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This report which presents information on the postsecondary activities of spring 1968 graduates of Wisconsin high schools is based on data obtained by surveying one-twelfth of the 57,349 seniors who completed the 1968 Senior Survey Questionnaire. Comparisons are made between the students' first-year activities and their plans as seniors, and between their first and second year after graduation activities. Included in these comparisons is information on their occupational aspirations as seniors, choice of post-secondary institutions as seniors, occupation and education of fathers, family income, high school course, high school decile rank, and type of school attended first year after graduation. The report also discusses (1) the reasons why those who anticipated continued education did not attend, their high school decile rank and their fathers education; (2) post-secondary educational planning and characteristics of graduates continuing their education; (3) characteristics of graduates who interrupted their post-high school education; and (4) characteristics of graduates in school the second year after their graduation. (AF)

The purpose of this study was to investigate the actual and ideal roles of counselors as perceived by Wisconsin secondary school counselors and teacher counselors and to compare them with a counselor role model based on a consensus of Wisconsin counselor educators. An extensive review of the literature on counselor role determination and implementation is presented which suggests a current composite counselor role milieu. This is elaborated upon. The population of over 600 counselors, the procedures and instrumentation utilized in the study, and an analysis of the data are described. The results of the study suggest, generally, that the role of the school counselor is an individual matter, a product of the interaction between the individual counselor and the unique situation in which he is employed. More specific conclusions and implications are delineated. (TL)

This report is concerned with the role of the secondary schools in implementing vocational direction. It contains a two-year follow up which sought self reports of on-the-job satisfaction and evaluations by immediate job supervisors. Thirty pilot programs in high school vocational education were started in 1964-65; 444 graduates of these programs responded to the inquiry. The results showed the following variables distinguishing boys and girls who entered work directly: (1) living in either a rural or metropolitan area; (2) wanting to remain near home; (3) having fathers with an elementary school education; and (4) having poor mathematics and science achievement. Boys who entered work were also rated poor by their teachers in personal appearance, industriousness, and getting along with others. Girls entering work directly were likely to identify with their mothers or a female relative. Job satisfaction and job performance tended to be inversely related, particularly for girls. Complete data tables are included. (Author/KJ)

To secure data on the availability and utilization of occupational information, questionnaires were sent to all public high schools on a 1962 listing supplied by the Office of Education and to a random sample of schools later discovered not to have been included in the list. Personnel in 4,436 schools responded, including 3,983 building principals, 3,090 librarians, 2,733 trade and industrial teachers, 621 distributive education teachers, 1,182 commercial teachers, and 3,582 school counselors. It was found that, although approximately 58 percent of high school graduates enter work or a work preparatory program following high school, occupational information for this group is the poorest. Many boys and girls never seek information. There is heavy reliance on reading activities for occupational information with the "Occupational Outlook Handbook" the most frequently utilized source. Information in regard to training opportunities, job clusters, psychological characteristics of workers, and occupational outlook is inadequate. Recommendations include development of multi-media approaches to information dissemination by private publishers, major data-gathering activities by the government, establishment of state or regional information centers to which all schools would have access, use of job cluster format in presenting occupational information, and use of films or filmstrips to depict elements of work. (JK)

