Search

The application of scientific method to the study of college problems in the field of curricula, methods, administration, and student personnel is increasing rapidly. The experimental method--the setting up of alternative procedures in such a way that the factor under study may be isolated for measurement--appeals more to college faculty members than other methods of investigation. It is the method to which many of them are accustomed in their academic fields. It is the method which allows for greatest objectivity, and hence carries the greatest weight. Recognizing the fundamental importance of this experimentation, the Division of Colleges and Professional Schools of the United States Office of Education hopes to shape its program so as to be of as great assistance as possible in stimulating experimentation in the universities and colleges. The conference in the Pacific Northwest at which the papers published in this bulletin were read, was the first of what it is hoped may be a series of regional conferences where results of experimentation may be reported and discussed. The present bulletin is the first of what it is hoped may be a series of bulletins to be published by the United States Office of Education, making available the results of experimental studies in higher education. Following a foreword by Fred J. Kelly and an introduction by Henry D. Sheldon, papers presented in this bulletin include: (1) How reliable are college marks? (Howard R. Taylor and Clifford L. Constance); (2) Improvement of the essay type examination (R. W. Leighton); (3) An evaluation of certain tests and information for predicting success in normal school (C. C. Upshall and Harry V. Masters); (4) The significance of personnel measures at the University of Oregon (Howard R. Taylor and Clifford L. Constance); (5) A study of the college aptitude and ability of high-school seniors (John S. Jordan); (6) Remedial reading instruction as a phase of personnel work in higher education (F. W. Parr); (7) The prediction of success in English composition (L. Kenneth Shumaker); (8) Remedial measures for college freshmen (J. DeWitt Davis and Harold Saxe Tuttle); (9) An aptitude test as an aid in administering large sectioned courses (A. B. Stillman); (10) Establishing a student mental hygiene clinic (Othniel R. Chambers); and (11) Teacher-aptitude tests and teacher selection (Nelson L. Bossing). Individual papers contain footnotes, tables, and bibliographies. [Best copy available has been provided.]

The document contains papers presented at a conference on global population trends. Conference participants, who represented international agencies and governments in developing nations, investigated social determinants of population trends, population policy, and population program assistance. Eleven papers are presented. Topics discussed include status of population development, sociopolitical implications of family planning, population agency activities, social research and population policy, medical developments in the field of contraception, collection and analysis of demographic data, and population education programs. A summary of conference proceedings indicates that population problems are (1) closely related to each nation's development process, (2) more complex than is generally understood, (3) best understood by scholars in countries where problems are most severe, and (4) in need of more social research. (DB)

Provided herein are seven papers presented at the ninth annual meeting of the American Association for the Advancement of Agricultural Teaching in January 1919. Papers focused on the theme of training teachers of agriculture and included: (1) Training teachers after employment (R. W. Stimson); (2) Improvement of teachers in service (J. T. Wheeler); (3) Organization for teacher training in agriculture (C. D. Jarvis); (4) An emergency course for the preparation of teachers of vocational agriculture (W. F. Lusk); (5) Emergency course for training agricultural teachers in South Carolina (Verd Peterson); (6) Relation of general science to agricultural instruction. Report of committee of the American Association for the Advancement of Agricultural Teaching (K. L. Hatch, W. G. Hummel, and F. E. Heald); and (7) Resolutions pertaining to the training of teachers. (Contains 4 footnotes.) [Best copy available has been provided.]

