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         Utah Education Staff Development:     more detail

41. NATIONAL STAFF DEVELOPMENT COUNCIL: Who's Who
Fitchburg State College education Department 160 comcast.net Texas staff developmentCouncil Karen fax kanderson97@attbi.com utah staff development Council Val
http://www.nsdc.org/whoswho.htm
WHO'S WHO AT NSDC NSDC Staff NSDC Board of Trustees NSDC Affiliates NSDC Networks Main Business Office/Member Services Office
P.O. Box 240
Oxford, Ohio 45056
Fax: 513-523-0638
E-Mail: NSDCoffice@aol.com NSDC's main business office also serves as its member services office. Contact this office with any questions regarding membership, address changes, annual conference registration, ordering catalog items, or advertising in the JSD. The office is generally open from 9 a.m. to 5 p.m EST. It is closed on national holidays and during the week between Christmas and New Year's Day. NSDC Staff Executive Director
Dennis Sparks
1124 W. Liberty Street
Ann Arbor, Michigan 48103
Fax: 734-998-0628
E-mail: SparksNSDC@aol.com Contact Dennis regarding overall operation of NSDC, staff development trends and issues. Deputy Executive Director
Stephanie Hirsh 16306 Sunset Valley Dallas, Texas 75248 Fax: 972-818-1451 E-mail: NSDCHirsh@aol.com Contact Stephanie regarding policy development, Staff Development Leadership Councils, state education agency relations, grant/fund development, NSDC partnerships, and NSDC distinguished staff developer designation process. Director of Publications Joan Richardson 1128 Nottingham Rd.

42. State Of Utah Governor Mike O. Leavitt
more time for planning, and have added opportunities for staff development gearedto The utah education Network is a national leader in connecting schools to
http://www.utah.gov/governor/investmore.html

Home
Invest in People / Invest More, Expect More Invest More, Expect More In a decade of prosperity, Governor Leavitt has led aggressive investment in public education.
Teachers are better paid, have more time for planning, and have added opportunities for staff development geared to their specific needs. More classrooms are connected to the Internet than ever before and thousands of teachers have computers and related technologies to assist and improve their instruction. The Utah Education Network is a national leader in connecting schools to electronic resources. And, class sizes have been reduced in an effort to create a more personal, individualized approach to learning. In post secondary education, a new system has been created to support applied technology colleges and plans are in place to strengthen and expand these institutions. Major new engineering and science buildings are being designed and constructed to dramatically increase enrollment for future scientists and engineers. Research funding is at an all-time high. All of these advances represent an important investment in Utah's future. Site Map Contact Us Utah.gov Home

43. Reading And Literacy Graduate Programs In Colorado, New Mexico, Utah, Arizona An
in Colorado, New Mexico, utah, Arizona and to direct reading programs, staff development,and curriculum New Mexico University School of education Reading PO
http://www.gradschools.com/listings/sw/edu_read_sw.html
EDUCATION
(Reading, Literacy)
Graduate Schools in Colorado, New Mexico, Utah, Arizona and Nevada
Sponsoring Institutions:
Click here for information on becoming a sponsoring institution
General Listings:
Eastern New Mexico University
College of Education
Reading
Graduate School
Portales, NM 88130 U.S.A.
Click to send E-mail to:
Phone:
Degrees Offered:

M.Ed. - Reading
Click here for details on how the Access Group can help you finance this program ->
Grand Canyon University College of Education Reading Education 3300 W. Camelback Road Phoenix, AZ 85017 U.S.A. Click to send E-mail to: Phone: 1-800-800-9776 ext. 2474 Fax: GCU offers three separate graduate-level programs: the M.Ed. for college graduates seeking initial certification to teach in the K-12 system, the M.A. in Education for certified teachers wishing to gain an advanced degree, and the M.A.T. for current teachers unable to come to campus but wishing to upgrade their teaching skills. The Master of Arts in Teaching is offered only through a distance learning format. Degrees Offered: M.A.- Education;(for certified teachers)

44. IMMEDIATE OPENINGS/CAREER OPPORTUNITIES
approval/disapproval); plan and provide staff development coordination and of districtspecial education programs through the utah Program Improvement
http://www.coe.usu.edu/psyc/uasp/job.html
IMMEDIATE OPENINGS/CAREER OPPORTUNITIES
Jordan School District Immediate Openings School Psychologists Needed Attn: Fulvia Franco, Student Services Office fulvia.franco@m.jordan.k12.ut.us 9361 S. 300 E. Sandy, UT 84070-2998
Granite School District School Psychologists Needed
Attn: Brett Barrett, Student Services 340 E. 3545 S. SLC, UT 84115
Rowland Hall-St. Mark's Middle School - School Psychologist Opening - August 2003 The Middle School has a full-time position as an Emotional Support Counselor for next year. The counseling position involves some teaching. Required Qualifications * Master's degree in school psychology, counseling, social work or related field * Demonstrated teaching experience with middle school-aged children * Working knowledge of developmental process; social, emotional, and cognitive * Experience in short-term counseling and crisis intervention * Familiarity with resource information and referral sources * Excellent communication skills * Sensitivity and respect for confidentiality issues arising in a school community * Special interest in interdisciplinary team problem-solving Interested persons should contact: Margie Coombs, Principal Rowland Hall-St. Mark's Middle School 970 East 800 South Salt Lake City, UT 84102 801-355-0272

