Search

This document contains two papers that deal with the shifts in learning and teaching at Charles Sturt University (CSU), Australia. The first paper, "Inaugural CELT Learning and Teaching Forum: Re-Examining Learning and Teaching at CSU, Outcomes and Further Actions," contains the outcomes and further actions arising from the inaugural CELT (Centre for Enhancement of Learning and Teaching) Learning and Teaching Forum held February 11-12, 1997. The paper examines the first-year experience; the relationship among teaching, assessment, and student learning; the use of technology to enhance student learning; and evaluation processes. It also includes a summary of Forum poster displays and demonstrations. The second paper, "Use of Electronic Mail Among Park Management Students at Charles Sturt University" (Dirk H. R. Spennemann), provides data and analysis of student e-mail usage patterns. With the transition to on-line systems, the use of e-mail and listservs will provide value-added dimension in terms of communication and interaction for off-campus students. Teaching staff are interested in exploring how they can use electronic communication to enhance learning, and the effect its use will have on the time required for teaching. The development of effective multimedia and computer-assisted learning is only possible if educators understand students' expectations, attitudes, and abilities in relation to computers and computer-based learning. (SWC)

This document is a collection of 32 1998 Education Law Association conference papers. The collection includes the following papers: "The More We Change: Meeting the Requirements of Unitary Status" (Angela M. Sewall and Ann E. Witcher); "Everything You Need To Know about Discipline of Students with Disabilities" (David T. Duff, Allan Osborne, Jr., and Perry A. Zirkel); "Law and Practice: The Testing and Assessment of Students with Disabilities" (Diana Pullin); "Mediation in Education: Annual Update" (Steven S. Goldberg and Ed Mills); "Trying To Read the Courts on Religion in the Schools: Mapping Our Way into the New Millennium" (Frances R. A. Paterson); "E-Mail and Open Meeting Laws" (Thomas Carroll and C. Robert Heath); "The Law Governing Sexual Harassment in Public Schools" (Nelda Cambron-McCabe, Martha McCarthy, Julie Underwoood, and L. Dean Webb); "Student Suicide: Legal Ramifications for Educators and Schools" (Steven D. Rittenmeyer and Don W. Schussler); "The Impact of the 1997 IDEA Amendments on the IEP Process" (Mary Jane K. Rapport and Wanda J. Routier); "Fourth Amendment Update: Search and Seizure Cases in Public Schools" (Jacqueline A. Stefkovich); "The Pendulum Swings to Accountability: A Review of the Role of Due Process and Performance Standards" (John A. Brown, W. Bradley Colwell, Richard Kent Murray, Paul W. Thurston, and Michael T. McCoy); "Preventive Law: An Essential Ingredient for Teacher Education Programs" (Donna Thomas, Lawrence T. Kajs, Chris Cox, Marianne Reese, and Carole Funk); "Sexual Harassment Revisited" (Alexa R. Ross, Nan Stein, and Ann Clarke Snell); "Discipline and Behavior under the IDEA Reauthorization" (Christine J. Villani, Cynthia Dieterich, and William Shula); "Labor Relations in Religiously-Affiliated Educational Institutions" (David L. Gregory, Ralph D. Mawdsley, and Charles J. Russo); "School Finance Mechanisms" (Frank Brown); "Violence and Threats of Violence in Public Schools: Reasonable Force, Restraint and Discipline Strategies" (Joseph Beckham, Patrick Gray, Wolfgang W. Halbig, and Charles Wolfgang); "Dress Codes: A Study of Perceptions, Policies, and Precepts" (Todd A. DeMitchell, Richard Fossey, and Jim Walsh); "Student-to-Student Sexual Harassment: A Taxonomy of Court Decisions--Which Tack Will the Supreme Court Take in a Sea of Analyses?" (Kathleen A. Sullivan); "Learning the Law: The Growing Field of In-House School Counsel" (Gregory M. Logan and Henry I. Willett, Jr.); "The Rights of Higher Education Students with Disabilities" (Stephen B. Thomas); "Student Discipline Post-IDEA Reauthorization: Will the Pendulum Swing Back toward Segregated Settings?" (Cheri C. Magill, Kathleen S. Mehfoud, John S. Oehler, and Richard S. Vacca); "Academic Freedom in Classroom Instruction: The Myths and the Realities" (John L. Strope, Jr., Donald F. Uerling, and Bernadette Marczely); "What Can (and Should) a School District Do To Create Safe Schools?" (Mary H. B. Gelfman); "Peer-to-Peer and Same Sex Sexual Harassment" (Margaret A. Chidester, Geraldine Jaffe, and Karen L. Michaelis); "Internet and E-Mail Policies in Schools" (Jon E. Anderson); "Legal Pitfalls of IEP Meetings" (Susan G. Clark and Julie C. Martin); "Navigating Education Law Dissertation Waters to Safe Harbor and Professional Involvement" (Amy M. Abernethy, Lois F. Berlin, Joan L. Curcio, and Louis M. Millhouse); "Who Owns Intellectual Property Used in the Electronic Classroom?" (Kenneth E. Lane, Michael D. Richardson, and Dennis W. Van Berkum); "Is Affirmative Action in University Admissions Unconstitutional? 'Bakke and Hopwood' Reconsidered" (Philip T. K. Daniel); "We Are What We Wear: Revisiting Student Dress Codes" (Christopher B. Gilbert); and "Equal Opportunity in Interscholastic Athletics: Identifying and Eliminating Gender Barriers" (Raymond L. Gregory, Robert R. Hunt, and John W. Murry, Jr.). (Each paper contains references.) (RT)

