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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)

Papers in this publication are collected from a conference on social science concepts and classroom methods which focused on the theories of Jerome Bruner. The first article, entitled "Jerome Bruner," outlines four of Bruner's themes--structure, readiness, intuition, and interest--which relate to cognitive learning. Three papers--"Socialization" by Hedy Brown, "Teaching Social Stratification" by David Weir, and "The Concept of Stratification in Introductory Economics" by Pat Noble--discuss social science concepts developed into work units by study groups at the conference. Reports from three secondary work unit study groups explore possible ways of approaching the social science concepts. A final topic, integrated studies, is treated in two papers: "The Schools Council Integrated Studies Project," a report of a lecture by David Bolam, and "Social Science and Integrated Studies" by Martin Shipman. Both of these papers discuss the Schools Council curriculum project. (JH)

This model instructional system, developed for the office cluster of business occupations but having relevance for other curricula, is an approach to "modernizing" office education. Since there was a need for immediate job relevance of instruction and an integrated career progression, the instructional system is designed to be career- and performance-oriented, with self-pacing and individualized instruction, having immediate and detailed feedback to students and system managers. Through a systematic use of peer instruction in job simulation, the need for additional teachers and instructional materials is eliminated; peer instruction is also a low-risk, high-return instructional medium. Quality control in using the peer-instructional system is the responsibility of the qualified teacher. Establishment of flexible managerial capabilities within the system allows for efficient use of facilities and equipment, and precludes the need for additional expenditures in this direction. In addition, this flexibility provides ease of management in adjusting the system to accommodate increases or decreases in student population and in the type and depth of curriculum. A flow chart of the system is provided. (TA)

Three major sections compose this paper: (1) education, equality, and mobility; (2) social origin and educational experience; (3) educational antecedents of occupational groups. Basically the paper discusses where Britain stands in what has been described as the 'century of the child' and in a period of high educational aspirations and hopes for social equality through the reconstruction of schooling. While section 1 discusses fundamental issues such as political choice and social philosophy, section 2 reports on an empirical study that sheds light on these issues, reporting on a comparison of the educational experience of the adult male population of England and Wales in 1949 and in 1972. Specific topics addressed here are the private school sector, the state secondary school system, status origin and schooling, status origin and further education, and origin, schooling, and university. The last section examines the educational antecedents of the hierarchy of occupational groups in British society in terms of the 'tightening bond' thesis. A supporting document commenting on Halsey's paper appraises the conceptual framework used by Halsey, and important questions that can be raised about the conception of social mobility used in his analysis are addressed -- the concept of status, two aspects of social mobility, and the two roles of education in social mobility. (Author/AM)

This paper discusses the rationale and teaching methods for a six-week unit, for a high school freshman English Class, on perception, semantics, and writing, which places special focus on developing tension in student writing. The first four objectives of the course focus on perception and the next two focus on semantics. The seventh objective--developing a point of view in an extended definition--is the first writing assignment. The eight objective concerns the revision of the definition paper; the ninth objective asks the student to write a personal narrative that shifts in point in view and evokes within the reader a sense of tension, and the tenth objective requires the student to pass a proficiency test on punctuation. The major portion of the paper discusses the personal narrative assignment, includes a description of preliminary teaching activities designed to motivate the students for writing, and discusses the results of the assignment. A number of the student narratives and a bibliography are included. (DI)

This paper describes in detail the paper-and-pencil POE (Pelham Odd 'R Even) game, in which units of space are the allocated resources. The game is designed to provide an introduction to the rule structure common to the games of EQUATIONS, WFF 'N PROOF, and ON-SENTS & NON-SENTS. Techniques of playing POE, including goals, solutions, moves, scoring and variations of the game, are included. (JBW)

The purpose of this paper is to demonstrate a task analysis of the objectives needed to organize an effective information-giving speech. A hierarchical structure of the behaviors needed to deliver a well-organized extemporaneous information-giving speech is presented, with some behaviors as subtasks for the unit objective and the others as prerequisite tasks needed in order to accomplish the sub-tasks. (TO)

