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Number sense is the basis of arithmetic and algebra, but counting dominates instruction, and fine-grained explorations of what children "do" as they develop number sense are relatively rare. Conceptually congruent actions that align with the mathematics support learning, and multitouch technology can afford using these actions while developing number sense. Therefore, this study investigates development of number sense, especially strategies and gestures, as 30 kindergartners interact with a multi-touch mathematics app designed to encourage subitizing. Findings reveal dominance of counting strategies, gesture patterns, and potential disconnects among representations. Together, they add to concerns about the dominance of counting in instruction, suggest that composition and subitizing warrant increased attention, and emphasize the relevance of gestures for revealing and developing number sense.

Number sense is the foundation of arithmetic and algebra, yet relatively little research has deeply investigated what children do as they develop number sense. This case study provides insights into that development as it occurred during interactions with a multi-touch mathematics digital game, including conceptually congruent gestures. Findings extend and challenge extant research on number sense.

The following 13 papers on business and marketing education are included in this document: "Internet Marketing" (Herb Brown, Jerry Kandies); "Disk This . . . Paper Flow on the Go!" (Mary Evans, Wilbur Whitley); "Production and Evaluation of On-Line Tutorials" (Margie Gallagher, Evelyn Farrior, Jane Geissler); "Basic Skills Needed for Entry-Level Internet Jobs" (Krystie Grubb); "Integrating Technology to Support Constructivist Learning" (Lisa Gueldenzoph); "Creating a Client-Server Application with FrontPage 2000 and Access 2000" (Margaret Baumann, Ellis Hayes); "Going the Distance" (Elizabeth Hodge); "Incorporating Service Learning in the Business Classroom" (Thelma King); "Distance Learning in the New Millennium: A Perspective from Both Sides of the Desktop" (Cynthia Miller);"Website Design Considerations" (Bonnie Skelton); "Introduction to Microsoft Access 2000" (Bonnie Skelton); "Developing Leadership Skills for Teaching" (Randall Wells, Clarence White); and "What North Carolina Teachers Already Know about E-Commerce" (Scott Williams). (KC)

Interactions with technology have become a focus of education research, revealing specific constructs relevant to these interactions. Attributes of users and tools contribute to physically embodied interactions with technology and both users and tools modify attributes throughout these interactions. This study examines patterns of user-tool interactions related to attribute modification as fifth grade students interacted with two mathematics iPad apps: Motion Math: Zoom and DragonBox Algebra 12+. Building on the findings of an initial exploratory study, researchers conducted an in-depth analysis grounded in embodied cognition. Results indicated three categories of attribute modification: reactive attribute modification, unperceived attributes and opportunities for proactive modification, and proactive modification. Implications for tool designers, teachers, and researchers of educational technology are discussed.

A study determined whether videotaping preservice teachers' instruction lessons in early literacy methods courses was valuable to them in assessing their teaching and how best to develop a video portfolio for assessment purposes. Subjects, 10 kindergarten through fourth grade preservice teachers enrolled in three consecutive methods courses, completed survey instruments, were videotaped as they conducted lessons, and critiqued their videotaped teaching. Results indicated that the preservice teachers gleaned teaching knowledge, self-confidence, and professionalism from their video portfolio experiences in collaboration with instructors. Results also indicated that the preservice teachers planned to continue using the assessment procedure for self-assessment and in collaboration with supervisor assessments for their future teaching positions. (The survey instrument is attached.) (RS)

Although Native American children are theoretically eligible for gifted programming, equality of opportunity does not exist. Arizona state data show that Native American students are underrepresented statewide and in 13 of 14 counties examined. Two issues related to this underrepresentation are the definition of "gifted" used for identification and the method of assessment. Official definitions and teacher conceptions of the gifted student often do not encompass culturally different values, learning styles, and behaviors. The usual standardized tests used in public schools may fail to identify Native gifted students because they are timed and reward speed (while Native American culture values slow well-considered responses). Other potential sources of error include differences in language, background experiences, and affective dispositions between groups of student test-takers. The Gifted Attitudes Inventory for Navajos and the American Indian Gifted and Talented Assessment Model are two alternative measures of giftedness, developed through extensive interviews with Native Americans. Further attention to this issue is needed and should begin with the compiling of accurate records of Native representation in programming. In Arizona, relevant data are submitted by only 55 percent of public school districts and are not available from private and Bureau of Indian Affairs schools. (SV)

