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The Environmental Education Master Plan cites eleven education needs in Colorado, general goals for meeting these needs, and specific recommendations for achieving these goals. Participants in the planning project represent a broad cross-section of interests, backgrounds, ages and geographic locations. Identification of local, regional and State-wide environmental problems, the role of both formal and informal education in helping to solve these problems, and local and State-wide resources that could be available for environmental education purposes is made in an attempt to provide guidance and coordination for a comprehensive environmental education effort. Appendixes include a Needs Assessment Questionnaire, sent to a selected sample of Colorado citizens, with a statistical analysis of responses given and a statement of goals from the final report of the Colorado Environmental Commission, March 1972. (Author/SHM)

Over 100 comprehensive and descriptive annotations comprise this bibliography written as part of the research associated with development of the "Guidelines for Peace Corps Cross-Cultural Training" intended for trainers and trainees. General but relevant easily accessible material was compiled that would be useful for cross-cultural training and for assisting the trainee toward understanding the problems of other cultures. The sections have been categorized into five general sections and arranged within each section alphabetically by author. Section A describes readings on learning, training, and teaching philosophies, methodologies, techniques and exercise. Section B comprises readings of psychological, sociological, historical, and anthropological works offering the reader understanding and insights into cultural differences, experiences, and factors. Section C includes materials on American studies helping the trainee identify traits he should be aware of and may have to cope with. Section D contains readings on collecting, analyzing, organizing and using content necessary to understand any culture. Section E includes additional references. Related documents are: SO 002 456 through SO 002 458. Author/SJM)

Provided in this guide are examples of specific methods and techniques to implement the training methodologies described in Part I of the Guidelines (see SO 002 456). Each of the five sections correspond to objectives presented in Part I. A) Planning and Preparing for a Program includes materials for collecting and organizing content; staff training schedules, objectives, and exercises; sample performance and learning objectives for a program; and, sample schedules and exercises for staging. B) Building a Learning Community includes exercises, handouts, and techniques for learning the concepts and skills necessary for learning how to learn during the formal training and in the host country. C) Cross Cultural Exercises includes exercises and techniques designed specifically to present cultural content and information in the most relevant and acceptable way and to encourage and enable practice of useful skills and behaviors in an inter-cultural setting. D) Third Culture Training includes various experiences and exercises that enable third culture training to be developed as part of the experiential model, focusing on the process and skills of learning from a new culture. E) Human Relations Exercises includes general training exercises and some adapted to Peace Corps needs. Other related documents are: SO 002 458 and SO 002 459. (Author/DJB)

Reproduced in this document are 17 articles for both trainees and trainers during phases of Peace Corps training programs presented in related documents: SO 002 456 and SO 002 457. They are ordered in a sequence that reflects program development. The first article, An Alternative to the University Model, by Harrison and Hopkins, describes experiential training, its problems, objectives, and rewards. The Hall and Whyte article and Lee article describes the complexity and requirements of cross-cultural communication. The Leach and Bowen articles describe the same problems from an individual's perspective. Rhinesmitt and Hoopes' article describe reactions to a new culture. Oberg's and Dubois's articles describe culture shock. Several articles deal with American and Western culture. The Stewart article provides a summary of the more important cultural concepts. The articles on American culture by Miner, Linton, Montana, and Latham give slightly unexpected visions of American society. Articles by Vithal, Hatch, Cousins, and Carter focus on the Peace Corps Volunteer role, the particular difficulties he faces, the strengths he can bring, and the adaptions he can make. The articles were chosen for their relevance to community development work anywhere in the world. Another related document is: SO 002 459. (Author/DJB)

Written for use by Peace Corps training staff, these guidelines are designed to support the planning, designing, and conducting of training programs oriented toward the preparation of Peace Corps Volunteers to live and work in another culture. Basic objectives and assumptions of the experiential training approach are discussed in Chapter One. Objectives include: understanding and acceptance of and effective interaction within a foreign culture. Assumptions of the training program regarding the facilitation of learning include: trainee's responsibility for his own learning, active involvement of trainee's emotions and intelligence, emphasis on learning how to learn, and evaluation based on performance objectives. Chapter Two, Experiential Training/Learning focuses on staff and trainee roles. Chapter Three, Use of Small Groups, includes discussion of unstructured training and specific sections on a non-directive approach and a modified T-group. Chapter Four, Planning, Designing, and Conducting Experiential Training, presents a general system design for a total program; activities, outcomes, and a time sequence are specified. Special problems, e.g., trainee attitudes, peer pressure, are discussed in Chapter Five. A discussion of the integration of language training is appended. Related documents are: SO 002 457, SO 002 458, and SO 002 459. (DJB)

The Dallas Independent School District has spent the past several years developing what it terms "a model for shared decision making." This model involves everyone with a direct interest in education -- students, parents, teachers, support staff, and administrators -- in assessing needs and assigning priorities. This speech focuses on the development of that model, with special emphasis on the administrative component. (Editor)

