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This document contains abstracts of approximately 300 papers presented at the 1967 annual meeting of the American Educational Research Association. A sampling of the varied subjects covered includes: dynamics of the school board role, concept learning, programed instruction, administrative behavior and organizational characteristics, correlates of academic performance and achievement, subordinate-superordinate relationships, development of reading ability, test construction, language behavior and development, studies of teachers of culturally disadvantaged children and youth, nonparametric techniques, group relationships and behavior, computer applications, and reading interests and treatment of disabled readers. A topical index of the papers and an index of participants conclude the collection. Related documents are EA 002 791, EA 002 792, and EA 002 794. (DE)

This document contains abstracts of approximately 400 papers presented at the 1968 annual meeting of the American Educational Research Association. A sampling of the varied subjects covered includes: classroom interaction, verbal behavior, concept learning, conservation concepts, teaching the disadvantaged, teaching strategies, research on testing, characteristics of college populations, vocational education, career development, planning and decision making in administrative organization, and research on classroom behavior. A topical index of the papers and an index of participants conclude the collection. Related documents are EA 002 791, EA 002 793, and EA 002 794. (DE)

Sixty-three selected convention papers (conference reports) are presented on different aspects of educational needs in special education. Six general papers are followed by 10 papers on mental retardation, in which selected topics include mental retardation and the culturally disadvantaged and physical fitness of mentally retarded boys. Representative topics among the 10 papers on auditory impairment are sequence in teacher education for teachers of the deaf and adult education for the deaf. Two papers are then given on international aspects of special education, one paper on visual impairment, four papers on the gifted, and seven papers on the homebound and hospitalized. Selected topics discussed in the eight papers on learning disabilities are conditions related to specific reading disability and the physician's contribution to interdisciplinary management of children with learning and behavior problems. Concluding the collection are five papers on preschool programs, four papers on teacher education, four papers on behavioral disorders, and two general papers. (CB)

Presented is a collection of 70 short papers (conference reports) on special educational needs for handicapped and gifted children. Representative topics among 12 papers on the gifted are anatomy of education for the gifted, implications of qualitative assessment of intelligence and creativity, and employment status and characteristics of high school dropouts of high ability. Of 14 papers on mental retardation, selected topics include application of language and communication models in programs for trainable retarded, communication needs and programs in mental retardation, and a comparison of normal and subnormal subjects using visual structured categorization tasks. Representative topics from 10 papers on communication disorders are hearing assessment of neurologically impaired children, counseling parents of preschool hearing impaired children, and vocational information for intellectually slow deaf adults. Six papers then discuss behavioral disorders in the emotionally disturbed child, followed by 10 papers on different aspects of learning disabilities. Then presented are two papers on visual impairment, three papers on preschool programs, three papers on administration, two papers on teacher education, four papers on international aspects of special education, and four concluding general papers. (CB)

Presented are 48 short, selected convention papers (conference reports) on different aspects of educational needs in various exceptionalities. Five general papers precede two papers on international aspects of special education, two papers on administration, and six papers on auditory impairment, in which representative topics include educational and vocational guidance of the deaf and an auditory approach to the education of deaf children. Representative topics among the seven papers on visual impairment include a comparison of the imaginative productions of congenitally blind and seeing children to structured auditory stimulation and promoting mental health in teachers. Following are eight papers on mental retardation; selected topics discussed are some research problems in programed instruction and training of visualizing ability by the kinesthetic method of teaching reading. Four short papers are presented on the gifted and four on speech, language, and communication. Learning and learning disabilities are then discussed in six papers, while behavioral disorders are examined in four papers, and rehabilitation is covered in two papers. (CB)

The first of seven conference papers on early childhood education considers environmental influences and environmental space planning as related to early childhood education centers. New teaching roles in early education of handicapped children are defined and implementation of programs in the public schools for aurally handicapped children under the age of 3 years is discussed. Additional papers focus on home based learning programs for handicapped preschool children, parents as educational change agents for infants in a home visiting intervention program, the effects of a token system on inappropriate talk-outs and out-of-seat behaviors in a third grade class, and special education for normal kindergarten children with subtle developmental learning delays. (KW)

