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There is mounting evidence that the programs and services essential to provide adequately for the educational needs of the nation will necessitate a broader and more demanding education structure than ever before. Specialists in many educational areas were asked to identify the characteristics of educational structure in relation to the achievement of established goals that would be essential to provide necessary and desirable programs. After having assessed the available research, reviewed the literature, and secured the empirical judgment of knowledgeable leaders and administrators in their respective fields of specialization, these specialists submitted 54 position papers to the Great Plains School District Organization Project. Fifteen of these papers have been reproduced in this publication. It is hoped that these contributions will be used as starting points for further study, analysis, and utilization by those who seek to develop a system of school organization that will make possible comprehensive and equitable educational opportunities for all children, particularly those in the State of Nebraska. A related document is EA 022 608. (Author)

GENERAL GUIDELINES FOR THE TRAINING AND THE CERTIFICATION OF ELEMENTARY GUIDANCE WORKERS ARE DEVELOPED AFTER A DISCUSSION OF THE PHILOSOPHY AND GOALS OF ELEMENTARY COUNSELING. THE DEVELOPMENTAL APPROACH, WHICH REQUIRES EMPHASIS ON THE AFFECTIVE, COGNITIVE, SOCIAL, AND PHYSIOLOGICAL DOMAINS, IS STRESSED. THE INTERRELATIONSHIP OF THESE DOMAINS, THE SCOPE OF EACH, THEIR PROBLEMS, THEIR IMPACT UPON THE DEGREE OF LEARNING THAT TAKES PLACE IN THE ELEMENTARY SCHOOL SETTING, AND A SURVEY OF THE LITERATURE ABOUT THEM ARE PRESENTED. THE PROFESSIONAL RESPONSIBILITIES AND PROFESSIONAL COMPETENCIES OF THE ELEMENTARY COUNSELOR ARE DISCUSSED BEFORE A GENERAL PROGRAM AND CURRICULUM ARE OUTLINED. (PS)

Selected by the Division of Manpower Development and Training, U. S. Office of Education (HEW, Washington, D. C.), the Montal Educational Associates conducted a Symposium for Bilingual-Bicultural Educational Manpower Development. The Symposium's purpose was to bring together Spanish Speaking educational and manpower experts from throughout the nation to discuss and identify educational manpower priorities and to prepare position papers for critical review and commonality. Held on March 14-16, 1974, the participants were representative of Chicanos, Puerto Ricans, Cubans, and Latin Americans from each region in the United States; and observers from the U. S. Office of Education, the Department of Health, Education, and Welfare, and the Department of Labor. This publication consists of the position papers which were critiqued by 40 to 50 experts at the Symposium: (1) "Strategies for the Inclusion of the Spanish Speaking in the Implementation of the Comprehensive Employment and Training Act of 1973"; (2) "Career Education, the Comprehensive Employment and Training Act of 1973 and the Spanish Speaking"; (3) "Bilingual-Bicultural Curriculum"; (4) "A Humanistic and Objective Approach to Accountability"; (5) "Staff Development"; and (6) "The Needs of the Spanish Speaking Mujer in Woman-Manpower Training Programs". (NQ)

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)

The Learning Research and Development Center at the University of Pittsburgh, as part of a consortium of 15 educational agencies, is the prime contractor for a project to design, conduct, and diffuse training programs for educational R & D personnel. Four training programs in the areas of curriculum development and the design and conduct of local educational change programs are under development and test. Each area includes one short term program (6-week institute) and one long term program (two or three years). This document--an introduction to the training program--is followed by five papers that focus on the program of training in the design and conduct of local educational change programs. (For three of these papers see EA 004 409-411.) The choice of these training programs for special attention was made with the considerations that (1) the payoff of educational innovation is found in improvements in local instructional programs and (2) the utilization of innovations is the responsibility of school systems viewed as the consumers of innovations usually developed elsewhere. (Author)

This volume contains four papers concerned with various aspects of the implementation and evaluation of a curriculum innovation. The innovative curriculum was developed by ERIE to provide science instruction, based on behavioral objectives, for elementary students. The first paper introduces ERIE's study of the innovation installation. The next two papers provide some positive aspects and some negative facets of the science curriculum. The final paper discusses some factors that determine the relative success or failure of curriculum innovations. (RA)