A COMPREHENSIVE SURVEY OF OCCUPATIONAL INFORMATION LITERATURE AND AN EVALUATION OF ITS USE BY SECONDARY SCHOOL PERSONNEL WERE CONDUCTED. ANALYSIS SHOWED THAT THE EVALUATIONS AND RECOMMENDATIONS HELD TRUE FOR ALL REGIONS OF THE UNITED STATES. FURTHER ANALYSIS INDICATED THAT COUNSELORS' RESPONSES WERE NOT AFFECTED BY SUCH SITUATIONAL VARIABLES AS STUDENT DESTINATION AFTER GRADUATION, TIME SPENT IN COUNSELING, AND PUPIL-COUNSELOR RATIO. THE RESPONSES BY THE LIBRARIANS SHOWED THAT--(1) SENIOR BOYS MADE THE GREATEST USE OF OCCUPATIONAL INFORMATION AND NINTH- AND 10TH-GRADE BOYS THE LEAST, (2) THE OCCUPATIONAL OUTLOOK HANDBOOK, PAMPHLETS FROM PRIVATE PUBLISHERS, AND GENERAL BOOKS WERE THE MOST COMMON SOURCES, AND (3) ACCURACY AND READABILITY WERE THE REASONS GIVEN FOR STUDENTS' USE OF THESE SOURCES. THE VOCATIONAL INSTRUCTORS MENTIONED TEXTBOOKS, PERIODICALS, AND THE DICTIONARY OF OCCUPATIONAL TITLES AS OTHER FREQUENTLY USED SOURCES. THE COUNSELORS' RESPONSES TO THE QUESTIONNAIRE SUGGESTED THAT COUNSELORS ARE GENERALLY SATISFIED WITH THE AVAILABLE INFORMATION IF THEY FEEL COLLEGE-BOUND STUDENTS HAVE THE GREATEST INFORMATION NEED, WHILE COUNSELORS WHO FEEL TERMINAL HIGH SCHOOL STUDENTS HAVE THE GREATEST NEED ARE GENERALLY DISSATISFIED. THE OCCUPATIONAL OUTLOOK HANDBOOK WAS THE PRIMARY SOURCE OF INFORMATION. THE MAJOR CRITICISM OF BOTH DESCRIPTIVE AND OUTLOOK SOURCES WAS THAT NOT ENOUGH ASPECTS OF THE JOB WERE COVERED, AND THOSE ASPECTS WHICH WERE COVERED LACKED DETAIL. (CG)

THE AUTHORS STATE THAT A MORE COMPREHENSIVE APPROACH FOR DETERMINING PUPIL PERSONNEL AND RELATED SERVICES NEEDED IN A SCHOOL SYSTEM IS DESIRABLE. THIS STUDY TOOK PLACE IN THE WISCONSIN COOPERATIVE EDUCATION SERVICE AGENCY 13 AND INVOLVED 87 PERCENT OF THE TEACHERS IN 30 SCHOOLS. THESE TEACHERS IDENTIFIED 2,300 PUPILS IN NEED OF REMEDIAL HELP. FROM THIS NUMBER, A RANDOM SAMPLE OF 265 PUPILS STRATIFIED BY GRADE LEVEL WAS DRAWN AND THEIR RECORDS WERE TURNED OVER TO 10 DIFFERENT PUPIL PERSONNEL, HEALTH, AND ADMINISTRATIVE SPECIALISTS. THESE SPECIALISTS THEN CHECKED ONE OF SIX BEHAVIORAL CATEGORIES (RICE, 1963) TYPIFYING EACH PUPIL'S BEHAVIOR AND INDICATED WHAT SHOULD BE DONE BY MEMBERS OF THE VARIOUS SPECIALTIES FOR THE PUPIL. THE PUPIL AND TEACHER INFORMATION, THE SPECIALIST'S TREATMENT OF THIS INFORMATION, AND A SURVEY OF THE PERSONNEL AND RELATED SERVICES OF THE SCHOOLS AND COMMUNITIES WERE TURNED OVER TO FIVE CONSULTANTS FOR REVIEW. THE CONSULTANTS THEN MET WITH THE INVESTIGATORS AND THE AGENCY COORDINATOR TO DEVELOP GENERAL GUIDELINES FOR THE SCHOOL PROGRAM AND FOR FORMULATION AND IMPLEMENTATION OF THE PROGRAM, AND TO DETERMINE THE PUPIL PERSONNEL TEAM COMPOSITION, ITS COST, AND THE COORDINATION OF ITS MEMBERS. (PS)

OF 18,000 SECONDARY SCHOOLS CONTACTED, 30 PERCENT RESPONDED TO A QUESTIONNAIRE ON OCCUPATIONAL INFORMATION MATERIALS. OCCUPATIONAL LITERATURE WAS OBTAINED BY COUNSELORS 80 PERCENT OF THE TIME. ON THE AVERAGE, $178.00 IS AVAILABLE YEARLY FOR THIS PURCHASE. THE FACILITIES AVAILABLE FOR DISPLAYING MATERIALS ARE DESCRIBED. THE CIRCUMSTANCES UNDER WHICH STUDENTS USE OCCUPATIONAL INFORMATION AND THE KINDS OF STUDENTS WHO USE THESE MATERIALS ARE DISCUSSED. THE INFORMATION SOURCES USED MOST FREQUENTLY ARE RATED AND EXPLAINED. COUNSELORS WERE ASKED TO EVALUATE TWO TYPES OF OCCUPATIONAL LITERATURE (DESCRIPTION AND OUTLOOK) FOR (1) TERMINAL STUDENTS, (2) STUDENTS PLANNING POST HIGH SCHOOL, VOCATIONAL, OR TECHNICAL TRAINING, AND (3) STUDENTS PLANNING TO ENTER JUNIOR COLLEGE OR COLLEGE. A SUMMARY OF THE INFORMATION IS PRESENTED IN PERCENTAGES. NO CONCLUSIONS ARE DRAWN BECAUSE OF THE LOW PERCENTAGE OF RETURNS. ANOTHER SURVEY OF SCHOOLS NOT PREVIOUSLY CONTACTED IS UNDERWAY. THIS SPEECH WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION, DALLAS, TEXAS, MARCH, 1967. (VL)

