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This paper summarizes the developmental activities in mathematics conducted at the first grade level. Two instructional units of "Developing Mathematical Processes" were taught. The instructional units are described through a description of the activities that were tried, an explanation of evaluation procedures, and a report of the results of each evaluation. The purpose of the pilot activities was to verify the appropriateness of a mathematics curriculum for first grade children; the data displayed are exploratory data which assess the feasibility of the instructional procedures. (Author/DT)

Three training programs in the Pittsburgh-based project to design new approaches to training educational R & D personnel focus on the development and conduct of local change programs. Each of the training programs includes work within the training contexts of course work, laboratory exercises or projects, internship experiences, and individualized training program guidance. The content of the three programs is consistent with the theoretical and methodological bases for designing local educational change programs as described by Simonds and St. Lawrence (1972). The developed units reflect a heavy reliance on readings and lecture/discussion sessions. Individualization and relevance have been attained through the use of individual conferences, job-related projects, and practicum experiences. The weaknesses of long term university-based programs have been partially overcome by making students productive before they finish their formal instructional program and by recruiting students with some professional experience in education. The employers who were financially supporting the participants in the short term programs were assured of an immediate payoff if they allowed their "employee-trainees" to implement their program-developed proposals on the job. Related documents are EA 004 408-410. (Author)

This document is the report of a curriculum writing session. Using the recommendations and suggestions of the planning conference (SE 012 733), the writers produced detailed outlines for the grade seven through nine curriculum. The purpose and rationale of each unit are stated, and the separate sections outlined. Sample exercises are included for most units. The aims of making mathematics more relevant to real world problems, and of avoiding excessive abstraction and rigor, are continually stressed. Also included are three general reports on geometry, real analysis, and mathematical models; several position papers on specific topics; and a comparison of the new syllabus with the "first round" curriculum. (MM)

This document is the report of a curriculum writing session, and covers three activities: (1) a textbook for grade seven, written using the outlines produced the previous year (SE 012 735), was reviewed and criticized; (2) the outlines for grades eight and nine, also produced the previous year, were completed in greater detail; and (3) considerable attention was given to possible sequences of courses for grades 10-12. Broad outlines for several courses at this level were written, including a deductive block; a year of vector geometry, linear algebra, and elementary functions for grade 10; a course in analytic geometry and algebra; and a course in elementary functions and calculus. Several papers treating specific topics are included in this report. (MM)

The abstracts of papers presented at the 1971 NSTA Southeast Regional Conference, "Science Education - Southern Style," are grouped into these general subject areas: school science programs, K-12 (seven abstracts); preservice and inservice teacher education in science (14 abstracts); and science education and environmental education (seven abstracts). (PR)

This position paper raises concerns, states positions, and makes recommendations about the way in which adult education and career education relate and coexist. The concept of career-oriented education for adults is supported, but concern over program direction prompted statements of position relating to career education research, curricula emphasis, agency articulation, alternative school models, teacher-counselor-administrator models, materials and tests, and evaluation and accountability techniques. (CL)

This publication provides a current listing and description of programs, student instructional materials, and related literature in the field of unified science education. In Part I, international unified science programs are presented alphabetically by country, followed by United States programs listed by state. Each program description includes a concise abstract, the grade level range over which it operates, the instructional format and availability, the program type, the year in which the information was obtained, and names and addresses of the authors. Part II consists of abstracts of student instructional materials related to unified science education, and Part III is an annotated bibliography of the related literature. In addition to abstracts of the material, these sections provide information regarding the publisher, date of publication, number of pages, reference numbers for retrieval, and the source and cost of copies of the documents. (JR)

The purpose of this theoretical paper is to describe a set of models for the instructional organization of the multiunit secondary school. The school's instructional organization is viewed as a mechanism for structuring resources to influence learning outcomes. The multiunit elementary school (MUS-E) models served as the point of departure for extending individually guided education (IGE) to the secondary levels. The major variables that influenced the design of the IGE/multiunit secondary school (MUS-S) were characteristics of the individual learner, insights into human abilities and learning, and the structure of the learning environment. A "multiunit component crosswalk" was created to identify MUS-E components (such as nongrading, staff hierarchies, and continuous progress) that could be applied to middle and senior high school levels. A modular instructional organization was generated for the IGE/MUS-S. The basic components were the "Individually Guided Inter-Disciplinary" Module, which includes all required experiences, and the "Enrichment" Module, which includes all elective experiences. Each module was comprised of a learner unit, instructional unit, curriculum unit, and decision unit. Variations of IGE/MUS-S models were developed for junior high, middle, and senior high schools of various sizes. (Author/DN)

