| Results of ERIC Search 1994 ( ( 1994 ):Publication Date and ( Educational_Technology ):Descriptor )and ( Program_Evaluation ):Descriptor )and ( Elementary_Secondary_Education ):Descriptor ) (11 hits, 11 records returned) -ERIC_NO- ED375659 -TITLE- Multifunctional Resource Center for Bilingual EducationUniversity of Wisconsin-Madison. Service Area 6: Iowa, Michigan, Minnesota, North Dakota, South Dakota, Wisconsin. Annual Report, October 1, 1993-September 30, 1994 (Contract Year 2). -AUTHOR- Coyne, Minerva Rivero -LANGUAGE- English -DESCRIPTORS- Annual_Reports Bilingual_Education Bilingual_Teachers Educational_Technology Elementary_Secondary_Education Federal_Programs Limited_English_Speaking Program_Descriptions Program_Effectiveness Program_Evaluation Regional_Cooperation Resource_Units Teacher_Education Technical_Assistance -IDENTIFIERS- Iowa Michigan Minnesota Multifunctional Resource Centers for Bilingual Ed North Dakota South Dakota Wisconsin -ABSTRACT- The report details the activities of the federally-funded Multifunctional Resource Center for Bilingual Education at the University of Wisconsin-Madison, which serves the area of Iowa, Michigan, Minnesota, North Dakota, South Dakota, and Wisconsin. Its mission includes provision of training and technical assistance to educators and parents participating in bilingual education programs or special alternative programs for limited-English-proficient (LEP) students, research and practice development, leadership in educational technology for LEP students, and coordination of services. The report covers the second year of a federal contract, during which time it served 12,660 in 408 training workshops. Most participants were certified teachers; others included teacher aids, non-instructional staff, and parent/community members. Technical assistance was provided on request by telephone and correspondence, and through on-site visits. Research was done as part of other services. Activities in educational technology, the center's specialty, included ongoing synthesis of research, stress on technology within existing services, sharing of information, and involvement with professional organizations in educational technology. Evidence of the impact of the center's services is found in anecdotal accounts and participant response. The report describes activities and accomplishments by state and by function. (MSE) -GEOG_SOURCE- U.S.; Wisconsin -CLEARINGHOUSE_NO- FL022504 -INSTITUTION_NAME- Wisconsin Center for Education Research, Madison. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC10 Plus Postage. -ERIC_NO- ED374150 -TITLE- Housing Star Schools Reforms. -AUTHOR- Tushnet, Naida C. -LANGUAGE- English -DESCRIPTORS- Building_Design Computer_Uses_in_Education Demonstration_Programs Design_Requirements Distance_Education Educational_Facilities Educational_Technology Elementary_Secondary_Education Financial_Support Program_Evaluation Space_Utilization Technological_Advancement Telephone_Communications_Systems -IDENTIFIERS- Electrical Wiring Star Schools -ABSTRACT- The Star Schools Program has funded projects to explore innovative educational applications of technology in distance education. Funded projects have applied a variety of technologies, including videodisks, compressed data transmission, fiber optic technology, and computer networks. Program evaluation is a mandated aspect of the program. This paper, as part of a national evaluation of Star schools, focuses on issues related to the physical capacity of schools. It reflects information about the barriers and facilitators of technology applications at all 11 projects funded. The major purpose of site observations was to gain insights into the degree to which students have the opportunity to interact with one another and with the distance-learning teacher, as well as student learning and the role of on-site facilitators. Facilities-related issues center on space, telephone lines, and wiring. These issues will face any technology-based program in the future and must be considered along with issues of teacher training and integrating distance education with other educational reforms. (Contains 10 references.) (SLD) -GEOG_SOURCE- U.S.; California -CLEARINGHOUSE_NO- TM022077 -INSTITUTION_NAME- Southwest Regional Lab., Los Alamitos, CA. -PUBLICATION_TYPE- 142; 150 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. -ERIC_NO- ED376790 -TITLE- A Systemic View of Distance Education Evaluation: Finding Our Bearings. -AUTHOR- Burnham, Byron R. -LANGUAGE- English -DESCRIPTORS- Conventional_Instruction Distance_Education Educational_Research Educational_Technology Elementary_Secondary_Education Evaluation_Methods Higher_Education Interaction Models Nontraditional_Education Program_Evaluation Systems_Approach Teaching_Methods -ABSTRACT- For a number of years it has been suggested that distance education is a natural extension of existing teaching methods that includes learners who are separated from the instructor by time or distance. This paper takes an alternative look at distance-education research and evaluation and proposes an evaluation model built on that view. That distance education is essentially different from traditional education is made apparent by examining both methods and techniques. Methods generate techniques, and both must be distinguished from the devices (technology hardware) that are used in education. In traditional instruction the flow is from method to technique to device; in distance education, the device can affect method and technique. An evaluation framework is diagrammed that depicts the relations among device, method, technique, learner, content, and instructor. The interaction among these elements cannot be ignored during the development of distance education in the future. Three figures and two tables illustrate the framework. (Contains 7 references.) (SLD) -GEOG_SOURCE- U.S.; Utah -CLEARINGHOUSE_NO- IR016841 -PUBLICATION_TYPE- 150; 120 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. -ERIC_NO- ED372083 -TITLE- 1993 at a Glance: Executive Summaries of Reports from the Office of Research and Evaluation. -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Demonstration_Programs Dropout_Programs Dropout_Research Educational_Change Educational_Improvement Educational_Technology Elementary_Secondary_Education Grade_Repetition High_School_Graduates Mathematics_Instruction Program_Development Program_Evaluation Program_Improvement Research_Reports School_Districts Science_Instruction Surveys Tables Teacher_Recruitment Technological_Advancement -IDENTIFIERS- Austin Independent School District TX Education Consolidation Improvement Act Chapter 1 Education Consolidation Improvement Act Chapter 2 -ABSTRACT- This compilation contains executive summaries of 13 program evaluations conducted by the Office of Research and Evaluation of the Austin Independent School District (AISD) (Texas), as well as short summary reports on 3 programs. The following summaries are included: (1) "1991-92 Dropout Report"; (2) "Faculty/Staff Recruitment Report: Calendar Year 1992"; (3) "Historical Retention Report, 1992-93"; (4) "School Based Improvement: Changes in AISD, 1992-93"; (5) "Annual Report on Student Achievement 1992-93"; (6) "It's about Schools: 1992-93 Report on Surveys"; (7) "Austin Youth River Watch Program"; (8) "Chapter 1/Chapter 1 Migrant, 1992-93"; (9) "Chapter 2 Formula: 1992-93 Final Report"; (10) "Piecing Together an Integrated Approach to Drug-Free Schools: 1992-93 Final Report"; (11) "Elementary Technology Demonstration Schools, The Third Year, 1992-93. ESEA Title II Final Report"; (12) "Improving Mathematics and Science Teaching: 1992-93"; and (13) "Title VII Newcomers Program: 1992-93 Final Report." Two of the summary reports concern Chapter 2 programs, and the third is a survey of 1991 graduates. Eleven tables and 19 graphs present findings from these studies. (SLD) -GEOG_SOURCE- U.S.; Texas -CLEARINGHOUSE_NO- TM021724 -INSTITUTION_NAME- Austin Independent School District, Tex. Office of Research and Evaluation. -PUBLICATION_TYPE- 110; 142 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED372063 -TITLE- Technology Staff Development Programs. A Leadership Sourcebook for School Administrators. -AUTHOR- Bailey, Gerald D.; Lumley, Dan -LANGUAGE- English -DESCRIPTORS- Administrator_Guides Educational_Technology Elementary_Secondary_Education Inservice_Teacher_Education Leadership_Responsibility Orientation_Materials Principals Program_Development Program_Evaluation Program_Implementation Staff_Development Training_Methods -ABSTRACT- This sourcebook, designed for school administrators who want to create, implement, and evaluate a technology staff development program, combines technological skills development with strategies and ideas. Two themes are reflected throughout the manual: (1) creating a comprehensive technology staff development program; and (2) the leadership role the administrator plays in facilitating those stakeholders involved in the program. The volume is divided into four parts each representing a stage