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The systematic development of horticulture curriculum for Indiana was the focus of this research project which validated a job task list for use in instructional material development. The job title catalog, A Landscape Gardener, was selected from those currently available through the Vocational-Technical Consortium of States (V-TECS) program. A purposive study as outlined in the V-TECS technical reference handbook was undertaken to validate this job title catalog for Indiana. Survey instruments were sent to job incumbent personnel in horticulture businesses and data from twenty returned surveys was tabulated and analyzed. From the selected list of 165, job incumbents selected 109 as those most commonly performed, also indicating tools commonly used and amount of time spent at various tasks. Finally the validated list of tasks contained in the job title catalog were sequenced to facilitate further work in instructional materials development. (Survey instruments and survey data are included in the appendixes.) (JH)

This study examined the differential effects of two instructional strategies on the acquisition, maintenance, and generalization of mathematical word problem solving by students with learning disabilities: an explicit schema-based problem solving strategy (SBI) and a traditional general heuristic instructional strategy (TI). Twenty-two middle school students with learning disabilities and problems in mathematics were randomly assigned to one of the two treatment conditions. The two instructional strategies were compared using a repeated measure with control group design. Results indicated that the SBI group significantly outperformed the TI group on the posttest, maintenance test (1 to 2 weeks later), and follow-up test (3 weeks to 3 months later). The SBI group also significantly outperformed the TI group in solving transfer (i.e., structurally similar but more complex) problems following the assigned strategy instruction. Additionally, the performance of the SBI group on the posttest, maintenance, and follow-up tests surpassed a normative sample of 6th graders. Implications for practice are discussed. (Contains 20 references.) (Author/DB)

This study examined changes in the social interactions of children with and without disabilities, who were enrolled in inclusive preschool classes. It investigated the frequency of child participation in groups during free play, differences in participation patterns of children with and without disabilities, and ways in which children's patterns of participation with children and adults during free play changed over the course of the year. Four preschool classrooms with 59 children (52 typically developing and seven with such disabilities as spina bifida, cerebral palsy, and severe communication disorders) were observed during free play using a classroom mapping procedure and coding. The study found that children with disabilities were observed interacting with peers or playing in proximity to peers 58 percent of the time in the fall, and 54 percent in the spring. In contrast, normally developing children spent almost three quarters of their time in both fall and spring interacting with peers or in close proximity. Children with disabilities interacted with teachers 23 percent of the time in the fall and 31 percent in the spring (compared to about 10 percent both times for normally developing children). Results suggest that, while children with disabilities have social skill deficits and are seen as less desirable play partners, interactions between children with and without disabilities occurred with significant frequency. (Contains 13 references.) (DB)

This report describes the outcomes of a 3-year project that investigated the effectiveness of mnemonic instruction of secondary students with learning disabilities. Classroom-based mnemonic instruction was implemented in junior-high school self-contained classrooms. The report first presents theoretical and empirical support for mnemonic instructional techniques. Second, a thorough review of recent research in mnemonic instruction of special populations is provided. Third, a detailed description of the research activities undertaken in this federally funded research program is given. Last is a discussion of the knowledge gained from the research and its implications for the special education of students with learning disabilities and other mild disabilities. Results found that students when instructed mnemonically scored much higher on tests, including recall tests of up to 8 weeks of instruction, than when they were instructed traditionally. Additionally, teachers rated mnemonic instruction as significantly more appropriate for students with learning disabilities. Students also strongly favored mnemonic instruction. Findings also indicate that the students could be taught to generate their own mnemonic strategies when prompted by the teacher during the course of instruction and when trained independently by experimenters. Appendices included the published articles and manuscripts generated by this project. (Contains 78 references.) (Author/CR)

The Nihongo tutorial system is an intelligent tutorial system designed to use a computer to assist scientists and engineers in developing reading competence in technical Japanese. It consists of three applications: the Nihongo Tutor, which provides useful information about an article (translation, syntax, pronunciation) to help understand the text of a personalized lesson, and records student performance; the Parse Tree Editor, used to prepare technical articles for the tutorial system; and the Administrator, which uses student data to assign an article that is technically and pedagogically appropriate. The program integrates the three functions. This report details the technical specifications for system implementation, including both the data structures and algorithms used. The section on the Administrator looks at the attributes of the system files, technical (discipline) fields included, user records, user article selection, and user database. Information on the Nihongo Tutor covers text data structures, student database management, and electronic dictionaries. An explanation of the Parse Tree Editor offers specifics on the four stages of parsing: segmentation, syntax, semantics, and mapping. Some screens are used for illustration. (MSE)