The teacher preparation program in secondary reading described in this paper identifies several components for which teachers in training may be held accountable. The components identified include: (1) the selection of material of appropriate interest, reading level, and instructional need in keeping with lesson prototypes; (2) knowing the scope and sequence of word attack skills in relationship to individual pupil needs; (3) providing goal directed instruction stated in behavioral terms; (4) utilizing a diagnostic approach in identifying the reading needs of pupils; and (5) self-evaluation of the level of success attained in terms of learning goals and the lesson structures, or vehicles, through which these goals were to be achieved. Also discussed are the role of the college reading instructor when fostering accountability in his students, prototypic lessons, and promoting accountability in performance based teacher education. (Author/WR)

The purpose of this paper is to give a brief overview of the reasons why a model change for servicing children with specific learning needs was recommended for the St. Anthony Village-New Brighton School District, an overview of the Resource Unit model proposed, and a summary report of the Resource Units within a small district's elementary and secondary schools based on data acquired the first semester of the 1973-74 school year. The contents include "Historical Background,""Resource Unit Model Study,""State Guidelines and Reimbursement Patterns for Special Education Services,""Resource Teacher Working Model,""Building Resource Units,""Record Keeping-Forms,""Patterns of Service,""Number of Students Seen by Resource Unit Teachers," and "Considerations." (WR)

The Indian Teacher Training Project in Secondary Social Science Education (University of Georgia) was funded by the Bureau of Indian Affairs for 2 years (August 1971--June 1973) to train American Indian students as social science educators to teach Indian students. These students, recruited from the Southeastern and Southwestern United States, transfered to the university to complete their junior and senior years. Maximum enrollment in the project was 16. In June and August of 1973, 11 students completed academic training and graduated; 3 failed to maintain the university's academic standard; 1 resigned for personal reasons; and 1 joined another Indian Teacher Training Project. The program was divided into: academic training, professional training, internship teaching, and community involvement. Training was done on the university campus, in two Indian schools and one public school system. This paper presents an overview of the program and some implications for its continuation. Principle questions considered relate to the degree of "Indianness" among the Indian student teachers, the differences between Indian student teachers in Indian and non-Indian schools, and the advisability of developing or continuing special programs for Indians as prospective teachers of Indian children. (NQ)

In recent years, considerable attention has been focused on freedom of the press, censorship, and students' rights because of litigation involving the issue of ownership where high school and college newspapers are concerned. Those favoring protection of student publications under the First Amendment argue that the model of hierarchical organization applicable to commercial newspapers does not fit student publications. The school (college, university) is not the publisher of the student newspaper, and the university president is not the owner. In order for the school to be granted control of student publications in the same way that owners of commercial publications control newspaper content, the schools would have to finance the paper and be clearly liable for a publication's torts. The solution to the ownership controversy lies in applying the academic freedom concept to student journalists so that student publications are free to publish what they wish within the bounds of libel and obscenity, and are subject to the review of their peers, their audience, and the more general community. (RB)

An investigation of the relationships between form and comprehension of written materials by eleventh grade students is reported in this paper. Students were asked to manipulate two variables of spacing and punctuation in a consistently administered and marked exercise. Students also completed a comprehension test on the exercise they had just finished. It was hypothesized that comprehension would vary directly with students' capability of imposing form on the selection and that hypothesis was supported. Possible implications of these results are discussed. Graphs of results and the test forms are included. (TO)

Journal writing can motivate students to write frequently, thereby creating content which can later be properly structured. Students who keep journals tend to write better than those who do not. To help students explore certain ideas in journals further, teachers should ask questions or make statements that relate to the students' ideas. Sometimes the teacher has to provide happenings about which students may write, or a book may serve as a source for some of their writing. However, the teacher should be careful not to take away the students' freedom, for it is this freedom that produces those unexpected, happy moments that make reading student papers pleasurable rather than painful. Journal writing can be the means to a happy ending--good papers. (SW)