of the program. The first part contains information administrators will need if a program is being started from scratch; the second part is designed for those who understand technology staff development and are ready to implement change; the third part explains the nuts and bolts of delivery; and the final part presents ways to institutionalize and evaluate the program. Four appendixes provide audits, checklists, and orientation materials keyed to each of the four parts and designed to assist the administrator when working with planning committees and other stakeholders; transparencies that the administrator can use in making presentations to committees or other stakeholders; a glossary of key terms; and an explanation of the research and development process used in constructing and field testing this sourcebook. (LL) -GEOG_SOURCE- U.S.; New York -CLEARINGHOUSE_NO- SP035352 -PUBLICATION_TYPE- 055 -PUBLICATION_DATE- 1994 -EDRS_PRICE- Document Not Available from EDRS. -ERIC_NO- ED374149 -TITLE- The Star Schools Distance-Learning Program: Results from the Mandated Study. -AUTHOR- Tushnet, Naida C.; And Others -LANGUAGE- English -DESCRIPTORS- Access_to_Education Demonstration_Programs Distance_Education Educational_Finance Educational_Innovation Educational_Technology Elementary_Secondary_Education Evaluation_Methods Federal_Aid Financial_Support Government_Role Program_Evaluation Research_Methodology Technological_Advancement -IDENTIFIERS- Seed Money Star Schools -ABSTRACT- The Star Schools Assistance Program has been funding activities since 1988. It provides projects with seed money to develop distance learning programming and equip sites. In addition, Star Schools has served as a focal point for demonstrating innovative uses of technology to advance educational opportunity and improvement. This paper represents the first part of a 2-year evaluation of Star Schools. Site visits, interviews, and document reviews of eight Star Schools programs in more than 80 schools provided evaluation information. The Introduction of this report provides background information about the Star Schools Program and it includes a discussion of the implications of amendments to the Star Schools Program Assistance Act for the evaluation study. The second section presents preliminary findings from the evaluation. Among the implementation issues discussed is how technology is used to support student or teacher learning. The report concludes with a summary of findings foremost of which is that the seed money function of the program (achieved with high initial costs) can be supported, but that seed money alone is not enough to further distance education. As demonstration programs, the Star Schools provide valuable examples for educational opportunity improvement. Six tables illustrate the discussion. (Contains 9 references.) (SLD) -GEOG_SOURCE- U.S.; California -CLEARINGHOUSE_NO- TM022076 -INSTITUTION_NAME- Abt Associates, Inc., Washington, DC.; Southwest Regional Lab., Los Alamitos, CA. -PUBLICATION_TYPE- 141; 150 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED381128 -TITLE- Magnet Schools Assistance Program (MSAP). Evaluation Report. -AUTHOR- Johnson, Janet; Donley, Jan -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Computer_Uses_in_Education Educational_Environment Educational_Technology Elementary_Secondary_Education Enrollment_Rate Evaluation_Methods Magnet_Schools Minority_Groups Parent_Attitudes Program_Content Program_Effectiveness Program_Evaluation Public_Schools Racially_Balanced_Schools Surveys Teacher_Education Technological_Advancement -IDENTIFIERS- Wake County Public School System NC -ABSTRACT- The Magnet Schools Assistance Program (MSAP) was designed to eliminate and prevent minority group isolation in targeted magnet schools in the Wake County (North Carolina) Public School System; this evaluation report examines factors that relate to achieving the MSAP goals and objectives. Parent survey data were used to determine whether increased technology use is likely to attract students not already enrolled in the MSAP schools; enrollment and application data were used to monitor success of MSAP related to recruiting new students; and achievement data, both for longitudinal cohorts and for MSAP schools overall, were used to measure effectiveness related to improved achievement for individual students and improved academic climates at MSAP schools. A summary covering the background, major findings, and recommendations, is included at the beginning of the report. The first section