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This paper focuses on the problems of comparative educational research in developing societies and suggests theories for a new cross-cultural typology for schools related to four modes of instruction: memorizing; training; intellect developing; and problem solving. For ease of comparison, the descriptions of the types are classified under the same seven readings: 1) Sources of the best curriculum; 2) Character of the goals; 3) Curriculum content; 4) Learning activities; 5) Teaching methods; 6) Tests of success; and 7) Anticipated outcomes. The purpose of the theory construction presented in this paper, is to make the concept of formal education a more meaningful variable in studies of the political, economic, and social uses of schooling for national development. The purpose of projecting hypotheses is not only to demonstrate the fruitfulness of the theories presented but also to stimulate the composition of alternative hypotheses and systematic efforts to verify or falsify all such hypotheses. Social and cultural factors, rather than economic aspects are the underlying focus of concern in this study. (FDI)

The two papers in this booklet comprise part of the research in the Hungarian-English Contrastive Linguistics Project, which is concerned with investigating the differences and similarities between the two languages with implications for second language acquisition. The first paper compares the obstruent clusters in English and Hungarian, especially from a morphophonemic point of view; the second paper compares the glides or semivowels in English and Hungarian. (VM)

This volume of working papers includes eight papers dealing mainly with experimental topics in linguistics and in phonology and speech. The following articles are in the collection: "Units in Speech Perception,""The Temporal Realization of Morphological and Syntactic Boundaries,""Comparison of Controlled and Uncontrolled Normal Speech Rate,""Word Unit Temporal Compensation,""Relative Intelligibility of Five Dialects of English,""Intensity and Duration Analysis of Hungarian Secondary Stress,""Experiments with Synthetic Speech Concerning Quantity in Estonian,""Phonological Rules in Lithuanian and Latvian." Titles of working papers appearing in previous collections are provided. (VM)

This paper is a working model for a new one- or two-semester civics education program for high school students. The paper is divided into four major sections. Part I treats existing civics programs and explains how the Politics and Participation Program seeks to correct two general problems facing the schools and civic education - 1) it attempts to develop a civics course that enables a student to develop some explanatory generalizations about the operation, organization and interaction of a political system; and 2) it seeks to allow the student to participate in the school community for the clarification of abstract political concepts through concrete experience. Part 2 presents the analytical framework that guides the course content and explains how the major political concepts of the framework may be used to answer relevant questions; Part 3 focuses on the basic learning activities of the program; and Part 4 sets forth a general outline of the course. The purpose of this new course is: to offer students a systematic framework for studying various political questions; to teach them the skills necessary to use the analytical framework; to use the school as a laboratory for practical experience; and to give them opportunities to participate responsibly in the life of the school. (FDI)

This volume of papers in linguistics is the first in a series of proposed semiannual publications sponsored by the Linguistic Circle of Madison, Wisconsin. The first of the four papers concerns recursive rules, their use, and possible necessity. It is the author's intention to examine some of the properties of rules which he believes to hold for any grammar which describes constituent structure. The author examines certain properties of recursive systems of rules. The second paper provides a detailed discussion of the Bloomfieldian model. The third paper presents some thoughts concerning the hypothesis that Semitic possessed a morpheme of length. Hebrew and Arabic examples are given. The final article makes a study of particular features in Pashto; the findings indicate that Pashto may be an Iranian rather than an Indic language. (VM)

The first paper, "The Language of Term Relation Designations in Subject Access Vocabularies," contains a set of tables comparing certain features of ten thesauri and subject authority lists. The purpose of this essay is to present a kind of analysis that may have value in clarifying the language and structure of subject access vocabularies with a view to achieving maximum compatibility among them. The second paper, "The Specific-to-General See Reference in Thesaurus Construction" advances the proposition that the employment of the specific-to-general see reference is a faulty element in the structure of subject access vocabularies. The reference aknowledges the existence of a specific subject but denies the searcher direct access to material on that subject through a specific subject heading or index term. As a consequence, review of an undeterminable amount of non-relevant material is required in the retrieval process. The specific-to-general see reference should be vocabularies. See references should be limited to synonyms, antonyms, and alternative forms. (MF)

