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A basic premise of this essay is that educational organizations perform certain functions for students in order to attain purposes, goals, and objectives, and in turn these functions influence what social studies educators can and cannot do in curriculum and instruction. It is argued that teachers of the social studies must learn about the politics of school organization and become involved in the political process in such organizations. In the first two sections of the essay it is shown that the purposes, goals, and objectives shape the way the functions of schools are performed and that the emphasis given to each function is an expression of the organization's purposes. The concluding section discusses dimensions of the decision-maker in social studies curriculum and instruction and how he can get the most out of his present school organizational structure while working toward a new school organizational structure. This proposed structure is described as one that places governance functions in the hands of bureaucrats and curriculum and instruction in the hands of the teachers. The teacher's role in accomplishing this model is described as promoting learning to know oneself, to know one's organization, and to know how to change both the organization and self. (Author/KSM)

Research sought to determine whether memorization of rule statements before, during or after instruction in rule application skills would facilitate the acquisition and/or retention of rule-governed behavior as compared to no-rule statement memorization. A computer-assisted instructional (CAI) program required high school students to learn to a pre-specified criterion the application of five programing rules. Results indicated that rule statement memorization prior to rule application instruction did facilitate acquisition of rule-governed behavior. Despite this finding, however, no differences on a retention test in rule application skills could be attributed to the memorization of rule statements. (Author)

Theories of mass communication have sought to explain how the media function internally and affect society. Rather than additional "response" studies, which investigate the impact of media on behavior or a society's impact on its media, more research should center on the functions of mass media within the overall framework of communication theory. As one of the variables in the total process of communication, any mass medium is both an extension of man's receptive senses and his communicating capabilities. Source credibility, an important consideration in a public speaking situation, is of special importance in the mass communication situation because of the high credibility of the medium itself and its ability to create or destroy a speaker's credibility. Also, medium salience is important, as well as topic salience, in determining an individual's response to a message. A mass communication theory is incomplete if it is based solely on effect or receiver response with no consideration of media functions or roles within overall communication networks. (RN)

This paper describes a model for the evaluation of a children's residential treatment center which houses the emotionally disturbed and mentally handicapped. This model is derived from the transactional perspective discussed by Kelly and Newbrough. It suggests that serious consideration be given to those variables, particularly family life style development, which manifest themselves within the community and infringe upon the child's ability to cope within that context. The four areas of data collection for residential treatment program evaluation include: (1) a community baseline relating to the family system; (2) a residential baseline; (3) the child's behavior at the time of discharge; and (4) the conditions present at the time of the child's re-entry. The evaluation theoretical considerations raise a number of questions regarding key points where the study will focus. The procedure to be used in evaluating are briefly outlined. (Author)

THE MINNESOTA COORDINATION UNIT FOR RESEARCH AND DEVELOPMENT IN OCCUPATIONAL EDUCATION WAS ESTABLISHED IN JUNE 1965 AT THE UNIVERSITY OF MINNESOTA FOR THE PURPOSES OF COORDINATING AND STIMULATING OCCUPATIONAL EDUCATION RESEARCH, COLLECTING AND DISSEMINATING THE RESULTS OF THAT RESEARCH, PROVIDING TECHNICAL CONSULTATION AND RESEARCH TRAINING, AND CONDUCTING SIGNIFICANT RESEARCH. THE UNIT ENGAGED IN A MULTITUDE OF ACTIVITIES DESIGNED TO ACCOMPLISH ITS PURPOSES. SOME OF THE ACTIVITIES WERE (1) CONVENING AND UTILIZING AN ADVISORY COMMITTEE, (2) ADMINISTERING TWO CONFERENCES OF OCCUPATIONAL EDUCATION RESEARCHERS FROM THE UPPER MIDWEST REGION, (3) CONDUCTING MEETINGS OF INTERESTED RESEARCHERS IN SEVERAL LOCATIONS THROUGHOUT THE STATE, (4) DEVELOPING AND OPERATING A RESEARCH LIBRARY, (5) PUBLISHING 12 RESEARCH-RELATED DOCUMENTS WHICH HAVE BEEN DISTRIBUTED TO ALL INTERESTED INDIVIDUALS IN THE STATE AND TO OTHER COORDINATION UNITS, (6) CONDUCTING A 7-WEEK SUMMER INSTITUTE, A SPECIAL 2-DAY STATISTICAL SEMINAR, AND A 3-YEAR PH.D. FELLOWSHIP PROGRAM TO TRAIN RESEARCHERS, AND (7) CONDUCTING RESEARCH STUDIES AND PARTIALLY SUPPORTING THE STUDIES OF OTHER COMPETENT PERSONS. (TC)

