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The papers in this volume resulted from a conference of British language educators convened to explore the common interests of those concerned with teaching English and foreign languages, particularly to the 11-15 age range. The students' social background and the special needs of immigrant children were also considered in relation to language in the curriculum. The first eight papers in this collection are revised versions of those presented at the conference. They are: (1) "English and Foreign Languages" by G. E. Perren, (2) "A Social View of Language in School" by Harold Rosen, (3) "Towards an Educational Theory of Language" by Peter Doughty, (4) "English in the Curriculum" by James Britton, (5) "Modern Languages in the Curriculum" by Eric Hawkins, (6) "Attitudes Toward Foreign Learning in Early Adolescence" by Clare Burstall, (7) "Patterns in the Discourse of Pupils and Teachers" by Ian J. Forsyth, and (8) "The Space Between" by James Wight. The ninth paper draws attention to some problems arising from discussions at the conference. An appendix listing participants is included. (Author/LG)

A problem currently facing many advertising agencies is the recruitment of top quality business school graduates as potential account managers. Viewing the problem from a marketing perspective, a career in advertising is seen as a product competing with other careers for the market of new graduates. Then it is possible to use one of the traditional methods of market analysis, attitude measurement, to compare the attitudes of students toward various careers. Recent research on brand attitudes has utilized an expectancy-value model, where attitude is conceptualized as a function of certain beliefs about the attitude object, weighted by some assessment of the value of the beliefs to the individual. In a study using the expectancy-value model, graduate students in business administration at the University of California, Los Angeles, responded to a questionnaire measuring attitudes toward seven different business careers, including advertising management. Results showed that advertising management ranked fourth among seven careers and was evaluated relatively neutrally. Students exhibited little disagreement as to the value of the 10 career features mentioned; however, there was considerable difference of opinion as to the ability of the careers to offer these features. Further analyses are given. (Author/TO)

Investigating the general hypothesis that word connotations differ between black and white youth peer groups, the author solicited personal reactions among black and white eleventh- and twelfth-graders to a list of twelve current complimentary and "fighting" jargon words. This hypothesis was accepted, and three others were suggested and developed; (1) Interpretations of word meaning by members of one racial community are often partially modified or completely changed by another racial community; (2) Where a clear experience of separate language socialization characterizes each racial community, conflict is likely to be derived from, if not exacerbated by, language differentiation; and (3) Lack of recognition of different word meanings in various racial groups by controlling groups strengthens the inter-racial communications barrier as well as the communication barrier between the total black and white community and the controlling groups. (Author/DB)

In this series of papers, primary consideration is given to manifest (expressed) and latent (unexpressed) perspectives on the College Level Examination Program held by faculty, administrators, and students in the Junior College District of Metropolitan Kansas City, Missouri. The first paper, "The Pros and Cons of CLEP: A Student Personnel Perspective," describes the historical development of the CLEP and relates key elements of the program to current issues in higher education. Consideration is also given to the presentation of basic methodological constructs that were used in the development of CLEP. Paper 2, "A Student Perspective on the CLEP Program," deals with the conceptual foundation of CLEP in terms of Maslow's theory of self-actualization. Paper 3, "A Faculty Perspective on CLEP," serves as an overview of faculty perceptions of CLEP. The final paper, "Functions and Dysfunctions of the College Level Examination Program for Institutional Subcultures in the Community College," projects manifest and latent perspectives of CLEP into the political milieu of institutional governance--the major problems and concerns related to CLEP perceived by institutional subcultures are discussed, and a model pertaining to alternative strategies for organization and implementation of CLEP is presented. (Author/DB)

These two papers summarize a portion of a wide-ranging survey, conducted in Memphis, of children's political attitudes and knowledge. Inconclusive data on prime influences in the process of political socialization and a lack of data on lower income, rural, Southern, black children suggested the scope of the research. The students sampled were in grades 3, 5, 7, 9, and 11 in public and Roman Catholic schools and in integrated and segregated schools. As reported in the first paper, each child interviewed was asked his opinion about a fictitious child's political preferences and shown drawings appropriate to his own background to illustrate people who might influence his choices. The results show the strong influence of parents and indicate circumstances under which that influence is mitigated. The second paper discusses the interview questions: "What does the President do?" and "What is government?" They were asked in order to test an assumption of youthful disaffection with government. Data is categorized on the basis of benevolent, malevolent, or neutral perceptions and in terms of global or domestic functions of government. (JH)

This paper describes methodologies and instruments for assessing interpersonal relationships and problems in desegregated schools. Two studies are described in which students entering predominantly black colleges were asked to report retrospectively concerning their (desegregated) high schools' social environments. The studies employed two alternative methods for assessing dissatisfaction and/or seriousness of problems. One of the methods compared the discrepancies between "perceived" and "ideal" environmental characteristics. The other method involved ratings of the "perceived" conditions and the "seriousness" of any problems emanating from the conditions. The studies indicated that among the dissatisfactions and/or problems regarded as most serious by the students were: lack of courses and activities relevant to the needs of black students; limited participation of black students in extracurricular, social, and other school activities; discriminatory attitudes and practices of teachers and others, especially with regard to discipline; opposition of some parents to integration; and lack of identification and loyalty to the school. The problems identified using both methods were similar in a number of instances, although important differences between the methods were noted. (Author/JM)