This paper examines past and present issues in special education and offers proposals toward the goal of providing special assistance to every student who needs it. Examples of past errors include the categorical assumption that disabling conditions can be defined precisely and followed with appropriate services, and the assumption that there is a diagnostic match between the instructional needs of disabled students and the norm-referenced tests used to determine their eligibility. The discussion of present issues focuses on costs and appropriateness of special education services, suggesting that the current excessive costs of special education are largely due to the inappropriate diagnosis of many students as emotionally disturbed, mentally retarded, and learning disabled when they merely need more appropriate instruction from schools that are not structured to tolerate normal student variance. The paper proposes three strategies for the improved mastery of basic skills: motivation, teaching to mastery, and practice for automaticity. Five proposals for future special education include: (1) separating funding from the categorical assumption, (2) changing "special education" to "disabilities education," (3) coordinating legislative mandates, (4) changing paper compliance to an outcomes-based process, and (5) developing a system that is parent-focused, community-based, and collaborative. (DB)

This report describes hypermedia as a non-linear interlinked representation of textual, graphic, visual and audio material, that enables students to connect large bodies of information while developing analytical skills necessary to think critically about this information. It is noted that the use of microcomputers for hypermedia instruction represents an instructionally innovative way for students to manage information. The paper focuses on the use of a semiotic checklist to evaluate instructional hypermedia using HyperCard. Five semiotic criteria are presented and discussed: (1) intertexuality/intermediality, which emphasizes the linking of text directly with the author, its reactors, and its audience; (2) decentering and recentering, which involves the user making his/her own interests the center of learning rather than the author's vision of the computer software; (3) mediating networking and navigating, in which learners control their own paths through the situated relations; (4) negotiating expert and novice boundaries, which emphasizes the necessity for instructional designers to account for the differences in expert and novice knowledge representations; and (5) boundaries of individual work, in which the boundaries of text are weakened by nonsequential reading and thinking. It is concluded that the increasing ease of access for users and the ease of development for non-programming as well as programming instructional designers requires systematic evidence on hypermedia's instructional dimensions. A criteria checklist is included. (47 references) (DB)

The purpose of this project was to examine young children's mathematics learning using virtual manipulative touch-screen apps. We interviewed over 100 young children as they interacted with mathematics apps on iPads and examined how these interactions supported mathematics learning and contributed to changes in efficiency. Children interacted with six different mathematics apps under the direction of an interviewer. Results of the study indicated that children's learning and efficiency improved between the pre- and post-assessments during a short interview time period. Close alignment of the learning apps with the pre- and post-assessment apps contributed to these positive changes. To conduct this study, researchers created a variety of research tools that were not available because iPad research is still in its infancy. [For a related article, "Young Children's Learning Performance and Efficiency When Using Virtual Manipulative Mathematics iPad Apps," see EJ1048462.]

The paper describes a study of the relationship between social support and well-being among 24 mildly mentally retarded Afro-American adults living with family, in group situations, or independently. Detailed observations, interviews, and questionnaires were used to collect data on the structural characteristics of the Ss' networks, use of ties as coping mechanisms, nature of transactions between study participants and ties, and the qualitative aspects of specific critical social ties. Results indicated reliance on kin ties to provide a variety of support and suggestded that degree of familial embeddedness was a primary determinant of the extent to which non-kin ties were developed. Successful adaptation to independent living and a more balanced network structure appeared to be related to the degree of responsibility given and contributions made in the home. The need for preparing retarded adults to form rewarding and useful non-kin ties were pointed out. (CL)

Following a review of needs assessment definitions, it is concluded that needs may be practically defined as the difference between what is and what ought to be. In order to analyze this difference, particularly in regard to job market openings in comparison to occupational curricular offerings and enrollment, a computerized model was established for a consortium of Florida community colleges utilizing currently collected information from the best of available sources. The nucleus of the model is derived from and focused on a single source--that of Job Bank data maintained by the Florida Employment Security Agency. The model described in this report is capable of answering such questions as: What are area job needs and their associated training requirements? Are there major gaps and shortages among jobs in our communities? Are our educational programs meeting the needs for special skills? What are the educational and economic trends in the community? What will be the economic balance given the present trends? Answers to such questions can aid in policy-making intended to reduce imbalances and to responsibly address determined and projected future needs. Curriculum planning can then be based on the future needs of the community. Overall, the model is intended to be useful in providing information to be applied in reducing the deleterious imbalances between what is and what ought to be. (JDS)

