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

Articles included in the collection of convention papers discuss a creativity score from the Stanford Binet and its applications, performance based instruction, methods for maximizing the development of talent among the urban disadvantaged, and talent potential among the disadvantaged. Abstracts of papers are provided on the following topics: effects of anxiety on creativity, a followup of sixth grade regular and special class gifted, a holistic conception of creativity and intelligence, measuring perceptual motor ability, and curriculum in differential education for the gifted. (JM)

This publication was produced by the ERIC Information Analysis Center for Science, Mathematics, and Environmental Education in cooperation with the National Association for Research in Science Teaching (NARST) to provide abstracts of most of the papers presented at the NARST annual conference in Chicago, Illinois, on April 15-18, 1974. The abstracted papers cover a wide range of topics of importance in science teaching and many report the results of current research in science education. (JR)

Each of the eight papers in this volume deals with a major problem affecting American children today. The papers are: "Background Paper on Minority Children and Youth"; "Background Paper on Special Programs for Handicapped Children and Youth"; "Background Paper on Juvenile Delinquency"; "Jobs for Youth"; "Day Care and Preschool Services: Trends in the 1960's and Issues for the 1970's"; "Background Paper on Health"; "Population Change in the United States and the Development of Family Planning Services"; and "Background Paper on Food and Nutrition." (DB)

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

Abstracts of papers presented to the 44th Annual Meeting of the National Association for Research in Science Teaching are arranged according to the topic of the session at which they were presented. Separate sessions were devoted to elementary, secondary, junior high school, and college and university science teaching, with papers on evaluation, teaching techniques, teacher and student behavior, curriculum, and attitudes being presented at each level. Papers were also presented on science teacher education at pre- and in-service levels, on learning and testing, and on environmental education and educational technology. Abstracts of addresses to general sessions, on educational research, the future of NARST, science education curriculum development, and guidelines for science and mathematics teacher education are also included. (AL)

The first section of this report contains a short summary of the papers and proceedings of this Conference which was initiated and directed by the University Library and sponsored by the Library Education Division of the American Library Association. Ten working papers were distributed prior to the Conference and served as a background to the discussions held by the authors and the other major participants during the first two sessions. The final day was devoted to the preparation and discussion of recommendations for improving library and indexing services for the field of library and information science. The second section provides recommended courses of action for the improvement of existing indexing and library services, new ventures, research and development, and leadership. (see also LI 002 797 through 002 807). (AB)

This paper (1) defines the concept of equalization as it has been used in school finance, (2) examines some selected problems in the measurement of the concept of equalization, and (3) applies the concept of equalization to current State educational fiscal policy matters. The definitional problems are investigated by posing what are believed to be basic questions concerning the concept and then surveying the school finance literature for appropriate responses. A series of graphic models is constructed and used to continue studying the facets of the equalization concept. A technique for measuring equalization is outlined, and the use of this technique is illustrated. The application of the concept of equalization to current State educational fiscal policy matters is explored, and the paper concludes with a comment on the role the courts have played in shaping State educational fiscal policy. Related documents are ED 060 544, EA 005 217, and EA 005 219-220. (Pages 81 and 104 may reproduce poorly.) (Author/DN)

Three papers representing advance accounts of the early stages of research in progress are discussed. "Income Redistribution Effects of Higher Education," by W. Lee Hansen, deals with broad and basic issues of public policy and financing higher education. "Demand and Supply in U.S. Higher Education: A Progress Report," by Roy Radner and L.S. Miller, deals with certain significant aspects of the sociology of higher education. "Resource Allocation in Higher Education," by Joseph A. Kershaw and Alexander Mood, deals with central problems of managing an institution of higher education. The papers contain no new results that are conclusive. (AF)

The purpose of this paper is to describe a system of individually guided motivation which is directly tied to a total system of individually guided education. In the system of motivation, the child's entering characteristics are assessed, motivational objectives in the form of desired behaviors are set for each child, a program designed to generate and maintain a desired level of motivation for each child is carried out, and finally the child's motivational progress is assessed. The components of the system of individually guided motivation described in this paper include a statement of behaviors indicative of motivation, a list of motivational principles based on theory and research and instructional guides based on these principles, descriptions of procedures for assessing motivation, and finally descriptions of student and teacher activities which can be carried out to implement the principles of motivation. The motivational activities are usually directly tied to the instructional program in various curriculum areas and include large group class size group, small group, and one to one activities. (Author)

Twenty-seven papers on agricultural extension, adult basic education, programed instruction, program planning, general education, research problems, motivation, behavior and attitude change, university extension, adult educators, and other areas of concern within adult education were presented at this research conference. Most of these papers are available from the ERIC Document Reproduction Service (EDRS); The rest are available from other sources as noted in the citations. The digests in this booklet are arranged alphabetically by author. Also included are an author index, a list of ERIC/AE publications, and instructions for ordering from the EDRS. (LY)