This study focused on the production, dissemination, and assimilation of material published in the major journals on educational research--four "core" journals and three "tangential." Two questionnaires were used: one sent to the authors of all articles published in 1968 and 1969, and the second to the persons whom these authors cited as working in the same field. Analysis of the returns gave the information reported here, covering: (1) the background characteristics of the authors; (2) the average schedule for research work, report writing, article publication, and article citation in other journals; (3) the scope and effect of pre-publication reports; (4) rates of rejection and revision of manuscripts; and (5) the usefulness of the articles to known and unknown co-workers. The author makes several recommendations concerned with making the dissemination process quicker and more effective. (MM)

Six experiments were designed in order to compare the cooperative and competitive interaction of five-year-olds with that of older children up to age 10. For all experiments, children of the same age and same sex were matched in dyads. The children played various two-person games where they could obtain prizes in a variety of reward contingency conditions. The responsiveness of children to certain situational characteristics was investigated. The need for mutual assistance and the possibility for an equitable outcome were considered as, and were expected to be, situational cues for cooperative behavior. Conflict of interest and the possibility for an inequitable outcome were expected to be cues for competitive behavior. The results supported a general hypothesis that the potential responsiveness of children to both cues for cooperation and cues for competition increases with age. For older children, conflict of interest was a particularly important determinant relative to other determinants of cooperation and competition. For older children, but not for five-year-olds, prior game experiences led to greater cooperation. Sex differences did not generally approach significance. The results suggested that the predisposition of older children to be competitive in conflict of interest situations caused them to interact in maladaptive ways. (Author/DB)

This speech reviews past articulation efforts on the national level, comments on present articulation efforts, and looks ahead to new forces which will probably affect articulation. Past and present efforts discussed included the Knoell-Medsker study, which generated articulation guidelines, Kintzer's "Nationwide Pilot Study on Articulation," and Willingham's "The Number 2 Access Problem: Transfer to the Upper Division." To improve articulation, Willingham recommended the creation of statewide monitoring agencies, which would make articulation at the local level even more essential. Forces to compel progress toward better articulation are: (1) concerned legislators; (2) emancipated students; (3) new forms of higher education; (4) an increase in influence and numbers of upper level colleges; (5) more liberal accrediting associations; (6) more state agencies for coordination; and (7) increased interest of senior colleges in junior college transfers. It was concluded that the original goal of articulation, enabling students to move through transfer programs with a minimum loss of time and disruption of study, is of utmost importance. (RN)

The special purpose of this list of reference books is to strengthen regional reference library collections. It does not attempt to cover the range of titles required for a research or special library. Reference books for a children's library are not included unless they have a specific use in the adult reference room. This revision of the 1963 edition contains 378 new titles or new editions, most of which bear imprints for the years 1964 through 1966 with partial coverage of 1967. The bibliography is classified according to the Dewey Classification. (Author/NH)

This report provides a survey of existing policies and procedures for Massachusetts school planning and construction processes; and explains systems building as a set of procedures, the most important of which procedures are market aggregation and component prebidding. The importance of systems building in reducing construction costs and improving school facilities in Massachusetts is also discussed. The study recommends the creation of a Statewide corporation to oversee and finance school construction throughout the State while insuring continued local participation in educational planning and design. A related document is EA 004 072. (RA)

The authors propose that a principal, instead of making all decisions himself, should convene faculty, staff, and student groups to help bring conflict into the open and to work on organizational problems systematically. This "team-leader" role assumes that team members are intelligent, competent, and want to perform well; and that an open organizational climate with high trust and esprit facilitates group problem solving procedures. (RA)