Most students, perhaps over 90 percent, can master what teachers have to teach them, and it is the task of instruction to find the means which will enable students to master the subject under consideration. A basic task is to determine what is meant by mastery of the subject and to search for methods and materials which will enable the largest proportion of students to attain such mastery. That is, the basic task in education is to find strategies which will take individual differences into consideration but in such a way as to promote the fullest development of the individual. The thesis of this paper is that, to promote mastery learning, 5 variables must be dealt with effectively: (1) aptitude for kinds of learning, viewed as the amount of time required by the learner to attain mastery of the task; (2) quality of instruction, viewed in terms of its approaching the optimum for a given learner; (3) ability to understand instruction, i.e., to understand the nature of the task and the procedures to follow; (4) perseverance, the amount of time one is willing to spend in learning; and (5) time allowed for learning, the key to mastery. (Author/TA)

This report contains abstracts of most of the research papers in science education presented at the 43rd annual meeting of the National Association for Research in Science Teaching in Minneapolis, Minnesota, March 5-8, 1970. Also included are the topics and names of participants of several symposia at the conference. The abstracts are organized under topic headings corresponding to the various sessions. Among the wide range of subjects covered are the Gagne learning model, Piaget based learning studies, student achievement and attitude assessment in science, instructional variables and techniques, curriculum organization, curriculum evaluation models, science instruction in the elementary and junior high schools, teacher education in science, Earth Science Curriculum Project research and the career development of science teachers. Each abstract contains the procedures, findings and conclusions of the study. In some abstracts, the experimental designs and null hypotheses are included. This report is intended for science education researchers, science teachers and school administrators. (LC)

This publication contains sixteen abstracts of papers presented at the Research Reporting Sessions of the National Council of Teachers of Mathematics (NCTM) Annual Meeting. The investigations reported by Anthony, Creswell, Higgins, and Weise focus on curriculum and classroom innovations in the school mathematics program. Investigations by Gibbons, Pearce, Rector, and Wells relate to instruction and methods for teaching mathematical concepts. Research presented by Carry, Fey, Miller, and Vigilante is concerned with certain logical inference patterns and reasoning abilities in students. Bell and Gorth report the results of a survey of mathematics teachers with respect to current issues and a new design for evaluation in mathematics. Research on behavioral objectives for a seventh grade mathematics and for a freshman calculus course is reported by Bierden and Picard. (RP)

This is one of several papers issued in cooperation with the National Association for Research in Science Teaching to analyze and synthesize research related to the teaching and learning of science completed over a two-year period. The research reviewed is grouped according to the standard categories used by the ERIC Science and Mathematics Education Information Analysis Center: Instructional procedures, teacher education, equipment and facilities, the curriculum, status of science programs, evaluation, and learning. Altogether 120 studies were reviewed. Investigations comparing the relative merits of two or more teaching methods were the most common studies on instructional procedures. Several studies on the characteristics of children and the relationship of these characteristics to science teaching were reviewed. Some of the other studies reviewed related to: various practices in the preparation of teachers, teachers' understandings of subject matter, survey of science programs, and patterns of intellectual growth, concept formation, and cognitive styles. (BR)

This is one of several papers issued in cooperation with the National Association for Research in Science Teaching to analyze and synthesize research related to the teaching and learning of science completed over a two-year period. The majority of studies reviewed are unpublished doctoral dissertations. The research reviewed is grouped according to the standard categories used by the ERIC Science and Mathematics Education Information Analysis Center: Instructional Procedures, Teacher Education, Equipment and Materials, Curriculum, Achievement, Teacher Resource Materials, Science and Society, Evaluation and Educational Objectives, and Teacher and Student Characteristics. The research reviewed made it clear that few research workers were carrying on continuous, basic research programs. (BR)

Factors to be considered in the planning and development of a resident outdoor education program are presented in this paper. It is noted that basic educational planning must come first and every other aspect of planning should then refer to the educational plan. Various aspects of planning are described including planning the educational program; personnel assignment, selection, and training; site selection; financing the program; interpreting the program to the community; administrative structure, insurance, and other concerns; and evaluation. A checklist of desirable facility criteria for outdoor education resident centers is included. (PS)

