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Teacher education faculty and library reference services personnel collaborated to introduce teacher education students to the use of modern technological resources and to encourage systematic thinking processes to address pedagogically based educational problems. Undergraduate students enrolled in an educational psychology class piloted the project. They were instructed in the use of the ERIC Database on CD-ROM, focusing on the ERIC Thesaurus, parsing, use of Boolean operators, limiting citations, and printing. Critical thinking concepts and systematic planning in decisionmaking were discussed in two subsequent classroom sessions. The students were asked to define and investigate an instructional problem, develop a rationale, construct research strategies, compile descriptors, search the ERIC database, and connect relationships of citations to their educational topic or problem. They reviewed the citations, summarized the data, drew conclusions, and cited recommendations and potential solutions to the problem. The final product consisted of a modified annotated bibliography. A survey of student perceptions of the project indicated that the students understood the potential of their exposure to the concepts of critical thinking, applications of systematic planning, and technological applications. They placed a high value on their instructional activities and were interested in having more such activities in their undergraduate preparation. (MAH)

This paper reports on a follow-up survey of alumni (N=104) who had pursued degrees through the Education Department at Castleton State College (VT). The questionnaire was concerned with alumni perceptions regarding the attainment of outcome-based competencies. The quantitative data reported respondents' knowledge about subject matter and the learner, professional characteristics, planning, instructional methods, classroom environment and management, communications, and evaluation. A majority of alumni indicated that addressing specified competencies was the program's greatest strength. Program weaknesses were found in the areas of classroom management and student evaluation skills. Perceived strengths and weaknesses identified through the survey have been validated by faculty and changes are being incorporated into a 5-year development plan. Appendices provide the follow-up survey, a graphical comparison by weight score, reported strengths and weaknesses of the program, and reported suggestions. (LL)

The purpose of this study was to analyze the perceptions of teacher education graduates from the Department of Education and Psychology at Berry College in Rome, Georgia. A survey was sent to 148 randomly selected individuals from the graduating classes of 1985 through 1990. The former students were asked to assess their level of preparation for completing the Teacher Performance Assessment Instrument (TPAI). The state of Georgia required all teachers entering the profession during this period to successfully complete this instrument in order to obtain regular teacher certification. Approximately 92 percent of the graduates responding to the survey passed the TPAI on the first or second try. The greater majority of graduates indicated that early immersion into an actual school environment through practicums was the major strength of the program. The weakness most often cited was the lack of instruction in discipline and classroom management skills. Former students also suggested that they needed more training in the areas of testing and measurement. The appendixes include lists of reported program strengths and weaknesses, suggestions for the program, the Berry College Department of Education and Psychology teacher education follow-up survey, and a graphical comparison of questions by weighted score. (Author/LL)

In 1985, the Floyd County (Rome, Georgia) School System began an induction program designed to support the entrance level teacher. The major focus of this support was the development of the Mentor Assistance Program which afforded new teachers the opportunity to work closely with veteran teachers in the field. A summative review of the program was conducted to identify the general perceptions of teachers and administrators towards the mentoring process and to evaluate the general criteria and goals of the mentoring program. Perceptions on the effectiveness of the program were identified in terms of what was experienced and what was recommended for future inclusion. Approximately 200 teachers and administrators were surveyed concerning their perceptions about the mentor process. From this population, 187 responded to the survey questionnaire. Mentors, proteges, administrators, and a random selection of teachers not directly involved in the program all placed a high value on the induction efforts. Comments most often made pointed to the need for more time for the participants to work together on common goals and for more attention to matching mentors and beginning teachers. It was suggested that the Mentor Assistance Program is vital to the overall improvement of education and that future empowerment efforts on the part of teachers should be an integral part of future considerations. (LL)

This review was a formative assessment project designed to introduce teacher education candidates to many of the concepts and methods related to evaluation and course assessment within the framework of an actual curriculum course. Students were afforded the opportunity to work in simulated curriculum committees. Through informed decision making processes, they designed a survey instrument, conducted interviews, and explored a variety of data-gathering techniques. In addition, they collated, analyzed, and reported their findings. The project selected for review was the practicum experience offered as part of the requirements of the Berry College (Rome, Georgia) Teacher Education Program. The students in the class surveyed a random selection of students who participated in the practicum program. In addition, they interviewed principals, teachers, and college faculty who offered practicums as part of their coursework. They collected demographic information, recorded perceptions, reviewed implementation processes, and rated experiences and competencies learned or practiced through the practicum. The research showed that high value is placed on practicums and that the program design should include experiences in active participation by students, modeling of instructional techniques, and development of lesson plans and instructional materials. (Author/LL)

