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Guidelines are given for materials, furnishings, special equipment, and supplies for art, science, music and play activities. The daily kindergarten schedule and overall curriculum are discussed. A bibliography of books for young children is appended. (GM)

This document is a statement of organization for planning and administering the elementary school library. The report includes recommendations for space requirements, equipment, costs, and location of the library. Also included in the report are operational recommendations--(1) book selection, (2) acquiring books, (3) the organization of the books in the library, (4) classification and cataloging, (5) the shelving of books, (6) organizing circulation procedures, and (7) the organization of non-book materials. The study concludes with a bibliography for elementary school libraries and suggestions to teachers for stimulating interest in a library reading program. (GM)

The primary objective of this guide is to set forth goals of learning that will contribute to student achievement of economic literacy, suggest activities, and resources. It is a skeletal structure which teachers can incorporate into a continuous social studies curriculum, and other appropriate studies. The main purpose of economic education is to develop the problem-solving ability of children as it relates to personal and social problems. To accomplish this it is necessary to: 1) develop the child's ability to think analytically; 2) to help the child to relate his everyday experiences to the economic world; and, 3) develop sufficient knowledge of the basic structure of the subject so that a frame of reference can be established. A core of developmental concepts has been selected that can be extended through environmental, chronological, and logical sequences in line with grade progression. The topical areas are: the problem of scarcity, the economic goals of the nation, productive resources, the market economy of the United States, financial institutions, the circular flow, resource extenders, interdependence and trade, and economic analysis. Materials already in use in Arkansas have been drawn upon heavily: Parts I and II of the Joint Council's Developmental Economic Education Program (DEEP). (SBE)

This paper reports the results of a survey of kindergarten teachers and principals in the Little Rock Public School System concerning the new kindergarten program begun in Little Rock in 1974. The kindergarten plan examined is a full-day program for 5-year-olds, with a maximum number of 25 students in each class. Nineteen recommendations resulted from a study of the data, which included views of the respondents on facilities, curriculum needs, inservice training, relationships with staff members and parents, major satisfactions and frustrations. Copies of the teacher and principal instruments are included. (Author/SB)

This guide book of units designed to help teachers implement career or vocational orientation experiences for grades 7, 8, and 9 was developed by vocational teachers and revised in a workshop session. Broad areas include: (1) Self-Understanding for Success in the World of Work, (2) General Study of Occupations, (3) Exploring Occupations in Relation to Self, (4) The Decision-Making Process, (5) Making a Long-Range Training Plan, and (6) Procedures for Seeking, Getting and Keeping a Job. Each unit contains: (1) a teacher's section consisting of teacher objectives, suggested teaching activities, factors to consider, bulletin board and transparency ideas, and references, and (2) a student's section consisting of student behavioral objectives, a pretest, information section, and review questions. (SB)

The objective of this cataloging manual is to recommend specific methods for cataloging audiovisual materials for use in individual school media centers. The following types of audiovisual aids are included: educational games, filmstrips, flat graphics, kits, models, motion pictures, realia, records, slides, sound filmstrips, tapes, transparencies, and videotapes. The definition, cataloging, processing, housing, circulation and care of each is discussed. The two basic principles which were applied to this manual are: (1) instructional materials should be centralized, organized and administered for the maximum accessibility and use by students and teachers, and (2) the most important consideration in organizing materials is the content not the form. (SJ)

Seeking to promote appreciation of the culture of American Indians, Black Americans, Mexican Americans, and Oriental Americans, this 701-item annotated bibliography with references from 1929 to 1970 gives citations related to the history, culture, and mores of these ethnic groups. The bibliography includes classified (by subject and usage level) citations of 666 books as well as citations of 27 films and 8 recordings recommended for use in the elementary and secondary schools. An author-title index is also included. (MJB)

To assist rural and small suburban schools in depressed areas in establishing occupational education programs for Grades 5-12, pilot programs were instituted in eight participating schools. The project worked to: (1) provide occupational orientation, (2) create favorable attitudes in marginal and disadvantaged students toward education and its contribution to the world of work, (3) relate classroom instruction to an immediate job, (4) provide vocational guidance and job placement, and (5) provide short intensive training for seniors with no previous occupational training. Each school employed a counselor and coordinator of cooperative education. Personnel from participating schools have attended in-service training sessions each quarter. Although comprehensive evaluation would be premature, preliminary findings show that all eight schools have begun to implement each objective. Reports from each of the local schools are included. (BH)