This paper provides summary information on each district policy and an objective comparative analysis between districts regarding transfers requested and transfers granted in relation to school size. Findings indicate that the smallest districts have no written transfer policies, the next largest have rigidly defined policies, and the largest have policies allowing considerable administrative latitude. Some factors influencing the frequency of transfer requests are the degree of clarity of district attendance boundary lines, the placement of attendance boundary lines, the degree of differentiation between schools in specific school districts, the degree of differentiation within schools in specific school districts, the amount of information available about individual schools, and the composition of each district's population. (DN)

A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this model specifically to the countries of China and Japan. Black examines a society's entrance into a modern era by using categories of intellectual, political, economics, social, and psychological revolutions. Students can not only adapt this system of comparison, but can go further and investigate the leadership of a modernizing society, analyzing the thrust of such impact through examination of four steps: the challenge of modernity, the consolidation of modernizing leadership, economic and social transformation, and the integration of society. A brief description of Black's seven patterns of modernization conclude the paper. (SJM)

The papers presented at a one day workshop on the aspects of comparative librarianship are presented in this volume. The topics discussed are: (1) Methods and Evidence in Comparative Studies; (2) Social Change and Library Development; (3) Library Development in Latin America, a Scalogram; (4) Cross-Cultural Aspects of Assistance to Developing Countries; (5) Patterns of Librarianship in West Africa, and (6) Librarianship in France and the United States: A Comparative Study with Some Implications for Emerging Nations. A list of the participants is included, as are the introductory remarks by William L. Williamson. (SJ)

In line with the symposium's address to means of describing and analyzing individual and group differences in values, analysis of assumptions of two research strategies, the cognitive-developmental and the attitude-strength, is given. A report on sample results on the same material handled by the two different strategies is presented. Analyses of variance indicate clear differences in social group in type of moral reasoning where differences were expected for theoretical reasons, and not where they were not, as for religious differences. (NF)

These papers, produced for a graduate seminar at the University of Wisconsin, Madison, represent an attempt to devise a methodology for the comparative study of adult education. "Introduction," by G.S. Bains, provides a justification for the study of comparative adult education. "Comparative Philosophies of Adult Education," by Donald Verwayen, and "An Exploration of the 'Developmental/Rationalistic' Dichotomy for Comparative Adult Education Studies," by Michael J. Heus, examine basic philosophies. "The National Establishment of Adult Education," by Barbara D'Onofrio, concerns the status of adult education. "The Organization of Adult Education," by A. Brian Calhoun, "A Comparative Adult Education Inventory," by Marianne Maynard, and "The Arrangement of Study Activities," by Thomas C. Smrcka, present different forms of arrangement. "Cultural Differences and Evaluation," by D. Merrill Ewert, explores cultural influences creating differences between countries. (KM)

This paper examines (1) attempts at educational reform in Venezuela and Colombia by means of decentralization, and (2) the impact of decentralization on two contrasting educational systems. In Venezuela, the national school system was highly centralized with even routine decisions being made in Caracas, which resulted in a rigid, unresponsive relationship between local men and government officials. In Colombia, State and local units were relatively autonomous, and government funds were divided among these units so that control over allocations of educational money and enforcement of standard teacher qualification requirements were in the hands of the local units. In both countries, decentralization programs were designed that set up a series of regional offices to strike a better balance between local and national authorities. (RA)

Laboratory training and the Tavistock Conference, two types of experiential learning, contrast in important ways. They are designed to respond to different societal issues and make different types of responses to these issues. Tavistock conferences focus consciously and exclusively on group operation, role, role relationships, intergroup relationships, and total organization. Human relations laboratories (laboratory training) focus at the levels of self, other, relationships in small groups, and group operation. At the same time, both laboratory training and the conference have in common the attempt to provide the learner with direct opportunities for learning from his experience. Both utilize trainers to guide the learning process. Nonetheless, the techniques also differ in that they have different orientations to training clients for conflict. The conference attempts to provide situations that provoke anxiety about behavior and decisionmaking and that allow the members to learn at the rate they want to learn. It relies on organizational structure that is established by the staff on the basis of their authority. The primary emphasis is to study and cope (within the given structure) with conflict that arises out of a simulation of a classically defined bureaucratic authority structure. The concern of the conference is, therefore, for the effectiveness of individuals in given institutional and organizational roles. (Author/WM)