The following are nine papers delivered at the annual workshop for junior and senior college English teachers held at Hinds Jr. College on February 5, 1972: "The Role of Grammar in the Classroom" -Mrs. Elba Patterson; "Grammar in the English Class" -Dr. Gerald Walton; "Creative Writing and Freshman English" Gordon Weaver; "Attitudes Toward the Term Paper" -Mrs. Pauline Fitzgerald; "The High School Research Paper" -Mrs. Rose Scherck; "English Literature and Captive Sophomores" -Dr. Maria H. Butler; "The Effective English Teacher" Edward Gordon; "Literature's Credibility Gap" -Harry Wells McCraw; and "Encouraging Sophomores to Enroll in World Literature Classes" -Mrs. Alyne Simmons. (AL)

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)

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)

Three of the papers in this collection present the separate models--school based, employer based, and home-community based. Titles of the five papers are: (1) "Facts and Fantasies of Career Education" by Gorden I. Swanson, (2) "Strategies for Implementing Career Education: A School Based Model" by Aaron J. Miller, (3) "Employer Based Career Education (EBCE)--A Model Developed At The Far West Laboratory For Educational Research and Development" by Bela H. Banathy and Robert M. Peterson, (4) "The Home-Community Based Model (Model Three) Of The U.S. Office Of Education's Career Education R&D Program--A Synopsis" by Cornelius F. Butler, and (5) "A Summary Of A Rationale For Education For Work" by Jerome Moss, Jr., Brandon Smith, and George Copa. Two points covered in the speeches that may be of special interest to program planners are the basic career education elements and the career education curriculum model. (JS)

Advocating reform of the history curriculum, this paper builds upon the "paradigmatic" impact of scientific advancement upon social and cultural, as well as intellectual and scientific, communities. Historians are constructing new paradigms of the discipline structure by stressing theory, methodology, and by relating historical knowledge to general knowledge, all pointing to the necessity of an interdisciplinary approach to promote good scholarship and analytic history. New perspectives are reflected in historians' works but not in curriculum structure. The profession could incorporate changes, first, by delineating theories of curriculum accepted by history departments, and second, by examining tactics utilized to transform the curriculum, eight of which are: 1) structuring curriculum to reflect a particular theory of history; 2) introducing new methodology courses; 3) providing alternative courses of study; 4) using senior level interdisciplinary seminars; 5) encouraging a particular approach to history through requirements; 6) incorporating area studies courses into the curriculum; 7) using national history at an introductory level; and 8) developing courses with topical and thematic approaches. Historians and educators, if able to harmonize curriculum structures with the new paradigms in historical thinking, could revitalize higher education. (SJM)

To develop the methodology of designing local educational change, the R & D center staff first identified four critical weaknesses leading to the failures of changes attempted in schools. These weaknesses were categorized as (1) change made without prior analysis of its effects on the whole system, (2) change imposed externally without regard to specific local needs, (3) change made for the sake of change without regard to fundamental reform, and (4) no organism within the system with specific responsibility for the design and maintenance of the change. Independently, a multicomponent closed system was modified to work within the system model to prevent the critical faults from occurring. The modification resulted in an 11-step task flow. Finally, packages of interpersonal, analytical, and information-gathering skills were developed to aid the change specialist in performing the tasks. This paper describes the development of the task flow. Related documents are EA 004 408, EA 004 410, and EA 004 411. (Author)

A number of the working papers produced for the guidance of the staff of the Australian Science Education Project during the development of instructional units for secondary school science are included in this package. Topics covered range from a discussion of the implications, for curriculum writers, of the research on cognitive development to checklists for stages in the development of a unit. The titles of the working papers are: "Ways of Dealing With Subject Matter According to the Stages of Development of the Children,""The Structure of a Typical Unit,""Contents of Teacher's Guides (First Trials),""Units to be Developed,""Steps in the Development of a Unit,""Preamble to the Aims,""The Aims of the Australian Science Education Project,""The Main Ideas to be Developed in ASEP Materials,""Use of the Inquiry Approach,""A Taxonomy of ASEP Objectives,""Preparation of Second Specifications of a Unit,""Re-allocation of Units for Development,""A Plan for the Second Trials of Units," and "Checklist for Unit Development and Production." [Not available in hard copy due to marginal legibility of original document.] (AL)