The research reported in this paper is concerned with: the continued shrinkage of the area commonly known as the Southern black belt -- counties in the old South having a major proportion of their populations consisting of Negroes -- up until 1970; the recent role migration has played in black population loss; and the probable effects of lengthy and heavy out-migration on characteristics of the black population remaining behind. When the combined effects of history and demographic characteristics are examined, it is concluded that the Southern black belt remains unique. It has continued to shrink in size, and even when size is held constant, considerable black population loss has occurred through massive out-migration of youth and young adults. This has resulted in the remaining population being increasingly composed of elderly persons and young children. Although the loss of black population relieves many employment problems, there is no doubt that declines in the proportion of working age blacks has had deleterious effects on the welfare of the elderly and children, since they require a minimal labor force for their support. This they do not currently have. (Author/JM)

Three issues are discussed in the beginning of this paper: general trends of urban population growth among blacks since 1930, regional variations in growth and distribution from 1950 to 1970, and urban growth and metropolitanization. The remainder of the paper examines the growth of the black urban population by size of place from 1950 to 1970. Size is seen to be related to black growth and this view is held to be reasonable, as size, if anything else, makes a city visible especially to potential migrants. Most studies of urbanization do not focus on size of place but on that segment of population defined as either urban or metropolitan or they focus on urbanized area growth. After looking at overall growth by size of place for the South and the remainder of the nation, a major component of city growth, that of in-migration is discussed. Here the role of migration in the growth of cities by size is analyzed for the 1965-1970 portion of the 1970 decade. Migration analysis concentrates on patterns found in the South and non-South, and in addition, gives some attention to the selection of city size on the part of the city-bound migrant according to his region of origin. A summary section presents the overall trends found in the research, the research of others, and discusses implications for the future growth of black urban America. (Author/AM)

Statistical methods and test writing for reading comprehension have been based on the assumption that certain reading tasks or levels are appropriate at one age level that would be too difficult at another. A clear-cut determination of grade levels for reading materials has, however, not been defined. Grade and age equivalent scores on silent reading tests, readability scores attached to children's reading matter, and reading grade expectancy scores are investigated in light of their usefulness. The history of the grade equivalent scores used in standardized tests and in readability scores can be perceived as reflecting a circular, or skyhook relationship between these scores and curricular material. A testing procedure consisting of items beginning at a basal level, where a student was convinced of his or her mastery, and continuing until a ceiling of error is reached can eliminate the inattention factor and the guess factor. In addition, such a system can preserve the efficiency of the group format and make test results more interpretable to the specialist, as well as more understandable to the child. (KS)

Two related objectives in this report are: (1) to discover psychometrically a structure underlying secondary school social studies teachers' responses to those items in an instrument which pertained to what the "new" social studies ought to be emphasizing, and (2) to contribute to the development of scales measuring the domain of such ought-to-be ideas. To conceptualize the domain of ought-to-be ideas, a social studies professional belief system is agreed upon as the major determinant of role behavior in social studies education. The responses of 82 social studies teachers to a questionnaire measuring what ought to be emphasized in social studies education provide the research data. From these data six tentative dimensions of a social studies professional belief system are named--curriculum focus, instructional focus, sociocultural focus, historical study, resource allocation, and program derivation. Also included are the manner in which scores in these six dimensions predict teacher personality and classroom teaching behaviors. The two areas of implications from this research are subsequent basic research and anticipated policy decision making and program practices in social studies education. (Author/DE)

Presented at the annual meeting of the American Psychological Association in New York City in September, 1976, the paper sets forth the position that, in general, the individual requirements that allow a student to be classified as learning disabled are subtle but significant contributors to an assessment that discriminates against pupils from ethnic and racial minority groups and low socioeconomic groups. As an example of the learning disabled definitions used by most States, Texas's general special education eligibility requirements and specific criteria for the category of Language and/or Learning Disabilities are given, in light of which discrimination in the assessment procedure is examined. The author's solution is based on a system that compares children only with others in the same cultural grouping. Appended are various definitions of learning disabilities. (DLS)