Few comparative studies of American Indian education have been completed. Despite the frequent tendency of researchers to generalize about the education of American Indians, little knowledge exists beyond local and occasional regional studies. Understanding the educational diversity of contemporary American Indians requires widescale controlled comparisons of many groups. Comparative research on Indian educational achievement has been limited by (1) inadequate statistical data, (2) the failure to develop a holistic model of factors influencing Indian educational success, (3) the lack of understanding of the structural links between Indian and non-Indian communities and their school systems, and (4) the lack of ethnohistorical research on Indian education. Methods required to complete the needed research are suggested. (JH)

Instructional cross-media experiments are difficult to design because they involve complex instructional systems which include variables that are hard to control. Strict controls can be approached in the laboratory setting, but as the experimenter moves from the laboratory to the field study, especially in developing countries, concessions to realism must be made. In these situations, the experimenter finds his control over conditions eroded by geographic isolation and the lack of financing and facilities, by the degree of commitment and interference of administrators, and by the moral imperative for total reform which denies the opportunity to exclude control groups from innovation. Nevertheless, cross-media field studies can be useful in evaluating the success of new systems, for conducting pilot studies, and for planning purposes, for what they lose in controls they gain in realism. Such studies are particularly effective when the researcher is aware of necessary trade-offs, provides the client group with descriptive and cost data on a full range of dependent variables, develops local tests, and helps to designate the maximally effective instructional system under a given set of environmental conditions. (PB)

Adjustments made between 1950 and 1960 in the census data classification systems are described in detail. Tables present (1) detailed occupations for 1960 and their 1950 counterparts, showing the 1950 data for both classification systems, and 1960 data for the 1960 classification system, (2) detailed industries for 1960 and their 1950 counterparts, showing 1950 data for both classification systems, and the 1960 data for the 1960 classification system, (3) industry categories for 1950 in the operative and nonfarm laborer major groups not previously shown separately, according to the 1960 occupational classification, by sex, for employed persons, and (4) persons employed in 1950 shown by the 1960 Detailed Industry Classification System. Comprehensive technical explanations are provided in Tables 1 and 2. (Not available in hard copy due to marginal legibility of original document). (CH)

The effects of instructional treatments are most often evaluated on the basis of an analysis of posttests given immediately following the completion of the instruction. In order to compare the relative effectiveness of different methods of instruction, it is also useful to know something about the retention effects of various instructional treatments. Interpretation of the effect different teaching methods have on retention must be based, not merely on performance on the delayed posttest, but on the relationship of the performances on the immediate and the delayed posttests. An example of research involving four instructional treatments and two repeated measures (posttests) with no pretests is discussed as an application of repeated measures analysis to the study of retention. The equations necessary for determining certain critical factors in the analysis are demonstrated. The location of significant differences, calculatio n of the slopes of retention curves, and tests for assumptions of homogeneity of variance are also illustrated. A reference list is appended. (JY)

In a study of school readiness, 90 American born, middle class Jewish children were tested before entering the first grade and divided into two groups. The groups were well-matched with one difference: children were either Ashkenazic (of European descent) or Sephardic (of Syrian descent). Families of both of these groups, however, had been in the United States for at least 25 years. Cognitive measures such as the Stanford-Binet, Columbia Mental Maturity Scale, Peabody Picture Vocabulary Test, and the Bender Visual Motor Gestalt Test were given to the children; parent attitude scales were given to the mothers. Additional data were collected on the educational and financial aspirations of the mothers for their children. Analysis of the data showed significant school readiness differences. The Ashkenazic children, whose cultural background possibly supported academic achievement, were more prepared than the Sephardic children, whose training seemed to stress financial success. Study findings suggest that implicit cultural factors, aspirations, and mores affect children's school readiness, even when poverty and other disadvantages are absent. (MS)

