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Presented are proceedings from a 2-day special study institute intended to define the roles which Regional and Associate Special Education Instructional Materials Centers (SEIMC), particularly those in the downstate New York region, can play in relating to parents of handicapped children. Four mothers describe their problems in obtaining adequate diagnostic and treatment services for their handicapped children. Parents and educators discuss the success of the Parent Advisory Committee in obtaining assistance from the county school district for handicapped pupils. Other presentations concern area working committee reports about plans for working with parents of handicapped children, parent involvement in a program for preschool multiply handicapped children, parents as program participants and co-educators, and a training program for volunteer reading tutors. Also considered are behavior management techniques for parents, language as the tool for learning, and educational materials available to parents from the SEIMC network. (GW)

Data for the evaluation of the Rio Hondo Exploratory College were obtained from a review of the literature and background materials, interviews with faculty, staff, and the board of trustees, and questionnaires administered to faculty and students. According to planning documents and the perceptions of administrators and staff at Rio Hondo College, the Exploratory College was supposed to lead students to: make career choices, gain personal development, understand the relationships among academic disciplines, participate in their community, explore various academic paths, and learn what they would in an unpressured environment. It was also to offer faculty a chance to develop new forms of curriculum and instruction and demonstrate and disseminate new ideas. With such a variety and number of expectations, the college cannot help to meet every expectation. The college has allowed students to explore various academic disciplines but not helped them less to make career choices. The college has allowed participants to learn in an unpressured environment, but has not developed more community participation. In view of the conservative nature of the students at the community college, the exploratory college has been quite successful in attracting between 130 and 150 students per term. The exploratory college is unlikely to expand either its enrollment or its curriculum because by its nature, a program such as this will not attract large numbers of students or faculty. (KM)

Fifty-two students from two universities who had demonstrated mastery of the use of behavioral objectives were randomly assigned either ten knowledge level objectives (K), ten above knowledge level objectives (A), or to a non-objectives control group (C). All were tested on the same prose material using knowledge and above knowledge level items correlated with each objective. Results of the 3 X 2 analysis of variance indicated significant main and interaction effects beyond the 0.05 level on the knowledge level test. A Scheffe' analysis of the main effect revealed that the K group out performed the A group and the Scheffe' analysis of interaction showed that one A group performed significantly worse than one K group. A questionnaire revealed no significant differences in learning strategies employed. (Author)

THE NATURE OF THE INTERACTING RELATIONSHIP BETWEEN PERSONALITY CHARACTERISTICS OF COLLEGE STUDENTS AND ENVIRONMENTAL CHARACTERISTICS OF THE INSTITUTIONS THEY ATTEND WAS EXPLORED. STUDENT PERSONALITY WAS MEASURED FOR SAMPLES FROM 55 COLLEGES AND UNIVERSITIES BY THE ACTIVITIES INDEX, AN INSTRUMENT DESIGNED TO MEASURE PERSONALITY NEEDS. PRESS, CONSIDERED A MEASURE OF ENVIRONMENT, WAS MEASURED BY THE COLLEGE CHARACTERISTICS INDEX. SCORES SUMMARIZED FOR THE STUDENTS IN THE SAMPLES FOR EACH COLLEGE PROVIDED A PICTURE OF STUDENT PERSONALITY AND THE ENVIRONMENTAL CHARACTERISTICS OF THE INSTITUTION. THE PERSONALITY AND ENVIRONMENTAL SCORES FOR THE 55 SCHOOLS WERE INTERCORRELATED AND FACTOR ANALYZED. THE RESULTING FACTORS INDICATED THAT THERE WERE FIVE DIMENSIONS REPRESENTING THE INTERACTION OF STUDENT PERSONALITY AND INSTITUTIONAL ENVIRONMENT. THE FIVE FACTORS, REFERRED TO AS CULTURES, ARE (1) SELF-EXPRESSION, (2) INTELLECTUAL, (3) NUTURANT, (4) VOCATIONAL, AND (5) COLLEGIATE. THE COLLEGES WERE RESCORED IN TERMS OF THE FIVE FACTORS AND THE RESULTS FURTHER ANALYZED. INSTITUTIONS ARE CLEARLY IDENTIFIABLE AND DIFFERENTIABLE ON THE BASIS OF THE FACTORS EXTRACTED IN THIS STUDY. WHEN EXAMINED ACCORDING TO THE PERSONALITY AND ENVIRONMENTAL COMPONENTS, PARTICULAR CHARACTERISTICS OF INSTITUTIONS MAY BE RECOGNIZED AS BEING CONGRUENT OR NOT CONGRUENT IN RELATION TO THE PERSONALITY CHARACTERISTICS OF STUDENTS. SUGGESTIONS FOR FURTHER RESEARCH IN THE AREA OF PERSONALITY AND ENVIRONMENTAL CONGRUENCE WERE MADE. (TC)

