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This report defines problem areas of museum-school cooperation, suggests an ideal relationship, offers solutions, and describes art curriculum projects presently underway. Written as a vehicle of articulation for museum educators, further study is urged of the relationship between schools and museums in the area of curriculum development. The bulk of the report provides summaries of 47 grade K-12 projects in 11 states. Each project summary lists the name of the project, grade level, curriculum area, funding source, and comments, including the name of the school contact person if known. Projects described include analyses of art materials for school use, analyses of museum objects on loan to teachers or students, descriptions of distribution systems of the various state arts councils, and descriptions of specific classwork and homework programs. Names, titles, institutions, and addresses of report contributors are included in the document. (Author/DB)

This report presents the conclusions drawn from the examination of the effect of the "Family of Man Evaluation Study" (FAMES) project on third-grade children's views of foreign peoples. The FAMES project was concerned with global mindedness and global education for primary grades. The experimental group was composed of 509 third graders exposed to "Family of Man" for three years, and 233 third graders exposed to other social studies programs comprised the control group. Measurement instruments employed in the study included description of nations, agreement with chauvinistic statements, description of pictures of people, attitude scale, and achievement test. Seven conclusions were drawn in light of the review of literature and the study's rationale: (1) a carefully designed primary grade social studies program with a strong global education dimension can have a significant impact on children's attitudes toward foreign people; (2) the program can have a significant effect on children's understanding of foreign people; (3) well-defined objectives, specific materials, and sequencing achieve better results than an unstructured or poorly defined program; (4) global education does not need to be postponed until ages 9-10; (5) effective techniques can be developed to measure children's views of foreign people; (6) a carefully designed program can simultaneously develop multiple objectives; and (7) additional research is needed, such as conducting foreign use of the materials and a longitudinal study. Appendices contain sample pages from the FAMES materials. (ND)

This paper presents the background of the Project for the Mathematical Development of Children (PMDC), a list of nine objectives which direct PMDC's long-range activities, and a discussion of the rationale behind PMDC's approach. PMDC's activities are described in terms of the interviewing procedures used with children, teaching experiments and observational studies, methods of assessing children's knowledge, and dissemination of project information. (DT)

The paper traces the progress of the Career Education Project, funded for a 12-month period in the spring of 1973, and designed to enable the chief State school officers and their respective State education agencies to have ready access to information about career education. It was intended that the project would review and make recommendations concerning: (1) concepts of career education, (2) identification of appropriate elements of career education, (3) development and adaptation of curriculum materials for career education, and (4) methods of State level organization and leadership of career education programs. A series of seven related reports, each dealing with a particular facet of career education was published as part of the project. Topics dealt with include: (1) Career Education: Alive and Well? (2) The Concept of Career Education; (3) Purposes and Goals of Career Education; (4) The Development and Utilization of Curriculum Materials for Career Education; (5) Models, Elements, and Characteristics of Career Education; (6) Career Education and the State Education Agency; and (7) Several Dimensions of Career Education. (MW)

Teachers of occupational education need to be continually updated to be aware of the technical changes taking place within occupations in their area of specialization if they are to make occupational training situations more like the real job. The objective of the study is the development and implementation of a system of inservice work experience for teachers. The unique characteristic of the study was the releasing of teachers from regular teaching duties for a minimum of 40 hours. Twelve teachers, representing all occupational areas, participated and individualized programs of personal development were established with the cooperation of the teacher-participants, academic advisors, and business/industrial personnel. An overview of the problem, related studies, procedures, and implementation are dealt with in detail. A model for the development of an inservice work experience program is described in the final chapter. A five-page bibliography and 37-page appendix including project materials, evaluation forms, and participant responses conclude the document. (MW)

The contents of this report, which discusses the modifications, revisions, and new program developments which have occurred as a result of the administrative experience in implementing the first stage of the Emergency School Aid Program during fiscal year 1973, are organized into seven parts. Part 1, "Administrative Procedure," includes an "Overview of Revisions" and a discussion of the "Comprehensive Management Manual." Part 2, "Program Development Activities," discusses "Emergency Special Projects" and "Special ESA Arts Program." Part 3 reviews "Publications in the Federal Register." Part 4 summarizes "ESA Funding Criteria and Reservation of Funds." Part 5, "Evaluation Activities," highlights first the "Emergency School Assistance Program" and then the "National Evaluation of ESA Basic and Pilot Programs." Part 6 reports on the "Discrimination of ESA Metropolitan Area Projects." Part 7 discusses the "National Advisory Council." Seven appendixes are included, comprising: OE General Provisions; Discretionary Grant Review Procedures; Section IV of ESA Comprehensive Management Manual; Federal Register, November 6, 1973, November 20, 1973, January 18, 1974, April 24, 1973, and December 7, 1973; Executive Summary of Final ESAP Evaluation Report; and National Advisory Council Minutes and First Interim Report to Congress. (Author/JM)