This study was designed to determine if the attitudes of cooperating teachers toward another race are changed by their experiences with student teachers of the opposite race. Two rating scales were devised to measure the attitudinal responses of cooperating teachers to items of bias. A control group of 33 black teachers and 32 white teachers who had not worked in biracial situations were tested. The experimental group of 42 white teachers and 41 black teachers, who had been assigned student teachers of the other race, were tested before and after the student teaching program. The most dramatic differences occurred between the control and experimental groups rather than among the experimental groups. Accounting for the lack of change among the latter are the previous experiences of experimental group teachers with students of the opposite race and their voluntary acceptance of the student teacher. However, Caucasian and Negro teachers in the experimental group changed their attitudes about the characteristics of children of the other race in a number of areas. In addition, differences in attitudes between Negro and Caucasian teachers were noteworthy in the following areas: acceptance of the minority teacher by the faculty, ease of communication with the other race, professionalism in relationship to all faculty members and administrators regardless of race, and equality between the races in inherent intelligence and children's behavior patterns. (Author/LP)

The expansion and growth of higher education is not just a question of merely adding facilities or teachers to accommodate the ever-growing number of students. It has been estimated that the total body of human knowledge doubles every 15 years; this fact creates the problem of developing and perfecting new approaches to education that keep pace with that knowledge. In light of these and other factors, this report makes recommendations to the Commission for Higher Education in Connecticut to alleviate the burden of future problems. Included are recommendations for the creation of a management information system in Connecticut, the formation of consortia among institutions in the State, and an increase of financial assistance to students enrolled in the independent colleges and universities in the State. Appendices include a bibliography, data forms, an interview guide, tables, and the recommended modification of Public Act No. 627. (HS)

A description of the Kramer Project to improve the general welfare of children and families is given. The purpose of the project is to provide age-appropriate developmental guidance from early infancy through the end of childhood years. The school, located in the heart of Little Rock, Ark., provides an educational program for children from infancy through sixth grade. It involves 250 children from 127 families and two foster homes. Approximately 150 additional families are involved through home visits and other research projects. Sixty percent are black. One-third are from families receiving some type of welfare. Components of the program include a comprehensive early childhood program beginning in early infancy; a dynamic elementary program offering continuity of developmental support; day care for all children who need the service; a broad research program in child development and education; a comprehensive array of supportive family services; and a training program for staff and students. Though the program is still in the experimental stage, it has engendered a great amount of interest. (DJ)

in addition to meeting the requirements of the Library Services and Construction Act (LSCA), 1970, this Long-Range Program is presented to make known the library needs of the state and to show how funds under this Act may contribute to meeting these needs. The Program also aims to provide guidance to all citizens of Arkansas who are engaged, or may wish to be engaged, in developing, improving, and expanding library and information services; and to give direction to library governing bodies and librarians in planning and evaluating programs of library and information services. In preparing this Program the state's geography and history, and peculiarly difficult problems of low educational attainment and low per capita income are considered. The overall goal of the five year program is for the extension and up-grading of the state's system of libraries and the improvement of the quality of library services on a state-wide basis. (Other State Plans are: LI 003 985 through LI 003 988 and LI 003 990 through LI 003 993.) (Author/NH)

Member countries of the Organisation for Economic Cooperation and Development have experienced three changes in post-compulsory education over the past two decades: (1) prolonged secondary education has become the experience of a rapidly growing proportion of the population, (2) the proportion, therefore, of the age group entering some form of higher education has increased and will continue, and (3) as the proportion entering and completing higher education increases, so the numbers undertaking studies at an "advanced" (e.g. graduate school) level will increase. In most cases, these trends are the result of conscious policy decisions that represent the desire of governments to maximize talent utilization, equalize opportunities, and increase the educational participation of certain underprivileged segments of society. This wider participation has led to important changes in both the external organizational structures and in the internal curriculums (including methods of teaching and assessment) of higher education. This growth in scale and cost raises important questions about controlling the higher education system and about the role held by education in the social system. Related documents are: ED 057 470, EA 004 323, EA 004 420-423, and EA 004 425. (Author/JH)

