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Freedom in the classroom should concern the schools as much as the development of cognition and skills. Freedom has traditionally been regarded as something that the child already possesses or which will develop by itself. However, freedom is not a naturally developing property of man, but a delicate and fragile quality of mind and behavior which must be recognized and encouraged by the schools. Relational patterns of perceiving and behaving which describe how three different types of children relate to the classroom environment are: survival, adjustment, and encounter. The most immature and closed pattern is that of survival in which the child regards the world as a dangerous place and wishes to keep change to a minimum. The adjustment pattern typifies the child who first discovers what others expect of him and then produces the desired behavior. Change is tolerated if sanctioned by authority. The pattern of encountering is the most mature and is seen in the child who is able to tolerate uncertainty, can postpone gratification, is curious and receptive to his environment, and is not afraid to express emotions. Components and antecedents of freedom, and their significance for the teacher in helping all three types of children achieve freedom in the classroom, are discussed. [Filmed from best available copy.] (NH)

This report evaluates the second year of the Title III project in which one full-time paraprofessional was provided for each six professional members of the instructional staffs in one junior high and two elementary schools. The main sections contain description of (1) the use of teacher logs and teacher aide logs to determine the direct cost to utility ratio for aides and to determine whether the aide affected the activities of the teacher, (2) efforts to validate the 60-item Teacher Aide Attitude Inventory (TAAI) developed for use in the project, (3) use of the Minnesota Teacher Attitude Inventory (MTAI) to determine if teachers utilized aides to improve their own rapport with children, (4) design and use of the Teacher Activity Instrument (TAI) to measure change in the amount of time teachers spent carrying out certain tasks and change in teacher perceptions regarding uses of aides, (5) use of the Purdue Teacher Opinionaire (PTO) to measure teacher morale as it related to the availability of aides, (6) development and use of the 20-item Teacher Aide Evaluation (TAE) scale used by teachers to assess the aides with whom they worked, (7) use of all data to determine what combination of variables might best predict which teachers would use aides in a meaningful manner and which aides would be expected to achieve the highest ratings, and (8) a semantic differential study of all students in seven grades to analyze possible affective domain changes resulting from the presence of aides. (JS)

Doctoral dissertations, masters theses, staff studies, and independent studies completed in North Dakota from 1960 to 1969 are included in this bibliographic listing. The number of research publications in each area are: (1) agricultural education, 12, (2) business education, 107, (3) distributive education, 6, (4) home economics, 12, (5) industrial arts, 13, (6) trade and industrial education, 4, and (7) general vocational education, 15. (DM)

Over 200 documents are cited in this selected bibliography on recreation. All entries were obtained from ERIC's 1967, 1968, and 1969 indexes of "Research in Education" using 7 descriptors relating to recreation. Entries are categorized as those relating to activities, facilities, finances, legislation, programs, and reading. Ordering information is specified. (JH)

A major objective of the final evaluation (third year, 1969-70) of the Grand Forks, N.D., ESEA Title III project was to test the effects of aides groups not intimately connected with teaching through survey of parents' opinions and attitudes of student teachers in classes where aides served. In addition to this, the cost utility study was expanded to include input from school board members and negotiation teams who rated the utility value of various aide tasks. Final efforts to validate the Teacher Aide Attitude Inventory (TAAI) included input from teachers not connected with the Grand Forks school system. (The attempt was to create an instrument to be used by schools contemplating an aide program to discriminate between attitudes of teachers toward aides.) A comparison of perceptions of aides and teachers in Grand Forks on an Activity Sheet developed for evaluation of ten other teacher aide projects was carried out; it included evaluation of the compatibility between Grand Forks aides and teachers as well as contrast of responses on the Grand Forks project with those in similar projects throughout the U.S. Also, some aides participated in a study to determine whether there are valid predictors of aide success for use in hiring. (Included are explanation of procedures and summary of findings, the final version of the TAAI along with the other measurement instruments, and brief summaries of the 1967-68 evaluation and the 1968-69 evaluation (ED 035 580). (JS)

