Search

Motivation to do good work in reading is a learned behavior. Values involve beliefs and worth and are likewise learned. Youngsters, particularly boys, are actually establishing one kind of hierarchy about values in their minds for school purposes but live according to another when they are out of school. An attempt must be made to correct this dual, confusing role that far too many children feel they must play. Some teachers unknowingly react to children in prejudiced ways. The wise teacher of reading will cherish youth first and skills in reading second. He will behave quite differently from the teacher who cherishes things, materials, and skills first as his own particular value pattern. Whatever teachers do at school, if children value it, they will learn it. Thus, it humbles all of us when we realize that the burden of responsibility is on our own shoulders to see to it that youth is experiencing the right types of reading, thinking, and value-oriented activities. (Author)

The basic objective of the study was to determine whether discrimination is operative in the training component of the WIN program, and to develop and utilize models for measuring its dimensions. The study concludes that no evidence of racial discrimination in WIN training allocations is observable but substantial evidence exists that women are not being referred to WIN training slots on the same basis as men, even after taking account of previous background and that the origin of the discrimination is not clear. These conclusions were reached after a statistical model was formulated for analyzing the WIN employability process as applied to client data collected through personal interviews at 29 urban WIN sites during the summer and fall of 1971. (AG)

An investigative study sought to identify those factors characteristic of an ideal interpersonal relationship between cooperating teachers and student teachers and to determine if the two groups agree as to the determinants of that relationship. A 110-statement measuring instrument was developed by means of a series of Q technique ratings by 60 college coordinators of student teachers. To summerize from the Q Sort data, an ideal cooperating teacher is one who is sincere in his efforts to supply intra- and extra-classroom experiences of a professional type for a student teacher; does demonstration teaching before the student teacher instructs the class on his own; strives to improve the working relationship of the student teacher with his class; "gives and takes" in the personal, private conference in which the student teacher is given opportunities to discuss any actions during the teaching day and to develop his own functional philosophy of education on a constructive, positive basis. When ratings were intercorrelated and correlation matrices were factor analyzed, it was found that the 20 classroom teachers (classified by their directors as outstanding cooperating teachers) and the 20 senior student teachers (selected randomly from those at North Texas State University) strongly agreed with the college coordinators as to the nature of the ideal relationship. (A 6-item bibliography is included.) (JS)

Designed for introductory courses in the study of exceptional children, the textbook is a collection of articles which examines extensively numerous aspects of areas of exceptionality. Specific topics covered include trainable and educable mentally handicapped, bright and gifted, visually handicapped, hearing impaired, speech handicapped, physically disabled, special health problems, emotionally disturbed, brain injured, culturally disadvantaged, socially deviant behavior, problems of bilingualism, creative behavior and creativity, and relationships of motivation, interest, and curiosity. Each section deals with definitions and characteristics of the exceptionality with emphasis on educational diagnosis, materials, and techniques. Additional papers provide necessary considerations for administration and supervision of local programs for exceptional children and introductory commentary on general special education philosophy and self concept. (RD)