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The evaluation instruments contained in this publication are used by the New England Teacher Corps Network to gather information for writing proposals, restructuring meetings, obtaining feedback, setting directions, and analyzing the Network's functioning. These instruments can be used by other linking organizations. The instruments are used to evaluate: board or council functioning; executive secretary performance; activity assessment; and program impact. (MH)

This booklet, intended for high school anthropology teachers, supplements lesson plans and teacher background materials for the sixteen week Patterns in Human History course, the goal of which is an effective sequential teaching plan that blends anthropology and history. The function of the booklet is: 1) to help teachers make a general judgement about students' learning abilities and modify class activities to fit special needs of students; and, 2) to provide an overview on and selected sample lessons from Patterns. Emphasis is upon learning objectives that will increase the number, scope, and clarity of concepts students know. Contents are divided into two parts. Part 1) includes nine chapters with sample discussions from the Patterns course, each centering on a particular set of concepts and cognitive skills. Commentary is provided proposing various strategies with emphasis on inquiry training. The nine chapter titles are: Recognizing Differences in Students' Abilities to Classify; Classifying; By Direct Observation and by Inference; Approaching the Unfamiliar from Familiar Ground; Expecting the Unexpected; Using Clusters of Criteria; Speculation; Asking Questions and Grouping Ideas; Testing Speculations; and Levels of Inference. Part 2) includes facsimile pages from Patterns, an introduction and overview of the course, table of contents, sample lessons on the four topics: "Studying Societies", "Origins of Humanness", "The Emergence of Complex Societies", and "Modernization and Traditional Societies". (Author/SJM)

THIS BROCHURE SUMMARIZES THE WESTERN STATES SMALL SCHOOL PROJECT. INCLUDED ARE THE PROJECT'S BASIC ASSUMPTIONS, CRITERIA FOR MEMBERSHIP, A LIST OF THE FIVE PARTICIPATING STATES, THE HISTORY OF THE PROJECT, A DESCRIPTION OF FOUR MAJOR PROJECTS ORGANIZED TO PROMOTE SMALL SCHOOL IMPROVEMENT, SIGNIFICANT RESULTS OF PROJECT ACTIVITIES, A CAREER SELECTION EDUCATION PROGRAM, AND THE MANY DIVERSE PROJECTS OF THE PARTICIPATING STATES. THE ARIZONA PROJECT ATTEMPTS TO MEET THE NEEDS OF BOTH STUDENTS AND TEACHERS FOR INDIVIDUALIZING THE TEACHING-LEARNING PROCESS. THE COLORADO PROJECT IS CONCENTRATING ON NEW METHODS, TECHNIQUES, AND ORGANIZATIONAL PATTERNS. THE NEVADA PROJECT EMPLOYS A VARIETY OF INSTRUCTIONAL MEDIA OR MATERIALS TO REDUCE THE EFFECTS OF SMALLNESS AND ISOLATION. THE NEW MEXICO PROJECT IS EMPHASIZING LINGUISTIC READING IMPROVED PREPARATION FOR CULTURALLY DEPRIVED RURAL CHILDREN, AND SPANISH FOR SPANISH-SPEAKING CHILDREN. THE UTAH PROJECT IS DEVELOPING GUIDELINES FOR AN ENVIRONMENT TO STIMULATE AND ENCOURAGE INDEPENDENT STUDY IN INDIVIDUALIZED PROGRAMS OF INSTRUCTION, EXPLORE APPROACHES TO MEETING THE PROBLEM OF EARLY CULTURAL DEPRIVATION, AND DEMONSTRATE THE EFFECTIVE USE OF EDUCATIONAL TELEVISION IN SMALL SCHOOLS. A DIRECTORY OF THE PROJECT DIRECTORS AND THE POLICY BOARD IS ALSO INCLUDED. (RB)

