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A primary objective of this study was to examine the relations among students' perceptions of the classroom goal orientation as ability-focused goals and their own goals, as well as the relationships between these two components and other motivational factors such as subject-specific self-efficacy and task value. An additional purpose was to determine the role of students' prior beliefs about intelligence on their goals, sense of efficacy, and values. Subjects were 194 sixth graders who completed 2 instruments, the Patterns of Adaptive Learning Survey (Midgley and Maehr, 1990) and a second survey constructed to measure items regarding perceptions of classroom goal orientation. Results suggest that, while perceptions of classroom goal stresses may not have a strong direct effect on how much students value their subject, there is a strong indirect effect through personal goals and self-efficacy of classroom goal stresses on subject valuing. Causes of the positive relationships between relative ability goals, self-efficacy, and subject valuing are not clear, but it is clear that it is important to differentiate between extrinsic and relative ability goals in future research, because these two goals relate with other motivational constructs in very different ways. Support is also found for the notion that there are domain differences in motivation. Four tables and one figure present study findings. (Contains 32 references.) (SLD)

This paper examines how visual information strategies may be used to facilitate the development of mental models. Topics covered include: definition of mental models; mental models and visual information; mental modeling concepts; power of modeling, including examples related to physical science, mathematics, writing, and depth of processing; information transformation; and a discussion of Visionnaire, a systems modeling software program. (Contains 16 references.) (JLB)

A survey was conducted to obtain a systematic profile of activities currently being undertaken by kindergarten through grade 12 educators in telecommunications technology. Based on the responses of 550 educators from 48 states, selected because of their involvement with computer technology, this survey represents the first large-scale description of educators' telecommunications practices. Benefits and obstacles to using telecommunications effectively as a professional resource and a learning tool are described; findings suggest that telecommunications serve as a valuable resource for both of these purposes for educators who responded. These educators represent a specialized group of highly educated and experienced teachers, who are knowledgeable about computer technology and who have been using a range of computer-based applications in classrooms for several years. Computer and library media specialists are generally the leaders in telecommunications practices, serving as a resource for other teachers. Most respondents are self-taught, and their responses highlight the lack of training in telecommunications for teachers. Implications of findings for improving the educational uses of telecommunications are discussed. Ten tables and 49 figures present survey findings. Appendix A is an annotated bibliography that lists 55 educational telecommunications services and regional Internet providers, and Appendix B lists the computer networks respondents used. (Contains 21 references.) (SLD)

Centers for technology transfer are available almost everywhere based on the availability of interested experts and funding. The objective of this monograph is to introduce the assured system that results in excellence in services and expectations from technology transfer. The focus is on simple techniques of potential interest for community and public interest. The following chapters are included: (1) "Introduction"; (2) "Planning for Future Growth"; (3) "Policies and Strategies"; (4) "Information Services"; (5) "Management Trends"; (6) "Technology and Administration"; (7) "Technology and Community"; (8) "Educational Technology Transfer Centers"; (9) "Selected Activities of Technology Transfer Centers"; (10) "Role of Human Factors and Psychology"; (11) "Selected International Technology Transfer Centers"; (12) "Conventional Problems and Solutions"; (13) "Evaluation Systems"; (14) "Monitoring and Control" and (15) "Future Developments." Each chapter contains references. (JLB)

In contrast to the mass-related verbal flow description given in part I, this report focuses on the cooperative interaction of textual agents and objectives in the production of information flows. Perspective Text Analysis (PTA) is used with the purpose of establishing their physical and functional significance in a non-mass based description of text building behavior. The most important feature of part II is the double aspect of the methodological approach to text building. One aspect of text building is an elaboration of Gibson's methodology into the study of a language-specific pickup of ecological invariants, exploring the abstract projections of ecological optics onto language spaces and the way in which projected optical flow fields constrain the coupling of perception and action, i.e. locomotor activities. The other refers to physical conditions as provided by the famous Visual Cliff experiments and their theoretical significance in an explanation of the established temporal morphologies. These have been represented within a topological space. This space is conceived of as a collection of points that are connected by affinity relations determining the As and Os of the AaO schema. It is shown that each point can be represented by a different number, and that the concentration of these points in the topological space ultimately becomes helical. It is also demonstrated that self-references and self-organization have significance for the embedding of the perceived topological properties of the experimental environment into text. The results of the analysis show that the ensemble of texts macroscopically is dominated by highly similar flow-field properties. Three figures, one table. An attachment contains cluster analyses. (Contains 15 references, 3 tables, and 1 figure.) (Author)

