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The document reproduces the eleven keynote addresses given at a conference on special education. The presentations centered on such topics and issues as accountability, relevance, integration of subsystems, individualized instruction, diagnostic-prescriptive teaching, systems analysis, instructional technology, differentiated staffing, creativity in the classroom, and voucher systems. Three current themes running through each of the presentations were those of accountability, relevance, and integration of the handicapped. (Author/DN)

Two experiments investigated developmental aspects of the two components of scientific reasoning: induction and deduction. In the first experiment, 98 subjects, ages 5 through 11, inductively identified four silhouetted pictures by removing, one at a time and in any sequence, as few covering pieces as possible. Results indicated that: (a) the ability to utilize incomplete information improved with increased age, but with a performance plateau between ages 8 and 11; and (b) the ability to expose information improved with age while the number of verbalized hypotheses remained relatively constant. In the second experiment, 120 subjects, ages 9 through 14, either utilized their own (Master) exposure sequence or followed (slaved) that of an age, sex, and IQ paired subject to inductively identify six, 36-cell symmetrical patterns of X's and 0's. Deductive cell predictions improved with increased age and were similarly accurate for both subject groups. For pattern inductions, which also improved with increased age, slaved subjects generally hypothesized earlier, more often, and more correctly with less information than did master subjects. Results are analyzed from cognitive and developmental orientations, and implications are offered for research and educational practices. (Author)

This guide to accompany "Exploring Linear Measure," contains all of the student materials in SE 015 334 plus supplemental teacher materials. It includes a listing of terminal objectives, necessary equipment and teaching aids, and resource materials. Answers are given to all problems and suggestions and activities are presented for each section. Related documents are SE 015 334 and SE 015 336 through SE 015 347. This work was prepared under an ESEA Title III contract. (LS)

This guide to accompany "Angle Measure" contains all of the student information in SE 015 340 plus supplemental teacher materials. A summary of terminal objectives and necessary equipment and teaching aids is given. Discussion topics, teaching suggestions, and answers appear with each section. Related documents are SE 015 334 - SE 015 340 and SE 015 342 - SE 015 347. This work was prepared under an ESEA Title III contract. (LS)

This material is an instructional unit on measuring and estimating. A variety of activities are used with manipulative devices, worksheets, and discussion questions included. Major topics are estimating lengths, accuracy of measurement, metric system, scale drawings, and conversion between different units. A teacher's guide is also available. Related documents are SE 015 335 - SE 015 347. This work was prepared under an ESEA Title III contract. (LS)

This instructional unit seeks to prepare the student to exhibit competence in the mechanics of measuring and estimating angle size and in making generalizations on the nature of measurement. Experimentation with the use of circular and semi-circular protractors is encouraged. Exercises and discussion questions are given for each section. Appendices are included which contain material for review, remediation, and enrichment. A teacher's guide is also available. Related documents are SE 015 334 - SE 015 339 and SE 015 341 - SE 015 347. This work was prepared under an ESEA Title III contract. (LS)

Instructional objectives for a junior college course in technical report writing for police science students are presented. The objectives are offered as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. They may also serve as models for assisting instructors to translate their own courses into specific measurable terms. (MB)

AN INVESTIGATION WAS MADE TO DETERMINE TO WHAT EXTENT TWO METHODS OF ITEM ANALYSIS - NORM REFERENCED AND CRITERION REFERENCED - YIELD THE SAME RELATIVE EVALUATION OF TEST ITEMS. ITEMS WHICH DISCRIMINATED WELL BETWEEN STUDENTS SCORING HIGH AND LOW ON POST-TESTS WERE STUDIED TO SEE IF THEY ALSO DISCRIMINATED WELL BETWEEN PRETRAINING AND POST-TRAINING GROUPS. TWO SETS OF INDEXES WERE COMPUTED FOR THE ITEMS ON EACH OF TWO ARITHMETIC TESTS (ADDITION AND MULTIPLICATION), WHICH HAD BEEN GIVEN BOTH AS PRETESTS AND POST-TESTS IN AN INDIVIDUAL INSTRUCTION PROGRAM IN A PUBLIC ELEMENTARY SCHOOL. IT WAS FOUND THAT THE METHOD OF ITEM ANALYSIS ATTEMPTED IN THIS STUDY (PRETEST AND POST-TEST METHOD) SEEMS TO PRODUCE RESULTS SUFFICIENTLY DIFFERENT FROM TRADITIONAL METHODS TO WARRANT ITS CONSIDERATION WHEN CRITERION REFERENCED TESTS ARE DESIRED. TRADITIONAL ITEM ANALYSIS PROCEDURES WERE DEEMED APPROPRIATE IN THE SELECTION OF NORM REFERENCED MEASURES. (GD)