This report is the thirteenth of twenty-one reports dealing with the developmental history of a recent educational product: the Holt Social Studies Curriculum directed by Dr. Edwin Fenton. This series of courses stresses an inquiry approach to the study of history and the social sciences, specifically economic and political systems, world history, foreign cultures, American history, the behavioral sciences, and the humanities, and to a lesser degree values, attitudes, and subject matter content. This report describes: 1) materials; 2) rationale and procedures for use; 3) sources of funding, and evolution of ideas for the product; 4) planning, management, and organization for development; 5) evaluation using standardized tests and product development tests; 6) diffusion activities and extent of adoption. The future of the product and critical decisions made in the seven year history of curriculum development are discussed. Appendices contain examples of lesson plans found in teachers' guides and a list of the twenty-one reports. (Author/VW)

Sixteen readings dating from 1854 through 1969, many of which are primary materials excerpted from dated Minnesota newspapers, are intended for fifth grade students. Five themes describe past and present conditions in the Red River Valley: 1) show the importance of fur trade and describe the wooden carts in the train that carried the trade; 2) present attempts that were made to publicize advantages in the area, making it easy and attractive for immigrants to settle in the valley; 3) describe sod dwellings used by the early settlers in Minnesota; 4) give agricultural statistics on changes in wheat production from 1910 through 1970, and crop production from 1910 through 1960; and, 5) portray present day Red River Valley, listing types of businesses found in the area and describing the cities of Crookston and Moorhead. Related documents are: SO 002 729 through SO 002 732. (SJM)

This preliminary report describes five social studies pilot programs in the counties of Dauphin, Lancaster, Lebanon, and York, Pennsylvania. It is expected that these pilot endeavors will affect educators in the counties served by SPEEDIER as follows: 1) increase understanding of the newer content, ideas, and strategies in the pilot programs; 2) develop skills in use of new teaching strategies; 3) develop skills in curriculum experimentation; 4) develop a positive attitude toward curriculum change; and, 5) increase knowledge about curriculum and curriculum change. The five pilot programs are: 1) Fenton Social Science Program; 2) Greater Cleveland Social Science Program; 3) Senesh Social Science Program; 4) University of Minnesota Project; and, 5) Taba Social Studies Curriculum. There are several steps to the pilot model, involving climatizing, selection of programs and establishing of pilots, two years of pilot operation, and institutionalization. All five pilots discussed in this report are in the first year of pilot operation. A detailed description of this phase of each program is provided. An appendix lists the districts taking part in each program, grade levels, and numbers of pupils and teachers involved. (Author/AWW)

This paper examines trends in social science and political education since World War II; discusses some of the fundamental directions established by the new social studies curricula; and evaluates the political science component of material produced by the curriculum development projects of the 1960's. Since World War II, the study of government and politics in the U.S. has been profoundly influenced by the behavioral approach. Also, social changes, such as the effects of technological advancement, and the realization of global interdependence, forced a redefinition of the traits and competencies desirable for citizens. In response to these pressures, a number of curriculum development projects were established. Out of the totality of social science curriculum packages developed during the 1960's, 46 have been identified as including some inputs from political science. The author classifies and discusses materials in four categories: those having 1) interdisciplinary use of the social sciences; 2) a focus on a particular discipline; 3) a focus on political science; and, 4) a focus on a particular geographic area. She then analyzes and evaluates these materials in terms of the cognitive and affective goals set out by the Political Science Advisory Panel to the California Statewide Social Science Committee. (Author/JLB)

This bulletin offers information on nineteen Schools Council research and development projects contributing useful ideas and resources to elementary and secondary educators. These projects advocate an inter-disciplinary approach using team-teaching methods. Many projects overlap in themes, ideas and teaching strategies. Although the projects are concerned with a similar range of topics or issues, project-developed materials are relevant to programs in geography, liberal studies, humanities, history, moral education, social studies, religious education, environmental studies, ethnic studies, and to programs for early leaving pupils. Strategies vary from producing research reports, teaching guides, and teaching materials to combining all of these. The first part of the paper offers a generalized description of the projects. The projects are listed in the second part, including project titles, comprehensive annotations, materials, grade designations, and director's names and addresses. A selected Schools Council bibliography of examinations bulletins, working papers, pamphlets, articles, and other publications appears in the last part of the bulletin. (SJM)