The major objective of this project was the preparation of instructional packets for vocational orientation at the elementary level. A developmental workshop and related seminars on this theme involved five teachers, two counselors, and a principal, all for the elementary grade levels, in addition to various state agencies and educational personnel in a year-long exemplary project. About 56 occupational modules were developed, and 38 were tested in the participants' schools and other pilot Arkansas schools. The materials were reproduced in booklet form after necessary changes, revisions, and evaluation. Occupational information was secured by interviewing students, parents, and local employees and used in preparing these integrated career awareness packets for a social studies curriculum. Audiovisual aids, bibliographies, and resource materials were gathered and reviewed prior to statewide dissemination of the packets for use by elementary teachers during the 1972 school year. A teaching guide resulting from this project will be used in local pilot programs in vocational education for small Arkansas schools at that time. (AG)

The Arkansas Vocational Education Leadership Development Extern Program was designed to prepare vocational education coordinators, directors, and other supervisory personnel for positions as leaders of vocational education within the state, specifically for the secondary grades in local school districts. An innovative, sequentially structured program involved 14 persons in: (1) a week of visitation in an area vocational school, (2) a 3-week summer workshop on a college campus, (3) a planned program of directed field experience in the extern's school, and (4) 12 weekend seminars during the 1971 academic year, held throughout Arkansas. Each extern earned 9 semester hours of credit for completion of the program. As a result of the program's success, each participant has moved into a leadership position. Funded by Public Law 90 476 and organized by a cooperative effort among local education agencies, the State Department of Education, and the University of Arkansas, the program appears to offer unlimited potential in meeting leadership development needs for vocational education. Program objectives, achievements, and implications are detailed. Extensive resource materials are appended. (AG)

This 1-year pilot project in training nurse's aides to become eligible for licensing as practical nurses in isolated rural hospitals was designed to upgrade their skills, expand their theoretical knowledge, and aid in occupational mobility upon successful completion of the program and the State's examination. Conducted in a typical rural hospital with a shortage of nurses, 12 aides averaging 3.4 years employment with this hospital were selected; training was conducted on a part-time basis; and eight students graduated. Statistical data on individual graduates, who are now working as licensed practical nurses, are provided. In order to evaluate student attitudes and morale, three students with the highest, lowest, and median grades were interviewed. The curriculum was evaluated and recommendations for program improvement were included. The program objectives, together with methods of accomplishment, are included. (AG)

The research reported in this paper is concerned with the social and psychological implications of everyday interaction between graduate students and faculty in the sociology department of a small university. The researchers assumed that form of address is problematic for subordinates in social interaction and is a dilemma whose solution represents an evaluation by the addressor of both the addressed and his relationship to the addressed. The study examines certain characteristics of faculty members--age, authority, eminence, visibility, and years at the university--as potential influences on social distance between themselves and graduate students. Data from questionnaires distributed to graduate students indicate that form of address is especially problematic for subordinates in the academic setting where social structure is fluid and the potential for role strain is great. However, the more advanced graduate students exhibit less formality in addressing faculty and even manifest the ambiguity of their relationships with faculty by avoiding any form of address. (Author/SES)

The purposes of the study which this report describes were to assist the San Francisco Public Library in further documenting the need for a new main library building, to consider financial alternatives, to recommend a site, and to develop a program of facility requirements for the future. Although not an organizational study, it has considered the problem of defining the future role of central service, developed data on patterns of library use by the system-wide user, and considered the impact of extending existing services and developing new services, as well as the effect of expected changes in existing operations and new technology on main library facilities. Because information on the library user was almost nonexistent in San Francisco, a major portion of the study effort was allocated to a system-wide and main library user survey as well as a staff and children's questionnaire. No comprehensive survey of the library user had ever been done, and the present circulation system is not an efficient vehicle for data collection and analysis. The results of the survey document the extent of existing use of the library system. This data can be used as a base line for updating the library's knowledge of the user and his patterns of use during the next three decades. (Author)

This article, concerning the role of foreign language instruction within the framework of career education, provides a brief review of newly emerging educational theory. Several definitions of career education trace their origins back to the "life adjustment" educational philosophy proposed by John Dewey. A model program for career education, the Comprehensive Career Education Model being developed by the Center for Vocational and Technical Education at Ohio State University, is described. The final section of the article is devoted to ways in which foreign language instruction can be oriented toward the concept of career education. (RL)