A recommended plan for an educational curriculum on the topic of technology transfer is outlined. A survey was conducted to determine the current levels of ability and knowledge of technology users and of transfer intermediaries. Information was collected from three sources: individuals and organizations currently presenting educational programs on technology transfer, a review of programs presented by Karl J. Dakin, and a survey of technology companies and service providers by the Colorado University Business Advancement Center. A general lack of awareness of the benefits of technology transfer in the target audiences and an inadequate number of available educational programs were revealed. In general, programs currently available fail to address the lack of awareness, are largely limited to introductory material, and typically are not available in a format or at a time convenient to most of the target audiences. The recommendation outlined in this report seeks to provide a coherent strategy to create a technology transfer curriculum which will be able to adapt to a broad range of audiences at multiple levels of knowledge, using the same basic building blocks and channels of distribution. Specific objectives include enhancement of awareness of technology transfer, creation of a standard curriculum to be delivered through a variety of mediums and channels (written text, video, and interactive multimedia computer), and cost control through a large scale collaborative approach. A number of educational topics were identified and broken down into the following 10 basic courses: (1) Introduction to Technology Transfer; (2) Technology Sale and Licensing; (3) Technology Acquisition and Implementation; (4) Developing a Technology Transfer Plan; (5) Technology Validation: Technical, Market, Economic and Legal; (6) Resources for Technology Transfer; (7) Transfer Structures; (8) Pricing Technology; (9) Technology Transfer Methods and Techniques; and (10) Practical Studies in Technology Transfer (internship). The syllabi developed for each of these courses is provided. Additional topics for advancement and specialty courses, and a number of prospective collaborative participants are identified. Cost of development of educational materials and the attendant costs of presentation are detailed. (MAS)

The penetration of computer and telecommunications technology into daily life has resulted in a paradigm shift from an industrial to a post-industrial society. That has created a fourth "generation" of media--hypermedia--to go with the previous three of speech, print, and video. Hypermedia is said to be the only generation that is completely extrasomatic, or involving both storage and transmission of information that is outside of the human body. This paper offers several models to demonstrate this paradigm shift and the resulting changes in individuals' subjective orientations to the objective world. Hypermedia has great potential in helping society manage post-industrial complexity; therefore, it is coming into use in university teaching in lectures, seminars, and individual tutorials. The electronic blackboard created by hypermedia capabilities is neat and versatile and allows students to be listeners and scholars rather than mere note-takers. (Contains 13 figures.) (BEW)

The primary emphasis of this study of the use of digital technology to preserve library materials was the capture of brittle books as digital images and the production of printed paper facsimiles. Of equal interest, however, was the role of digital technology in providing access to library resources, and preliminary work in this area has also been accomplished. Based on extensive experimentation with one digital scanning system, the study reached five principal conclusions: (1) digital image technology provides an alternative--of comparable quality and lower cost--to photocopying for preserving deteriorating library materials; (2) subject to the resolution of certain problems, digital scanning technology offers a cost effective adjunct or alternative to microfilm preservation; (3) digital technology has the potential to enhance access to library materials; (4) through the implementation of document control structures, digital technology offers a means to facilitate access and to provide links between the library catalog and the material itself; and (5) the infrastructure developed for library preservation and access activities supports other applications in the electronic dissemination of information. This report is divided into three major sections: a description of the products developed to reach project goals; a review of the process of applying digital scanning technology to the preservation of and access to library materials; and a discussion of the findings. Four appendixes offer information on the comparative quality of paper and facsimile copies; a description of a cost study; assumptions of the cost study, including equipment, labor and materials costs; and a scanning diagram. (KRN)