The purpose of this document is two-fold: (1) to acquaint the research and development community with general guidelines for working with the Environmental Protection Agency's Office of Research and Development (OR&D) under grant or contract support, and (2) to make publicly available a list of specific grant and contract tasks which OR&D plans to fund during the current fiscal year. Included in Section 1 of this document are specific guidelines for developing grant or contract projects and for submitting applications or proposals. Section 2 contains a listing of grant and contract tasks planned for funding in fiscal year 1975, organized into 11 major program areas: Health Effects, Ecological Processes and Effects, Municipal Pollution Control, Industrial Pollution Control, Nonpoint Pollution Control, Air Pollution Control, Data and Information Research, Equipment and Techniques, Quality Assurance, Socio-economic Research, and Minority Institutions Research Support. Each of the 11 program areas is briefly described, and the name and address of the program area manager are furnished. Information on grant and contract tasks listed under each area includes a summary of objectives and a brief task description, the expected funding mechanism, the authorizing legislation, and the name and address of the program element director. (DT)

Two major objectives of the Metropolitan Environmental Education Resources Study were: (1) to produce a directory of sites around Columbus, Ohio, having fieldtrip potential; and (2) to test the validity of the concept that field trips are a useful method in aiding student educational growth. The first section of this document relates the history of the project. The second section consists of the teaching materials used at the fifth grade level, including a critical thinking unit about the environment and field trip observation sheets. The next section describes the preparation of the test instrument and the testing procedures used in the study, and includes a copy of the test instrument. The final section presents the set-up and analysis of the study concerned with using field trip activities with fifth grade students. The author concludes that students in the treatment group involving field trips showed significant changes from pretest to posttest. (DT)

The extent to which secondary teachers in five midwestern states were cognizant of and were using curricular materials developed by 10 nationally recognized social studies curriculum projects is examined. The 10 curriculum projects include Amherst's Units in American History, Anthropology Curriculum Study Project, Berkeley's Asian Studies Inquiry Program, Carnegie-Mellon's Social Studies Curriculum Project, Harvard's Public Issues Series, The High School Geography Project, Indiana's American Political Behavior, Law in American Society Foundation's Justice in Urban America Series, San Jose State's Economics in Society, and Sociological Resources for the Social Studies. Objectives of the study were to find out the extent to which teachers have heard, examined, and received instruction in the use of project materials, and, further, to identify significantly related variables, sources through which teachers have heard about the materials, and the extent and use of materials in social studies courses. Data were obtained from a random selected sample of schools by means of a survey questionnaire. Findings show that only one of the projects has been heard of by more than 50 percent of the respondents; that respondents who teach a subject dealt with by a particular project are more likely to have heard and examined that project; that projects producing interdisciplinary materials have a high percentage of respondents having heard of the materials; and that even for the most widely used project only 20.2 percent of the respondents report using the materials. (Author/DE)

The research in this report presents and analyzes data on the extent of use of nine new secondary social studies curriculum materials in four states. These include: American Political Behavior, Asian Studies Inquiry Series, Episodes in Social Inquiry, Geography in an Urban Age, Holt Social Studies Curriculum, Justice in Urban America, Patterns in Human History, Public Issues Series, and Units in American History. The data also includes selected characteristics of users, their perceptions about the effectiveness of the products, and comparisons with other social studies materials. Nine hundred and eighty teachers in California, Colorado, Connecticut, and Texas responded to and returned the 15-page questionnaire. Findings show that only 42 percent of the teachers use the materials, with the highest percentage coming from Connecticut and the lowest from Texas. Holt Social Studies Curriculum is the most widely used, while Patterns in Human History is the least. Teacher characteristics affecting utilization include holding of a permanent contract, professional status, membership in professional organizations, and location of school. The users hae overwhelmingly positive opinions about the effectiveness and comparison of the new materials. The appendix includes a copy of the questionnaire and data sheets on the materials by the Social Science Education Consortium. (Author/DE)