The Conference for Education in the South, which for 16 years has held its annual sessions at different places in the Southern States, is unique among educational conferences, in that its membership does not consist chiefly of teachers and school officers, but of farmers, professional men of all kinds, business men, and women of varied interests, and in the further fact that its discussions are not confined to problems of educational theory, school organization, and schoolroom practice, but include rather the broader problems of education in their relation to State, society, and industrial and commercial life. Its members are all interested in the upbuilding of the Southern States. Every question on the program is considered with reference to its practical application to life and conditions in these States. The program for the sixteenth conference held at Richmond, Virginia, April 15-18 of this year was unusually rich in matter of both local and general interest. This bulletin presents the abstracts of papers read at the sixteenth conference. These are: (1) The conference on cooperation (D. H. Hill); (2) Fundamental principles of cooperation (E. M. Tousley); (3) From the grower's standpoint (L. C. Corbett); (4) Typical cooperative enterprises (W. J. Shuford); (5) Seven obstacles to cooperation (W. E. Halbrook); (6) Cooperative credit: The American need (John Lee Coulter); (7) The pioneer credit associations in the United States (Leonard G. Robinson); (8) Cooperation and the rural schools (T. J. Coates); (9) Business men and the rural problem (Harry Hodgson); (10) Farm tenancy in the South (E. C. Branson); (11) The rural problem and transportation (L. C. Johnson); (12) A country life survey (P. H. Rolfs); (13) Man and the land (Henry Exall); (14) Origin and development of the work (Wallace Buttrick); (15) Demonstration work in Louisiana (Mason Snowden); (16) The boys' and girls' club work (O. B. Martin); (17) Social service and the country church (B. M. Beckham); (18) The rural church and public health (Ennion W. Williams); (19) The country church and good literature (P. P. Claxton); (20) Creed adopted by the country church conference; (21) The need for reform (C.L. Raper); (22) The principles of assessment (Lawson Purdy); (23) The local assessor (T. S. Adams); (24) Results of improved assessment methods in West Virginia (Fred O. Blue); (25) The conference on education of women in the country (D. B. Johnson); (26) An indictment of the rural school (H. L. Whitfield); (27) How to relieve the drudgery of women on the farm (Joe Cook); (28) How can the country school as it now is help the woman on the farm? (Susie V. Powell); (29) The qualifications of woman in the farm (I. E. Lord); (30) How can the girls' industrial club work be made a part of the rural school work? (S. V. Powell); (31) How the Department of Agriculture aids the home maker (C. F. Langworthy); (32) Plans of State supervisors for rural school improvement (L. J. Hanifan); (33) Rural school supervision (Albert S. Cook); (34) The need of a country unit (A. C. Monahan); (35) The educational awakening in Kentucky (T. J. Coates); (36) Teaching woodlot management in rural schools (E. R. Jackson); (37) Teaching agriculture in the one-room rural school (E. E. Sell); (38) Demonstration schools (T. J. Coates); (39) The conference and the rural schools (P. P. Claxton); (40) Changes in the normal school curriculum (L. J. Corbly); (41) Training rural teachers by means of high schools (Joseph S. Stewart); (42) Some general principles with regard to certification of teachers (T. J. Woofter); (43) The certification of teachers in the Southern States (E. E. Rall); (44) What has been done in Alabama (James S. Thomas); (45) The commission on accredited schools of the Southern Sates (N. W. Walker); (46) College extension work (E. D. Sanderson); (47) The trend in negro education (W. E. Aery); (48) Improvement in standards of southern colleges since 1900 (Elizabeth Avery Colton); (49) What should the bachelor's degree represent? (Eleanor Lord); (50) Public opinion and higher education of women (Edward K. Graham); (51) Keats for the kitchen (Lawrence F. Abbott); and (52) Concluding remarks on the conference (Walter H. Page). An index is included. [Best copy available has been provided.]