Papers compiled in this report from a conference on teaching a foreign language (usually French) to all primary school pupils in England reflects the national effort to extend language instruction in the comprehensive school programs now under development. The papers raise fundamental questions about the nature and purpose of the general curriculum and the methodology of language teaching. Problems related to the availability of trained teachers, the provision of equipment, and the development of course materials to suit pupils of varying ability are also examined. Resource materials and a list of participants are included. (RL)

This survey of profession-wide accomplishments and failures in foreign language instruction, characteristic of the last two decades, is complemented by suggestions intended to spur teachers and educational institutions into initiating improvements in curriculum development considered to be vital to the survival of the foreign language profession. Specific references to programs and publications, characteristic of the period under consideration, are outlined in four categories: (1) professional statements, (2) professional programs with specific objectives, (3) selected publications, and (4) new means for professional communiction. Concluding remarks predict that unless the language teaching profession recovers the "boldness" of the early 1950's the profession shall be nothing more than a "paper tiger" in an academic jungle. (RL)

This paper is a working model for a new one- or two-semester civics education program for high school students. The paper is divided into four major sections. Part I treats existing civics programs and explains how the Politics and Participation Program seeks to correct two general problems facing the schools and civic education - 1) it attempts to develop a civics course that enables a student to develop some explanatory generalizations about the operation, organization and interaction of a political system; and 2) it seeks to allow the student to participate in the school community for the clarification of abstract political concepts through concrete experience. Part 2 presents the analytical framework that guides the course content and explains how the major political concepts of the framework may be used to answer relevant questions; Part 3 focuses on the basic learning activities of the program; and Part 4 sets forth a general outline of the course. The purpose of this new course is: to offer students a systematic framework for studying various political questions; to teach them the skills necessary to use the analytical framework; to use the school as a laboratory for practical experience; and to give them opportunities to participate responsibly in the life of the school. (FDI)

This paper, fifth in a series produced by the Science and Mathematics Education Information Analysis Center, is based on an address given at the 44th Annual Meeting of the National Association for Research in Science Teaching by an Assistant Superintendent of the Cleveland Public Schools. Curriculum developers have tended to view curriculum as segments of subject matter, ignoring "how, for what purpose, to whom and by whom it is to be learned and taught." Criteria for judging curricula in terms of authenticity, inclusiveness, and teachability are discussed, and a need for evolving, not static, curriculum models indicated. The role of the school, of teachers, of university education and subject-matter scholars, technicians and evaluators in designing and implementing curricular change is considered, and the necessity of partnership emphasized. (AL)

Six topics were covered in the 17 papers presented at the Maryland Reading Institute: (1) teacher education, (2) utilization of reading personnel, (3) evaluation and review of curriculum innovations, (4) evaluation of reading resource materials, (5) individualization of instruction, and (6) reading and the social studies. Some of the specific subjects discussed were the role of reading specialists, the current trends in reading teacher education, an "open door" policy in using reading personnel and facilities, criticism of current definitions of innovation, gathering reading materials and organizing an effective reading resource facility, the use of learning stations in an individualized program, and the use of the daily newspaper in elementary language arts programs. References are included with most papers. (AL)

Based on observations and experiences in a Title III (Elementary and Secondary Education Act) project to individualize instruction in the ungraded Rocky Boy Elementary School (grades 1-6, Rocky Boy Indian Reservation, Box Elder, Montana), this position paper considers the problem of finding a suitable or workable curriculum and classroom climate for teaching reading, writing, and arithmetic in a traditionally designed school. In the paper, the pros of individualized programmed instruction are discussed considering boy vs. girl, development of the self-learner in relation to his culture, peer-tutor relationships, achievement, characteristics of the self-learner in relation to programmed instruction, and contingency management. Cons of individualized programmed instruction are discussed in terms of the non-English-speaking child, the poor teacher, and behavioral objectivity vs. group interaction. It is suggested that individualized programmed instruction for Indian children has merit and needs further study in view of its present short period of utilization. (MJB)