THIS WORKING PAPER IS CONCERNED WITH THE DEVELOPMENT OF SEQUENTIALLY SCALED TESTS FOR STUDENTS RECEIVING INDIVIDUALIZED INSTRUCTION. THESE TESTS WERE DESIGNED TO INDICATE MASTERY OF DESIRED BEHAVIORS RATHER THAN TO DISCRIMINATE AMONG INDIVIDUALS. OBJECTIVES WERE IDENTIFIED AND ARRANGED SEQUENTIALLY. TESTS WERE GIVEN TO KINDERGARTEN, FIRST-GRADE AND SECOND-GRADE CHILDREN IN ORDER TO OBTAIN A WIDE RANGE OF ABILITY LEVELS. THE RESULTS INDICATED THAT IT WAS POSSIBLE TO DEVELOP A SEQUENTIALLY SCALED ACHIEVEMENT TEST. (LP)

This is a report on a series of University-Community Forums in the Goals Project of the University-Urban Interface Program of the University of Pittsburgh in which the relationships of urban universities and their urban communities are explored. A review of the original study plan and an explanation of departures from this plan precedes a discussion of an opinion survey on community goals and four forums conducted during the project. Topics chosen for the forums were: 1) Conflict Utilization; 2) Administration of Justice; 3) The Domain of Health; and 4) Goals and Government of the Metropolis. Four common guidelines for improving university and community interaction which emerged from the forums are defined together with a related area in which community and university participants remained in disagreements. Related documents are represented by ED 063 897 through ED 063 903, ED 066 398, ED 065 426, ED 065 427, HE 003 261, and SO 004 803 through SO 004 806. (SHM)

Two significant aspects of the urban environment, air and water, are focused upon in this instructional aid pamphlet. For each component, the range of possible studies is surveyed, together with the state of the situation and associated problems. Sample experiments are suggested and their test procedures outlined. Where special equipment, inexpensive test kits, or chemicals are required or would enhance the investigation, they are described and illustrated. A source list of organizations, periodicals, and publications is also supplied. (BL)

Twenty-five male (aged 7 years, 6 months to 10 years, 7 months) and five female (aged 9 years, 3 months to 10 years, 2 months) minimally brain damaged children were examined to determine feasibility of perceptual motor training on the pursuit rotor (which requires Ss to track a light as it revolves under a pattern on a turntable). Experimental Ss matched on performance IQ, hand dominance, sex, and chronological age with control Ss were randomly assigned to one of three training groups in which, after two trial runs with the nonpreferred hand to establish baseline, they traced angular, circular, or both angular and circular patterns respectively on the pursuit rotor in eight training sessions. Reinforcement was given in sessions two through eight. Data from such tests as the Bender Visual Motor Gestalt Test and the Koppitz Developmental Scoring System revealed that there were no significant differences between Ss on pretests, that training on the pursuit rotor has specific transfer to figure copying tasks in general, and that the act of training perceptual motor skills is the important variable rather than the specific pattern on which the training is given. (MC)

Eighty subjects 4, 6, 8, and 10 years of age inductively identified partially uncovered silhouettes of three simple pictures. Subjects removed as few as possible covering pieces, according to their own strategies, to correctly name the pictures. Performance generally improved with increased age on the two dependent measures, inductively inferring the identity of incomplete pictures and efficiently removing pieces on the silhouettes. A plateau in performance existed on the inductive inference measure between ages 6 and 8. Results indicate that young children reason inductively on nonwritten tasks judged appropriate for studying more complex forms of induction. (Author)

This revised directory of the information sources in the DDC Referral Data Bank (previously issued in October 1970 as AD-712 800 and in July 1971 as AD-724 700) consists of a compilation of computer printouts, each of which gives for a single activity detailed descriptive information on the mission, scope and services provided. Arrangement is by referral accession number with indexes by activity, director/contact, and subject. (Author)

Schools cannot change the language of children; the entire social structure is involved, particularly our patterns of social mobility and the values of lower class culture. At the early elementary level, children should be encouraged to use their own language to the fullest extent. Reading instruction for these youngsters should concern characters and experiences they can identify with. Having readers in the dialect may only further confuse the reading process. Standard English-as-a-second-dialect is a definite asset in our society but kindergarten or even earlier is not the place for drill to start. There has to be desire and inward motivation on the part of the individual to switch his/her dialect. Until a youngster is old enough to reason and conceptualize the consequences involved in either acquiring or not acquiring the standard dialect, drill per se is a worthless endeavor on the part of the elementary school teacher. (Author/VM)