This summary of the deliberations of the Planning Conference for Solar Technology Information Transfer includes an outline of a functioning solar energy technology network for the State of Kentucky and a set of recommendations for future action. Four main types of information agents were identified: (1) the State Library System; (2) the State Department of Energy; (3) the State Department of Education; and (4) various departments of the University of Kentucky--all as they relate to solar technology information transfer. Recommendations were made for each of these areas. Appendices include a proposal for an information system, the conference agenda and participant list, a proposal for the continuation of Phase II Operations of the Solar Technology Transfer Program, Kentucky Department of Energy organizational charts and energy conservation plan, a list of regional libraries, and a map of development districts in Kentucky. (CWM)

This summary of the decisions and recommendations of the Planning Conference for Solar Technology Information Transfer includes a brief discussion of the outline of a functioning solar energy technology network in the State of Mississippi. During the conference, participants recognized current energy information needs and recommended ways to meet those needs: (1) effective dissemination of energy information and updating of same, (2) training in the subject for library personnel, (3) avoidance of duplication, (4) a union catalog of Mississippi library holdings, (5) centralized capability for rapid transfer and location of a heavy volume of sophisticated requests, (6) education of target groups, (7) adequate staff and funding for individual agencies, (8) a comprehensive technological collection within the state, and (9) related problems. Recommendations focus on the promotion of better communication and cooperation between agencies, libraries, institutions and professional organizations in fashions supportive of the economical and effective delivery of solar energy information to the public. A list of participants, the conference agenda, and a list of solar energy library materials are appended. (Author/CWM)

This paper applies the Eulau and Karps framework for explaining the responsiveness of legislative bodies to public school boards. Eulau and Karps argue that responsiveness deals with a complex, multidimensional set of transactional relationships that can be analytically divided into four components. A high level of responsiveness in one component can go together with unresponsiveness in another. Prototype empirical indexes for the components of responsiveness are presented to investigate both the general level of school board responsiveness and the relationships between components of responsiveness. Since school boards are fundamentally different from other governmental legislative bodies, a brief consideration of their role in school governance provides background and context for the indexes of responsiveness. To the four components of responsiveness outlined by Eulau and Karps--policy, service, public goods, and symbolic responsiveness--is added a fifth, responsiveness as public influence on legislators' attitudes and behavior. Four foci are used in examining these components--the content of communication, the source of communication, the source of response, and the content of response. Individual boards are inconsistently responsive across components, components are independent of each other, and operational measures within components are independent of each other. (Author/IRT)

Curriculum-based assessment (CBA) represents a shift from use of standardized tests as quantifiers of student achievement toward traditional data-based instructional management. The role of assessment in educational programs is explored through presentation of three contrasting perspectives: assessment for placement versus assessment for instruction, education for the handicapped versus special education, and bureaucratic form versus educational reform. The CBA approach requires mechanisms for the collection of data and higher expectations of students. Instructional assistance involves motivating the student, teaching to mastery, and practicing until the skill becomes automatic. CBA can eliminate a large proportion of referrals to special education and expensive pull-out programs through use of more effective instructional strategies. The CBA concept rests on the finding that students learn better when taught at the "instructional" level, where a student already knows 93% to 97% of the material to be read or 70% to 85% of the material to be practiced in drill. An example of applying CBA to reading instruction presents techniques for word recognition, fluency, and comprehension. The appendix contains descriptions of schools that have implemented CBA. (JDD)

The papers focus on the desirability, feasibility, and importance of proposing and beginning to implement a language agenda for all residents of the United States. After an introductory synthesis by G. R. Tucker, the following papers are presented: (1) "Matching Appropriate Actions to Specific Linguistic Inadequacies," by R. E. Thompson; (2) "An Unprecedented Act of Fusion," by R. I. Brod; (3) "An Insomniac's Solution to the Problem of National Language Policy," by J. Levy; (4) "Consolidating Mutual Strengths," by V. da Mota; and (5) "The Role of Language Study in Bilingual Education," by J. E. Alatis. The following themes are developed: (1) the need to examine the personal, economic and social factors that affect the learning and use of language in diverse settings; (2) the need to change public attitudes toward promotion of bilingualism, language study, and public policy in the domain of bilingual education and second language learning; (3) the need to conduct a public awareness or consciousness-raising campaign; (4) the necessity of cooperation and collaboration among the various professional organizations; and (5) the need for all to become activists at the local level. (AMH)