45. Science Education Partnership Award - SEPA
Teaching SMART staff development for Science education, Youth Pan American's ModelBiosciences education Program, The from Science Research, University of utah.
http://faculty.washington.edu/chudler/sepa1.html
The Science Education Partnership Award (SEPA)
The Science Education Partnership Award (SEPA) is a grant from the National Center for Research Resources , a division of the National Institutes of Health . The SEPA program was established in 1991 to develop partnerships between scientists and educators to improve precollege science education and the public's understanding of science. The SEPA program supports the following projects: Project Title Location A Food-based Curriculum Linking Science Education and Health Literacy [ABSTRACT OF PROJECT] Teachers College, Columbia University A Partnership Linking Formal/Informal Education Washington University A Public Health Organization at Morse and Helix High Schools [ABSTRACT OF PROJECT] University of California at San Diego An Epidemiologic Approach to Environmental Health Science in High School HS [ABSTRACT OF PROJECT] Foundation for Blood Research Biomedical Research for Arizona Teachers University of Arizona Biomedical Training, Research and College Prep (BIOTRAC) Miami Museum of Science Biorap [ABSTRACT OF PROJECT] University of Connecticut Birmingham Science Education Partnership (BSEP) University of Alabama BodyLink: A Health Sciences Update Center Maryland Science Center Bone Zone Children's Museum of Indianapolis BrainLink [ABSTRACT OF PROJECT] My Health, My World

46. Computer Strategies - Staff Development
a collaborative effort with the utah Technology Awareness to be used for planningstaff development and when The Center for education Reform provides issues
http://www.compstrategies.com/staffdevelopment/cue/home.html
Connecting Teachers
to Technology
In This Section
Assessment / ILP

What is a Trainer?

What is a Mentor?

What is a Coach?
...
IOWA Presentation

Professional Development
Since 1990

P.O. Box 947 San Leandro California 94577 800.633.2248 or 510.562.8066 fax 510.562.4570 contact us Technology Staff Development: How do we get and keep our teachers on board? Spring CUE '99 Conference PDD moderated by Barbara Bray , Computer Strategies, assisted by Georgeann Hardy , Hayward Unified School District The most powerful form of learning; the most sophisticated form of staff development, comes not from listening to the good words of others, but from sharing what we know with others. Learning comes more from giving than from receiving.

47. Child Welfare Education - Bios
of social work since 1989 in both the state of Washington and utah. Toni Sebastian,MSW Program Manager, Office of staff development and Training, State of
http://depts.washington.edu/nwicf/welfareeducationbios.html
Vision Statement Programs Bios Resources Bios Zynovia Y. Hetherington, MSW: CWTAP Program Manager
George Gonzalez, MSW: CWTAP Practicum Instructor, Kent

Ebasa Sarka, MSW: CWTAP Practicum Instructor, Seattle

Carol Donaldson, MSW: CWTAP Practicum Instructor, Bremerton
...
Robert Boggs: Fiscal Manager

Zynovia Y. Hetherington, MSW CWTAP Program Manager Ms. Hetherington is a program manager for the Child Welfare Training and Advancement Program. She manages the CWTAP practicum instructors who work with students by providing a specialized practicum experience for CWTAP-MSW students entering the program without case-carrying experience in the Washington State public child welfare system. The CWTAP also provides ongoing support and guidance for CWTAP-MSW students currently employed at DCFS.
Ms. Hetherington has worked in the field of child welfare since 1987, and in the Washington State Public Child Welfare system since 1997. Zynovia worked as a permanency planning social worker and later supervised and trained social workers in the African-American Children's section. She is a mentor and trainer to newly-hired Social Workers. Her special interest is permanence for African-American children and adolescents.

48. Monitoring And Policy Development
State Monitoring of local education agencies (PartB) and service IDEA October 911,2002 Salt Lake City, utah. 2001 a resource for state staff responsible for
http://interact.uoregon.edu/wrrc/monpol.htm
Skip navigation links Monitoring and Policy Development Updated March 24, 2003 This module is intended as an information resource for Part B and C state agency staff, for local education agency staff and for others interested in both federal and state systems for monitoring compliance with the Individuals with Disabilities Education Act (IDEA '97) and improving educational results for children with disabilities. It contains information and links on federal monitoring, state monitoring policies and procedures, and promising practices in special education programming. Federal Monitoring of States National Monitoring and Promising Practices Website See OSEP Revised CIMP Clusters and Indicators. This website features information on 1) Federal monitoring of states (state self-assessments, OSEP monitoring reports, state improvement plans) as they become available under OSEP's Continuous Improvement Monitoring Process (CIMP), 2) promising practices in special education being implemented in various states (a nomination process is used), and 3) information on state monitoring practices for Parts B and C of the IDEA. OSEP State Monitoring Reports This page contains the most recent Office of Special Education Programs (OSEP) monitoring reports.

