costs, and use. It discusses the implications of the "1997 Public Libraries and the Internet" study and presents policy recommendations related to the study's findings. This report suggests the importance of federal policy and library management in considering issues beyond simply connecting to the Internet. Questions about the unequal distribution of Internet connectivity, costs and provision of service across library population of legal service areas are raised. The 1997 Study used sample data from "Public Libraries in the United States: 1994," an annual public library data collection collaboration between the National Center for Education Statistics (NCES), National Commission on Libraries and Information Science (NCLIS), and state library agencies. The report examines 10 Federal Information Policies: "Reaching 100% Public Library Connectivity"; "Importance of Internet-Based Services Rather than Connectivity"; "Universal Service"; "Subsidizing Public Library Connection Costs"; "Public Access to Electronic Government Information"; "Effectiveness of the Library Services and Technology Act for Public Libraries"; "Complexity of Internet-Related Costs"; "Need for a New National Data Collection Paradigm"; "Role of the Federal Government"; and "Multiple Federal Public Library Policies and Programs". In addition, nine Public Library Policy Issues are discussed: "Thinking Locally in a Global Networked Environment"; "The Endless Upgrade"; "Focus on Network-Based Services"; "Identifying, Describing, and Defining Internet-Related Costs"; "Redeploying Library Resources"; "Comprehensive Internet Costs and Statistics Management"; "Performance Measures and Statistics for Networked Services"; "Resource Sharing"; and "New Models for Learning and Applying Internet Skills." (Contains 37 references.) (JAK) ED417719

Blasi, L. (1996). Equity in the Science Classroom: Writing Race and Gender into the Equation. Journal availability: STS Press, 102 Materials Research Lab, Pennsylvania State Univ., University Park, PA 16802. Examines Vygotsky's distinction between spontaneous and scientific concepts and their influence upon mental development. Discusses the differences between oral and written utterances and the use of writing in science classrooms to address issues of racial and gender equity. Contains 29 references. (JRH) EJ528340

Brier, S. (1995). In the Digital Universe, Learning Comes Alive. College Board Review, 176-77, 14-20. The challenge of technology for educators is to critically assess its potential to improve teaching and learning, while addressing significant equity and access issues raised by uneven dissemination. A healthy skepticism about technology's purposes should not preclude the search for educationally appropriate ways to design, produce, and implement new forms that can help students become active and critical learners. (MSE) EJ521699

Burbules, N. C. (1996). Technology and Changing Educational Communities. Educational Foundations, 10, 4, 21-32. Examines how new educational technologies can invigorate existing educational communities, facilitate the creation of new educational communities, and interfere with the formation of desired types of educational communities. Focuses on e-mail, listservs and newsgroups, electronic publication, and the World Wide Web, and discusses issues of equity. (SM) EJ538553

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Campbell, P. B., & Sanders, J. (1997). Uninformed but Interested: Findings of a National Survey on Gender Equity in Preservice Teacher Education.

Cassity, C. L. (1997). Learning with Technology: Research on Graphing Calculators. 15pp. In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421. Research has often found little or no significant differences in overall performance for math students using graphing calculators compared to traditional (non-calculator) classes. However, when performance is divided into procedural and conceptual levels, significant differences appear at the conceptual level. This study investigates the relation of the factors of gender, spatial visualization, mathematical confidence, basic algebra ability, and classroom graphing calculator utilization to conceptual mathematical performance with graphing calculators in college algebra. The subjects were undergraduate students enrolled in a college algebra class in which graphing calculators are required. Graphing calculator utilization was observed and rated on a scale ranging from negative to intensive. The study revealed little variation over the utilization rating scale, with scores only ranging from 6-9 inclusive on a scale of possible values from 3-15. This indicates that the integration of this technology was not yet a major part of the instructional process. The data collected in this study may serve as a baseline for data collected in the future as the reform process changes the teaching of college algebra. The lack of gender correlations supports the equity of graphing calculator-enhanced instructional practices in college algebra. Results show that the variables of spatial visualization and mathematical confidence are related to conceptual mathematical performance when graphing calculators are utilized as a tool. An appendix provides the guidelines and procedures for classroom graphing calculator utilization observations. (Contains 14 references.) (Author/SWC) ED409880

Cheek, D. W., & Agruso, S. (1995). Gender and Equity Issues in Computer-Based Science Assessment. Journal of Science Education and Technology, 4, 1, 75-79 Mar. Suggests that computer and related technologies as tools for teaching, learning, and assessment are neither gender neutral nor benign in effect. Examines computers, equity, and access issues, computers as a technology, and the implications for computer-based assessment. (LZ) EJ504058

Cheek, D. W., Ed., & Cheek, K. A., Ed. (1997). Proceedings of the National Technological Literacy Conference (11th, Arlington, VA, February 8-11, 1996). 157pp. For the 1995 proceedings, see ED 388 553. The papers in this volume represent a sampling of the perspectives shared at the 1996 National Technological Literacy Conference. The papers are divided into two sections. Section 1, "STS science, technology, and society : Philosophical and Sociological Perspectives," includes: (1) "Relevant Science: STS-Oriented Science Courses for All Students" (Art Hobson); (2) "Ethical and Political Dimensions of Technological Citizenship" (Andrew D. Zimmerman); (3) "The Objectives of Technology Education: A Philosophical Perspective" (Ahmad Zargari; Charles Patrick; Charles Coddington); (4) "Science Literacy Standards as Ethical Theories" (Barbara J. Reeves; Daniel R. Dunlap); and (5) "Writing Racial and Gender Equity into Science Classrooms" (L. Blasi). Section 2, "STS Education in K- 12 Schools and Teacher Preparation Programs," contains: (1) "Rockefeller University's Science Outreach" (Bonnie Kaiser); (2) "Women and the Sciences at the Fieldston School: A Vertical Approach" (Barbara S. Silber; Tama K. Seife); (3) "The Cat in the Hat Comes Back" (Bernice Hauser); (4) "Bioethics Forum" (Donald R. Daugs); (5) "Science Sleuths: A Group Approach to Using Multi-Media" (Donald R. Daugs); (6) "Hands-on Science Education in Rural Pennsylvania" (Peter C. Stine); (7) "Effective, Energized EducationSTS at its Best" (Carol A. Wilson); (8) "The Development of Students' HOCS higher-order cognitive skills The Key to Progress in STES science-technology-environment-society Education" (Uri Zoller); and (9) "The Learning Cycle: A Vehicle for Change in Teacher Education" (Jane A. Berndt). A complete conference program follows the papers section. (EH) ED418021

Chisholm, I. M. (1995). Equity and Diversity in Classroom Computer Use: A Case Study. Journal of Computing in Childhood Education, 6, 1, 59-80. A case study explored how an effective teacher in an urban multicultural classroom uses computers. Identified effective management and instructional strategies. Results support previous research findings that indicate that effective teaching of minority children involves children in decision making, challenges learners, offers meaningful learning experiences, provides autonomy, and holds high student expectations. (AA) EJ518575