The University of Phoenix has developed a comprehensive outcomes and impact assessment program to assess the effects of a university education on students, particularly adult students. The program is integrated with the existing process assessment systems. Process assessments, which the university refers to as the Academic Quality Management System, consist of a family of instruments and measures designed to monitor the student's day-to-day activities in the educational environment. Components include the student and faculty end-of-course surveys; student comment analysis system; grading practices analyses; registration survey; graduation survey; and comments to the chair. Information is most often used for formative purposes such as assessing quality and compliance, performing interim program diagnoses, and making small-scale resource allocation decisions. Outcomes assessments, referred to as the Adult Learning Outcomes Assessment project, consist of an interdependent family of measures to assess the extent to which the institution is accomplishing its fundamental mission and purposes. Components are the comprehensive cognitive assessment; affective impact assessment; alumni impact survey/interview; faculty impact survey; employer impact survey/interview; capstone research project assessment; and qualitative case studies. Information is most often used for summative purposes, including decisions about the efficacy of individual programs and delivery systems. Central to the success of the assessment program is the commitment of faculty and staff to using the information for the improvement of all aspects of the university's operation, especially what goes on in the classroom. (YLB)

U.S. citizenship education should be linked with international educational efforts so that students may learn to understand the array of complex changes that have been and are taking place throughout the world. For too long U.S. educators have been content to perpetuate a social studies curriculum that examines the United States separately from its relationship to the rest of the world. A global perspective on historical scholarship for U.S. citizenship education is sorely needed. The study of U.S. historical events in the context of world affairs will help students to understand the interconnected relationship that the United States is destined to have in the contemporary international order. A 36-item reference list. (DB)

Students with executive function (EF) disorders, including ADD, ADHD, and dyslexia, are prevalent in our nation’s public schools. Too often, students with learning differences have had a lack of exposure to complex academic language considered to be a critical component for the conceptualization and learning of mathematics. Additionally, there is a gap in research and understanding of how academic language might mediate building mathematical understanding for students who have EF disorders. This project is a small part of a larger ethnographic study and seeks to investigate what role modeling academic language might play in differentiating the fluency component of a curriculum that is being adopted nationally. Teacher modeling in the form of think-aloud protocols, feedback and reinforcement, and Detect, Practice, Repair (DPR) strategies are investigated as initial intensifications for the intervention. [ABSTRACT FROM AUTHOR]

The effect of technological change on library users and its implication for library instruction are examined; two courses which provide library instruction for students enrolled in graduate methods history courses are described; and an annotated bibliography of materials which can be used in a course in bibliographic instruction is provided. (RM)

This report presents papers, transcripts of speeches and group discussions, and other documents from a June 1982 conference on school and library services to children in the southeastern United States. The major presentations include: (1) a keynote address by Sara W. Hodgkins entitled "Our Children, Our Future"; (2) the transcript of an audiovisual presentation entitled "Proud But Not Satisfied"; (3) papers on cooperative efforts between school and public libraries by Ginny McKee and Jeannine Eaton; (4) copies of standards for accreditation of school libraries and learning resource centers in Kentucky, Mississippi, and Virginia; (5) papers on school and public library budget and personnel considerations for the 1980's by Mary Somerville, Marilyn Miller, and Sarah Long; (6) a review by Ken Donelson of censorship efforts on the part of individuals, organized groups, and librarians, with a list of suggestions for dealing with censorship attempts; and (7) descriptions of exemplary programs of library service to children in the southeast, based on a list of seven criteria. (Author/ESR)

Studies suggesting appropriate literature for children at various stages of social and intellectual development can offer only a general picture of children's changing response to literature. While smaller children appear to prefer shorter stories in simple language, for example, they readily accept the unfamiliar place names or nonsense words of nursery rhymes. As this pleasure in the occasional new word or idea suggests, children move at individual and uneven rates from the known or expected to the new. Although each child's response to the balance of strange and familiar in a book differs, the best children's authors appear to know intuitively how to mix the stimulating and the reassuring, and how to balance conservatism and innovation in language and plot. (MM)