This study was designed to investigate the role of culture and education in the development of formal operational thought, by comparing the results achieved by suburban American youths, American educated youths who were recent migrants, and youths who had been educated in Puerto Rico. It was hypothesized that the suburban youths and Puerto Rican youths would develop formal thought before the American educated Puerto Ricans. Three groups of subjects were selected on the basis of culture and education. Their ages ranged from 12 to 18 years, five males and five females being tested at each age level. Subjects performed four Piagetian tasks: the balance bar, the pendulum the floating objects task, and interpretation of proverbs. Subjects were tested individually and interviews were recorded on tape. Each subject had opportunity to use Spanish if he preferred to do so. When considering the three manipulative tasks together, the ability to give two out of three answers at formal level placed subjects in the formal category. The age at which 60 percent of a group were operating at formal level was considered the age of onset of formal operations for that group. Suburban youths achieved full formal thought by age 12-13. The same level was achieved by age 14-15 for the American educated Puerto Rican group. The Puerto Rican educated group reached this level at age 16-17. (Author/JM)

Reading programs for special admit college students were developed and included 13 skills: reading for main ideas and supporting details, noting sequence and development of main ideas and supporting details, developing flexibility in reading, underlining, summarizing, synthesis of several sources, critical reading, comparison and contrast of ideas, note taking, study reading techniques, preparation and taking of exams, development of research and term papers, and organization for study. In selecting the content for the course, articles and books were analyzed for interest level, the skills needed for understanding, and the skills that could be illustrated and taught through the material. The readability level for all the material was also determined. An evaluation of the program was conducted by comparing the pre- and posttest results of the comprehension section of the Nelson-Denny Reading Test. The results indicated the students improved between pre- and posttesting. Group 1, the slower moving strand, improved an average of over two and one-half years, and group 2 showed an improvement of over three years. This growth was significantly more than normally expected for a semester's course in reading improvement. (WR)

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) response to USOE probes by questionnaire sequence, (2) applicable supplementary or background information, and (3) available related findings. Data were collected from the Ohio State Department of Education; reaction reports from teachers, administrators, and State ESEA Title I personnel; onsite visitations by Title I staff; and evaluation supplement and narrative reports distributed to local educational agency Title I directors and activity directors. (EA)

An appraisal is made of work accomplished by the International Institute for Labour Studies during the period 1965-1970, and guidelines for future development are suggested. Educational work accomplished by the institute since 1965 followed the general purpose of providing leadership education for those in labor and social policy fields. Related to this are identification of the target group, approaches and methods, the need for financing to provide materials and teaching fellowship, and the institutes internship courses. Institute research has concentrated on the general area of social relations and social organization. The research has included symposia on migration, wages, and inflation; a comparative study of workers' participation in management; a research project on strategic factors in industrial relations; research in the field of social participation in transitional societies; and the establishment of International Industrial Relations Associations. In addition to books, the institute also publishes the ILLS Bulletin. Future directions of the institute in education and research work concern future trends in industrial relations, in social policy, transnational labor relations, social participation and organization building in transitional societies, and the promotion of labor studies. (DB)

A total of 21 single concept Super 8 millimeter films, each four minutes long, were made that offered an on-site view of selected mechanical, industrial, and service occupations. The occupations selected to be filmed were considered to have growth potential and to be open to non-college bound students. It was found that the films could be photographed by a graduate student directly on 8 mm. film according to a professionally prepared script with little or no editing. This was important because the first three films prepared by a commercial studio proved to be too expensive. The sound track for the films was tape recorded on a cassette. Starting the film projector and the tape recorder at the same time provided a sufficiently synchronized effect for instructional purposes. When the films were shown to some 1322 middle-school students, the majority of the students rated them as a good or excellent method of learning about occupations. The acceptance of the films varied somewhat with the sex of the student and the film content. The major criticism was the desire for more information. Their simple presentation form allowed the films to be used in an individualized instructional setting. (JY)

This document presents guidelines to help school officials and police resolve mutual problems. The common areas of interest discussed are (1) interview and apprehension of students during school hours, (2) enforcement of attendance laws, (3) role of school police officers, (4) law violations during school hours, (5) law violations after school hours, (6) protection of students from loiterers, (7) confidentiality and exchange of police and school records, and (8) police services in handling large crowds. (JF)