Children's language abilities develop in a predetermined order, one stage necessarily preceding the next. The rate of this development remains relatively the same for physiologically normal human beings. Through research it is becoming possible to identify critical periods in linguistic development. Teachers could utilize and exploit these growth rhythms by presenting language concepts that the student would be susceptible to at a particular time. Research results support not a preplanned program of instruction, but a flexible teaching strategy in which the teacher uses his knowledge of the developmental sequences to urge students along in the directions in which growth has been indicated. The main role of the teacher would be to provide occasions for pupils to use their developing language in ways which are appropriate to their level of maturity. Literature curricula should also correspond to levels of student language maturity in terms of dominant themes. The study group's responses, prompted by Whitehead's paper, are included. (LL)

This document contains abstracts of papers presented during the 93 sessions of the 1969 annual meeting of the American Educational Research Association. The papers use a wide variety of research approaches and techniques to investigate such topics as teacher characteristics and behavior, the learning process in various settings, curriculum development, student achievement, testing methods, cognitive development, instructional technology, individual differences, problem solving, and political and administrative influences on educational outcomes. A list of program participants is included. Related documents are EA 002 792, EA 002 793, and EA 002 794. (JH)

This document contains abstracts of 53 papers presented at the 1966 annual meeting of the American Educational Research Association. A sampling of the varied subjects covered includes: teacher training, behavior, and evaluation; student aptitudes, attitudes, motivation, and achievement; education of disadvantaged; statistical methods and theory; measurement problems; educational environments; curriculum development; test design; programed instruction; individualized instruction; language, mathematics and science learning; concept learning; and uses of computers in education. An index of the participants concludes the collection. Related documents are EA 002 791, EA 002 792, and EA 002 793. [Not available in hard copy due to fine print of original document] (DE)

Fourteen papers collected under three headings--literature, language, and composition--consider what lies ahead in the teaching of elementary school English. Papers on literature cover the role of literature in elementary English programs (Alan S. Downer), the necessity for developing the student's imagination (James E. Miller, Jr.), the nature of the analytic process in studying literature (Roy Harvey Pearce), and the relationship between the "knowledge explosion" and the values of traditional literature (Edward W. Rosenheim, Jr.). Papers on language treat what children need to know about language (Ruth G. Strickland), the distinction between competence and performance in language (Owen Thomas), the limitations of imitation in language acquisition (Philip B. Gough), sentence growth as explained by transformational generative grammar (Kellog W. Hunt), system and variety in American English (Raven I. McDavid, Jr.), problems of Negro speakers of nonstandard English (William Labov), and E. E. Cummings' creative manipulation of grammar (Priscilla Tyler). Three papers on composition discuss teaching the process of writing, the place of rhetoric in the preparation of composition teachers (both by Wallace W. Douglas), and the interrelationship of composition and literature in the elementary grades (Eldonna L. Evertts). (LH)

This collection of selected papers covers a variety of community-junior college topics. Evaluating the instructional staff is the first one examined. Aspects such as evaluation criteria, purposes, and obstacles; the role of effective recruitment; the need for in-service training; and student and administrative participation are covered. Included are sample forms used in several junior colleges to evaluate faculty members, division chairmen, deans of instruction, and deans of students. Faculty employment guidelines for one junior college are also provided. Next, the role of the academic dean is considered, particularly as it affects faculty growth and excellence, curriculum development, and personnel administration. The roles of various members of the community-junior college staff in curriculum development are then considered, in conjunction with a discussion of the place of objectives, evaluation, curriculum meetings, and resource agencies outside the specific institution. Next, the historical development and methods of incorporating the general education requirement into a school's curriculum are surveyed, followed by a suggestion for more economical operation of student data processing laboratories through use of a full-time lab supervisor. The concluding papers deal with the increasingly diverse demands confronting schools, staff, and students, and with current trends in community-junior college public relations. (JO)