The accountability of the English teacher is discussed from the standpoint of who they believe they are accountable to and who is properly accountable to them. The English teacher is said to be accountable to his students, his colleagues within and outside his discipline, to the parents of his students and to the larger local community which supports the schools, and to state, national, and other local groups. Those who are said to be accountable to the English teacher are the students, the parents, administrators, and the wider communities. It is concluded that it is the English teacher's obligation to take up an active role in clarifying for himself, his students, his colleagues, and his several communities what he is trying to do in the educational process, what conditions he needs in order to have a chance of success, and what means may be used to evaluate that success. (DB)

A two-process model of infant visual attention is constructed based on research using the modified Berlyne technique with three- to five-month olds. The length of time an infant fixated a pattern was examined along with what caused him to turn to the pattern at all. The study was based both on a re-examination of previous research and on new experiments. Two distinct sets of processes were found in infant attention: Attention-Getting and Attention-Holding. It was found that in the four-month-old infant, habituation is primarily a function of the Attention-Holding process, and occurs more in males than females, although both sexes initially show preferences for, or look longer at, the more complex patterns. Performance on some trials indicates a tie-in between Attention-Getting and Attention-Holding, with the information obtained from prior fixations of the stimuli somehow determining the speed of subsequent head and eye orientation. The model is followed from occurrence of an Environmental Event, to operation of the Peripheral Perceiver, to information processing and splitting up by the Perceptual Processor, to Memory. Detailed flow charts are included. (LH)

Four experimental Super 8 mm sound motion picture films were designed and produced for presentation in a 2x2x2 factorial research model to test the effects of mode of response and stimulus conditions in films for preschool children. Subjects were 40 children (22 males and 18 females) in a Headstart Program in San Pedro, California, divided so that there were ten in each treatment condition and five in each age group. Findings revealed a significant different (p.05) in favor of those groups receiving treatments in which an overt response was required. It was also found that the developmental age effected the cueing variable in diverse ways at upper and lower levels of preoperation. The results are discussed in terms of Piaget's construct of the preoperational learner. (Author)

THIS STUDY CLASSIFIED MNEMONIC STRATEGIES, EXAMINED THEIR THEORETICAL CHARACTERISTICS, AND REPORTED EXPERIMENTS INVESTIGATING THE RELATIVE EFFECTIVENESS OF MNEMONICS IN PROGRAMED INSTRUCTIONAL MATERIALS. THE FIRST EXPERIMENT INVESTIGATED THE COMMON MNEMONICS USED BY STUDENTS IN STUDYING A MEDICAL TEXTBOOK. THE SECOND EXPERIMENT TESTED THE EFFECTIVENESS OF MNEMONIC PROGRAMING. THE THIRD EXPERIMENT COMPARED THE EFFECTIVENESS OF THE PROGRAM WITH AND WITHOUT MNEMONICS. IT WAS CONCLUDED THAT THE USE OF MNEMONICS COULD BENEFIT THE STUDENT. (GD)

This document is the program proposal for a graduate level course of study leading to the Doctor of Education degree in Educational Administration at Glassboro State College in Glassboro, New Jersey. The needs, assumptions, and objectives of this program are reported, as well as the admission and degree requirements. A listing of available courses is also given. (RA)

Prepared by state department personnel with the help of an advisory committee and a team of teacher-coordinators, this program guide should be of practical value in developing distributive education programs at secondary, post-secondary, and adult levels. Aimed specifically at administrators and teacher-coordinators, the guide includes sections on: (1) Principles and Philosophy of Distributive Education, (2) Organization and Administration, (3) Coordination, (4) Qualities of a Coordinator, (5) Methods, Techniques and Instructional Aids for Teaching Distributive Education, (6) Distributive Education Classroom-Sales Laboratory, (7) Distributive Education Clubs of America (DECA), (8) Guidance Responsibilities of Coordinator, (9) Post-Secondary Opportunities in Distributive Education, (10) Adult Programs, (11) Self-Evaluation, (12) Public Relations in Distributive Education, and (13) Laws Pertaining to Distributive Education. Also included are a bibliography and various sample forms for use by program coordinators. (JS)