Education can help eliminate prejudice and form ethical attitudes. Unfortunately, education is not always such a positive force. Today, many majority youngsters leave our schools with excellent mathematics and reading skills, but with attitudes of racial bias and hatred that grossly contrast with democratic ideals. At the same time, we allow many minority youngsters to leave our schools without the quality education and meaningful skills they need. Many of these young people leave school as dropouts or pushouts, very bitter and disillusioned. There are several key factors, however, that can help majority youth assess their view toward racial and lower income minorities. These same factors may be instrumental in helping minority youth reassess their self-image, self-dignity and essential worth. This paper focuses on: (1) the concept of neutrality or objectivity as it affects those in our society who would be advocates for social change; (2) the role of the educational environment in reshaping academic achievement; and, (3) the very significant role that teacher attitudes can play in fostering academic achievement. The initial focus is on the consequences of mideducation: Examining the forces of advocacy, environment and attitudes, we may discover ways to eliminate disillusionment and discontent. (Author/JM)

This paper reports findings from the first two years of a 3-year study to evaluate the effects of court-ordered busing in Waco, Texas. The objective of this study is to determine minority student achievement gains or losses, attitudes toward busing and school desegregation, the degree of interracial cooperation and acceptance in Waco schools, and the effect of busing on each of the above. Two items in the Equality of Educational Opportunity Survey were used to identify the interracial climate of participating schools: intergroup hostility and interracial friendship. The primary question for this paper is: Do differences in students' perceptions of the interracial climate of the school relate to differences in individual student achievement? The original sample, drawn in the spring of 1971, consisted of a stratified random sample of seventh and eighth grade students. Approximately 240 minority students from that sample were bused to Waco Independent School District schools. The overall design of the study is that of a 3-year longitudinal panel. Data reported in this paper are from the first and second waves of collection (spring of 1971 and 1972). Multiple regression analysis is used since it allows one to weight the relative effects of contextual and individual attributes with all other factors controlled. (Author/JM)

The evaluation of a public tax-supported alternative school is described. The emphasis is upon the problems involved in the evaluation of this kind of school and suggested methods of overcoming them. A post-pre design combined with control groups is described, and the pros and cons of involvement and detachment on the part of the evaluators is considered. The problems associated with reactivity of the program staff and students to the evaluators are discussed. The main findings and results are presented. (Author)

The purpose of this study was to investigate the usefulness of a procedure (a modification of the Delphi technique) for identifying racially-related problems and achieving some consensus on solutions to these problems among students, parents, and the school staff. The students who participated attended six classes which were selected to provide a balanced cross-section of students. The first step was the completion of an open-ended questionnaire designed to elicit racially-connected school problems and suggested solutions. A second questionnaire was developed using the problems most frequently mentioned by the different groups representing each race. Under each problem were listed solutions that were suggested by the respondents, as well as those suggested by the project staff and two consultants. This second questionnaire was distributed to the participants asking them to evaluate each proposed solution to a problem on a five-point scale, or if they felt that the statement was not a problem, they could check that alternative. A third and final questionnaire was to be administered to the participants, specifying the most frequent response given to each solution. The third questionnaire was not approved by the principal and therefore was not administered. Even without the third questionnaire, this modified Delphi technique did provide a surprising degree of consensus concerning the solutions to most of the problems which were identified. (Author/JM)

Two aspects of the place of controversy in the secondary school social studies curricula are considered in this study. First, students' attitudes and descriptions concerning the introduction of controversial course material into the social studies curricula are investigated; and, secondly, the possible consequences of such material are examined. Data collected from 588 secondary students in three southern Illinois communities through a questionnaire administered to English classes shows that students strongly prefer an emphasis on controversial subject matter in social studies, that they expect the teacher's role to be active, and that half prefer the expression of personal opinions by the teacher. The consequences for the student in a civic education class with open discussion of controversial subject matter are investigated in relation to positive educational outputs of attitudes, behaviors, or perceptions. General conclusions drawn from measures of these three correlates are that secondary students prefer a comparatively strong emphasis on controversial subject matter in social studies and that, when allowed to discuss controversial materials openly in the social studies class, students display marked behavioral and perceptual effects not manifested in students more constrained in this activity. (Author/KSM)

To explore the impact of an introductory sociology course on concepts held by college students, a study was executed on the images of sociology and sociologists, the variation of this image with other variables, the degree and direction of change of these images on completing an introductory course, and variability among students' changes in direction and degree. Students enrolled in an introductory sociology college course were given questionnaires at the beginning and end of each term. A semantic differential technique was used with a seven-point scale for several polar opposites. In addition, questionnaires at the end of each course included a critique of the course and several background items. The hypotheses that college students would share a consistent image of sociology and that selected personal variables would not affect their images of sociology or sociologists were supported by the data. A third hypothesis, proposing little changes in student images of sociology after the introductory course, was not supported: student images did appear affected by the course. Research methodology, references, and tables of data are included in the report. (Author/KSM)

