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This research brief lists and indexes materials on State education legislation and activity by subject and State. The information was obtained from answers to questionnaires sent to State education agencies, legislative service agencies, teacher organizations, and school board associations. Other information was obtained from materials sent during the year to the Education Commission of the States. The publication is organized to include the broad areas of State education -- accountability, State and local organization and policy, and items dealing with all education personnel from the chief State school officer to the classroom aide. (Author/JF)

The first of four "quins" designed to strengthen fundamental concepts and skills, this course covers properties of real numbers, simple open sentences, factorization of natural numbers, and problem solving. After a list of overall goals, the guide gives performance objectives, course outline, references to state-adopted textbooks, and suggested strategies for four units. Also included is a sample pretest, a sample posttest, and a student bibliography. (MM)

THE HYPOTHESIS THAT TYPEWRITING INSTRUCTION COULD BE USED AS AN AID TO THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE WAS TESTED. STUDENTS WERE ASSIGNED TO EXPERIMENTAL AND CONTROL GROUPS, MATCHED ON THE BASIS OF PRECOURSE ENGLISH LANGUAGE TEST SCORES AND SUCH OTHER FACTORS AS NATIVE LANGUAGE. BOTH GROUPS COMPLETED THE REGULAR 12-WEEK, ENGLISH LANGUAGE PROGRAM OF THE AMERICAN LANGUAGE INSTITUTE (ALI) AND WERE EXPOSED TO THE SAME NUMBER OF INSTRUCTIONAL PERIODS. SPECIAL TYPEWRITING INSTRUCTION WAS GIVEN TO THE EXPERIMENTAL GROUP FOR THREE PERIODS A WEEK, WHILE THE CONTROL GROUP HAD AN EQUIVALENT THREE PERIODS A WEEK OF ENGLISH PATTERN PRACTICE WITHOUT TYPEWRITING. AT THE END OF THE PROGRAM, ALL OF THE STUDENTS WERE GIVEN THE STANDARD POSTCOURSE ENGLISH LANGUAGE TESTS OF THE ALI. PRECOURSE AND POSTCOURSE ENGLISH LANGUAGE TEST SCORES WERE STATISTICALLY TREATED. COMPARISONS OF THE TEST SCORES, ADJUSTED FOR DIFFERING LEVELS OF ABILITY WHERE CONTROL VARIABLES WERE AVAILABLE, SHOWED A CONSISTENT PATTERN OF SUPERIOR SCORES AMONG THE EXPERIMENTAL GROUP SUBJECTS. ADJUSTED MEAN SCORES FOR THE EXPERIMENTAL GROUP ON THE SAN FRANCISCO STATE COLLEGE TEST, THE EXAMINATION IN STRUCTURE TEST, AND THE TEST OF AURAL COMPREHENSION WERE SIGNIFICANTLY GREATER THAN THOSE ADJUSTED FOR THE CONTROL GROUP. MEAN ENGLISH LANGUAGE TEST SCORES ALSO FAVORED THE EXPERIMENTAL GROUP, BUT LESS SIGNIFICANTLY. (GC)

THE EFFECT OF ART EDUCATION ON IMPROVING THE ATTITUDES AND CULTURAL AWARENESS OF DISADVANTAGED YOUTH WAS STUDIED IN THIS PILOT PROGRAM. THE CALIFORNIA TEST OF PERSONALITY AND THE CHILDREN'S PERSONALITY QUESTIONNAIRE WERE ADMINISTERED BEFORE AND AFTER A SPECIAL, 12-MONTH ART PROGRAM TO 25 CHILDREN (AGES 8-12) FOR DATA ON PERSONAL AND SOCIAL CHARACTERISTICS. AN INTERVIEW GUIDE WAS CONSTRUCTED TO INDICATE AESTHETIC LITERACY (PERFORMANCE) AND WAS USED BEFORE, DURING, AND AFTER EACH SELECTED ART EXPERIENCE. INTERVIEW QUESTIONS WERE DESIGNED AND USED TO EVALUATE GAINS IN PERFORMANCE RESULTING FROM EACH LESSON OR EXPERIENCE. SOME PRELIMINARY CONCLUSIONS WERE (1) AS CHILDREN DEVELOP NONCONFORMING ATTITUDES AS PART OF SKILL ACQUISITION IN THE VISUAL ARTS, CONFLICT CAN BE GENERATED THAT REPUDIATES ATTITUDES CONDITIONED BY A SUBCULTURAL ENVIRONMENT, (2) ART EDUCATION IS NONESSENTIAL TO THE DEVELOPMENT OF CREATIVE PROBLEM-SOLVING ABILITY, AND (3) ENCOURAGEMENT OF CONFLICTS OR ATTITUDE CHANGES IS A NONESSENTIAL PART OF THE EDUCATION OF ECONOMICALLY AND SOCIALLY DISADVANTAGED CHILDREN. A FOLLOWUP TO THIS PILOT PROJECT WAS SUGGESTED FOR OBTAINING LONGITUDINAL DATA ON THE SAMPLE OF CHILDREN. (RS)