Teacher training and professional responsibilities in special education are the topics of nine conference papers. Educational trends and needs are identified in three papers on the future of teacher preparation programs, new directions in curriculum in relation to black and other minority students in teacher training programs, and the black professional as an agent of change. Other papers discuss training special education teachers in behavioral psychology, classroom observation systems for the improvement of teaching, training for teachers of aurally handicapped infants and their parents, and the training of consulting teachers to provide special education services within regular classrooms through consultation with teachers, administrators, and parents. Final papers explain the multidisciplinary approach to special education in Washington County, Virginia and report on the role of the consulting teacher in the use of home consequences to reinforce classroom behavior modification and learning procedures. (KW)

Four of the seven conference papers treating behavioral and emotional problems concern the Conceptual Project, an attempt to provide definition and evaluation of conceptual models of the various theories of emotional disturbance and their basic assumptions, and to provide training packages based on these materials. The project is described in papers focusing on general overview, rationale, counter theory and dissemination phase, and evaluation. The three other papers discuss anxiety, intelligence, and behavior variables as predictors of learning in disturbed adolescents; the effects of a token system on the out-of-seat behavior of a 7-year-old boy; and academic survival skill training (involving modeling, cueing, and various types of reinforcement) for low achieving children. (KW)

The collection of eight conference papers on problems of auditory, visual, and speech handicaps begins with a review of what is known about deaf-blind children and early development. Following papers are devoted to spontaneous vocalization and babbling in aurally handicapped infants, psychological synergism (an approach to consideration of problems of the hearing handicapped retarded), prediction of recovery from stuttering, and print reading for visually impaired children. The final three papers report studies investigating auditory discrimination performance as a function of nonstandard dialect, visual sequential memory in good and poor readers, and auditory-visual integration. (KW)

Nine conference papers focus on objectives, methods, and alternatives in the education of handicapped children. The first paper, by Sidney P. Marland, U. S. Commissioner of Education, reports on progress made towards full educational opportunity for handicapped children. Research design and methodology are discussed in relation to curriculum research past and present, a five-category research framework, and design of a curricular research methodology. Other papers concern the special education resource room, a model preschool for handicapped children and the behavior modification model, competency based education, the usefulness of instructional materials, inservice teacher education to improve services to mildly handicapped children in the regular classroom, the effects of isolated study on academic performance, and an exhibition of art by the handicapped. (KW)

Discussed in the eight conference papers on creativity and the gifted implications of federal legislation for the gifted, the development of a composite measure of artistic creativity, and an empirical study of cognitive style and creative problem solving in junior high school students. A paper on the identification of creativity in writers compares two approaches to the study of creativity: the cognitive-factor approach, which emphasizes intellectual aspects of creativity, and a personality approach. Additional papers concern the effect of subject specialists on gifted children and the school program, identification of academically talented black students, curriculum for nurturing black talent, and similarities of attitudes and background factors among successful women. (KW)

The ten conference papers on learning and language disabilities begin with discussions of staff development procedures for teachers of language handicapped children, methods of instructional intervention for such children, and the comparative utility of the limited, intensive, and comprehensive methods of identification and evaluation of language handicapped students. Research reported concerns the elimination of isolate behavior of a girl in a learning disability class, the contributions of perceptual and conceptual skill training to ability to discriminate and reproduce geometric form, use of distributive practices to modify spelling performance, and the electroencephalogram as a predictor of intellective and academic performance. Additional papers discuss behavioral aspects of learning disabilities and recent developments in the education of learning disabled adolescents. (KW)

Thirteen conference papers focus on the education of educable (EMR) and trainable (TMR) mentally retarded children. Topics include comparisons of development of reasoning, moral judgment, moral conduct, and long term memory in normals and retardates. Other papers examine use of an interactive unit in teaching arithmetic, verbal information processing of EMRs on quantitative verbal problems, application of learning theory to evaluation of language development, and use of music and social reinforcement to increase group attending behavior. One paper describes a Down's Syndrome preschool program and four papers describe various aspects of the TMR program in Roanoke County, Virginia (overview, curriculum, use of music, and use of paraprofessionals). (KW)

