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This paper describes a new instructional development model, the INTERACT model, for use in instructional design of interactive instruction, especially interactive computer-delivered instruction such as intelligent tutors and videodisc-based computer-based instruction (CBI). The model is derived largely from current practice in instructional development and from work in intelligent tutors, and was motivated by the current need for intelligent CBI authoring systems. The model involves a few novel assumptions, including: (1) in practice, projects do not usually begin with a task or needs analysis, but with goals usually derived from corporate assumptions about the existing problems and solutions; and (2) media selection should not be driven solely by the behavioral objectives, but by the nature of the learning experience. Six figures illustrate the INTERACT model and various concepts presented in the paper. (Contains 5 references.) (Author/ALF)

Despite the setbacks of many virtual education programs at the collegiate level, the public's widespread, growing acceptance of electronic learning (e-learning) argues for continued expansion of virtual education. When designing virtual programs, colleges and universities typically follow an administrative model that is hierarchical, bureaucratic, labor intensive, and thus ill-suited to the fast-paced, ever-changing world of virtual education. Most successful players in the world of e-learning have displayed the following features of entrepreneurial organizations: real-time opportunistic responses; reliance on self-generated revenue; localized decision making, the relative absence of hierarchy, small size, and a strong and a culture supportive of risk-taking behavior. Higher educational institutions wanting to be successful in the world of virtual education must adopt the following strategies: (1) apply previously developed expertise in addressing the needs of part-time students; (2) begin with small experiments and rigorously examine the outcomes; (3) study the larger environment of success and failure; (4) follow the ball and try to anticipate where it will bounce; (5) encourage the best people to become involved in developing e-learning programs; (6) promote a supportive environment for experimentation, including following up with additional resources for further growth; and (7) accept that successful strategies must continue to evolve to ensure generating "value" for the organization and the consumer. (MN)

A framework for developing a new kind of educational leadership is described in this paper, which is based on three propositions. The first proposition states that the policy framework of U.S. public education is undergoing fundamental changes: a goal shift from tolerating mediocrity to expecting educational success for all, and a process shift from bureaucratic organization to a partnership model. The second proposition argues that these changes call not only for improved leadership, but for a different kind of leadership based on commitment to new goals and process, the ability to motivate commitment in others, and the ability to function during the transition. Finally, these leadership needs have significant implications for the selection and preparation of educational leaders. To meet these special leadership needs, changes are recommended with regard to recruitment; selection; preservice and inservice training; paradigm competence; passion, persistence, and political savvy; history, philosophy, and political theory; race, class, and cultural bias; and celebration of the drama and importance of the change. (Contains 14 references.) (LMI)

The International Seminar on Functional Illiteracy and Professional Incompetence as Risk Factors of Modern Civilization and the Role of Adult Continuing Education in Overcoming Them examined the modern problem and definition of illiteracy, the causes of professional illiteracy, measures to eliminate the causes, and recommendations for further research. The first two papers in the seminar, given by an agricultural economist and a sociologist, challenged the participants to move beyond the traditional boundaries of thinking about literacy and adult education in their deliberations. They noted that illiteracy results not so much from the fact that people do not learn, but that the world changes around them and new knowledge must be mastered and new ideas accepted. Subsequent papers touched on these major themes: (1) goals for literacy need to broadened; (2) education should move from a monofunctional to a polyfunctional model; (3) people function in various spheres and can be literate in some but not others; and (4) illiteracy occurs at higher levels of cognitive achievement than have been traditionally considered--thus the term "professional incompetence." The ideas discussed at the seminar could be combined into a model for further research in literacy and professional competence. The model would appear as a continuum ranging from functional literacy to professional competence, with people moving up or down on the continuum depending on the changes in society or their professions and their access to continuing education. An agenda for research can be based on the model. (KC)

Although the conditions under which adjunct faculty work do not encourage them to form deep connections to their institutions, the quality of their instructional and counseling services depends upon their level of integration into departments. However, models for integrating adjuncts are often based on a novice-professional paradigm, a top-down approach which primarily addresses administrative concerns and ignores the fact that adjuncts are often highly experienced. To truly help adjuncts become valued members of the department, their training should follow the principle of andragogy, or the assumption that learners are self-directed and should be given problem-centered activities with immediate applications. One model that has been developed offers a series of professional development activities in 3 semesters that add to an adjunct faculty member's knowledge of basic teaching practices while building new links to the department and other counseling faculty members. The first phase of the program is a course in specific, fundamental instructional skills, while the second semester provides exposure to more advanced teaching topics. In the third phase, participants design and perform an analysis of the effectiveness of their own teaching skills. Finally, if adjuncts are to feel in control of their own destinies, they must have a voice in the governance of the student development department. Contains 18 references. (TGI)