This paper argues that reading courses ought to be a required part of the college curriculum for students preparing to teach English in secondary schools. At present, the author points out, only seven states require such training for secondary school certification. The author regrets that relatively few English teachers have had reading education, since quite a few of them are asked to teach reading. It is suggested that teachers elect to train themselves in reading or to enroll in reading courses and that they design reading lessons for their students and use English curriculum content as the basis of these lessons. Two texts are recommended for self-preparation, "The Psychology and Pedagogy of Reading (Huey, 1918) and "Understanding Reading" (Smith, 1971). The author also suggests strategies for developing lessons in reading for the English class and recommends some books which can provide assistance in that development. (Author/DI)

Based on the feeling that affective dimensions of reading are important and deserve evaluation, a scale is suggested to assess attitudes toward reading. The scale consists of a series of statements and five possible responses to each, ranging from "strongly agree" to "strongly disagree." Each response is given a numerical value; and the higher the score received by a respondent, the more positive his attitude toward reading is judged to be. A list of 14 criteria guide the formulation of appropriate statements for such a scale. Modifications in the scale and in the statements can be made to suit the reading abilities of given respondents. (A sample test, a scoring key, and references are included.) (AL)

The purposes of the project at Western Kentucky University were a) to serve as a data-collection agency for the National Project, b) to assist the Teacher Corps faculty in developing competency-based instruction, and c) to monitor the effectiveness of the competency-based instruction provided by the teacher education faculty. Three indicators to ascertain the degree of success were employed: a) intern feedback, b) organization of a competency-based curriculum and c) degree of faculty involvement. Measurement instruments included a questionnaire, opinionnaire, and interviews administered to 36 Teacher Corps Interns. Although 11 of the 36 original Teacher Corps Interns terminated their association with the program for various reasons, it is the feeling of the Teacher Corps directors that if the competency-based program had been instituted earlier in the program, it would have met with greater success. Data obtained suggested that the interns developed a positive overall feeling toward competency-based instruction and the program. Intern responses indicated that they "agreed" that competency-based education was superior to traditional education. The project stimulated seven of the teacher education faculty to become involved in competency-based teacher education. Appendixes are included. (Author/MJM)

This report discusses performance contracting as one means of implementing educational accountability. It describes the planning for and main features of the Dallas, Texas, performance contract -- the Guaranteed Student Performance in Education and Training Program that uses a multifaceted approach to remove math, reading, and motivation deficiencies. The unique part of this program -- the achievement motivation component -- will be concerned with occupational training in conjunciton with 25 local employers. Related documents are EA 003 356, EA 003 358, EA 003 391, and EA 003 387. (JF)

A progress report and final evaluation of the Twin Owls Mountain Camp - Summer Workshop for Colorado Young People are contained in this two-volume publication. Involved in the project was the operation of a summer camp for governmental/ecological education using a participative approach to the learning/teaching process. Also, it was to be determined if, through the summer experience and some follow-up work during the winter and spring, the attitudes and behaviors of young people toward their environment could be changed. The Progress Report of November, 1970, explains in detail the objectives of and preparation for the camp, recruiting of participants and staff, the problems encountered, and what was accomplished in the camp session, while the Final Report considers the follow-up work in the ensuing months. Final evaluation showed that the majority of full-time workshop participants were able to apply at least a few of the skills and abilities and some of the knowledge to their living and working situations in the community. (BL)

The effects of prereading techniques, specifically "advance organizers" and "structured overview" were studied by comparing retention and comprehension of reading material in high school students with and without prereading treatment. An advance organizer is a brief passage giving a general and inclusive introduction to material to be read. A structured overview consists of student-teacher interaction dealing with terms and concepts related to the material to be read. The subjects were 157 students in social studies classes in a rural Virginia high school. Subjects were tested on reading ability and classified in four reading ability groups. Subjects were then divided into three treatment groups: one group received the advance organizer, one a structured overview, and the control group received no prereading treatment. Students were given a 3,000-word passage on labor unions (an unfamiliar topic), and 24 hours later they took a 22-item test on the passage. Results showed no statistically significant differences between the three groups, although the structured overview group performed consistently better than the advance organizer group. When reading ability was high or low, the control group was lower or equal to the experimental groups, but when reading level was commensurate with that of the passage, the scores of the control group were higher. Tables and references are included. (AL)

An examination was made into the problems of development of creative reasoning. Historical comments regarding the probable development of creative thought were amplified by glimpses into the lives of several mythical prehistoric characters. Contemporary classroom techniques designed to stimulate creative thought were presented for use in the areas of dance, sports, and physical education. Moreover, the student was encouraged to verbalize these thoughts and the feelings experienced while searching for meaning during the creative process. Examples of several student responses to the techniques demonstrated their effectiveness. (BD)