Abstracts of papers and symposia accepted for presentation at the 1973 AERA Annual Meeting comprise this volume. Also included are a divisional program listing, topic index, indices of individual paper titles and symposia session titles, and author index. Abstracts appear in the chronological order of presentation consistent with the listing of sessions in the program. (KM)

This document contains position papers presented at a 3-day conference dealing with the implications of career education for minority groups. Texts of these papers are included: (1) "Career Education Improves the Self Concept" by D.R. Baylor, (2) "Career Education and Black Americans" by W.F. Brazziel, (3) "Career Education: Expanded Options for All Students" by L. Davenport, (4) "Career Education: From Whence It Came--Whither It Goeth" by J. Dixon, (5) "Career Education, Professional Preparation, and Minority Groups" by R. Johnson, (6) "Career Education: Perspectives of a Chicano Educator" by A.G. de los Santos, Jr., (7) "Values Have Consequences: Some 'Why' and 'How' Considerations of Current Thinking About Career Education" by C.E. Scruggs, (8) "Community Colleges and Career Education Relevant to the Needs of Minorities" by F. Shieh, (9) "Career Education: Quo Vadis" by M.P. Sikes, (10) "The Future of Work for Black Americans: The Role of Career Education" by C.E. Taylor, (11) "A New Career Educational Development Strategy for Rural Youth?--Greater Equity, Increased Priority, Model Approach, and Suggested Roles for Educational Institutions" by G.W. Taylor, and (12) "Is Career Education the Answer to the Educational and Vocational Needs of the Puerto Rican New Yorker?" by R.S. Valez. (SB)

The papers included in this publication were delivered at a conference initiated by the Centre for Information on Language Teaching in April 1971. Each of the four papers represents a distinct but related interest. The first, "The Language Barrier to Education" by B. Spolsky, examines sociological effects of differences between the language required in school and that used by pupils at home. By contrast, E.A. Peel's article, "Adolescent Concept Formation: Generalizing and Abstracting Processes," reports original research on the role of language in the growth of ability to generalize and abstract among adolescents during their education. D. Crystal defines the scope and value of stylistics as a branch of linguistic science in his "Stylistics, Fluency, and Language Teaching." The final paper, "Describing the Language Learner's Language," by S.P. Corder, defines what constitutes "error" in a learner's use of a second language. Commentaries on three of the papers are included. (RL)

Originating from a study group at the Dartmouth Seminar entitled "How Does a Child Learn English?" these four papers agree that all psychologically normal children come to school already highly proficient in operating a wide range of language structure. The first paper synthesizes some theories regarding language acquisition and discusses the role of the teacher in fostering the child's growth in language. The second paper concerns itself with the role of reading, especially in the secondary school curriculum where it is urged that all language activities be seen as reinforcing each other. The third paper voices a concern for the misunderstanding of language observed in the educational process and suggests that the vicious circle can only be broken by introducing into initial and inservice teacher training a strong component of corpus-based linguistic study of a fundamental kind. The fourth paper discusses the role of the school in building upon the preschool language experience of children. (HOD)

In his paper addressing the question, "What is English?" Albert Kitzhaber suggests that English is a body of knowledge called grammar, and a body of knowledge called literature, with the skills of communication as a unifying element. James Britton responds to Kitzhaber's paper and suggests that what needs to be asked is, first, "What is the function of the mother tongue in learning?" and, second, "What ought English teachers to be doing?" A response is then made to Britton's paper, and it is suggested, first, that the English teacher should engage pupils in activities which enable pupils through language to represent internally those experiences which are of moment to them, and to improve their mastery of the language. Secondly, English should be viewed as the objective study of language and as a medium in the study of other subjects. The remaining papers explore process, knowledge, and the English program; language as an intellectual study; what is teachable in composition and how (response is also provided); bifurcation or continuity in English programs; exclusion and inclusion of subjects in English programs; and child-centered curricula. (HOD)

