Defines terminology relevant to microcomputers. (RAO)

Discusses the development of self-awareness in teacher training programs through exposure to specific terms and concepts which directly advance the teacher trainees' understanding of themselves as teachers and as performers of multiple teaching roles. An example from preservice English language teacher training in Qatar is presented. (RAO)

Outlines a decision matrix for use by students in selecting a project in graduate educational technology design and production courses. Decision variables relevant to the product, audience, and developer are discussed and the matrix used at San Diego State University is presented as an example. (RAO)

Presents a computer program developed at the University of Cincinnati to transpose and compute sets of raw data from the Flanders' Interaction Analysis, used in investigating classroom teaching behavior. The program is included and its use with student teachers is discussed. (RAO)

The design and development of a student produced, three credit/no credit televised course on human sexuality at Michigan State University is reviewed. The need for the course, its structure, and student reaction are presented. (RAO)

Explores two issues--deciding where a computer-assisted learning agency belongs in the vertical organizational structure of an educational institution, and defining the staffing needs of such an agency. Factors affecting both issues are discussed. (RAO)

Proposes the development of a system of "discourse punctuation" that would present printed information more efficiently by designing layout to show the reader the organization of ideas, using such devices as boxes, brackets, and marginal notes to highlight comparisons and contrasts, emphases, relationships, and the relative importance of ideas.…

A 19-step general evaluation model is described through its four stages: identifying problems, prescribing program solutions, evaluating the operation of the program, and evaluating the effectiveness of the model. The role of the evaluator in decision making is also explored. (RAO)

A taxonomy of educational reinforcers is presented in the following categories: recognition, tangible rewards, classroom learning activities, classroom and school responsibilities, status indicators, incentive feedback, personal activities, social activities, relief from aversive policies or procedures, and relief from aversive classroom…

Examines how instructional development processes can be successfully managed. Principles of management are offered for setting precise goals; acceptance of these goals; and maximizing self-concept through formal rewards that are goal oriented, through performance evaluation, and through change analysis. (RAO)

Describes the design of a management information system that has demonstrated efficacy in the operation of a research project in an educational environment. The four stages in the design of this system were information collection, information organization, information analysis, and information reporting. (RAO)

Examines the importance of attitudes and attitude measurement, describing how attitudes are measured through a description of the characteristics of measurement, categories of attitude measurement, and the process of measuring attitudes. Test validity, reliability, and revision are discussed, as are the analysis and display of data. (RAO)

Reports conditions necessary for the adequate use of videotape recordings in reporting teaching techniques, teacher behavior, student behavior, and student teacher interaction. Proper camera placement is illustrated, observation categories are listed, and a sample videotape release form is included. (RAO)

Presents the technical details of the hardware and software used with two kinds of computers, the Radio Shack TRS-80 and the Apple II, in developing personalized computer-assisted instruction with the addition of the instructor's voice interfaced with the computer. Programing controls for this interface are listed. (RAO)

Developing contact with faculty who have not been involved in instructional development, and the task of the developer in this process, are discussed. Five major outcomes that indicate successful instructional development are outlined: project completion, group dynamics, additional instructional development projects, formal evaluations of…