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This report examines the problems involved in researching institutional and socio-cultural bilingualism and contains suggestions for about 60 projects and related case studies. These projects are presented under the following headings: (1) The Service, Methodological and Geographical Aspects, (2) Inventories, (3) Problems of Conceptualization and Classification Common to All or Most Countries, (4) Heterogeneous Polities, (5) Problems of the Nation State and of the Monolingual Society, (6) Socio-Cultural Bilingualism, and (7) Language Planning. (FB)

This document is intended to provide information about the legal aspects of bilingual education through a general discussion of the problem, as well as through the presentation of laws and other legal documents concerned with the language of education in the schools. Part I, "Introductory Remarks," identifies the two traditions of "English Monolingualism" and the "American Bilingual Tradition" and then considers the legal manifestations of these traditions under the following headings: Federal Law and Bilingual Education, State Laws Concerning the Language of Instruction, The Situation in Polities Other than Compnent States, Marginal Laws, and Supplementary Schools. A brief discussion of the future prospects of bilingual education concludes this section. Part II, "Quotations," presents excerpts from various sources (federal laws, state laws, state constitutions, Supreme Court decisions, letters from state educational authorities) in order to document present official policy toward bilingual education in both public and private schools. All states and territories of the United States are considered. An appendix provides a survey of 19th century provisions concerning bilingual or non-English schools. (FWB)

In New York State, Cooperative Extension's principal goal in community resource development is, through education, to increase the effectiveness in making and implementing public decisions concerning improvements in the quality and level of living of all people. Education and adaptive research are the two basic roles Extension will use to achieve that goal. The Task Force recommends, among other things, that: when practical, Extension faculty positions concerned with community resource development also involve research; the scope of Extension's program consist of four main categories--community organization and administration, community functions and services, natural resource utilization, and physical environmental improvement; the primary target clientele for the Cooperative Extension program in community resource development be key individuals and groups of community leaders who influence the community's future; regional specialists be used in identified metropolitan areas. (Author/NL)

This book (paperback), developed for preservice teachers in pre-student teaching laboratory experiences at Southern Illinois University, is intended also for wider use. The first half (text section) has three parts. Part 1 includes rationale for educational laboratory experiences and discussion of student, administrator, and classroom teacher roles. Part 2 deals with methods, models, and techniques. Its main chapter advances an instructional model of seven main components: social system, entering behavior assessment, specification of behavioral objectives, learning unit and procedures, presenting learning units, student performance, and feedback and assessment. Other chapters offer suggestions for ways trainees may use the models for data collection and information gathering and discuss guidelines for critical assessment of teaching behavior. The five chapters in Part 3 describe types of experiences for moving trainees into direct contact with teaching-learning situations: September Experience, Teacher Aide Experience, Elementary Block Program, Secondary Laboratory Experiences. The second half (appendixes--perforated for easy removal) contains guides for assessing and practicing appropriate teaching behavior. Included are observation guides, checklists, and evaluation forms for each type of laboratory experience and for instructional analysis and planning, e.g., interaction analysis tally sheet and matrixes, lesson plan outlines, Laboratory Experience Rating Scale. (JS)

Changes in rural education and rural schools are illustrated by examining the reorganization-consolidation process. Factors which have contributed to consolidation are universal public education, compulsory attendance laws, the economic depression, improved transportation, state legislation, and rising costs of operating small school districts. Local control and teacher opposition have been deterring factors. Similarities and differences in state reorganization procedures are discussed. The educational benefits of consolidation are used to point out that hoped for results are actually derived in this process. (SW)

REFERENCES FROM 1940 TO 1964 ARE ORGANIZED IN FOUR CATEGORIES. THE SECTION ON PROFESSIONAL LITERATURE IS CONCERNED WITH THE ETIOLOGY AND THE PSYCHOLOGICAL, SOCIOLOGICAL, AND MEDICAL ASPECTS OF MENTAL RETARDATION. THE PROFESSIONAL CURRICULUM SECTION IS DEVOTED TO CURRICULUM DEVELOPMENT AND PROGRAM CONTENT FOR TEACHERS. THE GENERAL LITERATURE SECTION LISTS REFERENCES FOR PARENTS, TEACHERS, AND WORKERS IN AREAS RELATED TO MENTAL RETARDATION, AND INCLUDES REFERENCES ON SPEECH, PLAY ACTIVITIES AND RECREATION, HOME INSTRUCTION AND TRAINING, READINESS, GUIDES TO PARENTS, AND UNDERSTANDING RETARDATION. A SECTION OF HISTORICAL LITERATURE CONTAINS MOSTLY OUT-OF-PRINT REFERENCES FROM 1904 TO 1959. PUBLISHERS, PRICES, AND ADDRESSES ARE LISTED. (GW)

IN COOPERATION WITH THE COLLEGE'S STUDENT ASSOCIATION AND FACULTY, THE GROSSMONT COLLEGE CHAPTER OF THE STUDENT CALIFORNIA TEACHERS ASSOCIATION SURVEYED STUDENT OPINION OF FACULTY EFFECTIVENESS. THE SURVEY DID NOT INCLUDE THE DEPARTMENTS OF PHYSICAL EDUCATION AND COUNSELING AND THE EVENING PROGRAM. INSTRUCTORS WERE RATED IN EIGHT AREAS--(1) AVAILABILITY OF THE INSTRUCTOR FOR INDIVIDUAL CONFERENCES, (2) AWARENESS THAT MANY STUDENTS MAY NOT BE MAJORING IN THE FIELD, (3) CONTRIBUTION TO STUDENTS' ACQUISITION OF KNOWLEDGE OF COURSE MATERIAL, (4) STIMULATION OF INDIVIDUAL ANALYSIS AND CREATIVITY, (5) COURSE ORGANIZATION, (6) CLARITY AND CONCISENESS OF PRESENTATION, (7) EXAMINATION DESIGN AND CONTENT, AND (8) GRADING. STUDENTS' COMMENTS WERE INVITED. RATINGS ON EACH QUESTION WERE COMPILED AND PRESENTED IN TABULAR FORM FOR EACH COURSE TAUGHT BY EACH INSTRUCTOR, AND TYPICAL COMMENTS WERE ADDED. A 14-POINT STATEMENT ON IMPROVEMENT OF FACULTY RELATIONS WAS THEN PREPARED. THIS DOCUMENT IS ALSO AVAILABLE FOR $0.25 FROM STUDENT CALIFORNIA TEACHERS ASSOCIATION, GROSSMONT COLLEGE, EL CAJON, CALIFORNIA 92020. (WO)