GUIDELINES FOR INITIATING A RESEARCH AND INSTRUCTION UNIT WITHIN A SCHOOL WERE PRESENTED. THE PROGRAM FOR ESTABLISHING THE UNITS WAS DEVELOPED TO (1) SECURE MORE EFFICIENT LEARNING BY STUDENTS (2) ENCOURAGE PERSONALITY DEVELOPMENT, AND (3) PROVIDE OPPORTUNITIES FOR RESEARCH, CONTROLLED EXPERIMENTATION, AND DEVELOPMENT OF INSTRUCTIONAL PROGRAMS. A UNIT WOULD BE COMPOSED OF A LEARNING SPECIALIST TO LEAD THE UNIT, ONE OR MORE ADDITIONAL CERTIFIED TEACHERS, AND ONE OR MORE PARAPROFESSIONAL PERSONNEL DEPENDING ON THE NUMBER OF STUDENTS. THE OPERATION OF THE UNIT IS PLANNED TO USE THE BEST ELEMENTS OF TEAM TEACHING, COOPERATIVE PLANNING OF THE INSTRUCTIONAL PROGRAM, FLEXIBLE SCHEDULING, EFFICIENT USE OF MATERIALS, AND INDIVIDUAL STRENGTHS OF THE STAFF MEMBERS TO DEVELOP AND EXECUTE EXEMPLARY INSTRUCTIONAL PROGRAMS. (AL)

The guidelines presented are intended to assist recreation agencies in extending their services to handicapped children. Basic information is given on getting a program started: services to provide, staffing, funding, program coordinator, facilities, locating equipment, volunteers, and where to obtain advice. Identified are the needs and potentials of minimally, moderately, and severely disabled children, and how these needs relate to programing. Listed in descending order of difficulty are some problems and solutions in providing recreation programs for handicapped children, such as parental and community anxiety about safety and related factors. Summarized briefly are 25 cases in which agencies have used creative and innovative approaches to activate existing resources for recreation service. (KW)

A total of 616 representative agencies were visited and studied in terms of recreation services provided to handicapped children and youth. Of the 616, 88% provided some recreation services. Findings are presented by category of agency: commercial agencies, libraries and museums, 4-H clubs, churches, community agencies, public recreation agencies, health agencies, hospitals and residential schools, and public and private schools. Data are provided on increase or decrease in services, problems, types of disabilities served, facilities, activities, integration with normal children, community resources used, assistance obtained, transportation provided, and publicity. Comparative data from selected categories of agencies is further discussed in terms of personnel, types of activities provided, and types of disabilities served. Sixty-five tables are included. (KW)

Suggestions regarding provision of recreation services to handicapped children are offered to parents and friends of such children. Listed are types of community agencies likely to have recreation programs for disabled children, and the kinds of services each is likely to provide. Guidelines for parents who wish to help start a recreation program if none exist in the community include positive action steps the parent can take. Described are some recreation programs for handicapped children which are being conducted in various states to illustrate the kinds of recreation services which can be made available. (KW)

The suggested standards and evaluative criteria are designed to assist hospitals and other residential institutions in evaluating recreation services provided to residents, primarily children and youth. Described are the development of the standards and the rating instrument, guidelines for using the standards, evaluation and scoring procedures, and how to use the results. The checklist of standards and criteria comprises the major portion of the document. The 55 standards are arranged by major category: philosophy and goals; administration; personnel; programing; areas, facilities, and equipment; and evaluation and research. (KW)