The collection of selected convention papers includes discussions of the application of the ITPA for children with learning disabilities, applications of psychoeducational evaluation, factors in severe reading disability, and initiating statewide programs for the educationally handicapped. Articles also deal with the history and future education of children with learning disabilities, perceptual behaviors and reading disabilities, and the private school and its practical relationship. Abstracts of articles on the following topics are also provided: hyperactive and hypoactive children, cooperative private and public school programs, immediate materials selection, outpatient diagnostic and remedial services, personal adjustment training, and language remediation. (JM)

PENNSYLVANIA STATE UNIVERSITY AND THE TENNESSEE VALLEY AUTHORITY CONDUCTED A FIVE YEAR (1961-66) AGRICULTURAL EDUCATION PROJECT IN TWO PENNSYLVANIA COUNTIES. THIS PAPER REPORTED THE PRELIMINARY FINDINGS. USING THE CRITERION OF ADOPTION OF SELECTED AGRICULTURAL PRACTICES BY SURROUNDING FARMERS, THEY ATTEMPTED TO MEASURE THE INFLUENCE OF 17 DEMONSTRATION DAIRY FARMS. DATA ON GENERAL AGRICULTURAL TECHNOLOGY, FARM MANAGEMENT SKILLS, FARM PRACTICE ADOPTION, PATTERNS OF FORMAL AND INFORMAL ACTIVITIES, INTERPERSONAL VISITING AND COMMUNICATION, AND ATTITUDES, GOALS, AND VALUES WERE GATHERED BY FIELD SURVEYS BEFORE AND AFTER THE ACTION PROGRAM. SOME OF THE FINDINGS INDICATED THAT THOSE MAKING THE MAJOR CHANGE IN RECOMMENDED PRACTICES WERE DAIRYMEN OTHER THAN THE INNOVATORS OR EARLY ADOPTERS, THAT THE GREATEST CHANGE TOOK PLACE AMONG THAT GROUP OF FARMERS WHO HAD THE GREATEST POTENTIAL. HOWEVER, WHILE THE EDUCATIONAL PROGRAM DID INFLUENCE CHANGES IN ADOPTION OF PRACTICES, MOST OF THE EXPLAINED VARIANCE WAS ATTRIBUTED TO SUCH EXTRANEOUS FACTORS AS INDIVIDUAL CHARACTERISTICS, RELATIONSHIPS WITH OTHER PERSONS AND ORGANIZATIONS, LEVEL OF FARM TECHNOLOGY, AND VARYING CULTURAL CONDITIONS IN THE TWO COUNTIES. (THE DOCUMENT INCLUDES FOOTNOTES AND EIGHT TABLES.) THIS DOCUMENT WAS A PAPER PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION, (CHICAGO, FEBRUARY 11-13, 1968). (LY)

PRESENTED ARE A SELECTED GROUP OF PAPERS CHOSEN FROM THOSE GIVEN AT TWO INSTITUTES ON FOSTERING AND REINFORCING INNOVATIVE BEHAVIOR IN SELECTED SCHOOL PERSONNEL. THE TOPICS PRESENTED INCLUDE--(1) THE VALUE OF RESEARCH IN THE CLASSROOM, (2) THE NECESSITY FOR TEACHERS TO BE INNOVATIVE, (3) THE FACTORS RELATED TO ACADEMIC ACHIEVEMENT, (4) THE USE OF PROGRAMED MATERIAL IN THE CLASSROOM, (5) THE NEED FOR SCHOOLS AND TEACHERS TO HAVE SPECIFIC OBJECTIVES, AND (6) THE NECESSITY FOR INNOVATION AND EVALUATION WHEN APPLYING FOR FUNDS UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT. SOME BIBLIOGRAPHICAL REFERENCES ARE INCLUDED WITH THE PAPERS. (ES)

This paper summarizes the developmental activities in mathematics conducted at the first grade level. Two instructional units of "Developing Mathematical Processes" were taught. The instructional units are described through a description of the activities that were tried, an explanation of evaluation procedures, and a report of the results of each evaluation. The purpose of the pilot activities was to verify the appropriateness of a mathematics curriculum for first grade children; the data displayed are exploratory data which assess the feasibility of the instructional procedures. (Author/DT)

A paper presenting the objectives of the National Association of Black Adult Educators is given. The association was formed to take action to seek and implement pragmatic solutions to the problem of the exclusion of blacks and other minorities from the decision making process in American society. Specific objectives include: (1) To provide a permanent organization for all Adult Educators in the United States of America, (2) To provide meaningful involvement of blacks in the activities of the major professional organizations, (3) To encourage the employment of blacks as directors and supervisors of Adult Education programs at national, state, and local levels, (4) To encourage the employment of blacks as deans, directors, and professors at the colleges and universities, (5) To design and implement quality ethnic oriented programs with special emphasis placed on reducing racial tension, promoting legal justice, and promoting cultural and economic awareness, (6) To design relevant training programs for teachers, administrators, paraprofessional and peer-teachers involved in projects dealing with minority group education, (7) To develop racial/ethnic curriculum materials, (8) To promote agreement with Federal Agencies to perform contract monitoring, evaluation, and research services on projects relating to minority education, and (9) To promote fellowship among members. (Author/CK)