The research studied adolescents' opinions of and attitudes toward police. Answers to the following questions were sought: (1) Do sex differences in appraisals of policemen continue into the senior year of high school? (2) Is there a significant relationship between how students perceive police and how they have been treated by policemen? (3) Is there congruence between adolescents' appraisal of policemen and their appraisals of school authorities--teachers and administrators? Four hundred and nineteen high school seniors in San Jose, California responded to three questionnaire items asking for an evaluation of police fairness. The students were also asked if they had ever been in a situation in which they had felt unjustly treated by a policeman and/or by teachers and other school authorities. Findings showed that: (1) Girls continue to rate policemen more favorably than do boys. (2) Those treated unjustly by a policeman had a poorer opinion of policemen. (3) There is congruence between adolescents' appraisal of policemen and their appraisals of school authorities. (Author/RM)

The purpose of this study was to determine whether a teacher's involvement in a National Science Foundation Summer Institute Program designed to increase his content competencies would alter his perception of self and subject, and subsequently alter his students' views of science and education as a whole. Thirty-two teachers participating in a 1971 summer program (Group I) and thirty teachers participating in a 1972 summer session (Group II) were studied. The Student Semantic Differential, Teacher Semantic Differential, Annual Self-Inventory for Science Teachers, and Teacher Concern Statement were taken on both groups of teachers prior to their participation in the institute: after the first year following the institute; and for Group I teachers, after the second year following the institute. Findings showed that there was only partial positive group effect on the attitudes of Group II participants' students toward the world of science; Group I showed no change at the close of the first year, but the second year study revealed a possible beginning of student attitude change. There was an apparent negative effect on participant attitudes immediately following the institute that was reversed during the following year of teaching. The professional self perception of all participants was markedly improved, but less success was noted in the ability of the participants to increase the maturity of their concerns about teaching. (DT)

A successful evaluation or improvement of teaching program ought to develop after a careful consideration of the attitudes and perceptions of those most directly affected--namely students and faculty members. An understanding and awareness of the forces which control their actions on the intellectual-social-cultural environment of the university is necessary in order to implement an effective program in which students evaluate the performance of the instructor. Student assessment instruments often reflect a clear set of skills and personality characteristics which must be possessed by teachers if they are to receive high ratings. On the other hand, the long selection and training process which finally produces a college teacher may systematically deemphasize the acquisition of those skills and even penalize those who acquire them. In order to improve instructor evaluation the programs: (1) should be under the auspices of faculty and not students; (2) should recognize that there are many profiles of effective teaching; (3) should emphasize growth and change; and (4) should emphasize the fact that students are recording perceptions, not making summative evaluation. (MLP)

A course-instructor evaluation form, specifically adapted for this study, was administered to 775 undergraduates in 15 large and small section introductory courses after the second class meeting and again near the end of the semester. The median pretest posttest correlation was +.60. Although there were many systematic changes, students were generally more negative toward their course and instructor at the end of the semester than they were at the beginning. As a separate portion of this project, two instructors deliberately attempted to alter their students' evaluation in one large section of their introductory psychology course. In both cases, there was a significant overall mean difference between the experimental and control groups on the initial evaluation but there was no difference on the end of the semester evaluation. The results of this study indicate that students form reasonably lasting judgments of their instructors and courses but are also able to alter their judgments as warranted by changing situations. (Author)

The development of an instructional system which based operating decisions on self-perceived individual student needs is discussed. The background, setting, operation, and facilities are considered. Various instructional techniques such as lecture and discussion, tutorial and counseling sessions, varied pacing, closed-circuit TV, CAI, and videotape cassettes were available within the system. Differences in the pacing levels, course evaluation, and attitude inventories were considered. (Author/LS)

Reported is a study designed to investigate the relationships among pupil/teacher interpersonal compatibility, student self-concept in science, and student attitude toward science. The sample consisted of 205 ninth-grade earth science students. Two classes each from six school districts were involved, using 13 classrooms and 7 science teachers. All classes were using the New York State Regents Earth Science Syllabus, a lab-based earth science program. The FIRO-B (Fundamental Interpersonal Relations Orientation-Behavior) instrument was administered to all students and teachers in the study, to determine compatibility scores. The Science Attitude Scale (adapted from the Mathematics Attitude Scale), a Likert type instrument, was used to measure attitude toward science. Self concept in science was measured by the Self-Concept in Science Semantic Differential consisting of 17 seven-point scales of the Osgood type. Data were subjected to correlational analysis procedures. None of the compatibility variables was significantly correlated with the criterion variables. However, there was a significant correlation (.05 level) between the students' last year's final grade in science and both attitude toward science and self-concept in science. (Author/PEB)