This book addresses many of the practical issues involved in developing the virtual library. Seven presentations from the Eighth Annual Computers in Libraries Conference are included in this book in augmented form. The papers are supplemented by "The Evolving Virtual Library: An Overview" (Laverna M. Saunders and Maurice Mitchell), a review of some of the landmark pilot projects which have developed during the first half of the decade. The use of the term virtual library is traced and various applications in academic libraries are outlined. Discussion also includes the impact of the Internet on the K-12 realm, how instruction at all levels is changing, and the future of the virtual library information system. The papers are as follows: "Linking K-12 Educators in Texas: Texas Education Network" (Connie Stout); "A Paradox for the Public Library" (Bernard A. Margolis); "Project Mercury: The Virtual Library Infrastructure at Carnegie Mellon University" (Barbara G. Richards); "The Internet at Arizona State University: A Case Study in Networking" (George S. Machovec); "BUBL, the Bulletin Board for Libraries" (Dennis Nicholson); "Developing Access to Electronic Texts in the Humanities" (Susan Hockey); and "Current and Future Trends in Network-Based Electronic Journals and Publishing" (Michael Strangelove). (AEF)

This document contains three papers from a symposium on research methods in human resource development (HRD) that was conducted as part of a conference on HRD. "Utilizing Electronic Mail To Survey Human Resource Development Practitioners: A Comparison between Electronic Mail and the U.S. Postal Service for the Purpose of Data Collection: Reducing the Costs of Bureaucracy" (Harold Shoemaker, James J. Kirk) reports on a study establishing that electronic mail elicited a significantly higher response rate than regular mail (41% versus 25%) but did not alter response patterns by gender or years in the HRD profession. "Trends in the Literature: A Comparative Analysis of 1998 HRD Research" (Loretta L. Donovan, Victoria J. Marsick) documents the following three trends in HRD research: (1) HRD has made strong inroads as an area of professional practice; (2) the field continues to use qualitative and quantitative tools relatively equally; and (3) the number of articles published in the field increased by 50% this past year. "Reflection-in-Action of a Research Partnership" (Wendy E. A. Ruona, Darren C. Short) outlines the learning points identified as key to successful research partnership projects by two researchers who spent more than 2 years in such a partnership. The papers contain reference sections. (MN)