The objective of the summary sheets is to inform teachers and educators about available instructional materials for elementary school behavioral sciences. Emphasis in this first compilation is upon presenting projects, but a few games are included. Selection criterion is based upon whether the study of human behavior is the central focus, and whether elementary students are target audiences for the materials. Each of the one page sheets includes the following information: title, director or author, publisher, education level, a list of materials, and a short annotation. The sheets, arranged alphabetically by project title, are loose leaf for the convenience of supplementation as new information becomes available. (SJM)

This report gives background data and an overview of the development of the ECON 12 project, which was carried out in conjunction with the Developmental Economics Education Program (DEEP) grant from the Joint Council on Economic Education to the Contra Costa County (California) Department of Education. The program and its dissemination were considered a system, made up of three main parts: The ECON 12 course, evaluation instruments and procedures, and a teacher training program. The latter two were considered as vital as the course materials and the cognitive and behavioral objectives. Cooperation from the County Department of Education assured that trial courses and teacher participation contributed to effective course design. Materials are described and stages of lesson development are clarified. A section on teacher training outlines the chronological sequence of a basic introduction to economic theory, practicum sessions, and teacher supervision. The to-date summary indicates positive acceptance of the project during trial tests and satisfaction with the application of system development procedures to the design of the course. At the date of this report, Units I and II were completed (ED 040 100, 101), Unit III and optional units were due for completion in 1967. Revised editions were published in 1968 (ED 053 048, 049). Addison Wesley will be publishing the future editions. (JMB)

This thesis examines anthropology teaching materials for public schools in light of their characteristics -- subject content, rationale and objectives, antecedent conditions, evaluation, background of materials development -- and the determination of their accuracy and representation. The study also serves as a guide to types of anthropology material available and provides a listing of publishers who offer materials. Six projects containing materials entirely anthropological or units concentrating on anthropology were selected for the study. A primary tool of analysis was the revised Long Form Curriculum Materials Analysis System (CMAS) developed by the Social Science Education Consortium. Professional anthropologists, representing cultural and physical anthropology, archaeology, and linguistics, analyzed the materials to determine the accuracy and representativeness of the anthropological content. The study is organized into seven chapters. Chapters I through III contain background materials; IV and V, findings of the analysis system and the results of the anthropology examinations; VI, a critique of the CMAS; and VII a review, conclusions, and recommendations. Appendices and a bibliography are included. (Author/SJM)

This report is a result of evaluation of the status of science education in the United States with suggested recommendations for the future role of the National Science Foundation (NSF). The overriding theme of the report for the future is summarized as "to educate scientists who will be at home in society and to educate a society that will be at home with science." The first part of the report gives a background of science education improvement activities and their impact on various facets of economy and institutions. The second part is called "A Review of Course and Curriculum Development Support" initiated by NSF. The recommendations are listed in the third part and cover a broader area. Teacher Training, Educatonal Technology, Science Education Outside of the Classroom, Science and Public Policy, and Pre-College, Undergraduate, and Graduate Education are the areas for specific recommendations made in the report. Other areas covered are Policies and Operations, which deals with topics such as relationship between NSF and the U. S. Office of Education, and Use of the Talents and Resources of Nonacademic Organizations. (PS)

Compiled in this final report is a review of a Title I Education Project related to community environmental education. As originally proposed, the program sought to bring together in a series of symposia community leaders in the areas of education, agriculture, industry, business and government from 17 counties in southeastern Nebraska. To ascertain problem areas and determine community action or response, three symposia and eight follow-up workshops were held. These were conducted to assist community leaders in preparing objectives for creating a community environmental education program, followed by setting priorities, time schedules, and determining local action to achieve their objectives. The report deals primarily with the first series of workshops, addressed to educators and keynoted by Dr. Robert Rienow. It reviews the objectives and accomplishments of their workshops, materials from which they developed their community analyses, and the findings and recommendations following assessment of community problems and solutions. Their analyses are given compositely as community profiles. The final section presents evaluations for the first two series, plus an overall evaluation, while the appendix includes the program format and evaluation forms. Dr. LaMont Cole and Stewart Udall keynoted the second and third sessions, respectively. (BL)