Junior high school boys ranked each other on perceived academic ability (PAA) and social power with great consistency. Holding social power constant, four-man groups were formed with either two high and two medium PAA boys or two medium and two low PAA boys, and each group played a non-academic, co-operative simulation game. In each condition, the boys with relatively higher perceived academic ability were significantly more active than boys with relatively lower perceived academic ability. Thus, the finding that perceived academic ability has significant effects on a non-academic situation may have distressing implications for all tracked educational systems and for attempts to break out of tracking by innovative methods like simulation. (RH)

The following is taken from the Publisher's Note: "Long out of print since it was originally published in 1942 by the U.S. Government Printing Office, this classic work on Federal Indian law, and the whole legal history of Indian-white relations, is here republished in a facsimile edition. It is, as Felix Frankfurter observed, the only book that has ever made sense and order from 'the vast hodgepodge of treaties, statutes, judicial and administrative rulings, and unrecorded practice in which the intricacies and perplexities, confusions and injustices of the law governing Indians lay concealed.'...This handbook should not be confused with the vulgate version issued by the Government Printing Office in 1958, and since then reprinted by 2 other publishers. That expurgated edition was rewritten, according to its introduction, 'for the purpose of foreclosing, if possible, further uncritical use of the earlier [1942] edition by judges, lawyers, and laymen.'" (LS)

A self-report system for individual community college instructors to use in evaluating their own professional performance is advanced as a tentative means to respond to California teacher evaluation bill SB 696. Four instructor activity areas are suggested as appropriate for evaluation: (1) instruction, requiring the use of specific measurable objectives; (2) service to the college, including committee work, club work, and other institutional activities; (3) service to the community; and (4) professional expertise, including those elements increasing an instructor's knowledge of his field. The primary aspect of the self-evaluation process consists of a faculty interviewing committee to question instructors about each of the above named areas. Instructors will present to the committee teaching objectives, test scores, student rating forms, and a resume of school, community, and professional activities. A yearly file on each instructor, developed from the interviews, would be reviewed at each evaluation meeting. This self-report system differs from ordinary self-report and introspective methods in that it relies on concept measurement, is open to peers for process evaluation, and focuses on instructor intentions and results. (AL)

This study explores growth in written composition in the community college by using a group-devised scoring key to score pre- and post-compositions. The study was conducted in three community colleges in Southern California with each student's writing ability being measured by pre- and post-compositions written during the first and last weeks of an 18-week semester. No significant changes in writing ability were detected in this study through a comparison of pre- and post-means for the total sample, or for any of the three colleges, as indicated by a t-test for correlated samples. An analysis of the individual score changes indicated that almost all student scores changed slightly during the semester. In essence, this study supports the use of a cooperatively developed scoring key to reduce rater bias. It does not supportthe assumption that community college students improve their writing skills following 18 weeks of instruction in composition. (Author/MN)

The question considered in this essay is: Given what we know about research and development in education, what might reasonably be expected from a National Institute of Education (NIE)? Two suggestions are made. One way to figure out what an NIE might be good for is to make up a list of what's wrong with American education and dream up some plausible ways in which R&D might help. A more cautious way of proceeding might be to set out what we know about education and R&D in advance and try to infer from that what might reasonably be expected from a government R&D agency. Subjects discussed include: educational problems, defining goals for an NIE, the knowledge base, utilizing R&D results, and definition of research and development. Consequences for NIE include: (1) Accepting a"major problems" mandate is not likely to reduce the potential for instability in an NIE; (2) Tendency toward political instability will be compounded by the fact that evaluative criteria for educational R&D are murky; and (3) There is a formidable system of constraints and there's no simple way to avoid the problems they pose. (For related document, see AA 001 048.) (CK)