Abstracts are presented of 34 papers on adult education research. They cover adult dropouts, age differences in learning, older adults, motivation and orientations of adults, interpersonal relationships; adult educators, change agents, and leaders in Cooperative Extension; teacher training and multimedia instruction; diffusion of innovation, adoption, and attitude change; professional continuing education of the clergy and retirement education; equivalency tests for adults; curiosity; research utilization; and two historical reviews--of adult education in the Confederacy and of lyceums. Basic Information Sources, Current Information Sources, Literature Reviews, and other publications of the ERIC Clearinghouse on Adult Education are also listed. (eb)

This document contains 4 papers: "A Research Base for a Diversified System of Higher Education," by T.R. McConnell, which deals with some of the many kinds of investigations necessary for designing and developing a pluralistic system of higher education; "The Structure of University Costs," by C.F. Carter, which discusses an exercise in cost analysis conducted by the Committee of Vice"Chancellors in England; "Postgraduate Research in the Humanities," by E. Rudd, which discusses the results of a survey which, in part, tried to determine how the graduate student sets about his research and what provisions the universities make for research students in the arts--such as the teaching and supervision they receive, and the facilities and services that are provided for them; and"Supplementary Predictive Information for University Admission," by J. Drever, which discusses the need for considering the student's school record, in addition to the 'A' level examinations, for university admission, and the usefulness of devising a test that will measure the student's aptitude for the work for which he is applying. (AF)

The collection consists of selected convention papers from the 1969 convention of the Council for Exceptional Children. Included are both abstracts of articles and complete articles. Nine items on the gifted and 13 on learning disabilities are presented but may also be obtained separately in EC numbers 006 169 and 006 168 respectively. A broad scope of discussions are presented concerning behavioral disorders (12), communication disorders (11), early childhood education (5), mental retardation (21), the physically handicapped (5), visually handicapped (3), administration (7), general sessions (5), international relations (4), research reports (12), special issues (10), and one on teacher education. (JM)

Abstracts are presented of 23 research papers on attitude changes resulting from supervisory training; nonparticipation in vocational retraining; methods and techniques (including mass media, small group discussion, correspondence study, and the use of programed instruction for health personnel and in human relations training); preferred adult educational methods among potential participants; adoption of new agricultural practices; dental health instruction and counseling; information systems development; program administration; attitudes and performance of extension agents; information needs and information seeking; faculty attitudes toward programs of continuing higher education; regional planning; homemaking education; effects of structure and sequence on adult learning; and professional career patterns. Basic adult education information sources, current information sources, and other publications of the ERIC Clearinghouse on Adult Education are also listed. (ly)

The Institution of Electrical Engineers conducted a study in the United Kingdom and the United States to determine the need for their new publication "Current Papers in Physics (CPP)," and its usefulness to the physics community. Questionnaires were used to (1) recruit panel members to test reader reaction to the publication over a period of one year, (2) collect necessary background on panelists, (3) determine methods used by physicists to obtain current information prior to CPP, and (4) discover what physicists felt a good awareness journal in physics should be like. Prior to CPP, the three most widely used methods of current awareness were (1) scanning current issues of journals (2) contacts with colleagues, and (3) listening to presentations at meetings. The use of abstract journals was a major method of both retrospective search and current awareness. A major concern for an awareness journal was that it be current. Physicists were concerned with specialized aspects of physics and not general information. Appendixes contain (1) questionnaires, (2) additional panel data, (3) data on overseas panels, and (4) comments on published abstract journals as current awareness tools. (DH)

THIS REPORT REPRESENTS A SYNTHESIS OF THE CURRENT LITERATURE RELATED TO THE TOPIC OF TEACHER AND LEADER TRAINING AND RECUITMENT RATHER THAN AN ANALYSIS OF EMPIRICAL DATA. IN GENERAL, THE PERSONNEL PROBLEM IN HIGHER ADULT EDUCATION IS EXAMINED FROM THE STANDPOINT OF THE GROWTH OF THE FIELD, PERSONNEL NEEDS, THE NEED FOR TRAINING, THE AIMS OF SPECIALIST TRAINING AT THIS LEVEL, AND PRESENT PRACTICES IN TRAINING AND RECRUITMENT. IN ADDITION, THE IMPLICATIONS FOR TRAINING OF THE VARIOUS PHILOSOPHIES OF ADULT EDUCATION ARE EXAMINED AS WELL AS EXISTING PROFESSIONAL PREPARATION AND INTERNSHIP PROGRAMS. FINALLY, THERE IS A SECTION DEALING WITH CONCLUSIONS AND RECOMMENDATIONS. WHILE THE RESULTS OF THIS REPORT ARE LARGELY HEURISTIC, IT IS BELIEVED THAT FROM SUCH BASES USEFUL INNOVATIONS IN THE PRACTICE OF HIGHER ADULT EDUCATION MAY BE DEVELOPED. THE DOCUMENT INCLUDES 25 REFERENCES. IT WAS PRESENTED, AS A PAPER, AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (AUTHOR/LY)

