María Victoria Pérez Cereijo

Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas

This article presents examples of desktop videoconferencing used as a tool for supporting teacher training, particularly in rural settings. The accessibility of videoconferencing desktop systems makes it possible to directly observe and supervise students in actual teaching situations. Videoconferencing presents unique opportunities for working with students in rural settings, as well as other students with limited access to university programs. The benefits and challenges of using desktop videoconferencing are discussed. The discussion section addresses the need for additional research to determine the appropriate application of desktop videoconferencing systems as the technology becomes more available for school use.

Comparison of Discipline Referrals for Students With Emotional/Behavioral Disorders Under Differing Instructional Arrangements

Academic assessment for students with challenging behavior is often overlooked. Confronted with a curriculum that is above or below their instructional needs, students may engage in a range of inappropriate behaviors (e.g., acting-out, withdrawal, social avoidance). In that behavioral and learning problems are reciprocal, academically related problems such as lack of concentration, failing memory, bad study habits, family interference along with inappropriate classroom behavior are not examined from an instructional perspective but immediately explained as the symptoms of a possibly more serious condition (Tucker, 1985). In this study, we attempt to show how the use of curriculum-based assessment (CBA) can have a positive effect by lowering the number of inappropriate behavior occurrences within the classroom.

Aligning Assessments With State Curriculum Standards and Teaching Strategies

This article describes the steps of moving from state curriculum standards for writing to selecting and teaching a writing strategy to designing curriculum-based assessments in writing. The relationship between assessment and instruction is strengthened as educators monitor student progress in the state curriculum standards, make sound instructional decisions, and prepare students for annual assessments required by state education agencies.

Technology Skills among Gifted Students: Is There a Digital Divide?

Abstract As we venture into the 21st century, adequate technology skills are a requirement. Technology affects not only the way we research information and communicate with others but also the way we do our jobs. Giving our gifted students every opportunity to be technology literate and to acquire technology skills is a must. The legislators and state education heads of both Virginia and West Virginia asked the Milken Exchange (Education Week, 1998) to perform a complete review of computer use in their schools. Although the reports were generally positive, they indicated that “disparities in student access to technology” were evident. The studies validated the continuing need to update technology and provide technology-based instruction as well as the need to provide equal access to inner-city and rural schools. The current study sought to determine if technology is equally accessible to gifted high school students in the various geographic settings: rural, inner-city, and suburban. Overall, results indicated that rural gifted students were at a disadvantage when compared to their inner-city and suburban counterparts. Economic factors are proposed as a primary reason for different technology opportunities. In resolving the differences, more teacher awareness and preparation is needed, as are educational partnerships between industries and schools.