The papers included in this yearbook of the Finnish Society of Applied Linguistics (AFinLA) were presented at the 1998 AFinLA conference "Linguistics and Finland: Crossing the Gulf." Papers are in Finnish, Estonian, or English, but all have accompanying English abstracts. The topics discussed in the papers include the following: speed and accuracy of grammatical judgments in the first and second language; native language, foreign language, and thinking; comparison of Finnish writing skills of students taught in a Swedish immersion program and students taught in the native language (Finnish); the International Baccalaureate and its emphasis on Finnish; Finnish language proficiency and minority language speakers in an immersion context; patterns of English-Finnish codeswitching; interlanguage conversation; test results of Estonians learning Finnish as a second language; language teachers reflections on their professional choices; relevance of linguistic and psycholinguistic studies to mother tongue instruction; verbs and noun phrases in philosophical essays; Latin in English medical texts and the possibilities for interdisciplinary integrated teaching; structural analysis of sentences with "It" as a formal object; language usage and electronic mail; native language influence on the teaching and learning of Finnish and Estonian; terminology associated with electric money in the Finnish media; oral proficiency of advanced language learners; classroom interaction; language testing; learning diaries; and language policy and planning in Estonia. (VWL)

The papers presented as part of this symposium explore several aspects of integrating technology in teacher education. The title paper, presented by Christy J. Falba, reports on a study to investigate the process and progress of integrating technology into university level teacher education courses from the perspective of the university instructor. The study examined reasons for including technology in courses and concerns about innovation, in the context of six individual case studies of university faculty. The five seminar presentations are: "Technology Integration, Research, and Teaching: Balancing Social Contexts" (Tom Bean); "Cybersurfing: A New Professor Catches the Waves" (Juli K. Dixon); "Just the Tip of the Iceberg" (Patricia A. Markos) describing a career counseling curriculum that uses the Internet; "Learning To Deal with Ambiguities of Electronic Portfolios: Reassessing Visions of Technology To Deal with Reality" (Marilyn McKinney); and "E-mail Dialogue: Supporting the Preservice Teacher s Personal-Professional Voice" (Stanley J. Zehm). Individual papers contain references. (ND)

This collection of papers is divided into three parts. After "Introduction," (Judith A. Muyskens), Part 1, "Issues in Teaching with Technology: Implications for the Future Training of Teaching Assistants," includes "Exploring the Link between Teaching and Technology: An Approach to TA Development" (Virginia M. Scott) and "A Revolution from Above: The Race for Technology in Foreign Languages" (Winnifred Adolph and Leona LeBlanc). Part 2, "Applications and Case Studies in Technology and Foreign Language Education," includes "Enhancing Foreign Culture Learning through Electronic Discussion" (Elizabeth Bernhardt and Michael Kamil); "Technology, Social Interaction, and FL Literacy" (Richard G. Kern); "Write to Speak: The Effects of Electronic Communication on the Oral Achievement of Fourth Semester French Students" (Margaret Healy Beauvois); and "Remote Access for Foreign or Second Language Acquisition: New Interpretations of Distance Learning" (Michael Graham Fast). Part 3, "Learning, Foreign Languages, and Technology," includes "Personality and Motivational Factors in Computer-Mediated Foreign Language Communication (CMFLC) (Lydie E. Meunier) and "Cognition, Context, and Computers: Factors in Effective Foreign Language Learning" (Judith G. Frommer). (Papers contain references.) (SM)

