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This report sponsored by the Schools Council, Great Britain is that of a "Working Party" set up to consider the education of the socially disadvantaged in secondary schools. Contents include: background to educational deprivation; recognition of deprivation in schools; an account of practice in some schools; case histories; curriculum and school organization; home and school; schools and the social services; and, the training of teachers. An extensive set of recommendations regarding the education of the socially disadvantaged secondary school student, emphasizing the importance of the relationships between student, family, teacher, and school, is summarized apart from the text. The following are appended: the place of test procedures and some notes on educational guidance; the urban community school; a note on the Seebohm Report in its relation to compensatory education; some examples of existing courses in teacher education relevant to compensatory education; bibliography; and, membership of the Working Party. (JM)

The 35 papers presented at the 1965 International Conference on the Teaching of English, sponsored by the National Council of Teachers of English of the United States and the National Association for the Teaching of English of Great Britain, are collected in this volume. In the first section, the aims and purposes of teaching English in the United States and Great Britain are discussed, and methods for realizing common goals are suggested. The second and largest section of the volume contains papers on mutual problems in the teaching of language, literature, and composition. Approaches to teaching English in the elementary grades in the next section, the value and accuracy of literature examinations in Britain, the use of external examinations in U. S. public schools, and the impact of examinations on American independence schools are evaluated. Section five deals with higher education, teacher education, and research; and the last section surveys the growth and organization of associations of English teachers, as well as discussing their cooperation and coordination. Sixteen pages of selected references on the teaching of English in Anglo-American countries are appended. (This document previously announced as ED 023 680.) (LH)

The 35 papers presented at the 1965 International Conference on the Teaching of English, sponsored by the National Council of Teachers of English of the United States and the National Association for the Teaching of English of Great Britain, are collected in this volume. In the first section, the aims and purposes of teaching English in the United States and Great Britain are discussed, and methods for realizing common goals are suggested. The second and largest section of the volume contains papers on mutual problems in the teaching of language, literature, and composition. Approaches to teaching English in the elementary grades in the United States, Great Britain, and Canada are compared in section three. In the next section, the value and accuracy of literature examinations in Britain, the use of external examinations in U. S. public schools, and the impact of examinations on American independent schools are evaluated. Section five deals with higher education, teacher education, and research; and the last section surveys the growth and organization of associations of English teachers, as well as discussing their cooperation and coordination. Sixteen pages of selected references on the teaching of English in Anglo-American countries are appended. (LH)

In the summer of 1968, the second conference on new developments in the teaching of economics was conducted at Stanford University. For four weeks forty selected professors revised ideas on many basic economic education issues: methodology, innovative techniques, effective teaching, and ways of improving economics courses. As a result of this dialogue fourteen papers were written surveying economic education: 1) On Crossing the Pons Asinorum of Sophomore Economics; 2) A Psychologist Looks at the Teaching of Economics at the Undergraduate Level; 3) Multiple Choice Questions in Elementary Economics; 4) The Economics of Teaching: The Role of TIPS; 5) Factors Affecting Student Learning of Elementary Economics; 6) Policy Making in a Simulated Environment; 7) Computer Time-Sharing and the Teaching of Economics; 8) Computer Experiments in Marginal Analysis; 9) Playing the Market Game; 10) More on the Use of Mathematics in the Teaching of the Principles Course; 11) Controversial Issues in the Teaching of Economics; 12) The Teaching of Economics in Britain; 13) Economics Education in the United Kingdom; and, 14) Economics Education in the Community Junior Colleges. (Author/AWW)

A review of the status of computing and computer science education is provided in this yearbook of the British Computer Society (BCS). Following a brief introduction to the BCS and its aims, reports are presented which deal with: 1) the activities of the Society's education division; 2) the BCS examination; 3) BCS examination regulations and syllabi; 4) education in the Society's local branches; and 5) the work of the Computer Education Group and of the British Computer Society Schools' Committee. Future requirements of the computer industry are surveyed, and a report of college computer activities is presented. An experimental project in Berkshire is described, computer education for secondary school teachers is discussed, and a school scheduling system reviewed. Also included are papers on the International Federation for Information Processing (IFIP) and its world conference on computer education, and a list of computer courses available at the post-secondary level. A booklist, a roster of 16mm computer films, and an international bibliography of materials on computer education are also appended. (LB)

This work reviews the historical background, aims, and administration of further education in Great Britain; types of courses and course arrangements; and the teacher situation in further education. The beginnings of state aid, the development of technical, secondary, and university education, the 1956 and 1961 White Papers on technical education, and results of the 1944 Education Act are among the highlights of the first chapter. In the next chapter, the scope and distinct aims of further education are discussed in relation to industrial needs and to the aims of teachers' colleges and universities. Administrative organization is charted for the Department of Education and Science, further education colleges, and the local education authorities (under the Ministry of Education). Next, basic provisions for liberal technical education are covered, together with vocational and professional qualifications, degrees, national certificates and diplomas, examination procedures, courses in commerce and in art, and enrollment data for full-time, part-time, and sandwich (alternating work and study) courses. Finally, the training, qualifications, and supply of teacher personnel is evaluated, mainly in terms of three major national reports. A glossary, tables, references, and an index are included. (ly)