THIS PAPER DISCUSSES THE 12 AREAS OF CHANGE IN SCHOOLS--MULTIPLE CLASSES, TEAM TEACHING, USE OF TEACHERS' AIDES, SHARED SERVICES, MODIFICATION OF EXISTING FACILITIES, USE OF PROGRAMED MATERIALS, FLEXIBLE SCHEDULING, USE OF SPECIAL MATERIALS, INSERVICE TRAINING, USE OF NONGRADING PROCEDURES, INCORPORATION OF RECENT TECHNOLOGICAL DEVELOPMENTS, AND EMPLOYMENT OF CURRICULAR CHANGES. THE NATURE OF AND THE NEED FOR INNOVATION IN GENERAL ARE DISCUSSED, AND EXAMPLES OF CHANGES THAT HAVE TAKEN PLACE IN MINNESOTA SCHOOLS ARE GIVEN. (CL)

THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, THE ROCKY MOUNTAIN AREA PROJECT FOR SMALL HIGH SCHOOLS, THE WESTERN STATES SMALL SCHOOLS PROJECT, AND THE TEXAS SMALL SCHOOLS PROJECT ARE DESCRIBED AND COMPARED. FINANCIAL SUPPORT COMPARISONS ARE MADE. METHODS OF IMPROVING INSTRUCTION ARE DIVIDED INTO TEACHER-CENTERED AND ADMINISTRATOR-CENTERED ACTIVITIES. TEACHER-CENTERED ACTIVITIES INCLUDE MULTIPLE CLASSES, TEAM TEACHING, USE OF TEACHER'S AIDES, SHARED SERVICES, MODIFICATION OF FACILITIES, AND THE USE OF PROGRAMED MATERIALS. ADMINISTRATOR-CENTERED ACTIVITIES INCLUDE FLEXIBLE SCHEDULING, USE OF SPECIAL MATERIALS, INSERVICE TRAINING, NONGRADING PROCEDURES, TECHNOLOGICAL DEVELOPMENTS, AND CURRICULAR CHANGES. IMPLICATIONS FOR CHANGE LISTED ARE (1) A REGIONAL CONCEPT OF PROJECTS, (2) CENTRALIZED FINANCIAL ASSISTANCE, (3) CONCENTRATION IN SPECIFIC AREAS BY A PROJECT, (4) SOUND FINANCING AND ORGANIZATION, (5) LIMITED MEMBERSHIP PER PROJECT, AND (6) COOPERATION WITH STATE DEPARTMENTS OF EDUCATION FOR IMPROVEMENT OF THESE PROJECTS. A BIBLIOGRAPHY IS INCLUDED. (FS)

STUDIES FROM OTHER STATES WERE REVIEWED TO DETERMINE THE MORE COMMON CHARACTERISTICS OF DROPOUTS. FORMS WERE SENT TO ALL HIGH SCHOOLS IN NORTH DAKOTA FOR REPORTING PUPIL DROPOUTS. THE FIRST SET OF 229 DROPOUT FORMS RETURNED WAS ANALYZED, AND THE FOLLOWING DATA FOR DROPOUTS ARE GIVEN--SEX, RACE, PART-TIME EMPLOYMENT, PROGRAM OF STUDIES, GENERAL SCHOLASTIC ACHIEVEMENT, RANK IN CLASS WHEN DROPPING OUT, NUMBER OF COURSES FAILED LAST REPORT, ATTENDANCE RECORD OF DROPOUTS, DISCIPLINARY RECORD, NUMBER OF SCHOOLS ATTENDED, SPECIAL EFFORTS BY SCHOOL TO RETAIN DROPOUTS, CONDITIONS FOR STAYING IN SCHOOL, PERSONS CONDUCTING EXIT INTERVIEW, PARENTAL ATTITUDES ABOUT SON OR DAUGHTER DROPPING OUT OF SCHOOL, SOURCE OF IDEA TO LEAVE SCHOOL, PERSONS WITH WHOM PUPIL RESIDED, OCCUPATIONS OF PARENTS, RELATIONSHIP WITH PERSON, REASONS FOR DROPPING OUT OF SCHOOL, AND FUTURE PLANS OF DROPOUTS. REASONS GIVEN BY THE SCHOOL FOR MALE DROPOUTS INCLUDED (1) ACADEMIC DIFFICULTY, 20 PERCENT, (2) PARENTAL INFLUENCE, 21 PERCENT, AND (3) MARRIAGE, 20 PERCENT. REASONS GIVEN BY MALE DROPOUTS INCLUDED (1) ACADEMIC DIFFICULTY, 24 PERCENT, AND (2) DISLIKE OF SCHOOL, 29 PERCENT. PREGNANCY ACCOUNTED FOR APPROXIMATELY 43 PERCENT OF THE FEMALE DROPOUTS. (PS)