Christian, S. (1997). Exchanging Lives: Middle School Writers Online. 157pp. Foreword by Andrea A. Lunsford. This book, which began as a teacher research project, goes inside the Anne Frank Conference, an online literary exchange among middle school students, to examine how the conference experience has fundamentally changed who the students are as writers. The book provides background by discussing the implementation of the Bread Loaf Rural Teachers Network (BLRTN)a network of teachers from Arizona, Alaska, Vermont, South Carolina, Mississippi, and New Mexicowhich grew from the recognition that rural teachers have limited staff development and collaboration opportunities, as compared to teachers in urban areas, and generally lag behind the educational mainstream in terms of technology and equity of funding. The book also sets the stage by "going to" Europe just prior to World War II and presenting various aspects of the historical period. Then, the book looks closely at the writing itself, using a specific taxonomy developed to better understand the new literacy which is emerging. Noting that the writing that emerged was striking in its quality and honesty, the book finds that individual responses to the "Diary of Anne Frank" grew into an online dialogue about growing up, human nature, literature, life, and more. One particular student's experience as a participant in the Anne Frank Conference is recounted in detail in the book. Finally, some of the implications of the online exchange are discussed in terms of the literacy of the students and of the participating teachers. (NKA) ED410588

Cohen, E. G., Ed., & Lotan, R. A., Ed. (1997). Working for Equity in Heterogeneous Classrooms: Sociological Theory in Practice. Sociology of Education Series. 317p. Sociological theory and method have been used to develop a theory of complex instruction (CI). CI enables teachers to teach at a high intellectual level while reaching a wide range of students. Teachers work to create equal-status interaction within small groups as students use each other as resources to complete challenging group tasks. The following selections in this collection explore the use of CI in classes with diverse students: (1) "Equity in Heterogeneous Classrooms: A Challenge for Teachers and Sociologists" (Elizabeth G. Cohen); (2) "Complex Instruction: An Overview" (Rachel A. Lotan); (3) "Organizing the Classroom for Learning" (Elizabeth G. Cohen, Rachel A. Lotan, and Nicole C. Holthuis); (4) "The Power in Playing the Part" (Dey E. Ehrlich and Marcia B. Zack); (5) "Understanding Status Problems: Sources and Consequences" (Elizabeth G. Cohen); (6) "Raising Expectations for Competence: The Effectiveness of Status Interventions" (Elizabeth G. Cohen and Rachel A. Lotan); (7) "The Effect of Gender on Interaction, Friendship, and Leadership in Elementary School Classrooms" (Anita Leal-Idrogo); (8) "Principles of a Principled Curriculum" (Rachel A. Lotan); (9) "Effects of the Multiple-Ability Curriculum in Secondary Social Studies Classrooms" (Bert Bower); (10) "What Did Students Learn?: 1982- 1994" (Elizabeth G. Cohen Others); (11) "Sociologists in the Land of Testing" (Elizabeth G. Cohen); (12) "The Relationship of Talk and Status to Second Language Acquisition of Young Children" (H. Andrea Neves); (13) "Complex Instruction and Cognitive Development" (Rachel Ben-Ari); (14) "Teachers as Learners: Feedback, Conceptual Understanding, and Implementation" (Nancy E. Ellis and Rachel A. Lotan); (15) "Principals, Colleagues, and Staff Developers: The Case for Organizational Support" (Rachel A. Lotan, Elizabeth G. Cohen, and Christopher C. Morphew); (16) "Linking Sociological Theory to Practice: An Intervention in Preservice Teaching" (Patricia E. Swanson); (17) "Organizational Factors and the Continuation of a Complex Instructional Technology" (Rene F. Dahl); and (18) "A Viewpoint on Dissemination: (Nikola N. Filby). Three appendixes contain class, student, and teacher evaluation instruments. (Contains 43 tables, 14 figures, and 198 references.) (SLD) ED412328

Conte, C. (1997). The Learning Connection: Schools in the Information Age. What's Going On. 76p. Educators today are challenged with building a communications system that promotes educational values while at the same time teaching children to cope with a chaotic information environment. This report examines how educators are grappling with the difficult interplay of technological change and educational values. It begins by reviewing the potential for technology-driven education reform. The second section outlines an agenda for building the human infrastructure of the Information Age by addressing such issues as content, curriculum reform, professional development, assessment, equity and community involvement. The third section describes some of the activities of major institutional players in the educational technology arena. In the fourth section, it discusses how the success or failure of the effort to reform schools ultimately will be decided not in Washington, D.C., corporate board rooms, or state capitals, but in individual communities all over the United States. The report concludes by listing resources for further study of this complex issue, including the materials and schools cited. (Author/AEF) ED410947

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Earthman, G. I. (1997). The Best Possible Environment for the Most Productive Learning. School Business Affairs, 63, 7, 21-24 Jul. There has been no significant legal action to force states or localities to equalize school facilities, despite U.S. public education's equal treatment philosophy. Another facilities issue is provision for access to the latest technology. Strategic planning can help educators create a positive learning environment by maintaining and improving existing facilities, and raising necessary funding. (MLH) EJ548924

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Fahy, S. (1996). Missing LinksUser Needs vs. Producers' Offerings. 5pp. In: Online Information 96. Proceedings of the International Online Information Meeting (20th, Olympia 2, London, England, United Kingdom, December 3- 5, 1996); see IR 056 631. There are a variety of reasons which prevent users from making the most of information products. The practitioner must keep current with the myriad of information sources available and try to stay aware of changes in coverage. This paper categorizes the types of data in a large financial institution as follows: press sources, mergers and acquisitions data, financial information, market research reports, ownership data, and equity and bond data. It then identifies ways providers could better serve the information community, in terms of five factors which will ultimately determine the success of the information practitioner: quantity, quality, functionality, fragmentation, and cost. A "wish list" of future databases includes: more accessible data on investment and pension funds; a database devoted solely to rankings from key journals such as "Fortune" and "Business Week"; a database pulling together all key data sources that go into the company profile: financials; and share prices, broker recommendations and forecasts. (AEF) ED411822

Ferguson, C. D., & Bunge, C. A. (1997). The Shape of Services To Come: Values-Based Reference Service for the Largely Digital Library. College & Research Libraries, 58, 3, 252-65 May. Argues that while academic libraries should integrate technology, maintain holistic computing environments, deliver core services through networks, make technology work for everyone not just the technologically adroit, and collaborate across administrative lines, reference services should retain traditional values such as equity of access, personal service, and services tailored to individual needs. (PEN) EJ544833