During the past decade, it has become fashionable to include an evaluation component with each new bilingual education program. The proliferation of empirical evaluation studies seems, however, not yet to have shed much light on very basic issues, such as the relationship between language of instruction and cognitive growth, academic achievement or the development of reading, writing and speaking skills. Furthermore, it has become increasingly obvious that political and social pressures are usually more important factors in producing changes in educational policy than the results of empirical research. In this paper, examples from programs in Canada, Haiti, Nigeria and the Philippines are drawn upon to examine issues such as the following: (1) the reasons why evaluations are typically undertaken; (2) the groups or individuals from whom pressure for evaluation comes; (3) the types of evaluation strategies that have been used successfully in various places; (4) the major components of such evaluations; (5) the ways in which the results of evaluations filter down to parents, educators, administrators and political decision makers; and (6) the type of technical skills an evaluator should possess. (Author/CLK)

Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific actions in the areas of educational policy, curriculum, staffing, extra curricular activities, student services, community involvement, and program evaluation. For each area, recommendations were directed to the local school, community agencies (including churches), and state agencies (including the legislature). (JH)

The deliberations of the planning conference to discuss and outline a statewide functioning solar energy technology network and a set of recommendations for future action are presented in this report. Topic areas include background information on both the project and the current energy information system in South Carolina, along with a summary of the deliberations and recommendations. The conference agenda and participant list, two proposals to the Oak Ridge National Laboratory, and a checklist of solar energy information sources are appended. (JVP)

A summary of the deliberations of the Georgia planning conference of the Solar Technology Transfer Program is presented in this report. Topic areas include background information on the Georgia conference and a summary of the discussions and recommendations dealing with solar information transfer within state systems and the need for greater public awareness of such information. Two proposals to the Oak Ridge National Laboratory, the conference agenda, and an outline of the Solar Technology Transfer Program administrative organization are appended. (JVP)

This paper explores problems of construct validity in the evaluation of the Follow Through Planned Variation program. Comments center around political ramifications of the program evaluation design, insufficient knowledge on the part of program planners, the diversity of the experimental options, and the instability of the sample. It is suggested that the political problem of whether the program was to operate in a service or an experimental mode resulted in confusion over what sort of information an evaluation was to provide; this made it impossible to construct and validate instruments for the multidimensional program that Project Follow Through was. It was assumed that expected program impact would be great enough to overcome the marginal biases of the standardized tests used. The fact that planners were forced to start the evaluation with insufficient information about constructs being addressed by different program developers, and insufficient time to develop or select an appropriate testing battery, resulted in a test battery of questionable construct validity. Also, because of the longitudinal nature of the evaluation, evaluators were not free to choose alternate batteries. Another problem resulted from the varying number of replications: among the 22 experimental options funded, replications ranged from one to 14. Finally, sample attrition exceeded 50 percent. It is concluded that more attention to construct validity is needed if meaningful educational evaluation is to be done. (SB)

Teachers working with a language experience approach to reading may use word-sorting activities as a means of exploring the letter/sound concepts and semantic concepts that children are forming. Using words that are already in a child's reading vocabulary, words that the child has made into sight vocabulary, and words that the child has requested while composing stories, the teacher asks the child to decide on categories into which the words may be divided. Words may be sorted according to letter/sound relationships, prefix of suffix likenesses and differences, etymological kinships, or semantic relationships. As teachers help the children to see that words may be categorized in different ways, children may recategorize their set of word cards many times. Experience has shown that the less useful categories will be used less and less frequently and that the more useful categories will be used often. As children become more adept at working with words and begin to read more widely, they are encouraged not only to sort old words but to seek out new words for their categories. Such word-sorting activities help children to explore words in a way that is related to other meaningful exploration in reading and using language. (GW)