THIS STUDY WAS MADE TO AROUSE INTEREST IN PRESCHOOL EDUCATION AND TO ASSESS THE NEED FOR A TRAINING PROGRAM FOR PRESCHOOL TEACHERS AND ASSISTANT TEACHERS IN AND NEAR THE CITY OF MINOT, NORTH DAKOTA. OPINIONS FROM EIGHTY EDUCATORS AND GOVERNMENT OFFICIALS AND TEACHERS AND ADMINISTRATORS OF PRESCHOOL PROGRAMS WERE SECURED BY PERSONAL CONTACTS, QUESTIONNAIRES, AND TELEPHONE CONVERSATIONS. THE DATA INDICATED A REAL NEED FOR TRAINING AT THE PROFESSIONAL AND PARAPROFESSIONAL LEVEL AND FOR TRAINING ESSENTIAL FOR GOOD TEACHER EDUCATION. EDUCATORS AND ADMINISTRATORS APPROVED THE DEVELOPMENT OF A COURSE FOR CHILD CARE AND TRAINING, AND OVER HALF OF THE TEACHERS AND ADMINISTRATORS OF PRESCHOOL PROGRAMS EXPRESSED DEFINITE INTEREST IN TAKING CHILD DEVELOPMENT COURSES. HIGH SCHOOL HOME ECONOMICS TEACHERS FELT THERE WERE POSSIBILITIES FOR CHILD CARE TRAINING AMONG WAGE EARNING CLASSES, AND THE NORTH DAKOTA STATE SUPERVISOR OF HOME ECONOMICS EDUCATION FORESAW THE DEVELOPMENT OF CHILD CARE COURSES IN HIGH SCHOOL VOCATIONAL EDUCATION PROGRAMS TO TRAIN TEACHER AIDES AND CHILD CARE ASSISTANTS. IT WAS RECOMMENDED THAT A TRAINING PROGRAM FOR PRESCHOOL TEACHERS AND ASSISTANTS BE INITIATED AT MINOT STATE COLLEGE. SUGGESTED PROGRAMS INCLUDE COURSE LISTINGS AND CREDIT HOURS FOR A BACHELOR OF SCIENCE DEGREE FOR CERTIFICATION OF PROFESSIONAL TEACHERS IN PRESCHOOL EDUCATION, FOR NONDEGREE TEACHERS OR A MINOR IN PRESCHOOL EDUCATION, AND FOR SEMIPROFESSIONALLY TRAINED PERSONNEL IN PRESCHOOL AGENCIES. A BIBLIOGRAPHY AND THE QUESTIONNAIRE ARE INCLUDED. (HC)

INSTRUMENTS TO ASSESS PRISONERS' VOCATIONAL ASPIRATIONS AND THEIR ATTITUDES TOWARD WORK WERE COMPLETED BY 175 INMATES IN NORTH DAKOTA IN THE SPRING OF 1966. UPON RELEASE, 35 PERCENT PLANNED TO GET MORE EDUCATION, 52 PERCENT PLANNED TO GET A JOB, SEVEN PERCENT PLANNED TO WORK AT HOME, AND SIX PERCENT HAD NO DEFINITE PLANS. SATISFACTION WITH ASSISTANCE IN OCCUPATIONAL PLANNING WAS INDICATED BY 55 PERCENT, AND SATISFACTION WITH EDUCATIONAL PLANNING WAS INDICATED BY 45 PERCENT. THE NINE VOCATIONAL COURSES IN WHICH AT LEAST 20 INMATES EXPRESSED AN INTEREST WERE -- (1) HEAVY EQUIPMENT OPERATION AND MAINTENANCE, (2) WELDING, (3) AUTO MECHANICS, (4) AUTO BODY REBUILDING, (5) FARM MANAGEMENT, (6) BRICKLAYING, (7) CARPENTRY, (8) FARM EQUIPMENT MECHANICS, AND (9) BARBERING. PERMANENT JOBS WERE DESIRED BY 90 PERCENT, AND WELL-PAID JOBS WERE DESIRED BY TEN PERCENT OF THE RESPONDENTS. INTERESTING WORK AND A STABLE, SECURE FUTURE WERE THE TWO FEATURES MOST OFTEN CONSIDERED IMPORTANT. YOUNGER OFFENDERS MOST OFTEN EXPRESSED AN INTEREST IN EDUCATION, WHILE OLDER OFFENDERS DESIRED A JOB. (EM)