A model of program development and evaluation was developed at Genesee Community College, utilizing a system theory/process of deductive and inductive reasoning to ensure coherence and continuity within the program. The model links activities to specific measurable outcomes. Evaluation checks and feedback are built in at various levels so that program changes can be made without redesigning the whole program. The model consists of the following six steps: (1) define the purpose of the course or program; (2) identify three to six general activities which will achieve the defined purpose; (3) break down each activity to three to six more specific activities, making sure that the outcomes remain consistent; (4) continue to breakdown the activities to new levels of specificity until all activities are clearly defined and understood; (5) identify all input and output at each level of activity; (6) determine relationships among the activities; and (7) identify constraints, such as attitudes, policies, and funding, which influence outcomes. The completed model should be checked to ensure that activities and outcomes are properly matched at each level and that all outcomes are clearly defined in measurable, behavioral terms. Graphic depictions of these steps are appended. (WJT)

The profound use of the computer in discourse analysis must employ a theory of discourse comprehension and production with which to conduct the analysis. Models currently employed in computational linguistics have a semantic basis and are goal-directed. The basic model is an associative cognitive network. The basic inventory of concepts of the system is given in the systemic network, which is organized into paradigmatic, syntagmatic, and componential structures. Since events happen in particular places at particular times, there is also an episodic structure. The gnomonic system defines abstract concepts over episodes. According to Phillips (1975), discourse coherence must be considered on two levels, the episodic and the gnomic. A discourse which engenders episodic and/or gnomonic expectations which are not then fulfilled is incoherent. A lower limit on coherence may be defined as a discourse so ill-formed that it makes no sense even to its creator. The upper limit on coherence is set by the most powerful creative minds. Between the two limits, discourse analysis, from the point of view of the computational linguist, probably requires nothing less than a full-blown computational theory of the human mind. (JB)

A developmental model for an empathy-based prosocial motive is presented. The framework of the model is presented in terms of three components of empathy. The first component, empathic affective arousal, is discussed and six involuntary psychological mechanisms which underlie it are described briefly. These mechanisms, in the order in which they appear developmentally, include: reactive newborn cry, conditioning, association, mimicry, symbolic association, and role-taking. The cognitive-transformational component of empathy is discussed next and four levels of empathic response are described that result from the coalescence of empathic affect and the cognitive sense of the other. These levels are: (1) global empathic distress, (2) empathic distress which is experienced with the awareness that another person and not the self is the victim, (3) empathic distress which is experienced with the awareness that other people's feelings are based on their own reaction to events and are independent of self feelings, and (4) empathically aroused affect which can be aroused by the plight of an entire group or class of people. The third component of empathy discussed is the motivational component. Altruistic or prosocial motivation refers to the behavioral disposition of a person experiencing empathic distress to do something to relieve the victim's distress. Socialization experiences which will increase a child's empathic abilities are discussed and relevant research is summarized. The question of whether a motive to help others is a part of human nature is discussed. (JMB)

The impact of telecommunications on the development of interpersonal relationships has caused the traditional, centralized industrial management model--a highly rigid, top down, hierarchical communication system--to be replaced by a new decentralized communication model--a highly flexible, interdisciplinary network where people serve one another and share information in more equal and informal management styles. Similarly, as part of the student learning network, the role of teacher is less formal and authoritative and more facilitative in helping students learn for themselves how to cope with rapid change, how to think, make decisions, solve problems, and how to gain insight and be creative. (DF)