A report of the second and final year of the Intercultural Social Studies Project for Secondary Schools is presented. The project maintained a culture studies network of 103 teachers and their students from June 1972 to August 1974. Major activities and accomplishments included the design of more than 100 Fieldstaff Perspectives in booklet, photograph, map, and simulation games form as well as field testing within the project network. Materials were prepared to meet a variety of reading ability levels, conceptual comprehension levels, and interest levels. Staff leadership resulted in production and testing of materials, workshops for culture studies teachers, articles in professional journals and newsletters, and a model pedagogical framework for studying cultures. The appended framework for global cultural studies contains objectives for the Project and explains the assumptions for implementation of the inquiry-based instructional materials organized into multimedia units. SO 007 984 contains appendices with representative examples of project field test materials, project newsletters, participant application forms, and lists of participants, participant and evaluator responses, project policy committee members, project evaluators, and project staff. (Author/KSM)

Thirty-six social studies projects -- 12 primary and 24 upper elementary -- are described by members of a graduate seminar in elementary social studies. Each project is described according to grade level, subject area, project title, and suggested time limit, which varies from one class period to one semester. These projects result from an oral survey of teachers' choices of the most interesting or meaningful projects they have devised and which they consider worth repeating. Credit is given to the initiating teachers. The following topics are explored: individual feelings, the family, mapping one's community, community helpers, early forms of transportation, food, a Thanksgiving celebration, animals, seasonal changes, people in other lands, local history (Wisconsin), map work, other states, time in relation to environment, newspapers, minority groups, economics, giving directions, city government, war and peace, and consumer economics. (JH)

This report describes 10 projects that deal with effective and efficient methods of teaching and learning. "Communication Skills Improvement for Junior High Students" has three objectives: (a) to build increased interest in reading, (b) to provide assistance in developing reading skills, and (c) to provide teachers with various aids to improve reading proficiency in content areas. "Basic Skills-Oriented Learning Packages" is a project that developed learning packages to facilitate the learning and teaching of basic skills. The project "Individualized Strategy in Early Childhood Education" developed basic processes for learning at an early age. Three projects, "Summer Television Arithmetic and Reading,""A Thematic Approach to Reading Utilizing Library Media," and "Project Media Literacy: From Theory to Realism," see media as a means of improving student interest and motivation in the acquisition of basic skills. The latter project provides a curriculum designed to help students become discriminating readers and viewers while learning basic skills. "Espanola Reading Centers," concentrates on improving reading achievement scores. "Program for Low Achievers in Math" uses real-life tools and experiences to motivate students. The "Comprehensive Client-Oriented Basic Skills Center" project views teacher/staff development as an essential component of a successful program. The "Intensive Elementary Language Arts Program" follows the theory that if a student learns to read well in his early grades, he will meet with greater success in later grades. (PS)

This description of the Motivational Procedures workshop deals with the problem of low motivational levels of students at all grade levels. The objectives of the workshop included creating awareness of the problem, testing motivation principles, determining through feedback the effectiveness of materials, and developing assessment instruments. The workshop activities were divided into two parts--large-group presentations based on specific objectives and small-group or individual activities concerning specific interests and problems. Included in this document are: (a) a description of the instructional materials used; (b) tables constructed from questionnaires describing characteristics of workshop participants and summarizing participants' reactions to the workshop; (c) a list of motivational projects submitted by participants; and (d) a followup study, based on a questionnaire, giving statistics on motivational procedures introduced by workshop participants in their classrooms, motivational materials being used by participants, and the problems encountered by participants in implementing motivational procedures. Outcomes of the workshop were relevant experiences for the participants and opportunities to examine the effectiveness of training modules and other related materials, to field test the model for Inservice Education of Teachers, and to develop a course on motivational procedures. Appendixes include letters, questionnaires, workshop agendas, session descriptions, and participant reactions. (JCW)