Fishman, B., & Others. (27 Mar 1997). Collaboration, Communication, and Computers: What Do We Think We Know about Networks and Learning? 20pp. Papers presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). There are many significant issues that need to be addressed for the future of computer-mediated communication (CMC) in education. These include: the primary benefits of CMC technology in the past; the activity structures which are supported by computer-based collaboration; technological, social, institutional and cognitive barriers which prevent CMC technologies from working; theoretical perspectives that help explain how CMC might facilitate learning; and how to address equity issues in networking. These papers, a session overview and position statements, are from a symposium which examined these issues in light of previous approaches to collaborating or communicating via computers in education. In addition to the title paper, the following position papers address the topic of CMC in education: "Networked Learning: What Have We Learned and What Does it Mean?" (Linda Harasim); "Scaffolding Communication for Learning Through Structured Media" (Christopher Hoadley); "Better Computer-Mediated Collaboration through Improved Social Contexts and Partnerships" (Sherry Hsi); "Education and Society in the 21st Century: Networks, Diversity and Mediation" (Jim Levin); and "Networked Communities Focused on Knowledge Advancement (Marlene Scardamalia). Contains approximately 50 references in all. (AEF) ED405855

Fleener, M. J. (1996). Scientific World Building on the Edge of Chaos: High School Students' Beliefs about Mathematics and Science. School Science and Mathematics, 96, 6, 312-20 Oct. Investigates high school students' beliefs about mathematics and science, including beliefs about mathematical and scientific truths, the value and importance of inquiry, gender equity and ability with respect to the pursuit of mathematics and science careers, the relationship between mathematics and technology, and the role of science in society. Discusses implications of the study. (19 references) (Author/JRH) EJ534866

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Gaines, C. L., & Others. (1996). Achieving Technological Equity and Equal Access to the Learning Tools of the 21st Century. T.H.E. Journal, 23, 11, 74-78 Jun. Discusses issues involved in equitable access to technology in public education based on a Saint Paul, Minnesota, school district's experiences. Highlights include funding, uses of technology for teaching and learning, facilities design, strategic planning, inservice training, and evaluation. (AEF) EJ526292

Gilroy, M., Ed., & Duggan, A., Ed. (1996). The Hispanic Outlook in Higher Education, 1995-96. 380p. This document consists of all of volume 6 (26 issues) of the serial "The Hispanic Outlook in Higher Education," a biweekly journal which addresses issues in higher education for Hispanic Americans. Each issue presents four feature articles, a policy update called "Outlook on Washington" and several opinion pieces. Feature articles address the following topics: political activism, racial harassment, the freshman year experience, the status of minorities 40 years after the Brown decision, Latino leaders, Hispanic education, Hispanic colleges, bilingualism, race-based scholarships, Black-Latino coalitions, affirmative action, recruitment/retention of minority students, the Latino immigrant, Latino political organization, Columbus Day controversy, Latino businesses, diversity education at the elementary level, racism and tenure denial, African influence in Latino culture, the Hispanic Association of Colleges and Universities, the Scholastic Assessment Test, gifted minorities, teaching values, Equity 2000, training multilingual journalists, ethnic studies, immigrants challenge bilingual education, the U.S. census, Hispanic women, the inclusive classroom, women in government, Hispanic-Serving institutions, Chicanos in Texas, Black women college presidents, stereotype anxiety, Hispanics at Black colleges, financial aid, the National Hispanic Scholarship Fund, Project 1000 and graduate education, defining minorities, community colleges, the National Internship program, Summit of the Americas, English as the nation's official language, top colleges and universities for Hispanics, California's cross-cultural centers, creative writing, radio for Hispanics, the Hispanic Business College Fund, cooperative education, access to computer technology, career networking for Hispanics, Hispanic and Deaf, multimedia and teaching of Spanish, Latino arts, the bilingual teacher, rising costs of community colleges, Puerto Rican studies, and athletics. (DB) ED410858

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Hawkes, M., Cambre, M., & Lewis, M. (1998). The Ohio SchoolNet Telecommunity Evaluation. 22p. This evaluation report is the second in a series addressing the development of the Ohio SchoolNet Telecommunity initiative. Overarching topics for evaluation inquiry include technology deployment, practices in professional development, and impacts of network use on students and teachers. The report is organized by 14 "most frequently asked questions": (1) What criteria are generally used to identify successful distance education? (2) Which projects are using distance learning technologies optimally? (3) Are there common elements in projection implementation? (4) How do different models of distance education compare? (5) Are the projects on track with regard to timelines, hardware acquisition, professional development, and content? (6) Are projects migrating to higher standards? (7) Were planning grants helpful in building a guiding coalition and building capacity for the work? (8) What impacts on student learning is the Telecommunity project responsible for? (9) What impacts on teachers and teaching is the Telecommunity initiative having? (10) Are we developing assessment tools to assess student learning effectively? (11) What does the professional development picture at Telecommunity implementation sites look like and is it sufficient? (12) Is distance learning cost-effective in the Telecommunity sites? (13) Is distance learning promoting equity within the Telecommunity sites? and (14) How are Telecommunity sites leveraging existing technology resources and what are the outcomes? As a comparative resource, this evaluation report also profiles two other projects OWLink in Houston (Texas) and the St. Louis (Missouri) School District that are using two-way, interactive communications technologies to improve student learning. This report contains several tables and figures. (JAK) ED416830

Hoenack, S. A. (1996). The Economics of Education in Developing Countries: An Assessment of the State of the Art. Economics of Education Review, 15, 4, 327-38 Oct. Assesses the present state of the art of educational economics in developing countries. Introduces papers in this special issue that address the roles of organization, incentives, and public (financial) priorities in shaping more efficient, equitable educational outcomes. For economists to influence outcomes, the behavioral relationships shaping policy decisions must be studied more thoroughly. (23 references) (MLH) EJ537487

Houghton, M. (1997). State Strategies for Incorporating Technology into Education. 50p. With strong backing from the federal government, states and school districts are in the midst of a major push to put technology in the hands of America's teachers and students. Their efforts seek to equip schools and classrooms with computers, educational software, school-based computer networks, and links to both statewide and global information networks. This report examines several major issues that state leaders may want to consider as they develop programs to promote the use of technology in public schools. Information for the report was gleaned from in- depth interviews with state officials who have been involved in formulating and implementing legislation and policies related to educational technology. The following key issues for education technology planners are discussed: providing teacher training; securing ongoing funding; dealing with obsolescence; ensuring equity; measuring the effectiveness of education technology; recognizing the role of the teacher in a technologically equipped classroom; and finding funds for technology. The report describes education technology initiatives in six states: Arkansas, Florida, Iowa, North Carolina, Utah, and West Virginia. With computers and advanced telecommunications technology revolutionizing nearly every aspect of life and work, the question is no longer whether states and local school districts should incorporate technology into teaching and learning, but how they should do so. (SWC) ED412930

Hsi, S., & Hoadley, C. M. (1997). Productive Discussion in Science: Gender Equity through Electronic Discourse. Journal of Science Education and Technology, 6, 1, 23-36 Mar. Describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk provides equitable learning opportunities in scientific discourse through generating explanations, revising the ideas of others, and asking questions. Contains 58 references. (DDR) EJ541787