Evaluation instruments to assess existing attitudes and interests concerning the environment are compiled. Baseline data will be gathered from teachers, administrators, parents, and community members through a set of four pretests administered prior to initiation of the Interlakes Environmental and Outdoor Education Project. All instruments serve to determine the attitudes, interests, enthusiasms, knowledges, and anticipations of the specific groups. In addition, survey instrument number 1, Administrator Staff Project Evaluation, will determine the extent to which administrators plan to use personnel, facilities, equipment, and school time for the project. Instrument 2, Parent Self-Evaluation, will indicate the scope of participation in school programs and activities, while number 3, An Adult Self-Study About Environmental Education, will include identification of the school's role in handling concerns of pollution, ecology, and conservation and show how well they feel the school is performing its role. Teacher Self-Evaluation, instrument 4, will assess the extent teachers presently use environmental education materials and expect to use them under the Project. Finally, an awareness and attitude survey of natural resources for grade five students and a concept development assistance inventory are included. This work was prepared under an ESEA Title III contract. (BL)

A project (ARISE) designed to provide information, referral and counseling on the available resources and services in Providence and in Rhode Island for youth and adult residents of the City of Providence is presented. Objectives include: (1) To help adults improve their self understanding, verify their goals, make firm commitments to their objectives, and grow through education; (2) Assist clients to apply results of educational and/or vocational appraisal to selection of educational institutions and to planning of educational programs; (3) Make referrals to continuing education programs; (4) Inititate programs to prevent and help dropouts; and (5) Establish a clearinghouse of information and publish an up-to-date annual ARISE Directory of Adult Education Programs, Cultural Opportunities and Guidance Services. The course was charted, guidelines set up, and a model was constructed for counseling out-of-school youth and adults. Follow-up activities were engaged in to determine results of the services, to improve methods and procedures, and to establish immediate and future operational criteria. Strengths of the project were found to include: (1) the Directory, (2) the dialogue initiated between the project staff and the uneducated poor, (3) the initiation of TV High School, and (4) the quality of project management. (Author/CK)

A project (MAPAR), designed specifically to explore and develop an educational program which will demonstrate effective methods for teaching the educationally disadvantaged adult, is discussed. The approach utilized by this project is that of an individualized learning center which incorporates paraprofessional teacher, self-instructional learning materials and community resources to build a curriculum suited to individual needs. Major concerns of MAPAR include: (1) identification of the educational needs of the Mexican-American and other educationally disadvantaged, (2) advancement of the family as a unit educationally and culturally, (3) vocational exploration and enculturation, (4) development of social skills for community acceptance, (5) self-identification of the Mexican-American historically and culturally, and (6) knowledge of customs and laws of Anglo society. Initial areas of concentration included organizational development, establishment of facilities, personnel requirements and responsibilities, development of community cooperation and support, materials selection and development, and evaluation and dissemination activities. Findings include: (1) The original design of the project proved to be fundamentally sound for the under-educated Anglo-American and the Anglo-sized Mexican-American who has adopted middle class values towards education; and (2) The design was inefficient in meeting the needs of the Mexican-American migrant or ex-migrant with little or no language skills in English. (Author/CK)

The conduct of a workshop in Adult Basic Education Curriculum Development is discussed. The major objectives of the workshop were: (1) To develop an understanding of what a curriculum is and the processes of curriculum development; (2) To assist persons to develop skills in preparation of curricula in adult basic education; and (3) To develop leadership skills for conducting in-service training programs in curriculum development for other teachers. A total of 113 participants enrolled in the program for a period of three weeks; they were divided into four learning groups. The program consisted of three major activities. These were: (1) presentation by experts in adult basic education and curriculum development, (2) learning activities, including group discussion and program evaluation, and (3) field trips. At the conclusion of the program most participants felt they: (1) Gained a basic understanding of curriculum development in adult basic education; (2) Developed a better understanding of the adult learner; (3) Developed more practical approaches to adult basic education through discussions with other participants and from field trips; (4) Refreshed their memories on known ABE materials as well as being introduced to new materials; (5) Gained information and materials in programmed learning and other innovative approaches in ABE; and (6) Fulfilled individual objectives in the program. (Author/CK)