To describe the attitudes of Arizona educators toward sex education, a questionnaire survey was made of all practicing teachers and administrators in the state's public school systems. Data were collected on topics such as subject content and who should teach sex education. Based on the findings of the survey, it is implied that the lack of unified support for particular forms of sex education may be instrumental in blocking implementation of workable programs. (JS)

This speech deals with the contribution of sociology to the understanding of effectiveness in teaching, and the non-individual factors arising from the formal and informal social structure of the classroom. A review of related literature indicates the prospects for understanding the relationship between what the school does, as represented by the teacher and the curriculum, and what happens to the student. Five contributions of sociologists to classroom learning suggest 1) Structural factors in the organization of teaching vary so greatly that the possibility of creating a systematic understanding of the conditions of teaching effectiveness based on teacher talk and student learning appears limited. 2) Participation rates of students suggest that a tutorial model of teacher-student interaction will prove inadequate. 3) Studies of the effects of classroom status systems conditionalize any statements concerning teacher effectiveness. 4) The teacher's role as a bureaucratic authority figure varies with each class. 5) The school and teacher's use of authority may affect learning through the organization's effect on the student's sense of control of his environment. Results of the study indicate the need to develop and test propositions stating the conditions under which we expect observed relationships between teaching and learning to hold. A 34-item bibliography is included. (MJM)

The present research was conducted to determine the relative importance of a variety of background variables and school effects on curriculum assignment in public high schools. The emphasis was on the sociological processes of selection and differentiation within schools, and the role of education in facilitating or blocking social mobility. A selection of the data from the "Equality of Educational Opportunity Survey" were reanalyzed, to compare both schools and students in the ninth and twelfth grades. The findings were, in general, at odds with much of the polemics of school reform, in which educational institutions are criticized for restricting opportunity to lower class or non-white students. When verbal ability is assumed to adequately differentiate pupils, as a criterion for placement, there is little evidence for discrimination within schools in placement, and no evidence of racial bias. Differences in tested ability accounted for most of the observed segregation within schools by race and class, and, in general, the effects of verbal ability were 3-4 times as important as the combined effects of father's education, occupational prestige, and number of siblings in the family. If more equality of outcomes is desirable, one must question the relevance of tests as a criterion, rather than focusing on schools as agents generating inequality through perpetuating status differentials. (Author)

The purpose of the present study was to investigate whether the inclusion of visual tracking exercise in a remedial reading program would result in significant higher reading achievement scores when compared to a conventional remedial reading program. Seventy-five sixth-grade students, reading a year or more below grade level and potential, made up the 16 groups under investigation. Eight groups, chosen randomly, composed the experimental group which received practice in the "Visual Tracking" and "Word Tracking" workbooks of the Michigan Tracking Program, for 10 minutes at the beginning of each 40-minute reading period. The control group received conventional reading remediation for the entire 40 minutes. The groups were taught by eight remedial reading teachers, each having under her tutelage one experimental group and one control group. The teachers met both groups three times a week for three months. An analysis of test scores on standardized reading tests showed no significant differences between the control and experimental groups, and no statistically significant difference between boys and girls in the experimental group. It was concluded that the use of the visual and word tracking exercises was not warranted. (Tables of data and references are included.)

The New Haven Bilingual Education Program had two primary components: grade K-1 and grade 2-6. Puerto Rican and Anglo students in the younger age groups had a daily Spanish lesson; Puerto Rican children were also given English as a second language (ESL) lessons. The older children attended their regular classes in the morning and were given subject matter lessons in Spanish as well as ESL and Spanish language lessons. The evaluation design for the program was modified several times due to time and money constraints; the evaluation as performed concentrated on the more traditional product evaluation as well as a description of procedures carried out to assess student change in the areas of language development and self concept and/or attitude towards education. Among the findings were the following: (i) there was management which seemed to be aware of the problems in the program and which would take steps to make adjustments in the program; (ii) overall teacher performance was rated as quite satisfactory; (iii) course outlines were considered more than adequate when supplemented by Spanish language materials; (iv) the dissemination program aimed at the Anglo teachers had failed; and, (v) no significant difference could be made on the student self concept scales. [The appendixes in this document will not be clearly legible, due to the print quality of the original.] (Authors/RJ)