This monograph compiles and analyzes court cases and due process hearings related to the identification and provision of services for gifted and talented youth, with special focus on the state of Indiana. Federal legislation related to the gifted commenced with the National Defense Education Act, followed by the 1969 amendments to the Elementary and Secondary Education Act. These and other federal measures stimulated initiatives within the states to develop educational opportunities for the talented and gifted, and 25 states and Guam mandated educational services. Disputes concerning educational services can be settled in three ways: mediation, due process, and litigation. Many states have due process provisions for the gifted that are similar to those for the handicapped. Ten recommendations are offered for due process in Indiana, including establishing statewide standards, training hearing officers, reporting decisions, and supplying technical assistance to school corporations. Litigation concerning gifted education is discussed in the areas of early admission to school, admission to special programs, racial discrimination, curriculum modification, transportation, teacher competence and certification, accidents, and child custody. Several suggestions for preventive law in Indiana are offered. Includes four references, a table of 14 court cases, and citations for seven federal laws. (JDD)

This monograph reports on a study of six child prodigies whose talents are manifested in writing, music, and mathematics. The boys, aged 3.5-9 years, were observed in natural settings and while practicing their talent specialty, and interviews were conducted with the boys, their parents, and their teachers. The study concludes that prodigies focus on a single specialized talent, while otherwise possessing high, but not extreme, general intellectual ability. An enormous amount of work, practice, and study are needed to develop the prodigious talent, and prodigies need a great deal of assistance from parents and teachers. Only certain bodies of knowledge seem conducive to early prodigious mastery. The prodigy's arrival must come at a time when the culture values and supports development and recognition in the domain in which the prodigy is talented. It is concluded that: (1) by expressing such a specialized talent, the prodigy reflects a very specialized way of thinking and understanding, an evolutionary strategy that is an exception to the prevailing rule of human general adaptability; and (2) in several important ways, the process of mastery of a domain is the same for anyone seeking to learn it, whether or not they are exceptionally talented. Includes nine footnotes. (JDD)

Widespread concern over the use of calculators by young children prompted a broad year-long study of the impact of calculators on elementary school mathematics learning. Two teachers from each of grades 2-6 from five midwestern states participated in the study, which was designed to approximate a "first use" level of calculators in schools. Pupils continued to study from their regular mathematics textbooks and teachers were encouraged to select calculator activities from reference materials made available by the study. The experimenters made no attempt to prescribe calculator activities or a specific frequency of calculator use. The following conclusions seem warranted: (1) there are no measurable detrimental effects for the first-year use of calculators for teaching mathematics in grades 2-6; (2) children have a high, positive attitude toward using calculators in mathematics; and (3) children learn to use calculators for computation with 30 minutes of instruction and can perform computations much more successfully than children not using calculators. Informal observations by site directors and teachers suggest that curriculum implications for calculators in the elementary school could be dramatic. The authors recommend further research on the effects of longer and more intensive calculator use. (Author/MP)

This study was designed to provide information about factors that influenced career decisions and career development patterns of contemporary engineers. Graduate engineers (N=2835) and beginning student engineers (N=980) completed survey instruments designed to measure demographic, cognitive, affective, and behavioral factors. Subjects also completed Strong-Campbell Interest Inventory (SCII) and/or Purdue Interest Questionnaire. Included in this report are major research issues/questions, methodology, results, and conclusions. Two of the findings reported indicate that the subjects' career decisions and job values were strongly influenced by intrinsic and extrinsic work-related factors and that behavioral descriptions of typical engineers and student engineers (based on the SCII) are similar. Supporting documentation and statistics are provided in six appendices. This information includes marginal percentages for total engineering graduate group and for total student group on, item-response percentages by sex, ethnic group, employment field (for graduate survey), and major field (for student survey), and survey highlights sent to participants. The last appendix is a collection of eight complete research papers presented to professional organizations and articles submitted for publication. Each paper/article includes study rationale, methodology, results, conclusions, and implications. (JN)