A project to conduct eleven regional teacher institutes is discussed. The curriculum advisory group for this project was comprised of a representative of the President's Advisory Committee on Adult Education, one State ABE Director from each USOE region and nine consultants; In addition to suggesting some modifications to the core curriculum, the group also recommended that teacher trainer and administrator institutes he held. Four Progress Reports are summarized: (1) The first contains documents pertaining to NUEA's proposal and the awarding of the grant; (2) The Second Progress Report contains preliminary data on the organization and structure of the nine institutes selected to train the teacher trainers; (3) The Third Progress Report covers the extension and amendments of the grant and the organization and planning of the program; and (4) The Fourth Report covers institute activities, both in program and administration, at the federal, state, local and university level. (Author/CK)

A project to improve the leadership competency of personnel responsible for program development and implementation in ABE is presented. The intent of the program planners was to help the ABE administrator discover new patterns of need, to search for new teaching formats and content, and to reassess the relationships which exist in the world of work. The curriculum of the Institute was designed to utilize fully a variety of instructional methods and techniques in order to provide a sound sequence of learning experiences which would equip the participants to plan, organize and conduct ABE programs, to acquire understandings and insights into problems faced by participants in ABE programs, to plan and conduct teacher training institutes, and to evaluate ABE programs. Basic theories of administration, program development, and evaluation were presented and discussed by authorities in these fields. Participants examined and explored the presentations through practicicums, small groups, and large group discussions. The Institute was evaluated in terms of participants' attitudes and participants' response toward it. Conclusions include: (1) At least one week of the program should be held in a secluded residential setting; (2) Future concern in ABE; (3) Exploration should begin as soon as feasible into the possibility of the utilization of Regional Educational TV; and (4) State Directors of ABE should continue to share actively both in the planning and the conduct of summer institutes. (Author/CK)

A series of films focused on movement education and rhythm training in string playing with emphasis on the violin were developed. An introductory film deals with principles of movement in string playing. Fifteen additional titles offer guidance to the student and teacher in the various details of basic string instruction. A summary film presents a final report on the performance and progress of children trained in the Project at the end of formal instruction. The central issue of the project under test was the hypothesis that movement training, designed to free the student from excessive tensions, can be introduced within an organized plan of string instruction, and that such a plan, in the long run, will result in faster learning and better playing in all facets of instruction. The materials were used and tested in an extensive two-year trial, involving 22 teaching centers in Illinois and additional out-of-state testing centers. Products of the study include: a film series in color on "The Teaching of Action in String Playing"; an introductory film and other films; a tune record and three exercise records. Recommendations include: (1) Teacher-training institutions hold the key to the future of string instruction in the schools; and (2) Programmed teaching materials and the use of audio-visual aids point to a new era of efficient instruction of string instruments. (For Appendix F, see ED 054 190.) (Author/CK)

This final report submitted by the Committee on the Study of History at Hampshire College describes the Amherst Project, a research and development project devoted to fostering the newer inquiry approaches in the study of United States history. The project's main focus has been on secondary schools, but has also encompassed junior high and adult levels. In the report, project organization is examined in terms of the role of the Committee, the staff, office facilities, relations with sponsoring colleges (Amherst and Hampshire), and relations with the U. S. Office of Education. Materials development is discussed in terms of the unit approach, materials perparation, and relations with publishers. Also discussed are trial and evaluation of project materials, test development, the inservice workshops, and the Education Development Team Program. Following an overview of results of the Amherst Project are 7 appendices: a list of Committee members, a list of staff names, a list of units prepared by the Committee (1961-71), an analysis of units and unit structure drawn from reports of cooperating teachers, a chart showing project workshops, and a paper on the project workshops in discovery learning. (GC)