This paper examines the nature of radicalism, proposes definitions and dimensions, and suggests the dynamics of radical thoughts and their interrelation with schools. A radical idea is one which is highly divergent from the normative values, behaviors, ideals or traditions of a culture at a point in time. This paper views radical ideas as occurring at either end of a right-left spectrum of social thought. While one might expect radical right and radical left ideas to be dichotomous, there are a number of areas of convergence. Because schools are a major agent of socialization, they are one of the primary foci of reform movements, both as agents and targets. Thus, the content of radical social ideas has a direct relation to the content present in schools. In terms of process, schools in an open society must be able to provide an intellectual setting in which conflicting ideas can be examined. This process implication of radical ideas for education assumes adequate academic freedom and intellectual prowess to engage students in these typically controversial topics. Unfortunately, the tradition of intellectual and academic freedom has not been well established in the public schools. Educators need to undertake the study of social radicalism and to provide students with opportunities for extensive investigation of radical social ideas. (Author/JLB)

The authors briefly review some of the empirical studies which have compared discovery learning with expository learning. Essentially, their study replicates an earlier one in which these learning strategies were compared on two dimensions: (1) immediate acquisition; and (2) retention of concepts. Subjects were 228 seventh graders who had not previously mastered the four geometry concepts-quadri-lateral, rhombus, trapezoid, and parallelogram. A complete description of the experimental procedure is presented. Results show that students in the expository groups spent less time studying the lessons than those in the discovery groups, yet had superior immediate acquisition scores and equal retention scores. The superiority of the expository method is thus indicated, at least for the dimensions measured. Concluding qualifications suggest areas where the discovery method may prove superior to the expository method. (TL)

A study was made of the effects of presenting instructional objectives to students in a graduate computer-managed course. It was expected that the availability of behaviorally stated objectives would reduce test item response latency, increase study time, and reduce state anxiety. Since all subjects were required to reach criterion on each unit of the course, no differences were expected on posttest performance. Results showed no significant difference found in study time or test item response latency. The availability of objectives did significantly reduce the level of anxiety state. Apparently graduate students were able to figure out the course very rapidly, so that the availability of objectives had little or no effect. (JY)

The program outlined in this publication is designed to develop paraprofessional workers as competent helpers and aides to the educational staff. It is designed specifically to assist directors of occupational- and adult education and supervisors and teachers of home economics. The publication is organized in three sections, an appendix, and a selected bibliography. Section I - Administrative Considerations, suggests procedures to help contribute to a successful program: formation of an advisory committee; selection of the instructional team; recruitment and selection of students; and provision for adequate course facilities. Section II - Training Program Guidelines and Contents, overviews the program and discusses job clusters, descriptions, and responsibilities. Section III - Local Course Development, covers suggested time allocation for modules, organizing a local course study, motivating the adult student, and evaluating the local course. The appendix consists of suggested activities for paraprofessionals, self-analysis questionnaires, a job interview situation, student evaluation form, and course evaluation questionnaire. (LS)

After study of the methods and level of financing of public television today, the authors conclude that the political and economic problems of public television are tied together. They note that public television receives far less support per capita in the United States than in other leading countries, and efforts to increase the amount and quality of local programing at the present level of funding are academic -- parceling all the Federal revenues out to local stations would purchase only a few minutes weekly of low-cost programs. An adequate schedule of local, regional, and national programs, they suggest, would cost over two and a half times the system's existing budget, and the situation is likely to grow worse unless planning to prevent duplicative new stations is introduced. An examination of potential sources of funding did not provide grounds for any optimism -- it appears that the Federal Government cannot abdicate its responsibility for this system. (An appendix contains some recommendations made by participants at a conference convened by the Aspen program to discuss this report.) (RH)

One common laboratory manipulation in interpersonal attraction has been the exchange of reinforcements in the form of similar or dissimilar attitude statements. The first impression should influence not only attraction responses and subsequent behavior, but also should influence the perception of subsequent information received in the course of an interaction. The purpose of the present study was to investigate the sequential perception of information received. The factors of expectancy, sequential presentation and context effects were involved in this study. Ninety college students exchanged attitude viewpoints verbally after first receiving written similarity information. Significant effects for attraction and perception of attitudes were found for verbal interaction but not for the prior attitude information. The discussion notes this unexpected result, and several suggestions are offered to explain these results. Limited evidence is seen for the presence of perceptual distortion in this study. (Author)

