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2. Career Education: The USOE Perspective. Occasional Paper No. 4.
- Author
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Ohio State Univ., Columbus. Center for Vocational and Technical Education. and Bell, T. H.
- Abstract
The Center for Vocational and Technical Education initiated the Occasional Paper Series to provide educators and other interested individuals with information dealing with critical issues and problems surrounding the education of human beings. The interest of the center in the entire career education concept stimulated it to include in this series recent views on career education of Dr. T. H. Bell, U. S. Commissioner of Education, and the newly derived career education policy of the United States Office of Education as explained by Dr. Kenneth B. Hoyt, Associate Commissioner, Office of Career Education, Office of Education. Dr. Bell's paper cites examples of the unanticipated success of career education; expresses hopes that career education will be primarily a State and local matter; and points to the need for work to be done in the areas of improved quality, evaluation, and implementation, particularly at the high school level and among special groups. Dr. Hoyt's paper proposes career education as the response to criticisms of the present educational system, through the use of the concept of work. Basic concept assumptions are offered which will represent a philosophic base for career education, programmatic assumptions, suggestions for implementation, and specific learner outcomes which will involve basic educational policy changes. (Author/AJ)
- Published
- 1974
3. Anglo-American Seminar on the Teaching and Learning of English Agenda (Dartmouth College, Hanover, New Hampshire, Aug. 20-Sept. 16, 1966); and Miscellaneous Papers: Freshman English, English in English Departments of English Universities, Some Technical Terms; and The Breadth and Depth of English in the United States.
- Author
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National Association for the Teaching of English (England)., National Council of Teachers of English, Champaign, IL., and Modern Language Association of America, New York, NY.
- Abstract
The Anglo-American Conference held at Dartmouth College in the summer of 1966, was designed to improve the teaching of English and the cooperation between scholars and teachers in Great Britain, Canada, and the United States. Major issues in English education were identified in advance of the conference. Papers on these topics were discussed at an early plenary session and then referred for further consideration to a working party. This agenda contains: a daily calendar of seminar events; working party and study group assignments; names, addresses, and biographies of participants and staff; and a guide to the community of Hanover and points of interest in New England. Miscellaneous papers are included. "Freshman English" discusses and evaluates a tutorial method of teaching Freshman English at Berkeley. "English in English Departments of English Universities" discusses functions and goals of English departments. "Some Technical Terms" defines educational terminology used in the United States and England. "Breadth and Depth of English in the United States" discusses substratum sociolinguistic phenomena that may remain after as widespread and rapid Anglification as has taken place in the United States. (LL)
- Published
- 1966
4. Business Policy or Strategic Management: A Broader View for an Emerging Discipline. Paper No. 371.
- Author
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Purdue Univ., Lafayette, IN. Herman C. Krannert Graduate School of Industrial Administration., Schendel, Dan E., and Hatten, Kenneth J.
- Abstract
Generally, business policy is thought of as a course rather than as a field of study or as a broad discipline. This view has limited the development of substantive knowledge unique to the problems of total enterprise management. Evidence indicates that a broader view of these problems and new opportunities for further development are emerging. Strategic management is offered as a label for these broader viewpoints. The central task of the strategic management process is the need to deal with the problems of adapting the total organization to its environment and to environmental changes. Advances will likely come from empirical research and from hypothesis testing of the constructs now developing around the concept of strategic management. This wider view of business policy has a number of teaching implications, especially in light of the need for trained research scholars and teachers to work directly in the new area. (Author/JG)
- Published
- 1972
5. On Taxonomy and Semantic Contrast. Working Papers of the Language Behavior Research Laboratory, No. 31.
- Author
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California Univ., Berkeley. Language and Behavior Research Lab. and Kay, Paul
- Abstract
This paper is an attempt to summarize as explicitly as possible certain empirical findings of classical biosystematics and modern semantic ethnography which may be considered to represent formal universals of human mental structure. The paper offers a formal treatment of the subject of taxonomy, and an application of the formalism to several problem areas in the fields of semantics, ethnography, and cognition. The structure formalized here, essentially following the notions of Linnaean biology, is a hierarchy of inclusion relations among a collection of named sets of objects. Section one introduces the formal definition of taxonomic structure and sketches the major outlines of this kind of mathematical object. Section two introduces some theoretical problems relating to taxonomy in ethnographic and semantic contexts and show how this forumlation applies to, and clarifies, these problems. In particular, the notion of semantic contrast in the context of taxonomy is examined in some detail. Section three introduces the notion of taxonomy and examines the nature of the mapping which governs the realization of conceptual taxa by lexical items. (Author/AM)
- Published
- 1970
6. A Look at the Mosaic of Educational Evaluation and Accountability. Research, Evaluation, and Development Paper Series No. 3.
- Author
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Northwest Regional Educational Lab., Portland, OR. Office of Research and Evaluation Services. and Worthen, Blaine R.
- Abstract
A few major concepts about evaluation and accountability are examined briefly, and related to one another in a manner providing a simple portrayal of part of the mosaic of educational evaluation and accountability. This paper is not intended for evaluation specialists or schoolmen well versed in evaluation theory and practice, but for the practitioner who wants a brief summary of some of the more important notions about evaluation which have been presented during the past several years. Specifically, the following topics are presented: (1) simple illustrations of differences in evaluation, research, assessment, measurement, and accountability; (2) a discussion of some basic evaluation constructs; (3) an analysis of the evaluation features of one accountability law, the 1971 Colorado Accountability Act; and (4) general touchstones for judging the adequacy of an evaluation. (RC)
- Published
- 1974
7. The Nature of Critical Thinking. Report from the Concepts in Verbal Argument Project. Theoretical Paper No. 20.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning., Allen, R.R, and Rott, Robert K.