49. Utah Department Of Community And Economic Development-Annual Report 1999 -Office
OMS Advisory Board and staff. sources of community pride, centers of public education,and institutions The Office will assist utah museums in improving their
http://dced.utah.gov/Annrpt99/museum.html
Home Energy Services Volunteers CDBG ... HEAT Office of Museum Services Highlights "Great presenters! A stellar group," "A real coup!" and "Superb! Gained a great deal." These are a few of the comments received from those attending a workshop on Resources for Planning and Funding Your Museum Project. The Office of Museum Services co-sponsored this workshop with Cooper/Roberts Architects on April 16. Presenters discussed a variety of topics from exhibit design and lighting to collection preservation. The ABCs of a successful fundraising campaign were also explored. Accomplishments for FY 1999 A major responsibility of the Office of Museums Services is to help museums in Utah achieve their public potential. In order to fulfill part of this responsibility, OMS has established State Performance Goals in an effort to raise the professional level of Utah museums. These goals will also be used by OMS to develop new programs to improve the quality of Utah museums. Three steps have been established for a museum to implement the goals: 1) Self-evaluation; 2) On-site visit by OMS representative to discuss self-evaluation results; and 3) Formulation of an action plan and timeline to achieve goals. Once a museum has met the recommended goals, it receives certification from OMS. Technical Assistance Outreach is an initiative that provides practical technical assistance to Utah's museums. During FY 1999, OMS offered two traveling exhibitions to Utah museums Turn, Turning, Turned (wood turned objects) and The Good Earth (objects from rural China). Each was used as the basis to provide local museums with "hands-on" technical assistance in curatorial and collections management, organizational planning, marketing/public relations, and education outreach.

50. Utah Department Of Community And Economic Development 1999 Annual Report -- Libr
to be introduced to the utah Legislature during Our model continuingeducation program,UPLIFT, recently expanded to 54 library directors and key staff members
http://dced.utah.gov/Annrpt99/library.html
Home Introduction The Utah State Library Division and its four major service programs play a key role in helping libraries throughout the state respond to today's challenges. We help all libraries statewide better serve the public through creative uses of new technology, strengthened traditional library services, partnerships, and our own services and grant programs. We also provide direct library service to individuals having a physical or visual disability which prevents them from reading normal printed materials. 1999 Highlight Library for the Blind and Physically Handicapped Joshua, a 21 year-old man from Cedar City, is typical of many individuals who have started to use the services of the Library for the Blind since our move to a new building. Although he had never previously used the Library, Joshua began using new computers with adaptive technology at the Library during breaks in his classes at the Division of Services for the Blind and the Visually Impaired (DSBVI), which shares our new building. After finding information on the Internet about guide dog schools, he then decided to sign up for library service and sought our help in obtaining books on tape on the GED (General Education Development) exam. We located a GED study guide, provided him with a special four-track cassette player, and loaned him the GED tape. He's now studying to complete this degree an achievement which will help him improve his ability to be successful in the job market and to maintain his financial independence as an adult.

51. STATE AND NATIONAL CONFERENCES
Texas University Professors education Dallas TX. State Conference Salt LakeCity, utah. Washington State staff development Conference Ellensburg, WA.
http://www.danmillerspeaker.com/ED_conferences.htm
Home The latest about Dan DanMillerSpeaker Dan Miller Bio ... Special Fan Letters STATE AND NATIONAL CONFERENCES - EDUCATION Where Dan Miller has spoken: National Assn. of Elementary Principals-Leadership -Washington D.C. National Conf. on P.E. for Exceptional Individuals -Santa Rosa, CA National Conference-College teachers of Agriculture -Wenatchee, WA National Suburban Superintendents (USA)- Halifax, Nova Scotia National Assn. of Pupil Transportation Supervisors (NAPT)- Tacoma, WA National School Boards Leadership Conf. -Seattle, WA National Dollars for Scholars Conf. -Tacoma, WA National Vocational Agricultural Teachers' Assn.- Denver, CO Texas Association of School Administrators/School Boards- Houston, Texas Kansas Secondary School Administrators State Conference- Wichita, Kansas Arkansas State School Administrators- Little Rock, AR School Plant Officials Assn. (Canada)- Penticton, BC Texas School Board Leadership (statewide)- El Paso, TX North Carolina School Boards- Greensboro, NC California Tech-Prep Conference- Disneyland Hotel, CA Five State Social Workers Conf. - Indianapolis, IN