GRADES OR AGES: Intermediate Grades. SUBJECT MATTER: Music. ORGANIZATION AND PHYSICAL APPEARANCE: This guide has been developed to help the classroom teacher supplement the program of the music specialist. There are three main sections: Section 1 includes general concepts of music that the specialists will cover and has subsections on rhythm, melody, form, harmony, and expressive qualities. Section 2 deals with music activities for the classroom teacher with subsections on autoharp, recorder, instruments to make and play, singing, and choral reading. Section 3 contains four bibliographies for choral reading, dancing, listening, and a general bibliography. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Both objectives and activities are included in the "Learnings" column of section 1. INSTRUCTIONAL MATERIALS: Section 2 includes detailed instructions for making a number of musical instruments. The bibliographies include books, records, and films. STUDENT ASSESSMENT: None. (MBM)

GRADES OR AGES: Primary grades (1, 2, and 3). SUBJECT MATTER: Music. ORGANIZATION AND PHYSICAL APPEARANCE: This guide contains a detailed outline of the basic music concepts for elementary grades with suggestions for activities which may develop understanding of the concepts. The pages of activities are color coded by grade level. There are three main sections. Section 1 deals with concepts for music education with subsections on rhythm, melody, form, harmony, and expressive qualities. Section 2 sets out the general music outline for each grade including singing, listening, moving to music, playing instruments, creating music, and reading music. Section 3 deals with music activities for the classroom teacher for each grade. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Objectives are detailed in section 1 and activities in section 3. INSTRUCTIONAL MATERIALS: songs, records, and books for each grade are listed in section 3. STUDENT ASSESSMENT: None. (MBM)

This report on the Thomas P. Morgan Elementary School, the first community-run school in Washington, D.C., is the result of extensive research and approximately ten visits of two and three days each during the academic year 1969-1970. It contains background information of events leading up to the establishment of the School, its inception in 1967, the School today, and an evaluation and projection for the future. There is also an appendix containing a brief comparison of the School with all the elementary schools of Washington, D.C. (SB)

A course in introduction to music emphasizing modes and forms is presented. A laboratory approach in which pupils are to develop skill in playing keyboard instruments, sing, listen to, read and compose music with emphasis on identification of elementary concepts of mode and form is used. Course objectives include: (1) The student will select the title of a familiar melody heard from a list provided; (2) The student will determine by ear whether an example is in major, minor, or chromatic mode; (3) The student will determine by ear whether an example contains a complete cadence, an incomplete cadence, or no cadence; (4) The student will understand the physical structure and care of the keyboard instrument; (5) The student will demonstrate as he performs the proper posture at the keyboard; and (6) The student will explain the "up" and "down" direction on the keyboard in relation to melodic motion. Course content is directed toward the development of performance skills and musicianship. (CK)

The description and evaluation of the ESEA Title IV desegregation workshops in this survey is the product of analysis of reports found in the ERIC system and in the document collections of the ERIC Information Retrieval Center on the Disadvantaged and the National Center for Research and Information on Equal Educational Opportunity. Of the more than 300 reports available, constituting the most complete record of inservice attempts to deal with the educational problems of school desegregation, 80 were used to produce data using a computer-programming process for data analysis. A workshop was considered "positive,""typical," or "negative" depending on how it met such criteria as: realistic objectives; carefully articulated planning procedures; participant input into the planning; clear and appropriate program design; full evaluation revealing participant reactions; consistency among objectives, design, and evaluation; planning or implementation for followup; and, planning and implementation for disseminating outcomes and materials. The 80 selected programs comprised 36 positive, 25 typical, and 19 negative programs. Findings included the following: most of the workshops were sponsored by universities; permanent workshop staff ranged between five to ten university personnel; and, the most popular areas of content were racial-cultural understanding, interpersonal-desegregation and general interpersonal relationships, and racial-cultural curriculum innovation. (Author/RJ)

The director's report on the Summer Institute on the Teaching of the Humanities held at Miles Colleges in 1969 is presented. The Institute's objectives were to: (1) present to teachers of the humanities, particularly in the 8 predominantly Negro colleges in Alabama, the importance and the content of black humanities as they have developed to the present and to promote changes in the curricula in black colleges to meet student demands for a more relevant program of studies; (2) change attitudes of teachers toward the black humanities; and (3) stimulate the teachers' creativity in the various arts. Forty college and high school teachers and college students participated in the program. The Institute was judged most successful in promoting attitude changes. Also included are reports from the workshops on curriculum, dance, and music, and a position paper from the teachers in the program. (Author/CS)