Position papers on planning for school district organization were prepared for the project staff of the Great Plains School District Organization Project, a four-state study. A total of 104 studies and reports were prepared by personnel from secondary schools, institutions of higher learning, State Departments of Education, and related educational institutions in Iowa, Missouri, Nebraska, and South Dakota. Of the 104 studies and reports, 54 were position papers developed in the areas of educational needs, demographic factors, curriculum and educational programs, educational services, and organization and finance. A total of 68 position papers and reports are presented in this publication, followed by a synthesis of findings and recommendations reported in the papers, and a discussion of the implications of the information included in the papers. (VM)

PROBLEMS RELATED TO THE AVAILABILITY OF HUMAN RESOURCES IN LESS DEVELOPED AREAS OF THE WORLD ARE PRESENTED IN A SERIES OF PAPERS FROM A 1963 UNITED NATIONS CONFERENCE. AN INTRODUCTORY SECTION EMPHASIZES MANPOWER PROJECTION AND ASSESSMENT TECHNIQUES, PUBLIC MANAGEMENT, AND OCCUPATIONAL HEALTH AND SAFETY AS THEY RELATE TO ECONOMIC DEVELOPMENT. THE REMAINDER OF THE VOLUME IS CONCERNED WITH THE EDUCATION OF SCIENTIFIC AND TECHNICAL PERSONNEL AND IS SUBDIVIDED INTO (1) PLANNING POLICIES FOR THE DEVELOPMENT OF SCIENTIFIC AND TECHNOLOGICAL PERSONNEL AND (2) EDUCATIONAL PROGRAMS. TOPICS CONSIDERED IN INDIVIDUAL PAPERS INCLUDE--(1) POLICIES FOR THE INCLUSION OF SCIENCE, SCIENCE EDUCATION, AND TECHNOLOGY IN EDUCATIONAL PROGRAMS, (2) THE CURRENT STATUS OF PRIMARY AND SECONDARY SCIENCE AND MATHEMATICS PROGRAMS IN THE UNITED STATES, (3) TRENDS IN THE EDUCATION OF SCIENCE AND MATHEMATICS TEACHERS, (4) PROCEDURES IN CURRICULUM DEVELOPMENT, (5) DESIRABLE PRACTICES IN TEXTBOOK PUBLICATION, AND (6) THE IDENTIFICATION OF SCIENCE TALENT IN YOUTH. THIS DOCUMENT IS AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $0.60. (AG)

THESE PAPERS WERE PRESENTED AT THE 1966 ANNUAL CONFERENCE OF THE NATIONAL ASSOCIATION FOR FOREIGN STUDENT AFFAIRS IN CHICAGO AT SECTION MEETINGS OF THE ASSOCIATION OF TEACHERS OF ENGLISH AS A SECOND LANGUAGE. SUBJECTS (AND AUTHORS) OF PAPERS PRESENTED ARE AS FOLLOWS--CURRICULUM PATTERNS (M. FINNOCHIARO), TEACHER PREPARATION (S. OHANNESSIAN), ASIAN AND AMERICAN EDUCATIONAL SYSTEMS (W.B. VAN SYOC), TRANSFORMATIONAL THEORY AND CONTRASTIVE ANALYSIS (P. SCHACTER), CONTRASTIVE ANALYSIS OF ENGLISH AND TAGALOG (R.D. WILSON), TRANSFORMATIONAL ANALYSIS (L. MCINTOSH), SOCIOLINGUISTICS (C.A. FERGUSON), SOCIOLINGUISTICS (J.C. CATFORD), SECOND LANGUAGE LEARNING (J.B. CARROLL), PSYCHOLOGICAL ADJUSTMENTS (R.C. GARDNER), PLANNING GUIDELINES (C.H. PRATOR), TESTS (L.A. PALMER), LISTENING AND READING (V.F. ALLEN), PRONUNCIATION (E. ENATA), COMPOSITION (W.R. SLAGER), AND READING AND WRITING (R.B. KAPLAN). THIS DOCUMENT IS ALSO AVAILABLE FROM THE UNIVERSITY OF SOUTHERN CALIFORNIA PRESS, LOS ANGELES, CALIFORNIA, FOR $1.75. (AMM)