- Abstract
Although critical thinking is a pervasive educational objective, it remains inconsistently and imperfectly defined. The present paper attempts to sort out direct attempts at defining critical thinking. Such definitions are classified as representing one of three differing points of view: critical thinking as evaluation, critical thinking as problem solving, and critical thinking as a pluralistic act. (Author)
- Published
- 1969
8. Cognitive and Affective Characteristics of Exceptional Children. Papers Presented at the Annual International Convention of the Council for Exceptional Children (48th, Chicago, Illinois, April 19-25, 1970).
- Author
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Council for Exceptional Children, Arlington, VA.
- Abstract
The Language Acquisition Device, or LAD, is related to reading and intellectual development in the first of five papers on cognitive and affective characteristics of exceptional children. A discussion of the intellectual processes involved in learning focuses on the developmental stages of Piaget. A report on a task force to discuss terminology related to minimal brain dysfunction is presented. Also considered are the implications of research for the education of the trainable mentally handicapped and the development of a positive self concept in the retarded. (RJ)
- Published
- 1970
9. Administrator Renewal: The Leadership Role in Collegial Team Development. ACFK Ltd. Occasional Paper.
- Author
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CFK, Ltd., Denver, CO. and Geddes, Vivian
- Abstract
This publication is intended to assist the leaders of collegial teams and to provide a plan for a school district program coordinator to use in establishing a number of collegial teams within a district. Part 1 presents a thorough definition of a collegial team and describes what such a team does. Also provided in this section is information on team development, team assessment techniques, and some suggested ways to begin a collegial team renewal program. Within this section, the roles of the team member, team leader, district planner, and district superintendent are discussed. Part 2 focuses on the leadership role of the collegial team leader and the role of the program coordinator responsible for establishing several collegial teams in a school district. The leadership characteristics essential to each role are discussed and related to the skills necessary for implementation of a collegial team program. The appendix contains a number of resource materials and instruments that may be useful to collegial team leaders and/or district program coordinators. An annotated bibliography of relevant publications is also included. (Author/JG)
- Published
- 1974
10. An Introduction to Career Education. A Policy Paper of the Office of Education (DHEW).
- Author
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Office of Education (DHEW), Washington, DC. and Hoyt, Kenneth B.
- Abstract
Career education is one possible response to 11 criticisms of the present educational system centering on relationships and lifestyles of individuals. The response can be made through the use of the concept of work. "Work" is defined as conscious effort, other than that involved in activities whose primary purpose is either coping or relaxation, aimed at producing benefits for oneself and/or for oneself and others. Career education is defined as the totality of experiences through which one learns about and prepares to engage in work as part of her or his way of living. Based on the latter definition, 10 basic concept assumptions were formulated which represent a philosophical base for current career education efforts. Certain programmatic assumptions were arrived at, and suggestions for implementation of career education programs involved members of the educational and civic communities. Nine specific learner outcomes were determined which will involve basic educational policy changes. A 28-page appendix presents the results from a tabulation and analysis of responses to a study guide (especially prepared for eliciting responses from local, State, and national educators to specific statements in a draft document) to assess the degree of consensus on the concept of career education. (AG)
- Published
- 1974
11. A Comparative Evaluation of Indexes of Rurality--Their Policy Implications and Distributional Impacts. Center for Rural Manpower and Public Affairs Special Paper No. 22.
- Author
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Michigan State Univ., East Lansing. Center for Rural Manpower and Public Affairs., Sinclair, Bill, and Manderscheid, Lester V.
- Abstract
Eleven indexes of rurality and their effect on the classification of Michigan's 83 counties were investigated. The indexes were based on different concepts of rurality: (1) percent of employment in agriculture, fishing, and forestry; (2) population density and distance to urban centers; and (3) economic conditions. Index rankings were compared to determine if a county's rank varied from one index to another. The two indexes most frequently associated with extreme ranks were then eliminated and a similar analysis performed. The average county still had adifference of 31 between its highest and lowest rank. Further classification into four discrete quartile groupings also revealed substantial difference in county classification depending on the index selected. Rank correlation analysis revealed that 55 pairs of correlations between indexes were significantly different from 0 at the .01 probability level. Index choice, then, did make a difference, since in selecting a particular index, rurality was explicitly or implicity defined. It was concluded that no one index could satisfy the needs of all potential users, since policy is usually problem specific and the rurality index used should also, therefore, be problem specific. (JC)
- Published
- 1974
12. What is a 'Mainline' CAI System? Occasional Paper No. 1.
- Author
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Brigham Young Univ., Provo, UT. Inst. for Computer Uses in Education. and Bunderson, C. Victor
- Abstract
A mainline CAI system is an individualized instructional system of major scope which uses the computer as a tool for instructional management and information transmission. Such systems are developed according to a design science approach and used as a less costly alternative to conventional instruction. In contrast, adjunctive systems have a much smaller scope and are used in support of regular classroom or laboratory instruction. TICCIT is classified as a mainline CAI system because (1) it was not designed by a single faculty author for a single course, (2) it is not used on existing computer systems, (3) it does not use existing languages, and (4) it does not employ normative grading. (CMV)
- Published
- 1974
13. Distinguishing Factors Between General Education, Pre-Vocational Education, and Vocational Education: A Position Paper.