This final evaluation report of the 1970-71 New Haven Bilingual Education Program's effectiveness in the various areas of instruction is a presentation of analyses of data gathered on student performance in oral language proficiency (English only), reading comprehension (English only), mathematics, and student self concept (administered in the dominant language only)--the students having been pre- and post-tested in these areas. The document presents only an assessment of the program's effectiveness insofar as achievement of product objectives (behavioral changes in students and other participants) is concerned, the processes or procedures used to achieve various program products having been assessed in an earlier report, the Interim Evaluation Report. Among the findings were: (i) teachers felt that the learning of a second language for Anglos was enough of an advantage to the students to include them as participants of the ESEA Title VII program--and the evaluators felt that the program must enhance its efforts in this area; (ii) analyses of sociometric data did not yield clearly discernable results--it being not possible to argue that the program had generally improved mixing between Puerto Rican and Anglo children; (iii) in word knowledge, reading, and mathematics, it was found that the program classes showed a positive and, in many cases, significant growth; and, (iv) in general, there was no significant difference between the program and control children on T-tests done on scores for self concept. (Author/RJ)

Fifty-three high school males took a minicourse on library usage. All were randomly assigned a topic and given response sheets requiring the use of dictionaries, encyclopedias, periodicals, and books. In a discussion session, all received instructional handouts. Students were assigned either to evaluating two peers' pretests (experimental) or researching two new topics (control). New topics were randomly assigned for the posttest. Both groups mastered 50 percent more objectives on the posttest than on the pretest. No significant differences between the gains for the two groups were found. Evaluating a peer's work was as effective as performing additional tasks. (Author)

Techniques employed in a "Joint University-Community Urban Problem-Solving Course" in promoting discussion among two diverse sets of population are described in this handbook. The course, offered during the Fall 1971 and Spring 1972 semesters at Syracuse University, comprised approximately 30 undergraduates from the university and 30 members of the Greater Syracuse community. The program was conducted with a two-hour meeting once a week, each meeting being devoted to one of the public policy issues of the program: education, housing, unemployment, and police-community relations. One or more role-playing exercises or structured simulation exercises were conducted for each issue. In each class session, the staff explained the game, and asked class members to take certain roles. Following each exercise, a full-group discussion was conducted on the issues presented, pro and con arguments, the quality of role playing, problems presented, and how close the exercises were to the actual situations. In some instances, the role playing was video-taped and played back to the class for critique and analysis. This follow-up was considered important in determining what participants learned during the game sessions. During the sessions on each topic, some time was usually devoted to a presentation by a local authority on the topic. Class presentations were made before community groups on nine occasions. Appendixes present two examples of exercises employed in the program. Samples of the communications form, war form, and petition form are provided. (DB)

This study focuses on the political feasibility of some of the alternatives open to States for raising educational revenue and allocating funds to local school districts. Eight states -- California, Colorado, Georgia, Maryland, Michigan, New Hampshire, Oklahoma, and Oregon -- were chosen for study, to represent a range in (1) the level of State aid, (2) the average per pupil expenditure, (3) interdistrict disparities, (4) propensities to innovate, and (5) region. Recent school finance legislative history, the current educational finance system, significant factors affecting education finance reform outcomes, and the reform efforts during the 1972 legislative session were examined for each of the eight States. Study results show that the distribution of property wealth and income, the perceptions of educational needs, and patterns of urbanization will be critical variables in developing alternative proposals for financing education. The study documents the political diversity among States affecting education finance outcomes; and it indicates that a single, national solution to school finance problems will fail to resolve the specific and different issues in individual States even though all States share certain issues in common. (Author/DN)

Communicative relations among children and adolescents are considered from the concept of reciprocity (or perspective of others ) and its development. Research reveals that from the ages of two through four, and often through five also, the child's speech is primarily lacking in communicative message. It is found that the major difference in accounting for patterns of communication across ages is that the young child is egocentric. The adolescent is said to differ from the child in that reciprocity is denied through personal limitations. For the adult, like his adolescent counterpart, communication is seen as serving to enhance exclusive memperships and thus again reciprocity is denied through personal limitations. Research findings suggest that the three constituents of communication that are critical to the free exchange of ideas and the development of functional linguistic ties are reciprocity, openness, and genuineness. (DB)

