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Two methods for aiding workers to realize success in their job search process were investigated in the present study. These approaches involved the use of computerized systems for matching workers and employers for interviews that supposedly were mutually satisfying. The two approaches are identified as first generation and second generation computerized systems and differ in their level of sophistication for identifying "best" vs. "acceptable" interview pairings of workers and jobs, with the latter system incorporating the features of the former system plus additional inputs and outputs for evaluating interview quality. The subjects were persons seeking professional employment in the public schools. It appeared that for the procedure followed in this study, the second generation system, did not substantially improve the results obtained from the first generation system. Several issues associated with this finding are discussed. (Author)

The Michigan Library Consortium (MLC) is studying the problems and possibilities of networking, with the Ohio College Library Center (OCLC) as a model and possible data base for the MLC. Standards on an international scale must be developed, and the need for constantly improving technology, particularly computers, must be recognized. Since the needs of individuals, institutions, and consortia may differ from one another, and from those of the makers of the data base, administrative and communication structures must be created to provide interface between the various network components. As the scope and range of networks increase, library and information network personnel will need to devote increasingly larger portions of their time to such communication. (LS)

This document reports on the initial phase of a project investigating how to relate formal mathematical representational and problem solving skills to informal strategies that children naturally invent to solve simple addition and subtraction problems. A program was developed that allows pupils to solve word problems on a microcomputer. A pilot study was carried out with four first-grade children. The subjects were individually instructed for a series of nine 20-minute lessons. The results of the study indicated that the program is effective in teaching representational and problem-solving skills. Before instruction, the subjects consistently wrote incorrect sentences for incorrect problems and generally did not use their number sentences for their solutions. Following instruction, three of the four children consistently used number sentences to solve a wide variety of addition and subtraction problems. It is concluded that further investigation seems warranted, and that this pilot investigation suggests that microcomputers can have important roles in instruction. (MP)

In view of the rapid change in computer-related technologies and their societal applications, one would expect diverse opinions among educators about the need for computer literacy in schools and the best methods of attaining it. In addition, the definition of computer literacy has continually changed along with changing technological applications in various sectors of society. Indicators of the integration of computer-related tools, methods, and concepts into the curricula of vocational education programs are found in state and local education agencies' policies, curriculum guidelines, topics at vocational education conferences, teacher training, textbooks, and software developments. Because of the current information revolution and the lack of appropriate mechanisms for vocational education to anticipate change, the rapid technology change makes predictions concerning skills requirements uncertain. Views regarding the impact of automation on employment include the less-skill perspective, the more-skill perspective, and the view that society is in a period of transformation or paradigm shift. Vocational education needs to find methods not only to respond to the changing workplace but to anticipate changes in it. (Appendixes include a study of computer literacy requirements in three sample occupations and a study of vocational instructors in computer specialist occupations.) (YLB)

This report on the textile industry focuses on the training and education of production-level textile workers--from unskilled factory hands to first-level supervisors. It is part of a larger study of the educational implications of broad economic changes, particularly the spread of microelectronic technologies, growing national and international competition, and the large increase in the number and variety of products and services. The analysis is organized in six chapters. The first chapter is an overview of the textile industry that describes the central trends, including rising imports, modernization, and the proliferation of products. Chapter 2 discusses technological innovations in textiles. Chapter 3 describes innovations in the organization of production and in the training and management of the work force. Chapter 4 summarizes the implications of the technological and organizational changes on the skill demands of the industry. Chapter 5 describes how the changes in technology, organization, and skills have affected the system for training and educating production-level textile workers. Finally, Chapter 6 discusses how that system might change to be more in tune with current needs of the industry and presents generalizations tying this report more closely to other case studies for this project. (KC)

Most recent research on the impact of the new computer technology on skills has been focused on developing arguments that either support or contradict the "deskilling" thesis put forth by some economists and sociologists in the mid- and late 1970s. Although this research remains inconclusive, some generalizations can be suggested. The research shows that at least in the large core firms in both manufacturing and services, microelectronics is eliminating rather than increasing the lowest skilled jobs. An example from banking also supports findings that microelectronics enables the broadening of skill requirements for middle-level jobs, while the introduction of computer-based technology leads to greater specialization of upper-level and managerial personnel. Surprisingly, however, the large body of research on employment and technology has little to say about the impact of microelectronic technology on the process of skill formation. Evidence from a study of banking indicates, however, that in this industry at least, the processes of skill formation are undergoing a major transformation, suggesting both an increasing role for outside educational preparation and more firm-based training for highly specific objectives. In order to allow for further research, a framework can be suggested emphasizing the relationship between the development and diffusion of the new technology and the availability of skilled labor, the uncertainty in labor supply and the firm's markets, and the institutional and social factors that shape the firm's response. (KC)