- Author
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New Mexico State Dept. of Education; Santa Fe. Div. of Vocational Education.
- Abstract
To establish its position concerning the differences between general, prevocational, and vocational education, the Division of Vocational Education for New Mexico defined each area and applied these definitions to agriculture, distributive education, health occupations, home economics, office education, and trade and industrial education programs at the secondary level. Charts of possible sequential courses for occupational training programs are used to clarify the relation between general, prevocational, and vocational education. (SB)
- Published
- 1968
14. The Four Traditions of Geography, Professional Paper No. 25.
- Author
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National Council for Geographic Education. and Pattison, William D.
- Abstract
Four geography concepts illustrate the varied nature of the science and provide a pluralistic basis for uniting professional and pedagogical geography and for promoting communication with laymen. The spatial tradition, based on interest in geometry and movement, separates aspects of distance, form, direction, and position from events themselves. Ancient Greek sailing records first showed this perspective; school teachers and research geographers of central-place theory show it today. The second tradition, area studies, focuses on the nature and character of places, emphasizing literature and history. The academic community recognizes this second tradition, although technical vocabulary isolates professionals from lay teachers. The third tradition, the man-land interrelationship, initially had an environmental perspective and then changed to a cultural one. Today, its acceptance is seen in studies of resource use and conservation. Earth science, the fourth tradition, studies concrete aspects of the physical world. Although geology-based college courses overemphasize physical geography and some social studies curricula reject it, earth science does provide a unified view of the earth as man's habitat. (AV)
- Published
- 1964
15. Considerations for the Development or Selection of School-Based Tutorial Systems: Professional Paper 27.
- Author
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Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Niedermeyer, Fred C.
- Abstract
This paper defines and describes what comprises an effective tutorial system. The characteristics defined for a system are presented in the form of a checklist. The characteristics listed are as follows: (a) outcomes, (b) assessment, (c) materials, (d) training, (e) installation, (f) user experience data, and (g) time and costs. Each of the seven characteristics or considerations is elaborated in the course of the text and appropriate research findings and development efforts are referenced. The considerations presented in this checklist may be applied to any school-based tutorial system operated by teachers or other school personnel. The system may be "remedial" in that only low-achieving learners are tutored following regular teacher-administered instruction, or it may be"on-line" in that all children are tutored as part or all of the regular instruction. (JA)
- Published
- 1973
16. Soft Skills: Definition, Behavioral Model Analysis, Training Procedures. Professional Paper 3-74.
- Author
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Human Resources Research Organization, Alexandria, VA., Whitmore, Paul G., and Fry, John P.
- Abstract
In a report on leadership research for the U.S. Army, three papers dealing with soft skills analysis and training are presented. "What Are Soft Skills?" describes a questionnaire designed to clarify the terms "hard" and "soft" skills. Soft skills are defined as important job-related skills that involve little or no interaction with machines and whose application on the job is quite generalized. "The Behavioral Model as a Tool for Analyzing 'Soft Skills'" discusses leadership and motivation job functions in terms of principles of behavior modification and describes development of a behavioral model of the different levels of an organization. "Procedures for Implementing Soft-Skill Training in CONARC Schools" describes the instructional approach based on a tested problem-solving framework. Small groups and student-centered learning were cited as important factors in the instructional approach. (Army Work Unit MODMAN, Model for Systems Engineering of Man-Ascendant Jobs, is concerned with developing procedures for systems engineering of non-machine or soft skills, such as command, supervision, counseling, and leadership.) (Authors/CSS)
- Published
- 1974
17. Opinion Paper: On the Evolution of Information Science
- Author
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Harmon, Glynn
- Abstract
A potential long range role for information science involves active participation in forming a complete suprasystem of knowledge which would unify the arts, sciences and professions. (Author/MM)
- Published
- 1971
18. A Search for Quality in Education.
- Author
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Schwartz, Alfr
- Abstract
A quality program of education within the schools produces individuals capable of (1) using their talents and abilities to the maximum of their potential, (2) continuing their educational development, (3) participating actively and positively in the world of work, (4) engaging in problem solving at abstract and at concrete levels, and (5) developing a positive pattern of values. Ten keys to quality education so defined are high quality staffs, programs designed to maximize the educational attainment of all the people in the community, specialized personnel and instructional services, modern instructional media, experimentation and innovation, systematic and organized evaluation and research, supporting services and personnel, stimulating physical facilities, community support and understanding, and adequate financial support. While substantial evidence suggests that the quality level of a school or district is directly related to the extent to which these conditions are available, the burden of proof lies in performance measures such as continuous progress, retention rates, student achievement gains, average daily attendance patterns, job preparation results, citizen responsibility and community support patterns, unemployment rates, and delinquency and divorce rates. (JH)
- Published
- 1968
19. A Brief Analysis of the Ordinary Language Employed in the Professional Preparation of Sport Coaches and Teachers.
- Author
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Zeigler, Earle F.