A PAPER PRESENTED TO THE SECTION ON EDUCATION (Q) OF THE 1967 AMERICAN ASSOCIATION OF SCIENCE ANNUAL CONVENTION, THIS DOCUMENT DISCUSSES THE ACTIVITIES OF THE DIVISION OF SCIENCE TEACHING (DST) OF UNESCO. INCLUDED ARE DISCUSSIONS OF (1) THE OVERALL PROGRAM BUDGET, (2) AN HISTORICAL PERSPECTIVE OF THE DEVELOPMENT OF DST AND ITS RELATIONSHIP TO THE EDUCATION SECTOR OF UNESCO, AND (3) A DESCRIPTION OF THE PRESENT OVERALL PROGRAM AND PROJECTIONS FOR THE FUTURE. THE PRESENT PROGRAM IS DESCRIBED UNDER ITS FOUR MAIN PARTS (1) COLLECTION AND EXCHANGE OF INFORMATION, (2) PILOT PROJECTS ON NEW APPROACHES AND MATERIALS FOR THE TEACHING OF BASIC SCIENCES, (3) OTHER ACTIVITIES TO IMPROVE THE TEACHING OF THE BASIC SCIENCES AT UNIVERSITY AND POST-GRADUATE LEVELS, AND (4) STIMULATION OF INTEREST IN SCIENCE. SPECIFIC PROJECTS AND PROGRAMS BEING CARRIED OUT UNDER EACH OF THE FOUR MAIN PARTS ARE DISCUSSED AND THE PRIMARY GEOGRAPHIC AREAS AFFECTED ARE INDICATED. A BIBLIOGRAPHY FOR THE PROVISION OF MORE DETAILED INFORMATION IS INCLUDED. (DS)

SELECTED PAPERS AND GROUP REPORTS FROM A FLORIDA STATE UNIVERSITY TRAINING INSTITUTE ARE PRESENTED ON PSYCHOLOGICAL AND SOCIOLOGICAL DIMENSIONS OF POVERTY AND ILLITERACY, ADULT BASIC EDUCATION METHODS AND OBJECTIVES, PRINCIPLES OF ADULT LEARNING AND BEHAVIOR CHANGE, AND RELATED CONCERNS IN TEACHER TRAINING AND PROGRAM DEVELOPMENT. SPECIFIC PROBLEM AREAS IDENTIFIED BY TEACHER TRAINERS, THE OVERALL PROBLEM OF IDENTIFYING WITH AND MOTIVATING THE UNDEREDUCATED, ADULT CENTERED COUNSELING, CURRICULUM PLANNING, AND READING INSTRUCTION, EVALUATION OF INSTRUCTIONAL MATERIALS, ENLISTMENT OF COMMUNITY SUPPORT, LONG RANGE EFFECTS OF EARLY CULTURAL DEPRIVATION, AND STRATEGIES AND SUGGESTIONS FOR TRAINING INDIGENOUS NONPROFESSIONALS ARE AMONG THE MAJOR TOPICS CONSIDERED. TWO TABLES, CHAPTER NOTES AND REFERENCES, APPENDIXES, AND A MODEL OF THE LEARNING PROCESS ARE ALSO INCLUDED. (LY)

Recently, educational evaluation has attempted to use the precision, objectivity, and mathematical rigor of the psychological measurement field as well as to find ways in which instrumentation and data utilization could more directly be related to educational institutions, educational processes, and educational purposes. The linkages between educational purposes and educational evaluation are so strong that systematic workers in most areas of educational research or practice start with this almost as the first step in their work. The actual materials of instruction and the observation of teaching-learning situations can be analyzed to determine the appropriate evaluation procedures, and, in turn, the relations between the stated objectives, the learning experiences available to students, and the evaluation procedures can be determined in great detail. Evaluation instruments serve as models for teaching and learning and, as such, help to guide both instruction and student learning. Mastery learning is one way in which evaluation can be integrated in teaching/learning. Evaluation techniques are also available to measure the effectiveness of interaction and learning in innovative and alternative programs. Increasingly, educational evaluation is seen as a quality control measure. (Author/IRT)

This review of research related to college and university science teaching and learning is based upon reports published from 1965 through 1967 and contained in the collection of the ERIC Information Analysis Center for Science, Mathematics, and Environmental Education. The 77 studies are abstracted under the following headings, with a short summary of the major generalizations made for each section: Instructional Procedures; Teacher Education; Equipment and Materials; Curriculum; Achievement; Science and Society; Administration and Supervision; Evaluation and Educational Objectives; and Teacher and Student Characteristics. A general summary comments upon weaknesses found in the research, identifies areas that need additional research, and comments on the lack of relationship between college courses and the secondary school science courses that students have taken. The bibliography includes ordering information for those studies cited that are available from the ERIC Document Reproduction Service. (AL)

The Northwest Regional Educational Laboratory provided technical assistance to the Northwest Indian Council on Education for a study of curriculum development for Indian occupational education. The purpose of the study was twofold: (1) to provide policy suggestions for the consideration of the curriculum center; and (2) to summarize curriculum development and occupational education as it applies to Indians. This report was divided into 6 major sections. The first 3 sections presented a variety of statements which represented the diversity and breadth of the existing knowledge base. An attempt was made to present the many voices of Native Americans for education, curriculum development, and policy participation. Following the "Many Voices Speak" sections, educational programs available to Indians were described. Resources were presented (e.g., literature, organizations, audio-visual) for concerned Indians and non-Indians. Recommendations suggested a series of workshops to review the content of this study. (FF)