To study how the organization of information affects the way that information is interpreted, a total of 404 undergraduates in two studies (151 and 253 students, respectively) solved statistical reasoning problems based on data presented in a variety of types of graphs and tables. When assessing relative probabilities, students were equally successful at answering questions regardless of the data display type. When making data-based causal inferences, accuracy decreased and students were quite sensitive to differences in the data display. In the causal inference study, data presented in percentages produced more accurate responses than did data presented in frequencies; graphs elicited better problem-solving strategies than did contingency tables; and pie charts yielded the most consistently high accuracy of all the display types. Results support the claims that graph interpretation is distinct from graph decoding, and that the graph interpretation skill is not simply a function of the graph (or table) type, but rather is a complex interaction between the data display format, the type of problem to be solved, and the problem solver's facility with the reasoning underlying the particular problem type. Results therefore suggest that a major source of difficulty in graph and table interpretation lies in the translation of both the problem and the data display into appropriate and compatible mental representations. Numerous figures and tables present study findings, and there is a nine-item list of references. (Author/SLD)

This paper takes the position that the completion of the Internal Market Programme of the European Community will require free movement of persons, goods, capital, and services, which, in turn, will require a service infrastructure that enables fast and reliable flows between the Member States. The paper begins by explaining the rationale and overall objectives of the Transeuropean Networks at the Community level with emphasis on the university sector and its potential partners, the added value of the linking effect between the training resources inside the Community in terms of networks, and networked training activities as a valuable means of technology and knowledge transfer across the Community. It is noted that the skills, versatility, and performance of the present and future workforce will be key factors in making the internal market work fully as from January 1993, and three current joint trans-European partnerships in the field of initial and advanced continuing training--COMETT, LINGUA, and ERASMUS--are discussed. The main model that has been developed is analyzed, showing that its main nucleus remains the university structures with other universities or industries as potential variables. The paper concludes with discussions of three networking formats and their role in the development of European Community programs: (1) networks among partners used to complete a training project; (2) information exchange networks; and (3) telematic networks for open distance learning. (Contains 8 references.) (ALF)

A study examined which factors of telecommunication system design and instructor style had the greatest impact on student perceptions of learning and satisfaction with televised instruction. Surveys were completed by 164 adult learners evaluating over 20 courses taken via two-way, multi-camera, telecommunications systems. Results showed that "amount of information received" was the single greatest contributor to perceived learning and satisfaction. Stepwise hierarchical results suggest that design of tele-education courses and systems should focus on how students acquire information from this technology. Results indicated that instructor nonverbal behaviors and audio and video transmission also contributed significantly to learning and satisfaction. Results also showed less significant, yet positive, effects for the ability and ease of asking questions during telecourses. Results indicated clearly that direct face-to-face contact with instructors, and interpersonal rapport with other class participants, were less important than the amount of information transmitted in distance education courses. (Four tables of data are included; 29 references are attached.) (Author/SR)

The California Agriculture Education Computer Network was developed to provide agricultural educators and support staff in agricultural education with the most up-to-date and comprehensive agricultural information possible. The network allows secondary instructors to access databases that contain information about the most recent agricultural issues and to update curriculum, improve program management, and improve instruction. Phase III of the project, conducted from November 1989 through August 1990, continued implementation of the computer network. Fourteen new project sites of a total of 261 were connected during this phase. A total of 301 instructors, state staff, teacher educators, and community college instructors were able to exchange information, as well as receive resource information from two remote computer database services: AgriData Resources and the Agricultural Technology Institute (ATI). The network coordinator was responsible for providing technical support, developing a database, and providing inservice training for users of network services. Phase III development was based on input from a computer networking advisory committee, a written survey of project users, and ongoing evaluation by project personnel. Evaluation data from participants and advisory committee members indicated that the project was successful in meeting the needs of the participating member sites. (Appendixes list project sites, summarize training services, record advisory committee minutes, summarize a regional survey of agricultural computing trends, and provide three sample articles on computer communications by the network coordinator.) (KC)

The California Department of Education commissioned a study to help guide ongoing information dissemination practices to the educational community. A pilot study, department of education staff interviews, and field interviews preceded document tracking. Phone interviews were conducted with district administrators, principals, and teachers statewide to track the actual information uses and effects of 15 representative department publications. Dissemination problems and their proposed solutions are described under the main headings of planning, targeting, timing, content, format, and marketing. Study findings suggested that the chief determinants of information use are organizational readiness, information sufficiency, and change incentives. The relationship between incentives and information use revealed "compliance" as the most powerful incentive for document use followed by "leverage,""support," and "hot issue." The conclusions of the study are that organizations disseminating information must do more than provide generalized recommendations. School personnel must be provided with essential and specific guidance and assistance that will help them to prepare for, plan, implement, and manage change. (MLF)