THE RELATIONSHIP OF EGO-STAGE DEVELOPMENT (BASED UPON THE THEORIES OF ERIK ERICKSON) TO THE EXPERIENCES ADULTS IDENTIFIED AS LEADING TO RE-CREATION WAS EXPLORED, USING DATA OBTAINED FROM 73 WOMEN SELECTED AT RANDOM FOR A POPULATION OF 582 AMERICAN AND CANADIAN WOMEN GRADUATE STUDENTS AT THE UNIVERSITY OF WISCONSIN IN FALL, 1964. INFORMATION REGARDING RE-CREATIVE EXPERIENCES WAS OBTAINED FROM A SELF-REPORT DIARY SHEET WHICH REPRESENTED REFLECTION OF EGO STAGE CONCERNS--ENJOYMENT WITHIN THE EXPERIENCE AND INTENSITY OF RE-CREATION. PARTICIPANTS OBSERVED THEIR RE-CREATIVE BEHAVIOR ON TEN RANDOMLY SELECTED DAYS IN THE INTERVENING PERIOD. IT WAS FOUND THAT, FOR THE MOST PART, EGO STAGE DEVELOPMENT WAS NOT REFLECTED IN RE-CREATIVE EXPERIENCES. HOWEVER, A STATISTICALLY SIGNIFICANT ASSOCIATION BETWEEN EGO STAGE DEVELOPMENT AND RE-CREATIVE EXPERIENCE WAS FOUND AMONG PSYCHOLOGICALLY MATURE SUBJECTS WHEN THEY WERE IN A POSITIVE, ENTHUSIASTIC, CREATIVE MOOD BEFORE THE EXPERIENCE. UNDER THESE SAME CONDITIONS, INTENSITY OF RE-CREATION WAS MOST FREQUENTLY HIGH. IT WAS CONCLUDED THAT THE TENDENCY IS TO REGRESS TO A LOWER STAGE OF EGO DEVELOPMENT IN OBTAINING RE-CREATION. MATURITY AND POSITIVE DYNAMIC PRECONDITION ARE CONTRIBUTING FACTORS IN GAINING RE-CREATION IN EXPERIENCES OF PROGRESSIVE ADAPTATION. THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. IT WILL BE PUBLISHED IN ADULT EDUCATION. (AJ)

AS PART OF A UNIVERSITY OF ROCHESTER EFFORT TO EXPLORE THE USE OF SELF INSTRUCTIONAL PROGRAMS AND MATERIALS IN EDUCATING DOCTORS, NURSES, PARAMEDICAL PERSONNEL, AND PATIENTS, THREE STUDIES OF PROGRAM UTILIZATION AND EFFECTIVENESS WERE MADE. DATA WERE OBTAINED ON COMPLETION AND NONCOMPLETION OF A PROGRAMED COURSE ON ALLERGIES, USER REACTIONS AS TO ITS USEFULNESS, AND ATTITUDES TOWARD THE USE OF MORE PROGRAMED MATERIALS. IN TWO STUDIES OF PROGRAMED INSTRUCTION IN CANCER DIAGNOSIS, TREATMENT, AND PATIENT MANAGEMENT, ACHIEVEMENT WAS MEASURED IN PROGRAMED AND CONVENTIONAL INSTRUCTION. IN THE ALLERGY PROGRAM, COURSE COMPLETIONS (87.5 PERCENT), POSITIVE REACTIONS (96 PERCENT), PERCEPTION OF PRACTICAL VALUE (93 PERCENT), AND FAVORABLE RESPONSES ON THE USE OF MORE PROGRAMED MATERIALS (95 PERCENT) INDICATED THAT EFFECTIVE PROGRAMED MATERIALS WOULD BE WELCOMED BY HEALTH PRACTITIONERS. IN THE CANCER PROGRAM, ACHIEVEMENT RESULTS SHOWED THAT PROGRAMED INSTRUCTION TAUGHT EFFECTIVELY AND IN A COMPARATIVELY SUPERIOR FASHION TO TRADITIONAL METHODS. (INCLUDED ARE FIVE TABLES, EIGHT REFERENCES, AND BACKGROUND DISCUSSION.) THIS PAPER WAS PRESENTED AT A NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH (CHICAGO, FEBRUARY 11-13, 1968). (LY)