Based on a case study of a large northwestern suburban school district's initial attempts to establish policy for school use of computers, this report addresses such general questions as how school districts develop policies for instructional and administrative uses of computers, how school policy formation committees function, and how their operations can be made more effective. Focus is on the operations of the policy formation committee and its activities and products. Following a brief introduction, the research design, data collection, and data analysis procedures are explained. The case study is then detailed, with descriptions of the charge to the committee; its composition, products, processes, and dynamics; and its final report, including an executive summary. The case study analysis procedures are also described, including a comparison and contrast of the final report with the committee's charge; examination of the committee's work in regard to recurrent themes, processes, and issues; and a survey of committee members in which they evaluated various aspects of the committee's work and made recommendations for further action. Conclusions based on study findings and concepts identified in the literature as important to the success of educational innovations conclude the report. Fifteen references are listed and a summary of committee events and associated materials are appended. (LMM)

A study was conducted of the training programs used by plants with Computer Automated Design/Computer Automated Manufacturing (CAD/CAM) to help their employees adapt to automated manufacturing. The study sought to determine the relative priorities of manufacturing establishments for training certain workers in certain skills; the status of education and training among manufacturing plants with CAD/CAM; training most likely to occur with different types of CAD/CAM equipment; and factors explaining variations among plants with respect to education and training. Two data sources were used for the study: a national probability survey of 393 firms conducted in August 1982, and Census Bureau data on industry-level characteristics from 1960 to 1980. Study results included the following: (1) 45% of the plants with CAD/CAM sponsored an educational and training program; (2) on the average, 25% of the workforce at a plant received training, with the least attention given to design engineers and programs, and shopfloor staff displaced by the new equipment; (3) skills and knowledge areas covered by the training ranged from basic engineering to safety; however, many aspects of CAD/CAM were ignored; (4) most plants used vendors to provide training, and most offered either partial or full reimbursement for instruction outside the plant; (5) as CAD/CAM equipment was integrated, training needs dramatically increased; and (6) factors related to the provision of training programs included the integration and prevalence of automated equipment, and organizational factors such as size, workforce composition and firm age. Recommendations and a discussion of implications are included. (LAL)

Technological advances necessitate the continuous retraining of the work force. Three technologies are having greatest impact on the labor force: (1) the scope and depth of computer skills required by most jobs continue to expand; (2) robotics in manufacturing means that certain new jobs are more technical and require postsecondary education; and (3) telecommunications are becoming increasingly important in business. Consequently, a large proportion of workers is likely to be affected by one or more of these technologies. Three general effects of new technologies are skill twist, deskilling, and upskilling. Skill twist refers to the displacement of old skills with new ones. In deskilling, new technology reduces the level of skills required, and upskilling has the opposite effect. The nature of retraining for these three effects clearly differs; other influences are employee characteristics and organizational structures. Strategies for retraining include lifelong learning, use of educational technology, training sponsored by professional organizations, and vendor training materials. Issues in their use include affordability, accessibility, effectiveness, and the question of who is responsible--individuals or employers. Different policies are needed for skill twist, deskilling, and upskilling, as well as attention to the needs of groups whose level of literacy or economic circumstances limit their ability to participate in retraining. (33 references) (SK)

Hartwick College (New York) developed a strategic vision for its future and invested significantly in information technology to transform that vision into reality. Guided by its president and trustees, Hartwick, a small, independent liberal arts college, formed a strategic plan in phases. At a formal board retreat in 1993, with faculty, students, and staff, the college affirmed its values, developed a statement of purpose, and brainstormed ways to better educate for the future. Over the next 18 months, dozens of task forces helped create an institutional five-year program with technology as a central feature. The college equipped students, faculty, and staff with personal computers; worked to resolve platform and software issues; garnered widespread enthusiasms and support; created a campus computer communications network; and changed its administrative computing system. Ten lessons for trustee boards were identified: (1) information technology implementation must be mission-driven; (2) information technology must fit the institution's values and future; (3) information technology is a resource; (4) try to meet 90 percent of needs 90 percent of the time; (5) think workable technology; (6) standardization is key; (7) focus on people not technology; (8) think about major trends in information technology; (9) information technology is costly; and (10) information technology investments are a leap of faith. (JLS)

This paper examines a range of studies done on the "Geometric Supposer" software and its use since the mid-1980s. It describes how the "Geometric Supposer" is a response to the call for reform by the mathematics community to create classroom environments that allow students to construct their own knowledge. This approach to learning mathematics is called "guided inquiry" and is described and contrasted with current practice. Research findings about students and teachers from studies using the "Geometric Supposer" are presented. Findings are reported about mathematical behaviors, attitudes, geometry content, learning behaviors, and teaching behaviors. Key issues and dilemmas that arise in the course of using the software with a pedagogy of guided inquiry are also identified. Since the "Supposer" exemplifies mathematics education as called for in the prescriptions for change by the National Council of Teachers of Mathematics and the Mathematical Sciences Education Board, the paper argues that what has been learned from six years of "Supposer" experience can serve as a guide for thinking about mathematics education reform beyond geometry. (MDH)

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is a crucial member of the team participating in the prevention of bullying in schools. School nurses are the experts in pediatric health in schools and, therefore, can have an impact on the health and safety of all students including students who bully; students who are bullied; or students who both bully and are bullied by others (Centers for Disease Control and Prevention [CDC], 2011a, 2011b). The school nurse role includes the prevention of bullying and the identification of students who are bullied, bully others, or both. The school nurse has a significant leadership role in the implementation of bullying prevention policies and strategies.