When black leaders or scholars in the field talk about Black Studies they are talking about compiling and analyzing data relative to black people in an effort to teach black students and/or make decisions about ideologies and strategies essential for survival and liberation. Black Studies are intended to effectively link the campus and the community, Africa and the Americas, so that each helps the other to survive and free itself. It is because some whites recognize this potential that they have moved to co-opt the field of Black Studies or destroy the programs altogether. These guidelines can help us develop and maintain Black Studies programs. Black Studies programs should have clearly defined purposes. All things being equal, the teachers in Black Studies programs should be black. Black Studies materials need to be integrated into all of the disciplines taught and taught as separate programs; Black Studies need to be taught in school and nonschool settings. A Black Studies program should be based on key concepts and generalizations that are crucial to black survival and freedom. One must carefully evaluate the materials intended for use in such programs. Black Studies program administrators and teachers should establish and maintain strong supporters outside the school to serve as resource personnel, political and economic supporters, and as continuous renewal agents. (Author/JM)

If for no other reason, junior high exists for the exceptional reading opportunity it provides; intensification and diversification of skills, some ease and stability in dealing with varying content structures, and enrichment of personal reading. The adolescent, at his peak period of personal reading, is still not fully determined as to his continuing academic purpose. Reading, both as an art and as a skill, assumes insistent importance in his work. Focusing on this period of immediate transition to major academic independence in reading, this paper examines the nature of the adolescent and the nature of the new curricular problems he faces. A random survey of junior high programs in selected areas of Canada and the United States is presented. Practical measures for meeting student reading needs at this time--programs, content, skills, interests, and materials--are emphasized. (TO)

Described in this paper is a technique for reading instruction at the secondary level which emphasizes paragraph-passage examination and is intended to fit into any content teacher's daily work. The technique described provides occasion to establish purpose in reading-study assignments, utilize experience and previous background to develop meaning, introduce new vocabulary, determine word meaning from context, intensify levels of comprehension from literal to evaluative, examine semantic and literary nuances, and study paragraph structure and internal paragraph relationships. Three different kinds of passages, chosen principally for their illustrative value rather than for any direct practical transfer to a particular classroom, are presented. Passage one briefly describes New York City; suggestions for teacher use include discussing general background relative to the passage, use of questioning to facilitate understanding, and identifying the main idea. Passage two is a social studies passage and is presented to demonstrate multiple word skills and demonstrate a shift from literal to critical reading. The third passage presented is the opening lines from "Dandelion Wine" and is intended to serve as an example of introducing a story and as an exercise in entry to imaginative language. (WR)

This paper presents a rationale for using popular music in the classroom and provides suggestions for teaching popular music lyrics in the poetry class. The question of whether pop music is an end in itself or a means to understanding traditional literature is also addressed. It is suggested that the teaching of the poetry of rock can be accomplished without neglecting the poetry of poetry, and that teachers can move from pop music to profound music without leaving a negative impression of pop art forms. Suggestions for instructional materials are included and several different approaches to teaching pop music lyrics are presented. (RB)

This paper suggests that now that science fiction has joined the educational establishment there is good reason to examine the uses of science fiction. It is further argued that if English teachers consider science fiction as a means rather than as an end, the teaching of science fiction will be improved and so will the more important tasks of teaching reading and writing. In conjunction with this philosophy, several science fiction anthologies are analyzed for their content and applicability to the task of teaching English, especially in the area of basic skills. (RB)

The author of this paper proposes a method for teaching composition at the high school level with the objective of getting students to write as easily as they talk. Students are encouraged to write rapidly for the first half hour of class with no audience in mind and without worrying about grammar, spelling, punctuation, or coherence. Students spend the remainder of the class time in discussing their writing. On Friday of each week students reread what they've done and select one meaningful passage to work on in order to improve composition skills. The teacher does not help with this, but rather allows students to help one another. It is concluded that this program will help students sort experience, discover meaning, and create an identity. (TS)

This paper argues the utility and necessity of debate evidence handbooks as part of high school summer workshops. First, debate evidence handbooks are useful because of the restrictive time element factor in summer workshops. The large number of debate resolutions and their interpretations contained in debate evidence handbooks frees the director of summer workshops from spending vast amounts of time in collecting debate evidence. Second, debate evidence handbooks supplement the library resources of host institutions during the workshop. Third, debate evidence handbooks are intrinsically useful in providing ideas for the formulation of possible case and in serving as positive precipitators of other research. The fact that a variety of material on one topic is contained in one book often has a collective cognitive effect that generates other ideas in the minds of the workshop students. (TS)