The field of global education is being advanced by the development of programs for elementary, secondary, and university levels; the production and marketing of materials and classroom teaching strategies; and the creation of policy recommendations at national, state, and local levels. In addition, research efforts are underway. For the next level of development, global education needs to both deepen and broaden its perspectives to mature into a full-fledged domain of research and development. There is a need to reconstruct nation-centered education to fit a world where an ever-growing number of problems are beyond the capacity of individual nations to resolve. The framework for this cooperation has been developed by UNESCO and by other international organizations. Recommendations made for internationalizing global education involve the collection of information about global education, the creation of a professional organization, the meeting together of interested individuals in a major conference, and the development and creation of further opportunities to increase global awareness. Appended is the UNESCO Recommendation concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedom. (JD)

These conference proceedings deal with the role school psychologists can play in the design and delivery of vocational education programs for handicapped persons. The papers describe the general state of the art for vocational education programs as well as specific programs such as career planning, programs funded by CETA (Comprehensive Employment and Training Act), individual educational plans developed by parents and teachers, and vocational assessment procedures. School psychologists are urged to develop specific competencies in career development, vocational education programming, assessment strategies, and counseling techniques for the handicapped. New university training programs are suggested in the field of vocational school psychology. The need for appropriate Individualized Education Programs (IEPs) and parent participation is also emphasized. Additionally, a conference summary is provided along with two appendices containing the conference program and a bibliography on vocational school psychology. (JAC)

The proceedings of the Georgetown Round Table on language and public life are divided into four sections dealing with: (1) language in public life and international affairs, (2) language spread and language policy, (3) language and the professions, and (4) the language of public persuasion. The articles in these sections treat the following points: the President's Commission on Foreign Languages and International Studies; U.S. international English language policy; language attitudes, planning and policy; language choice and human rights; communication in medical practice; language and advertising, education, the judicial system, the neurosciences, and the deaf experience; and language assessment, and the languages of persuasion in the media. An appendix presents an article in French by A. Zachariev on language planning in education in multilingual countries. (AMH)

This conference program includes explanatory material and reprints 15 of the 43 papers presented in conference sessions. In addition to Rheta De Vries' keynote address--"Can Research Help Teachers Teach?"--research reports are published from four interest session tracks. Papers from the health/handicap track include Patricia Hutinger's "I Didn't Know I Knew So Much to Do What I Am Doing: Competency-Based Teacher Preparation for Early Childhood Handicapped Personnel"; Jeanette Jenkins, David R. Carson, and C. Bondred Stout's "The Development and Assessment of a Child Life Program on the Hospital Pediatric Ward"; and Ralph Hausman and Rubilee Nobel's "Developmental/Educational Assessment of Handicapped Children in Early Childhood (Preschool) Public School Programs." The early childhood track includes Hazel Marsicano's "Expressive Communication Responses of Young Children to Storytelling"; Barbara Gibson, Roy Moxley, and Kathy Blouiarz's "The Development of Math-Graphing and Charting Skills in Young Children"; Janice Strand's "Curriculum for Emphatic Enrichment"; and Mary Seay's "The Impact of Parent Attitudes on Children's Math Abilities." Six papers are published from the management strategies/staff development track: "Self-Assessment of Knowledge and Training Needs for Personnel Serving Preschool-Aged Handicapped Children: A Rural-Urban Comparison," by William Wachtel, Stephen Stile, and Sandra Abernathy; Gloria Galey's "Systems Simplify Service"; James Strickland's "You Gotta 'Catch Fire' before You Can 'Burn Out': Exploratory Research on Motivators for Training of Paraprofessional Preschool Classroom Personnel"; Stuart W. Reynolds'"Short-Term Training and Its Effect on Management Style in human Service"; Rick van den Pol's "Staff Utlization and Support System: A Low-Cost Alternative; and Robert Collier's "The Effects of Training Preschool Teachers in Techniques for Fostering Children's Play." David Shearer's report on the Early Intervention Research Institute is the only paper included from the special interest track. Also provided are names and addresses of the approximately 200 presenters, facilitators and cooperating agencies, and personnel of the Institute for Child and Family Studies. (CB)

