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The history of higher education in the Ohio Valley in the 19th century is reviewed in light of leadership and dogma, theology, and religious bickering. Emphasis is placed on Washington and Jefferson College, Transylvania University, denominational colleges in Kentucky, Miami University, and Ohio University. An extensive bibliography is included. (MJM)

This report determines the extent of culture shock a white teacher from a typically middle-class school would experience when transferred to inner-city schools. Further investigation concerned how those teachers reacted to cope with culture shock. Thirty-three white elementary teachers were involuntarily transferred to six inner-city schools in an anonymous Kentucky school district. Data were collected in three ways. Teachers were asked to respond in writing to a written structured questionnaire. Following the return of the questionnaire, additional questions which would clarify responses were posed to the teachers in individual interviews. At the close of the interview each teacher was given a culture shock scale to help verify information resulting from the interview. Results indicated that the teachers did experience culture shock, 26 of the selected transfers experienced moderate to extreme shock. In addition to a summary of findings and conclusions, recommendations to minimize culture shock were presented. A 31-item bibliography and appendixes with data collection instruments are included. (MJM)

This is a compendium of research instruments and procedures concerned with the school curriculum and instructional practices for developing a data base to be used in comprehensive educational planning. The instruments and procedures were designed and tested with the cooperation of the boards of education, administrators, teachers, students, and parents in two Kentucky school districts, and they can be used individually or as a data gathering kit. The "kit" includes a device to obtain a composite view of what administrators and teachers regard as the purposes of education; instruments to obtain the opinions of professional educators and parents concerning the basic needs of their respective schools; an instrument to obtain a fast, thorough inventory of instructional practices; a device for determining how teachers view the present organizational structure of their schools and for assessing their preferences of certain kinds of organizational arrangements; and inventory instruments to provide the views of students as to the adequacy of their learning opportunities in school. (Editor)

This document is a study of teacher retirement systems of the United States. It also deals with the problems of improved management, particularly of how funds might be invested to increase benefits or reduce the required contributions. It sets up a hypothetically ideal pattern for the investment portfolio of typical State pension fund on the basis of security and return criteria. From this model the implication is made that benefits of teacher pension funds might be increased (or contributions reduced) by as much as one third if the model were applied to the average fund. The study presents a compilation of information on the history of teacher pensions and improvements of and comparisons among State systems, and offers recommendations to those responsible for teacher pension funds. (Author)

Chapter 1 of this book, "Stimulating Educational Change Through Inservice Teacher Education," deals first with the conditions, the elements receptive to, and the mechanics of change, and then discusses the cooperative responsibilities of colleges, state departments of education, professional organizations, and local school districts for inservice education programs. Chapter 2, "The Curriculum for Inservice Teacher Education," includes discussion of the curriculum purposes, content, instructional materials, organizational structure, and methods. Chapter 3, "The Function of Leadership," relates inservice education leadership tasks to specific job positions in discussing the responsibilities of various agencies and institutions involved. Chapter 4, "Initiating and Operating Programs of Inservice Teacher Education," includes sections on conditions indicating the need for inservice education, program initiation within a school, discovery of a point of departure, use of resources, development of an organizational structure, evaluation of progress, and coordination with district-wide programs. (JS)

Limited to the problem of how to make the best use of existing plant facilities and plan future needs for a country school system, evaluative criteria and standards for existing school buildings with respect to safety, health, space, integration, and flexibility requirements are suggested. A classification scheme for describing facilities based upon building age and ranging from sound facilities with an expected use of up to at least thirty years to facilities recommended for immediate abandonment is discussed along with relevant criteria for each category. Descriptions of school facilities in Warren County follows based on the findings of a study team. The descriptions give an image of each school plant, with sufficient detail to enable the reader to group the units into the classification scheme suggested. Diagrams which represent the quality and utilization of space in the various facilities are included. A review of the total problem of school facilities in Warren County concludes with a discussion of capacities (theoretical and realistic), a rating of facilities, a statement of present needs, a projection of needs to 1975, and the resources available to the district for meeting these needs. Alternatives available to the district are discussed, recommendations are made, plans are suggested and contrasted. (FPO)