- Abstract
In this paper, the author states that certain problems that have typically beset those concerned with professional preparation in physical education are caused by linguistic confusion. For this reason, he undertook a study in which he applied the Austinian technique of analyzing ordinary language to terms that are typically employed in the professional preparation of coaches and physical education teachers. These terms include (1) fact, (2) knowledge, (3) understanding, (4) ability, (5) competency, (6) skill, (7) appreciation, (8) attitude, (9) experience, (10) problem, (11) resource areas, and (12) function. The paper describes the limitations of the study and examines related literature. The methodology involved in using the Austinian technique is also explained. The findings are the definitions of the 12 terms cited above. (RC)
- Published
- 1974
20. Creating Tension in Writing.
- Author
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Folta, Bernarr
- Abstract
This paper discusses the rationale and teaching methods for a six-week unit, for a high school freshman English Class, on perception, semantics, and writing, which places special focus on developing tension in student writing. The first four objectives of the course focus on perception and the next two focus on semantics. The seventh objective--developing a point of view in an extended definition--is the first writing assignment. The eight objective concerns the revision of the definition paper; the ninth objective asks the student to write a personal narrative that shifts in point in view and evokes within the reader a sense of tension, and the tenth objective requires the student to pass a proficiency test on punctuation. The major portion of the paper discusses the personal narrative assignment, includes a description of preliminary teaching activities designed to motivate the students for writing, and discusses the results of the assignment. A number of the student narratives and a bibliography are included. (DI)
- Published
- 1972
21. A Rural-Urban Typology.
- Author
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Ethridge, F. Maurice and Mookherjee, Harsha
- Abstract
Much research and many publications have dealt with the concepts of rural-urban differences, but the controversy regarding the conceptual clarity of the variables remains. Assuming that these variables need clarification, this paper: (1) examines some of the conceptual and methodological problems involved in rural-urban differentiation, (2) proposes a multidimensional continuum and typology, and (3) tests the empirical utility of this continuum and typology. Using the Wirth-Redfield conceptual framework, these criteria were adopted within a given spatial-temporal context: an urban center, in contrast to a rural one, is characterized by larger size, greater density, and a preponderance of persons engaged in nonagricultural economic activities. In this definition, the demographic dimensions of size and density of population, and the occupational dimension indicating cultural differences are emphasized. There were 18 measures of urbanization employed--11 unidimensional and 7 multidimensional. All of these measures were then correlated with four dependent variables--fertitlity ratio, average number of persons per household, divorce rate, and income differences between professionals and laborers. A rural-urban typology was then developed, based on three major variables--size, density, and heterogeneity. The typological method of analysis compared favorably with the contimuum analysis of rural-urban variations. Additional testing with a Profile of Types of Rural Counties gave further evidence of the empirical utility of a typological analysis of rural-urban differences. (KM)
- Published
- 1974
22. Can (and Should) Standard American English Be Defined?
- Author
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Meyers, Walter E.
- Abstract
This paper discusses difficulties in defining Standard American English, and the question of whether there is a need to define it. Several theories on why such a dialect should be defined are described. These are: the "propriety" theory, the "psychological" theory, the "power and prestige" theory, and the "better tool" theory, the "psychological" Standard American English is offered, but it is concluded that there is no real Standard American English to define, and no pressing need to define it. (AM)
- Published
- 1974
23. A Re-Definition of Black Folk: Implications for Education.
- Author
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Atlanta Univ., GA. and Jackson, Barbara L.
- Abstract
Various issues involved in the redefinition of black people, especially as it concerns their education, are addressed in this paper. The cultural context is especially pertinent, as it forces black educators to be explicit about the issue of a distinctive black subculture. Other issues addressed include the following: the society's and in particular, the public school's failure to prepare the majority of black people for the complex, technological society of the present or future, the concept of culture and the problems involved in its definition, factors that set blacks apart from other immigrants in America, slavery, black self-concept, federal funding for the education of the disadvantaged, the dual culturalization processes, language and communication systems and the preservation of culture, the role of the church in the development of the personality of black folks and the role of music -- especially jazz and the blues. Various policy implications derived from the discussion are suggested. Among these are that there should be opposition to the philosophy and value system of this county based on the definition of black people which proclaimed as the supreme law of the land the status of black people as property. The importance of research on the concept of dual, simultaneous culturalization is also stressed. (Author/AM)
- Published
- 1974
24. An Analysis of the Claim that 'Physical Education' Has Become a 'Family Resemblance' Term.
- Author
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Zeigler, Earle F.
- Abstract
In this paper, the author examines the confusion that currently exists concerning the term "physical education." In particular, he analyzes the claim that"physical education" is a "family resemblance" term--a word or phrase which may be used to denote fundamentally different concepts, but concepts in which there is some overlapping of characteristics. The author first discusses three developments in philosophy which have dealt with the function and purpose of philosophy: logical atomism, logical positivism, and ordinary language philosophy. The author then looks at four studies concerned with the meaning of some aspect of the term "physical education." Next, William Frankena's explanation of the various meaning of the term "education" are presented, and the author explains how he came to apply these and two additional meanings to the term "physical education." These meanings include (1) the subject matter, (2) the activity of education, (3) the process of being physically educated, (4) the actual or intended result of 2 or 3, (5) the discipline, and (6) the profession. The author continues his analysis of the term "physical education" with a diagram which includes its various meanings. He concludes that "physical education" has characteristics of both being a "family resemblance: term and of not being one (i.e., it cannot be definitely stated that "physical education" either is or is not a "family resemblance" term). (PCB)
- Published
- 1973
25. Language Standardization and Education.
- Author
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Rubin, Joan
- Abstract
This paper discusses the problem of language standardization in education. The areas to which standardization may refer - phonology, spelling, punctuation, grammar and lexicon - are discussed, and problems associated with efforts to standardize them in schools are pointed out. The position taken is that a decision to promote language standards should weigh the advantages against the disadvantages, i.e., clarity in communication against time and effort needed to implement and teach standard usage. The complex nature of the process of language standardization is described by analyzing six interrelated components: isolation of a norm, assignment of value, establishing a purpose for the norm, acceptance, comparison and time span. Finally, the following criteria are suggested for standardizing or maintaining a standard within the educational domain: the number of styles it is useful to isolate, and whether schools want language standardization. (AM)
- Published
- 1973
26. Toward a Technology for Evaluating Evaluation.
- Author
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Stufflebeam, Daniel L.