Professor and student classroom verbal behaviors, coded with Ober's RCS, were related to anonymous student ratings on a reliable and validated form. The classroom process, even at the college level, is manipulable by the professor, and should influence student ratings of the professor. Twenty-six classrooms of undergraduate courses in one department were observed on a typical day for one period, and subsequent ratings of the professor were collected, by students, from students. Student perceptions of a questionnaire dimension "motivation-stimulation" were strongly related to classroom interaction measures on the RCS. Other findings are reported, as are implications for practice. (MJM)

As the implementation of year-round programs in school districts accelerates, the conceptual, promotional, and testimonial literature continues to keep pace. Empirical research on the subject, however, is lagging. The research available consists of feasibility studies, evaluation reports of implemented projects, dissertations, and isolated independent studies. Analysis of this research indicates a preoccupation with the educational and financial aspects of year-round programs. Costs, attitudes, and educational achievement are the most frequently considered variables in feasibility studies and evaluation reports. Dissertations cover a broad range of educational subjects, including planning, administrative tasks, characteristics of school districts sponsoring year-round programs, and curriculum change. A model developed to present the systematic impact of changes in school calendars on various societal institutions is the framework for this research literature review. (Author/MLF)

A description is given of the methodology and findings of an evaluation of learning packages (LAP's) developed for students in distributive education programs by representatives of the 11 state members of the Interstate Distributive Education Curriculum Consortium. A total of 445 packages was judged on characteristics relating to students, materials, administration, economics, and personnel. Analysis of the data revealed findings highly favorable to the LAP method of instruction when they were compared to criteria established by the consortium members. Results were important because they yielded information relevant to a major curricular endeavor in vocational education in the U.S. They represent findings about an initial attempt at using learning packages on a national basis. (Author)

The primary argument of this paper is that student political attitudes are a function of historical and politcal inputs acting on their attitudinal structure. Around 1970 the proportion of students supporting leftist causes reached a peak and began declining. Attitude surveys among students at the University of Oregon in 1970 and at Arizona State University in 1973 indicated this change in student attitudes while representing the inherent differences between the two schools. If the structure of student attitudes remains constant, the political effects of Watergate will increase student support for leftist causes. A new factor, and one that may change the attitudinal structure somewhat, is the declining level of disagreement between parents and students. Since disagreement with parents is closely related with support for demonstrations, declining disagreement with parents suggests that an increase in support among students for leftist causes may not be associated with the traditional forms of student activism. (Author/DE)

To determine the effects of the increasing enrollment of women and the greater mix in the age composition of student bodies in colleges, questionnaire responses were obtained from approximately 6,500 students in 27 nationally scattered junior and community colleges. Comparisons were made of the college perceptions and experiences of the women and older students with those of men and of younger students. Three age groups were used--under 22, 22 to 29, and older than 29. The responses showed that: (1) sex differences were negligible in more than 100 items concerning academic experiences; only in post-college plans did men respond differently, reporting proportionately greater uncertainty than did women their age; (2) age differences were found to be substantial and linear with respect to academic performance, satisfaction with classes, preference for student- or instructor-directed instruction, and program uncertainty. The older the student, the more likely he is to (1) be in no academic difficulty; (2) be satisfied with his instructors, responsive, and agreeable; (3) prefer instructor-directed learning; and (4) have definite plans as to what he will do after leaving college. Compared with the older student, those of college age have many academic problems, see their classes as lacking challenge, prefer student-planned and student-controlled learning situations, and are uncertain about their programs. (Student Joint Response to Item Groups and Description of Student Grouping are provided.) (DB)

The research reported in this document shows how two junior college counselors perform "explaining what we are doing now" differently, depending on the social personage or identity of the student, and identifies the social meaning of different forms of "explaining what we are doing now." It shows how in formulating, counselors can say more than they mean or mean more than they say, implicitly communicating to the student the counselor's expectations regarding the student's ability to do what he is told to do during the encounter, to understand advice given, or to achieve a desired future goal. This report is divided into three sections. Section 1 defines key terms and issues. Section 2 illustrates two types of formulation--"explicit" and "implicit"--by examples of utterances and by quantitative summaries of differences in the form of doing formulation. Section 3 presents implications of our "micro-ethnographic" analysis of school talk for a general theory on interethnic relations. (SW)

This investigation analyzes 16 current reading series in order to: (1) determine if sex stereotyping exists in reading materials for grades 1-10, (2) determine if a majority of the stories show one sex in a dominant role, (3) explore types of career roles shown for females and males, and (4) determine the number of different career roles depicted for females and males. A team of university students under the direction of a major professor addressed themselves to these questions by tabulating and analyzing 4,144 stories found in 16 reading series. The results indicate that 58 percent of the stories show males as major characters and 14 percent show females as major characters. The category of "other," which included stories that could not be assigned to either male or female designations, totaled 28 percent of the stories. The total number of different career roles depicted was 629. Males were assigned to 511 or 81 percent of these, with females assigned to 118 or 19 percent of the career roles shown. (Author)