DATA WERE COLLECTED FROM SCHOOL RECORDS FOR 876 STUDENTS ENROLLED IN SIX TECHNICAL PROGRAMS FROM 1961-63. THIS PROVIDES EIGHT BIOGRAPHICAL AND 17 ACADEMIC VARIABLES WHICH WERE EXAMINED FOR THEIR USEFULNESS IN PREDICTING STUDENT SUCCESS. THE STUDENT SAMPLE WAS DIVIDED INTO GRADUATES AND NONGRADUATES. NONGRADUATES WERE THOSE WHO ATTENDED FOUR OR FEWER QUARTERS. SOME VARIABLES WHICH DIFFERENTIATED BETWEEN THE GROUPS WERE (1) COMPOSITE, MATHEMATICS, AND ENGLISH SCORES ON THE AMERICAN COLLEGE TEST (ACT), (2) GRADES IN HIGH SCHOOL MATHEMATICS, AND (3) CUMULATIVE GRADE POINT AVERAGE. ALL OF THESE CORRELATED RELIABLY WITH GRADE POINT AVERAGE FOR ELECTRONICS, ARCHITECTURAL DRAFTING, AND INDUSTRIAL DRAFTING PROGRAMS. BIOGRAPHICAL VARIABLES CORRELATED RELIABLY WITH THE GRADE POINT AVERAGE IN ONLY A FEW INSTANCES. THE BEST SINGLE PREDICTOR OF SUCCESS FOR EACH PROGRAM WAS -- (1) ACT NATURAL SCIENCE FOR ARCHITECTURAL DRAFTING, (2) ACT MATHEMATICS FOR CIVIL ENGINEERING, (3) HIGH SCHOOL MATHEMATICS FOR ELECTRICAL, (4) ACT COMPOSITE FOR INDUSTRIAL DRAFTING, (5) FLANAGAN APTITUDE CLASSIFICATION TEST (FACT) COMPONENTS FOR REFRIGERATION, AND (6) FACT INGENUITY FOR ELECTRONICS. (EM)

A SURVEY OF ALL PRIVATELY OWNED VOCATIONAL SCHOOLS IN NORTH DAKOTA WAS MADE TO DETERMINE THE EDUCATIONAL OPPORTUNITIES OFFERED BY THESE SCHOOLS. THE 16 INCLUDED ONE BARBER, EIGHT HAIRSTYLING, ONE DATA PROCESSING, ONE MECHANICAL, AND FIVE BUSINESS SCHOOLS. DATA WERE OBTAINED ON AGES OF STUDENTS, PERCENT WORKING WHILE ATTENDING SCHOOL, TYPES OF FINANCIAL ASSISTANCE PROVIDED BY THE SCHOOLS, ENROLLMENT CRITERIA, TYPE OF TRAINING AND TIME REQUIRED, TUITION, PERCENT OF STUDENTS WHO COMPLETED TRAINING, PERCENT PLACED ON JOBS BY SCHOOL, BEGINNING WAGE OF GRADUATES, CITIES WHERE MAJORITY OF STUDENTS FIND WORK AFTER GRADUATION, PERCENT OF STUDENTS REMAINING ON INITIAL JOB OVER TWO YEARS, SCHOOLS WITH FOLLOWUP PROGRAMS FOR EVALUATING CURRICULUM, AND DATE OF LAST FOLLOWUP. ENROLLMENT FROM 1962-63 TO 1965-66 INCREASED AS FOLLOWS -- (1) BARBER, 24 TO 25, (2) HAIRSTYLING, 243 TO 493, (3) BUSINESS, 1,328 TO 1,446, (4) DATA PROCESSING, ZERO TO 230, (5) MECHANICAL, 230 TO 365, AND (6) TOTAL, 1,825 TO 2,559. (PS)