Fifty managers and leaders of business and industry participated in a 2-year qualitative study to identify the elements of organizational culture (OC) that were most salient and potent in their judgment. These discussions provided the foundation for developing a multi-scale, self-administered survey of organizational culture (SOC). The SOC was administered by insider-managers to 492 people in 8 organizations, representing both public and private sectors in business and industry. Measures of job satisfaction and organizational commitment, and empirical indicators of organizational performance were taken concurrently. As an instrument, the SOC demonstrated acceptable or better levels of: (1) internal consistency of scales, (2) scale independence, (3) discriminant validity in relation to job satisfaction and organizational commitment scales administered concurrently, and (4) convergent validity in relation to organizational performance measures taken concurrently. As an approach to studying OC, the findings suggest that: (1) leaders and managers were in agreement with the OC dimensions identified by their peers, (2) leaders and managers were in agreement with the findings produced by the SOC methodology, and (3) the SOC methodology demonstrates sensitivity in several ways including greater between than within organization variance in all studies, and high correlations with the judgments of the insider-managers and leaders. Thirty-four references are listed and 7 tables present study information. (Author)

In every year since 1992 about one-quarter of high school students were suspended, despite evidence that it is ineffective or even counterproductive for reducing misbehavior. This paper examines the relationship between suspension, substance use, and school attachment, proposing that suspension increases substance use, which is medicated attachment to school. I use nationally representative data from 1992-2014 to test: 1) whether suspension is associated with increased substance use; 2) whether this effect is mediated by school attachment; 3) whether these processes have changed over time or vary by race or gender. Results indicate support for the first two hypotheses, with no significant variation by race or gender. Results suggest the effect of suspension on substance use has decreased over time. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe selected tests which have been used to yield instructional levels in reading; to examine the bases on which such tests have been designed in light of their relevance to instructional level; and to inspect the relation of test standards to selected methods of teaching reading in the elementary school. The first two sections of the document discuss such topics as the importance of the study, definitions of terms used, reading achievement tests, bases on which tests were constructed, and relation of standards to methods of teaching reading. The third section is a summary of the study and a delineation of the conclusions, including the conclusion that reading tests were found to be based on three types of standards: proficiency standards, normative populations, and analyses of reading skills. The informal reading inventory was found to be the only generally accepted test that would accurately yield a child's instructional level. (TS)

The future use of eddy resolving simulations (ERS) such as Large Eddy Simulation (LES), Direct Numerical Simulation (DNS) and related approaches in aerospace is explored. The turbulence modeling requirements with respect to aeroengines and aircraft is contrasted. For the latter, higher Reynolds numbers are more prevalent and this especially gives rise to the need for the hybridization of ERS methods with Reynolds Averaged Navier-Stokes (RANS) approaches. Zones where future use of pure ERS methods is now possible and those where hybridizations with RANS will be needed is outlined. The major focus is the aeroengine for which the component scales are much smaller. This gives rise to generally more benign Reynolds numbers. The use of eddy resolving methods in a wide range of zones in an aeroengine is discussed and the potential benefits and also cost drawbacks with such approaches noted. The tension when using such computationally intensive calculations in an area where the coupling of components and even the airframe and engine is becoming increasingly important is explored. Also, the numerical methods and meshing requirements are considered and the implications of ERS methods for future numerical algorithms. It is postulated that such simulations are ready now for niche uses in industry. However, to perform the scale of simulations that industry requires, to meet pressing environmental needs, challenges remain. For example, there is the need to develop optimal numerical methods that both map to the accuracy requirements for ERS and also future computer architectures. [ABSTRACT FROM AUTHOR]

Abstract: This paper identifies the design qualities of library spaces that matter the most for university students. Drawing upon the data from an online survey made available to students from the University of Queensland, Australia, a number of design-related considerations are examined including: acoustics, furniture, interior architecture, lighting, and thermal comfort. 1505 students completed the survey, which aimed to aβeβ how effective and responsive library spaces are in meeting students' needs and supporting their learning experiences. The survey included 'Likert scale questions' requiring students to rate their levels of satisfaction with different aspects of library spaces and 'open-ended questions' asking students to elucidate their ratings. Findings revealed that the qualities of physical spaces were ranked as the third most significant category of reasons accounting for students' preference for certain library buildings over others, and for their frequency of visit (behind "location" of the library building and then "acceβ to books and course-related materials or resources"). Design-related themes which emerged from qualitative analysis highlighted students' awareneβ of the impacts that the design of spaces and furniture can have on their learning experiences. The study concludes with recommendations informed by students' expectations, needs and preferences in relation to the qualities and features of library spaces. [ABSTRACT FROM AUTHOR]