Summarized in this report are all environmental research projects sponsored by the American Petroleum Institute (API). Included are: (1) status reports on all current projects, (2) published reports on completed projects, together with abstracts of findings, and (3) an organization chart of the Committee for Air and Water Conservation and its various subcommittees, with listings of committee memberships. Committees reporting on current projects are: Health and Biological Research, Engineering and Technical Research, Air Pollution Research Advisory, Wildlife Conservation Liaison, and Division of Refining. Each of the 82 accounts outlines the project name and number, objectives, contractor, and status. Following this abstracts of 79 completed projects, with the name and number of their published report, are compiled. Miscellaneous API environmental reports, medical research reports, and air quality monograph series are also listed and annotated. (BL)

Presented in this preliminary report is one of seven assessments conducted by a special task force of Project Clean Air, the Human Health Effects Task Force. The reports summarize assessments of the state of knowledge on various air pollution problems, particularly in California, and make tentative recommendations as to what the University of California can do through Project Clean Air to alleviate those problems. In this report biomedical effects of air pollution are evaluated from epidemiological evidence and from experimental studies. Human hazards are emphasized to establish whether enough evidence exists to set air quality standards because of demonstrated human health effects. Section I provides a review of the findings and suggests basic and applied research that is needed. Section II enumerates: (1) the biomedical effects of fossil fuel combustion, (2) effects of individual pollutants, (3) effects of inherited metabolic patterns on air pollutant susceptibility, and (4) environmental carcenogens, mutagens, and teratogens. The last section offers tasks recommended for the Project in the nature of mission-oriented programs. Literature cited is listed. A related document from the Automobile Engine Development Task Force is ED 052 938. (BL)

The Education Program in Oklahoma is financed and operated under the provision of a contract between the U.S. Bureau of Indian Affairs and the Oklahoma Department of Education as authorized by the Johnson-O'Malley Act (JOM) of 1936. In this 1971 annual report, average daily attendance figures for participating school districts; JOM funding for meals served to indigent Indian students; the special programs project whose purpose is to work with the public schools to enrich the educational opportunities of the enrolled Indian students; the determination of a school's eligibility; the kindergarten program; the Indian Education Coordinator Program's progress in developing a communication network between the schools, the Indian parents and their children; and Oklahoma's foundation aid program are discussed. The statistical report includes exhibits such as the enrollment and attendance for 1969-70; Oklahoma state totals for 1969-70 enrollment; the expenditure of contract funds for instruction, transportation, lunches, and other services for 1970-71; the expenditure of contract funds for administration and supervision; a financial statement for the fiscal year ending on June 30, 1971; and other allocations of contract funds for 1970-71. A summary of the aforementioned exhibits is presented. Some of the items included in the appendix are the Indian Public School Contract, the Oklahoma plan for administration of JOM funds, and a map of tribal areas in Oklahoma. (HBC)

Two new programs, which represented first attempts to use behavioral objectives, are presented. These were independent study and and elective course for non-college bound high school seniors. Students taking independent study were asked to write behavioral objectives outlining the intended direction of their projects. Because students were not indoctrinated adequately, they wrote inane objectives. In the other experiment, teachers wrote the objectives for the various projects. Then the non-college seniors selected the projects they wished to and/or needed to work on. It was found that the stereotyped underachiever performed well with precise direction while his capable counterpart foundered with his freedom. It is recommended that to initiate independent study, the students select from a teacher-prepared list of objectives or that the teachers prepare a unit about writing behavioral objectives. (CK)

Based on the principle that drug abuse is no longer a problem restricted to certain economic, social, educational, or intellectual levels or ethnic groups, this pamphlet relates some examples of on-going community action programs and projects. Essentially, these programs are striving to solve some of the drug related problems in their immediate community, with their activities directed toward prevention, treatment and rehabilitation, law enforcement, and the alleviation of social conditions which spawn drug abuse. Others offer services including referral, counseling, education and information, training, and aid in rehabilitation. Ideas for the types of projects which can be undertaken in several major problem areas are suggested. To exemplify these ideas brief resumes of the goals and accomplishments of selected community organizations and centers interested in drug abuse control are compiled. Also listed are agencies with possible funding sources, a bibliography of books, magazine articles and pamphlets, and audio-visual aids--films, filmstrips, simulation games, and plays. (BL)