The objective of the study was "to determine how the elementary school child evaluates his school environment through a comparison of the school as he sees it with how professional education intends it to be." The "Keys to Elementary School Environment," an instrument designed to measure the environmental press as perceived by elementary school pupils, was administered to over 5,000 fifth- and sixth-grade pupils in 43 Texas schools. Ten series of statements were utilized to represent aspects of school environment which would contribute to the following 10 areas of press: intellectual improvement, health and physical fitness, social relationships, moral and spiritual values, home-school relationships, vocational aspirations, civic responsibility, aesthetic appreciation, acceptance and emotional security, and independence. Scores of the subjects on the 120 questions were subjected to factor analysis which yielded 10 rotated factors that accounted for approximately one-half of the variance. Comparisons were made between pupil responses by grade, ethnic group, sex, participation or nonparticipation in Title I programs, and ability group. The document contains Form E of the instrument used and directions for its administration; tabulations of pupil responses and press differences; a table on percentages of teachers, administrators, and total pupils reflecting press; and subgroup reference norms and instructions for plotting profiles to enable comparison of responses with previously collected data. (JH)

This paper considers 12 paintings which are a cross-section of the art work done by a kindergarten class of 5-year-olds in an attempt to support the following assertions: that there is a qualitative correspondence between the level of maturity evidenced in the paintings and in their speaking about them; that the degree of development in both speech and painting is affected by the child's home environment; and that increasing sophistication in most children's paintings is paralleled by increasing sophistication in their use of language. Only partial evidence was found to support these assertions. Correspondence between levels of maturity in painting and in oral language was recognizable in 6 of the 12 paintings. Significant indications that the child's home environment affected development in painting and speech were apparent in four examples. Increasing sophistication in painting corresponded to increasing sophistication in language usage in five instances out of a possible nine. Photographs of the paintings considered are included in the paper. (CL)

Sex roles in two disparate areas, reading and literature, are treated separately in this paper. Sex-related factors listed which may attribute to the high incidence of boys experiencing reading difficulty were: (1) predominance of female teachers in the primary grades, (2) boys' lack of interest in basal readers, (3) adults considering reading a female activity, (4) effect of different socialization processes of females and males upon school success, (5) teacher attitude toward males during reading instruction. Sex discrimination does appear to predominate in English and American literature and literary criticism. College text in English literature are male oriented and few women writers exist in English literature before the nineteenth century. Thus, it appears that materials prepared for the instruction of children are heavily slanted in favor of males and male pursuits and that "literature is traditionally and obviously male centered." On the basis of current information it appears that no single factor, including sex discrimination, is responsible for boys' reading difficulties. (WR)

This teaching manual covers a 1-year introductory program for Grade 10 for various allied health occupations as part of a 3-phase individualized, integrated curriculum entitled "The Health Care System," which includes work study and optional cooperative education. Field trips, field experiences, and exploratory work experience in health care facilities supplement classroom learning activities for these three modular units: (1) an orientation to the health care system, which provides an overview of its occupations, problems, and practices, (2) eight fictitious case histories which introduce students to the functions and responsibilities of health care personnel, and (3) three units dealing with preparation for field work at a hospital, the actual experience, and a summation unit. This federally funded pilot and demonstration project was developed by the project staff with the aid of a national advisory committee of leaders in the health care field. Instructions on using the manual and a discussion of the curriculum philosophy and design are included. Learning activities, teaching procedures, and general and specific behavioral goals and objectives are provided, in additional to resource and reference lists and materials. (Several pages may be light.) (AG)

To identify selected personal and social characteristics of those from whom low-income homemakers sought advice and information in family living, data were gathered from 131 homemakers who were enrolled in the Expanded Food and Nutrition Program in Cincinnati, Ohio, and from 30 opinion leaders who were identified by the homemakers. A descriptive survey utilizing individual interview techniques was the main procedure used in gathering data, and a few mailed questionnaires were used to obtain information from the opinion leaders. The opinion leaders were those who were named by two or more homemakers as persons from whom they would seek advice and information, based on 10 different hypothetical situations. A self-designation technique of identifying opinion leaders was also utilized, allowing both homemakers and opinion leaders to score themselves on a 0-6 scale. Specific conclusions reached were as follows: (1) There was no significant difference between the ages of the homemakers and the opinion leaders; (2) Opinion leaders had achieved a higher educational level; (3) Opinion leaders had a significantly higher income than the homemakers; (4) Magazines and radio were utilized by more opinion leaders than homemakers, but television and newspapers were utilized similarly by both groups; (5) Relatives were used more often by the homemakers as a personal source of information; and (6) Opinion leaders had a higher socioeconomic level than the homemakers. Recommendations are made, and a bibliography is provided. (DB)