REPORTED ARE 15 SELECTED PAPERS ON VARIOUS TOPICS OF CURRENT INTEREST WHICH WERE PRESENTED AT THE VARIOUS REGIONAL CONFERENCES DURING 1966 AND 1967. THE VARIOUS CONFERENCES HAVE AS THEIR MAJOR CONCERNS (1) RECENT TRENDS IN GENERAL CHEMISTRY, (2) CHEMISTRY FOR GENERAL EDUCATION, (3) TEACHING UNDERGRADUATE ORGANIC LABORATORIES, (4) THE INTEGRATED LABORATORY, (5) THE GENERAL CHEMISTRY LABORATORY, (6) CONTEMPORARY DEVELOPMENT IN TEACHING GENERAL CHEMISTRY, AND (7) NEW APPROACHES TO LABORATORY INSTRUCTION. PAPERS ON THE FOLLOWING TOPICS ARE INCLUDED IN THIS PUBLICATION--(1) TEACHING CHEMICAL BONDING, (2) THE GENERAL CHEMISTRY COURSE, (3) INSTRUCTIONAL TECHNIQUES, (4) INTRODUCTORY LABORATORY, (5) CORE CURRICULUM LABORATORY PROGRAMS, (6) THE GENERAL CHEMISTRY LABORATORY, (7) THE INTEGRATED LABORATORY, (8) STRUCTURED CHEMICAL EXPERIENCES, (9) DEMONSTRATION EXPERIMENTS, (10) COMPUTER SIMULATION OF LABORATORY INSTRUCTION, (11) ANALYTICAL INTRODUCTION TO ORGANIC CHEMISTRY, (12) LABORATORY SAFETY, (13) TEACHING NON-SCIENCE MAJORS, AND (14) CHEMISTRY FOR TWO-YEAR COLLEGES. (DH)

SEVEN ARTICLES FROM THE INSTITUTE FOR RESEARCH ON EXCEPTIONAL CHILDREN CONSIDER THE GIFTED CHILD. THE FIRST ARTICLE, "LEADERSHIP TRAINING FOR THE GIFTED--A GRADUATE PROGRAM," IS BY J.J. GALLAGHER, DIRECTOR OF THE PROGRAM. SIX RESEARCH AND DEVELOPMENT PAPERS BY GRADUATE STUDENTS FOLLOW--"THE VARIABLE OF RACE, SEX AND INTELLIGENCE RELATED TO SOCIAL CHOICES OF DIADVANTAGED, GIFTED CHILDREN" BY V. GODMAN, "HONORS PROGRAM STUDENTS--THEIR ACADEMIC ATTAINMENTS, PERSONALITY TRAITS AND SELF CONCEPTS" BY W.D. SIMMONS, "AN ANALYSIS OF THE VERBAL DEFINITIONS OF ELEMENTARY SCHOOL CHILDREN--A PILOT STUDY" BY M. WEISER, "EVALUATION OF A SUMMER WORKSHOP ON GIFTED CHILDREN" BY F. SHAFFER, "DEVELOPING A SOCIAL STUDIES CURRICULUM FOR TEACHING VALUES IN THE ELEMENTARY SCHOOL" BY M. SCHEVERS, AND"THE DEVELOPMENT OF A PROGRAM OF SENTENTIAL LOGIC FOR GIFTED STUDENTS" BY K.A. RETZER. THE STUDENT PAPERS ALL PROVIDE FIGURES, TABLES, AND REFERENCE LISTS. (JD)

The immediate purpose of this consultation paper is to plan for a proposed seminar or seminars which would offer training to personnel concerned with the development of population education and its introduction in education systems. Some aspects of the broader setting for this training are briefly sketched, such as: a) the formal actions taken by the various United Nations agencies indicating the programs and services available in population and family planning; and, b) ways in which Unesco's role in educational systems in population/family planning differs from Unesco's work in other areas. A number of problems need to be considered: 1) definition and delineation of population education; 2) problems of curriculum development; 3) instructional materials and aids; 4) teacher education; 5) training of leadership personnel; and, 6) evaluation. In considering possible answers to these problem areas, the meeting may be in a position to provide guidance not only on specific matters such as objectives, content and scope of the proposed training courses, but also on the wider overall program of action into which the course should fit. (Author/JLB)