RESEARCH (1) ANALYZED SPECIFIC OUTCOMES OF COUNSELING, INSTRUCTION, AND DENTAL THERAPY, AND (2) DETERMINED THE RELATIVE EFFECTIVENESS OF PATIENT EDUCATION FOR RELIEF OF TEMPOROMANDIBULAR JOINT (TMJ) DYSFUNCTION. SIXTY ADULT PATIENTS ATTENDING THE UNIVERSITY OF ILLINOIS TMJ RESEARCH CENTER WERE RANDOMLY ASSIGNED TO ONE OF THREE PROGRAMS--DENTISTRY, DENTISTRY AND INSTRUCTION, OR DENTISTRY AND COUNSELING. IN THE PRETEST STAGE, A DENTAL EXAMINATION DETERMINED THE SEVERITY OF THE DYSFUNCTION, AND INTERVIEWS AND TESTING DETERMINED MOTIVATION FOR COUNSELING, EDUCATIONAL LEVEL, KNOWLEDGE OF THE DYSFUNCTION, AND SELF-CONCEPT. RESULTS INDICATED THAT--(1) DENTAL TREATMENT COMBINED WITH INSTRUCTION OR COUNSELING IS SUPERIOR TO DENTAL TREATMENT, (2) DENTAL TREATMENT AND INSTRUCTION ARE SUPERIOR TO DENTAL TREATMENT ALONE OR COMBINED WITH COUNSELING, AND (3) THE COMBINATION OF COUNSELING AND DENTAL TREATMENT IS SUPERIOR TO EITHER DENTISTRY ALONE OR COMBINED WITH INSTRUCTION IN DECREASING A PATIENT'S NEGATIVE FEELINGS ABOUT HIMSELF. AN ABSTRACT OF A DOCTORAL THESIS, THIS PAPER WAS PRESENTED AT A NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH (CHICAGO, FEBRUARY 11-13, 1968). (PT)

THE CRITICAL INCIDENT TECHNIQUE WAS USED TO DETERMINE JOB REQUIREMENTS OF IDAHO AGRICULTURAL AGENTS. A PERSONAL INTERVIEW OF 70 IDAHO AGENTS RESULTED IN THE COLLECTION OF 436 USABLE EFFECTIVE AND INEFFECTIVE INCIDENTS. JOB REQUIREMENTS WERE DEVELOPED BY CATEGORIZING THE 975 CRITICAL BEHAVIORS IDENTIFIED IN THE CRITICAL INCIDENTS, AND WERE CLASSIFIED IN FIVE MAJOR AREAS--GROUP DEVELOPMENT, PROGRAM DEVELOPMENT, COUNSELING CLIENTS, INTERPERSONAL RELATIONS, AND MAINTAINING THE ORGANIZATION. THE FINDINGS REVEALED THAT SOCIAL SKILLS WERE USED MORE THAN TECHNICAL SKILLS IN CRITICAL AREAS OF THE JOB. AGENTS FELT LESS EFFECTIVE IN SOCIAL SITUATIONS AND IN THE CRITICAL INCIDENTS WHEN THEY DID NOT INITIATE ACTION. THEY DEPENDED ON INDIVIDUAL CONTACTS FOR GETTING RESULTS AND WORKED THROUGH AVAILABLE SOCIAL SYSTEMS. SPECIALIZED AGENTS FELT THEY WERE MORE EFFECTIVE, FOUND THEIR JOB MORE SATISFYING, AND WORKED MORE CLOSELY WITH PUBLIC AGENCIES THAN GENERALIZED AGENTS. AGENTS WITH HIGH GRADE POINT AVERAGES SAW MORE OF THEIR ACTIONS AS CRITICAL, DEVOTED MORE TIME TO PROGRAM PLANNING, AND WERE MORE EFFECTIVE IN COUNSELING CLIENTS. HIGH SUPERVISORY RATINGS WERE GIVEN TO AGENTS WHO WORKED PRIMARILY WITH ADULT CLIENTELE IN TRADITIONAL AGRICULTURAL AREAS. THIS DOCUMENT WAS A PAPER PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION, CHICAGO, FEBRUARY 11-13, 1968. (PT)