During the school year of 1972-73 a large Northern urban school district requested that a feasibility study for a community policy board to govern a junior high school be conducted. A committee was appointed to conduct the study. A part of the committee's task was to sample the opinion of students, parents, and teachers regarding: what should be taught in the school; and how much parent involvement in school matter seemed desirable. The inquiry included the school under consideration for community control plus three other schools not involved in the feasibility study. A questionnaire was administered to a representative sample of students, parents, and teachers at the four schools. The study provides strong evidence suggesting that black students and parents desire a school curriculum that includes the teaching of basic skills: reading, writing, spelling, speech, mathematics, and the basic social sciences. It seems clear from this study that parental involvement in school matters is less desirable for those who have never witnessed full parental involvement than for those who have experienced it. Overall, black parents have expressed a strong desire for parental participation in school matters. Black students seem to be somewhat less concerned about parental involvement. Teachers are mildly receptive to the idea. (Author/JM)

More than 10,000 students, grades 5 through 12, representing 139 school districts across the United States, responded to a questionnaire designed to ascertain their perceptions of what existed and how they felt about 225 incidents which were judged to be related to oppression in schools. Data were analyzed according to sex, grade level, race, and personality type. Schools are seen as not oppressive in most instances, although certain aspects of the school experience are seen as restrictive. Certain differences in response are noted which relate to race and personality type. (Author)

This paper took as its problem the belief among the general public that conflict and violence among students is a common occurrence, especially in schools that are racially mixed. The responses of 303 students from a racially mixed school. Berkeley High School, were grouped in terms of the degree to which the individual students are socially integrated and the students were examined in light of the violence they had personally experienced. It was hypothesized that students who were socially integrated across ethnic boundaries were not involved with perceived violence and conflict on the campus, while aggressive acts, in the main, involved students whose friends and companions were of their own race. Data were collected by means of a questionnaire sent to about a third of the 1970 graduating class of Berkeley High School. The Tryon clustering of objects was used to identify independent groups of students who were socially isolated or integrated across races. That procedure was effective in that it generated six clearly identifiable groups of students who were socially isolated or socially integrated across the Asian, black, and white students in the school. Because of the low frequencies, the hypothesis that conflict and violence centers around students who are not socially integrated is not supported. (Author/JM)

Three hundred and thirty-one undergraduates in education who had not taken educational measurement rated 47 course objectives for importance and interest. Median ratings were positive or neutral for all items. Importance and interest were highly related. The most favored items involved critical analysis of or alternative approaches to measurement procedures; least favored dealt with statistics. Factor-analytic results and differences between males and females, students in elementary and secondary education, and various subspecialties were also considered. Some suggest that attitude may block achievement in measurement. Results show students have definite preferences within the curriculum. However, they enter instruction with an overall positive disposition. (Author)

Purposes of this paper are to analyze youth's reactions to Watergate, look at the effects of age, class, and sex upon Watergate orientations, study the impact that school has had on these adolescent perceptions, and speculate about the American political future with these images in mind. Data are obtained from a questionnaire survey of 370 eighth and eleventh grade students. Among the findings are the following: (1) the older students are more informed; (2) in both age groups, students whose fathers are manual laborers have less knowledge of Watergate than do students whose fathers are professionals; (3) no association is found between sex and response pattern; (4) adolescents do not report schools as their most accurate source of information; (5) the older students will enter the political system far less willing to accept traditional patterns of trust and confidence; however, the informed negativism of the older group is accompanied by an increase in the sense of efficacy. The results of a teacher survey about class discussions of Watergate are also included. Questionnaire items, computation procedures, and references are provided in the appendices. (Author/RM)

This study attempts to determine whether stated behavioral objectives, learner activities, and self-pacing increase both learner input into instructional decision making and comprehension as well as improve attitude. The subjects for the study were drawn from three sections of a principles of communication course which were all taught by the same professor. While subjects in the experimental group obtained significantly higher compression scores than did subjects in the control condition, subjects within the learner-input group did not significantly outscore the no-learner-input group and subjects who were allowed learner input did not have better attitudes toward the instructional task than did subjects within the no-learner-input group. It was concluded that although learner input seems to hold considerable promise for the field of educational research, its potential contribution to the more general science of communication is not significant. (A lengthy review of the literature is included). (RB)

This study examined five student characteristics with the expectation that if interactive characteristics could be established, attitudes could be improved by assigning students to classrooms with the appropriate degree of openness. It was hypothesized that some pupils might be happier in a traditional, or structured, environment. Five variables were hypothesized to interact singly and in combination with degree of openness: grade level, sex, intellectence, origence, and academic locus of control. Three studies were conducted. In the first study, four attitude instruments were administered to 1,000 open and 1,000 traditional pupils in grades 1-8. In the second study, Welsh's measures in intellectence and origence were administered to pupils from the previous sample in grades 4 and 6. In the third study, Crandall's measures of academic locus of control was administered to pupils in grades 4, 6, and 8 from the previous sample. Pupils in the open classrooms did not exhibit the expected more positive response toward teachers, did not perceive more freedom in the learning process, and exhibited lower attitudes toward mathematics and language arts. Results appear to indicate, however, that age is a significant interacting variable, and that more attention might be given at the upper grades to providing an open learning situation. (CS)