The question of standards of language and attitudes toward language is discussed in this set of conference papers. In the initial paper, a short review of language teaching practices in the United States since 1900 is presented. At that time, both grammar texts and books on language written for the general public displayed a rigid and unyielding attitude toward grammar, while most philologists and linguists tried to demonstrate the concept that a single monolithic standard of good English was untenable in theory and not in accord with fact. It is this dichotomy and attempts to resolve it that provide the topics pursued in the subsequent papers: suggested definitions of linguistics; native speakers; standard English and the schools; standards and attitudes; explicit teaching of language concepts; implicit and explicit teaching of the English language; linguistics for the English teacher; social class, linguistic codes, and grammatical elements; and a statement on teaching language. (TO)

The papers in this book resulted from a workshop entitled "Toward a Humanistic Curriculum in English," cosponsored by the National Council of Teachers of English and the Michigan Council of Teachers of English. Papers are grouped under the major headings "The English Teaching Workshop--Program Design,""A Listing of Peripheral Activities,""Humanistic Curriculum Guides and Guideposts,""Topic Sentences for Discussion/Exploration /Action: The Products of the Basic Issue Study,""Alternatives and Possibilities for 1984 and 2001: Speculative Essays on the Future of English Education,""New Directions in Reading and Literature,""New Directions in Language, Linguistics and Grammar,""New Directions in Composition,""The Uses of Media," and "Annotated Bibliography." Appended are teaching ideas, materials sources, innovative strategies from workshop meetings, and a listing of workshop participants. (HOD)

Four papers discuss training and personnel in early childhood education. The concepts developed by the Division of Training Programs in seeking to award a grant for planning inservice training programs are described by J. Gerald Minskoff as is the role of a training coordinator. An evaluation of a pilot program to train teacher aides is presented by Fred L. Gross, while Leonard Kaplan and Vallis Fineberg consider the effective use of paraprofessionals in the classroom. Also included is a paper by Richard Artes on the use of paraprofessionals for speech and language development in young children. (RJ)

Thirteen papers on early childhood education are presented on the following topics: stimulation and cognitive development of infants and younger children, curriculum development for young handicapped children, a rationale for sequencing instructional activities for preschool handicapped children, observation of educational activities and children's behavior in a nursery school, materials and procedures for assessing cognitive development in preschool children, a preschool program for young cerebral palsied children, the British Infant School Program, the program of the Human Development Training Institute (San Diego), two papers on the young visually impaired dealing with age ranges from birth to 3 years, and 3 to 6 years, and a service for parents and visually handicapped preschoolers in a metropolitan area. Also included are discussions of a demonstration project of speech therapy for preschoolers with cleft palate and new techniques in speech therapy for young children. (RJ)

The development of understandings, attitudes, and appreciation appropriate for selective state and local vocational-technical educators, guidance personnel, general educators, and federal personnel with potential responsibilities for residential vocational education programs comprise the focus of this conference. Working papers which were presented as a basis for conference discussion included: (1) "Developing a Philosophy of Residential Vocational Education" by William T. Logan, Jr., (2) "Facilities-Residential, Education, and Student Services Facilities for Students in Residential Vocational Schools" by James M. Hughes, (3) "Geographical locations for Residential Vocational Schools" by J. Clark Davis, (4) "Selection and Evaluation of Students for Residential Vocational Schools" by Merrel R. Stockey, (5) "Student Life, Counseling, and Guidance for Students in a Residential Vocational School" by Kenneth B. Hoyt, and (6) "Curriculums, Course Objectives, and Instructional Materials for Students in Residential Vocational Schools" by Jim L. Moshier. A related document which includes summary papers by the consultants who presented the initial working papers is available as VT 009 087. (CH)