To describe the attitudes of Arizona educators toward sex education, a questionnaire survey was made of all practicing teachers and administrators in the state's public school systems. Data were collected on topics such as subject content and who should teach sex education. Based on the findings of the survey, it is implied that the lack of unified support for particular forms of sex education may be instrumental in blocking implementation of workable programs. (JS)

The present study was undertaken as a preliminary evaluation of a psychophysiological method for training children in the control of hyperactive behavior. The method involves breathing control and attention training which employs biofeedback and operant conditioning principles designed to help the child develop control over excessive and distracting motor behaviors and maintain attention in learning situations. Since breathing records are highly sensitive to numerous behaviors relevant to the desired behavior pattern in learning settings, the use of respiration as a focal behavior in the training procedures sharply reduce the number of simple motor behaviors requiring monitoring and reinforcement in comparison to the typical behavior modification program. Six children (age 6 to 8 years old) from a private school for children with learning disabilities participated in the study. Three were assigned to a group given the breathing control and attention training and three were assigned to a control group. Measures obtained before, during, and after training included respiration indices, performance, attention and vigilance test scores, and teacher ratings of classroom behaviors. The study was concluded to be successful. (Author)

Two experiments were undertaken to study the effects of nonintellective behavior upon essay grades. In the first experiment teachers were exposed to information depicting a stimulus boy as either aggressive or non-aggressive. Following this information subject marked either a creative or noncreative essay. The subjects consisted of eight teachers employed by two Canadian school districts. The second experiment was essentially the same, except the tidyness of handwriting was varied instead of the aggressiveness of the student's behavior. The subjects consisted of forty teachers employed by two different Canadian school districts. Both experiments suggest that undesirable behavior only biased essay grades if the essay is noncreative. In general, the results suggest that teachers' impressions can influence the grade assigned to an essay. Essays which conform with normative expectations of teachers are of low information value, and the marking of such an essay would be influenced by prior information. (Author/BW)

The study examined the question of whether training in the analysis of teaching behavior affects the self-evaluations of teachers who are given the opportunity to view and judge their own teaching performance by means of videotape recordings. Additional questions concerned the factors on which teachers focus when making their self-evaluations and whether teacher experiences have any effect on the self-evaluations. The subjects were 22 experienced teachers and 44 preservice student teachers, with 11 in-service teachers and 22 student teachers having training in the analysis of teacher behavior in 30 2-hour training sessions. The training included operation of videotape equipment, formulation and writing of educational objectives, use of two systems of classroom observation, and development of teaching strategies. A 30-minute lesson was recorded at the end of the period and subjects responded to their performance on the Alabama Funnel Self-Evaluation Interview Guide (included in the document). Findings indicated that there were no significant statistical differences between the trained and untrained groups, or between in-service teachers in the two groups. Student teachers with training focused on the teaching act and those without training focused on themselves as persons. The study was judged successful in identifying the factors which the subjects used as criteria for self-evaluation and showed that training had little influence on these factors. (MBM)

This study was designed to investigate the effects of discovery and expository methods of presentation on the immediate acquisition and retention of geometry concepts by seventh graders. Four geometry concepts, "quadrilateral,""rhombus,""trapezoid," and "parallelogram," were presented in written lessons which used either an expository or a discovery approach. Ss studied the lessons on four consecutive days. They were given a test on the concepts either immediately after completion of the lessons or one day or 21 days after completion of the lessons. Ss who received the test one day after completion were retested 21 days after completion. The findings of the study were as follows: (1) Ss who studied the expository lessons had significantly higher scores than Ss who studied the discovery lessons; (2) An independent groups analysis revealed no significant difference between treatment groups. However, a repeated measures analysis revealed that Ss in the discovery group tended to forget less than Ss in the expository group over the 21-day retention interval; and (3) The expository group spent only one-third as much time on the lessons, yet had immediate acquisition superior to the discovery group and 21-day retention equal to the discovery group. (Author/JM)

