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Education should help people learn to use past experiences as a basis for acquiring new meanings, which frees individuals from what restricts and what enslaves. However, the curriculum has become a program for social purposes and the school an instrument of social control when, in reality, what is needed is persuasion (not coercion) and discussion (not demands.) Curriculum should be regarded as spatial realities in process over time -- actors, artifacts, and operations in terms of that which is planned, which occurs, and is evaluated. Curricular conceptualizations should be rooted in primary attention to the learner as the major source of information in curriculum development. Because schools of the future will have curriculum artifacts more limited in size than the traditional textbook, sequencing will be variable rather than predetermined; teachers and students will have infinite ways of bringing artifacts together spatially and temporally; and greater possibilities will exist for generating new and unique arrangements of artifacts to facilitate each youngster's unique learning needs. Systematic study developmental projects, outside the area of education, should be studied by curriculum developers to learn from others who spend their lives in developmental roles how to generalize what development means in educational terms. (Author/EA)

This elective course of study for grades seven through nine is part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. The intent is to equip students to meaningfully analyze current events. Emphasis is placed on understanding the complex underlying political, economic, racial, and religious causes for conflict and alternatives for resolving conflicts. The guide is divided into four sections: 1) a broad framework of goals; 2) international course content outline; 3) lists of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities that incorporates case studies of current world trouble areas such as Southeast Asia, the Middle East, South Africa, Divided Germany, India and Latin America; and, 4) recommended textual and alternate materials, including supplementary suggested teacher resources. Related documents are SO 002 709 through SO 002 718. (Author/SJM)

Many teachers attempt to ignore value questions in the social studies classroom, emphasizing intellectual development alone. Through actions and selection of topics and materials, however, a teacher suggests that he believes in certain ideas and events and, therefore, teaches values. The key issue here is not whether values should be taught, but rather, the justification of certain values over others to be taught and the decision on how to teach them. Values, defined as concepts in the minds of men which are reflected in specific value claims made by individuals, represent the quality of worth or merit which men place on various aspects of their experience and by which they judge that experience. Students need to understand the difference between personal, market, and real value claims, and how to know that the latter assert that a given thing is better than other conceivable and available alternatives according to a particular set of criteria. Moral value claims represent a particular kind of real value claim. Students can be taught the meaning of justice and its potential usefulness as a universally applicable principle, and need to empathize with the feelings of others. Value education includes both cognitive and affective components. (Author/SJM)

This report describes a 1-year effort at San Francisco State College to incorporate as part of a Cycle 5 Teacher Corps Project some aspects of competency-based education in the instruction of the Teacher Corps interns. A 3-hour weekly course in curriculum and instruction occurring for the entire 1970-71 academic year served as the vehicle of competency-based instruction. Intern and staff dissatisfaction with the initially traditional nature of the course resulted in a number of innovative changes, the most noticeable of which being the formation of cluster-development teams, consisting of both interns and staff members. These teams worked jointly to design instructional modules and clusters (groups of modules), and to collect, store, and organize the material necessary for the implementation of these modules. Intern attitudes toward the Teacher Corps program were assessed both at the beginning and end of the 1970-71 academic year. A number of recommendations for developing competency-based instructional programs are given. An 18-item bibliography and appendixes are included. (Related document SP 005 815.) (Author)

The primary purposes of this research were to discover any differences between deaf and normal speech compressed 15 or 30 percent related to level of comprehension test, sex of speaker, and form of test, and to learn whether there was a relationship between percent of compression and degree of comprehension. The subjects--219 undergraduates at Montana State University--were randomly assigned to two groups: (1) control, receiving normal speech stimuli, and (2) experimental, receiving deaf speech. The results indicated that subjects had higher degrees of comprehension for non-deaf speech compressions than for deaf speech compressions. The level and form of the test did not appear to be operative factors. The sex of the speaker was not found to be a pure variable, and in all instances 30 percent compressions were not as highly significant as 15 percent compressions. The most conclusive results of this research were those findings related to percentage of compression, which tended to confirm for deaf speech the earlier findings relating to normal speech that time-span compressions can be detrimental to comprehension. (LG)