Achievements and legislation (1972) related to teachers and school personnel are listed. Information was garnered via questionnaires sent to all state departments of education and related educational agencies in October 1972; legislative status as of March 1972 is indicated at the beginning of each description. Included topics are certification, collective bargaining, evaluation, personnel utilization, professional practices, tenure, and training. An appendix describes the survey instrument and lists the state agencies contacted. (JB)

Educational psychotherapy for preschool children and its functioning are described in detail. Also described is the process of training teachers to do this work. The educational psychotherapy process attempts to operate at the interface between education and psychotherapy. The components of catharsis, recall, sharpening and correcting of perceptions, correction of projections, and emphatic insistence upon adaptation to everyday reality are all parts of the work of educational psychotherapy. The method is particularly appropriate for the young age group. The training of teachers is carried out in a formal two-year training program in which each trainee spends a minimum of 12 hours per week. At least six of the hours are spent working with children and their families, and six are didactic and supervisory. Each trainee must have treated at least three children, of various diagnostic categories, and their parents over the two-year period, and must have participated in the evaluation process with observations and brief trial therapies. Trainees are required to have, or are encouraged to work toward while in training, New York State Certification in Early Childhood or its equivalent. On completion of training, the educational psychotherapist can go into schools and day care centers, can become a mental health resource person, or can become a mental health professional. Two clinical examples are given of the educational psychotherapy process. (DB)

The research reported in this document studies how status characteristics of adults and children affect adults' ability to raise a child's expectations for his own performance at school-like tasks. This paper focuses upon racial characteristics of both adults and children. The experimental procedure is as follows. An adult works with one child selected from a four-child group following a prescribed pattern to raise that child's expectations. The experiments reported here involve children in mixed race groups, two black children and two white children per group, with either black or white experimenters. Children in second, third, and fourth grades who attended an integrated school in Baltimore served as subjects. Middle-class young adult women, some black and some white, served as experimenters. When the race of the experimenter matches the race of the treated child, significant increases in the expectations of the treated child occur. But when race of the experimenter differs from that of the treated child, significant increases occur for black children interacting with white adults, but not for white children interacting with black adults. These effects for children in racially-mixed groups disagree with earlier work on single-race groups. (Author/JM)

Recent studies of parent-child programs conducted either at school or at home are reported in this bibliography. Included are entries from "Research in Education" (RIE), July 1971 to August 1972 and citations of journal articles appearing in "Current Index to Journals in Education" (CIJE) from July 1971 to August 1972. Entries were selected if they appeared in the RIE or CIJE subject index under these terms: Parent Role, Parent Participation, Parent Education, Parent Influence, Parent Training, and Parent/Child Relationship. (Author)

This selective abstract bibliography cites documents that are concerned with teachers, parents as teachers, and paraprofessionals involved with children in early childhood education. Entries selected appear in the ERIC Thesaurus (subject index) under these terms: Teacher Attitudes, Teacher Influence, Teacher Role, Teacher Aides, Preschool Teachers, Teaching Methods, Teacher Characteristics, Teacher Education, Teaching Models, and Paraprofessional School Personnel. Entries included are from "Research in Education" (RIE), January 1971 to August 1972. Journal articles listed appeared in "Current Index to Journals in Education" (CIJE), July 1971 to September 1972. (Author)

Strategies for apprehending and processing verbal material were studied in deaf and normal children by using color-word interference tasks. Color-word interference task was described as a method of apprehension evaluation with minimum memory contribution. The task involved three cards: one containing color patches, one containing printed names of colors, and one containing a color name printed in conflicting ink color. Seven deaf children and 17 normal-hearing children (age range 9-15 years) identified by good academic achievement were asked to name each card upon presentation. The task criterion was reading speed and thus, stimuli perception was the major variable studied. Data on time in seconds for subjects to complete the color-word interference task indicated that the deaf seemed able to view verbal material as objects without attending to its verbalness. Normal-hearing children, in contrast, had great difficulty in responding to anything other than the word itself. Results suggested that deaf children used qualitatively different strategies for apprehending and processing verbal material than did normal-hearing children. (CB)