The development of understandings, attitudes, and appreciation appropriate for selected state and local vocational-technical educators, guidance personnel, general educators, and federal personnel with potential responsibilities for residential vocational education programs comprised the focus of this conference. Major issues related to residential vocational education were identified as: (1) concern over the broad age coverage and the feasibility of training the ages of 14-21 as a merged group, (2) the overall role of residential vocational schools, and (3) the socioeconomic groups to be served. Recommendations of conference participants have been incorporated into summary papers which were presented as the final phase of the conference. A related document which presents the initial working papers by the authors of the summary papers included in this document is available as VT 009 086. (CH)

A selection of four papers from those presented at the CEC Northwest Regional Conference (Vancouver, British Columbia, October 21-24, 1970) deals with the involvement of parents in school programs. Beryl Gridley briefly skims the area of work with parents of exceptional children while Vera Brinson details work with parents of preschoolers. Ila Gangnes considers the parents who have children in a residential school; and William Womak examines the parental emotional response to mental retardation and professional support. Other collections of papers from the conference have been compiled and are available as EC 031 525 (Pre and Inservice Training), EC 031 526 (Social and Institutional Changes in Special Education), EC 031 527 (Administrative Procedures and Program Organization), and EC 031 529 (Teaching Strategies, Methods, and Instructional Materials). (CD)

A collection of ten papers selected from those presented at the Special Conference on Instructional Technology (San Antonio, Texas, December 1-4, 1970) consider the use and evaluation of instructional technology in the classroom. Papers examine such areas as stimulation of the learning process through technology, the use of the paraprofessional as an interface through programed tutoring in the teaching of reading, the modular instructional system as an interface, man-machine interfaces in training optacon readers, a computer assisted instruction course in the early identification of handicapped children, evaluation of instructional materials and prediction of student performance, validation of learning modules, and instructional resources and their application to a child centered learning process. Other collections of papers from the conference have been compiled and are available as EC 031 520 (Adoption of Technology and Program Development), EC 031 521 (Instructional Technology for Personnel Training), EC 031 522 (The Improvement of Special Education through Instructional Technology), and EC 031 523 (Communication, Production, and Dissemination of Instructional Technology). (CD)

Eight papers selected from the CEC Northwest Regional Conference (Vancouver, British Columbia, October 21-24, 1970) cover pre and inservice teacher training. The role of university personnel in the training of special education, training from the point of view of a director of special education, the role of the clinical professor in upgrading special education teacher training programs, two papers on the teacher as part of the special education training team, the how and why of inservice programs, and two presentations on professional preparation in recreation and physical education for the handicapped are featured. Other collections of papers from the conference are available as EC 031 526 (Social and Institutional Changes in Special Education), EC 031 527 (Administrative Procedures and Program Organization), EC 031 528 (Involvement of Parents in School Programs), and EC 031 529 (Teaching Strategies, Methods, and Instructional Materials). (CD)

A collection of ten papers selected from those presented at the CEC Northwest Regional Conference (Vancouver, British Columbia, October 21-24, 1970) consider teaching strategies, methods, and instructional materials in special education. An optometrist's view of perceptual training for children with learning problems; developmental vision and learning; the role of the educator in assessment; an examination of an educational methodology; a theoretical framework for the establishment of a special education instructional materials center network in Canada; preschool training for the nursery age retarded child; development of critical thinking through use of the Guilford model; cooperation and interaction of American and Canadian special education; and a report on the panel concerning a regional resource center for handicapped children and its impact on Northwest schools are among papers included. Other papers from the conference are collected and available as EC 031 525 (Pre and Inservice Teacher Training), EC 031 526 (Social and Institutional Changes in Special Education), EC 031 527 (Administrative Procedures and Program Organization), and EC 031 528 (Involvement of Parents in School Programs). (CD)

Four papers from the Special Conference on Instructional Technology (San Antonio, Texas, December 1-4, 1970) discuss communication, production, and dissemination of instructional technology. The papers focus on such areas as the dissemination process for instructional media, by Raymond Wymna; and application of a total information packaging system for dissemination of research products, by M. Stephen Lilly; communicating technology, by Ted Ward; and building technology for the development of educational products, by Walter Borg. Other collections of papers from the conference have been compiled and are available as EC 031 520 (Adoption of Technology and Program Development), EC 031 521 (Instructional Technology for Personnel Training), EC 031 522 (The Improvement of Special Education through Instructional Technology), and EC 031 524 (The Use and Evaluation of Instructional Technology in the Classroom). (CD)

