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Contents include the following papers: (1) "Vouching for School Desegregation," a discussion of the "regulated compensatory voucher plan" proposed by the Center for the Study of Public Policy (a private non-profit research group in Cambridge, Massachusetts) in 1969; (2) "Parental Involvement in the Desegregated School," Vincent J. Villa; (3) "Grouping for Instruction," Warren G. Findley; (4) "Puerto Ricans and Education," a report prepared by the Puerto Rican Congress; (5) "Evaluating Integrated Education," a report on the procedures developed by the Western Regional School Desegregation Projects, University of California at Riverside; (6) "Teacher In-Service Training in a Desegregated School Setting," Barbara Love; (7) "The Role of Black Curriculum in a Desegregated School Setting," B. Love; (8) "It Takes More Than the Administrator," Robert Jimenez; (9) "Organizing Techniques and Principles for Change," Frederick Ahearn; (10) "Pupil Personnel Services in a Desegregated School Setting," Robert V. Guthrie; (11) "Training Teachers for Bilingual--Bicultural Programs," Education/Instruction, Inc.; (12) "Native Americans, Curriculum Revision, and Desegregation," Jack D. Forbes; (13) "Toward a Chicano Curriculum;" (14) "A Position Paper on Community Organization in A Desegregated Setting," Southwest Program Development Corp.; (15) "Training Classroom Personnel In Dealing With Bilingual/Bicultural Children;" (16) "Indian Education: Some Alternatives," Andrew P. Lawson. (JM)

Four papers pertaining to health services for East Coast migrant workers are included in this publication. These papers are: (1) "The Crew Leader as a Broker with Implications for Health Service Delivery," (2) "Migrant Health Project with Implications for Health Service Delivery," (3) "Planned Change in a Migrant Health Project," and (4) "Life Style of Migrants on the Season and Their Adaptations to Community Attitudes." The first, a revision of a paper presented at the 30th Annual Meeting of the Society for Applied Anthropology on April 14-18, 1971, attempts to clarify the crew leader's role in health service delivery. The second paper is an evaluation of Pennsylvania's Migrant Health Project during 1964-1970, with a brief history of the Migrant Health Act. The third paper is a research proposal submitted for funding to the Pennsylvania State Department of Health for a migrant health project. The fourth paper, delivered at the Florida International University Migrant Program's Social Education Workshop on February 15-17, 1972, discusses a single agency stream-wide approach for dealing with the multifaceted problems of migrant workers. (NQ)

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 provides abstracts of papers prepared by the staff of the Manitoba Association of School Trustees for circulation to the trustees. The papers fall into three main categories: staff utilization, policy analyses of administrative and financial matters, and relations between laymen and professionals. Topics of the occasional papers cover pupil-teacher ratios, community involvement, teacher retirement, large school systems, differentiated staffing, accountability, policy making, the role of the school administrator, educational finance, educational data processing, teacher turnover, and the improvement of teacher education. Miscellaneous papers cover school district reorganization in Canada, a rationale for differentiated staffing, organizational effectiveness in education, and a study of the political socialization of the young. (MJM)

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 two papers in this booklet comprise part of the research in the Hungarian-English Contrastive Linguistics Project, which is concerned with investigating the differences and similarities between the two languages with implications for second language acquisition. The first paper compares the obstruent clusters in English and Hungarian, especially from a morphophonemic point of view; the second paper compares the glides or semivowels in English and Hungarian. (VM)

Two papers are included in this report. "Control and Feedback in the Environment of a Computer Tutor" investigates some control and feedback properties of a tutorial environment comprised of a student, his computer tutor, and the designer of the computer tutor. Three classes of computer tutor are described: rigid, generative, and knowledgeable. These classes are distinguished by an increase of the interactions among tutor and student and a decrease of the control of the tutor over the tutorial environment. Full partnership between tutor and student could be achieved with the help of programs that understand natural language. "Review in CAI: The Problem and an Implemented Solution" discusses review of material, which is made necessary by human memory loss. The computer tutor that incorporates review is built around performance programs that know what the student is to learn, generator programs that generate problems the student must learn to solve, and extensive diagnostic programs that guide the tutor in his interaction with the student. Borrowing compiler-writing techniques, a multi-level system for review has been implemented that avoids extra coding and repetition of material in identical form. (Author/JK)