This paper reviews the incompatibilities among federal government electronic records and explores the potential use of electronic file transfer in the National Archives. It begins by explaining the procedures of the current Center for Electronic Records (NNX) for dealing with accessioning, preservation, and reference tapes. The advantages and disadvantages of existing methods for electronic file transfer are then described, including the use of modems, dedicated lines, the Integrated Services Digital Network (ISDN), local area networks (LANs), and internetworking. The paper concludes with several recommendations: (1) that study of the methods and developments in file transfer technology be continued; (2) that current accessioning and reference procedures be improved with the help of the Data General minicomputer; (3) that the title list and other general finding aids be placed on an electronic bulletin board or on diskette to enable researchers to log on for general information; and (4) that the system for the destruction or return of agency tapes be improved. Three figures illustrating modem operation, star topology, and bridge and gateway linkups are attached. (MAB)

This summary of the larger report analyzes the implications of new communication technologies for business, politics, culture, and individuals, and suggests possible strategies and options for Congressional consideration. The first of four major sections describes the changing U.S. communications infrastructure. The second section summarizes some of the opportunities and constraints presented by new communication technologies, including discussions of communication and comparative advantage in the business arena, communication and the democratic process, communication and the production of culture, and communication and the individual. Policy issues and Congressional strategies are discussed in the third section. Issues addressed include equitable access to communication opportunities; security, survivability, and interoperability of the infrastructure; modernization and technological development of the U.S. communication infrastructure; and jurisdiction in the formulation and implementation of national communication policy. The fourth section presents the case for a national market, economic, and social vision of the role of communication. Figures included throughout illustrate Congressional options in response to changes in the communication infrastructure. (GL)

This report analyzes the implications of new communication technologies for business, politics, culture, and individuals, and suggests possible strategies and options for Congressional consideration. The report consists of 13 chapters: (1) Summary; (2) Conceptual Framework for Analyzing Communication Issues; (3) New Technologies and Changing Interdependencies in the Communication Infrastructure; (4) The Impact of New Technologies on Communication Goals and Policymaking; (5) Communication and Comparative Advantage in the Business Arena; (6) Communication and the Democratic Process; (7) Communication and the Production of Culture; (8) Communication and the Individual; (9) Equitable Access to Communication Opportunities; (10) Security and Survivability of the Communication Infrastructure; (11) Interoperability in the Communication Infrastructure; (12) Modernization and Technological Development in the U.S. Communication Infrastructure; and (13) Jurisdictional Issues in the Formulation and Implementation of National Communication Policy. The appendixes include a list of each of the following: workshop participants; reviewers and contributors; contractor reports; and acronyms used in the report. (GL)

The National Internet2 K20 Initiative brings together its world-class network and research community members with innovators from colleges and universities, primary and secondary schools, libraries, museums and other educational institutions, the full spectrum of America's education community, including both formal and informal education. The National K20 Initiative extends new technologies, applications, and rich educational content to all students, their families and communities--no matter where they're located. Western Interstate Commission for Higher Education (WICHE) and its 15 member states work to improve access to higher education and ensure student success. At present much of the West, particularly the "frontier West," has little or no access to adequate bandwidth. Many institutions are not among those connected by and participating in the Internet2 K20 Initiative. The principles and recommendations presented in this paper would remedy this situation.

This 2015 state spotlight document describes how Alaska Part C improved the referral of children from Child Welfare to the Individuals with Disabilities Education Act (IDEA) Part C Program by an automated transfer of data from Child Welfare to Part C for substantiated cases of child maltreatment (i.e., child abuse and/or neglect).

This 2014 document is an adaptation of the 2012 release of "Frequently Asked Questions--Disclosure Avoidance" intended for K-12 audiences. Presented here in the form of responses to frequently asked questions (FAQs) are suggestions intended to provide guidance to IDEA Part C early intervention and Part B 619 preschool special education agencies and programs on effective strategies for protecting Personally Identifiable Information (PII) in education and early intervention records, in aggregate reports.