The Interagency Committee on Population Research has prepared this inventory in response to its functional goals of facilitating the exchange of information and coordinating the efforts of various Federal agencies concerned with research related to human population problems. Scope of the inventory encompasses a broad spectrum of research in the biological, medical, social, and behavioral sciences. The information it provides should prove valuable to those working in the population field by identifying the types of research supported by Federal agencies and by assisting in the identification of areas needing expanded efforts to help solve the population problems. Over 700 projects are classified by research area and grouped under the following major headings: (1) Reproductive Processes and Contraceptive Development, (2) Fertility Regulation Techniques Presently in Use, (3) Animal Behavior and Ecology, (4) Social and Behavioral Sciences, and (5) Population Centers and Multidisciplinary Biomedical-Behavioral Programs. Citations provide: title of project, principal investigator, grantee agency and subdivision, funding mechanism, FY 1971 funds, project period, and total project funds. An alphabetical index of investigators, keyed to projects described, is appended. This updated report for FY 1971 is the third in a series of such inventories. (BL)

Described in this document is a three year project to determine the feasability and effectiveness of philosophy as a high school subject. Experimental problems are: 1) can philosophy be taught as a regular subject; 2) if so, how; 3) what are the problems; and 4) what objectives, methods, materials, and evaluation processes are valid and useful for high school philosophy? The project selected 14 college instructors, some with high school experience, to teach a one semester course in philosophy in 10 cooperating Chicago area high schools -- two inner city and eight affluent suburban schools. Nearly 2,000 students enrolled in one of the courses during the project, fewer students than requested the course. Feedback from project staff, students, other teachers, administrators, and formal evaluation teams assisted coordination and formative evaluation. Other reported aspects of the project and its evaluation include: school and community setting, course and unit patterns, teaching materials, teachers, classrooms, evaluations, and recommendations. The latter two sections are based on what was concluded to be demonstrated feasibility and effectiveness of the high school philosophy courses. (DJB)

An education and communication project of the Environment and Technology Assessment Program, Oak Ridge National Laboratory, Tennessee, is described in this report. The project for monitoring air dustfall resulted in the largest citizen-scientist air monitoring effort in the history of our nation. Nearly 21,000 public secondary school students and teachers through Tennessee were involved in the test during April, 1971. Primary goal was to establish a benchmark of basic data concerning air quality that would be useful in defining air quality standards. Sedimentation foils (over 20,700), coated with adhesive, were placed in open areas where they collected insoluable particles (dustfall) for a 30-day period. Results from weight gain analyses, in statistical and narrative form, together with operational procedures are presented in the report. (BL)

A two-year project established to develop a kindergarten-primary curriculum to help all children become aware of significant aspects of Black culture and learn to confront the problems they will face living in an integrated society is presented. The program was designed in four phases. Phase I concerned itself mainly with collecting resources and background data for the black curriculum. Phase II concentrated on developing a series of teaching units in Black Studies for use with young children. Phase III included the final organization and field testing of the resource units. During Phase IV revisions were made in the teaching units as a result of the information gathered during the field testing and the final report was written. Instructional materials included The Continent of Africa, Language Experiences - Black Media, the Aesthetic Curricula and Black Arts, and Music. There were five workshops. In the final workshop, the teachers discussed with the researcher the relevance and effect of the entire curriculum. Findings include: (1) Racial attitudes improved; (2) Improvement in racial attitudes was greater for girls than boys; (3) Pupils in the study made less stereotyped choices in their role identification of Black Americans; and (4) The pupils in the program showed an increase in their knowledge of Black Americans. It is concluded that Black Studies are effective in increasing the self concepts of Black children and in improving academic readiness. (Author/CK)