The interactive effects of leader characteristics, follower characteristics, and the task situation on leader behavior were assessed. Focuses of the investigation were the degree of leader-follower compatibility, Vertical Dyad Linkage (VDL) versus the Average Leadership Style analysis of leader behavior, and the general problem of assessing leader behavior on the basis of subordinate description. Eighty male college students were assigned roles as supervisors and workers in a bogus company and performed experimental tasks. Subjects were divided into 15 work groups in which low-moderate-high leader-follower compatibility was attained. Measures of leader behavior, follower performance, job satisfaction, and attitude similarity were obtained. Increased performance was related to increases in the degree of compatibility between the followers and leaders only when subjective estimates of performance from the leader were used. Data strongly supported the hypothesis that leader-follower compatibility is related to follower satisfaction with the work environment. Moderate statistical support was shown for the superiority of the VDL approach to understanding leader behavior effects on member responses. Individual members of the group generally did not provide valid ratings of the leader's behavior toward individual subordinates. (Appendixes, amounting to over one-half of the report, contain study materials and data.) (Author/YLB)

This compilation of models for the utilization of instructional teleconferencing begins with narrative information from the final report of the Inter-Institutional Instructional Teleconferencing for Indiana School Personnel Serving Handicapped Children Project, a collaborative venture undertaken by Purdue University and the Lafayette School Corporation to explore the application of the speaker telephone in continuing education. Descriptions of a speaker telephone-delivered graduate course and three 90-minute non-credit topical seminars on topics related to communication disabilities are included. Attached materials provide examples of instructional teleconferencing use in elementary and secondary education in the Lafayette School Corporation. These materials include newspaper articles on exemplary applications of the medium, a copy of an application for grant renewal, copies of two issues of the Educational Teleconferencing Newsletter, log sheets of speaker telephone activities, a checklist of procedures for using instructional teleconferencing, and a schedule of 1988 teleconferences for children in grades 1-5 with authors, illustrators, and others. (GL)

Research studies have shown that students in rural high schools have fewer science role models, participate less frequently in extracurricular science activities, and have less science career information than do their peers in more cosmopolitan settings. Furthermore, girls in rural schools may be particularly disadvantaged. For example, analyses of the results from the 1981 National Assessment of Education Progress indicated that girls continue to score below the national mean on all cognitive science items and to express negative attitudes toward science. The goal of Project SCORES was to develop a sustained intervention model utilizing the strategies of teachers who successfully encouraged students to continue in science, and to remediate the lack of participation in science by rural students. Therefore, Project SCORES established a cooperative relationship among a university science department, local science-related industries, and rural secondary schools. This paper describes the project, intervention strategies, project evaluation, and demographic characteristics of samples. (Author/CW)

The objectives of this project were to: (1) identify instruments that could be utilized to obtain followup information of vocational graduates, (2) develop a methodology that could be used to obtain followup information of vocational graduates, (3) field test the instruments and methodology for data collection on sample schools, (4) develop a method for summarizing and analyzing data that could be used by both local and state agencies, (5) provide a system for interpretation of the data to insure usage of the data at local levels in addition to usage at statewide levels, and (6) train local vocational guidance personnel to use the system developed. An advisory committee was appointed to guide the project staff in the preparation of instruments and methodologies, which were then field tested in three to five local schools. Job performance as assessed by the student and by the employer was obtained. Perception of guidance and placement assistance was also secured as well as an interview with a sample of guidance personnel at the local level. The primary outcomes of this project were the development of three elements that could be utilized in a statewide system for followup of vocational graduates: (1) A Student Followup Model, (2) a Counselor Followup Model, and (3) an Employer Followup Model. (HD)

This survey presents tabulated data of the responses of 50,000 Indiana high school seniors to a questionnaire designed to determine the characteristics and plans of those intending to become engineers after graduation. Characteristic highlights include the following: Engineering aspirants were 92% male; 65% were in college preparatory courses; 22% were A average students; and seniors from large population cities were slightly more inclined to become engineers. Plans highlighted included the following: 49% of the engineering aspirants planned to continue their education full time; 46% had no preference for employment locale; job activities and money were the predominant reasons for choosing engineering as a career; parents and other relatives were the primary help in making a career choice; and the college of choice was chosen primarily for program offerings and prestige. Tables including these data are presented. (SL)

A joint project between Indiana and Purdue Universities was conducted to develop a model to evaluate vocational teacher education programs. The model was to be functional on a statewide basis and generalizable to all vocational teacher education programs in Indiana. The project staff developed a conceptual basis for the model and cooperated throughout the project by meeting frequently and sharing materials developed. Specific procedures were (1) selection of an advisory committee representative of producer and user groups, (2) identification of the model components, (3) development of teacher education goals (functions), (4) validation of objectives by the advisory committee, (5) development of process and product criteria, (6) validation of criteria by the advisory committee, (7) development of the preliminary instruments for a single goal, (8) collection of preliminary data, (9) dissemination of the model through a statewide conference, and (10) production of a final report. The major product of the project is a model along with its conceptual basis for evaluating vocational teacher education and a suggested implementation plan. Included in the model are missions, goals, objectives, and criteria which are inclusive of vocational teacher education. Half of the final report consists of appendixes which include data collection questionnaires and dissemination conference evaluation. (Author/HD)

