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We study some properties of graphs (or, rather, graph sequences) defined by demanding that the number of subgraphs of a given type, with vertices in subsets of given sizes, approximatively equals the number expected in a random graph. It has been shown by several authors that several such conditions are quasi-random, but that there are exceptions. In order to understand this better, we investigate some new properties of this type. We show that these properties too are quasi-random, at least in some cases; however, there are also cases that are left as open problems, and we discuss why the proofs fail in these cases. The proofs are based on the theory of graph limits; and on the method and results developed by Janson (2011), this translates the combinatorial problem to an analytic problem, which then is translated to an algebraic problem., Comment: 35 pages

This paper details a local experience relating to a technology integration project designed to support the ongoing refinement of faculty technology skills within the context of the teaching and learning situation. The Learning and Integrating Knowledge and Skills (LINKS) project is a 3-year technology project designed to integrate established and emerging technologies into the teacher preparation curriculum at the Texas Woman's University (TWU) and is supported by a U.S. Department of Education, Preparing Tomorrow's Teachers to Use Technology (PT 3) implementation grant. The LINKS program supports both changes in university faculty roles and changes in curriculum content and delivery. This paper addresses two primary questions: (1) how were the development of faculty technology proficiencies supported and (2) what was the progress of the participating faculty in infusion of technology in university Web-based course delivery? To address these questions, second year findings regarding the examination of changes in faculty attitudes and behaviors and the effectiveness of the implemented LINKS project are provided. (AEF)

Learning and Integrating New Knowledge and Skills (LINKS) was a technology project designed to integrate established and emerging technologies into the teacher preparation program at Texas Woman's University (TWU). The project was supported by a U.S. Department of Education, Preparing Tomorrow's Teachers to Use Technology (PT3) grant. The LINKS project encouraged institutionalized efforts by prompting change in university faculty involvement and roles, technology curriculum content and delivery, and preservice teachers' performance and responsibilities in field-based locations. This study's purpose is to describe changes in institutional processes as well as changes in behaviors and attitudes of faculty, mentor and supervising teachers, and preservice teachers during the second year of implementation. Specifically, the study addresses these questions: (1) how did LINKS support technology infusion in teacher preparation; (2) to what extent did preservice teachers build technological skills and understanding; (3) how did mentor and supervising teachers build technological skills and serve as guides of technology integration; (4) to what extent did university instructors build proficiency for Web-based course delivery and model technology integration for preservice teachers; and (5) what progress was made toward institutionalizing the LINKS efforts toward infusion of technology into classroom courses across disciplines, education courses in particular, and the university overall? (Author)

This paper provides a brief overview of the LINKS (Learning and Integrating New Knowledge and Skills) Program designed to integrate emerging technologies into the teacher preparation curriculum at Texas Woman's University and then details the associated research (evaluation) endeavor. This research effort provides for the assessment of individual attitudes and competencies of preservice teachers, mentor teachers, and instructors in order to refine the four cornerstones of the program--foundations, connectivity, productivity, and integration. Six instruments will be used during the course of the research in order to gather quantitative and qualitative data: the Basic Technology Competencies for Educators (BTCE); the Self-Evaluation Rubrics for Basic and Advanced Teachers Computer Use; the Technology Needs Assessment Survey; the Stages of Concern Questionnaire (SoCQ); the Levels of Use Interview (LoU); and the Open-Ended Statements of Concern. (Contains 16 references.) (MES)

This progress report delineates processes and procedures in assessing changes in teacher attitudes and behaviors as they utilize the Internet for the first time in curriculum development and delivery. The setting is a north Texas rural district serving 1,320 students. The sample included 66 teachers in the middle school and high school. Quantitative data on the Stages of Concern Questionnaire were elicited electronically at three checkpoints during the semester (January, March, and May). Quantitative data on the Levels of Use were elicited in face-to-face interviews at the same three checkpoints. Concurrently, all teacher participated in a project listserv which provided structure for professional colloquy and qualitative data for analysis. The model provides a framework for the study of change processes relating to various innovation configurations. (Author/MES)

The Community Collaborative Professional Development Center (CCPDC) coordinates the preservice teacher-training efforts of Texas Woman's University (TWU) by linking teacher educators with school districts which provide field placements for students and community business partners. The CCPDC includes 11 school districts that provide field training sites for hundreds of TWU preservice teachers. The CCPDC has developed a collaborative project to integrate the use of the Internet into participating schools. The Classroom Internet Integration Project extends through K-12, and in all content areas, to address the needs of teachers in the Aubrey Independent School District (AISD), a rural district with limited local resources. The Ysleta Independent School District (YISD) partners with the AISD in developing and evaluating project activities. This paper discusses: (1) the Classroom Internet Integration Project partners, including school districts, TWU, and the Corporation for Public Broadcasting; (2) structure of the integration program, including tasks and teacher groups; (3) implementation, including curriculum development, design teams, and technology utilization; and (4) implications for technology in teacher education. (AEF)