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Pub Date: |
1989-06-00 |
Pub Type(s): |
Reference Materials - Directories/Catalogs |
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Descriptors:
Clearinghouses; Databases; Education; Information Centers; Information Dissemination; Information Networks; Information Services; Surveys; Users (Information)
Abstract:
To better coordinate the work of the 16 ERIC Clearinghouses with that of other information service providers, the Office of Educational Research and Improvement (OERI) conducted a survey that defined and described the clients and services of 100 public and private education-related clearinghouses. For the purposes of this survey, a clearinghouse is defined as a place: (1) where organized databases are maintained and continuously updated; (2) which maintains an extensive set of resources in a specific education-relevant area; (3) where information from the databases is available to the general public; (4) where staff actively share information with their constituents (e.g., through newsletters); and (5) which describes itself as a clearinghouse, resource center, information center, or information service. This directory provides basic information about each of the clearinghouses surveyed. Each entry contains the following information: clearinghouse name; address; contact person; telephone number; federal funding information; legislative authority; involvement with larger projects; projects within the clearinghouse; government monitor name and telephone number; content focus; key users; types of information provided; coordination with other clearinghouses; database names; type of accessibility; number of items in database; responsive user services; total annual requests; dissemination activities; number on mailing list; technical assistance; and compatibility with ERIC (Educational Resources Information Center). Both an alphabetical list of clearinghouses (table of contents) and a subject index are provided. (SD)
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Pub Date: |
1989-03-29 |
Pub Type(s): |
Opinion Papers; Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Clearinghouses; Cooperative Programs; Cost Effectiveness; Financial Support; Government Role; Information Dissemination; Information Services; Public Agencies; Shared Resources and Services; Surveys; Users (Information)
Abstract:
This report presents the results of a survey of 100 education-related information clearinghouses that was conducted to determine their current budget and funding levels, describes key characteristics of both federally and nonfederally supported clearinghouses, and recommends ways for the federal government to improve coordination among groups of them. Increased coordination is proposed to help clearinghouse sponsors provide more cost-effective services to education information users. Focusing on the federal government's role in education-related clearinghouses, the first section profiles the proliferation of such clearinghouses, which reported in 1988 an estimated aggregate budget of $44,570,000, with 1,522,639 requests being directly responded to. Also discussed is the potential for clearinghouses to systematically organize and distribute government information as a sensible national responsibility. The next section describes the nature and methodology of the study, and provides definitions of national education-related databases and information centers. The third section presents the findings about clearinghouses, including their type and size; content focus; users; accessibility; database items; user services; dissemination; technical assistance; and compatibility with ERIC. The final section presents assumptions and detailed recommendations for Congress, federal agencies, other organizations, and clearinghouse users for supporting cost-effective services. A list of clearinghouses is appended. (6 references) (SD)
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Pub Date: |
1986-04-18 |
Pub Type(s): |
Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Computer Managed Instruction; Computer Uses in Education; Educational Planning; Educational Research; Elementary Secondary Education; Futures (of Society); Individualized Instruction; Information Systems; School Administration; School Districts; Technological Advancement
Abstract:
Although educators' use of computers to track student and school information with the attendant positive and negative outcomes is still in an early stage of development, accessible data from such systems could improve the objective rationality of educational and instructional decision-making as long as no one places unwarranted credibility in the information or misinterprets the data. There is some evidence that it is difficult to develop computer information systems to serve a large number of multiple and multi-level purposes because of costs, incompatible equipment, and technical problems, but a system could be used for such things as student diagnosis, program evaluations, and teacher diagnosis and assessment for use in research studies and trend analyses. A system could also change the nature of quantitative program evaluations to systems evaluations and, when combined with automated testing and instructional components, could facilitate the individualization of instruction. However, too much concentration on the quantitative, technical aspects could raise the fear of creating excessive data demands and unused information. As priorities, budgets, and technology change, it becomes difficult to plan and implement these systems, but schools can get from where they are today to where they want to be by building on the experiences of business and other service fields, and by giving attention to top-down and bottom-up considerations. (DJR)
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