The purpose of this collection of readings was to stimulate debate on the role of educational telecomputing in school reform and restructuring, and how efforts from the public and private sector can coordinate to bring about these changes. The 14 papers are entitled: (1) "Linking for Learning: Computer-and-Communications Network Support for Nationwide Innovation in Education" (Beverly Hunter); (2) "Networking for K-12 Education: Bringing Everyone Together" (John Clement); (3) "A Developer's Perspective on Telecomputing" (Candace L. Julyan); (4) "A Publisher's Perspective on Telecomputing" (Monica Bradsher); (5) "The Network Science Experience: Learning from Three Major Projects" (Cecilia Lenk); (6) "Building Electronic Communities: Success and Failure in Computer Networking" (Margaret M. Riel and James A. Levin); (7) "Electronic Communities of Learners: Fact or Fiction" (Sylvia Weir); (8) "Alice: Telecommunications for Education" (Patricia Parker); (9) "Considerations Underlying the Architecture of a State Public School Telecomputing Network" (Glen L. Bull, Cameron M. Harris, and Harold Cothern); (10) "TENET: Texas Education Network" (Connie Stout); (11) "Networking the Future: We Need a National 'Superhighway' for Computer Information" (Al Gore); (12) "IGC (Institute for Global Communications) Networks and Education" (Bill Leland); (13) "International Telecomputing" (John Foster); (14) "Introducing Telecomputing to Soviet Schools" (Boris Berenfeld). (ALF)

This collection of papers is the first in a series that will highlight cutting-edge research in the area of second language learning and teaching. After an introduction, "The Second Language Educator's Challenge: Learning about Literacy" (JoAnn Hammadou Sullivan), 12 papers include the following: (1) "Theoretical Developments in Reading Chinese and Japanese as Foreign Languages" (Michael E. Everson); (2) "Technological Literacy and Foreign Language Literacy in a Technological Era: Considerations of Two Interacting Constructs for Foreign Language Education" (Michael Fast); (3) "What Should Teachers Know about Bilingual Learners and the Reading Process?" (Andrew D. Cohen and Rosalind Horowitz); (4) "Teaching Foreign (Second) Languages to At-Risk Learners: Research and Practice" (Richard L. Sparks, Elke Schneider, and Leonore Ganschow); (5) "Spanish Teachers' Beliefs and Practices about Reading in a Second Language" (Terri Ann Gebel and Leslie L. Schrier); (6) "The Form-Meaning Interface: A Study of Japanese as a Foreign-Language Writing" (Sufumi So); (7) "Electronic Message Boards in the Foreign Language Classroom: Linking Learners and Literacy" (Rebecca L. Chism); (8) "The Effects of Passage Content in Second Language Reading by Gender across Instructional Levels" (Cindy Brantmeier); (9) "Reading between the Lines: Detecting, Decoding, and Understanding Idioms in Second Languages" (John I. Liontas); (10) "Advanced Second Language Readers' Inferencing" (JoAnn Hammadou Sullivan); (11) "When Phonological Limitations Comprise Literacy: A Connecticut Approach to Enhancing the Phonological Competence of Heritage Language Speakers of Spanish" (Maria M. Carreira); and (12) "Literacy in Digital Environments: Connecting Communities of Language Learners" (Mary Ann Lyman-Hager, Ann Johns, Honorine Nocon, and James N. Davis). (Papers contain references.) (SM)

Direction and guidance are provided for establishing and maintaining bibliographic instruction (BI) programs. This document provides an overview of BI and BI programs and points readers to other sources of information. Five key topics were identified and the following papers are presented: (1) "An Introduction to Learning Theory" (Lori Arp); (2) "Instructional Design" (Mary Ellen Litzinger); (3) "Teaching Methods" (Randall Hensley); (4) "Evaluation" (Mignon S. Adams); and (5) "Setting Up and Managing a BI Program" (Esther Grassian). Four appendixes discuss further details of program implementation, a checklist for evaluating lecture presentations, a list of associations that promote bibliographic instruction, and information on electronic bulletin boards of interest to BI librarians. (Contains 133 references.) (SLD)