THE SPECIFIC OBJECTIVES OF THE STUDY WERE TO DETERMINE THE PRESENT JOB STATUS, THE JOB OR EDUCATIONAL STATUS AS OF OCTOBER 1959, THE HIGHEST LEVEL AND NATURE OF FORMAL EDUCATIONAL EXPERIENCES, THE NUMBER OF DIFFERENT TYPES AND GRADES OF JOBS HELD, AND THE PRESENT GEOGRAPHICAL LOCATION OF THE GRADUATES WHO HAD COMPLETED 3 OR MORE YEARS OF VOCATIONAL AGRICULTURE. ABOUT 70 PERCENT, 120, OF THE 170 MAILED QUESTIONNAIRES WERE RETURNED. SOME FINDINGS WERE--(1) 51, 42.5 PERCENT, OF THE GRADUATES WERE ENGAGED IN AGRICULTURAL OCCUPATIONS AS OF OCTOBER 1959, (2) 68, 56.7 PERCENT, WERE ENGAGED IN AGRICULTURAL OCCUPATIONS IN 1967--43 IN PRODUCTION AGRICULTURE, 17 IN AGRI-BUSINESS, AND EIGHT IN PROFESSIONAL AGRICULTURE, (3) 20, 16.7 PERCENT, HAD SOME COLLEGE TRAINING IN AGRICULTURE, THE SAME NUMBER HAD NONAGRICULTURAL COLLEGE WORK, 22 HAD COLLEGE DEGREES, AND 44 HAD NO FORMAL TRAINING BEYOND HIGH SCHOOL, (4) 48, 40 PERCENT, HAD HELD ONLY ONE, AND 97, 80.8 PERCENT, HAD HELD THREE OR FEWER DIFFERENT TYPES OR GRADES OF JOBS, AND (5) 80 OF THE 120 GRADUATES WERE LIVING IN NORTH DAKOTA, 61 IN THE COMMUNITIES FROM WHICH THEY GRADUATED FROM HIGH SCHOOL. IT WAS CONCLUDED THAT MORE VOCATIONAL AND TECHNICAL EDUCATION SHOULD BE PROVIDED, AND SCHOOLS SHOULD GUIDE AND ENCOURAGE STUDENTS TO ENTER THESE EDUCATIONAL PROGRAMS. IT WAS RECOMMENDED THAT MORE STUDIES OF THIS TYPE BE CONDUCTED USING OTHER GRADUATING GROUPS AND CONTROL GROUPS. A LIST OF PARTICIPATING SCHOOLS, THE QUESTIONNAIRE, AND A BIBLIOGRAPHY ARE INCLUDED. (WB)

THE 5-DAY CONFERENCE-WORKSHOP, HELD AT THE UNIVERSITY OF NORTH DAKOTA IN JULY 1966, HAD AS OBJECTIVES TO--(1) BETTER ACQUAINT SCHOOL ADMINISTRATORS WITH THE PHILOSOPHY AND OBJECTIVES OF VOCATIONAL EDUCATION, (2) PRESENT NATIONAL AND STATE TRENDS IN VOCATIONAL EDUCATION, (3) REVIEW FEDERAL LEGISLATION, (4) CONSIDER SPECIFIC EXAMPLES OF WHAT OTHER STATES AND SCHOOL DISTRICTS WERE DOING IN THIS AREA, (5) ORIENT THE ADMINISTRATORS TO THE SERVICES OFFERED BY THE NORTH DAKOTA STATE VOCATIONAL STAFF AND OTHER AGENCIES, AND (6) STIMULATE THE ADMINISTRATORS TO ASSESS THE TRAINING NEEDS OF THEIR STUDENTS AND COMMUNITIES. INCLUDED IS "THE COLLEGE OF EDUCATION RECORD" WHICH GIVES MAJOR PORTIONS OF THE ADDRESSES PRESENTED BY LOCAL, REGIONAL, AND NATIONAL EDUCATORS--(1) "NEW HORIZONS IN VOCATIONAL EDUCATION," BY T. D. MCCORMICK, (2) "VOCATIONAL-TECHNICAL TRAINING IN SOUTH DAKOTA," BY E. B. OLESON, (3) "MINNESOTA'S AREA VOCATIONAL-TECHNICAL SCHOOLS," BY O. D. BAKKEN, (4) "THE HISTORY AND DEVELOPMENT OF VOCATIONAL EDUCATION," BY H. C. GULBRANDSON, (5) "THE AREA VOCATIONAL SCHOOL IN MINNESOTA," BY O. R. BERGOS, (6) "GUIDANCE SERVICES IN VOCATIONAL EDUCATION," BY C. MATZ, (7) "PROBLEMS OF STAFFING FOR VOCATIONAL EDUCATION," BY H. E. CRAMER, AND (8) "STEAK OR CORN MEAL--WHICH WILL YOU ORDER," BY S. D. OWEN. (PS)