The first of a two-part study of the comprehensive 1962 public library survey, this report presents institutional data for public libraries serving 35,000 persons and above. In content and coverage it continues the 1960 public library survey which was released in three parts in 1961 and 1962 under the title, "Statistics of Public Library Systems, Fiscal Year 1960." This series of data has been presented annually since 1944 and biennially since 1960. The 1962 survey was designed to permit trend comparisons with the 1955-56 and 1960 surveys. Information on the amount and sources of income was collected for the first time. The purpose and design of the 1962 survey was extended in order to permit the construction of the first national public library sample. Four tables provide summary data and statistics for staff positions, volumes in collection, operating expenditures, and income. The questionnaire form is appended. (Author/AB)

A total of 168 research studies, published since 1962 and using data collection instruments suitable for home economics research, were selected through a computer search of Educational Resources Information Center (ERIC) publications and a manual search of non-ERIC publications. Entries are organized according to these categories: (1) Manpower Needs and Employment Opportunities, (2) Curriculum Development, (3) Educational Programs, (4) Instructional Materials and Devices, (5) Learning Process and Teaching Methods, (6) Student Personnel Services, (7) Facilities and Equipment, (8) Teacher Education, (9) Administration and Supervision, and (10) Evaluation. Entries selected from ERIC publications include author, title, publication date, selected parts of an abstract, ERIC document number, and pagination, while non-ERIC entries include author, title, publication date, selected parts of an abstract, and degree-granting institution. Author and subject indexes, ordering information, and criteria for inclusion in this bibliography are included. (SB)

The teaching of parliamentary procedure as proposed in this paper is based on three areas of instruction--expository and persuasive speaking, organizing clubs and writing constitutions, and conducting business according to the 11 principles of parliamentary procedure. These areas, usually presented in sequence, are designed to (1) teach students to think logically and to write and speak clearly and concisely, (2) provide background in the history of parliamentary law, (3) offer practice in the correct procedures for making and passing motions, and (4) give students an opportunity to organize clubs and write constitutions both as a class exercise and in real life. Frequent practice sessions, primarily using role playing and drill, are described and suggested as a means of insuring the retention of the principles and rules of parliamentary procedure. (JM)

The 197 participants, representing all areas of home economics, attended a 3-day national workshop on the training and utilization of auxiliary workers within the field of home economics. Workshop activities included a symposium of auxiliary personnel employed as aides in home economics-related occupations and group discussions which followed these major presentations: (1) "New Job Revolution" by J. Farmer, (2) "Legislation Affecting Auxiliary Personnel" by J. F. Jennings, (3) "Stresses, Strains, and Joys of Utilizing Auxiliary Personnel" by S. S. Steinberg, (4) "Guidelines for Designing New Careers" by S. A. Fine, (5) "Some Aspects of Leadership" by M. F. Clark, (6) "New Concepts for Household Occupations" by U. S. A. Bowen, and (7) "Societal Needs to be Served Through Auxiliary Personnel" by E. W. Schwieder. Evaluations made daily, at the end of the workshop, and 6 months later revealed that the objectives had been met to some degree by the end of the workshop and that a few studies, surveys, and programs had been implemented by the 6-month followup. Lists of participants, preparatory materials, texts of major presentations, evaluation instruments, and packet materials are appended. (SB)

Paraprofessional recreation personnel in hospitals, extended care centers, homes for the aged, and recreation departments were surveyed to define their roles and functions. Visits to 28 job analysis sites helped to identify a total of 79 job tasks and functions. A working model for a career lattice in recreation, and suggested content for a training program were some of the results of a 2-day conference of recreation educators, consultants, experienced practitioners, and recreation assistants. In the resulting training program, two groups of trainees were used to test a field teaching approach which was evaluated by pre- and posttesting. The results indicated that the training program was effective, and that many participants were stimulated to consider careers in recreation. One recommendation was that the training program should be revised and refined. (GEB)