This report of a 3-year project discusses the results of the testing of computer conferencing and e-mail (electronic mail) at Montgomery College (Maryland) over a period of four semesters. The product was designed to answer the following questions: (1) Could computer conferencing or e-mail increase access? (2) Would the quality of the instruction via e-mail be lower than the quality of traditional instruction? (3) Do certain disciplines lend themselves more to e-mail instruction than others? (4) What should be the extent of the commitment of faculty and the administration? and (5) Is e-mail cost effective? To investigate these questions, e-mail was used to teach courses entirely via interactive computer and to supplement video courses for more than 100 distance learners. Outcomes were compared with identical traditional classes taught by the same instructors. Results included more interaction between student and faculty, improvement of quality of writing abilities, learning outcomes comparable to traditional classes, and easier access to learning opportunities. The project uncovered major problems in the areas of technical support, training, and marketing. Evaluations, promotional and publicity materials, external dissemination, and comments are appended. Also appended is a summary report from a 1988 conference on technology in higher education and a discussion paper and two case studies from the conference. (TMK)

PRAGMATICS & LANGUAGE LEARNING, a refereed series sponsored by the National Foreign Language Resource Center at the University of Hawai'i, publishes selected papers from the biannual International Pragmatics & Language Learning Conference under the editorship of the conference hosts and the series editor. Check the NFLRC website for upcoming PLL conferences and PLL volumes. This volume features cutting-edge research on L2 pragmatics from a wide range of theoretical and methodological approaches. It offers fresh perspectives on standard topics such as the use and learning of speech acts and the pragmatic meanings of linguistic resources, and the effect of planned intervention on pragmatic development in language instruction. The chapters also document researchers' increasing attention to different forms of computer-mediated communication as environments for using and developing L2 pragmatic competence, and of conversation analysis as an approach to different aspects of interaction in a variety of settings. Following a Series Editor's Foreword (Gabriele Kasper) and Preface (Kathleen Bardovi-Harlig, César Félix-Brasdefer, & Alwiya S. Omar) the following contents are included: (1) On the Role of Formulas in the Acquisition of L2 Pragmatics (Kathleen Bardovi-Harlig); (2) Delay as an Interactional Resource in Native Speaker-Nonnative Speaker Academic Interaction (Noël Houck & Seiko Fujii); (3) Interactional Competence and the Use of Modal Expressions in Decision-Making Activities: CA for Understanding Microgenesis of Pragmatic Competence (Midori Ishida); (4) Making Requests in E-mail: Do Cyber-Consultations Entail Directness? Toward Conventions in a New Medium (Sigrun Biesenbach-Lucas); (5) Teaching Pragmatics in Spanish L2 Courses: What Do Learners Think? (Lynn Pearson); (6) The Development of ESL Learners' Pragmatic Competence: A Longitudinal Investigation of Awareness and Production (Gila A. Schauer); (7) Teaching the Negotiation of Multi-Turn Speech Acts: Using Conversation-Analytic Tools to Teach Pragmatics in the FL Classroom (J. César Félix-Brasdefer); (8) The Effectiveness of Explicit and Implicit Treatments on EFL Learners' Confidence in Recognizing Appropriate Suggestions (Alicia Martínez-Flor); (9) Kiswahili Requests: Performance of Native Speakers and Learners (Alwiya S. Omar); (10) Interlanguage Pragmatics and the Effects of Setting (Edelmira L. Nickels); (11) Speech Acts in Interaction: Towards Discursive Pragmatics (Gabriele Kasper); (12) A Learner Corpus-Driven Intervention for the Development of L2 Pragmatic Competence (Nina Vyatkina & Julie A. Belz); and (13) Pragmatic Transfer and Iranian EFL Refusals: A Cross-Cultural Perspective of Persian and English (Mohammad Hossein Keshavarz, Zohreh R. Eslami, & Vahid Ghahraman). An About the Contributors section is included.