RURAL EDUCATION IS DEFINED AS THAT WHICH PREVAILS IN SPARSELY POPULATED AREAS AND SMALL RURAL COMMUNITIES (LESS THAN 2500 POPULATION). FACTORS USUALLY FOUND WITH SUCH SCHOOL OFFERINGS, INCLUDE SPARSITY OF POPULATION, SMALL SCHOOL ENROLLMENTS, ISOLATION FROM CULTURAL EVENTS, AND REMOTENESS FROM EDUCATIONAL OPPORTUNITIES. SUCH FACTORS AS THESE HELP TO CAUSE A BROAD GAP BETWEEN THE AVERAGE RURAL SCHOOL AND THE AVERAGE URBAN SCHOOL IN THE EDUCATIONAL PROGRAMS. VARIOUS SMALL SCHOOLS PROJECTS HAVE BEEN INITIATED TO CLOSE THIS GAP. RECOGNIZING THIS SURGE IN RURAL EDUCATION EFFORTS, TWENTY FIVE INTERESTED EDUCATORS MET IN SALT LAKE CITY, UTAH, ON APRIL 28, 1967 TO PLAN THE NATIONAL FEDERATION FOR THE IMPROVEMENT OF RURAL EDUCATION (NFIRE). THE OBJECTIVES OF THIS ORGANIZATION ARE TO PROVIDE AN ON-GOING EFFORT TO REACH THE GOAL OF COMPARABLE EDUCATION FOR RURAL YOUTH, AND TO COORDINATE EFFORTS IN RURAL EDUCATION IMPROVEMENT. THIS ARTICLE APPEARED IN THE COLLEGE OF EDUCATION RECORD, VOL. 52, NOS. 8 AND 9, MAY-JUNE, 1967. (SF)

MIGRATION IS DEFINED AS THE MOVEMENT OF PEOPLE FROM ONE LOCALITY TO ANOTHER. IT WAS A BASIC FACTOR IN NORTH DAKOTA'S POPULATION CHANGE BETWEEN 1950 AND 1960. ALTHOUGH THE STATE EXPERIENCED 117,600 MORE BIRTHS THAN DEATHS, THE INCREASE IN POPULATION AMOUNTED TO ONLY 12,600 DUE TO AN OUT OF STATE MIGRATION OF 105,000 PERSONS. THE GREATEST POPULATION LOSS RESULTED IN THE RURAL AREAS. SINCE RURAL MIGRANTS TEND TO HAVE LESS SUCCESSFUL OCCUPATIONAL ACHIEVEMENT THAN THEIR URBAN COUNTERPARTS, THE NECESSITY OF VOCATIONAL TRAINING IS SUGGESTED FOR COPING WITH THE PROBLEM. COMPLETE MIGRATION DATA ARE NECESSARY FOR THE DEVELOPMENT AND IMPLEMENTATION OF A VOCATIONAL CURRICULUM IN NORTH DAKOTA. THIS ARTICLE APPEARED IN THE COLLEGE OF EDUCATION RECORD, VOL. 51 NO. 9, JUNE, 1966. (ES)

THE NATIONAL INDIAN POLICY HAS RANGED FROM PREPARING THE INDIAN FOR ASSIMILATION INTO THE GENERAL POPULATION TO PREPARATION FOR LIVING IN HIS OWN GROUP. INDIAN EDUCATION, WHICH HAS BEEN CONTROLLED BY THIS POLICY, MAY BE DIVIDED INTO FOUR GENERAL PERIODS--(1) UNTIL 1870 THE POLICY WAS THE EXCLUSION OF INDIANS FROM NATIONAL LIFE, (2) THE POLICY WAS TO REMAKE THE INDIANS IN THE IMAGE OF THE WHITE FARMER OF RURAL AMERICA BETWEEN 1870-1930, (3) BETWEEN 1930 AND 1960 THERE WAS A GRADUAL SHIFT TO THE AIM OF TERMINATING FEDERAL RESPONSIBILITY FOR THE INDIANS, AND (4) THE OBJECTIVE OF FULL PARTICIPATION BY THE INDIAN IN AMERICAN LIFE, ON AND OFF THE RESERVATIONS, HAS DEVELOPED SINCE 1960. THE EDUCATIONAL OBJECTIVES FOR INDIANS HAVE SHIFTED WITH THE POLICY AND PRESENTLY ARE AS FOLLOWS--(1) HIGH SCHOOL GRADUATION FOR 90 PER CENT OF HIGH SCHOOL AGE YOUTH, (2) ONE-HALF OF HIGH SCHOOL GRADUATES ATTENDING COLLEGE IN PREPARATION FOR PROFESSIONAL CAREERS, AND (3) ONE-HALF OF HIGH SCHOOL GRADUATES PREPARING THEMSELVES FOR CAREERS IN TECHNICAL, SERVICE, AND TRADE OCCUPATIONS. THE MAJOR PROBLEM AREAS BLOCKING IMPROVEMENT OF INDIAN EDUCATION ARE CULTURAL DIFFERENCES, LANGUAGE BARRIERS, AND REMEDIAL EDUCATION. THIS ARTICLE APPEARED IN THE COLLEGE OF EDUCATION RECORD, VOL. 52, NO. 3, DECEMBER 1966. (ES)