Project Quest offers a strong approach to the problem of developing programs aimed at educational leadership in New Jersey. The primary goal of the project is to enhance in this leadership their knowledge of child growth and development, and their feel for, and sensitivity to, appropriate modes of education for young children, as well as pervasive awareness that what happens in the education of the very young child has implications throughout the educational process and in all the complexities of life. The thrust of the project is to match what has been learned about the process of growth and development of the child, and the process by which children actually learn the educational processes of the schools. Where the educational process does not "fit", that is, where it is not based on a developmentally sound model, an area for potential change is identified. In the first phase of the project, more than 50 educational leaders attended a week-long conference on early childhood education. The focus of the conference was on "The Child From Three to Eight." Workshops on specific task-oriented topics and field trips to model programs are being held regularly. In progressive steps, the project staff and consultants will work with the participants as change agents in the local community to bring about a closer match between the educational process and the processes of growth, development, and learning in the young child. (CK)

In an effort to learn more about the child prone to anxiety when separated from his parents, 60 3-year-old, predominantly white, middle class children were subjects of a parent-teacher study. Each parent completed a scale of 25 items on which his child's anxiety was rated just prior to the child's entrance into nursery school. A teacher-rated scale was then devised to measure the child's separation reaction in the school and was completed for every child immediately at the end of each school day over a 2-week period. (Additional ratings were made later on in the year.) Results indicate that parental ratings of children before entry into nursery school correlate highly with the teachers' ratings. This suggests that separation anxiety prone children can be identified with considerable efficiency before their entry into nursery school. Although later ratings showed lower levels of anxiety in children, correlations remained significant. Tables comprise half the document. A copy of the Parental Anxiety Rating Scale is also included. (MK)

Based on a survey of college and university libraries conducted in the fall of 1969, this report provides aggregated or summary data for 2,330 libraries or 95.8% of the college and university libraries in the nation. The libraries surveyed accounted for a total expenditure of about $585 million, of which nearly $318 million was paid for salaries and wages of 45,150 staff members. The total holdings of these libraries provided user access to 333 million items of printed, unreduced materials (books, periodicals and other serial titles) and nearly 65 million microform items (microfilms and all other reduced formats). A promising development for improving access to library resources for small institutions is the advent of "joint libraries." A joint library is defined as a combining of library resources of two or more institutions, which serves all the institutions concerned, or the library may serve one whole institution and a branch campus of another institution. The largest expenditure increase (20%) was for books and other library materials, the smallest (14%) was for salaries of the regular staff. (Author/NH)

Reports on a project designed (1) to explore the utility of the University of Hawaii Preschool Language Curriculum in a broad field-testing situation with teachers of varying skill and background; (2) to determine whether or not there is loss of effectiveness when the amount of supervision and consultation has been reduced from that provided in locally administered projects; and (3) to measure the effectiveness of the curriculum with groups using several nonstandard dialects other than Hawaiian pidgin. The curriculum was taught in 16 classes of Appalachian, Hawaiian, Indian, Mexican-American, northern urban, southern Negro, and Puerto Rican children. Children were given the PPVT and the ITPA initially and again after a 6-month interval. The change from pretest to posttest on each measure was computed for each class. The experimental teacher was ranked in terms of the total net gain and was also ranked independently by the project staff in terms of effectiveness in using the language curriculum. Both the rank order and tetrachoric correlation coefficients between these two variables were significantly different from zero beyond the .01 level of confidence. Appendixes comprise more than half the document. (Author/AJ)

This report reviews the employment testing of minorities and discusses the limitations of the test results. Statistical validation of test results is stressed as a means to avoid cultural bias and avoid discriminatory screening tests. Noting that fair hiring practices and valid tests may not be enough to provide equal employment opportunities for blacks, the report concludes that educational programs must provide the upgrading necessary for skilled employment. (BH)

The handbook is intended to aid residential schools for deaf children in establishing comprehensive staff development programs. Stressed is the importance of involving all staff members including administrators, teachers, and dormitory counselors in the provision of an integrated 24-hour-a-day learning environment. The handbook is said to be appropriate for use by a single school, a group of schools acting cooperatively, or training institutions desiring to assist schools. Described in the first section is a pilot regional training program which involved six schools working together with the New York University Deafness Research and Training Center to develop a cadre of trainers from each school's staff to oversee staff development and inservice training at their respective schools. Contained in the second section are notes from the actual experiences of the six project schools covering topics such as first steps, resistance to change, staff relationships, and planning for multiply handicapped children. Considered in the third section, a general guide to staff development, are issues in program development and suggestions for implementation in areas such as school policies, choosing a director of staff development, training a core team of trainers, increasing staff sensitivity, orienting the new child, first aid and accident prevention, and behavior management. (DB)