Administration procedures and program organization is the topical consideration of nine papers selected from those presented at the CEC Northwest Regional Conference (Vancouver, British Columbia, October 21-24, 1970). The presentations include an introduction to interdistrict cooperatives; special education and government and problems in rural areas; work experience programs for the educable mentally handicapped and a community work study endeavor; programs for the multiply handicapped and a multidiscipline approach to the treatment of multiply handicapped children; and a description of a work oriented school for educable mentally handicapped. Other collections of papers from the conference have been compiled and are available as EC 031 525 (Pre and Inservice Teacher Training); EC 031 526 (Social and Institutional Changes in Special Education), EC 031 528 (Involvement of Parents in School Programs), and EC 031 529 (Teaching Strategies, Methods, and Instructional Materials). (CD)

A collection of nine papers selected from those presented at the Special Conference on Instructional Technology (San Antonio, Texas, December 1-4, 1970) concern instructional technology for personnel training. Included in the collection are papers on demonstration projects in instructional technology (purposes, planning, and problems), instructional technology as defined and applied to personnel training, packaging parental materials for teaching self help skills to multiply handicapped children, a new media specialists training program, accountability in teacher preparation, teacher-directed inservice education (a change agent for instructional technology), long distance microtraining, and packaged self instruction materials for isolated teachers of the handicapped. Other collections of papers from the conference are available as EC 031 520 (Adoption of Technology and Program Development), EC 031 522 (The Improvement of Special Education through Instructional Technology), EC 031 523 (Communication, Production, and Dissemination of Instructional Technology), and EC 031 524 (The Use and Evaluation of Instructional Technology in the Classroom). (CD)

A selection of four papers from those presented at the Special Conference on Instructional Technology (San Antonio, Texas, December 1-4, 1970) are featured. Donald Mahler considers the issue of adopting technology in local schools. Adoption of instructional technology, as part of curriculum development in mental retardation (Marguerite Thorsell), and as partial fulfillment of community needs (Mary Reed Crocker), is explored, while media and curriculum research and its implications for improved program development are examined by Jenny Armstrong. Other collections of papers from the conference have been compiled and are available as EC 031 521 (Instructional Technology for Personnel Training), EC 031 522 (The Improvement of Special Education through Instructional Technology), EC 031 523 (Communication, Production, and Dissemination of Instructional Technology), and EC 031 524 (The Use and Evaluation of Instructional Technology in the Classroom). (CD)

Articles included in the collection of convention papers discuss a creativity score from the Stanford Binet and its applications, performance based instruction, methods for maximizing the development of talent among the urban disadvantaged, and talent potential among the disadvantaged. Abstracts of papers are provided on the following topics: effects of anxiety on creativity, a followup of sixth grade regular and special class gifted, a holistic conception of creativity and intelligence, measuring perceptual motor ability, and curriculum in differential education for the gifted. (JM)

Presented are 59 short, selected convention papers (conference reports) on different aspects of educational needs for handicapped children. Representative topics include the Warren Project on effectiveness and feasibility of early admission to school for mentally advanced children, sheltered workshops for the trainable mentally handicapped, the school's responsibilities and resources for the neurologically impaired, reading instruction in the psychiatric schoolroom, current developments in research on the comprehension of rapid speech, the use of eye reports for statistical purposes, a vocational readiness project for young handicapped students in New York City, the influence of sociopathy on children's reactions to reading instruction, aspects of enrichment in more effective teaching practices for exceptionally talented children, Peabody College research on the Illinois Test of Psycholinguistic Abilities, higher standards and better professional training for teachers of homebound and hospitalized children, retention in educable retarded and normal subjects as a function of amount of original training, preparation of teachers for exceptional children, and curriculum goals for the homebound and hospitalized. (CB)