The results of a study conducted by Arthur D. Little, Inc. (ADL) for the North Carolina State Library to prepare a statewide development plan that will promote improved library service are reported. Basic to this study was the development of guidelines for administering a program of state funding for local public library service. The assignment involved analyzing the present situation, determining the feasibility of larger units of service, and suggesting the role that should be assumed by the State Library in the development plan. To assist in these tasks, several meetings were held with the Public Library Development Committee of the North Carolina Library Association and with members of the State Library staff. Ten meetings in different sections of the state which were attended by librarians and library trustees were also conducted. Interviews were held with other individuals in government and related institutions, such as the Assistant Director of the Institute of Government. Several visits were made to the North Carolina State Library to talk with staff members and to survey existing services. The places visited are listed in Appendix A, and the agenda used in the ten meetings is included as Appendix B. (Author/NH)

To determine the career aspirations, counseling sources, and future plans of young women in Arkansas so as to confirm or negate the belief that women do not aspire to nor seek higher level employment positions than traditionally relegated for women, questionnaires developed by members of the Task Force on Education and Counseling were mailed to superintendents in 16 randomly selected school districts who in turn forwarded them to local school personnel. A total of 14 school districts returned the completed questionnaires. Fifty senior girls and from 10 to 20 senior boys in each district, where possible, participated in the survey. Where the total enrollment was below 50, all senior girls participated. Findings revealed that: (1) More than one-third of the females surveyed expressed the traditional attitudes and beliefs about women as workers while approximately one-half of the males agreed, and (2) Almost two-thirds of the females expressed positive attitudes toward working women as compared to one-half of the male respondents. (Author/SN)

This teaching guide for the elementary grades contains summaries, in a four-column format, of (1) concepts, (2) activities, (3) resources and references, and (4) linking content, for career education activities in the following fields: (a) community industries, (b) agricultural occupations, (c) distributive education, (d) health occupations, (e) business and office occupations, and (f) technical and trade and industrial education. Various bibliographies and resource lists are appended. Developed under the guidance of the Arkansas State Program Planning Section by a group of teachers, counselors, guidance personnel, students and principals, this project was funded through a research grant under Public Law 90-756. Student drawings illustrate the text, which includes a rationale for these integrated career awareness units and numerous job descriptions correlated with the instructional materials. A wide range of teaching techniques is encouraged, including field trips, role-playing, group discussions, and creative activities. (AG)

The purpose of this demonstration project was to determine what syllabi existed for the instruction of communicative skills in a rehabilitation center for the blind, and to develop appropriate syllabi for these skills. A study of instruction in eight rehabilitation centers representing voluntary state and federally sponsored agencies revealed that a syllabus for the entire area of communicative skills did not exist. Some centers had excellent material and detailed plans of instruction in specific areas. All participating centers liberally contributed samples of instructional and evaluation materials. Syllabi for the following six areas of communicative skills instruction were developed: (1) braille usage (reading and writing), (2) reading by listening, (3) reading by use of residual vision, (4) typewriting, (5) oral communication, and (6) arithmetic and related computation skill. The syllabi were designed to help instructors evaluate the person seeking services, set realistic goals of achievement, and interpret goals in terms of functional rehabilitation performance. (Author/BC)

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) responses to USOE probes by questionnaire sequence, (2) applicable supplementary or background information, and (3) available related findings. Data were collected from the Arkansas State Department of Education; reaction reports from teachers, administrators, State ESEA Title I personnel; onsite visitations by Title I staff; and evaluation supplement and narrative reports distributed to local educational agency Title I directors and activity directors. (Portions of charts on pages 50-57 may reproduce poorly.) (EA)

This 2-week institute was held to prepare vocational educators to plan effectively for annual and long-range programs of vocational education for metropolitan areas according to the 1968 amendments. The institute emphasized planning, budgeting, and evaluation, and procedures for effective program planning. Various sources and validity of all data needed for effective planning were explained to the participants. Five guidelines were prepared on strategies and procedures useful to vocational educators in planning, budgeting, and evaluation. (BH)