Presented in this document are data on post-secondary vocational education students as collected by means of the Vocational Development Inventory (VDI) and the Minnesota Scholastic Aptitude Test (MSAT). For training success norms, 27 occupational groups were separated into three clusters on the basis of sex (primarily male, both male and female, and primarily female curriculums). For employment success norms, developed on a subset of the population used for training success norms, 13 occupational groups were clustered on the basis of sex. Included is information on: (1) Project MINI-SCORE Occupational Training Program Groups, (2) VDI Profiles--Training Success Norms, (3) MSAT Profiles--Training Success Norms, (4) MSAT Profiles--Employment Success Norms, (5) VDI and MSAT (Form A), Standard Deviations and Number of Observations for Groups Used In Preparing Training Success Norms, (6) Student Profile Sheet--VDI Score, (7) Student Profile Sheet--VDI Score, and (8) Student Profile Sheet--MSAT Score. Also included is information on using the prepared profile sheets in counseling. Related documents are available as VT 016 148-VT 016 150, and VT 016 152. (JS)

Presented in this document are "training success" norms developed from data on post-secondary vocational education students as collected by means of the General Aptitude Test Battery (GATB) from students accepted to and graduated from full-time day programs in the 24 cooperating Minnesota schools from September 1966 - July 1970. Included is information on: (1) Project MINI-SCORE Occupational Training Program Groups, (2) Aptitude Score Profiles, Training Success Norms, (3) Aptitude Score Profiles, Employment Success Norms, (4) Aptitude Score Means, Standard Deviations and Number of Observations for Groups Used In Preparing Training Success Norms, (5) Aptitude Score Means, Standard Deviations, and Number of Observations for Groups Used In Preparing Employment Success Norms, and (6) Student Profile Sheet--GATB Aptitude Score. Also included is information on using the prepared profiles in counseling situations. Related documents are available as VT 016 148, VT 016 149, VT 016 151, and VT 016 152. (JS)

The American Industry Project represents one attempt to resolve the problem of providing career orientation for young people in a way which would: (1) avoid premature tracking, (2) help youth to identify the numerous career options open to them, (3) furnish base knowledges and coping strategies which help youth to adapt to change, and (4) establish a delivery system for teachers of the new program. Part I of this final report offers a narrative overview of the total project, addressing itself specifically to the achievement of the objectives of the project as stated in the original proposal, while Part II presents an analysis of the data collected and a description of the evaluation process used in developing and testing the curriculum materials. The Project developed a conceptual structure of the knowledges used in industry, and three secondary courses based on this structure were designed. Analysis of the data collected from the Project's achievement test revealed that approximately 40 percent of the students taught by instructors who followed the instructor's guide or used its objectives and content to at least a moderate degree achieved significantly higher scores than students in the control group. These and other results are discussed, and several project materials are included in the separate appendix section. (Authors/SB)

The development of a scale for measuring the interaction of Mexican Americans with Anglos (Anglo Interaction Index) was discussed. The scale was part of a larger investigation on status mobility among middle-class Mexican Americans in Texas. Data was collected in Waco (selected for pretesting), Austin, McAllen, and Lubbock. These communities were chosen primarily for their proximity to the Texas-Mexico border. The sample consisted of all Spanish surnamed males employed in these communities. Fourteen items which distinguished between interaction and non-interaction with Anglos were selected and dichotomized. The Kuder-Richardson formula to compute the coefficient of internal consistency was used to test scale reliability. The total scores on the Anglo Interaction Index were compared with the total scores on 2 scales used to measure interaction with Mexican Americans and identification with the Mexican American population. The data showed that (1) as interaction with Mexican Americans decreased, interaction with Anglos increased significantly and (2) as identification with the Mexican American population decreased, interaction with Anglos increased. Tabular data included the scale items, a comparison of means by community, and item analysis and intercorrelation. (NQ)