The facts and ideas of subject matter are of little or no value unless such facts and ideas are used to promote thoughtful discourse. Those who teach with this idea in mind can be said to be thinking-skills centered or procognitive; those who teach without this idea in mind can be termed content-centered or procontent. The procognitive viewpoint is based on seven assumptions: (1) all subject matter can be taught procognitively; (2) subject matter and critical thinking skills can be taught at the same time; (3) all subject matter serves some purpose; (4) it is a teacher's responsibility to encourage discourse (thinking) by providing examples that arrange subject matter to show its purpose by revealing the relationships and interconnections which exist in all subject matter; (5) it is the learner's responsibility to understand and apply such example arrangements to new subject matter; (6) students must be actively encouraged to present subject matter in a procognitive manner; and (7) all modes of educational technology can be delivered procognitively. These assumptions derive from an integrated view of subject matter, critical thinking, teaching, educational technology, and learning. In turn, these five major procognitive concerns form a three-part model which consists of the resource, the process, and the result. The application of procognitive methodology is illustrated using this three-part model to plan a discussion of the topic, how to do well in college. A list of nine references is provided. (JB)

A model on learning that occurs in the workplace is discussed. Two theoretical frameworks are explored: multiple learning domains and action science. Four examples that reflect some of the characteristics of the new paradigm for learning in the workplace are included. The examples concern management development in a large business, a staff orientation workshop in an international organization, role behaviors in bureaucratic versus clarifying learning environments, and incidental learning based on action science. Several applications drawn from theory and practice are covered. First, self-directed learning plans can be developed by individuals with the help of self-selected facilitators (e.g., supervisors, mentors). A second application is the need to address reflection in work-related learning. This could be done by forming a voluntary peer group that provides a forum to identify and examine undiscussables in organizational life. A third applicaiton is the need to address feelings as well as reason. A final application that draws on action science principles and emphasizes the group context is action learning (e.g., multi-level task teams can be formed to monitor trends and issues that arise in the workplace). (SW)

Noting the limitations of recent word recognition research, this paper suggests ways that these limitations might be overcome and then extends these suggestions into a framework for distinguishing between good and poor readers' ability to comprehend words. The paper begins by reviewing the major models of word recognition and discussing their limitations. It then proposes a new model that considers the social context of the reading act, its motivational context, the schema brought to the task by the reader, and the reader's range of strategies for operating within the framework of the linguistic context of a word, phrase, sentence, paragraph, or story. It concludes be defining good and poor readers in light of the new model. (FL)

The operative principle behind the use of essays as models for composition is that if students study and imitate the wide variety of rhetorical forms in an essay collection they will write well-organized and fluent papers. Unfortunately, when students are asked to copy forms the result is a clearly organized paper that says very little and has taught them less. Learning to write a paper is not a matter of learning mechanical rules, but of learning to think analytically. The student who can write an evocative description of a personal experience will go on to write a poorly organized academic paper, but personal experience writing can teach analytical thinking and the relationship between analyzing specific data and writing an organized paper. As students discover this process, they will soon recognize that notes, drafts, and revisions are a necessary part of the writing process and understand that thesis, topic sentence, and supportive evidence are not a prescriptive imposition, but the logical result of careful analytical thinking. At this point, students are ready to read the model essays, not as examples of how to write, but of how to read before they write in other courses, to progress from analysis of personal experience to analysis of readings. College composition should be a course in critical reading and writing, skills essential to every other academic discipline. (HTH)

Noting the lack of a widely accepted definition of public relations, this paper discusses several definitions that have been formulated and dismisses them as inadequate and fraught with understatement. It then suggests that a more appropriate and satisfactory approach to the problem might be to think of public relations as an immature and ineffective science along the lines of Jerome Ravetz's model presented in "Scientific Knowledge and Its Social Problems." The paper concludes that the model fits and that it need not be a source of embarrassment to those in public relations since an immature and ineffective science can function effectively and can engage in work that will open paths to its maturity. (Author/FL)

This paper compares and contrasts two types of social research--policy-oriented research (practical and/or applied social discipline research) and academic social science research (theory-oriented experimental research). Data are based on 120 projects of social policy research conducted in The Netherlands in the areas of industrial and labor relations, regional and urban planning, and social welfare and public health. Some of the reports were conducted by social science researchers, some by social policy researchers. To analyze each of the 120 research projects, an evaluation instrument was devised which combined a theoretical-methodological analysis of the research report, a semistructured interview with the social researcher, and a similar interview with the policymaker responsible for transforming the research results into policy measures. Findings indicated that basic theoretical and methodological recommendations were more likely to be operationalized than higher level and more abstract concepts and that researchers from inside an organization were more successful in balancing theoretical and organizational aspects of their reports than were external researchers. The conclusion is that the basic difference between the scholarly paradigm of social science research and the professional paradigm of social policy research is that social scientists prefer explanatory power to policy impact and policy researchers favor utilization over explanation. (DB)