The taxonomy is designed to characterize, summarize, and generalize about the career education movement. It describes career education projects by the following paradigm: topics, dimensions, measures, and descriptors. (The four topics are: school district, career education project, career education instructional program, and evaluation of career education project.) Volume 1 provides an 11-page working outline of the taxonomy developed by an analysis of 72 representative elementary and secondary career education projects throughout the United States. It also contains 68 easily-readable charts which analyze to the nearest 10 percent the data of the 72 projects in a form corresponding to the taxonomic outline. Volume 1 also contains an excerpt from the U. S. Office of Education publication, Career Education: Programs and Progress, and 60 pages of sample career education project director's interview forms. Volumes 2, 3, and 4 contain unevenly detailed, alphabetically listed, profiles of over 200 career education projects in the 50 States, which follow this form: district and project information, approach to career education, project staff, school staff, training, community resources, curriculum materials, and ideas that worked. Volume 2 contains profiles for Alabama--Iowa; Volume 3 for Kansas--New Mexico; Volume 4 for New York--Wyoming. (JR)

This four-part document examines the efforts of the University of Wisconsin/Sears-Roebuck Foundation (UW/SRF) Individually Guided Education (IGE) Teacher Education Project. It is stated that the project was organized to initiate perservice and graduate programs, and thereby to encourage the development of self-renewing systems of education, from preschool through college. Part 1, "A Brief Resume of the UW/SRF IGE Teacher Education Project," lists the funding agencies and objectives of the project. Part 2, "Overview of the Leadership Series in Individually Guided Education," discusses the nine sets of multimedia materials under development for use in both undergraduate and graduate education programs. Part 3, "Contents and Prefaces, where available, of the Textbooks in the Leadership Series in Individually Guided Education," offers information on the following books: (a) "The Teacher and Individually Guided Education," (b) "Child Development and Individually Guided Education," (c) "Evaluation of Instruction in Individually Guided Education," (d) "Objective-Based Reading," (e) "Individually Guided Science," (f) "The Unit Leader and Individually Guided Education," and (g) "The Principal and Individually Guided Education." The document concludes with part 4, a listing of the Committees of the UW/SRF IGE Teacher Education Project. (JS)

The main purpose of this study is to determine achievement changes that occur in fifth grade students using the social studies curriculum program, "Man: A Course of Study (MACOS)". The experimental group consists of 103 students using the MACOS materials, and the control group of 103 students using a traditional social studies course. Controlled variables include a child's sex and I.Q. The null hypothesis is that there will be no significant difference in standard achievement test scores based on either the child's sex or I.Q., or whether they studied the standard curriculum or Bruner's MACOS course for the year. No significant difference between the test performance of the two groups is observed, demonstrating to teachers and administrators -- who frequently are reluctant to try newer social studies programs because they fear the students' achievement test scores will decline -- that students do not suffer by using innovative, inquiry-oriented curriculum. Instead, teachers should be encouraged to use the new materials based on the findings. Some of the criticism aimed at the MACOS project are also answered in the document. (Author/JR)

This report evaluates the New Jersey ESEA Title III dissemination program during its first two years, 1972-74. Purposes of the program are to (a) determine if essential elements of successful education programs can be transferred from originating districts to adopter districts while yielding comparable student gains, and (b) provide educators with a way to meet local education needs by adopting or adapting one or more elements of these successful programs. Section one focuses on policy and procedures for program selection and dissemination. Dissemination is discussed in terms of: (a) producer-consumer agreements, (b) program staffing, (c) timing, (d) publishers, (e) incentive grants for adopter districts, (f) role of project staff as trainers, (g) publicity, (h) transfer of programs among districts, and (i) long-term dissemination. Program impact is summarized. Section two includes summary reports of the following 10 programs selected for dissemination by the Office of Program Development: (a) Dale Avenue Project, (b) Educational Services for Schoolage Parents, (c) Individualized Language Arts: Diagnosis, Prescription, and Evaluation, (d) Interning for Learning, (e) Learning Center: Integrated Alternative to Special Education (f) Project LEM: Learning Experience Module, (g) MOPPET: Media Oriented Program Promoting Exploration in Teaching, (h) Project: Open Classroom, (i) Pollution Control Education Center, (j) Prescriptive Teaching Workshop, and (k) Project SEE: Specific Education of the Eye. (JS)