Rules for women's soccer, speedball, and flag football from June 1972 to June 1974 are discussed. Standards in sports for girls and women are detailed along with the Division for Girls and WOMEN[S Sports (DGWS) statement of belief, Specific articles dealing with the skills, techniques, and rules of soccer, speedball, and flag football are presented. A bibliography and a list of visual aids are included for each of these three sports. (BRB)

This study examines the state administration of each of the following state-coordinated federal programs: the Higher Education Facilities Act of 1963; Title I, Community Service and Continuing Education Programs, and Title VI, Part A, Equipment for the Improvement of Undergraduate Instruction, of the Higher Education Act of 1965; and the State Technical Services Act of 1965. The study analyzes the impact of both the state-coordinated and direct federal programs on state planning and coordination. It also determines the opinions of institutional presidents and state officials on extending the concept of state-coordination to other federal programs and on the need for new types of federal programs and the methods for their implementation. Proposals for new programs include: (1) federal support for state and institutional planning; (2) a federal program of general institutional grants; and (3) a federal tax remission program for education. Lists of the participating states, agencies and institutional presidents, and the questionnaires are appended. (AF)

English 41, an introductory humanities course taught at Honolulu Community College, presented a foundation in art, religion, architecture, and music. Many class members were employed adults, including policemen and firefighters, who often missed off-campus tours and lectures. Tutor tapes were used to offset the problem of absenteeism. A student who had missed a museum tour, for example, could check out a multimedia pack at the college's Learning Resource Center. The pack consisted of a cassette tape recorder with earplug and shoulder strap, a map, a study guide, and a student reaction sheet. The student then could tour the museum at his own pace, listening to the recorded lecture. Further innovations in teaching the course are planned, including greater student involvement and more audiovisual aids. (MS)

Three flexible scheduling plans were tried in order that firefighters could take regular college courses despite their 24 hours on the 24 off work schedule. Plan one scheduled the firefighters into a regular Monday-Wednesday-Friday class which they attended every other week, making up missed material outside of class. Plan two scheduled special 2-hour classes on every other Monday, Wednesday and Friday; and plan three scheduled firefighters into one Monday-Wednesday-Friday and one Tuesday-Thursday section of the same class on alternate weeks. Plan three drew the most favorable response from both students and teachers, as it provided a chance for the firefighters to take classes with regular students. If the number of firefighters desiring to take a particular class was sufficiently large and the class materials were adaptable, plan two was also regarded as useful. (MC)

The evaluation of an educational innovation can serve as an aid in the development of the innovation, and it can provide a basis for making judgments with respect to it. This report discusses the Individually Prescribed Instruction (IPI) program and its approach to evaluation. IPI evaluation activities are carried out in six areas: the program plan, the operating program, the school context, pupil behavior, teacher behavior, and unplanned influences and other variables. (JY)

The evaluation of a testing program is necessary before or during a sound total project evaluation. Ideally, the testing program study should be concurrent with, and equal in magnitude to, the total project evaluation. Step one in an evaluation is to define the testing program's objectives in operational terms. Step two is a thorough description of the innovation to be studied. Then the evaluation program should examine the instruments used to conduct tests, obtaining validity, reliability, and item analysis data for all such instruments. A summary is then made which interprets the information accumulated in the first three phases. A diagram of such an evaluation procedure is presented. (JY)

This report evaluates the participation of nearly all public school districts in Ohio in ESEA Title I programs. The evaluation aims to provide a basis for determining whether programs are to be modified, intensified or shifted in terms of objectives and activities. The report focuses on: the size, scope and effectiveness of all Title I programs; data and observations on eight primary instructional service areas, or program categories; communications skills, the area involving the most students and the most money; mathematics/science area; and, data on preschool education, pupil personnel services, health education/services, arts and humanities, vocational skills, and special education. The major findings are that: many participants are improving their academic abilities; the attitude and motivation of many participants for doing school-type activities have reportedly improved; programs concentrated in the elementary grades (particularly grades 1-3) are more often successful than those spread from K-12; and, that when teachers and teacher aides are provided in-depth inservice training, a program is likely to have a positive impact. Recommendations based on these findings are also included. For Title I evaluation in Ohio during fiscal year 1968, see ED 016 705. (RJ)

