This study addressed the information technology related professional development needs of Louisiana agriscience teachers. The study found that Louisiana 's agriscience teachers value information technology, however, they have inadequate general and software specific knowledge and shill. This is especially true with the newer technologies such as Internet/World Wide Web, video conferencing, and compressed video. Teachers' perceived that information technology in program and instructional management was of moderate usefulness. The studyfound that, over the past three years, either agriscience teachers have placed less reliance on information technology training offered by universities than by other providers, and/or universities have not offered information technology training desired by teachers. There is a continuing trend toward teachers' dependence on self-directed learning as a primary source of information technology training. Most agriscience teachers have computers available in their office or classroom. However, most do not have the latest information technology resources such as multimedia capabilities, World Wide Web, andelectronic mail. There was a lowpositive relationship between teachers' perceivedvalue of information technology and the following variables: availability of computer technology, whether the teacher teaches at the middle/junior high school level, information technology knowledge and skills, software knowledge and skills, whether school is connected to the Internet, training received on information technology, and participation in the AVA convention. There is a low negative relationship between teachers' perceived value of information technology and four variables, namely, number of state vocational conferences attended age, years teaching experience, and whether the respondent taught at the high school level only.

The purpose of this study was to determine the deterrents to participation by adults in parenting education programs. The objectives were (a) to describe parents with children in selected day care facilities on selected sociodemographic characteristics, (b) to determine factors that deterred those parents from participating in parenting education, and (c) to determine if there was a relationship between selected sociodemographic characteristics and the parents' participation in parenting education programs. A simple random sample of parents was drawn from the accessible population. Factor analysis revealed five factors that deterred this population from participating in parenting education: Lack of Confidence, Lack of Course Relevance, Personal Problems, Situational Barriers, and Time. Correlation coefficients and mean differences revealed a significant relationship between factors and specific sociodemographic variables.

Journal of Vocational Education Research (JVER) is published four times a year and is an official publication of the American Vocational Education Research Association (AVERA). AVERA was organized in 1966 and strives to: (a) stimulate research and development activities related to vocational education, (b) stimulate the development of training programs designed to prepare persons for responsibilities in vocational education research, (c) foster a cooperative effort in research and development activities with the total program of vocational education, other areas of education and other disciplines, and (d) facilitate the dissemination of research findings and diffusion of knowledge.

Karyotype-phenotype correlations of common trisomy mosaicism prenatally diagnosed via amniocentesis was reviewed in 305 new cases from a collaboration of North American cytogenetic laboratories. Abnormal outcome was noted in 10/25 (40%) cases of 47,+13/46, 17/31 (54%) cases of 47,+18/46, 10/152 (6.5%) cases of 47,+20/46, and in 49/97 (50%) cases of 47,+21/46 mosaicism. Risk of abnormal outcome in pregnancies with less than 50% trisomic cells and greater than 50% trisomic cells were: 26% (4/15) versus 60% (6/10) for 47,+13/46, 52% (11/21) versus 75% (6/8) for 47,+18/46, 4.5% (6/132) versus 20% (4/20) 47,+20/46, and 45% (27/60) versus 59% (22/37) for 47,+21/46. Phenotypically normal liveborns were observed with mean trisomic cell lines of 9.3% for 47,+13/46, 8.6% for 47,+18/46, 27% for 47, +20/46, and 17% for 47,+21/46. Cytogenetic confirmation rates were 46% (6/13 cases) for 47,+13/46 mosaicism, 66% (8/12 cases) for 47, +18/46, 10% (10/97 cases) for 47,+20/46, and 44% (24/54 cases) for 47,+21/46. There were higher confirmation rates in pregnancies with abnormal versus normal outcome: 50% versus 44% for 47,+13/46 mosaicism, 100% versus 33% for 47,+18/46, 66% versus 7% for 47, +20/46, and 55% versus 40% for 47,+21/46. Repeat amniocentesis is not helpful in predicting clinical outcome. It may be considered when there is insufficient number of cells or cultures to establish a diagnosis. Fetal blood sampling may have a role in mosaic trisomy 13, 18, and 21 as the risk for abnormal outcome increases with positive confirmation: 1/5 (20%) normal cases versus 5/8 (62%) abnormal cases. High resolution ultrasound examination(s) is recommended for clinical correlation and to facilitate genetic counselling.

This description indicates five components to be considered in identifying master teachers: expert pedagogy, test demonstrated subject matter mastery, roles and duties, professional activities, demographic data, as well as students' achievement.