The essentially descriptive study of these two racially and culturally distinct populations started with Robert E. Park's conception of social distance as the degree of understanding and intimacy which characterizes personal and social relations. The social distance phenomenon was broken down into three levels of analysis: perceived socio-economic status, attitudes of perference for association, and frequency and intimacy of interaction between members of groups. Based on historical background and contemporary intergroup relations theory, six hypotheses were presented to be tested. Two probability samples of twenty-five respondents each were selected. Similar interviews employing both attitude measurement techniques based on the conceptualization of social distance and questions requiring more qualitative responses were administered. Participant observations were also compiled. Although statistical associations were somewhat low, the results generally indicated that among the whites sampled racial characteristics (visible physical differences) were the most salient cues to social distance attitudes expressed. Frequency and intimacy of contact were most highly associated with Indian social distance attitudes. These findings led to a discussion of cultural and socio-economic factors which differentiate the white and Indian populations studied. The conclusion was that relations between whites and Indians are stalemated at a stage of accommodation in terms of Park's race relations cycle. (Author)

The approach taken in this program is based on the assumption that children are placed in heterogeneous classes with children of varied abilities and socioeconomic backgrounds. Although migrant children may be given special attention through small group activities specifically designed to meet their needs, these children should be given the opportunity to see that all children are different from others in many respects and that, because migrant youth may be different, they are not inferior. The theoretical foundation purports that effective communication among children is of paramount importance. As children become involved with one another in relevant activities, they will be motivated to learn. The teacher acts as a facilitator/director/resource person in the learning process. The self-concepts of children will improve as they become (1) aware of their similarities and differences compared to others, (2) confident of their abilities, and (3) knowledgeable of acceptable social interaction. Their self-images will be improved if they are successful in school. In the teachers' guide, a program for effective learning is examined; activities for promoting emotional growth in migrant children (Magic Circle) and for future orientation are described; and activity units, based on Arkansas curriculum guide activities, are presented by grade level (K-6). (LS)

The papers in this document, written by persons from a variety of disciplines, are addressed to issues which have confronted vocational educators for many years and which remain unsolved as the decade of the 70's begins. Specific topics include: (1) "Curriculum Response to Occupational Trends" by Garth Mangum, (2) "Changing Relationships Between Schools and Industry" by Samuel M. Burt, (3) "Staffing Vocational-Technical Programs" by Rupert Evans, (4) "Vocational Education for Disadvantaged Groups" by Laure Sharp, (5) "Comprehensive Education, Redefined for a Humanist Society" by Marvin Feldman, and (6) "Lessons from Other Countries" by Norman Duffy. (GEB)

The leitmotif of this address, inspired by lines found in William B. Yeats'"The Second Coming", underscores the need for a greater display of solidarity of language teachers through increased participation in professional associations. The work of the American Council on the Teaching of Foreign Languages (ACTFL) is discussed and noted to be vital to the survival of language instruction at all levels of education. Commentary is made on changing social conditions and their educational implications. (RL)

A review of the changes in physics education since 1930 includes the beginnings in very practical applied physics. Research-oriented physics received a major impetus from the technological explosion stimulated by World War II. Physical Science Study Committee (PSSC) physics is seen as an outgrowth of rigorous training for research followed by even more rigorous general physics courses in college. Two alternative curricula, R for research physicists and S for non-research students, are proposed. The author feels that no S curriculum now exists. The objectives of such a curriculum are described in terms of the four objectives of the National Assessment of Education Project. A discussion of college physics department priorities in curriculum is then presented at some length with the most vital need stated being the development of a continuously flexible, master plan for physics in education with emphasis on instruction at the various school levels. (TS)

This booklet provides a brief description of the community junior college movement in the United States and its progress in Arkansas. Comprehensive community junior colleges traditionally offer two years of university-parallel work plus additional courses in occupational education, continuing education for adults, and community service programs. They also serve the special needs of communities. Programs included in the Arkansas comprehensive community junior colleges are university-parallel, occupational, technical, vocational, adult, community service, and general education. An important part of the total curriculum is a viable and effective guidance and counseling service. The statewide plan for Arkansas community junior colleges began in 1964, setting minimum standards for the establishment of community junior college districts. Four basic criteria must be met to insure adequate site size, sufficient number of students, sound levels of local tax support, and a proper district size to permit students to commute. It is stipulated that no Arkansas community college be permitted to become a 4-year institution and no dormitories be built. Guidelines for developing a junior college are discussed and a long-range plan suggests that eventually every Arkansas county be included; this would bring the opportunity for post-high school education within commuting distance of all state residents. (MN)