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As an outgrowth of concern with whether or not the present content of teacher education affects the behavior of teachers in the classroom, a study was designed to compare the behavior of 52 secondary education students in a conventional program with that of 62 students in an experimental program. The experimental program coordinated laboratory experiences of observation and participation with selected readings and seminars in the foundation areas of psychology, philosophy, sociology, and anthropology. Data derived from the Classroom Observation Record, a system of interaction analysis, the National Teachers EXAMINATION (NTE), and student teaching grades was analyzed using t-test and analysis of variance. Results showed significant differences in the teaching behavior of the two groups: the experimental group received more desirable behavioral ratings, but the control group made significantly higher scores on the Professional Education Section of the NTE. The implications are that programs stressing possession of factual information about professional content are less likely to produce desirable teacher behavior than are those stressing laboratory experiences which are made relevant to content and theory. Included are a 15-item bibliography; 34 statistical tables; and a 40-page description of the experimental program, most of it drawn from the diary of an observer-participant. (JS)

THIS PROJECT WAS DESIGNED TO (1) ASSESS THE FEASIBILITY OF A COOPERATIVE EFFORT IN THE USE OF VIDEO TAPE RECORDINGS BETWEEN A STATE INSTITUTION AND PRIVATE LIBERAL ARTS COLLEGES, (2) TO EVALUATE VIDEO TAPE RECORDINGS AS A TOOL IN TEACHER EDUCATION, AND (3) TO EVALUATE INTERACTION ANALYSIS AS AN OBSERVATIONAL TOOL IN VIEWING VIDEO TAPE RECORDINGS OF TEACHING-LEARNING SITUATIONS. 16 PRIVATE COLLEGES WERE GIVEN THE USE OF A VIDEO TAPE VAN, EQUIPPED BY KANSAS STATE TEACHERS COLLEGE, FOR ONE WEEK. OPINION EVALUATION FORMS WERE COMPLETED BY THE STUDENTS WHO VIEWED THE VIDEOTAPE RECORDINGS, BY OFFICIALS OF THE COLLEGES, AND BY THE TECHNICIAN OPERATING THE VAN. THE COOPERATIVE PROJECT WAS FOUND TO BE FEASIBLE WITH RESPECT TO ADMINISTRATION, ACCEPTANCE, AND SUITABILITY. A SUBSAMPLE OF STUDENTS WHO HAD BEEN INTRODUCED TO THE FLANDERS' SYSTEM OF INTERACTION ANALYSIS AS AN OBSERVATIONAL TOOL WAS MORE POSITIVE TOWARDS VIDEO TAPE THAN THE STUDENTS WHO HAD NO KNOWLEDGE OF INTERACTION ANALYSIS. (MS)

THE EXTENT TO WHICH A PLANNED PROGRAM OF READING COULD SIGNIFICANTLY INFLUENCE THE BEHAVIOR OF A SELECTED GROUP OF ADOLESCENTS WAS STUDIED. EFFORTS WERE MADE TO DESIGN THE STUDY IN SUCH A WAY THAT THE INVESTIGATORS COULD DETERMINE WHETHER SIGNIFICANT DIFFERENCES EXISTED IN THE AREAS OF PERSONALITY, PERSONAL PROBLEMS, ACHIEVEMENT, ATTENDANCE, AND DISCIPLINE BETWEEN TWO GROUPS OF STUDENTS, ONE OF WHICH HAD BEEN SUBJECTED TO BIBLIOTHERAPY WHILE THE OTHER HAD SERVED AS A CONTROL GROUP. THE DEGREE OF CHANGE BETWEEN THE EXPERIMENTAL GROUP AND THE CONTROL GROUP IN PERSONALITY WAS ASSESSED BY ADMINISTERING PRE- AND POST-TESTS OF THE JUNIOR-SENIOR HIGH SCHOOL PERSONALITY QUESTIONNAIRE, IN ACHIEVEMENT BY SRA ACHIEVEMENT SERIES, IN PERSONAL AND SOCIAL PROBLEMS BY THE MOONEY PROBLEM CHECK LIST, AND IN BEHAVIORAL PROBLEMS BY THE HAGGERTY-OLSON-WICKMAN BEHAVIOR RATING SCHEDULES. SIGNIFICANT CHANGE WAS EVIDENCED IN ACHIEVEMENT BETWEEN STUDENTS WHO RECEIVED BIBLIOTHERAPY AND THOSE STUDENTS WHO DID NOT. A LONGITUDINAL STUDY WAS PROPOSED. (GD)