The Ashland University's superintendent licensure program had not been revised and updated for the last several years. With all of the educational reforms in the first part of this new millennium, there was a pressing need to redefine and develop the overall program and courses embedded in it. An action plan was set up to carry out several steps…

This study investigated relationships of 42 faculty and administrators' perceptions in the evaluation of educational technology in an Ohio K-12 urban school district using demographics and two national evaluation standards. The standards used were the National Center for Education Statistics (NCES) and Joint Committee Standards for Educational…

National standards and funds have helped ensure that technology access is no longer as problematic as it once was in education, but some questions remain about how effectively educational technologies are being utilized prepare students with 21st century skills that include higher-order thinking skills. For this reason, scholars have emphasized…

Goal-directed reflection (GDR) is a strategy that targets the contemplative examination of specific aspects of teaching. The GDR process can be used by a PETE program that uses a systematic approach to supervision. The process consists of identifying specific teaching behaviors, aligning these target behaviors with Praxis III/Pathwise domains,…

The purposes of this study were to determine the impact of a professional development program on the confidence levels and classroom practices of the participants and their attitudes toward the environment. The program had immersed teachers in a watershed study that took them from the headwaters of a 310-mile river to its confluence with the Ohio…

Usable responses from 92 of 215 secondary agriculture teachers in Ohio indicated that most have used the state standards (Ohio Competency Analysis Profiles). They were less aware of national skill standards for agriculture. (SK)

This study focused on two middle schools in the central US who participated in collaborative, sustained, whole-school professional development in implementing inquiry as part of National Science Education Standards, or standards-based instructional practices. Participants were involved in their second year of the professional development…

Ohio vocational education teachers' awareness of, attitudes toward, and use of national skill standards were examined through a survey of a proportional (by vocational program area) stratified random sample of 346 of Ohio's 3,499 secondary vocational teachers. Of the teachers surveyed, 205 (59%) returned usable responses. The teachers were…

Based on a partnership between a teacher preparation program and an urban school district, this study evaluates a project that used a service-learning model to connect preservice teachers to working teachers to help the working teachers integrate technology into their teaching while giving the preservice teachers an authentic context for their…