To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their…

The author recently conducted a case study describing the process a suburban Ohio school district underwent when adopting a new elementary science program. The district's seven elementary schools moved from a "totally inquiry-based science program" in 1995 to a hybrid program of "inquiry-based and textbook science program" in…

The purpose of this study was to compare attitudes of secondary school teachers in 28 Ohio counties (considered by the Appalachian Regional Commission to be a part of Appalachia) with those of teachers in the remaining 60 counties. A questionnaire of 122 items, 94 of which were attitudinal, was used with a random sample of 600 teachers, 300 each…

The Primary Language Development Component, funded under Title I of the 1965 Elementary Secondary Education Act, served 3150 pupils, kindergarten through grade three. The purpose of the Columbus Public Schools in planning the language component was based on the assumption that the language of disadvantaged children prevents their dealing…

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) response to USOE probes by…

THE PURPOSE OF THIS STUDY WAS TO EVALUATE THE PROGRAM ANALYZER, KINESCOPE, AND AUDIOTAPE AS AIDS IN TRAINING TELEVISION TEACHERS. FOLLOWING 10-MINUTE PRESENTATIONS, EACH TEACHER'S PERFORMANCE WAS REVIEWED BY ONE OF FIVE METHODS--(1) SOUND ONLY, (2) SOUND AND PROGRAM ANALYZER, (3) KINESCOPE ONLY, (4) KINESCOPE AND PROGRAM ANALYZER, OR (5)…

The Ohio guide for career education in teacher education consists of four parts: (1) introduction, (2) framework for career education program development in Ohio, (3) career education K-12 and career education in teacher education, and (4) disseminating system for career education in teacher education. Part 1 provides definitional background and…

In fiscal 1973, Ohio elected to concentrate training for staff in adult basic education (ABE) in eight cities. A review of records indicated that 143 ABE teachers in 5 of those cities attended 1 to 4 workshops that year. This study sought to answer three questions about these teachers: their long-term (7 years or more) retention in adult…

A PROJECT WAS UNDERTAKEN TO DEVELOP A SERIES OF PACKAGED, INTEGRALLY RELATED, SELF-ADMINISTRABLE WORKSHOPS WHICH COULD BE USED BY TEACHERS FOR INSERVICE AUDIOVISUAL EDUCATION. EACH WORKSHOP PROGRAM WAS PRODUCED AROUND A PARTICULAR TOPIC, FOR EXAMPLE, OVERHEAD PROJECTION. THE PROGRAMS WERE LATER TESTED, REVISED, AND EVALUATED IN SAMPLE SCHOOLS.…

To identify professional education competency needs for vocational agriculture teachers in Ohio, 555 secondary vocational agriculture teachers teaching in the State during 1973-74 were surveyed. The target population was stratified into three groups: (1) four-year college agricultural education majors, (2) four-year college technical agriculture…

To examine vocational educator's perceptions on the importance of and need for training when working with vocational education students and mainstreamed special education students, a survey was mailed to a total of 1,100 vocational teachers, special needs coordinators, vocational evaluators, and state supervisory staff in Ohio. Responses to a…

Project RAISE (Rural America Institute for Special Educators) is a preservice teacher training program specifically designed for preparing special educators for the demands of rural settings. The project is being conducted by the Department of Special Education at Bowling Green State University and concentrates on training special educators in a…

This booklet introduces Project Prepare, a competency-based model for inservice or preservice personnel preparation in early childhood special education. Each of the nine Project Prepare modules focuses upon a cluster of competencies (knowledge, skills, and attitudes/values) needed by personnel working with young children who have disabilities.…

This description, based on experience with multiunit organization in Wisconsin and Ohio schools, constitutes a structural and procedural model for elementary school instruction and related environment. A background appraisal, provided as a context in which to view the new organization, takes the form of a paralleled itemization of the functions of…

The purpose of the project was to provide current and/or prospective impact home economics teachers with opportunities to develop the sensitivity and skills needed to work with disadvantaged populations in inner city and rural areas. Twenty-four participants completed a one-week orientation workshop and a six-week internship. The orientation…