Anthropology has the potential to influence and change current patterns of curriculum organization in the public schools. Assuming that secondary schools isolate and compartmentalize knowledge, that history dominates the social studies/social sciences to the detriment of the field, that anthropology incorporates specialists from many disciplines to solve specialized problems, then, anthropology appears as a natural "core" and opportunity for reorganization of the social studies curriculum. During the 60's many anthropologists became concerned about education and worked to develop curriculum materials. Anthropology answers the felt need for interdisciplinary education; moreover, the anthropologist's approach to studying cultural systems might be usefully applied to pedagogical problems. Anthropology, open to numerous levels of intellectual attack, is not a panecea for curriculum problems; it is a controversial discipline for which qualified teachers and adequate instructional materials are still lacking. Nevertheless, as a core for social studies curriculum it can facilitate activity learning, allow for instruction of social sciences methodology within its specific framework, and integrate the social sciences. (JH)

This report presents a summary of research in science education at the secondary level during the years 1965-1967. The report is organized around the findings of investigations in several areas, including teacher education, teacher and student characteristics, evaluation and educational objectives, instructional procedures and classroom organization, programed instruction, achievement, attitudes and interests, the culturally disadvantaged, science and society, and the administration of science programs. Science education researchers are provided with (1) background information for their own studies, (2) sources of material, (3) ideas for aspects of science education which should be investigated, and (4) opinions which might be relevant to their professional efforts. The bibliography of 183 documents lists both the documents included in the text of the review and other documents analyzed but not included in the review. (LC)

Ten essays from the Michigan State Leadership Seminars discuss the social imperatives confronting adult education and what the university can do and ought to be doing about them. The impact of the population explosion, urbanization, automation, the knowledge explosion, and the Bomb make it imperative that new concepts of work and leisure be built into the culture. The role of the university in meeting these problems remains a moot question. It seems clear that without tension generated from within and without, the university would lose its intellectuality and relevancy. The limits of involvement of the university are debated but its role should at least be training the intellect, demonstrating the importance of lifelong learning, and being a detached societal critic; and it should avoid the role of a social agency. Within this context careful articulation of the counseling service and a cadre of curriculum specialists seem to offer promise for pushing ahead with an integrated continuing curriculum. (dm)

The primary objective of this project was to produce a suggested plan for promoting and guiding the development and expansion of occupational education in Oregon high schools and community colleges. To achieve the major objective, special task force groups were assembled to work on specific aspects of the total project: labor market data, curriculum articulation, curriculum coordination, and open enrollment relations. Task force reports on labor market data and on curriculum articulation are included in this document. The task force groups included representatives from high schools, community colleges, the Oregon Board of Education, Oregon State University, and the State Employment Service. The plan must ultimately provide for articulation of occupational preparatory curriculums from the senior high school to specialized vocational-technical preparation in the community colleges; for coordination and distribution of occupational preparatory curriculums among community colleges; and for operation of student services that promote effective development of human resources and efficient utilization of physical resources. (CH)

To explore questions such as: (1) What kind of vocational training is really needed? (2) How much should be specific, and how much general? (3) At what levels of the educational ladder can vocational content best be inserted? (4) How much can be done within the present framework of our secondary schools, and what sort of new institutions are required? Dale C. Draper undertook a fact-finding study in which he read widely, interviewed many key persons, and visited various types of vocational centers. His report, in the first major section of the document, covers (1) basic legislation, (2) students to be served, (3) the manpower situation, (4) curriculum innovations and issues, (5) vocational education for unemployed youth, and (6) the administration of vocational education. Also included are the Committee's 10 conclusions after reviewing the report. Among needs identified were: (1) preparation by the public educational system of all young people for effectiveness in the world of work, (2) provision of a complete program of vocational education beginning when the individual enters school, and (3) the necessity of special efforts on behalf of students who are not achieving in school. (JK)

Goals for the social studies programs for Indian children in Bureau of Indian Affairs (BIA) schools are identified as (1) helping the child to comprehend his experiences and to find meaning in life, (2) preparing him to participate effectively in the dynamics of his society, and (3) assisting each person in understanding the analytical processes and problem-solving tools developed by scholars in the social sciences. Criticisms of the social studies programs have stemmed from inconsistencies evidenced by "what is claimed for social studies" as opposed to "what our Indian students and research people say is being accomplished in this area." Thus, new directions for social studies include structure based upon a conceptual framework that draws from all the social sciences, concepts introduced at an earlier age, improved teaching methods, more and better media, and attention to the modes of inquiry, skills, and treatment of data. In keeping with this, the Washington office of BIA is committed to the assistance of areas, agencies, and local schools in implementation of new and better social studies programs. (LS)