OLDER ADULTS,COMPUTER TRAINING,AND THE SYSTEMS APPROACH: A FORMULA FOR SUCCESS

Adults over the age of 65 are the fastest growing segment of computer users. Due to this increased demand, effective training programs are essential. Although previous research findings illustrate the importance of older adults’ goals, abilities, and experience levels in learning to use computers, these factors are often neglected in the development of computer training courses. We apply a systems approach to help bridge this gap between research and practice to address the disparity between what older adults would like to learn and the content of computer training courses. We review the literature on training older adults to use computers and report data from a set of structured interviews to illustrate the criticality of each step in the systems approach. Lastly, we provide the means to evaluate existing computer training programs and suggest modifications for improvement. Our purpose is not to evaluate specific programs, but to educate developers about an approach that has proven successful. Specifically, we provide suggestions for effective computer training for older adults.     

培养培训相互衔接相互促进的英语教师教育探索

培养培训相分离的弊端阻碍了我国教师教育的发展。遵照国务院的要求，通过教育科研、教育实习等活动。建立起高师与中小学英语教学的紧密联系，使其相互促进。这既能充分发挥师范院校在教师教育中的主体作用。解决中小学英语教师的继续教育问题。又能促进高师院校英语教育专业自身的改革与发展，并在此基础上完善国务院提出的“培养培训相衔接的开放的教师教育体系”。     

BACKGROUND AND TRAINING OF TEACHERS IN JEWISH SCHOOLS: CURRENT STATUS AND LEVERS FOR CHANGE

Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.     

THE GROWTH AND RESOURCES OF TRAINING SCHOOLS

Teachers are thought to be the backbone of any high school. Data indicating how students perceive their teachers was gathered from a questionnaire completed by 355 recent Yeshiva high-school graduates. Results show that Yeshiva High School teachers are thought of as open minded and tolerant (51.9%), caring (73.2%), and interested in developing the teacher/student relationship (77.2%). The 66% of Yeshiva students who viewed teachers as positive role models stood in sharp contrast to the 2.4% of the general high-school population reported in the literature who viewed teachers as positive role models.     

A MODEL FOR RACIAL AWARENESS TRAINING OF TEACHERS IN INTEGRATED SCHOOLS

When they graduate I want them to feel, “I went through a real thing, not an approximation of college, but I went through college and that means something!” (Adjunct Instructor)

This article explores the complexity of providing an academically rigorous college education to adult students enrolled in a union-supported worker education program affiliated with a large urban public university. The author examines differences in student and faculty perspectives on academic rigor and considers how students' lack of academic preparation intersects with institutional constraints to impact academic standards. She examines the role of race, ethnicity, class, and gender in determining academic expectations and outcomes and explores the complex and, at times, conflicting relationship between care and academic rigor. She highlights the crucial role of institutional constraints in hindering the implementation of rigorous education for academically under-prepared students. The author argues that high academic standards are an issue of educational equity for working class students of color and are integral to the social justice mission of the worker education program.     

A CALL FOR POLICY DISCUSSION ON TEACHER TRAINING PROGRAMS

Beyond any doubt, Israel has become in recent years the world's leading center for all levels of Jewish Education in the Diaspora. These activities have indeed gained ever-growing popularity among Jewish educators and have succeeded in attracting communal support but, strangely enough, the educational orientation and rationale of many of them have rarely been addressed publicly.     

THE ROLE OF THE PRIMARY AND SECONDARY SCHOOL TEACHER

The teaching of reading is complicated by the fact that no one commercially produced set of ‘readers’ is adequate in all respects for the development of reading skills. The article which follows provides guidelines by which a complete reading scheme can be developed from a combination of reading schemes; including consideration of such fundamentals as compatibility of vocabulary, degree of repetition, phonic criteria and the selection of supplementary reading material.

This article has been prepared as a result of the author's conviction that no single available reading scheme alone provides sufficient material in the depth or variety necessary to effect the acquisition of reading skills by the normal child. The objective of the study described below was to establish a reading system which would, as nearly as possible, provide a continuous progression of reading material suitable for the wide range of ability of children passing through an infant school. For obvious reasons, the reading material needs to be selected from that which is commercially available and marketed as purportedly complete reading schemes.     

ASSESSING THE FINANCIAL AND INSTITUTIONAL CONCERNS OF ARKANSAS COMMUNITY AND TECHNICAL COLLEGES: A MODEL APPROACH

We surveyed Arkansas community and technical colleges to determine the extent to which these institutions had been affected, during the past 3 years, by tight budgets, volatile enrollments, unstable state support, and other unfavorable forces. In addition, we requested information concerning methods used by these institutions to address such problems. The survey instrument collected data pertaining to institutional demographics, budgetary trends, tuition trends, faculty issues, expenditure control methods used, institutional advancement activities, projections as to future financial directions, and staff development needs. The findings indicate that enrollments at most Arkansas community and technical colleges are increasing and budgets are growing, but often in amounts inadequate to compensate for rising costs. Arkansas 2‐year institutions are responding to this challenge by raising tuition, increasing the use of part‐time faculty, and seeking new sources of revenue. Staff development needs were identified for those functional areas in which additional training and development will enhance staff members’ ability to respond to changing economic conditions. This survey can be replicated in other community college systems, thus serving as a model for assessing the financial and institutional concerns of community and technical colleges nationwide.     

中小学计算机基础教育的研究

探讨中小学计算机教育的现状及发展规律,提出几种计算机教学模式,指出当前中小学计算机教学中存在的问题及其解决的办法．     

中小学计算机基础教育的研究

探讨中小学计算机教育的现状及发展规律,提出几种计算机教学模式,指出当前中小学计算机教学中存在的问题及其解决的办法。     

UNESCO SEMINAR ON THE USE OF RADIO AND TELEVISION IN TEACHER TRAINING

The UNESCO International Seminar on Experience Gained from the Polish NUHT System in the use of Radio and Television in Teacher Training was held in Warsaw from 24‐28 January 1977.

We give below information on the main elements of the Seminar's activities.