Clients enter counseling with expectations regarding what counseling will be like. It is widely believed that effectiveness of counseling is closely linked with these expectancies. This study was designed to determine the degree to which college students actually possess such expectations and to investigate the relationship of their expectations to their sex and college class. A questionnaire regarding expectations for counseling was given to 287 students and included 24 questions dealing with the subject's expectancies regarding his own behavior in counseling, and 64 statements concerning the subject's expectations about how the counselor would behave during counseling. Results suggested that subjects indicated an expectation that counseling in general could be helpful, they expressed doubt that it could ever be helpful to them, personally. Results also indicated that the longer students remained in college, the less they anticipated contact with an expert, accepting counselor. Findings were consistent with those of Apfelbaum (1958) in that females expected the counselor to be accepting and nonjudgemental while males anticipated a more directive and critical counselor. (Author/PC)

This study investigated the relationship between a reader's attitude toward his instructional climate and his diversity of reading interests. The sample for the study consisted of three classes of fourth grade students chosen from a randomly selected elementary school in Greenwich, Connecticut. All subjects were administered (1) the Affective Reading Index to determine their attitudes toward the instructional climate and (2) the Wide Range Reading Interest Inventory to determine the scope and diversity of their reading interests on two different days. The interest inventory items were grouped using factor analysis according to primary interest reflected and then matched to original short stories reflecting their respective interests. As a result, twelve interest subsections were identified: science fiction, romance, travel, politics, human relations, adventure, mystery, economics, sports, animals, mythology, and biography. It was found that the student who indicated positive attitudes toward his instructional climate showed little interest in a variety of reading interest areas and that the student with a negative attitude regarding his instructional climate indicated varying positive degrees of interest in the twelve reading areas. (WR)

To determine student attitudes toward traditional and individualized instruction, 152 students (92 males, 60 females) selected from the postsecondary instructional areas of agriculture, business, home economics, and trades and industry were surveyed for their opinions. The students responded to 25 statements about each type of instruction saying whether they strongly disagreed, disagreed, were uncertain, agreed, or strongly agreed with each statement. Findings indicate that students prefer individualized over traditional instruction, but they have favorable attitudes toward both methods suggesting that both types of instruction are needed. The survey instrument is appended. (MU)

The primary purpose of this study was to determine if there are differences in level of student aspirations between students in segregated and those in integrated schools. There are other highly related and interacting variables that may influence levels of aspirations; namely, student performance, significant others, and significant others' expectations. An attempt was made to determine the importance of a student constellation of "significant others" is determining both the quality and scope of his educational performance. The second purpose of this study was to compare, for substantial lengths of time, the constellations of "significant others" for black students in integrated versus segregated schools. Subjects for this study were 428 black adolescents randomly selected from public junior high schools in the Oklahoma City and Boley public school systems. Among the instruments used were the following: A "Significant Other Measurement" questionnaire developed by Stewart was used to identify those people the subject considers important to him and those specific people who expect of him various levels of attainment respective to education. Peniston's "Significant Others' Expectations" was constructed so as to measure the adolescent's perception of the level of expectations which he perceives significant others hold for his behavior. (Author/JM)

A survey was conducted with 104 seventh-grade students in four classrooms participating in EQUATIONS tournaments. The tournaments had been taking place on a weekly-basis for several weeks. The study compares four basic pedagogical assumptions behind the tournament structure with student opinion of the tournaments. Student responses to the survey were analyzed in the form of frequency and percents of alternate responses and with chi square tests. It was concluded that students view their place in the tournament hierarchy as reflecting their ability, but they are willing to meet stiffer competition. They view winning as being under their control. The assumptions behind tournament structure for EQUATIONS appear to be consistent with student opinions of the EQUATIONS tournament. (Author/JBW)

The study examined teacher-pupil transaction in racially mixed classrooms and the effect on the student's degree of participation, learning, and attitudes toward self and school. Conducted at the Grove Elementary School (fictitious name) in Sonora (fictitious name), California, the study divided students into four categories (Anglo boys, Anglo girls, Chicano boys, and Chicano girls) to see if teachers extend differential treatment. Fifteen classes (grades 1-6) were observed for 214 hours. Teacher-pupil interaction was studied in seven categories: reward, punishment, control and management, teacher assigning academic-prestigious and nonacademic-prestigious tasks, and nontask academic and nonacademic teacher-pupil interaction. Data were collected through standard ethnographic techniques (participation, observation, and interviews), modified interaction analysis schemes, questionnaires administered to the school personnel and the fourth, fifth, and sixth grade students, critical incidents, enumeration, census data, and an Occupational Interest Inventory. It was found that: (1) teachers interacted more with Anglo than with Chicano students; (2) Anglo boys ranked highest in all seven interaction categories; (3) Anglo girls came second in four of the seven areas; (4) teachers interacted least with Chicano girls in all categories; and (5) teachers interacted more with boys than girls in all areas. (NQ)