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Jakupec, V., & McTaggart, R. (1996). Commercialisation and Flexible Delivery: Access in Vocational Education and Training. 101p. This book examines flexible delivery of vocational education and training in Australia's technical and further education (TAFE) sector. Discussed in chapter 1 are issues in the invention and implementation of flexible delivery with general reference to Victoria's TAFE sector, vocational education and training, and selected precursors of flexible delivery. Chapter 2 reports a case study of off- campus teaching at six TAFE colleges that were selected to include a mix of small, medium, and large urban and rural institutions and a mix of styles of managing flexible delivery (management by dedicated off-campus centers, individual teaching departments with academic responsibility for particular courses/modules, or a combination of dedicated center- and department-based management). The findings regarding student support services, administrative services, open learning and off-campus services, course production and development, off-campus centers and departments, institutional and cross-college arrangements, teachers and modes of instruction, and use of technology that are presented in chapter 2 provide empirical evidence that implementation of flexible delivery is not living up to its promises of equity and openness. Chapter 3, "Off- Campus Study Meets Entrepreneurialism," considers global issues shaping the organization and practice of flexible delivery. The book contains a 59-item annotated bibliography and 66 references. (MN) ED411402

Johnstone, S. M., & Krauth, B. (1996). Balancing Equity and Access: Some Principles of Good Practice for the Virtual University. Change, 28, 2, 38-41 Mar-Apr. The phenomenal growth of distance-learning programs and the possibility of a virtual university have increased concerns about how to ensure that higher education programs delivered via telecommunications are of good quality. The Western Cooperative for Educational Telecommunications has formulated guidelines, presented here, for electronically-offered degree and certificate programs based on research on public policy and educational practice. (MSE) EJ521748

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King, T., Ed. (1997). Technology in the Classroom: A Collection of Articles. 150p. This collection of articles address three themes: the growing research supporting the belief that technology in education makes a difference for student learning; innovative ways to use technology in teaching; and firsthand accounts of schools that have successfully implemented technology in their classrooms. Through effective use, educators can implement technology in ways that transform classroom learning activities, enhance idea development and individual expression, promote peer collaboration and problem solving, and foster students' unique learning styles. The collection includes the following articles: "Achieving Technological Equity and Equal Access to the Learning Tools of the 21st Century" (Curman L. Gaines, Willie Johnson, and D. Thomas King); "Linking Students to the Infosphere" (Boris Berenfeld); "Technologies as Tools for Transforming Learning Environments" (Michael Hopkins); "Can Integrated Instructional Technology Transform the Classroom?" (Lani M. Van Dusen and Blaine R. Worthen); "Communication through Multimedia in an Elementary Classroom" (Elizabeth M. Riddle); "Virtual Reality and Multiple Intelligences: Potentials for Higher Education" (Hilary McLellan); "Crossroads to the World" (Dawn L. Morden); "Engaging Students in a Knowledge Society" (Marlene Scardamalia and Carl Bereiter); "The Saturn School of Tomorrow" (David A. Bennett and D. Thomas King); and "It's Elementary Internet in a K-5 School" (Susan W. Hixson). Contains an index. (Author/SWC) ED414871

Kirkpatrick, D. (1997). Becoming Flexible: Contested Territory. Studies in Continuing Education, 19, 2, 160-73. Flexible learning has multiple meanings, some of which are more privileged than others. In higher education, flexible learning is conceptualized as efficiency, as the competitive edge, as equity and access, and as information technologies. (SK) EJ559170

Knupfer, N. N. (1997). Gendered by Design. Educational Technology, 37, 2, 31-37 Mar-Apr. Examines the relationship between gender equity and instructional design. Topics include stereotypes of men's and women's roles, perpetuating old assumptions and practices, inequities from instructional design, differing expectations, gender bias, and how instructional designers can help by being sensitive to these issues. (LRW) EJ541441

Knupfer, N. N. (1997). New Technologies and Gender Equity: New Bottles with Old Wine. 11pp. In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421. Educational practice is influenced, in part, by the constant visualization of gender stereotypes throughout society in various forms, in both the old and new technologies. The imagery of computer technology as male turf has been carried into the World Wide Web through graphic advertisements. Male administrators make decisions about school practice that influence the implementation of new distance education technologies. The pervasive message of gender stereotypes has a tremendous influence on children and adults, and can bring biased value systems into what seems to be otherwise technologically innovative environments. The paper discusses developing male and female stereotypes; culture and groups; and gender stereotypes in print media, television, cyberspace, and ITV educational environments. Instructional designers can influence the educational industry, home market, school environment, and practices in business and military environments. Instructional designers can influence educational practice by designing instructional environments that attend to the needs of the female population as well as those of the males. Even though the majority of network users are males, females must be encouraged to learn skills and be provided with opportunities to have equal access to information. (Contains 41 references.) (SWC) ED409843

Knupfer, N. N., & Gram, T. E. (Jan 1997). Obstructive Interactive Television Designs: The Influence of Culture, Gender and Power. 11pp. In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353. This study contributes to discourse surrounding equity in opportunities for constituencies who are under-represented in the decision making process surrounding interactive television (ITV) adoption, yet account for a great portion of faculty and students who must then use it. The paper touches on the material expression of a culture's value system, illuminates the power structures under which ITV networks operate, reviews common design features of ITV classrooms and speculates upon the nature of ITV instructional presentations. The study indicates that even as ITV is reputed to be successful and liberating, it is potentially obstructive and disempowering at the same time; it shows how ITV can interfere with goal achievement for students and instructors whose needs and preferences are ignored throughout the planning, implementation, and evaluation processes. The paper concludes with a recommendation that great care must be taken by decision makers to insure that the many needs of the actual users are identified and equitably addressed, which means inviting and embracing the participation of various representative constituencies in the fact finding and decision making process. (Contains 48 references.) (AEF) ED408993

Knupfer, N. N., & Others. (Jan 1997). Gender Equity On-line: Messages Portrayed with and about the New Technologies. 10pp. In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353. This paper examines gender messages within advertisements and informational, technology-focused materials that are targeted toward a general population of consumers. The pattern of gender bias in visual messages and stereotyping which prevails in advertising appears to be carrying the same messages from print to television and into the newest format for advertising, the World Wide Web. An examination was conducted of a representative sample of popular magazines and promotional material about multimedia technology that were available to the general public and teachers, from direct mailings to schools, and areas of public transport. In addition, television and Internet advertisements were examined over the course of the next several months. The prevalent portrayal of gender roles in advertising says much about the society it represents. Research indicates that in both the print and video advertising marketplace, consumers see at least three times as many male as female characters associated with the products being sold. This is especially true of advertising aimed at children and teenagers. Findings indicated that in the print, televised, and Internet advertisements, women were consistently portrayed as subservient, in the background, or not using the technology in a productive way. The responsibility to change the public image and attitudes about females and technology cannot rest solely with the advertisers, but they can do a lot to help change the public image. (Contains 25 references.) (AEF) ED408994