52. Site Index - Jordan School District
Days Special education staff development Statistics Student Resources Student SafetyTips Substitute Information Technology (T4) Web site Transportation utah
http://www.jordandistrict.org/sitemap.htm

About JSD

Agenda / Meeting Schedules

Accelerated Learning Program (ALPS)

Alternative Language Services
...
In The News
(news articles)
Instructional Support Center

Instructional Support Services

Insurance Services

Internet Safety
...
School Hours
(pdf) School Lunch Schools School Planning Days Special Education ... Year-round Schools explained

53. The Campaign For Undergraduate Education
We've prepared a roster of selected Office of development staff. Campaign For UndergraduateEducation. Bev Kiltz, Pacific Northwest and utah, 7254298, bkiltz.
http://cue.stanford.edu/newsletter/staff_roster.html
Helping you help CUE
As you advocate for Stanford, the people in Stanford's Office of Development are at your service Kim Juran can answer most questions about CUE, but please feel free to contact any of us. Office / Name Title / Assignment Phone (area code 650) E-mail (@stanford.edu) Campaign For Undergraduate Education Tim Portwood Director of University Campaigns portwood Kim Juran Assistant Director kjuran Vice President's Office John Ford Vice President for Development jbford Nancy Wells Associate Vice President and Director of Development nwells Bob Pringle Associate Vice President and Director of Development Marketing rpringle Chris Ponce Director of Individual Giving ponce Undergraduate Schools Dave Gordon Associate Dean for External Relations, School of Earth Sciences dsgordon Laura Breyfogle Senior Associate Dean for External Relations, School of Engineering laura@soe.stanford.edu

54. Chapter Information
utah. Greater Milwaukee Nursing staff development Organization (GMNSDO) Maureen GreeneVisit our Military Special Interest Group Air Force education Training
http://nnsdo.org/Chapters.htm
Advancing the Specialty Practice of Staff Development Local Affiliates
(Updated 2/07/03) Arizona Southern Arizona Nursing
Staff Development Organization (SANSDO)

Diane Hultquist
Roadrunner Nursing Staff Development Organization
(RNSDO)

Marcia O'Bara
California Healthcare Educators of Central California (HECC)
Christine Waelty
Tri-Country Staff Development Organization (TCSDO)
Susan Russo
Colorado Colorado Staff Development
Network (CSDN)

Linda Brazen
Florida Pinellas Area Nurse
Educators (PANE)
John Prokop Visit our website at: http://pppl.tblc.lib.fl.us/PANE.html Suncoast Educators Association (SEANNSDO) Diana Swihart Georgia Georgia Nursing Staff Development Organization (GNSDO) Kathy Wyatt Illinois Advocate Health Care Affiliate of NNSDO (ANNSDO) Janice Muzynski Indiana Indiana Nursing Staff Development Organization (INSDO) Christina Bentley Kentucky Central Kentucky Staff Development Group (CKSDG) kathleen Hall Visit our website at: http://www.CKSDG.iwarp.com

55. Southwest Adult Education
addition, the SWBOCS Adult education Program is STAR SCHOOLS grant (Wyoming, utah,Colorado, and development, with concurrent staff development and curriculum
http://www.swadulted.com/swbocs.htm
SWBOCS Adult Education Program
Ann Miller, Director
adulted@cortez.k12.co.us

121 East First Street
Cortez, CO 81321
Phone: 970-565-8411
Fax: 970-565-1203 BACK TO PROGRAMS The Program The Area Funding ... 50+ Member Consortium The Program The Southwest Board of Cooperative Services (SWBOCS) Adult Education Program offers the only comprehensive adult basic education services in Montezuma and Dolores counties. Instruction is provided to adults in Adult Basic Education (ABE) / Life Skills (0-8), GED preparation (9-12), Family Literacy, Job Preparation, and English as a Second Language (ESL) / Citizenship classes. The Area To best serve this extreme Four Corners area, the SWBOCS Adult Education Program provides classes for adult residents of Cortez, Dolores, Mancos, and Dove creek. Also, the program offers one-to-one tutoring for the area's residents from smaller communities (Arriola, Lewis, Yellow Jacket, Pleasant View, Cahone), in collaboration with Montezuma Valley Literacy Council, the local volunteer Laubach literacy organization. The Adult Education Program continually receives referrals for educational services from Montezuma/ Dolores Job Service, The Training Advantage, Pinon Project, Head Start, Social Services, 4 local school districts, Montezuma County Court/Parole Office, Colorado Rehabilitation Services, and other agencies and individuals in the area.