This paper discusses several studies concerned with relating words to visual images, and suggests a visual strategy to generate writing at the secondary level. The three objectives of a visual writing strategy are to increase stimulation and involvement in writing activities, to guide the student in inferring organizational styles of writing from planned sequences of photographs, and to promote insights into reading a variety of paragraph patterns and writing styles. The level of language sophistication and thought processing of each student would determine how much growth in composition each would evidence from all three objectives. The student would be asked to infer the meaning of a series of photographs, composed into a sequence, and to link them together in writing. Each photograph could approximate a sentence, or a series of photographs could generate one or a number of connected sentences. Students would be stimulated to write a unified paragraph that had an intended, prearranged structure at its base. A visual to verbal literacy plan is also outlined. (TS)

The English language is now used by a quarter of the world's population and is both spoken and written in many parts of the world. Yet the reading curriculum in our schools usually represents only the history of English writing in Britain and America. This paper stresses the need to expand the content of the school reading curriculum to include English writing from other parts of the world, reflecting the nature and present global status of writing English. The complete reading curriculum should contain four kinds of literature: British, American, world in translation, and new world in English. In addition to studying this literature, students should also examine the varying cultures and peoples that produce it. (TO)

Although grammar has its place in secondary education, teachers have been consistently premature in their zeal to impose order and precision on students' understanding of language through grammar. This paper argues that romance demands and deserves a special place in the language curriculum. Romance encompasses the humanistic aspects of language which lie beyond the bounds of linguistics and includes semiotics and man's symbol-making capacity. A course in semiotics is outlined through a discussion of four prerequisites: a semiotics course must have explicit student input; a new set of questions which support and extend student input must be formulated; a new system of symbols and signs must be explored as an instrument broad enough in scope of application and narrow enough to penetrate material to a sufficient depth; and a scale must be constructed which will chart student progress from one level of understanding to another. (TS)

This paper reports on an intensive, highly-structured, one-to-one tutoring system used as a model program. The "Tutor-Student System in Beginning Reading," the basic instructional material for the model program, was developed to train tutors to say and do what the reading specialist normally says and does when teaching reading in a one-to-one situation. For one hour a day, five days a week for ten weeks, eighteen students in grades ten and eleven in an inner-city public high school who were reading below a fourth-grade level received intensive tutoring in place of English or reading classes. A control group received instruction in English or reading classes. This paper describes the details of the tutor-student system and concludes from the results of the study that the program produced statistically significant gains in reading achievement for high school students reading below a 4.0 level. University tutors and high school tutors can produce rapid improvement in reading for potential dropouts when using the "Tutor-Student System in Beginning Reading." (TS)

This paper outlines a system of methods for teaching Afro-American Literature at the secondary and college level. Seven goals of the methodology are presented for the course, including making the students familiar with various definitions of black literature, helping the students use the tools of literary analysis in the discussion of black literature, and teaching the students about several major figures in Afro-American literature--their background and their major works and themes. Methods to achieve these goals include reading, discussing the readings in small groups, writing brief plot summaries, writing abstracts of articles relevant to black literature, keeping a journal of personal responses, and viewing films and filmstrips. Various methods of evaluating and comparing Afro-American literature are also suggested, including a discussion of the works of Richard Wright and Imamu Amiri Baraka. (TS)

This paper presents a paradigm based upon four premises: persuasion is any means employed to make someone respond in a predetermined manner; persuasion is at its best in formal debate; debate should encourage judges to place confidence in debaters' credibility; and debating is an art in which the participants must be fully aware of their role as individuals communicating with other individuals. A figure of the paradigm is presented and contains the following elements: audience or judge, communication skills, persuasion skills, formal debate, and persuasion syndrome. The paradigm illustrates that debate is primarily a persuasive process within a larger persuasive syndrome; it is an arena for the exhibition, utilization, and application of interpersonal communication skills. The standards which a judge should adhere to when judging a debate utilizing this paradigm are discussed. (TS)

This paper argues that the judge who uses argumentation and logic as the sole criteria for determining the winner of an academic debate sees debate as an intellectual contest with speech being only an incidental element. A paradigm for judging is presented and discussed in terms of the following core concepts: analysis, investigation, evidence, reasoning, refutation, and rebuttal. Analysis is the arriving at an understanding of the proposition and the discovering of the inherent issues. Investigation is the process of accumulating information about a proposition. Evidence is an informative statement believed by the listener and employed by an arguer to secure belief in another statement. Reasoning is the process by which we infer a conclusion from premises. Refutation is the attempted destruction of the opponent's argument. Rebuttal is the attempted rebuilding of an argument once it has been attacked. It is concluded that this paradigm is an excellent one for judging an academic debate. (TS)