An interdisciplinary, team approach involving a variety of support services and a joint effort on the part of faculty, admissions personnel, peers, and tutors can be an effective tool for use in reducing the anxiety of adults who are returning to education. Whether they are organized to publicize departmental offerings or to explain the function of various tests, informal gatherings between faculty, admissions personnel, and adult students can help relieve adult students' anxiety resulting from feelings of competition and lack of immediate positive feedback. Other means of helping adult learners include making them active participants in the education process by utilizing a student-centered model of instruction, and offering such support services as coffee hours and peer tutoring programs. A particularly valuable tool for reducing adult student anxiety levels is the integrated course that, by virtue of its interdisciplinary approach, allows for the integration of skills from the following areas: reading development, writing development, effective reasoning, basic philosophy, mathematics, and speech. (The first two papers in this series are available separately--see note.) (MN)

This paper proposes a comprehensive approach to program evaluation and suggests employing a number of methods in evaluating a program. Exclusive allegiance to one school of thought and adoption of one particular technique leads to limited comprehension about programs, and hence their evaluations. If evaluation is viewed as a process by which knowledge is gained about the program rather than merely for gathering data or information, then the next conceptual step would be to recognize that there are various models of knowing. Program evaluation should not only be intensive, but also extensive in scope, and utilize a variety of techniques and models. A wide variety of sources of data have to be used. A comprehensive approach to evaluation requires an evaluator who has a comprehensive approach to understanding, broadness in mental grasp of events, and an open-mindedness about learning. (LMO)

This paper defines problems of school officials in dealing with the new information society, and suggests a planning framework applicable to the design of school and district microcomputer systems. Educators' problems in addressing the demands and opportunities of the emergent information society include inadequate comprehension of a major shift in societal values and a lack of skills in computer technologies, systems analysis, and planning. Accordingly, a systems-based planning framework is described that might focus school administrators' efforts to conceive and implement a comprehensive microcomputer system. This framework consists of administrative components (purposes, policies, organizational structure, procedures, and feedback control) and computer system components (people, applications, software and supplies, and hardware). This suggested planning framework is illustrated through concrete examples of the application of each of the model's administrative components to its computer components. Seven principal ideas for adapting schools to a computer driven society are summarized at the end. References are included. (TE)

This paper identifies three ways that computers are used in educational contexts. The first and most widespread use is as a tutor, i.e., as a delivery system for programmed instruction and drill-and-practice activities. The second use is as a programming environment to teach programming languages such as BASIC, LOGO, or PASCAL. The third use is as a flexible, reconfigurable tool, employing software that can turn the computer into a word processor, calculator, music system, data organizer, graphing system, note taker, or bulletin board. The first two models (computer as tutor and as programming environment) are discussed briefly, and the third mode (computer as tool) is discussed in more detail. Various types of software and applications in this mode are described. It is argued that, although this is the most neglected of the three approaches, it is the type of use which holds the most promise for computer use in the classroom. (MES)

This report discusses "multimedia" instruction as it applies to successful learning environments at Bank Street College of Education (New York), ranging from pre-electronic to electronic. In four of the interviews detailed, a Bank Street College professor, researcher, and two Bank Street School for Children teachers offer different perspectives for thinking about the character and quality of the learning situation, the nature of learning materials, the structure of the learning environment, the kinds of interactions that are built into those environments, and the theories of learning and child development implicit in their work. In the last three interviews, other Bank Street staff respond to the need for a variety of design models for electronic multimedia environments. Two models are discussed which exemplify the Bank Street tradition in multimedia design: "The Voyage of the Mimi," a television series, and the videodisk-based "Palenque." The role of formative evaluation in the development of these multimedia materials is also discussed in an interview with a formative researcher who worked on both projects, and the relationship between teacher and student in a multimedia classroom is considered. A list of 88 related articles is provided. (Author/DB)