56. Professional Development
National staff development Council which includes current journal articles servicingArizona, California, Nevada, and utah. US Department of education website.
http://www.michigan.gov/mde/0,1607,7-140-6525_6530_6568-33657--,00.html
Skip Navigation
Michigan.gov Home
MDE Home Site Map ... Keywords
Professional Development Educators throughout the United States are seeking quality professional development to acquire the knowledge and skills to remain current in their field. They seek time to read, to engage in dialogue with other professionals and time to implement new learnings. The knowledge and skills of teachers are the single most significant variables in the achievement of students. The quality of teachers is shown to be more significant than poverty, race, gender, culture or the level of the mother’s education. (William Sanders) Increasing the quality of Michigan educators depends on their access to continuing, life-long professional development that deepens content knowledge and enhances instructional skills relevant to cognitive development. Traditional professional development has failed to have a lasting impact on teaching quality. However, professional development is the only answer to enhancing the quality of an educational work force so increasingly educators are seeking out a new kind of professional development that is based on the learning needs of students and is linked to student achievement through reliable research. In April 2001, Michigan Department of Education, Michigan Education Association, Michigan Federation of Teachers and School-Related Personnel and Michigan Association of School Boards agreed that quality professional development:

57. SERI Inclusion Resources
of materials for your conferences, workshops, staffdevelopment seminars and bothin and out of utah), and a make products that cater to the education of those
http://seriweb.com/inclu.htm
SERI I nclusion R esources
The inclusion network - This site goes beyond the schoolhouse and aims for ways to engage "people with disabilities in all our daily activitiesat school, at work, at home, and in the community." The site features an Inclusion Marketplace, helping those with disabilities obtain jobs, as well as Inclusion Consulting Services that employers can use to help set up their workplace to accommodate those with disabilities.
Enabling Education Network - The University of Manchester in England provides a worldwide perspective on inclusion. The site aims to disseminate information on inclusionary practices and to support and promote the inclusion of marginalized groups in education. Here, find information on educating the deaf in Afghanistan, national policies of inclusion in England, and helping to educate disabled refugees in Nepal.
New Horizons: Inclusion of Students with Special Needs New Horizons is a virtual warehouse of information on the requirements necessary for the successful inclusion of special needs students into the standard classroom environment. Inclusion... Or Yours, Mine, Ours

58. New Page 1
Awards and Grant $900, WSU staff development Committee; One of ten recipientsof Editor, The Origins of The utah System of Higher education (forthcoming).
http://www.geocities.com/caseallen/resume.html
Casey D. Allen
Case hunting in the Amazon!
OBJECTIVE:
EDUCATION Master of Education (Ed.M.) in Geography Education June 1998
Southern Utah University (SUU), Cedar City, UT
  • Minor in Spanish Earn degree in nine (9) months
Bachelor of Science (B.S.) in Cultural-Environmental Geography June 1996
Weber State University (WSU), Ogden, UT
  • Minor in Latin American Studies , emphasis in Botany
HIGHER EDUCATION WORK EXPERIENCE Instructor/Coordinator, Pre-Med B.Sc./MD Program Mar 2003 – Present
School of Medicine, Department of Educational Services (DES), St. George’s University (SGU), Grenada
  • Manage entire Combined B.Sci./MD Program and all associated students Teach Pre-Med Research Project (PMED 390) course each term Responsible for advising, curriculum development, degree audits, evaluation of transfer credits, and registration of entire student body in School of Medicine B.Sci. Program Assist with development, training, and management of comprehensive Supplemental Instruction and Writing Fellows Programs Create and present workshops for DES programs, such as Pre-Professional Opportunity Fairs, tutoring

59. Corporation For Public Broadcasting 1999 Annual Report - The Classroom
In an accompanying staff development series, The Kay Toliver Files, Ms. Tolivershares utah education Network KUED, Salt Lake City, UT Through KUED in Salt
http://www.cpb.org/about/media/annualreports/1999/classroom1.html
Homework Hotline, WXXI, Rochester, NY - The Homework Hotline is broadcast live Monday through Thursday to focus on the importance of education. It includes student book reports, features on kids who excel academically, and homework tips for parents. For the past eight years, WXXI in partnership with the Rochester Teacher Association has provided this service to the community. WXXI has added a Homework Hotline section to their web site, wxxi.org . It serves about 9,000 area students.
Programs and Services for Children PBS Ready To Learn Service
The PBS Ready to Learn Service (RTL) combines television broadcasts with print materials, online resources, community workshops for parents and caregivers, and books to prepare children to enter school ready to learn. A partnership of CPB, the U.S. Department of Education, PBS, local public television stations, and community partners, the free service also provides parents and caregivers with tools to help their children learn. RTL stations broadcast daily at least a 6.5-hour block of children's educational programming, and distribute millions of free copies of two quarterly magazines - PBS Families and PBS Para La Familia - to families across the country to help parents and children expand their literacy and learning.