There is a real conflict between "humanism" as a point of view and "accountability" as a process. Most of the "accountability" literature today is characterized by a devotion to measurable ends, an implicit belief that the ends justify the means. The other half of the educational equation has to do with educational means, yet many people are ignoring the ethical, human questions which are involved. The United States Office of Education itself is fostering financial dependency among educational institutions by establishing conditional relationships (e.g., if the work is done then the funds are forthcoming.) Obviously, school people are responsible for what they do; and for how they teach, administer, and supervise in schools. However, holding one person or institution"responsible" is different from demanding responsibility for the deeds of another. (Author/WM)

Audiovisual materials for use with the Individually Prescribed Instruction (IPI) Mathematics Program are listed. The guide gives the type of aid, title, content, and source. The aids are listed by the IPI objective which they are to illustrate. (JY)

Part of a curriculum development project for teaching social studies concepts (see also ED 032 318-ED 032 323 and TE 499 894), this grade 7 teaching guide deals with factors effecting changes in Western civilization. Five units are presented: (1) "Man's ways of living affect, and are affected by, the physical and social environment in which he lives." (early man) (2) "The actions of a people are influenced by the values they hold." (early Greeks) (3) "Ideas and societies change as they come in contact with the ideas and achievements of other societies." (Roman Empire) (4) "How quickly any change comes about depends not only on the nature of the change itself, but also on the pressures for and against that change." (post-Roman Empire) (5) "The beliefs, activities, and values of people are influenced by the times in which they live." (Renaissance). The objectives of the curriculum, 11 key concepts to be studied in all grades, and 19 behavioral objectives to be attained in grade 7 are listed. Strategies for teaching attitudes and cognitive skills are given; and "organizing ideas," suggested learning activities, notes for the teacher, and evaluation exercises are provided for each unit. (LH)

Some uses of the mass media for educating the adolescent are discussed, and the fact that teachers have generally neglected using mass media devices is emphasized. Multisensory stimuli are seen to enhance the excitement and drama of the written page and to be essential to a concept of literacy broad enough to encompass all aspects of critical and creative communication. Two projects involving the use of motion pictures and tape recordings to complement poetry are discussed. The first project planned a film and sound track for chosen poems. The second project used haiku written by the students because this poetry lent itself well to the multimedia approach. Some examples of haiku written by teachers and students are included. (RT)

Articles is this issue represent the substantive content of a series of 25 workshops sponsored by the American Association of Colleges for Teacher Education (AACTE). The four major articles discuss innovative models based on four approaches for improving teacher performance: (1) "Interaction Analysis" by Edmund J. Amidon, San Francisco State College; (2) "Nonverbal Communication" by Charles M. Galloway, The Ohio State University; (3) "Microteaching" by Dwight W. Allen and Arthur S. Eve, University of Massachusetts; and (4) "Simulation" by Donald R. Cruickshank, The University of Tennessee. With the description of each model are the concepts, vocabulary, data, and the instrumental acts necessary for understanding. Each model is followed by an article written by teacher educators who have used the model in an educational setting: Douglas L. Minnis and Kenneth Shrable, University of California; Sue S. Lail, University of Kentucky; David B. Young, University of Maryland; Dorothy A. Young, Johns Hopkins University; Glennon Rowell, Florida State University. The final article by Asahel D. Woodruff, University of Utah, presents "The Rationale" on which the AACTE workshops were focused--a model of learning which allowed for participant involvement and freedom and provided a context to present the utilization of media and new technology. (JS)

The Taba Curriculum Development Project at San Francisco State College developed a 1-8 social studies curriculum organized around teaching-learning units. In the process, a curriculum model evolved that organizes and interrelates five major components--objectives, content, learning activities, teaching strategies, and evaluative measures--so that a system of teaching and learning is represented. The model contains a number of innovative aspects. Several problems emerged as a result of the dual process of, on the one hand, basing the social studies curriculum on this model, and, on the other hand, the model evolving as the project staff developed the curriculum. Problems were also encountered in disseminating the model: (1) Getting teachers to understand the interactive relationships within the model, (2) keeping teachers flexible and innovative, (3) keeping resources up-to-date, (4) retraining teachers starting to use the Taba curriculum, (5) maintaining inservice training, (6) developing evaluation techniques to measure student attainment of the curriculum objectives, and (7) realizing that more research is necessary. (HW)