Participative education could provide impetus and direction to the educational revolution that has been brewing for some time. This approach, based on student involvement and participation, would meet the needs of students and teachers, both of whom are searching for alternatives to traditional education. Emphasizing self-responsibility, participative education attempts to involve the student in experiences relevant to his future, and to provide him with the opportunity and methodology for learning from these experiences. Students would be allowed to develop self-reliance, self-confidence, and increased self-esteem, and would leave school better equipped for lifelong, continued learning. (Author/LLR)

The focus of this paper is on three questions: (1) What reading skills are important to social studies achievement? (2) How can these skills be operationally defined for research and practice? and (3) How can the application of such research findings be effected? Several sources of research and discussions on reading and its relation to content areas are cited. It is pointed out that required reading skills generally fall into the areas of comprehension, vocabulary, and study skills. Operationalizing definitions of skills is discussed and the conclusion reached is that to effect application of research findings to classroom practices, teachers must be involved in researching ideas to be applied in the classroom. A five-step applicative research model is described. The underlying concept in applicative research is explained as adapting a research idea to a limited and/or unique setting. The research findings must then be tested by replication with other groups. Figures and references are included. (WB)

PROCEEDINGS OF A 1967 TEXAS CONFERENCE ON IMPROVING EDUCATIONAL OPPORTUNITIES FOR MEXICAN AMERICANS ARE INCLUDED IN THIS REPORT. SPEECHES, COMMENTARIES, A PAPER, RECOMMENDATIONS, AND RESOLUTIONS ILLUSTRATE THE STATED GOALS OF THE CONFERENCE--(1) TO IDENTIFY AND DEFINE BARRIERS FACED BY MEXICAN-AMERICANS IN SCHOOLS AND COMMUNITIES IN TEXAS, (2) TO SHOW AND DISCUSS SOME OF THE PROGRAMS UNDERWAY AIMED AT ENHANCING BILINGUAL EDUCATION, (3) TO FOCUS ATTENTION ON PROBLEMS REQUIRING IMMEDIATE SOLUTION, AND (4) TO DEVELOP A PLAN OF ACTION FOR THE DISSEMINATION OF INFORMATION AND STATISTICAL DATA TO REMOVE EXISTING BARRIERS AND FIND SOLUTIONS TO THE PROBLEMS. NAMES OF THE CONFERENCE SPEAKERS AND SPEECH TITLES ARE LISTED IN THE TABLE OF CONTENTS. SOME EXEMPLARY DEMONSTRATION PROGRAMS DEALING WITH BILINGUALISM CONCLUDE THE DOCUMENT. (SW)

THE RURAL TO URBAN MIGRATION SEEMS TO BE PARTICULARLY ATTRACTIVE TO TWO TYPES OF PEOPLE--(1) BRIGHT YOUNG MEN AND WOMEN, AND (2) POORLY TRAINED YOUTH SEEKING BETTER LABOR MARKETS. IF THIS "BRAIN DRAIN" AND MIGRATION FLOW IS TO BE STEMMED, IT WILL BE NECESSARY TO PROVIDE AN IMPROVED RURAL EDUCATIONAL PROGRAM. WHILE SEVERAL NEEDS HAVE BEEN IDENTIFIED WHICH WOULD IMPROVE RURAL EDUCATION, THE MOST CRUCIAL AND PRIMARY OF THEM IS THE IDENTIFICATION AND EFFECTIVE USE OF HUMAN AND FINANCIAL RESOURCES. THIS NEED IS BEING PARTIALLY MET THROUGH THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, BUT MANY OF THE SMALLER, MOSTLY RURAL SCHOOLS SIMPLY HAVE NOT HAD THE ABILITY OR STAFF TO TAKE FULL ADVANTAGE OF THE AVAILABLE FUNDS. TO TAKE ADVANTAGE OF THIS FEDERAL ASSISTANCE, MANY OF THE RURAL SCHOOLS HAVE JOINED TOGETHER, FORMED REGIONAL EDUCATION CENTERS, AND CREATED A NEW CONCEPT COMMONLY REFERRED TO AS COORDINATED PLANNING. HOWEVER, EVEN THESE EFFORTS PLUS THE NEW TECHNOLOGICAL ADVANCES WILL NOT BE ENOUGH TO MEET THE NEEDS OF RURAL EDUCATION WITHOUT A CONTINUAL SEARCH FOR NEW APPROACHES TO SATISFY THE NEEDS OF RURAL YOUTH. THIS SPEECH WAS PRESENTED AT THE NATIONAL OUTLOOK CONFERENCE ON RURAL YOUTH, OCTOBER 23-26, 1967, WASHINGTON, D. C., SPONSORED JOINTLY BY THE U. S. DEPARTMENTS OF AGRICULTURE, HEALTH, EDUCATION, AND WELFARE, INTERIOR, AND LABOR, OEO, AND THE PRESIDENT'S COUNCIL ON YOUTH OPPORTUNITY. (ES)