Coordination of roles of academic departments, evaluation units, and institutional planning units is advocated as an effective approach to evaluating educational program and student performance outcomes. A model to effect this coordination is described in terms of purposes, characteristics, and structure. In the process model, four guideposts, each with categories of activities, are described to identify critical stages in the coordination: (1) listening/clarification; (2) consultation/planning, including pilot/review; (3) implementation; and (4) interpretation of findings, which leads back into listening/clarification. It is claimed that application of the model can foster development of continuous evaluation procedures and long-range evaluation planning as well as incorporation of evaluation results in academic administrative decision-making. In addition, effects of the application of the model are claimed to act as deterrents to or correctives of tendencies toward "status quo" bias. (SW)

Proponents of and adherents to the home economics ideology have had, and still have, a clear emancipatory aim in establishing and maintaining their field of study. Home economics, however, has not been fairly or impartially dealt with in the literature either of the male-defined liberal arts or the emerging fields collectively labeled "women's studies." The place of women in the curriculum has been emerging for the past 20 years, according to a five-stage model postulated by Schuster and Van Dyne. In that model, the place of women evolves from the first stage, characterized by an absence of women that is not even noted, to the fifth stage, in which women's experiences and Sex Role; an ideal sixth stage, women's and men's experiences are understood together and are characterized by a transformed, gender-balanced curriculum. Home economics has a unique relationship to each of these categories. Each of the stages lends itself to the unique perspective and explanatory model provided by home economics as a "women's discipline"--a discipline, however, that is as generalizable to males as male-defined disciplines are to women. Home economics is a part of the social reality of women's education, and cannot be ignored by women scholars without violating the premise that women's history must be fully rounded to have validity. The new scholarship on women enters the curriculum not only through women's studies courses but also through home economics courses and curricula. (KC)

Objectivity is frequently described as a model of "objectivism" or transparent observation of an unproblematically given external world conducted by a completely neutral observer. However desirable objectivism is in theory, the presuppositions it makes in favor of a disembodied and decontextualized cogito, and against the inclusion of the intersubjective life-world and the affect render it impossible in practice. To the extent objectivity relies on a model of objectivism, it is itself delegitimized. In contrast to objectivism, a more legitimate model may be that in which objectivity is understood as an act of passionate appropriation, in which a committed approach to a phenomenon clarifies that which is pre-reflectively anticipated; thus the cogito is re-embedded in that which supports it. Both the transparency of the phenomenon and the neutrality of the observer are intentionally relinquished in favor of their circumspectful reincorporation into empirical inquiry. This model seeks to re-integrate the life-world and the affect, without reintroducing the willful distortions of an unbridled subjectivity. Still, while in this model objectivity becomes impossible, it also becomes fallible. Fourteen references are listed. (AEM)

Rapidly changing social, economic, and political conditions, declining enrollments, fiscal restraints, and decline in teacher turnover are factors that affect curriculum development. Staff development may be considered the most important instrument available for providing educational personnel with the skills and knowledge necessary to adjust to the accelerating demands for change. A review of pertinent literature leads to the conclusion that inservice education might address itself to providing teachers and supervisors with skills for assessing and solving problems. This essay identifies the steps, strategies, and questions needed "to take the lead in the introduction of a new order of things." Practical suggestions on how to accomplish change include a discussion of curriculum change models, characteristics contributing to successful diffusion of innovations, the change agents, and the development of an overall plan for chanqe. Staff development strategies can be adapted from various models or programs. Each of these involve the interrelationship of school personnel, students, parents and other community members. Finally, questions on beliefs, attitudes, and values and a personal assessment inventory for teachers may facilitate change. (AMH)

This overview of the treatment of ethnic minorities in the curricula of library schools includes a brief review of research on sexism, racism, and library services for minority groups; a discussion of library school programs for minority students; and an examination of contemporary library school course content in which courses covering topics related to library services for ethnic groups are listed. Special contemporary problems related to training librarians for services to minority groups are considered, and a set of general guidelines for multiethnic education are discussed with regard to current library education practices. The question of whether library education for ethnic minorities should be integrated with the rest of the library science curriculum is addressed, as well as the issue of the place of ethnic concerns within the library education context. A detailed curricular model for library services to ethnic groups is then presented in which the nature of an integrated library curriculum is defined and 13 separate ethnic curriculum components are described, with objectives, techniques, and outcomes outlined for each. A 15-session model course of study is also given, and a bibliography is attached. (JL)