A course in macro economics, designed to teach economic concepts and to improve student attitudes toward the discipline, is described. It is divided into 10 weeks of core study, using a self-instructional package, and 4 weeks for student options. Objectives of the core study are application of economic concepts to current events, feedback through regular testing, individual consultation, optional "work" sessions, and team teaching from the two instructors. Activities include case studies, a macro game analysis, and analysis of newspaper articles. The 4 weeks of individual options include tutorial sessions, an enrichment course complementary to the core materials, a seminar on wage-price controls, and individual projects related to a student's major interest. Research analysis of the course focuses on the relationship between student attitudes, cognitive success, and various student characteristics. Students perform well on all types of tests and feel that they learn a great deal. The teacher's role is significantly different but very satisfying. Tables of research data are included and an attitudinal questionnaire appended. (JH)

This study is an attempt to explore systematically language attitudes among the younger and more socially mobile Mexican Americans, to determine what linguistic and demographic variables are correlated with differential language attitudes, and to ascertain to what extent, if any, attitudinal commitment to Spanish correlates with behavioral commitment to Spanish maintenance. The sample population was composed of 164 students of Mexican descent enrolled at the University of Texas, Austin. Generally speaking, attitudinal language loyalty among the respondents was high, with negative attitudes based exclusively on pragmatic considerations. Attitudinal language loyalty does not, however, necessarily correlate with behavioral commitment to it, as behavioral commitment to language loyalty appears to be primarily a function of linguistic ability, rather than of overt attitudinal orientation, whether the latter be sustained by instrumental, ideological, or affective considerations. While Mexican-American college students favor Spanish language maintenance, they do not belittle the functional needs for English, and they are highly conscious of the potential or actual difficulties that ensue not only from limited English proficiency but from accented English as well. (Author/DB)

Despite massive inputs of resources during the last 15 years, and despite numerous "adoptions" of educational innovations, very little significant change has occurred at the school level corresponding to the intended consequences of these innovations. The modal process of change has been characterized by a pattern whereby innovations are developed external to schools and then transmitted to them on a relatively universalistic basis. Instead of innovations being viewed as part of a universe of means, schools are viewed as part of a universe of adopters. This paper is based on a large scale research project involving students, parents, and teachers in 46 Ontario elementary and secondary schools. This study was conducted in order to facilitate students, parents, and teacher understanding of their roles in the educational change process at the school level by gathering, feeding back, and helping to derive action implications of data on the roles and role relationship of these groups and the nature of their involvement in the school. (Author/DEP)

One of the youngest of the professions belonging to higher education is institutional research. But younger still has been the incursion of institutional research onto the campuses of predominantly black institutions. This group of papers attempts to lend a truer perspective to the burgeoning institutional research function at predominantly black institutions. The papers cover: (1) a poll conducted among institutional researchers at predominantly black colleges and universities; (2) the origin of institutional research in North Carolina at public-supported institutions, the sameness which marks the institutional research function at both black and white campuses, the necessity to relate research at black institutions to black students; (3) the need for a total information gathering and reporting system, the role an office of institutional research should play as a part of the total information and reporting system, institutional benefits as whole or partial derivatives of an office of institutional research; (4) assessment of student attitudes as measured by College Student Questionnaires data; and (5) an analysis of the sex, socioeconomic status, educational background, and concern for grades of North Carolina Central University students, and pairs these findings with the liberality of their political views. (Author/KE)

Research and theory in bilingual education are reviewed for implications for Puerto Rican education. The review found that the following factors influence language and language learning: cognitive development, the capacity to discriminate and comprehend the speech of others, and the ability to produce speech sounds and sequences of speech sounds that conform to the patterns of adult speech. Two factors that underlie the development of skill in learning a foreign language are intellectual capacity and appropriate attitude toward the other language group, coupled with a determined motivation to learn the foreign language. However, students with low aptitude can learn a language if attitude and motivation are strong. Attitude, motivation, and orientation contribute to the rapid acquisition of listening and speaking skills. These factors affect both the learner's perseverance in language study and the learner's reactions to contact with a foreign culture. (MB)

The purpose of this study is to assess the relative impact on Mennonite high school students of various orientation sources toward the issues of war and peace. Sixteen sources of orientation such as family, religion, and media are coordinated with variables such as school attended, grade level, and sex differences on a 10 page survey containing both closed and open-ended questions. The data from 438 Mennonite students participating in the research is limited by several factors, including a lack of genuine opinions among students on issues of war and peace. The following conclusions, however, are drawn from the data: religion is the most important source of orientation; experiences gained at school are second with emphasis on teacher's impact; the peer group is of next importance; the minister is fourth; mass media is fifth; and the family plays no significant role with respect to this issue. Open-ended questions about war and peace elicit responses of frustration and aggression, a conventional view of war, the passive nature of peace, and general pessimism about obtaining peace. Tables of data, a sample from the questionnaire, and a bibliography complete this report. (JH)