- Abstract
The aim of this paper is to present a logical structure for the evaluation of evaluation (meta-evaluation) and to suggest ways of conducting such evaluations. Part I contains an analysis of background factors and problems associated with meta-evaluation--that is, the evaluation of evaluation. This part discusses the need for meta-evaluation and summarizes some of the pertinent literature. Suggestions are made concerning what criteria should guide the development of a meta-evaluation methodology. The final and major portion of Part I is an enumeration of 6 classes of problems that jeopardize methodology. The second part of the paper is a conceptual response to the first part. Part II contains a definition of meta-evaluation and a set of premises to undergird a conceptualization of meta-evaluation. Most of part two is devoted to a logical structure for designing meta-evaluation studies. The third part of the paper is an application of the logical structure presented in Part II. Basically Part III contains 5 meta-evaluation designs. Four of the designs are for use in guiding evaluation work, and the fifth is used in judging completed evaluation work. Taken together the three parts of the paper are intended to provide a partial response to the needs for conceptual and practical developments of meta-evaluation. (Author/MLP)
- Published
- 1974
27. Prior Memorization of Definitions, Examples and Nonexamples with Conjunctive and Disjunctive Concept Learning Tasks.
- Author
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Steve, Michael H. and Tennyson, Robert D.
- Abstract
The effect on concept learning of requiring the memorization of either examples or nonexamples prior to going through a theoretically effective training program was compared to the performance of groups of seventh and eighth graders who either memorized nothing or memorized subconcepts of the concept definition. Correct classification scores and undergeneralization error scores were the primary dependent variables. With both a disjunctive and a conjunctive concept, no significant treatment differences were found with these variables. The three prior-memorization groups took significantly less time to reach criterion in the training program, but took significantly more total instructional time than did the no-prior-memorization groups. (Author)
- Published
- 1974
28. Life! Through Play.
- Author
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Van Anne, Nancy
- Abstract
This speech presents a review of research concerning the nature of play. Some of the formal characteristics of play are: (a) it is distinct from ordinary life in its "temporariness" and its limitless location; (b) there is an element of tension in play that leads to uncertainty concerning the outcome but at the same time provides the opportunity to test the player's prowess against the rules of the game; (c) even though it is removed from real life, play is quite serious; and (d) play is a voluntary activity that is spontaneous and pleasurable. Informal aspects of play are also cited as described by various writers. The reason man plays is an inner "need" to play--to seek meaning in life by testing himself, by being free with himself, by seeing what is inside himself. The author gives the following reasons as to why the concept of play is important for physical educators: (a) if physical education programs are to contribute to the well-being of children, youth, and adults, then any program of sports and games must be infused with the joyful inner-directed play element; (b) if the need for integration and self-actualization is so great in our society, and if games and sport can enhance the possibility of man's self-awareness, then a basic task of physical education must be to maximize the opportunities for these types of occurrences. (JA)
- Published
- 1974
29. Intercultural Definition and Communication Design: Propaganda and Agitation.
- Author
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Weisenborn, Ray E.
- Abstract
The research on intercultural communication design illustrates that definitions of propaganda and agitation can be altered if there is a change from an open to a closed culture, or vice versa. Russia and East Germany serve as examples of closed cultures, and the United States is employed on a comparative basis as an open culture. To enhance open culture understanding of the terms propaganda and agitation, the research delineates their closed culture functions. A communication design of the concept of feedback in specific closed culture propaganda and agitation is presented to illustrate intercultural concepts and functions. The design also serves to exhibit the intercultural effect of lack of information, definition confusion, and misconceptions of function. The research stresses that if there is little or no analysis of divergent communication functions and awareness of cultural definition, intercultural understanding may be thwarted and research stymied. (Author/RB)
- Published
- 1973
30. Career Education and the Handicapped Person.
- Author
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Hoyt, Kenneth B.
- Abstract
The implications of career education are considered for handicapped persons. It is explained that career education consists of all experiences for learning about work; and basic definitions are given for "work", "career", "vocation", "occupation", "leisure" and "education". Work as a basic human need and human right is discussed; and economic, sociological and psychological reasons for working are explored. Statistical predictions concerning underemployment and unemployment of handicapped high school graduates during the next four years are cited in order to emphasize the necessity of making career education opportunities available. Stressed as particularly relevant for the handicapped are basic career education principles such as the right to choose from among a wide range of personally meaningful work possibilities and emphasis upon accomplishment and discovery of an individual's talents rather than his limitations. (LH)
- Published
- 1973
31. Historia Verdadera del Chicano del Norte. [True History of the Chicano of the North].
- Author
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Herrera, David and Bryan, Clifford E.
- Abstract
Very little is known about the Chicanos in the northern U.S., especially those in the Northwest. Research and writing on Chicanos have concentrated on the Southwest or large urban settings, thus excluding those Chicanos residing in rural settings except for those in the migrant stream. These rural residents have become a forgotten people, overlooked even by their own leaders and authors. Yet, many of the movements which are developing in the Southwest are having an impact on the Northwestern Chicanos. This paper discusses the extent to which ties with the Southwest might have been broken by these Chicanos. Three types of generational configurations are discussed: (1) the recently settled migrants, (2) the sons and daughters of these migrants, and (3) the grandchildren. Various definitions of social problems by social scientists are discussed as they relate to the Northwestern Chicano. (NQ)
- Published
- 1974
32. The Experience of Defining Community Psychology.
- Author
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Gross, Stanley J.