A GRANT FROM THE FORD FOUNDATION WAS USED IN ESTABLISHING THE UPPER MIDWEST SMALL SCHOOLS PROJECT (UMSSP). THIS PROJECT INCLUDED FIFTEEN MEMBER SCHOOLS IN NORTH DAKOTA AND MONTANA. THE ORIGINAL OBJECTIVES WERE--(1) TO IDENTIFY POTENTIAL LEADERS IN RURAL EDUCATION, (2) TO PROVIDE ASSISTANCE AND ADDED MATERIALS TO DEVELOP THIS LEADERSHIP ROLE OF TEACHERS, AND TO ASSIST IN DEVELOPING LEADERSHIP IN THIS GEOGRAPHIC LOCATION, AND (3) TO ESTABLISH A PATTERN BY WHICH OTHER SCHOOLS IN RURAL AREAS MAY BE ORGANIZED TO FACILITATE THE INCORPORATION OF EDUCATIONAL INNOVATIONS. DURING PRE-UMSSP PLANNING THE CONSENSUS WAS THAT TEACHER PARTICIPATION ON A LARGE SCALE WOULD BE VITAL TO THE SUCCESS OF THE OPERATION. IN THE INITIAL STAGES OF ORGANIZATION, A QUESTIONNAIRE WAS DEVELOPED TO IDENTIFY THE SPECIFIC PROBLEMS EXISTING AMONG UMSSP TEACHERS, AND TO DETERMINE INNOVATIVE METHODS ALREADY IN USE. A SUMMARY OF THE 230 TEACHER RESPONSES REVEALED MANY INNOVATIVE PRACTICES BEING USED SUCH AS TEAM-TEACHING, NON-GRADING, UNIQUE AUDIO-VISUAL EQUIPMENT USAGE, AND MODERN MATH AND GRAMMAR. THE TEACHER NEEDS, AS EXPRESSED THROUGH THE QUESTIONNAIRE, INCLUDED--CONSULTANTS' EXPERTISE IN SOME AREAS, BETTER IN-SERVICE TRAINING FOR TEACHERS, AND EXCHANGE VISITS BY TEACHERS. THIS ARTICLE APPEARED IN THE COLLEGE OF EDUCATION RECORD, VOL. 52, NO. 3, DECEMBER, 1966. (ES)

TODAY'S SUCCESSFUL FARMER MUST POSSESS THE SKILLS OF A BUSINESSMAN, SCIENTIST, AND MECHANIC TO SURVIVE COMPETITION IN AGRICULTURE, THE LARGEST INDUSTRY IN THE UNITED STATES. THIS COMPETITION HAS CAUSED AN INCREASE IN THE SIZE OF FARMS AND RANCHES IN AN ATTEMPT TO CURTAIL OPERATIONAL EXPENSES AND TO INCREASE PRODUCTION. WITH THE SCIENTIFIC REVOLUTION IN AGRICULTURE, FEWER FARMERS ARE REQUIRED IN THE AGRICULTURAL OPERATION, BUT THERE HAS BEEN AN INCREASED DEMAND FOR AGRICULTURE-RELATED WORKERS. TO TRAIN THESE FARMERS AND FARM-RELATED WORKERS, SIXTY-FIVE NORTH DAKOTA HIGH SCHOOLS OFFER VOCATIONAL AGRICULTURAL TRAINING, THE PRIMARY PURPOSE OF WHICH HAS BEEN TO TRAIN STUDENTS IN THE SKILLS OF FARMING. HOWEVER, THE SCOPE OF THE PROGRAM HAS BEEN EXPANDED IN RECENT YEARS TO INCLUDE PREPARATION FOR OFF-FARM AGRICULTURE-RELATED WORK. SINCE THE ENACTMENT OF P. L. 88-210, PASSED IN 1963, THE NATIONAL OBJECTIVES FOR VOCATIONAL AND TECHNICAL AGRICULTURAL EDUCATION HAVE BEEN REVISED TO DEVELOP--SATISFACTORY STUDENT PLACEMENT, ADVANCEMENT IN AGRICULTURE, COMPETENCIES IN PRODUCTION AGRICULTURE, COMPETENCIES IN NONFARMING AGRICULTURAL OCCUPATIONS, UNDERSTANDING OF CAREER OPPORTUNITIES IN AGRICULTURE, HUMAN RELATIONS ABILITIES, AND ABILITIES FOR EFFECTIVE LEADERSHIP. THIS ARTICLE APPEARED IN THE COLLEGE OF EDUCATION RECORD, VOL. 51, NO. 9, JUNE, 1966. (ES)