The checklist presented in this paper is intended for the evaluation of secondary reading programs and contains five sections. "School Philosophy and Objectives" looks at programs as they relate to reading instruction. "Organization and Facilities" examines the sequential development of the reading program, program emphasis, types of programs, physical facilities and supplies, and materials and equipment for corrective and remedial reading. "Staff" asks for information on teacher training, inservice opportunities, teacher receptiveness to change, and teacher use of innovations and experimentation. "Pupils" examines opportunities to relate reading with other language skills, continuous evaluation, and development of permanent interests and tastes in reading. "Parents" evaluate familiarity with the reading program, opportunities to participate in various phases of the reading programs, and opportunities to express opinions and make recommendations. Also included is an appendix on "Reading Skills in the Content Area." (WR)

This paper starts from the assumption that the typical grading systems used by most American secondary schools need overhauling and discusses the implementation of an alternative student evaluation system that is individualized, noncompetitive, and nonpunitive. Most of the paper describes a performance-based, criterion-referenced student evaluation system developed at Concord High School in Wilmington, Delaware. The Concord system employs formative evaluation, which results in interim progress reports of a student's work in each subject area, and summative evaluation, which summarizes a student's work for an entire course and evaluates his level of achievement. Both the formative and summative evaluations evaluate students on an individual, noncompetitive basis, without using traditional grades, grade point averages, or class rankings. Samples of both the formative and summative evaluation report forms developed at Concord are included. The author emphasizes the importance of contacting college admissions officers before implementing an alternative student evaluation system; he reports that 90 percent of the colleges surveyed indicated their acceptance of the new Concord system. (JG)

This paper directs attention to the use of the EQUATIONS game as a research tool to study certain kinds of mathematical behavior, for example, the kinds of mathematical problems which players prefer to consider and to force their opponents to consider. Mathematical equations that meet certain game rule constraints constitute a problem space. A resource is a component of these equations, i.e., digits and operations symbols. Allocating resources is performed by a player's move within the well defined limits of game rules which may have the effect of altering the problem space. In this paper, forms of the mathematics game EQUATIONS are described and analyzed. Player strategy is analyzed, and the relevance of that analysis to the study of mathematical behavior is discussed. (Author/JBW)

The communications approach to teaching speech to high school students views speech as the study of the communication process in order to develop an awareness of and a sensitivity to the variables that affect human interaction. In using this approach the student is encouraged to try out as many types of messages using as many techniques and mediums as the classroom allows. Classroom activities can include role-playing, creative dramatics, micro-labs, problem-solving groups, radio and television shows, mime, mock congresses, films, musical performances, and press conferences. The student is also encouraged to experiment with communication approaches outside the classroom, and to select a goal and determine the forces that operate for or against achieving his goal. Methods of evaluation for this approach should include a measure of the effects. Rating sheets, shift of opinion ballots, written feedback, and audio and video tapes may all be used for evaluation purposes. (WR)

The persistence of learning disabilities to the junior school level indicates the need for a supplement to the regular school program, especially since junior high represents the last chance in most cases for public educational intervention. One-time development of a workable and transportable program model is therefore desirable. Personnel requirements, desirable facilities, relative costs, testing, rationale, and evaluation design are outlined and examples presented. The model employs a systems analysis approach beginning and ending with the mainstream educational process and proceeding through various stages of intervention with appropriate recycling and intermediate evaluation. (Author/RB)

The purpose of this paper is to discuss the assessment of intelligence as it relates to reading. Its primary focus is upon criteria that might be applied to the information about intelligence and how it relates to reading. The contents include: "General Considerations," which discusses the concept of intelligence, measuring instruments used to assess intelligence, general evaluation of measuring instruments, interpretation of intelligence tests, and generalizing from the results; "Criteria," which looks at the relationship between intelligence and reading achievement, distortion of test results due to limitations on the part of the child, additional factors that may limit a child's performance, the currency of available information about intelligence and reading, test scores in relation to the child's total behavior during testing, the use of test information about intelligence in a meaningful way, the contribution of information about intelligence to the goal of teaching children to read, and the extent to which information about intelligence and reading contributes to the understanding of either of them; and "Conclusion," which urges psychologists and teachers to work cooperatively in assessing information about intelligence and reading. (WR)

