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This study examines the current and planned status of opportunities of training for adult educators in the United States through programs especially designed to meet their needs, as indicated by the degree programs and curricula offered and projected by institutions of higher education. Following the Introduction (Chapter I), Chapter II presents a Review of the Literature on Training Opportunities for Adult Educators. Chapter III consists of a description of the procedures used in identifying the sample and in collecting the data. Chapter IV is a summary and listing of the data collected. Chapter V includes a comparison of the present and previous studies and also sets forth the authors' conclusions and interpretations of the data, as well as their suggestions for subsequent studies and procedures for maintaining current information on the degree training opportunities for adult educators. The instruments used in the data collection are included in Appendix A. The names and addresses of the directors of all programs from which completed questionnaires were received are shown in Appendix B. Appendix C gives the names and addresses of four persons who were admitted to membership in the Commission of the Professors of Adult Education and who are directors of additional programs not reported in the survey. A bibliography is provided, and 57 tables accompany the textual material. (Author/DB)

The training of teachers of second languages and linguistics in universities located in the Province of Quebec, Canada, is examined in this article. University degree programs in English, French, modern languages, linguistics, and teaching methods or education are outlined, including general program requirements for the B.A., M.A., and Ph.D. programs at Laval, the University of Montreal, McGill, the University of Quebec, Sherbrooke, and Sir George Williams University. The second section discusses the educational problems facing the Quebec Ministry of Education and universities involved in the updating and modernization of teacher training programs for language teachers. The author emphasizes the importance of four areas considered to be the foundation of all language teacher programs: (1) knowledge of the second language, (2) knowledge of the student's environment, (3) knowing the student, and (4) knowledge of teaching strategies. Curriculum content for future programs is also suggested. (RL)

Described in the guidebook are ways to initiate or improve early recognition and intervention (ERI) programs in public schools. Suggested for starting a program to find at risk or handicapped children before they and their teachers experience failure are three phases, which involve finding an idea, enlisting support, and beginning with a pilot screening procedure. The components of an ERI program are presented graphically, and are then treated singly. What screening should accomplish is discussed; and listed are options relating to who should plan the program, when the program should occur, where the program should take place, what the program should involve (such as nutrition-health or vision-hearing screening), and why some screening programs might be more appropriate than others. Recommended for followup is a screening team's feedback of results to regular teachers for program planning or observation of children, to specialists for intermediate evaluation and decision, and to outside support systems, such as physicians or agencies. Support system mechanisms (such as inservice teacher workshops, specialist consultation, or resource rooms) are described, and considered are reasons for and approaches to program evaluation. (MC)