provides a program description, including a background and elementary and secondary school program components. In the second section, the evaluation design and methodology data sources are described. Findings are discussed in the third section, including technology use by classroom teachers, a teacher technology use survey, a parent survey, racial balance, and student achievement. Survey results are shown in 16 figures, and attachments provide a glossary of technology terms; a list of Enloe advanced courses; training dates for instructional technology resource teachers (1993-94); technology use data sheets; and the MSAP teacher survey and results. (AEF) -GEOG_SOURCE- U.S.; North Carolina -CLEARINGHOUSE_NO- IR017043 -INSTITUTION_NAME- Wake County Public School System, Raleigh, N.C. -PUBLICATION_TYPE- 142; 143 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC03 Plus Postage. -ERIC_NO- ED380468 -TITLE- Program Effectiveness in AISD 1992-93. -AUTHOR- Wilkinson, David; Mangino, Evangelina -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Achievement_Gains Cost_Effectiveness Dropout_Prevention Dropout_Programs Drug_Education Educational_Finance Educational_Technology Elementary_Secondary_Education Parent_Education Program_Effectiveness Program_Evaluation School_Districts -IDENTIFIERS- Austin Independent School District TX -ABSTRACT- The Office of Research and Evaluation (ORE) of the Austin Independent School District (AISD) (Texas) reviews the effectiveness of many of the school district's special programs. In 1992-93, ORE reviewed 60 programs or program components. Cost effectiveness was calculated for 31 programs, using an achievement effect measure for 10, a dropout prevention effect measure for 13, and a drug prevention effect measure for 8. An additional three dropout prevention programs were rated on effectiveness, although cost information could not be obtained. Three drug prevention programs were rated for cost, but not effectiveness, and another 23 programs were evaluated on effectiveness based on other evaluation information. Two-thirds of the programs were rated as effective, and 60% were considered cost-effective where calculation was possible. Three of four elementary school technology schools were the most cost-effective among achievement improvement programs. A parent-training program, Mega Skills, was the most cost-effective dropout prevention program, while Plays for Living and Drug Abuse Resistance Education (DARE) were the most cost-effective drug abuse prevention programs. Seventeen tables present evaluation findings. (Contains 11 references.) (SLD) -GEOG_SOURCE- U.S.; Texas -CLEARINGHOUSE_NO- TM022759 -INSTITUTION_NAME- Austin Independent School District, Tex. Office of Research and Evaluation. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED381133 -TITLE- Educational Systems Integrators/Integrated Learning System Project: Titan Schools 1993-94. OER Report. -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Computer_Networks Educational_Technology Elementary_Secondary_Education Individualized_Instruction Integrated_Learning_Systems Integrated_Services Program_Evaluation School_Districts Teacher_Education -IDENTIFIERS- New York City Board of Education -ABSTRACT- The 1993-94 Integrated Learning System (ILS) project, a means of delivering individualized instruction through a computer network, involved approximately 70 schools from New York City school districts. To help schools learn about and operate the technology in an ILS, districts were given the option of hiring one of the following companies (referred to as education systems integrators): Instructional Systems Inc., Jostens, the Waterford Institute, and Titan. Of the four integrators, Titan elected to have the Office of Educational Research (OER) evaluate its program. Titan, who was chosen as integrator by six schools, contracted with Computer Networking Specialists (CNS) on Long Island to perform the integration services, and with the Waterford Institute to provide teacher training. Two of the six schools were part of the grantback phase and the other four were in the capital phase of the project. Problems resulting from the asbestos crisis in New York City public schools and delayed deliveries and installations affected both phases of the project, but especially the capital phase. Half of the schools were very satisfied with the teacher training they received, while the other half voiced dissatisfaction with the initial training. Opinions about the software programs were mixed; one