The purposes of the study were to (1) determine the overall perception of vocational education in Indiana as held by the general public, (2) determine if there are differences in perceptions related to the various areas within vocational education, (3) identify perceptions of vocational education by junior and senior high school students, elementary secondary teachers and school personnel, parents and patrons of a school district, employers of vocational education graduates, and young adults not currently in school, and (4) identify the determinants of negative and positive perceptions of vocational education. Telephone interviews (by trained interviewers) were conducted with 399 respondents drawn from a stratified random sample based on these factors: Geographical location, population density, number of vocational education programs, junior and senior high school students, parents, school personnel, and employers. Students and school personnel were drawn from a sample of 12 schools selected from a total of 341 schools in Indiana. Results showed that (1) vocational education in Indiana is perceived more favorably than unfavorably, however, the discipline areas of vocational education are not viewed in the same manner by the general public, parents, students, school personnel, and employers, and (2) perceptions and opinions related to vocational education are influenced to a greater degree by personal and physical exposure to vocational education programs rather than through indirect more passive approaches. Recommendations are included in this report. (SH)

To examine library usage by faculty and students in the Schools of Engineering at Purdue University, data was analyzed from a sample of 12,000 loans during a three month period. User level (graduate student, undergraduate, faculty, or staff) and subject of borrowed material as indicated by Dewey Decimal Classification were examined for each major engineering discipline. Results indicated highest percentage of loans in Technology and Pure Science literature. Graduate students accounted for the highest percentage of loans among users. Data and tables for each engineering discipline are provided. Appended are summary tables and figures, including graphs of user levels for the most read subjects. (Author/KP)

To explore goals for economics education and ways in which these goals might be improved, reconciled, and consolidated, a Delphi-like inquiry among more than 200 economics educators, economists, businessmen, other social scientists, and educational administrators was undertaken. Statistical data and comments as to respondents' views expressed in one questionnaire was relayed back to them with a successive questionnaire. The process was repetitive for the purpose of eventually developing a composite opinion shared by the respondents in the light of reactions of others. Key findings of the inquiry, considered important guides for more effective economics education, are that the goals of economics education differ widely, both within and among the groups surveyed and that respondents arrived at a general concentration on one or another of three possible goals. The need for the inquiry, its process, and findings are discussed. Recommended actions deal with specification of goals, explanations to business interests and educational administrators, and implications to trainers of teachers of social studies. Exhibits include four questionnaires and responses. (Author/KSM)

This document presents a collection of papers presenting an array of innovative approaches in higher education and offers papers and case studies of a variety of nontraditional activities. Some of the topics cover closed circuit TV and audio-tutorial instruction in veterinary science and medicine; televised graduate level engineering courses; the practical design approach in home furnishings; effects of various amounts and types of independent study in a nursing course, branched-program achievement testing; a program for improving instruction; a survey of Russian culture and civilization; clinician training through a self-confrontation technique; innovative instructional activity in small business management; strategic management; modular instruction in introducing biology laboratories; computer-assisted instruction for pharmacy students; counselor tutorial program; telelecture improves teaching; nontraditional instructional techniques in Horticulture; computer graphics; and systematic group training; service, and research program. A total of 54 innovative techniques are briefly described. (MJM)

The study employs stepwise regression analysis to relate work and total job satisfaction with the following measures: job characteristics as reflected by job dimension scores and work quality dimensions, both being based on the Position Analysis Questionnaire; job-related interests expressed by job incumbents, as measured by the Job Activity Preference Questionnaire; the match between incumbents' job characteristics and their expressed job interests; and general affect, measured by a response disposition scale. Data were obtained from 407 workers in 29 jobs (nine management and 20 non-management) in two telephone companies. Results showed significant correlation between the above measures and both satisfaction criteria, with consistently better predictions of work satisfaction than total satisfaction. Also, correlations were higher and predictions better for management jobs than for non-management jobs. When response disposition was partialled out from work satisfaction, predictions did not change significantly. The results support the hypothesis that work content, personal interests, and the match between worker interests and job characteristics have a significant relationship to job satisfaction. Twenty statistical tables are included, as are four appendixes, which include biographical and questionnaire data, the Job Activity Preference Questionnaire, the Job Description Index, and the Response Disposition Questionnaire. (Author/JR)