The development of scales to measure Mexican American identification with their population is discussed in this paper. The scales measure (1) identification with the Mexican American population using attitudinal items (Identity Scale) and (2) interaction behavior with the Mexican American population (Interaction Scale). The sample consisted of all Spanish surnamed males employed in the Texas communities of Waco (selected for pretesting), Austin, McAllen, and Lubbock. Names and occupations of Spanish surnamed males were obtained from the city directory. They were divided into occupations (labor, farm, or other) and 4 status groups. Individuals were interviewed in a random order using the 16 items in the Identity Scale and the 19 in the Interaction Scale. A panel of 5 Mexican Americans active in their communities assisted in developing the interview schedule and selecting items for the scales. To determine scale validity, each panel member was asked to evaluate the respondents' identification with the Mexican American population. Item analysis and intercorrelation are also discussed and scale items are given. (NQ)

Effects of item difficulty sequencing on performance and on post state anxiety were investigated using a timed mathematics aptitude test. The subjects were randomly assigned to a random, easy-to-hard, or hard-to-easy difficulty sequence group. The hard-to-easy sequence group performance was significantly lower than either the random or easy-to-hard sequence groups. Though not statistically different, 1) the mathematics aptitude test scores of four achievement anxiety types grouped using the Achievement Anxiety Test, and 2) levels of state anxiety provoked by the three difficulty sequences were in the predicted direction. (Author)

This paper examines possible interchanges between cognitive and language processes with particular attention given to concept formation and semantic language development. Aspects of psychological and contemporary linguistic theories are discussed as a way to interrelate the functions of thought and language. The author concludes that while language is subordinate to fundamental thought processes, language ought not be regarded as a passive instrument operating on behalf of the intellect. Through correct application of linguistic rules, concepts seem to be fully expressed when words are joined in sentences. However, the ability to encode and decode words in sentences depends ultimately on seeing single words as concept labels. Language and concept formation are so interwoven that their precise interrelationships are difficult to define. Because of the similarities between the two, it is proposed that the acquisition and development of word meaning be reformulated in verbal concept learning terms, while the relationship governing words be treated in the framework of language development. (Author/DI)

To determine if the Convergence Planning Technique, designed to identify research components and organize them in a logical manner on a matrix for analysis, could be applied to vocational education problems in Wisconsin, questionnaires composed of problems identified through literature reviews and interviews were distributed to vocational, technical and adult education administrators and board members and the project's steering committee. Data obtained were used in the construction of a matrix which when analyzed revealed five phases necessary to constitute a suitable research design. These phases are: (1) identification and analysis of needs, (2) development of systems designs, (3) specified sub-systems research, (4) procedures for integrating sub-systems with the existing system, and (5) evaluation. It was concluded that the Convergence Technique could be employed in vocational research planning. (SN)

In a recent study by Shiffrin (1970) where list N was not recalled until after list N+1 had been studied, the length of List N was considered to be a variable that affected forgetting from long-term memory (LTM). However, due to a confounding in Shiffrin's design, recall failures could have been due either to forgetting from LTM or to lack of original storage in LTM. Using a modification of Shiffrin's procedure, the present study showed that the primary effect of list length is on original storage in LTM rather than on forgetting from LTM. (Author)

The context of the Comprehensive Headstart, Child Development, and Family Services Act of 1972 is presented along with a section-by-section analysis of it. Section 1 is the title. Section 2 is a statement of findings and purpose. Section 3 authorizes appropriations. Title I describes Headstart, Child Development and Family Services Programs which include: Sec. 101, programs assisted; Sec. 102, State and Local Prime Sponsors; (Sec. 103), Child and Family Services Councils; Sec. 104, Program Statements; Sec. 105, Project Applications; Sec. 106, Annual Family Service Plans; Sec. 107, Special Cooperative Programs with Educational Agencies and Other Project Sponsors; Sec. 108, Allocation of Funds; Sec. 109, Additional Conditions for Programs Including Construction or Acquisition; Sec. 110, Use of Public Facilities for Child Development Programs, Sec. 111, Payments. Title II concerns training, technical assistance planning, and evaluation. It includes Sec. 201, Preservice and Inservice Training; and Sec. 202, Technical Assistance and Planning. Title III involves supportive services and special activities. It includes 13 sections related to the operation of the program. (DJ)