To be effective, elective English must be more than reading new literature and discarding the old. Instead, it should include reading the old and the new, and sharing these experiences through discussion and writing. It should also include looking and listening at films, tapes, and records to analyze what has been seen and heard. Before deciding to offer English as an elective, teachers should decide why they want it as an elective and offer a rationale for it. The elective program can meet the needs and interests of a multi-ability and multi-character school, and provide a variety of opportunities to use books and media to teach the English language. Teachers should establish a philosophy for the elective program to determine its structure and goals and should then work to reach these goals. Elective programs must incorporate new and invigorating teaching methods which aim at getting students involved. (SW)

Because of the prevalent attitude among teachers of English at the secondary level that classroom dramatic activity is only a strong motivational device which encourages insights, interest, and open expression, the worth of dramatic activity in promoting cognitive development has been ignored. In fact, the concept of drama as a classroom catalyst dominates both writing in the field and workshop activity. However, some efforts are being made to identify and verify the cognitive value of dramatic activities. Further study, formal and informal, is necessary to ascertain the actual effects on learning of programs which include dramatic activity as a catalyst and those which include it as a major component. (JM)

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)

In this paper, the author examines the Federal role in the financing of schools given the facts of rising costs, pressure for greater equalization, court rulings that clearly place basic responsibility for financing of public education in the hands of the State, and given severe limitations on Federal funds. Matters considered include Federal short-term equalization aid; Federal impact aid funds and the adjustment of State aid payments to local districts; receipt of Federal funds by school districts because the parents of some pupils work for the Federal Government; reform of the ESEA, Title I, fund allocation formula to target the disadvantaged more precisely and to concentrate more directly on schools with the greatest proportion of students in need; the consolidation of many narrow-purpose categorical authorities into broader flexibility in meeting their educational needs; and forward funding. (Author/DN)

The assumptions behind secondary school literature course tests--whether asking students to recall aspects of literary works, to relate literary works to each other, or to analyze unfamiliar literary works--are open to question. They fail to acknowledge some of the most important aspects of literature which, if properly taught, should provide a broad experience of domestic and foreign cultures, create a literate populace, develop student comprehension of and response to events, and cultivate an articulate and informed taste. With several specific behavioral objectives as testing guides, both objective and essay tests may be formulated--deftly and carefully-- which would include questions concerning comprhension, perception of literary forms, emotional response and its articulation, aesthetic judgment, and the value to the student of literary experiences. (JM)

Three of the postulates elaborated and developed in "The Rhythmic Claims of Freedom and Discipline" by A.N. Whitehead contain implications for individualized learning. The first postulate states that the process of education envelopes three major periods--the stages of romance, precision, and generalization; the second postulate states that the principles of freedom and discipline should be adjusted to the individual's personality; and the third postulate deals with the role of the teacher in the learning process. These postulates, upon close examination, suggest that educators must learn from the mistaken practices of the past and invite the philosopher to return to his proper place at the heart of the educational process. (RB)

This article proposes steps for a systematic, logical method of moving from a nonexistent or limited reading program at the secondary or junior college level to a highly effective one which better meets the needs of the students. The first step suggested is to survey general reading ability within a school in order to formulate the direction the proposed lab should take--enrichment, developmental, corrective, or remedial. The second step involves determining philosophy and basic educational policy to be employed within the laboratory setting. Step 3 requires an initial analysis of skills needs followed by an on-going evaluation of progress based on daily performance, observable behavior, and development of positive attitudes. Step 4 involves determining which commercial and other instructional materials would best aid the instructor and the student in meeting specific goals. The fifth and final step is the monitoring of students' needs and materials to allow for proper allocation of funds for further staff development as well as for future selection of materials. (WR)