The results of an effort to develop a body of internally consistent economic data which facilitate comparison of the population, housing, employment, and income characteristics of 56 Standard Metropolitan Statistical Areas with a population of over 500,000 are reported in this publication. Part of a continuing research program on local government finances, the report was designed to fill some important gaps and provide the basis for future research efforts in this area. Development of a consistent data system required selection of a manageable number of the most relevant areas from among the current total of 231 Standard Metropolitan Statistical Areas, and adaptation of an extensive system of basic data for each of these by means of classification and coverage which permit internal comparison and, at the same time, provide historic continuity. The data include information, sometimes as current as 1967, covering the general topics: (1) location and types of major metropolitan areas, (2) population, (3) land, (4) population densities and housing, (5) employment size, composition, and trends, and (6) income and wages. Detailed information by area is given in 13 statistical tables, permitting easy comparison on any factor between the various urbanized areas. (ET)

Educational, medical, and other services in rural areas have been undergoing a consolidation and centralization process to bring about more efficient operation. A research project sponsored by the United Methodist Church was designed to assess the position of the church as a decentralized unit in a small community relative to its leadership responsibility and its assumption of that responsibility within its community. This two-volume document contains 14 research studies designed to measure the economic and social structure of 3 small Indiana communities. Demographic data are presented and methods of inquiry and measurement are explained. Appendices provide census data and examples of the instruments used in the study. (DK)

The following position statements regarding school reorganization are discussed in chapter-by-chapter sequence within the paper: (1) It is the responsibility of all schools, regardless of size, to prepare students adequately to live full and productive lives in a rapidly changing world. (2) In New York State, school district reorganization, while encouraged by State Education Department policy, is still a matter of local option. (3) Small rural school districts, with their limited local tax base, depend on strong financial support from the State. In recent years, State support has been declining. (4) Reorganization means neither saving money nor increasing expenditures; however, reorganized districts receive important financial benefits from incentive and special building aid. (5) Schools must offer a broad range of courses to meet individual needs and offer students an opportunity to survey many areas of interest as well as concentrate in a few with special appeal. Reorganized school districts offer students a much wider variety of formal courses and cocurricular activities. (6) The well-trained teacher is the most important single element in any school district. Small schools have problems in getting, keeping, and using teachers. (AL)

An update and expansion of a 1964 analysis of the Negro in Syracuse, the study has described and analyzed the black community within Syracuse and related it to similar communities in New York State. By following the same general format of the earlier study, there is ease in analyzing changes in the condition of the black community in Syracuse over a period of time. Population and housing data of the 1960 and 1970 censuses, as well as data from other sources, have been used to bring data together in ways to add to the knowledge, understanding, and policymaking decisions of the communities being analyzed. The rate of growth of the black population in Syracuse ranked third in the nation; no other city with the same size black population had as large a proportion of its population migrating from the South. Five main topics explored are: An Overview of Syracuse, The Black Population in Syracuse, Occupation and Income, Housing, and Education. The central fact revealed is that substantial disparities remain between the black and white communities in Syracuse and that Syracuse's black community in many instances is not progressing as rapidly as black communities in other New York State cities. (EA)

Attainment tests in English and mathematics were administered to a total sample of 2,011/15-year old students. The English test consisted of a composition and a test battery of objective items. Marking of the composition was made by the test designer on a rapid first-impression reading. The objective test battery consisted of a comprehension test, an interlinear test, a test of critical judgment, a paragraph organization test, and a vocabulary test. The test in mathematics was in general mathematics, with the questions being restricted to traditional mathematics. A try-out of the test was administered to 300 students, and results were subjected to item analysis. The reliability of the test was 0.94. An exploratory comparison of standards grade by grade is presented in the following forms: (1) comparison of mean scores, standard deviations, and test/grade correlations; (2) comparison based on percentile levels of subject test scores grade by grade in both the GCE and CSE samples; and (3) comparison of grades in the form of "ladders" showing both the GCE/CSE overlap and the comparable performance in all the other grades. The essentially tentative results show that English and mathematics tests provide a sharper measure of ability within their respective subjects than do the general ability tests. An appendix provides the method of analysis. (DB)