THE SIGNIFICANCE OF THE ACADEMIC AND NONACADEMIC VARIABLES RELATED TO THE PERSISTENCE, TRANSFER, AND ATTRITION OF ENGINEERING STUDENTS WAS STUDIED TO PROVIDE COUNSELORS AND COLLEGES OF ENGINEERING WITH INFORMATION NEEDED TO ASSIST COLLEGE-BOUND YOUTH IN MOVING TOWARD EVENTUAL CAREER SATISFACTION. INFORMATION ON ACADEMIC VARIABLES WAS GATHERED FROM STUDENT RECORDS IN UNIVERSITY OFFICES, AND SCORES FROM THE AMERICAN COLLEGE TEST (ACT) AND NONACADEMIC INFORMATION WAS GATHERED FROM COLLEGE RECORDS AND FROM QUESTIONNAIRES RETURNED BY 316 OF THE 430 MALES ENROLLED IN THE COLLEGE OF ENGINEERING AT THE UNIVERSITY OF NORTH DAKOTA. FINDINGS REVEALED THAT FRESHMAN PERSISTERS HAD SIGNIFICANTLY HIGHER MEAN ACT COMPOSITE SCORES, HIGH SCHOOL GRADES, FIRST SEMESTER COLLEGE GRADES, AND FIRST COLLEGE CHEMISTRY COURSE GRADES THAN FRESHMAN TRANSFERS AND DROPOUTS. THEY ALSO HAD SIGNIFICANTLY HIGHER MEAN ACT MATHEMATICS SUBSCORES AND FIRST COLLEGE ALGEBRA COURSE GRADES THAN FRESHMAN DROPOUTS. THE SOPHOMORE PERSISTERS HAD SIGNIFICANTLY HIGHER MEAN ACT SOCIAL STUDIES SUBSCORES, HIGH SCHOOL GRADES, FIRST SEMESTER COLLEGE GRADES, AND CUMULATIVE COLLEGE-GRADE AVERAGES THAN SOPHOMORE DROPOUTS. THE ACT MATHEMATICS SUBSCORES WERE SIGNIFICANTLY HIGHER FOR JUNIOR PERSISTERS THAN TRANSFERS, AND THEIR HIGH SCHOOL GRADES AND CUMULATIVE COLLEGE GRADES WERE SIGNIFICANTLY HIGHER THAN THOSE OF JUNIOR DROPOUTS. THE SIZE OF THE HIGH SCHOOL GRADUATING CLASS AND THE STUDENTS' EVALUATION OF THE QUALITY OF EDUCATION RECEIVED IN HIGH SCHOOL DID NOT DIFFER SIGNIFICANTLY FOR PERSISTERS, TRANSFERS, AND DROPOUTS. ENGINEERING STUDENTS WITH LESS THAN A STANDARD ACT SCORE OF 26 IN MATHEMATICS, 2.80 HIGH SCHOOL GRADE AVERAGE, 2.05 FIRST SEMESTER COLLEGE GRADE AVERAGE, 2.00 FIRST COLLEGE CHEMISTRY AND MATHEMATICS COURSE GRADES WERE INCLINED TO HAVE PROBLEMS, TO TRANSFER, OR TO DROP OUT OF ENGINEERING. (HC)