The systematic design of appropriate teaching strategies to bring about desired values is crucially important, and badly needed, in social studies education. Teachers cannot leave the accomplishment of affective objectives to chance or to learning activities planned mainly for cognitive goals. Examples of an affective strategy that develops empathy for and identification with individuals placed in a conflict situation and an affective strategy that promotes sensitivity to the feelings and needs of others are developed for elementary age children. Instructional objectives are stated in each example and a question sequence outlined which enables students to analyze alternatives, predict consequences, identify feelings, empathize with those feelings, and draw conclusions about how people in general would feel in such a situation. (VLW)

This issue is the first of a series that will be made available to persons interested in the problems and potentialities of human motivation. Each issue will be devoted to a discussion of one aspect of motivation and will report practices, research, and theory development in this field. Features will include announcements of publications and professional activities. Those interested in recieving this quarterly newsletter should request that their name be placed on the mailing list. (Author/DJB)

The major objectives of this study of adult information needs in Indiana were: (1) to gain some understanding of present and future needs of the business and industry, agriculture and labor sectors of Indiana's economy, (2) to determine and evaluate how these sectors now meet information needs and (3) to explore the information-acquiring habits of the general public, their willingness to pay for library services, and their opinions of present services and changes which could be made. The conclusions of the study, which can serve as a model for public libraries throughout Indiana, indicate that the public library has little relevance to the information needs of the adult population. The well-educated housewife is the major user, few men make use of the library and the library is not meeting the self-education or reference functions set as its major reason for existence. New approaches and operating techniques must be tried or the public library will become an extension of the public schools or a publicly subsidized recreational service for the well-educated housewife. (AB)

The establishment and maintenance of a successful placement program necessitates the establishment of a smooth flowing record-keeping system. The materials comprising the document were prepared as a supplementary handout for a career placement workshop; they are forms and materials used by one community college and are offered as samples. The purpose of the collection is to serve as a reference material for establishing a placement record-keeping system or for revising existing forms. The forms which the document contains are: (1) job vacancy form, (2) job vacancy bulletin board card, (3) student interview form, (4) placement registration card, (5) monthly placement planning schedule, (6) monthly placement report, (7) resume, (8) student survey, (9) placement summarization, and (10) interview schedule. (Author/AJ)

Teaching should reflect the facts of current language usage. This descriptive approach, when applied to reading, means that the child's reading education should focus on the realities of daily life. Syntactic analysis in reading has been handicapped by an overemphasis on lexical content at the expense of other syntactic structures. Thus, the student analyzes language in single words. If a broadened concept of syntactic analysis is to become a valid part of the reading program, it must follow the descriptive principle. Classical studies prepare students for the reading of classics but not for reading "Time" magazine or the daily newspapers. The following syntactic and semantic problems are involved in the intelligent reading of a newspaper: (1) headlines and their accuracy in relation to the story, (2) concentration of information in the lead paragraphs, and (3) frequent use of direct and indirect quotations. The reader should be aware of the verbal jugglings of the content possible within these three areas. Another untapped source of dynamic prose material is the spoken word of radio and television. Prose analysis will probably never be popular among students; however, if the material is pertinent, their interest will be greater. (WL)

Meaningful and effective change in education is possible only if educators are themselves psychologically able to change. This means that the profession must decide whether to accept or reject people into the next phase of the professional preparation program or into the profession itself. At least seven points in the professional time line can be identified as appropriate for such decisions: (1) admission to college or university work, (2) admission to a teacher education program, (3) admission to student teaching, (4) receipt of an education degree, (5) receipt of a teaching certificate, (6) admission to a professional position, and (7) admission to advanced training. (Author/SG)