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Mason, M. G. (1996). The Future Revisited. Library Journal, 121, 12, 70-72 Jul. Reviews earlier predictions about technological change in libraries, finds that providing equal access to information remains the library's mission, and forecasts the future. Topics include ownership versus access, electronic resources, information infrastructure, users, levels of service fees, circulation, librarians as "information specialists," collection building, organization of digital resources, preservation, electronic publishing, copyright, training, and measurement. (LAM) EJ528046

Mayer, M., & Others. (1997). The State Networking Report: Progress, Policies, and Partnerships Bring Internet Connectivity to K-12 Schools. 347p. This report depicts the status of telecommunications network development and usage by K-12 educational institutions in April and May of 1996, as described by the heads of educational technology initiatives in each of the 50 states and the Commonwealth of Puerto Rico. These data are reproduced in this report as 51 "State Profiles." Factors related to progress in network infrastructure development and usage in K-12 schools were identified using the State Networking Report Survey questionnaire. The following themes emerged and are detailed in the second section of the report: progress in accessing and using telecommunications networks at state and district levels; the question of equity in network access by urban and rural school districts; the role of state-level technology planning for K-12 Networks; how states are funding networks for K-12 education; the collaborative role state government plays in K-12 network development; private sector partnerships that support state K-12 networks; and how educators get training in network usage. Highlights from a trend analysis written for policymakers appear at the end of this section under guidelines for future action. The individual state profiles typically contain data and survey comments that address each of the aforementioned themes. Appendices include the State Networking Report Survey Trend Analysis; a brief discussion on network connectivity in urban and rural K-12 schools and school districts; key state contacts in K-12 networking; and the survey questionnaire. (AEF) ED409003

McDonald, J., & Others. (1996). Unfilled Promises. American School Board Journal, 183, 7, 26-28 Jul. Since the early 1980s, the drive for educational equity has fueled school high- tech purchases. A common theme emerges: schools need money to buy up-to-date equipment and software and to pay for teacher training and technical support. Careful planning can ensure that educational technology is implemented in high- payoff areas, such as serving disadvantaged students. (MLF) EJ527553

Menchaca, M. (1997). Field of Techno-Dreams: If You Build It, Will They Come, and What If They Do? Issues of Equity Online. 12pp. Paper contributed to the Teaching in the Community Colleges Online Conference, "Trends and Issues in Online Instruction" (2nd, Kapiolani Community College, April 1-3, 1997). Access to telecommunications and technology are essential for future social and economic viability. Economic class relates directly to level of educational attainment and education will very soon be tied to a person's ability to get online; therefore, "getting online" is not only access to information and resources, it is access to learning and to power. Access, or "getting online," is much more than merely constructing a building, running wire, and dropping in workstations. Providing access includes identifying areas that need access, designing a physical infrastructure to house the access, and ensuring that the interfaces between the devices that provide access and the access itself are culturally and linguistically accessible. To provide access for everyone, technologic access must be brought to the community. Suggestions for providing equitable access include: understanding and celebrating individuals' differences and creating a sense of community; designing interfaces that are easily understandable and accessible by those who may not have the skill-mastery level or linguistic understanding that is assumed appropriate for technology; building trust in technology by building trust in society; designing facilities that utilize the best technology in environments where people can sit, be comfortable, and realize their own potentials; and by designing technology in such a way that it begs to be used rather than begs to be ignored. (Contains 23 references.) (SWC) ED413891

Mendrinos, R. B. (1997). Using Educational Technology with At-Risk Students: A Guide for Library Media Specialists and Teachers. Greenwood Professional Guides in School Librarianship., 227p. Based on extensive research, this guide offers library media specialists and teachers solutions and practical applications of educational technology within subject disciplines to help improve the achievement of at-risk students. Included are lesson plans, successful case studies, and project ideas for replication in language arts, science, and social studies. Provided are the results of her research in integrating technology and information literacy into the curriculum and the effects of these efforts on the achievement of at-risk students. Exceptional educational technology programs show how to weave multimedia software, CD-ROM technology, videodiscs, and Internet resources into the curriculum to enhance learning and increase student productivity. Five high school and middle school library media specialists provide detailed educational technology programs for replication that have been successful with at-risk students. Examined are anachronistic schools, the resistance to classroom integration of educational technology, disparities in instruction, equity, and access, and the need for teacher training in integrating educational technology into the curriculum. The library media specialist is challenged to acknowledge, reflect, and act on the research and create teacher partnerships to integrate educational technology in an inquiry-based learning environment that will motivate at-risk students. Contains extensive lists of Internet addresses and other technology resources and a bibliography of further reading. (AEF) ED411796

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Organization. (1995). A Transformation of Learning: Use of the NII for Education and Lifelong Learning. Microcomputers for Information Management, 12, 1-2, 77-97. Suggests uses for the NII (National Information Infrastructure) for education and lifelong learning. Highlights include educational benefits of technology; current uses of telecommunications for education, including instructional video and distance learning; the role of various federal, state, and local agencies; telecommunications in the workplace; implementation objectives; and equity and access. (LRW) EJ510353

Organization. (1995). Classroom Compass, 1995-96. 42p. This document is comprised of the four 1995-1996 issues of "Classroom Compass," a newsletter of the Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching. Each issue contains a "Resources and Opportunities" section, a reading list, excerpts from the National Science Education Standards, and learning activities. The reading lists included in these issues pertain to equity in science and mathematics education and classroom assessment. Miscellaneous background articles address design in the classroom and science and mathematics for all. The learning activities provided enable students to study the functions of the heart, pendulum motion, a design exploration that uses the story of the three little pigs, and a design exploration about power boat design. Excerpts from the National Science Education Standards provide information on science and technology across grade levels, assessment in mathematics classrooms, the world beyond the classroom, and environments for learning about science. (DDR) ED407250

Organization. (1995). Utah State Superintendent of Public Instruction Annual Report, 1994-1995, 52pp. For 1994-95 summary of statistical and financial data, see EA 028 941. The progress that Utah schools have made under the Utah Strategic Plan Act for Educational Excellence (1992) is detailed in this annual report. It begins with an overview of strategic planning and school reform, describing various programs, such as year-round schools and experimental development programs. Student achievement and assessment are outlined, with highlights offered on the statewide testing program and national assessment. Concerns regarding educational equity and opportunity, such as opportunities offered to the sexes, to the races, and to the gifted, are likewise detailed, followed by a core curriculum inservice update. The application of technology into the curriculum, ways to expand educational technology, and federal and special programs are discussed. Some of the services for students at risk are profiled, along with overviews of professional progress for teachers, school finance and demographics, and agency and school system support. Current information about the needs and accomplishment of the State Education Office as it implements the policies made by the State Board of Education are provided. (RJM) ED417478