Eight papers focus upon specific subject programs for educable and trainable mentally retarded (EMR and TMR) students. Three of the papers, concerning driver education and traffic safety education for EMR students, cover driver education guidelines and materials developed in a Michigan state institute involving teachers of EMR and teachers of driver education, Alabama's statewide project for EMR driver and traffic safety education, and a pilot project involving EMR students in a two-part Non-Traditional Driver Education Program emphasizing safety training. Other papers describe in detail the EMR home economics program at Oak Ridge (Tennessee) High School, discuss instructional objectives for work-study programs for EMR elementary through high school students, briefly describe the Northwestern Illinois Athletic Association for Trainable Mentally Handicapped Youth, present a Piagetian approach to arithmetic for the retarded, and examine the team work experience (supervised work in teams in community settings) in work oriented special education programs for retarded persons not able to benefit from the type of vocational training available within the structure of present work study programs on the secondary level. (KW)

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)

Four papers on perceptual processes, by (1) W. Ahlbrand; (2) E. Elenbogen, S. Sperry and G. A. Thompson; (3) B. Randhawa; and (4) T. Sticht and D. Glasnapp, which were presented at the 55th annual meeting of the American Educational Research Association, are critiqued here. Emphasis is upon the relevance of the papers to issues in perceptual development. It is suggested that word perception may be a direct process rather than the resultant of phoneme or letter discriminations. The importance of knowledge about perceptual development for education is noted. (Author/AMM)

This paper attempts to provide a coherent conceptual framework for the dissemination efforts of the Research and Development Center. It distinguishes three quite different ways in which the term, "dissemination", is used: 1) spread of information to a receptive audience; 2) the effort to induce large-scale change by a wide variety of activities; and 3) intensive effort to transmit skills and approaches to selected groups of practitioners. The paper then discusses briefly where the Center stands with regard to the importance of the activities encompassed in each usage, and indicates where current Center dissemination projects fall within the described framework. (Author/CH)

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)

This paper comments on Gagne's classification scheme with respect to learning outcomes, and offers a research design appropriate for instructional research studies. It challenges certain assumptions concerning correspondence between subject matter and categories, and asserts that the logic of experimental analysis should be applied to instructional research. The paper stresses the importance of systematic analysis of test stimuli in relation to instructional stimuli, in order to distinguish between learning and retention or transfer of training. (Author)

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)

This paper is the first of a series of occasional papers to be released through the ERIC Center for Science Education designed to report to the profession on various aspects of science education. The author reviewed three document types dealing with inservice education for secondary school science teachers. These were (1) published descriptions of inservice programs, (2) evaluative reports and studies of inservice programs, (3) research studies relevant to inservice education for science teachers. The documents reviewed were all published since 1960. The reports and studies reviewed can be classified into four general groups: National Science Foundation (NSF) institute programs, locally developed programs, cooperative college-school programs, and research and/or evaluative studies. The author summarized the studies reviewed and made some recommendations on the topics of (1) local inservice programs, (2) teacher attitudes, behaviors, and characteristics, (3) areas of needed research, and (4) research designs and evaluation. (RR)

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)

Demographic surveys and data could be used to assess programs and policies directly and indirectly concerned with the reduction of poverty, and, through the use of such survey data, to point to a number of population subgroupings which are or are not moving out of poverty. Annually collected Census Bureau facts, the basis of much of the analysis presented in this paper, can be used to make more intelligent program-decision progress in the war against poverty. These facts, organized in terms of age, family status and size, race, sex, region, work experience and occupations, etc., must have several of these variables combined in order to be practicable. Tables reporting age differences only, or white-nonwhite differences only, for example, tend to contribute spurious information for operating purposes. Furthermore such data must be studied in the form of time trends in order to detect degrees of progress for specific population categories. Topics covered in this paper include Special Hard-Core Poverty Groups, The Social Geography of Poverty, Family Size, and The Search for Causes and Solutions. (CH)

An institute on the utilization of personnel in libraries was conducted by the Florida State University School of Library Science in October, 1969. Papers presented are grouped into the following three broad categories: (1) changing attitudes toward personnel administration, (2) procedures for selecting middle management and (3) ways and means of developing effective leadership. The premise is that shortages in library personnel at all levels, but especially in the middle management positions, and inefficient use of personnel have kept libraries from providing the best possible services to individuals and communities. This publication is directed to professional librarians with management experience and administrative responsibilities for developing personnel to show them how to better use their staffs to improve the library. The papers presented include: (1) Leadership, (2) Democratic Administration and Morale, (3) Communications, (4) Policy of Selection, (5) Selection Devices, (6) Civil Service, (7) Opportunities for Growth, (8) Decision Making and the Delegation of Authority, (9) The Management Team, (10) Inservice Training: A Panel Discussion and (11) A Model Plan for Utilization of Personnel. (SG)

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)