60. Www.fno.org/dec95/eric93.txt
and (5) staff development. After the first 2 years of the evaluation, the conclusionis that ETI has contributed significantly to utah education by making it
http://www.fno.org/dec95/eric93.txt
Results of ERIC Search 1993 ( ( 1993 ):Publication Date and ( Educational_Technology ):Descriptor )and ( Program_Evaluation ):Descriptor )and ( Elementary_Secondary_Education ):Descriptor ) (9 hits, 9 records returned) -ERIC_NO- ED365693 -TITLE- Using A "Portfolio" Strategy To Evaluate Utah's Educational Technology Initiative: Findings and Policy Lessons. -AUTHOR- Mergendoller, John R.; And Others -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Computer_Uses_in_Education Data_Collection Educational_Policy Educational_Technology Elementary_Secondary_Education Evaluation_Methods Financial_Support Portfolios Program_Evaluation Staff_Development State_Aid State_Programs Technological_Advancement -IDENTIFIERS- Utah Utah Educational Technology Initiative -ABSTRACT- With the Utah Educational Technology Initiative (ETI), the State has increased its commitment to educational technology. The evaluation of the Utah ETI is built around the concept of portfolio analysis, an evaluation method that incorporates the collection of diverse types of data and enables a number of types of evidence to be used to gauge accomplishments. Over 3 years, the Beryl Buck Institute in Novato (California) will examine the success of ETI through reports from principals, analyses of student achievement scores, examples of student work, and the testimonies of those involved in the projects. Findings to date are summarized in the areas of: (1) program implementation; (2) computer acquisition and placement; (3) ETI's impact on student achievement and motivation; (4) teacher computer utilization; and (5) staff development. After the first 2 years of the evaluation, the conclusion is that ETI has contributed significantly to Utah education by making it possible for schools to purchase educational technology. Most teachers are now able to use computer technology competently. More sophisticated instructional uses of educational technology are found less frequently, and there is general agreement that a significant investment in the professional development of preservice and practicing teachers will be necessary if the potential of technology purchased with ETI funds is to be realized. Six figures and one table illustrate this discussion. (SLD) -GEOG_SOURCE- U.S.; Utah -CLEARINGHOUSE_NO- TM020863 -INSTITUTION_NAME- Beryl Buck Inst. for Education, Novato, CA.; Utah State Office of Education, Salt Lake City. -PUBLICATION_TYPE- 142; 150 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. -ERIC_NO- ED364213 -TITLE- ITV, Interactive Television: The Future Is Now: "Sharing Our Resources through Communication." Revised. -LANGUAGE- English -DESCRIPTORS- Color Corporate_Support Cost_Effectiveness Distance_Education Educational_Technology Educational_Television Elementary_Secondary_Education Interactive_Video Pilot_Projects Productivity Program_Evaluation School_Business_Relationship School_Districts State_Programs Teaching_Methods Technological_Advancement Telecommunications -IDENTIFIERS- Compressed Video Kansas Two Way Communication Two Way Television -ABSTRACT- With the advent of numerous Kansas two-way interactive television (ITV) clusters and compressed video sites, the state has set the standard in revolutionary communications methods in elementary and secondary education. Nine projects using ITV in Kansas are described. Most allow delivery of lessons to students in other communities or schools. The success of these projects is due largely to the cooperation of local businesses, including telecommunications companies, the communities, and the school systems. These 9 interactive television clusters serve 48 Kansas cities and towns at present, and network officials are working to expand their capacities. ITV is making it possible to increase productivity and cut costs, and to set higher goals in education. Expanded partnerships with education, business, health care, and other industries will create a complete two-way network in Kansas. The next step is increased public understanding to improve participation. Eleven figures and 11 color photographs illustrate the networks and the statewide use of ITV. (SLD) -GEOG_SOURCE- U.S.; Kansas -CLEARINGHOUSE_NO- IR016391 -INSTITUTION_NAME- Kansas State Board of Education, Topeka. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED369392 -TITLE- Integrating Technology in the Classroom: Process Evaluation, Strategies and Issues. -AUTHOR- Atkins, Debbie; And Others -LANGUAGE- English -DESCRIPTORS- Computer_Assisted_Instruction Data_Analysis Educational_Assessment Educational_Technology Elementary_Secondary_Education Evaluation_Methods Grants Program_Evaluation Social_Studies -IDENTIFIERS- Leon County School District FL -ABSTRACT- This paper presents the evaluation results of the "Exploring with Technology" grant funded during the 1992-1993 school year by the Florida Department of Education. The grant proposed to integrate a variety of technological applications with the social studies curriculum. The main purpose of the paper is to discuss the process evaluation of the implementation. Topics covered are the project description; the specific grant components; a literature review; the evaluation plan; the data collection strategies; the summary of findings by evaluation questions (both the processes and the