Organization. (1995). Utah State Superintendent of Public Instruction. Summary of Statistical and Financial Data, 1994-95. Supplement to the Annual Report. 516pp. For 1994-95 annual report, see EA 028 940. To gauge how its schools are performing, the state of Utah produces a statistical and financial data report each year; the results of the 1994-95 report are presented. The report is divided into three parts: a statistical section, statewide revenue/receipts, and statewide expenditures/disbursements. The data in the first part feature statistics on student enrollment, number of public schools by district, high school graduates, dropouts, full-time certificated personnel, pupil/teacher ratios, average contract salary and career-ladder monies, special- education programs, applied-technology programs, adult-education programs, extended-year programs, incidents of delinquency, sources of school revenue, and other information. The section on statewide revenues focuses on maintenance and operation, non K-12 programs, debt service, capital projects, building reserve, food services, internal services, trust funds, and student activities, and concludes with a summary of revenues and other financing sources. The last section, which details expenditures, analyzes many of the same categories as examined in the revenues section, but offers information on the status of school bonds and other indebtedness of administrative units, and provides a current expenditures summary. (Includes a glossary.) (RJM) ED417479

Organization. (1995). What the Governors Think. AVA Survey Finds Varying Support for Voc Ed Programs and Principles. Vocational Education Journal, 70, 6, 32-33 Sep. Sixteen state governors discussed how they would allocate block grant education funds, showing strong support for tech prep, integration, employability skills, technology, and business involvement. Less support was expressed for vocational student organizations, family and consumer sciences, and sex equity. (SK) EJ511239

Organization. (1996). Examination Systems in Small States. Pan-Commonwealth Workshop Report (Bridgetown, Barbados, May 6-10, 1996). 59p. One critical area of concern for governments of small states is the provision and administration of examinations at the end of the secondary school cycle. The problems, faced by all states, of assuring that assessment and certification are carried out fairly, are compounded for small states by the additional difficulties associated with their limited human and financial resources. A pan- Commonwealth workshop on Examinations in Small States was held to bring together key actors in the field from public and private sectors. Deliberations of the workshop focused on issues such as personnel and infrastructure for the delivery of examinations, international recognition and national priorities, innovative ways of testing, and the use of technology in the administration of examinations. There were 62 participants from 25 countries, most of whom represented the examination departments of ministries of education, and many of whom came from member states of the British Commonwealth. With respect to examinations at the end of the secondary cycle, small states use one or a combination of three models: national examinations, regional examinations, or examinations prepared in larger countries. This report on the Workshop is divided into the following sections: (1) "Introduction"; (2) "Conceptual Framework"; (3) "Country Presentations"; (4) "Regional Examination Systems"; (5) "Technical Issues"; (6) "School Based Assessment"; (7) "Security Issues"; (8) "Recognition of Qualifications"; (9) "Developing a Credit System"; and (10) "Conclusion." The issues and concerns raised were quite similar in most countries. Equity issues were a concern for most, as were questions of credibility, cost effectiveness, logistics, and confidentiality. Five appendixes list sponsors, present the program and a description of the Association of Commonwealth Examination and Accreditation Bodies, and contain a workshop evaluation form. (SLD) ED418098

Organization. (1996). Home-School Links: Networking the Learning Community. 13pp. Topic H in: Proceedings of the ITEC Virtual Conference: A Meeting of the Minds (Australia, 1996); see IR 056 989. The topic of networking the learning community with home-school links is addressed in four papers: "Internet Access via School: Expectations of Students and Parents" (Roy Crotty); "The School Library as Community Information Gateway" (Megan Perry); "Rural Access to the Internet" (Ken Eustace); and "NetDay '96: Extending the Internet with Volunteers and Donations" (Steve Cisler). Highlights include: the teacher librarian role in making the parent and student expectations of the Internet more realistic, as well as developing guidelines for information searching by both students and staff; the computer network at John Paul College (Queensland, Australia); practical, technical and social issues around the topic of access and equity of Internet access for rural schools; and the role of volunteers and donations in extending the Internet to the community. (AEF) ED417761

Organization. (1997). A Guide to Federal Technical Assistance Providers. Spring 1997. 69pp. Produced by the New York Technical Assistance Center. The purpose of this guide is to provide educators throughout New York State with a convenient source of information on the network of federally funded technical assistance organizations. It begins with a brief consideration of four areas: (1) what technical assistance is; (2) principles of effective technical assistance; (3) when technical assistance is appropriate; and (4) who provides technical assistance in New York State. Following the first three questions is a brief questionnaire to guide individual discussions with technical assistance providers. In response to the fourth area, some of the federally-funded technical assistance organizations serving New York are profiled. A list of questions that should be answered before a technical assistance provider is consulted are included and divided under the topics: readiness, environmental analysis, planning, implementation, assessment/evaluation, and institutionalization. A table of contents lists technical assistance providers by the following categories: adult education and learning; bilingual education; environmental education; equity; evaluation, standards, and student testing; general information; gifted education; health education; mathematics; postsecondary education; reading; science; school reform and improvement; students at risk; technology; urban education. An ERIC Clearinghouse directory is appended. (AEF) ED409831

Organization. (1997). Intermediate Units in Pennsylvania: The Role of Educational Service Agencies in Promoting Equity in Basic Education. 72p. For most of its history, Pennsylvania's public school system has consisted of three levels: the state level, the local school districts, and an intermediate level. In 1970, the intermediate level was reorganized into 29 intermediate units (IUs). In 1997 the state's General Assembly directed the Joint State Government Commission to study how the state's IUs currently assist schools. It was found that IUs offer a large number of programs to school districts and nonpublic schools, covering such areas as personnel training, curriculum development, technology, instructional materials, educational planning, pupil instruction and personnel services, special education, cooperative administration projects, and statewide programs and services. The IUs have no independent taxing authority and receive most funds from state appropriations, grants, sales of services, contributions, student tuition, and investment income. The Commission recommended that the IUs' role in advancing educational equity be enhanced, that the governance of IUs be strengthened, and that state funding to IUs be increased to maximize their contribution to state education, through programs such as cooperative administrative projects, services to children and adults, and instructional material services. (RJM) ED416577

Organization. (1997). Leadership Development. IDRA Focus. 18pp. Photographs may not reproduce clearly. This newsletter includes three articles on the theme of leadership development, particularly in relation to high-risk students or Mexican American communities. "Coca-Cola Valued Youth Program: 'Because All Children Are Valuable'" (Linda Cantu) shares some success stories from the program, which recruits high-risk students to be tutors of younger children. The program has consistently kept 98 percent of its Valued Youth in school and helped them to improve personal responsibility, academic achievement, and leadership potential. "Everything I Need To Know about Leadership Development I Learned in San Felipe" (Blandina Cardenas) describes how in 1929, a Mexican American neighborhood in Del Rio (Texas) took control of its schools by forming the San Felipe Independent School District. As a result of this community control, San Felipe was the most successful Mexican American school district in the country for decades and instilled trust and confidence, important leadership qualities, in many graduates. "Perspectives on 'Leadership'" (Josie Danini Supik) reflects on various leadership qualities: character, passion, boldness, integrity, the realization that life is full of uncertainties, and the ability to let others lead. Two articles unrelated to the theme are "Texas Dropout Alert: Where Are the 147,000 Students Lost from the Freshman Class of 1993-94?" (Roy Johnson), which provides attrition rates for each Texas county by race/ethnicity, and "Facilities Renovation and Construction Opportunities and Challenges" (Albert Cortez), which discusses planning of new educational facilities with regard to equity and equal access. Also included is an outline of technical assistance on technology use available from IDRA. (SV) ED413134