THIS STUDY WAS UNDERTAKEN TO DETERMINE THE METHOD ORIENTATION OF ADULTS (SPECIFICALLY, 611 RESIDENTS OF PREDOMINANTLY RURAL COLUMBIA COUNTY, WISCONSIN) FOR PARTICIPATION IN EDUCATIONAL ACTIVITIES IN VOCATIONAL EDUCATION, HOBBIES AND RECREATION, ACADEMIC OR GENERAL EDUCATION, RELIGION, MORALS AND ETHICS, HOME AND FAMILY LIFE, PERSONAL DEVELOPMENT, CURRENT EVENTS, PUBLIC AFFAIRS, AND CITIZENSHIP. GROUP ORIENTED METHODS INCLUDED CLASSES, DISCUSSION GROUPS, SHORT COURSE OR LECTURE SERIES, AND WORKSHOPS OR INSTITUTES. INDIVIDUAL METHODS INCLUDED TAKING CORRESPONDENCE COURSES, STUDYING BOOKS OR OTHER PRINTED MATTER, CONSULTING EXPERTS OR SPECIALISTS, READING NEWSPAPERS AND MAGAZINES, AND WATCHING TELEVISION AT HOME. CERTAIN SOCIOECONOMIC AND PSYCHOLOGICAL BACKGROUND FACTORS WERE ALSO CONSIDERED. FOR THE MAJORITY OF THE SUBJECT AREAS, GROUP METHODS WERE PREFERRED BY THE MAJORITY OF ADULTS. WITHIN SUBJECT AREAS, ADULTS PREFERRING INDIVIDUAL METHODS WERE MORE LIKELY TO BE OLDER, WITH RELATIVELY LOW EDUCATIONAL LEVELS AND FAMILY INCOMES, WITH THE HIGHEST PROPORTION OF INDIVIDUAL ORIENTATION APPEARING AMONG WOMEN WITH EIGHT YEARS OR LESS OF SCHOOLING. (THE DOCUMENT INCLUDES FOOTNOTES AND FIVE TABLES.) THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (LY)

TO DETERMINE THE RELATIONSHIP BETWEEN DOGMATISM AND PERFORMANCE AS MEASURES OF PROBLEM SOLVING ABILITY IN EXTENSION AGENTS, A STUDY WAS MADE OF 486 AGENTS AND 23 SUPERVISORS IN FIVE STATES. AGENTS RESPONDED TO MAILED QUESTIONNAIRES AND THEIR SUPERVISORS RETURNED PERFORMANCE RATINGS. THE DEGREE OF OPEN-MINDEDNESS WAS MEASURED ON THE ROKEACH DOGMATISM SCALE AND PERFORMANCE SCORES WERE MEASURED BY RATINGS BY THE SUPERVISORS USING THE LAWSHE KEPHART PERSONNEL COMPARISON SYSTEM. AN INVERSE RELATIONSHIP BETWEEN LEVEL OF DOGMATISM AND PERFORMANCE WAS INDICATED. IT WAS MOST STRONGLY ASSOCIATED WITH MIDDLE AGED AGENTS, AND THOSE WITH LESS THAN A MASTER'S DEGREE. A SLIGHT POSITIVE RELATIONSHIP WAS SHOWN BETWEEN AGE AND DOGMATISM, AND A STRONG NEGATIVE ASSOCIATION BETWEEN LEVEL OF EDUCATION AND DOGMATISM. ANALYSIS ALSO SUGGESTED THAT AGENTS LOW IN DOGMATISM WERE RATED HIGHER IN PERFORMANCE THAN AGENTS HIGH IN DOGMATISM REGARDLESS OF THE DEGREE OF DOGMATISM OF THE SUPERVISOR. THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (RT)

TO TEST THE EFFECTIVENESS OF ADVANCED PREPARATION IN THE HUMAN RELATIONS LABORATORY PROGRAM OF THE UNITED CHURCH OF CANADA, SEVEN DELEGATES TO A LABORATORY HELD IN JUNE 1967 RECEIVED A 27-PAGE PROGRAMED ORIENTATION TWO WEEKS PRIOR TO THE LABORATORY. ANOTHER EIGHT DELEGATES SERVED AS A CONTROL GROUP. IT WAS HYPOTHESIZED THAT THE TEST GROUP WOULD PARTICIPATE WITH MORE FUNCTIONAL BEHAVIOR THAN THE CONTROL GROUP, WOULD KNOW MORE COGNITIVE ELEMENTS INCLUDED IN THE CURRICULUM, POSSESS MORE FAVORABLE ATTITUDES TO CHARACTERISTICS OF THE LABORATORY, AND WOULD HAVE DEVELOPED GREATER SKILL IN MEMBERSHIP PARTICIPATION AND INTERPERSONAL RELATIONSHIPS. ALL HYPOTHESES EXCEPT THE ONE REGARDING ATTITUDES WERE REJECTED, DUE IN PART TO THE LABORATORY DESIGN, READINESS AND LEARNING SET OF INDIVIDUAL DELEGATES, AND SOME CHARACTERISTICS OF ONE SUB-GROUP. EXPERIMENTERS RECOMMEND THAT THE UNITED CHURCH LABORATORY PROGRAM PRODUCE A REVISED PROGRAMED ORIENTATION, GENERATE PRETEST ITEMS SO THAT COGNITIVE LEARNING SCALES COULD BE DEVELOPED AT SHORT NOTICE, AND INVESTIGATE PROBLEMS CREATED BY ORIENTATION PRACTICE AND THE SCREENING EFFECT OF THE PROGRAM ORIENTATION. (CHARTS SHOW SAMPLING PLAN AND DESIGN AND SCORES FOR TEST PARTICIPANTS.) THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (RT)