outcomes); and conclusions and recommendations. (Contains 8 references.) (JLB) -GEOG_SOURCE- U.S.; Florida -CLEARINGHOUSE_NO- IR016624 -INSTITUTION_NAME- Leon County Schools, Tallahassee, Fla. -PUBLICATION_TYPE- 142; 150; 160 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. -ERIC_NO- ED359930 -TITLE- Programs of 1992 Winning Teams. Pioneering Partners. -LANGUAGE- English -DESCRIPTORS- Computer_Assisted_Instruction Educational_Cooperation Educational_Technology Elementary_Secondary_Education Extracurricular_Activities Information_Dissemination Interdisciplinary_Approach Partnerships_in_Education Pilot_Projects Program_Evaluation Technological_Advancement -IDENTIFIERS- United States (Great Lakes Region) -ABSTRACT- Pioneering Partners for Educational Technology was created to enhance learning in kindergarten through grade 12 by accelerating the use of educational technology. The program spotlights 24 project teams from Great Lakes states that are already using technology in creative ways in the following states: (1) Illinois; (2) Indiana; (3) Michigan; (4) Minnesota; (5) New York; (6) Ohio; (7) Pennsylvania; and (8) Wisconsin. Winning teams receive recognition, training, and coalition building assistance and see their project ideas disseminated. As a result, students across the area benefit. Narratives of the 24 programs that received Pioneering Partnership awards in 1992 are presented. They include in-school and extracurricular activities in basic skills and interdisciplinary approaches for elementary schools and secondary schools. (SLD) -GEOG_SOURCE- U.S.; Indiana -CLEARINGHOUSE_NO- IR016145 -INSTITUTION_NAME- Council of Great Lakes Governors, Inc., Madison, WI.; GTE North Inc., Ft. Wayne, IN. -PUBLICATION_TYPE- 141 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED362150 -TITLE- Promoting Success in Educational Partnerships Involving Technology. -AUTHOR- Baker, Linda M. -LANGUAGE- English -DESCRIPTORS- Administrative_Problems College_School_Cooperation Cooperative_Programs Educational_Objectives Educational_Technology Elementary_Secondary_Education Higher_Education Partnerships_in_Education Program_Development Program_Evaluation School_Business_Relationship Success Technological_Advancement -ABSTRACT- The goals of educational partnerships between schools and businesses or associations often include the purchase of educational technology and its integration into the daily life of schools. A study was conducted to determine the common features of successful technology partnerships and factors that contribute to success. After preliminary analysis of the literature, data were collected through telephone interviews with 23 representatives of 15 educational partnerships involving businesses, schools, and universities. Professionals from all three groups enjoyed partnership participation, and over half expected their partnerships to continue. Twenty-one respondents considered their programs successful, although many thought that evaluation had not been entirely adequate. Many problematic features were identified, including failures of planning and implementation and logistic problems. Partners sometimes disagreed about the technology or the roles of partners and teachers, but conflicts generally were resolved. Choosing people and sites carefully was identified as one of the most important components of success. Responses emphasized that partnerships, while they have great potential for enhancing education, require hard work for success. An appendix contains the interview protocol. (Contains 18 references.) (SLD) -GEOG_SOURCE- U.S.; Louisiana -CLEARINGHOUSE_NO- IR016306 -PUBLICATION_TYPE- 143; 150; 160; 800 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- EJ473069 -TITLE- Technology Strategically Planned: A Dismal or Bright Future? -AUTHOR- Farrell, Rod; Gring, Stephen -JOURNAL_CITATION- T.H.E. Journal; v21 n4 p119-22 Nov 1993 -LANGUAGE- English -DESCRIPTORS- Consultants Curriculum_Development Educational_Objectives Educational_Planning Educational_Technology Elementary_Secondary_Education Instructional_Materials Interviews Long_Range_Planning Models Needs_Assessment Program_Evaluation Program_Implementation Public_Schools School_Surveys -IDENTIFIERS- Examples Pennsylvania Strategic Planning Technology Planning -ABSTRACT- Discusses planning for the use of technology in education; explains a planning process model that includes needs assessment, creating and selecting goals, and implementing and evaluating the plan; and describes an application of this model in the Unionville-Chadds Ford School District (Pennsylvania). (LRW) -CLEARINGHOUSE_NO- IR527678 -PUBLICATION_TYPE- 055; 141; 080 -PUBLICATION_DATE- 1993 -ERIC_NO- ED374628 -TITLE- District 75/Citywide Technology Solutions Program, 1992-1993. OER Report. -AUTHOR- Blunden, Connie; And Others -LANGUAGE- English -DESCRIPTORS- Assistive_Devices Computers Computer_Software Educational_Technology Elementary_Secondary_Education Inservice_Teacher_Education Microcomputers Participant_Satisfaction Program_Effectiveness Program_Evaluation Severe_Disabilities Technical_Assistance Urban_Education Workshops -IDENTIFIERS- New York City Board of Education -ABSTRACT- The Adaptive Technology Program established five Adaptive Technology Centers (ATCs) in each of the five boroughs of New York City in 1990. These centers house various state-of-the-art technologies designed to enhance the functioning of students with severe disabilities. Equipment includes assistive devices, augmentative