- Abstract
The author describes the emergence of community psychology and the disturbing elitism and authoritarianism which are characteristic of it, as well as the maintenance of individual rather than social explanations for phenomena. Disappointed by the absence of radical approaches to community psychology, he traces his personal search for a new definition of the role, beyond uplifting rhetoric and depressing reality. Acting on the idea that the place for psychology was in solving concrete and immediate problems, he became involved in the real lives of people by observing and listening. He began to use his psychological expertise in consultation, training, and research roles, and this evolved into the notion of the community psychologist as a resource broker whose function was to "give psychology away" by linking his bank of resources to a community which cared to use them. The community psychologist, in this sense, may work in a variety of communities or organizations, contributing problem-solving skills from the perspective of the "individual in social context." (Author/PC)
- Published
- 1974
33. Multicultural Education: In Search of Definitions and Goals.
- Author
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Banks, James A.
- Abstract
The major goals of education for ethnic minority youth should be to maximize their cultural and social options, to present them with cultural and ethnic alternatives, and to help them attain the skills which they need to function successfully in different co-cultures. The school needs to become a multi-ethnic institution which accepts, encourages, and perpetuates values endemic to diverse ethnic communities. However, focus on ethnic and cultural variables must not divert attention from the role of individual and institutional racism in American society. Effective educational policy and programs must be based on research and theory which focus on both race and cultures and the complex interactions between these two major variables as well as related variables, such as socioeconomic status, ethnicity, values, language, and behavioral patterns. Because of the immense complexity of the problem, there is a need to examine multiple variables in determining causes and to devise effective change programs related to race and education. Further research and analyses need to better clarify the relationship between cultures and race in explaining interracial problems and conflict. Concepts related to race and ethnicity can best guide the research and programmatic efforts in this field. (Author/JR)
- Published
- 1974
34. What Is Linguistics?
- Author
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Garvin, Paul L.
- Abstract
This paper represents introductory class material on linguistics. A definition of "linguistics" is attempted through a definition of "science" and "language." The American structuralist conception of linguistics as a science is characterized by the view that linguistics is the application of the inductive methods to the collection and analysis of language data. The generativist conception of linguistics as a science is characterized by the view that the description of a language is a deductive theory in which the sentences of the language are generated from rules of grammar. The language that is studied by a linguist is characterized as "human" and "natural." These terms are examined: human language as opposed to animal communication; and natural language as opposed to artificial and scientific language. Finally, linguistics is distinguished from other disciplines which are also concerned with human language by the fact that language is the primary object of study in linguistics, while in other disciplines language is ancillary. Finally, various branches of linguistics are discussed as they relate to structural and synchronic linguistics. (AM)
- Published
- 1974
35. Measurement and Identification of the Creative Potential.
- Author
-
Khatena, Joe
- Abstract
The author reviews the literature and offers recommendations regarding the measurement and identification of creative potential. The assessment of creative thinking in measures of intellectual ability is discussed, and various definitions of creativity are cited. Measurement problems are identified and several creativity measures (especially the Torrance Tests of Creative Thinking and Thinking Creatively with Sounds and Words) are described. Results of research concerning the production of analogies are reported and the need for qualitative as well as quantitative analysis is stressed. (LS)
- Published
- 1973
36. A Sociological View of 'Development.'
- Author
-
Oberle, Wayne H.
- Abstract
This paper, which is based on the assumption that conceptualization is a necessary first-order task of theory construction, discusses the utility of a particular explicit definition of "development." Previous definitions of development have been hampered by a variety of weaknesses, and most current definitions are not conducive to a comparative perspective. The definition of "development" utilized in this paper is "a process or set of processes characterized by (a) the consequence of general sustained economic growth, and (b) sets of natural, human, technological, cultural, financial, and organizational conditions." Two questions will help expedite the utility of this definition: (1) Development for whom?--who is paying the costs and who is receiving the benefits?; and (2) What is the simultaneous or sequential mix, balance, or combination of conditions which is associated with the structural change or changes which have occurred? Some advantages of the definition are described, including the noteworthy one that the discipline of sociology may receive the greatest benefit or advantage from usage of the definition. (DB)
- Published
- 1972
37. Teacher Dismissal for Incompetence.
- Author
-
Robbins, Jerry H.
- Abstract
In the absence of a statutory provision to the contrary, the power to employ teachers and other school officials presupposes the power of dismissal. Proceedings for the dismissal of a teacher are frequently regulated by statute. As a result, the proceedings depend on the wording of the particular statute in force. This paper discusses the status of legislation on teacher dismissal for incompetence according to (1) Mississippi statutory law, (2) statutory law in five other States, (3) major cases that have been in Mississippi courts, (4) the status of the case law on the subject elsewhere, (5) model legislation that has been proposed or recommendations for legislative action proposed by various agencies, and provides (6) recommendations developed on the basis of the material presented in the paper. (Author)
- Published
- 1973
38. A Method of Delineation of Homogeneous Social-Ecological Areas.
- Author
-
Loebl, Andrew S. and Campbell, Rex R.