IN THIS STUDY ON THE EFFECTS OF STRUCTURE AND SEQUENCE ON ADULT LEARNING, 96 ADULTS UNFAMILIAR WITH NUMBER BASES AND RANGING IN AGE FROM 23 TO 53 WERE RANDOMLY ASSIGNED TO FOUR DIFFERENTIALLY STRUCTURED INTRODUCTORY MATERIALS (HISTORY OF MEASUREMENT, BASE TEN, BASE SEVEN, OR PRINCIPLES OF NUMBER BASES) AND TO THREE DIFFERENTIALLY SEQUENCED LEARNING TASK CONDITIONS (RANDOM, PARTIAL, OR COMPLETE) WITHIN FOUR INTELLIGENCE AND TWO SEX CATEGORIES. SUBJECTS WERE INDIVIDUALLY PRESENTED THE BASE FOUR TASK IN PAIRED ASSOCIATE FORM AFTER THEY HAD RECEIVED THE PROGRAMED INTRODUCTORY MATERIAL. THE INTRODUCTORY MATERIAL APPEARED TO HAVE SIGNIFICANTLY POSITIVE RESULTS ONLY WITH SUBJECTS HAVING SUPERIOR INTELLIGENCE. THE COMPLETELY SEQUENCED LEARNING TASK RESULTED IN A MORE RAPID MASTERY OF THE LEARNING TASK, ESPECIALLY WITH LESS INTELLIGENT SUBJECTS. RELIABLE DIFFERENCES AMONG THE INTELLIGENCE CATEGORIES AND BETWEEN THE SEXES WERE ALSO OBSERVED. (ALSO INCLUDED ARE CHARTS, TABLES, AND 17 REFERENCES.) THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (AUTHOR/LY)

DESIGNED TO DETERMINE WHETHER CHANGES IN ATTITUDE OCCURRED AS A RESULT OF PARTICIPATION IN AN INDUSTRIAL SUPERVISORY TRAINING PROGRAM, THIS STUDY USED THE SEMANTIC DIFFERENTIAL TECHNIQUE TO IDENTIFY RELATIONSHIPS BETWEEN CONTENT AND ASSIMILATION IN A LEARNING SITUATION. BEFORE AND AFTER THE PROGRAM, 41 SUPERVISORS RATED 12 CONCEPTS ON A CONTINUUM BETWEEN POLAR OPPOSITES. THE CONCEPTS REPRESENTED SUCH BASIC IDEAS OR CONDITIONS IN THE PROGRAM AS TEACH, AWARE, EXAMINE, SELF, WARM, AND INEPT. THE SCALES COVERED THE THREE MAJOR FACTORS OF EVALUATION, POTENCY, AND ACTIVITY. AN INTERCORRELATION MATRIX WAS USED TO DETERMINE THE DEGREE OF RELATEDNESS BETWEEN SCALES. IT WAS CONCLUDED THAT--(1) CHANGES DID TAKE PLACE IN THE PARTICIPANT'S ATTITUDE TOWARD THE PROGRAM AND THE NEGATIVE ATTITUDES WERE MORE AMENABLE TO CHANGE THAN THE POSITIVE, (2) THE DIRECTION OF CHANGE WAS FROM EXTREMES OF POLARITIES TO A NEUTRAL POSITION, AND (3) THE EVALUATION FACTOR WAS THE MOST SENSITIVE INDICATOR OF CHANGE. THIS DOCUMENT APPEARED IN TRAINING AND DEVELOPMENT JOURNAL, VOLUME 21, NUMBER 11, NOVEMBER 1967 AND WAS PRESENTED AS A PAPER AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (PT)