Organization. (1997). North Carolina Annual Performance Report for the Vocational and Technical Education State-Administered Program under the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, P.L. 101-392. Program Year 1996-1997. 109p. For program year 1996-97, 222,639 North Carolina (NC) 9th-12th graders were enrolled in Workforce Development Education (WDE). Twenty-five curriculum products were developed, 34 course blueprints were revised to reflect business/industry practices and state/national standards, and about 3,600 business/industry personnel participated in WDE activities. Secondary programs provided 1,411 single parents, displaced homemakers, and single pregnant women with support services and employability skills. Programs funded by 17 gender equity grants provided support services and technical assistance, conducted staff development, and developed materials. The Youth Services program offered courses to help students develop marketable skills. Services were provided to 23,167 disabled and 2,107 limited English proficient students. Delivery mechanisms for professional development included satellite broadcasts, North Carolina Information Highway, Internet homepage, satellite teleconference, telephone conferences, and video segment development. Curriculum development centered on the NC Vocational Competency Achievement Tracking System. High school youth apprenticeship programs expanded. A model of NC's The ABCs of Public Education was approved. To evaluate the tech prep initiative, 25 consortia participated in the High Schools that Work assessment. (Appendixes, amounting to over one-half of the report, include enrollment tables, performance standards, and performance standards report.) (YLB) ED415441

Organization. (1997). Participants in New Beginnings and Career Equity Programs Gain Knowledge and Equitable Attitudes. Evaluation Report, Program Year 1997., 17p. Occupational and sex equity programs administered by the New Jersey Department of Education, Office of Bilingual Education and Equity Issues, and funded through the Carl D. Perkins Vocational and Applied Technology Education Act were evaluated. Participants in single-parent and sex equity programs completed a series of pretests and posttests that measured changed in knowledge and attitudes resulting from their experience with these programs. The four tests participants completed were: (1) the Sex Role Survey, a modified version of the instrument developed by MacDonald (1976), taken by 499 subjects; (2) the Coopersmith Self- Esteem Inventory (S. Coopersmith, 1993), taken by 468 subjects; (3) the Gender Equity Standards Test developed for use in evaluating New Jersey's programs, taken by 1,061 participants; and (4) the Mathematics Anxiety Ratings Scale- Elementary (MARS-e) (R. Suinn and R. Edwards, 1982), taken by 485 subjects. Numbers and characteristics of participants vary, depending on enrollment, attendance, and reporting deadlines, but participants were generally female (85 to 95 %) and parents (94 to 95%). About 43% were Black, 37 to 39% Caucasian, and 12 to 14%, Hispanic. Sex Role Survey results reflected a significant change toward more equitable attitudes for all participants combined, and especially for younger participants. Significantly higher posttest scores on the Coopersmith Self Esteem Inventory indicate higher self esteem for all participants combined and for several categories of participants. The knowledge of gender equity standards increased significantly for all participants combined and for those in several racial categories and of all ages. MARS-e results indicate decreased mathematics anxiety for all participants combined. Evaluation results clearly demonstrate the success of the Perkins Act sex equity set aside programs in removing barriers to high wage employment opportunities for women. (Contains 8 figures and 44 references.) (SLD) ED417256

Organization. (1997). School Capital Manual. An Interim Guide for School Boards, Administrators, Facility Planners and Consultants Who Engage in School Building Projects. 109p. This manual is intended for use by the Alberta, Canada, school boards, administrators, consultants, education staff, and other individuals involved in school building projects. The purpose of the School Capital Plan, funding, and Alberta Education's funding framework are detailed. The school building project components of the School Capital Plan are described. The components include: restoration and upgrading of existing school facilities, modernization of obsolete school facilities, construction of new space, equipment for career and technology studies, temporary lease space, purchase of buildings, and emergent capital items. The process of requests for school building projects include school boards submitting requests for the projects, the Alberta Education reviewing the boards'requests, the School Buildings Board making decisions on the requests, and the Minister of Education announcing the decisions. The steps in the construction of the school building projects are: (1) the School Buildings Board informs the school boards of the funding amount, (2) the school boards plan projects and report progress, (3) school boards submit project tender(s) or subtrade tender(s) to Alberta Education, (4) school boards construct projects, (5) school boards receive finding payments, and (6) school boards may host official openings of projects. Five appendixes, which compose one-third of the manual, include: a glossary of terms; legislation, regulation, and policy statements; forms (e.g., new construction project application, expenditure plans, and project cost summary forms); utilization and capacity definitions and capacity calculations; and operational information with bibliographic references. (RE) ED414721

Organization. (1997). School Technology and Readiness Report: From Pillars to Progress. The CEO Forum on Education and Technology, Year One. 49pp. The STaR Chart is a pull-out section. The mission of the CEO Forum on Education and Technology is to build a common understanding of the issues and realities associated with the present use of technology in education, and to assess how ready schools are for teaching and learning in the 21st century. The key to creating the best learning environment is to integrate the "Four Pillars"hardware, connectivity, digital content, and professional developmentthroughout the curriculum. The School Technology and Readiness (STaR) Chart provides a framework that describes technology presence, use, and integration in a typical school in four school profiles ranging from the "Low Technology" school that uses technology primarily for administrative functions, to the "Target Technology" school that integrates technology throughout the curriculum. The STaR Chart highlights the potential educational benefits each level of technology integration offers. The STaR Chart was used as the backdrop for an assessment of the nation's schools, based on hardware and connectivity data collected from nearly 80,000 public schools as well as supplementary data. Almost 60% of the nation's schools are "Low Tech" schools, and only 3% of schools nationwide have fully integrated technology into the classroom. This assessment serves as the baseline for three future annual assessments. The report contains the following sections: "Overview"; "From Pillars to Progress: Integrating Education and Technology"; "Lessons from Corporate America"; "The CEO Forum's National STaR Assessment"; and "Future Research." Appendices include: a status report on each of the "Four Pillars"; "Caution for the Future: Ensuring Equity"; "Achieving Education Objectives through Technology Use"; and "Methodology: 1997 National STaR Assessment." (SWC) ED416819