Procedures and machinery were developed for a statewide, 5-year follow-up of high school and post-secondary vocational students for quality and cost effectiveness analysis purposes. The system calls for specific information about the student to be gathered while he is in school by means of a Student Exit Form. Information is accumulated on magnetic computer tape, and after the student leaves school (graduates or drops out), he is sent a mail-out questionnaire designed to gather information about what the student does after leaving school. Students receive a questionnaire once each year for 5 years after leaving school. Exit forms were utilized for the first time during the 1967-68 school year and mail-out questionnaires were sent to 1968 graduates and to dropouts in September 1968. Although problems arose in procedures, data accumulation, and reports, the basic system has been developed, is considered functional, and is recommended for continuation. (Not available in hard copy due to marginal legibility of original document.) (CH)

The purpose of this study was to assess the importance of teacher attitudes, maternal attitudes, and traditional versus Montessori nursery school training on the learning and achievement of the preschool child. Eighty-two middle class children and thirty-eight disadvantaged children who attended either Montessori or traditional preschools comprised the sample. The children were tested in the fall on the Stanford-Binet and Peabody Picture Vocabulary Test and retested in the spring with the Caldwell Preschool Inventory and the Stanford-Binet. Teachers of nursery school classes completed the Minnesota Teacher Attitude Inventory, and mothers of the children completed the Maryland Parent Attitude Survey. Results of the study showed that middle class Montessori children scored significantly higher on personal-social responsiveness, associative vocabulary, and total test scores than middle class children in a traditional nursery school program. Disadvantaged Montessori children also obtained significantly higher scores than did their counterparts in a traditional program. Further findings indicated that democratic teacher attitudes were not highly related to preschool children's achievement and that maternal attitudes had no significant effect on the achievement of these children. (MS)

This represents the latest in a series of efforts, on-going since 1965, to up-date and revise a listing of continuously received literature which pertains to the Taxonomy. (TL)

The plea has been made to interpret the concept of criterion-referenced measurement in a broader sense, so that the idea will be utilized in more ways in educational measurement. While applications of the concept have been suggested mainly for programs of individualization, there is no reason to limit the ideas of criterion-referenced measurement to such application. There needs to be some thought given to how the criterion-referenced concept can be applied to the typical teacher-made test as well as to standardized tests. Also, if the idea is to be accepted, some alternative to the traditional approaches to reliability, validity, and item analysis procedures must be investigated. (KJ)

Efforts at introducing innovations in the public schools are hampered by the organizational structure of the schools and the attitudes of some school personnel toward change. The power to effect change is lodged with administrators and board members, but teachers, who are charged with the ultimate responsibility of implementing innovations, often resist changes. To modify opinions about decision-making responsibilities in the schools, teams of change agents, each team consisting of an administrator and several teachers from a school, consulted with staff members from the University of Pittsburgh Learning Research and Development Center. Questionnaires administered to these teams show equivocal results, with some opinion shifts in the desired direction and some in the opposite direction, and few differences between experimental and control groups. (RA)

This study compared the effects of four experimental treatments on levels of expectancy or aspiration of 80 disadvantaged and non-disadvantaged boys and girls. Levels of expectancy were more discrepant from previous performance in conditions perceived as chance regulated, and in those outcomes actually controlled by chance. More unusual shifts in expectancy, down after success, were made under chance conditions. Disadvantaged girls perceived themselves as most powerless in influencing their own reinforcements, whereas the disadvantaged boys had a less external or chance of orientation. (Author/DM)

The aims of the Teacher Corps are (1) to strengthen educational opportunities for children in areas with concentrations of low-income families; (2) to attract and prepare persons to become teachers in such areas through coordinated work-study experiences; and (3) to encourage colleges and universities, schools, and state departments of education to work together to broaden and improve their teacher education programs. During their 2-year training, the Teacher Corps interns work directly with deprived children in assigned school districts. The Teacher Corps members at Texas A & I University worked in the communities of Corpus Christi, Rio Grande City, Ben Bolt-Palito Blanco, and East Central. In this report, some methods, procedures, and materials which the corpsmen found useful during their work experience are presented to teachers and individuals interested in the education of economically and educationally deprived children, specifically in South Texas. The report is divided into 2 major sections containing (1) a general introduction to the subject, problem, and purpose of the report, including descriptions of the communities and of student characteristics; and (2) suggested methods, procedures, and materials for working with similarly deprived children. Also given are brief descriptions of the student characteristics, simple descriptions of 13 of the students, and pieces of conversation taken from discussions with some of the students. (NQ)