An acceptable level of vocational maturity is shown to be an achievable goal two years after implementing a career development program through the curriculum. (Author)

The term "open education" is used to designate the curriculum and instruction methods associated with an open plan school -- one without interior walls. Such a program consists of more advanced children assisting those less advanced, independent study, children progressing at their own rate, extensive use of the outdoor environment, child-initiated activities, integrated curriculums, and teachers functioning as guides and as facilitators of learning. Under such a plan, highly structured curriculums and uniform instructional materials have no place. The emphasis is on learning, and any resource that stimulates the interest of the student becomes a legitimate field of inquiry. Among the problems of open education are (1) the need for time, (2) some minimal structure to insure continuity in subsequent years, and (3) the need for teaching and administrative personnel with experience in open education. This booklet focuses on the elementary school inasmuch as open education is being practiced more extensively at that level. (RA)

A CONTENT ANALYSIS WAS MADE OF 153 ELEMENTARY AND SECONDARY SCHOOL SOCIAL STUDIES TEXTBOOKS DEALING WITH LATIN AMERICA. THE ANALYSES INCLUDED THE FORMULATION OF CATEGORIES FOR INTENSIVE STUDY AND TESTING. THE CATEGORIES WERE (1) GEOGRAPHY, (2) THE PEOPLE, (3) THE COLONIAL PERIOD AND THE REVOLUTIONS, (4) POLITICAL DEVELOPMENT, (5) UNITED STATES RELATIONS WITH LATIN AMERICA, (6) ECONOMIC DEVELOPMENT, AND (7) SOCIAL PROBLEMS AND CHANGE. A TEST OF UNDERSTANDING OF LATIN AMERICA WAS ADMINISTERED TO 1,227 STUDENTS IN GRADES 7 THROUGH 12. THE TEXTBOOKS WERE FOUND TO BE ADEQUATE, BUT LACKING IN BALANCE. STUDENTS AT ALL LEVELS HAVE A GEOGRAPHICAL KNOWLEDGE ABOUT LATIN AMERICA. FURTHER RESEARCH AND DEVELOPMENT IS INDICATED TO RESTRUCTURE THE TREATMENT OF LATIN AMERICAN TOPICS IN THE TOTAL CURRICULUM AND PROVIDE MATERIAL ON SOCIAL CONDITIONS, INSTITUTIONAL HISTORY, AND PERSONALITIES. (RS)

Describes the difficulty of conducting meaningful research when operating a program which has changing goals, and the efforts which the New Schools of Behavioral Studies in Education is making toward overcoming these difficulties. (Editor)

Describes the recently-established New School of Behavioral Studies in Education at the University of North Dakota in terms of its impact on teacher preparation and education of inservice teachers. Bibliography. (RW)

Defines the concept of comprehensive high school, reviews the inadequac

The Readiness for Vocational Planning Scale was used to identify vocational behavior objectives and to evaluate the effectiveness of a revised eighth grade curriculum. (Author)

If school counseling is to continue as an ongoing dynamic profession, counselor educators must address their attention to the improvement of practitioner competencies as well as toward counselor preparation. The purpose of this paper is to share one educational approach which can facilitate movement toward achievement of these desired needs. (Author)

A plea for educators to value the individual differences of children and to treat them with dignity. Traditional educational methods and objectives are examined. (ST)

A longitudinal study beginning in junior high school demonstrates the significance of occupational need-values in educational and vocational aspirations and in classroom behavior. (Author)

Presents suggestions for alternatives to standardized testing. The means for alternative methods of evaluation are easily accessible if educational resources are organized for that purpose. (Author/IRT)