This paper proposes a two-part, basic computer literacy program for university faculty, staff, and students with no prior exposure to computers. The program described would introduce basic computer concepts and computing center service programs and resources; provide fundamental preparation for other computer courses; and orient faculty towards developing educational computing applications. An introduction and an explanation of the conceptual framework are followed by a description of the project, which would consist of two sets of 15 independent modules. Each module would include a 30-minute videotape program, a related short lecture, and independent, hands-on working experience with microcomputers. Support for the proposal includes descriptions of the instructional environment, target population, prior student competencies, learner needs, and instructional needs. Part 1 of the course (Computer Literacy; General Concepts) covers 24 topical goals, and Part 2 (Applications of Computer Based Education) covers 17. Commercially-available instructional resources are specified with title, author, publisher and cost, and in-house production costs are itemized. A proposed implementation plan describes activities for each project phase and specifies formative and summative evaluation procedures. (LMM)

Information on a telecourse program at the University of Kentucky is provided, based on a survey of the user population of the media-based educational program. This population consisted of 88 adult learners and other more nontraditional students. The telecourses were one component of the instructional system, which included printed materials, seminars, and academic support services. Generally, the survey provided insights into some of the educational opportunities afforded these students through the use of telecourses within a learning laboratory. The following characteristics of the students are identified: age group distributions; class standing (freshman, sophomore, junior, senior, graduate, and other); marital status; and type of occupation. Information on utilization patterns (i.e., frequency of lab visits and number of tapes used per visit) is also presented. Reasons for course enrollment are identified, as are reasons for utilizing the learning laboratory facility. Finally, strengths and weaknesses of the program, and implications for the future of the program are discussed. (SW)

This report provides a general overview of the supply and demand of public school teachers in the Commonwealth of Kentucky. Both actual data for 1980-85 and projected estimates for 1986 to 1990 were provided. Intrinsic to the study was a comprehensive analysis of actual and projected enrollment trends; a close review of teacher availability; an exploration of the demand and supply relationships and related issues influencing current and future conditions in teacher education. Surpluses and shortages were identified for elementary education, special areas, and secondary education by teaching areas. Contingency plans for a possible teacher shortage are also discussed. Thirteen appendces include data on enrollments and on student teacher ratios for special subject areas; data on demand and new hires and supply versus demand by field and region; new teachers analysis; age distribution of Kentucky teachers by totals; and average teacher salaries in elementary, secondary and combined Kentucky schools. (Author/LR)

Developed from 63 responses to a survey of 104 members of the Kentucky Association for Communications and Technology (KACT), this report provides information on the association's members in three categories: (1) basic demographic data, employment function, academic preparation, and areas of expertise and interest; (2) other affiliations, committee interests, and future organizational interests; and (3) issues of individual concern. The data are presented in 10 tables, and a concluding summary relates these findings to the future development of KACT. (RP)

This report presents a summary of the findings and recommendations of a review conducted by the Research Committee of the Kentucky Association for Communications and Technology to investigate the status of teacher preparation in the area of educational media and technology in the state of Kentucky. It was found that there are three different categories of preparation in the field of educational communications and technology in the state: (1) the training and preparation of school library and media specialists; (2) course offerings for the orientation and training of classroom teachers; and (3) the presentation of a variety of in-service institutes and training programs for public school personnel. The courses and degree programs available at eight colleges and universities in Kentucky are discussed, and a short historical overview of state certification is provided. A concluding summary considers working conditions and future issues in education and technology in the state and the nation. (RP)

Creating alternative opportunities for mid- and late-career change teacher education candidates has been a controversial issue in teacher education for a number of years. Many professional teacher organizations and teacher education societies have resisted or discouraged the development of programs which opened their doors to professionals in areas other than education who wished to enter teacher education. This 5-year review of an intensive teacher-training program at Siena College (New York) compared traditional-age teacher education candidates with mid- or late-career change candidates on a variety of variables. No significant differences were found in the performance of either group. It should be noted that mid-career change candidates had, for the most part, previously taken upper-level courses in their respective content areas and held a degree in a liberal arts field prior to entering the program. These candidates also reflected a higher maturity level and brought practical experience into the classroom. The findings of this study indicate that mid-career change teacher education candidates can perform as well as traditional teacher education candidates and, therefore, should be considered a viable and meaningful population to serve as teachers in the schools. (Author/JD)