The problems with the premise that content area instructors should be teaching reading and study skills are many. Content teachers, particularly at the college level, disagree with the premise: "If a student can't read, he doesn't belong in college"--type of philosophy. On the whole, content teachers have never been exposed to a course on reading theory or skills. Many reading teachers and coordinators are not prepared properly to gain the interest or involvement of other teachers. But the biggest problem in obtaining the cooperation of other teachers in a developmental reading program is that reading personnel have turned reading into a course, or several courses, and in many cases reading labs and reading centers. Suggestions for making reading courses and reading teachers more helpful for students and for content instructors include finding and using available research relating to reading in the content areas; providing services for subject matter teachers such as testing, conducting workshops for students and for staff members, making modules in vocabulary or comprehension, and explaining the program and offering materials for use in their classrooms; and developing credit courses and workshops in reading for teachers and students and using reading courses as preservice teacher training. (TO)

Both the child and the task need to be considered in designing any reading program. The test of the sequence and structure of reading instruction is not simply a matter of completing the learning activities correctly, nor is it the level of attainment reached in the reading test, but it is rather the ability of the student to apply the skills learned to any reading situation in which he finds himself. Therefore, teachers need to think in terms of reading curriculum and not narrowly in terms of reading instruction in the areas of word attack skills, comprehension, and reference skills. There are three aspects of the reading curriculum which need consideration in planning school work: reading purposes, reading media, and reading skills and techniques. Reading is too often thought of in terms of books. The child is not prepared for effective reading unless he has had experience of the whole range of media in terms of types of publication, types of writing, and types of author purpose. Two interrelated problems, structure and transfer, must receive careful attention when planning the reading curriculum. The use of the total curriculum as the basis for reading instruction holds out the greatest hope of a higher level of success in the future. (SW)

The purposes of this paper were to briefly define content analysis, to report the findings of a survey of dissertations using content analysis methodology in the field of youth media, to place these studies into a typological pattern, and to suggest needed content analysis research in media for youth. Eighty-nine studies selected from a total of 488 dissertations were classified as using content analysis methodology according to O. R. Holsti's definition. The study concludes that content analysis offers much to those interested in learning more about the characteristics of media intended for children and adolescents. (RB)

A study was made to explore how a time sharing computer system can help the coach of high school sports. A structural analysis determined that the computer's capability to process information helps the coach: (1) store large quantities of information; (2) perform numerous operations in a very short amount of time; (3) provides consistent accuracy while also providing versatility. Next, a computer model encompassing thirteen sports was grouped according to each sport's individual needs. This grouping enabled a coach to develop general types of computer programs for "common" activities. Here, the computer was used as a problem solving tool to assist the coach in the analysis of activities and the data which they generate. The programs need to be sufficiently general to suit a variety of coaches and activities, but have built in definable parameters to meet specific needs. Five areas of secondary athletic computer application areas have been: simulations, scheduling, scoring, statistics, and scouting. As a result, a great deal of a coach's time has been saved and a more meaningful type of information has been obtained from computer usage. (WCM)

Although computers have potential applications in the elementary and secondary physical education curriculum, current usage is minimal when compared to other disciplines. However, present trends indicate a substantial growth in the use of the computer in a supportive role in assisting the teacher in the management of instructional activities. Toward this end, computer programs can help solve problems such as the handling of data and the organization and scheduling of school facilities for physical education classes. Also, the information retrieval process may be used to record supplies maintained in the department. Computer data can also be used to analyze student performance in a particular activity. Athletic simulations of stop action games such as golf, softball, or volleyball are popular with secondary students and allow strategies of play to be tested and investigated for decisions. In addition, programs may be written by students to underscore the teaching of concepts. Many benefits are derived when the student via the program must teach the computer exactly what to do. Here, a necessary transition must be made from mental knowledge and benefits of an activity to the physical engagement of the activity. (WCM)

The five W's, Why, What, Where, Who, and When, can be useful in teaching mass communication and mass media in the secondary school as well as in the college and university. The great amount of mass communication and mass media in the lives of students makes such instruction relevant to their lives and to society. Students should be taught the characteristics, potentialities, and limitations of mass media as a process and as an institution. Courses should be taught on the secondary as well as on the college level. Usually the speech or English teacher would teach courses in mass communication or mass media, but any teacher who has the interest and know-how should be allowed to teach such courses. The best time to teach courses in mass communication and mass media is now. (SW)