This book offers a review of Web sites useful to educational grant writers. Chapter 1, "The Internet Advantage," examines the benefits that the Internet offers grant writers. These benefits include greater accessibility and savings in cost and time. Chapter 2, "Learning To Look: The World of Search Engines," examines strategies for effective use of search engines. Chapter 3, "Finding the Big Bucks: U.S. Department of Education," presents the departmental grant-giving agencies, programs, guidelines, and procedures on the Internet. Chapter 4, "Other Federal Agencies, Programs, and Publications," offers information on educational grants available from a variety of federal agencies. Chapter 5, "All about Foundations," analyzes the Foundation Center's Web site. Chapter 6, "Numbers, Numbers Everywhere: Other Useful Sites," catalogs online governmental statistical resources for use in grant problem statements. Chapter 7, "Make the Most of What You've Got: Educational Organizations and Associations," surveys resources from nonprofit organizations. Chapter 8, "Read All about It! Online Book Sellers, Journals, and Publishing Companies," compiles online book sellers, journals, and publishers. Chapter 9, "On the Home Front: State Departments of Education," evaluates the online resources from all 50 states. Chapter 10, "Other Internet Applications: Mailing Lists, Discussion Groups, and E-Mail," reviews a full range of Internet services for grant writers. Chapter 11, "When the Pencil Meets the Paper: Online Grantwriting Tips," links grant writers to online advice and tools. (Contains a 10-page index.) (TEJ)

Describes two electronic conferences (e-conferences) available on the Internet: e-mail-based discussion groups and Usenet news groups. Presents tips to help users of e-conferences increase the benefits of knowledge-sharing via these conferences. Sidebars present the largest library-related e-conferences, e-conferences gatewayed to Usenet, and an e-conference glossary. (JMV)

Four commercial World Wide Web browsers are evaluated for features such as handling of WWW protocols and different URLs: FTP, Telnet, Gopher and WAIS, and e-mail and news; bookmark capabilities; navigation features; file management; and security support. (JKP)

This yearbook contains the following papers discussing the types and uses of technology in business education programs at all grade levels: "Technology's Impact on Computer and Business Curricula" (Jaderstrom); "Teaching Technology vs. Technology as a Teaching Tool" (Kizzier); "The Impact of Technology on Undergraduate Business Education Preparation Programs: A Model" (Rankin); "Technology and the Development of Critical Thinking Skills" (Schmidt, Kirby); "Technical Training Methods" (O'Connor); "Desktop Presentation Software--What Is It and How Can It Be Used?" (Graves); "Multimedia: An Educational Tool" (Perreault); "Electronic Mail, Bulletin Board Systems, Conferences: Connections for the Electronic Teaching/Learning Age" (Flatley, Hunter); "Interactive Television in the Classroom" (Savage); "Evaluating Instructional Technology for Classroom Application" (Gueldenzoph, Hyslop); "Redesigning the Classroom to Reflect Technology's Impact" (Bayless); "Computer Operating Systems and Graphical User Environments--The State of the Art" (Lundgren); "Computer Network Technology: A Survey of Basic Components, Configurations, and Benefits of Local Area Networks" (LaBonty); "Implementing and Troubleshooting a Classroom LAN [Local Area Network]" (James); "CD-ROM Devices in the Classroom" (Tully); and "Implications of Emerging Technologies on Business and Computer Instruction" (Garrett). Individual chapters contain references. (MN)

When DIALOG introduced DIALMAIL, its electronic mail service, online searchers were encouraged to use it as an alternative delivery method for offline prints. The new method of retrieval was considered to be fast and described in documentation and reviews as being much less expensive than online types. Performed in June 1987, this study compares the cost of retrieving online types in three DIALOG files to the cost of retrieving the same records offline using DIALMAIL. Using an IBM-PC with random access memory and an on-board Hayes Smartmodem 1200B, Smartcom II, and a Legend 1380 dot matrix printer, sample searches were conducted on ONTAP ERIC, ONTAP PsycINFO, and ONTAP MEDLINE, which are commonly searched online and which represent a range of price schedules. The PsycINFO retrieval via DIALMAIL indicated a 52% savings over DIALOG; however, retrieving ERIC and MEDLINE data via DIALMAIL costs slightly more than the online source. Overall, it is concluded that prints are not consistently less expensive than online types, and searchers are cautioned to do similar cost comparisons for the databases they use most often. (SD)