communication systems, adaptive computer hardware, peripherals, and software. The ATCs also provide technological support and training in the use of the equipment to school system staff responsible for the educational development of these students. The program also operates a Vision Resource Center, a Hearing Resource Center, and the Access Tech component, which provides on-site environmental assessment in the classroom, workplace, and home. Evaluation of the 1992-93 program via a survey of 110 users revealed that 3,380 students had benefitted from services provided by the ATCs. Teachers, therapists, paraprofessionals, and parents used the ATCs for information and training and to borrow equipment. In general, respondents were very satisfied with the availability of materials and equipment and with the responsiveness of the ATCs to their needs. ATC training workshops were perceived as well-organized and thorough. Users evaluated the ATC workshops positively. (JDD) -GEOG_SOURCE- U.S.; New York -CLEARINGHOUSE_NO- EC303353 -INSTITUTION_NAME- New York City Board of Education, Brooklyn, NY. Office of Educational Research. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED370532 -TITLE- The Utah Educational Technology Initiative Year Two Evaluation: Program Implementation, Computer Acquisition and Placement, and Computer Use. -AUTHOR- Mergendoller, John R.; And Others -LANGUAGE- English -DESCRIPTORS- Computer_Assisted_Instruction Courseware Educational_Improvement Educational_Technology Elementary_Secondary_Education Financial_Support Higher_Education Inservice_Teacher_Education Program_Evaluation Questionnaires School_Districts Schools_of_Education School_Surveys State_Programs Tables Use_Studies -IDENTIFIERS- Access to Computers Computer Coordinators Training Needs Utah -ABSTRACT- This evaluation report describes program implementation, computer acquisition and placement, and computer use during the second year (1991-92) of the Utah Educational Technology Initiative (ETI). In addition, it discusses the various ways computers are used in Utah schools and reports the opinions and experiences of ETI coordinators in the 12 school districts closest to Salt Lake City. The five chapters are as follows: (1) "An Overview of the Utah Educational Technology Initiative and this Evaluation" addresses Utah's financial commitments to educational improvement through educational technology, previous evaluation reports, and data sources for this report; (2) "ETI Implementation during the 1991-1992 School Year" discusses comments of ETI coordinators, influences on ETI development and implementation, teachers' use of technology for instruction, and inservice training; (3) "Computer-Assisted Instruction: A Continuum of Instructional Use" considers school reform and educational technology, the continuum of computer use, and software tools; (4) "The Impact of ETI Funding on Computer Access during the 1991-1992 School Year" describes computer access and location, student/computer ratios 1989-92, and computer type and location; and (5) "Feedback and Networking Meetings" presents a summary of participants' concerns regarding inservice, software, hardware, technical support, the ETI project office, colleges of education, legislative funding, and vendors. The appendix contains the school questionnaire and evaluation feedback data from the Alpine School District. (MES) -GEOG_SOURCE- U.S.; California -CLEARINGHOUSE_NO- IR016647 -INSTITUTION_NAME- Beryl Buck Inst. for Education, Novato, CA. -PUBLICATION_TYPE- 142; 160 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC04 Plus Postage. -ERIC_NO- ED370594 -TITLE- Introduction of Technology into the Art Curriculum. -AUTHOR- Dana, Ann S. -LANGUAGE- English -DESCRIPTORS- Animation Art_Education Computer_Assisted_Instruction Computer_Graphics Curriculum_Development Editing Educational_Objectives Educational_Technology Elementary_School_Students Elementary_Secondary_Education Film_Production Grade_3 Junior_High_Schools Middle_Schools Program_Evaluation School_Districts Technological_Advancement Videotape_Recordings Visual_Arts Visual_Literacy -IDENTIFIERS- Middle School Students -ABSTRACT- Two initiatives to introduce technology into the art curriculum of a school district are described. The initiatives gave permission for money to be spent on third-grade and middle-school programs. Both were designed around the existing art curriculum and attempted to take advantage of hardware the district already owned. In the third-grade program, the educational objective was to introduce students to computers and software as tools and media for creating art through computer graphics. Students completed the five lessons and were videotaped as they presented their art work to an audience. The middle school initiative gave advanced students an experience that was relevant to the commercial uses of art. Students learned to create and alter computer images and to create animation. Evaluation found the third-grade initiative successful because of excellent communication and cooperation, and expansion to the district's other schools was recommended. An increased level of art literacy was seen in middle school students, and the continuation of the program was recommended. A concept map is attached. (Contains 10 references.) (SLD) -GEOG_SOURCE- U.S.; Illinois -CLEARINGHOUSE_NO- IR055047 -PUBLICATION_TYPE- 141; 142; 150 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage.

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