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Introductory remarks concerning the current post high school academic/employment scene lead into a discussion of the pressures and influences involved in a student's choice of college. One such influence, which provided the impetus for the study, was the biases of professionals who help in the personal, educational and vocational development of high school students, specifically high school counselors. The major objective was to determine their attitudes toward junior colleges. An attempt was also made to determine if exposure to facts about junior colleges is related to differences in the attitudes of high school counselors. 300 counselors from Illinois public high schools were randomly selected to complete the Junior College Attitude Survey. Results showed that they had favorable attitudes toward junior colleges, some more than others, depending on variables related to their familiarity with them. Implications for high school counselors and junior college personnel are discussed. (TL)

TO DETERMINE WHETHER RETENTION IN PUBLIC ADULT NIGHT SCHOOL PROGRAMS IS RELATED TO SOCIO-ECONOMIC CHARACTERISTICS OF PARTICIPANTS OR TO THE LENGTH AND NATURE OF COURSES, THIS STUDY WAS MADE OF PATTERNS OF PARTICIPATION IN SUCH PROGRAMS IN WHITE ROCK, BRITISH COLUMBIA. DATA WERE DERIVED FROM 2075 REGISTRATION CARDS AND 98 COMPLETED ATTENDANCE REGISTERS. DISTRIBUTION OF NINE SOCIO-ECONOMIC CHARACTERISTICS, TESTED BY CHI SQUARE, SHOWED STATISTICALLY SIGNIFICENT DIFFERENCES IN AGE, SEX, MARITAL STATUS AND OCCUPATION BY COURSE TYPE. DIFFERENT CLIENTELE WERE ENROLLED FOR ACADEMIC, GENERAL, AND VOCATIONAL PROGRAMS. DISTRIBUTION OF PERSISTENT ATTENDERS AND DROPOUTS, TESTED BY CHI SQUARE, SHOWED DIFFERENCES IN AGE, MARITAL STATUS, AND OCCUPATION--BY COURSE TYPE, BUT NOT BY COURSE LENGTH. AN INCONSISTENT DOWNWARD TREND FROM 87 TO 38 PERCENT WAS NOTED IN AVERAGE DAILY ATTENDANCE FOR ALL COURSES. SHORT PROGRAMS IN THE GENERAL INTEREST CATEGORY TENDED TO MAINTAIN ATTENDANCE AT A HIGHER LEVEL THAN DID LONG COURSES IN ACADEMIC AND VOCATIONAL CATEGORIES. (CHARTS AND A BIBLIOGRAPHY ARE INCLUDED.) THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (RT)

The Junior College Attitude Survey, an instrument designed to measure the attitudes of public high school counselors in Illinois regarding junior colleges, was developed in this study. A Likert-type scale numerically ranked responses to a set of statements about junior colleges. The scale offered five degrees of intensity: "strongly agree,""agree,""undecided,""disagree," or "strongly disagree." The mean score of the total sample showed that counselors have a slightly favorable attitude toward junior colleges; those whose high schools had been visited by junior college representatives were significantly more favorable toward junior colleges than were other counselors. It was recommended that junior colleges make an effort to send representatives to high schools to inform the personnel and students about educational opportunities available at junior colleges. (MS)

An interactive model for the design of individualized instruction was developed and implemented, with activities explicitly prescribed for the instructor and the educational technologist. Using this model--PIERIM (Production, Implementation Evaluation and Revision of Instructional Modules)--a traditional elementary education course was converted into 25 instructional modules. The modules were used in a conventional classroom (N=19), revised on the basis of learner performance, and then used in a self-instruction environment (N=28). The pre- and posttest performances of the two groups were approximately equal. Evaluation of the modules was undertaken by faculty members who ranked the instructional modules on the basis of the relative importance of a teacher candidate being able to demonstrate the behavior described by the modules. Rank correlation between the two sets of rankings was .71 for the total set of modules. The major identified weakness of a set of instructional modules produced by the PIERIM model remains: the relevance of the set of instructional modules, when compared to a specific teacher competency, cannot exceed the relevance of the subject matter from which the modules were derived. (MF)