A SURVEY OF SCHOOL DROPOUTS IN 11 EASTERN KENTUCKY COUNTIES WAS DESIGNED TO ANSWER THE FOLLOWING QUESTIONS--(1) TO WHAT EXTENT IS THE RURAL SCHOOL DROPOUT DISADVANTAGED IN COMPARISON WITH THE RURAL HIGH SCHOOL GRADUATE7 (2) IS GRADUATION FROM HIGH SCHOOL AN ADVANTAGE IF THE YOUTH REMAINS IN A RURAL AREA7 (3) IS IT AN ADVANTAGE IF HE MOVES TO AN URBAN CENTER7 THE CONCLUSIONS WERE DETERMINED BY TWO TYPES OF COMPARISONS--(1) SCHOOL DROPOUTS IN THE RURAL AREA WERE COMPARED WITH THE HIGH SCHOOL GRADUATES LIVING IN THAT AREA, AND (2) SCHOOL DROPOUTS WHO MOVED TO URBAN CENTERS IN SOUTHERN OHIO WERE COMPARED WITH THE HIGH SCHOOL GRADUATES WHO MOVED TO THOSE CENTERS. THE SURVEY CONCLUDES THAT HIGH SCHOOL GRADUATES HAD BEEN MORE SUCCESSFUL THAN, HELD HIGHER ASPIRATIONS THAN, AND POSSESSED A MORE OPTIMISTIC ATTITUDE THAN RURAL DROPOUTS. THIS ARTICLE APPEARS IN THE "BULLETIN OF THE BUREAU OF SCHOOL SERVICE," VOL. 36, NO.1, SEPTEMBER 1963. (CL)

A cost-benefit and system-analysis approach was utilized in an effort to study the quality of education in the State of Kentucky. This first report of that 2-year study relates: background information problems of measuring quality; methodology employed; rankings of the 197 school districts; and the input, output, and process variables. Two different rankings are presented, one on the basis of all 19 variables examined, and the other on the basis of the 5 output variables considered. Conclusions and interpretations are drawn from profile analyses of each of the 197 school districts. The appendix contains a literature survey of other studies pertaining to quality education in Kentucky. A list of references concludes the document. (SW)

SURVEY FORMS WERE SENT TO 126 VOCATIONAL SCHOOL ADMINISTRATORS, 10 STATE SUPERVISORS OF TRADE AND INDUSTRIAL EDUCATION, 54 VOCATIONAL AGRICULTURE TEACHER EDUCATORS, 25 TRADE AND INDUSTRIAL TEACHER EDUCATORS FROM KENTUCKY AND 11 SOUTHEASTERN STATES, AND 64 KENTUCKY EMPLOYERS OF GRADUATES OF KENTUCKY AREA VOCATIONAL SCHOOLS. THE DEGREE TO WHICH THEY ACCEPTED OR REJECTED 60 STATEMENTS ON VOCATIONAL EDUCATION WAS STUDIED TO DETERMINE THE BASIC PRINCIPLES OF VOCATIONAL EDUCATION FOR MEETING OCCUPATIONAL NEEDS. STATEMENTS COVERED ADMINISTRATION, SUPERVISION, ADVISORY SERVICES, VOCATIONAL GUIDANCE AND COUNSELING, COURSE OFFERINGS, IN-SCHOOL YOUTH, OUT-OF-SCHOOL YOUTH, PART-TIME AND EVENING TRAINING, PUBLIC RELATIONS, AWAY-FROM-SCHOOL ACTIVITIES, AND COOPERATING AGENCIES. BASED ON THE ANSWERS FROM THE SURVEY, 60 GUIDELINES WERE PROJECTED FOR A COMPREHENSIVE AREA VOCATIONAL SCHOOL. THESE INCLUDED--(1) ONLY A PERSON WHO HAS HAD CONSIDERABLE EXPERIENCE IN AT LEAST ONE OF THE VOCATIONAL FIELDS SHOULD BE APPOINTED HEAD OF A COMPREHENSIVE AREA VOCATIONAL SCHOOL, (2) CONTINUED TEACHER DEVELOPMENT IS A NECESSARY PART OF PROGRAM DEVELOPMENT, (3) ADVISORY COMMITTEES SHOULD BE USED FOR EACH OF THE VOCATIONAL COURSE OFFERINGS, AND (4) IN EVERY COMMUNITY THERE ARE YOUTHS AND ADULTS OUT OF SCHOOL WHO NEED VOCATIONAL GUIDANCE AS MUCH OR PERHAPS MORE THAN THOSE STILL IN SCHOOL. THIS DOCUMENT IS AN ISSUE OF "VOCATIONAL EDUCATION AND CHANGING NEEDS, 7 VOLUME 38, NUMBER 1, SEPTEMBER 1965. (PS)

Seniors of 4 Eastern Kentucky high schools (166 boys; 149 girls) were administered semantic differential scales by which they rated first themselves, then their schools. The form used listed 9 pairs of terms, each representing a polarity scaled in 7 intervals. Results inferred that the student who had a high regard for himself also had a high regard for his school. The boys tended to regard the school less highly than themselves. Although girls did not do so at an acceptable level of confidence, their means scores also favored themselves. Both sexes scored themselves above their schools on separate items of scale. A lack of comparable data, though, left some questions unanswered, such as what the students should have scored as a "healthy" estimate of one's self and school. (KM)