Six student and four potential student populations were sampled to determine what, how, when, and where suburban community college students and potential students would like to learn, and to relate learning preferences to sex, age, education, occupation, and the 10 groups surveyed. A total of 952 community college student responses were obtained, and 2,640 responses were given by potential students. For comparison with respondents, a telephone survey of a random sample of nonresponding residents was conducted. Data were analyzed separately for each sample group and collectively for all respondents. Results of the study included the following: (1) potential students preferred these learning goals: developing or improving job skills, transferring to a senior college, personal enjoyment or satisfaction, and improving self-understanding; (2) about three-fourths of the students and potential students were interested in learning by attending scheduled classes; two-thirds of the respondents also expressed interest in nontraditional approaches to learning; and a majority of both student groups were willing to meet general education requirements by a "courseless" approach; (3) both groups of students preferred to learn at their own convenience; and (4) three-fourths of the respondents preferred to learn on the college campus, but almost half expressed interest in learning at home or in local public-school buildings. General institutional recommendations are made. (DB)

Reported is a study of the attitudes of elementary school students toward science as a school subject. This study was undertaken in order to determine the effects of an in-service teacher training program in the use of the Science Curriculum Improvement Study (SCIS) program. Children in grades two through six (N-1941) from four suburban (85 percent white, lower middle class) school districts were tested. The study was carried out in three steps, with different children being used in each step. In Step One, pupils in grades two and three were tested; in Step Two, pupils in grades four, five and six. In both steps, children taught by teachers participating in the in-service program were compared with children who had not studied SCIS materials. In Step Three, pupils in grades four, five, and six from a wider variety of teacher training and science program backgrounds were compared. Children were asked to complete an attitude test or questionnaire appropriate to their grade and reading levels. Significant differences were searched for by the use of the t test. Additional data analyses involved Scheffe multiple comparisons. Attitudes of students working with teachers participating in the in-service program were more favorable to science than attitudes of children with non-participating teachers. This was true even in classrooms where some non-participating teachers were using SCIS materials. (Author/PEB)

Eighty first-grade students, randomly selected from eight elementary schools, participated in this study. Four of the schools were located within the city and four in the rural area surrounding the city. The assessment instrument was the Organisms Evaluation Supplement, designed to evaluate students' attitudes in science, students' perception of the classroom environment, and how well students are achieving the specified cognitive objectives of the unit. The instrument was administered as a pretest and a posttest to all students. The treatment consisted of instructing the students in the "Organisms" unit of the Science Curriculum Improvement Study (SCIS) program. Significant positive change in pupil performance as a result of instruction was found. The gain scores were subjected to a t-test at the .05 level. No pretest or posttest differences were found when examining urban versus rural populations. It was concluded that the "Organisms" assessment instrument is effective in terms of content validity, reliability, objectivity and interest. (Author/EB)

A comparison between achievement test scores in a life science course for students in audiotutorial sections and those in conventional lecture-laboratory sections was made during the fall of 1973. The comparison indicated that student achievement, as measured by percentage scores on unit tests plus a final examination, was almost identical between the two types of instruction. However, the audiotutorial students were able to complete additional supplementary minicourses of their choice within the same time span; hence, in reality they were able to achieve more by the individualized instruction. Furthermore in responding to an attitude questionnaire, students indicated a preference for this type of learning experience. Taking confidence from these results and combining that information with the experience gained through field testing minicourses from Purdue University, the Lake Land College Life Science staff has implemented an expanding program of supplemental packaged units (minicourses). (Author)

An overview and rationale for the Science Curriculum for Individualized Learning (SCIL) are provided. SCIL is the result of the individualization of the SCIS program. The SCIL management system is based on the exploration, invention, and discovery concepts of Piagetian theory. An evaluation study of two SCIl units, Interactions and Systems and Subsystems and Variables is presented. It was found that over 90 percent of the SCIL students in grades 3-6 achieved cognitive goals as measured by completed discovery lessons. Students in the SCIL program chose more positive responses when compared to students in teacher-made traditional curriculum. The SCIL students also chose more positive responses when compared with nonindividualized programs. Third grade SCIl study chose more positive response than did SCIL students in grades, 4, 5, and 6 suggesting that the units were well suited for the third grade students' developmental level. The parents of SCIL students chose highly positive responses when asked their perceptions of their children in relation to SCIL and science activities. (Author)

In 1974, California State University, Chico, and Butte Community College agreed to experiment in offering a joint summer session. This involved holding both planned programs on the Chico campus, coordinating class offerings to minimize duplication in offerings and the times of the offerings, and the sharing of physical facilities such as science laboratories. During the fifth week of the 6-week cooperative session, a survey was made of all students and faculty in the classes being offered by both schools. The questionnaire used was designed to ascertain student and faculty reactions to the experiment and their assessments of various services provided during the summer. In addition, data were obtained on selected demographic characteristics of the summer students and their reasons for attending summer classes. The survey showed that the Chico faculty and students were less positive than the Butte faculty and students as to the benefits derived from the coordinated session. Their respective attitudes were influenced by the fact that the coordinated summer session produced a decline in Chico State student enrollment and caused an increase in enrollment at Butte College. Closer coordination of courses and greater attention to courses jointly offered might minimize the negative effects. (Author/DB)