area of dissatisfaction was the schools' involvement in decision making about the ILS project. Student achievement scores showed no significant differences in reading between program participants and the rest-of-school population. Recommendations include: reexamine teacher training; clarify the roles of CNS and Waterford; and consider how the program expects schools to integrate the use of the ILS lab. (AEF) -GEOG_SOURCE- U.S.; New York -CLEARINGHOUSE_NO- IR017055 -INSTITUTION_NAME- New York City Board of Education, Brooklyn, NY. Office of Educational Research. -PUBLICATION_TYPE- 141 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED378947 -TITLE- Educational Technology: K-12 Planning and Investments in the SREB States. -AUTHOR- Jones, Sue -LANGUAGE- English -DESCRIPTORS- Computer_Networks Distance_Education Educational_Finance Educational_Planning Educational_Policy Educational_Technology Elementary_Secondary_Education Financial_Support Futures Program_Evaluation Resource_Allocation School_Districts State_Departments_of_Education State_Programs Technological_Advancement Telephone_Surveys -IDENTIFIERS- Southern Regional Education Board United States (South) -ABSTRACT- Educational technology planning and investment activities in the 15 states of the Southern Regional Education Board (SREB) area are described. Information was gathered through an informal telephone survey, brief state reports, and a recent survey of state contacts. States that currently have educational technology plans locate central authority for educational technology planning in the state department of education, and they are adopting committee structures to perform planning activities. SREB states are using several funding strategies to implement their plans, but appropriation distributions vary from state to state. Most SREB states are planning to use technology to address access and equity problems, and most are planning for the probable influence of the Goals 2000 program on technology use. Some investment parallels exist among the states, namely in the development of statewide electronic networks and distance learning programs. A number of policy issues are apparent throughout the region, particularly with respect to responsibility and school district roles. Thirteen tables present state information. An appendix contains the state survey. (SLD) -GEOG_SOURCE- U.S.; Georgia -CLEARINGHOUSE_NO- IR016951 -INSTITUTION_NAME- Southern Regional Education Board, Atlanta, Ga. -PUBLICATION_TYPE- 142; 160 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED379305 -TITLE- Instructional Technology in AISD, 1993-94. Publication Number 93.06. -AUTHOR- Curry, Janice; Sabatino, Melissa -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Computer_Uses_in_Education Educational_Technology Elementary_Secondary_Education Instructional_Effectiveness Integrated_Learning_Systems Program_Effectiveness Program_Evaluation Technological_Advancement Training -IDENTIFIERS- Austin Independent School District TX -ABSTRACT- During the 1993-94 school year, the Office of Research and Evaluation of the Austin Independent School District (AISD) (Texas) conducted a districtwide evaluation of instructional technology. The evaluation consisted first of an accurate count of all computers in AISD schools, and then of an in-depth evaluation of the integrated learning systems of the Computer Curriculum Corporation (CCC) and Jostens Learning. The over 11,000 computers in the Austin schools are more than twice the amount present 3 years ago. Of these, 39% are considered old. This amounts to six students for every one computer in the district. Gains in student achievement have not been significant enough to declare either of the integrated learning systems effective, but the gains made at some schools warrant their continued use. Better communication and training are needed to encourage use of laser disc technology and to ensure the effectiveness of the integrated learning systems. The district should add computers and plan to replace outdated models. Eighteen figures and two tables present evaluation findings. Four attachments provide supplemental information, including the principal questionnaire. (Contains 7 references.) (SLD) -GEOG_SOURCE- U.S.; Texas -CLEARINGHOUSE_NO- TM022657 -INSTITUTION_NAME- Austin Independent School District, Tex. Office of Research and Evaluation. -PUBLICATION_TYPE- 142; 160; 110 -PUBLICATION_DATE- 1994 -EDRS_PRICE- EDRS Price - MF01/PC03 Plus Postage. | |
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