This study examines current problems surrounding curriculum development in the classroom. Part one describes the state of the art in terms of definition, theory and practices, methods, types, and unresolved questions. Part two contains descriptions of the following 12 selected innovative projects: (a) "Learning Objectives for Vocational Schools: Austria," (b) "Conceptual Skills Programme: Canada," (c) "Indian Studies File: Canada," (d) "Biology at Lower Secondary Level: France," (e) "Physical Education and Sport: France," (f) "Elementary Maths "alef": Germany," (g) "Religious Socialisation of Swedish Children: Sweden," (h) "Geography 14-18: United Kingdom," (i) "Humanities Project: United Kingdom," (j) "Science 5-13: United Kingdom," (k) "Aesthetic Education Programme: United States," and (1) "Modern Language Project: United States. Discussion of the projects is based on origin, purpose, focus, methodology, teacher role, nature and extent of innovation, linkages between projects and schools, and outcomes. Part three contains the following three reports concerned with administrative and social settings of curriculum development: (a) "An Austrian Case Study," (b) "Curriculum in Relation to Society: A Finnish View," and (c) "Reflections on Curriculum Change: An American View." Part four presents conclusions and makes recommendations for changes in classroom curriculum development. (JS)

Several experiments involving approximately 130 6-year-old children were conducted to examine the effects of overt illustration on first graders' learning from oral prose. In all experiments, experimental Ss heard prose selections after or during which they illustrated selection content with plasticized figure cutouts and background scenes while control Ss copied or colored geometric forms during the illustration period. After hearing three or five passages, Ss orally recalled passage content and answered simple factual questions about each passage. Results showed that illustration facilitated prose learning only when the child was given the correct pieces for his illustration or had the illustration done for him. When children selected the pieces for each illustration out of a common pool of 20-30 cutouts, the illustration activity had either a negative or no effect. (Author/SB)

Coproduction of educational multimedia programs for all Europe is proposed in a Council of Europe-supported monograph. Current and previous experiments in coproduction are analyzed for reference, and a new approach is outlined. New subjects for coproduction are suggested, and the possibilities of codevelopment without coproduction are discussed. Suggested coproducers and pilot projects are described. Methods of planning and production are outlined. (SK)

The document reports on the procedures followed and the major meetings and events in a 24 month U.S. Office of Education project carried out by Colorado State University to develop business and office career education curriculum guides for grades seven-nine. The materials developed were: (1) student learning packets or modules, (2) correlated teachers' manuals, (3) a K-14 curriculum plan and strategy, and (4) a resource list of publishers. (These materials are discussed, but not included, in the document.) A national advisory committee was set up, and directors of career education curriculum projects across the nation helped to establish guidelines for articulation and coordination among projects. Materials and information were solicited from career education projects throughout the United States, from State supervisors of business and office and career education, and from business education supervisors of large cities. The National Symposium for Business and Office Education Curriculum Guidelines was held in Denver in 1973 to inform leaders of the project and to develop and disseminate curriculum guidelines. Cooperating teachers participated in workshops, tested materials (titled resource guides) in their classrooms, and contributed to their revision. In July, 1975, a meeting was held in Denver to disseminate the materials nationally. (AJ)

This project report describes pilot programs of the Ames Community School District for two school years, 1973-74 and 1974-75. The purposes of the pilot programs were to ascertain whether objectives were met, to consider the appropriateness of activities and materials, to determine the validity of the test measure, to assess the degree to which children can function independently at learning centers, and to ascertain the gains made on a standardized measure. The contents of the report include: "Part One--Statistical," which contains information on the budget, project staff activity, and total school enrollment and project participants; "Part Two--Narrative," which discusses pilot evaluation for 1973-74, pilot expansion and evaluation for 1974-75, and procedures utilized for dissemination; and "Part Three--Evaluation," which discusses procedures utilized for dissemination of information. Appendixes include monitoring data, Ames inventory of developmental skills, table of contents from handbooks, lists of materials, and monitoring forms. (WR)

The report evaluates a program of planned change of attitude toward career education and toward special education for the handicapped, undertaken in six school districts in Texas; specifically: (1) to determine if attitude change occurred, (2) to identify and characterize groups where change occurred, and (3) to identify influential activities. A modified causal-comparative study was used as the primary technique; subjects were administered pre- and postattitude sueveys to determine, by paired observation, the precise amount of attitude change. Each district and campus selected the activities they felt best suited their needs; members of the project advisory council exchanged ideas and provided guidance for the program. No significant differences in change were found among districts or among campuses, and there were no significant differences in attitude on any one career education concept. There were significant career education attitude changes, both positive and negative, among educators and patrons. There were no significant gains or losses within or among the attitudes of educators or patrons regarding education for the handicapped. There were significant differences found among campuses and among districts on several concepts (taken singularly) representing education for the handicapped. (Author/AJ)