Data for use in the development of sound public policies for financing education in the United States are provided. Chapter I deals with enrollment trends relating to urban public and nonpublic schools with a discussion of demographically related elements such as housing, migration, and race. Enrollment data is broken down by years, sponsors, grade divisions, and race. Educational trends that affect school enrollments are discussed such as the decline of religious teachers in Catholic schools, and rising costs in public and nonpublic schools. In Chapter II, the capacity of the Chicago, Detroit, and Milwaukee school systems to absorb additional students without new school construction is shown to vary substantially, depending on the nature of the standards that are used to define an acceptable student teacher classroom ratio. Chapter III estimates the current economic value of nonpublic school operations in Chicago, Detroit, and Milwaukee, based on 1970-71 cost data for capital outlay and operations. Chapter IV deals with public and nonpublic schools in Philadelphia concerning enrollment trends, building capacity, and financial impact of declining nonpublic school enrollment. Chapter V summarizes highlights of the study report. (For related document, see ED 058 473.) (Author)

Although receptive language organization is the foundation of all linguistic development, the evaluation of children's performance in listening to extended streams of speech is not a significant aspect of present methods of assessing children's language and reading capability. In repeated individual test sessions, 44 normal children in suburban primary school registered their listening preferences for either the natural soundtrack or an electronically processed unintelligible soundtrack accompanying selected segments of "Sesame Street" programs. Thirty-three of the children decisively rejected the unintelligible TV soundtracks. The remaining eleven children each spent as many as 30 minutes viewing TV programs with garbled, distorted soundtracks, although clear soundtracks were easily available. Each of the nonselective listeners also showed patterns of mild to moderate language and reading dysfunction in the classroom. These data confirm other studies in suggesting that approximately 25 percent of presumed normal children manifest unrecognized anomalies of selective language listening. These results strongly suggest the importance of including systematic evaluation of speech-stream receptive language functioning in language and reading assessment. (Author/TO)

In the most narrow sense, compensatory education has failed; most Title I programs which seek to improve achievement have no discernible effect. This is apparently a result of the fact that the programs seek to provide for disadvantaged students more of the school resources which have never been found to affect the achievement of advantaged students. It is, on the other hand, clear that compensatory programs need not fail; highly structured preschool programs aimed at language development produce impressive short run IQ gains. The most important difference between these experiments and most other preschool programs is that the former were aimed narrowly at skills clearly related to what tests of IQ and verbal ability happen to measure. In addition, there are other models of what might be called "compensatory" education--at least their object is to redistribute educational outcomes, and to improve life chances of children from disadvantaged circumstances. These programs however, focus on more distant outcomes of schooling--college entrance and high school graduation. The difficulty with both approaches is that they rest on an extremely limited evidence about the process of schooling. For example, we have no evidence that IQ affects life chances though if it does cause longer school retention, it may. While most standard compensatory programs have failed to affect achievement, there was never any evidence that much else could have been expected. (Author/JM)

This paper proposes a new kind of educational institution, the Human Services Institute (HSI), which would offer an action oriented work-study program of flexible duration to prepare young people for professions in the human services such as health, education, welfare, law, guidance, social work, therapy, urban planning, and public service. Such institutions would provide a solution to many of the problems facing higher education today--problems of accessibility, effectiveness, homogeneity, rigidity, credentials, and social isolation--and become catalysts for social change. The HSI is based on the belief that traditional professional training fails to foster an interest in human service, to relate courses to practical work, or to involve students in academic decision making regarding their own careers. The work-study program of the HSI would offer an intensive field experience complementary to academic studies, make a BA available in 2 years, and provide a broad curriculum. The paper discusses the HSI's program, objectives, prospective students and faculty, evaluation and certification procedures, and relationship with traditional graduate schools. (JS)

Society has traditionally discriminated against women in the educational and professional areas, and studies have shown that even talented and educated women are affected by what has been labeled "a climate of unexpectation." Colleges and universities, as part of their responsibility to build a new society, must play a major part in affecting attitudes toward women by changing their own programs and policies and eliminating discrimination against women faculty and students. This paper discusses some of the educational professional roadblocks facing women, as well as the negative policies of many universities, and concludes with a series of recommendations for reforms. These include: (1) policy and structural changes to promote increased involvement of women in academic life at all levels and in all fields; (2) program and service changes to facilitate life on campus for women, such as the provision of child-care facilities on campus, and campus health services for women; and (3) academic changes, including the institution of a series of courses or major programs of female studies. (AF)