This document is a collection of three papers: (1) "Some Variables Why So Few Black High School Graduates Attend Post-High School Area Vocational Schools," by Max Farning, (2) "The Role of Simulation in Teaching Complex Problem Solving Skills," by Curtis R. Finch and Patrick A. O'Reilly, and (3) "Investigation of the Effectiveness of a Design to Initiate Curriculum Change," by Mary Bach Kievit. Farning concludes that two variables have influenced the low enrollment rate of blacks: (1) negative attitudes toward blue collar employment, and (2) lack of knowledge about post-secondary area vocational schools. Finch and O'Reilly analyze the effectiveness of dynamic simulation as a means of teaching troubleshooting and discuss several implications for state-level vocational education planning, local utilization of simulators, and minimization of individual differences between students. Kievit considers a design for curriculum change based on teacher workshops. (BH)

This document is the report of a curriculum writing session. Using the recommendations and suggestions of the planning conference (SE 012 733), the writers produced detailed outlines for the grade seven through nine curriculum. The purpose and rationale of each unit are stated, and the separate sections outlined. Sample exercises are included for most units. The aims of making mathematics more relevant to real world problems, and of avoiding excessive abstraction and rigor, are continually stressed. Also included are three general reports on geometry, real analysis, and mathematical models; several position papers on specific topics; and a comparison of the new syllabus with the "first round" curriculum. (MM)

Sixteen mathematicians from universities, schools and industries met for five days in 1966 to plan a "second round" curriculum which would place greater emphasis on the relevance of mathematics to problems of the real world. Their deliberations are reported in this document. The three main recommendations were that the curriculum should contain: (1) frequent consideration of mathematical models of significant problem situations; (2) an introduction to those mathematical concepts which are important to the general citizen; and (3) probability, logic, computing and flow charts, and the concept of function, in addition to traditional topics. A series of reports and papers on various topics contain many suggestions for putting these recommendations into effect, especially in grades seven through nine. Also included are an annotated bibliography on applications of mathematics, and a list of topics for the use of mathematical models. (MM)

This document is the report of a curriculum writing session, and covers three activities: (1) a textbook for grade seven, written using the outlines produced the previous year (SE 012 735), was reviewed and criticized; (2) the outlines for grades eight and nine, also produced the previous year, were completed in greater detail; and (3) considerable attention was given to possible sequences of courses for grades 10-12. Broad outlines for several courses at this level were written, including a deductive block; a year of vector geometry, linear algebra, and elementary functions for grade 10; a course in analytic geometry and algebra; and a course in elementary functions and calculus. Several papers treating specific topics are included in this report. (MM)

The 11 papers collected in this book provide an analysis of a number of issues basic to English education. J. W. Patrick Creber discusses "rigour" in creative work and the question of "subject-centered" versus "student-centered" curriculums in British schools; Francis G. Townsend describes the working relationships between the departments of English and English Education at Florida State University; James D. Barry analyzes some of the difficulties of implementing the guidelines of the English Teacher Preparation Study; Donald D. Small discusses the content of methods courses in small colleges; Alan L. Madsen considers what instruction English teachers should have in literary critical theory; Alfred L. Papillon takes up the problems of a curriculum sequence in modern grammars for English teachers; Frank J. Zidonis studies the curriculum, learning theory, and teacher strategy for language instruction at the secondary level; Earl Seidman points out the values and limitations of microteaching; Sister M. Philippa Coogan surveys new materials and methods for helping and evaluating student teachers; Gordon M. A. Mork explains the use of the Verbal Reaction Behavior Log (VRBL) as a basis for evaluating student teachers; and Bryant Fillion presents methods of better preparing classroom teachers for the supervision of student teachers. (This document previously announced as ED 025 522.) (LH)