- Abstract
The traditional dichotomies of urban and rural may no longer be valid. Investigating whether or not there are socially significant areal units to redefine rural and urban areas, the report described one attempt to delineate such units and to test them for sociological utility. Counties were placed in homogeneous social units based upon the characteristics of the resident population. The methods utilized were termed "factor ecology" and the phenomenon chosen for the test of social utility was selected patterns of migration. The latter choice was arbitrary; the emphasis herein concerned methods and their verification. The areas tested -- 208 counties in Missouri and Nebraska -- were for experimental purposes only, but they did represent a broad range of socioeconomic conditions. The process used 8 steps: (1) determine the relevant variables that describe each county's population; (2) subject these to factor analysis; (3) from step 2 obtain the factors and significant variables for each factor; (4) determine the index score for each factor for each county through the use of factor loadings; (5) standardize the index scores; (6) divide the standardized scores into quartiles; (7) delineate the counties into homogeneous, non-continuous social units based upon the quartiles; and (8) test the resulting areal units by comparing them with areal units formed through analysis of migration patterns. (KM)
- Published
- 1974
39. Statements of Educational Objectives: Form and Function.
- Author
-
Strike, Kenneth A. and Posner, George
- Abstract
Four pairs of concepts important for the descriptions of the language or form of objective statements are described. The paper addresses itself to a set of questions concerning the relations between the form of educational objectives and the function which those objectives serve. The concept pairs considered are general-specific, behavioral-nonbehavioral, clear-vague, and observable-unobservable. The types of functions for objectives considered are instructional planning, curriculum planning, and evaluation planning. It is argued that the best form for the expression of educational objectives depends on the function of the objective. This document has been reproduced from the best copy available. (Author)
- Published
- 1974
40. Alternatives in Teacher Education.
- Author
-
Clements, Millard
- Abstract
This paper on alternatives in teacher education begins by analyzing the current emphasis on the scientific approach in education. The author finds the promise of the scientific approach to be illusory. He defines it as education that promotes behavior change in some desirable direction. However, this definition, which the author finds equally serviceable for toothpaste salesmen and terrorists, makes the clients of educators not the children but the system of schooling itself and its elite to whom educators owe whatever loyalty they possess. Working on the premise that, for the present, teacher education must be changed in relation to existing schools, the author advocates examining current educational myths, such as the myth of Cultural Deprivation, which makes the victims responsible and makes the responsible into victims. Working on a scientific approach with a humanistic basis, the author promotes a human science of people whose purpose in professional education should be to deepen our awareness of what it means to be human, to use language, and to grow up in the diverse arrangements that out planet affords. This definition of education transforms "schools" from institutions of technological management into complex arrangements for authentic work and interesting conversation. (JA)
- Published
- 1974
41. A New Paradigm for Rural Education: Career Education.
- Author
-
Taylor, Robert E. and Taylor, Robert E.
- Abstract
Career education recognizes the centrality of careers and how career selection determines where one works and lives, one's associates, and other dimensions which are significant in defining one's life style. Curriculum is regarded as systemic--an integrated and cumulative series of experiences designed to help every student achieve increased: (1) power to make relevant and informed decisions about his life, and (2) skill in performance of his life roles (economic, community, home, avocational, religious, and aesthetic). Career education is a viable paradigm for determining educational purpose, sharpening expected outcomes, and organizing and deploying the educational and community resources in the rural setting. Briefly discussed in this paper are the: (1) definition of career education, (2) strengths and limitations of educational delivery systems in rural settings, (3) major research and development accomplishments in career education which have implications for educational programs in rural settings, and (4) development of programs and products. Among the topics covered are: 4 major theories of career development (trait factor, sociological, personality, and developmental); 4 career education models; career guidance for minority youth and women; and staff development models. (NQ)
- Published
- 1974
42. Rural Renaissance--A Perspective and a Process.
- Author
-
Axinn, George H.
- Abstract
If the path to a better rural life is to be a change preferred by the rural people involved, recent world experience would suggest that it must be a change born from within the given rural social system, be controlled by its beneficiaries, and be integrated into the larger system of which it is a part. Such a perspective and such a process might be labeled "rural renaissance", for as perspective, it gives priority to the view of the farming family, and as process, it draws initiative and energy from that same family. Rural renaissance, then, may be defined as the marriage between traditional patterns (values, norms, technologies, and behavior) and those innovative patterns which result in the birth of change. Since values and beliefs vary from one social system to another, interaction between a rural renaissance stimulation system (outsiders) and a rural renaissance acquisition system (insiders) should facilitate positive change, if consideration is given by both outsiders and insiders to questions of appropriate organization, doctrine, leadership, programs, resources, and linkage systems. The larger rural renaissance stimulation system, then, would be a world wide network of interacting people who are able to learn from each other in the universal quest for improvement of the human condition. (JC)
- Published
- 1974
43. Career Education for Gifted and Talented Persons.
- Author
-
Hoyt, Kenneth B.