Organization. (1997). The Challenge and Promise of K-8 Science Education Reform. Volume 1. FOUNDATIONS: A Monograph for Professionals in Science, Mathematics, and Technology Education. 107p. FOUNDATIONS is a monograph series intended for those working to better science, mathematics, and technology education in the United States. This volume examines opportunities and challenges for those on the front lines of science education in elementary and middle schools. Designed as a resource for teachers and administrators who have not yet implemented a program of inquiry-based science education, this volume serves neither as a textbook nor as the final word on the subject. It is rather a short introduction for those beginning the complex and difficult journey of science education reform based on the experiences of educators working in the field today. Chapters include: (1) "The Challenge and Promise of K-8 Science Reform"; (2) "A Vision of Effective Science Education"; (3) "Planning for Change"; (4) "Leadership"; (5) "Curriculum, Instruction, and Assessment"; (6) "Professional Development"; (7) "Financing Science Education Reform"; (8) "Collaborators in Reform"; (9) "Equity"; and (10) "Postscript." The appendix includes resources for science education reform. (JRH) ED407245

Organization. (1998). Math and Science. IDRA Focus. 17p. This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science InstructionThe Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation, drive math and science content, and foster development of English-language math and science vocabulary. "Power Tools for Math and Science Education, Part I" (Laura Chris Green) describes promising technology tools for math and science education, including: software for test preparation; tutorials; games to teach skills, concepts, and problem solving; and applications and modeling. "What Is the Matter with Math Scores?" (Cathy Seeley) discusses U.S. and Texas mathematics achievement scores in terms of what is working (improved teaching methods, professional development) and what is not (teaching to the test, fragmented instructional approaches). In "A Central Role for Science Education Partnership," Eloy Rodriguez reflects on the successes of a school- university partnership to provide poor Latino children with a challenging university-based science "camp." "'Sugar and Spice and Everything Nice...': Gender Inequities in Mathematics" (Anita Tijerina Revilla) discusses sex bias in the classroom and useful strategies to involve girls in mathematics. "Texas Prefreshman Engineering Program: Filling the Pipeline for Workforce Diversity" (Manuel P. Berriozabal) describes an intense 8-week summer program that prepares high-achieving minority and female high school students to pursue college engineering and science studies. A sidebar "Make No Mistake: The Goal Is Equity" (Bradley Scott) describes equity goals of the IDRA Desegregation Assistance Center. Also included are a description of WOW (IDRA's workshop on workshops) and a list of educational Web sites for math and science education. (SV) ED417920

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Peppard, J. (1997). A Guide to Connected Curriculum and Action Research. 125p. Teachers in the Connecting the Curriculum (CTC) Project utilized action research to study curriculum connections. This guide provides basic information on connected curriculum and action research and explains the processes that underlie them. Chapter 1 introduces connected curriculum, including definitions, frameworks, and multidisciplinary and integrated approaches. Chapter 2 looks at the beliefs that support connected curriculum frameworks, including key beliefs, learning theory, equity, assessment, technology, and systemic reform. Chapter 3 provides examples of using standards and connected frameworks, including an explanation of the Wisconsin learner outcomes. Chapter 4 explores the basics of action research, providing examples. Chapter 5 focuses on reflections by teacher researchers on connected curriculum and action research. Chapter 6 discusses what teachers learned from the CTC Project, based on action researchers' concluding reports. Chapter 7 explores implications for professional development of teachers, lists strategies, and provides the CTC recommendations. Four appendices provide: (1) brief sketches of selected CTC action research projects; (2) Wisconsin's Educational Goals; (3) a list of resources for action research; and (4) a list of resources for connecting curriculum. Many chapters contains references. (ND) ED408282

Picus, L. O. (1997). Assigning Responsibilities: Where Do the Dollars Go? School Business Affairs, 63, 11, 8-15 Nov. For any school-based-management model to succeed, the important functions of a school district's business office must be redesigned to shift authority and support for most fiscal decisions to school site. Some of the complexities of shifting the fiscal management to schools include technology, transportation, maintenance and operation, risk management, food services, and purchasing. (MLF) EJ553856

Pool, C. R. (1997). A New Digital Literacy: A Conversation with Paul Gilster. Educational Leadership, 55, 3, 6-11 Nov. Digital literacy, the ability to understand, evaluate, and integrate information in multiple, computer-delivered formats, is a critical skill. A multimedia computer with an Internet connection allows people to construct information from around the world. Virtual instruction is best used to supplement, not replace classroom teachers. Educators should use filters and search engines to determine the best Web pages for instructional purposes. (MLH) EJ553826

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Raney, M. (1997). TECHNOS Interview: Esther Dyson. TECHNOS, 6, 4, 4-10. This interview with Esther Dyson, who is president and owner of EDventure Holdings which focuses on emerging information technology worldwide, discusses personal responsibility for technology; government's role; content ownership and intellectual property; Internet development; education and computers; parents' role in education; teacher education; censorship and privacy; equity and access; and artificial intelligence. (LRW) EJ558518

Rice, M. Issues Surrounding the Integration of Technology into the K-12 Classroom: Notes from the Field. To retrieve this article, send the following e-mail message to LISTSERV@GUVM.GEORGETOWN.EDU: GET RICE IPCTV3N1. . Discusses issues relating to the integration of information technology into K-12 curricula, focusing on the need for structured inservice programs for teachers to develop competency with technology and curricular applications. Also examines the issue of gender equity in education and the inclusion of inservice strategies to address the problem. (JKP)

Roblyer, M. D., & Others. (1996). Technology and Multicultural Education: The "Uneasy Alliance.". Educational Technology, 36, 3, 5-12 May-Jun. Presents issues related to technology and multicultural education. Examines problems with multicultural education and current uses of technology, including telecommunications, applications for ESL (English-as-a-Second-Language) students, and multimedia. Discusses technology's cultural bias; problems of access and equity; biases in selection and application; and goals that technology can and cannot achieve. (AEF) EJ524801

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Sanders, J. (May 1997). Teacher Education and Gender Equity. ERIC Digest. To ensure that future generations of girls as well as boys fulfill their potential without restriction, it is important that gender equity be taught in teacher education programs as a matter of course. Gender equity is defined as the set of behaviors and knowledge that permits educators to recognize inequality in educational opportunities, to carry out specific interventions that constitute equal educational treatment, and to ensure equal educational outcomes. Gender inequity is manifested by: (1) notions that males excel in mathematics, science, and technology and that females excel in the arts; (2) attributional theory wherein gender-biased attitudes become a self-fulfilling prophecy; (3) curriculum materials biased in language, content, and/or illustrations; (4) unfriendly classroom climate and harassment; and (5) administrative modeling (administration department tends to be more male). While gender equity has received considerable attention in K-12 education, it has received considerably less attention in teacher education. Efforts are being made to improve the situation: institutes, state projects, and at least one teacher education program are promoting it; materials are being developed; professional publications are beginning to cover gender equity issues; professional meetings are devoting some time to it; and individual teacher educators are starting to become concerned about it. (Contains 14 references.) (LL) ED408277

Sanders, J., Koch, J., & Urso, J. (1997). Gender Equity Right from the Start. Instructional Activities for Teacher Educ