TWO PROJECTS ON THE DESIGN, DEVELOPMENT, IMPLEMENTATION, AND EVALUATION OF A MAN-MACHINE SYSTEM FOR COUNSELING IN THE PALO ALTO AND LOS ANGELES SCHOOL DISTRICTS ARE REPORTED. THE EARLIER PHILCO 2000 COMPUTER PROGRAMS SIMULATED A COUNSELOR'S WORK IN THE EDUCATIONAL PLANNING INTERVIEW BY ACCEPTING INPUTS SUCH AS SCHOOL GRADES, TEST SCORES, AND BIOGRAPHICAL DATA. IT ANALYZED DATA ACCORDING TO AN INFERRED MODEL OF THE COUNSELOR'S DECISION-MAKING RULES, AND PRINTED OUT EVALUATIVE STATEMENTS. AN AUTOMATED EDUCATIONAL INTERVIEW PROGRAM NOW REVIEWS STUDENT PROGRESS, COLLECTS COMMENTS FROM THE STUDENT, REACTS TO STUDENT PLANS, AND HELPS PLAN A HIGH SCHOOL COURSE SCHEDULE. THE CURRENT PROJECT, IN THE INITIAL DESIGN PHASE, INCLUDED A SURVEY OF COUNSELOR PRACTICES, SELECTED AN EXPERIMENTAL FIELD SITE, ANALYZED COUNSELING OPERATIONS IN THE FIELD SITE, AND TRAINED COUNSELORS IN SYSTEMS TECHNOLOGY AND LAB DEVELOPMENT OF LIMITED SOFTWARE SYSTEMS. A PLAN WAS FORMULATED TO COMPUTERIZE THE MAJOR INFORMATION-PROCESSING TASKS IN THE COUNSELING OPERATION. THE DEVELOPMENT, IMPLEMENTATION, AND EVALUATION PHASES WILL FOLLOW. A SAMPLE INTERVIEW IS INCLUDED. THIS PAPER WAS PRESENTED AT THE AMERICAN PSYCHOLOGICAL ASSOCIATION CONVENTION, NEW YORK, N.Y., SEPTEMBER 4, 1966. (WR)

This report presents the problem and a solution to the treatment of students by age interactions. It considers the plight of an educational researcher who wishes to demonstrate that a particular treatment effect changes from age to age. In analysis of variance language, he is seeking a treatment by age interaction. The report presents a rationale for considering treatment by age interactions in a relative rather than in an absolute sense. The problem considered is, "How can the interaction question be answered when treatment differences at one age level are based on a different variability from those at another age level?" An appropriate data transformation is derived that enables a researcher to interpret such interactions statistically. (Author/WS)

Previous school-community research in American Indian communities has demonstrated that "isolation" or lack of communication between school staff and community parents has contributed to the failure of educating American Indian children. To validate this research in the Southwest, a diary indicating the out-of-school activities was requested from teachers interviewed during the 1968-69 school year as part of the National Study of American Indian Education. Each teacher was requested to anonymously account for his or her out-of-school activities over a 15-day period. Approximately 20% of the teachers returned a diary (20 diaries). Of a total of 439 recorded events outside of school time, 126 (or 29%) involved Indian people. Of this number, 74 (or 17%) were school-connected events and 52 (or 12%) were nonschool-connected. A "typical" school would show percentages of 24%, 17%, and 6% for the same categories. Remedies suggested in the report included a unified staff approach, recreational activities for both teachers and parents, and "T" grouping to improve teacher-community contact. (LS)

Purposes of this study of the Bordertown Dormitory Program were (1) to provide a description of the social situation as it existed in 1963 and 1968 as perceived by the teachers, students, dormitory aides, and parents; (2) to ascertain the patterns, if any, arising within individual variations, resulting in group perceptions rather than individual perceptions; and (3) to develop a set of criteria for assessing the dormitory program. Data collection was accomplished using personal interviews, classroom and playground observations, sociograms, standardized tests, and informal conversation. In addition, 71 student case studies from the 1963 sample and 42 student case studies from the 1968 sample were used to supplement information obtained from 15 members of the dormitory staff, 2 school board members, 10 administrators, 54 teachers, 21 Anglo students, and the parents or relatives of 26 Navajo children. It was concluded that, in spite of an inadequate goal orientation, the Flagstaff Dormitory Program enjoyed much success, as evidenced by the student, parent, and teacher reactions to it. (LS)

Guidelines based on research and reports from bilingual preschool programs are offered to assist teachers and administrators interested in the general problems of bilingualism and bilingual education. In addition to summarizing research and describing existing models for bilingual preschool programs (citing references to additional sources of information) this document lists recommended teacher-administrator handbooks and useful materials for teachers. Model bilingual programs are classified both as to composition of the classes (whether all are non-English speaking or not) and as to approach. Among the program approaches described are the Michigan Oral Language Program for Spanish-speaking migrant children, a nursery school on a Ute reservation in Utah, an elementary school which focuses equally on Navaho and English, and the Tucson Early Education Model of the University of Arizona. The document concludes with a list of reference sources developed during 1965-1970. (WY)

This study focuses on the nature of educational development in the United States as determined by an analysis of the available literature. There is general agreement that educational development has not achieved the status now accorded to the general avocation of research by educators. This appears to be the result of a relatively short history and a lack of preciseness in the description of the developmental process. The recent institutionalization of the educational research and development process by Congress and the U. S. Office of Education through the establishment of the educational R&D centers and regional educational laboratories has resulted in a convergence of opinion on what constitutes educational development as well as a clarification of which organizations should be primarily responsible for the development function in education. Moreover, the pre-eminence of the Federal Government in specifying the direction of educational research and development through its funding of programs and projects indicates that political considerations are likely to continue to influence the growth and direction of educational development in the United States. The recommendation is made that managers of educational developmental programs adopt strategies which will support a mix of both small- and large-scale developmental projects. (Author)