- Abstract
The career education movement is briefly summarized, and some of the special problems involved in developing career education programs for gifted and talented students are discussed. The terms "work", "career", and "education" are defined, and it is noted that the term "career education" refers to all activities and experiences through which one learns about, prepares for, and gains satisfactions from work. Some of the existing career education programs (such as Workshops for Careers in the Arts, Washington, D.C. and Project TALENT Demonstration Centers, California) for gifted and talented persons are listed. Six problems (such as the danger of assuming that the gifted and talented have special responsibilities to use their gifts and/or talents in the world of paid employment) in providing effective career education to gifted and talented students are described. (SB)
- Published
- 1974
44. Aural-Oral Skills and Different Models of Bilingual Education.
- Author
-
Zirkel, Perry Alan
- Abstract
This paper seeks to define the program title "Basic Skills in Bilingual Education: Grammar and Pronunciation." The author considers the terms separately. Grammar and pronunciation should perhaps be defined as aural-oral skills to better specify what is involved. Various definitions of bilingual education are discussed, as are the linguistic and sociolinguistic factors that should be considered in a typology of bilingual education. The idea of basic skills in bilingual education programs cannot be limited to language. The output as well as the input of such programs must be seen in terms of concept as well as of language development. Linguistic, sociolinguistic, and educational factors must all be taken into consideration when defining bilingual education. (VM)
- Published
- 1972
45. Power Structures and Rural Development.
- Author
-
Beal, George M.
- Abstract
Some of the assumptions, conditions, and parameters which deal with power structures and rural development are briefly specified in this paper. The definitions (conceptual and operational) for power, social power, authority, influence, power structure, development, and rural are discussed. The ideological orientation under which development activities are assumed, expected, required, or desired to be carried out is discussed as a 5-part typology. These typoligies include the Empirical-Rational, the Normative-Re-educative, the Influence-Manipulative model, the Power Coercive model, and the Conflict model. The scope, type, amount, and responsibility for development and the decision-making units which must be involved in development decisions are also specified. (NQ)
- Published
- 1972
46. Conceptual Analysis in Social Studies Research.
- Author
-
Feely, Ted M.
- Abstract
The major assumption in this paper is that in order to improve social studies education, concepts and terminology must be clear and rigorous. Addressing three major points, the monograph discusses the types of situations calling for conceptual analysis, the definition of conceptual analysis, and aids for those interested in conceptual analysis. Conceptual analysis is called for when key concepts employed are either vague and/or ambiguous. Secondly, clarification of key terms is at the basis of sound research. The analysis of a concept is an act of investigation that focuses upon the use of language, and more specifically, upon the meanings which are implied in the use of language. Suggestions for those pursuing conceptual analysis are to locate a resource person skilled in the clarification of educational concepts and to do reading on one's own. A brief annotated bibliography of books that provide insights into what conceptual analysis is along with insights into techniques and procedures concludes the paper. (Author/SJM)
- Published
- 1972
47. One Institution: Six Alternatives.
- Author
-
ERIC Clearinghouse for Junior Colleges, Los Angeles, CA., American Association of Junior Colleges, Washington, DC., and Adkins, Winthrop R.
- Abstract
This expanded issue of the Research Review examines six alternatives to current patterns in the community college. In the first article, the authors offer guidelines for formulating institution-building capabilities, developing curricula, and designing a Personal Development program according to a Life Skills Education model. The second paper discusses verifiable objectives in terms of theories of instruction, management, and motivation. The third paper discusses a theory that allows for flexibility and stimulates autonomous decision making on the part of administrators, community, students, and faculty. The fourth article points out that, despite the "open-door" commitment of 2-year colleges, their curricula lead to a closed system of limited space, measured time, rigidity, and narrowly fixed teaching procedures. The fifth article is a discussion of alternative enrollment-attendance patterns. Moving from the special focus on students to a proposal for faculty, students, and community people, the final article makes a strong plea for a radical redefinition of the school. (Author/CA)
- Published
- 1971
48. Information Concerning Preparation of Specifications for Carpeting.
- Author
-
Gilliland, John W.
- Abstract
This paper argues for detailed, written carpeting specifications to assure that schools obtain quality products at competitive prices. The advantages of and specifications for school carpeting are given. A sample written specification contains items on: scope, general features, materials, acoustic characteristics, identification and acoustic properties, and installation. A list of carpeting term definitions concludes the article. (MLF)
- Published
- 1970
49. Performance Contracting: A Balanced View.
- Author
-
Upper Midwestern Region Interstate Project, Madison, WI. and Anderson, Richard R.
- Abstract
This paper presents the sum of both individual research and the five papers specially prepared for the Upper Midwestern Region Interstate Project Constracting Conference (Minneapolis, Minnesota, May 9-10, 1972.) In particular, the various sections that comprise the publication speak to those aspects of performance contracting suggested for the continuation study under a Minnesota-Wisconsin contractual agreement. This paper marks the completion of the continuation study. The major topics covered are a (1) status assessment of Performance Contracting, (2) Review and Analysis of Subjective Reports, (3) Review and Analysis of Rand Evaluation Reports, (4) Local School District Evaluation Reports, (5) Review and Analysis of Office of Economic Opportunity Evaluation Report, (6) Legal Implications and Complications in Performance Contracting, and (7) the Role of the State Educational Agency. The five conference papers and a 50-item bibliography conclude the presentation. (Author/EA)
- Published
- 1973
50. Critical Issues in Career Education.
- Author
-
Gysbers, Norman C.
- Abstract
This paper presents a brief review of several key differences of opinion concerning purposes and conceptualizations of career education. A major difference of opinion exists concerning the emphasis of career education--economic man or total man. Differing points of view are also expressed in answer to the question, "Is career education all of education or is it only part of education?" Some people regard career education as a new title for vocational-technical education; others stress the importance of career education for all people at all educational levels from early childhood through adulthood. If these basic differences in the value systems of the various conceptualizers are not resolved, career education's potential for vitalizing and refocusing education could be lost. A both/and attitude rather than an either/or attitude is suggested. What is needed is a way of describing human growth and development in which "all dimensions of life are focused upon... as interrelated parts of the whole person." (Author/AG)
- Published
- 1973
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