Increasinq emphasis in higher education on teaching and learning as well as on research and development has occurred. Several publications are cited concerning faculty development projects that help to identify change strategies. The success of a particular strategy for improving teaching and learning is dependent on the acceptance and enthusiasm of the teacher and the distribution of power in the institution. Change strategies should reflect differences that exist between training and education. The need for faculty development at different stages of the teaching career is discussed. Sixteen specific change strategies are presented including the following: publishing a newsletter that reports outstanding teaching efforts in the school, making grants available for experimentation in teaching, setting up informal meetings of distinguished tenured faculty and junior colleagues for discussion of common problems about teaching, appointing facultv members as resource consultants for locating resources on campus for improving teaching and solving instructional problems, providing workshops on technologies useful in teaching, requiring that faculty members submit a self-evaluation of their teaching effectiveness, establishing a system of cash awards for special achievements in teaching, working with students to promote changes in the teaching/learning environment, and establishing a center on campus for the development of teaching improvement programs. (SW)

The relationship between the schools and the press who reports about them is the subject of this paper. It contains four speeches made at a 1973 meeting of the Council for Basic Education held in Washington D.C. Two school officials and two journalists offer their views on such subjects as training for educational writers, press bias, and the role of school officials and the press in disseminating information. A brief discussion among the individual participants is presented at the end. (Author/LD)

Resource allocation in universities is analyzed based on economic theory and a theory of organizational behavior in universities. Basic methods of reaching decisions regarding allocation are intuition and numbers and combinations of the two. The intuitive method assumes a university committee can judge its needs. The numerical method employs a measure such as the number of students. Numbers strongly tempered by intuition is the method emphasized. A university's financial situation determines which method is used. Numerical measures of staff needs include contact hours/job analysis, student load, staff/student ratio, and student load by size of department. A formula for computing staffing needs, the Orton line approach, and a comprehensive formula are discussed. Alternative methods for resource allocation are to make comparisons between universities and to make comparisons over time. Two types of reallocation, readjustment and major change, are discussed. It is preferable to base resource allocation on the number of students rather than on a measure of staff work. (SW)

Changing concepts of elementary education led educators in Sheffield, England, to rethink their facility needs. A move to open plan schools was the result. Problems encountered in this move differed according to whether the new facilities were replacements for previously existing structures, remodelled buildings, or brand new schools serving new populations. In each case problems involved the changing roles of head teachers, assistant teachers, and parents. Unanticipated problems included additional teacher workload, necessary duplication of materials, lack of nonprofessional assistance, inadequate storage, unexpected construction costs, and demands for learning resource centers. This document concludes with recommendations for the planning of future moves to open plan schools. (Author/PGD)

These papers from the Midwest History of Education Society's 1973 annual meeting include topics on United States and Japanese education, A. S. Neill, and Ella Flagg Young. The editor's supplement includes two papers on U.S. educational administration. "American Education at the Turn of the Century" (P. A. Graham) urges that research of this period focus less on educational reforms and examine the educational process instead. "The History of the Soka Gakkai Movement and Its Educational Implications" (C. H. Gross) describes the history, the appeal, and the philosophical base of the Soka Gakkai (Value Creation Society) in Japan from 1930 to the present. "A. S. Neill, Summerhill, and the Anarchist Tradition" (J. Kirschner) examines anarchism and traces its influence on Neill's educational philosophy. "National Identity and Education: Symbols and Reality" (N. R. Bernier) is a thought paper on national cohesion through the socialization process. To avoid national disintegration, a national identity is promoted through national symbols that incorporate a collective self-image of an interdependent people. "Ella Flagg Young: Chicago School Superintendent, 1909-1915" (R. V. Donatelli) details the accomplishments of Young. "The Founding of the U.S. Office of Education: A Legislative History" (D. R. Warren) describes the U.S. Congress's debates over H.R. 276 in 1866-67 for the formation of the U.S. Office of Education. "The Iowa Experiment with an Integrated System of Higher Education" (E. Rutkowski) describes the history of the attempted coordination of Iowa's three state universities and their curricula under a state board of control at the turn of the century. The program, the business meeting's minutes, and attendees' list is included. (DJC)

As university institutions have grown, the university and community relationship has again become obscure and troubling. Today, no one has to defend the thesis that adults can learn. We have turned our attention to how, when, and at what price. Over the last twenty years, postsecondary education has witnessed a shift from elite to mass education. Adult public education, mostly of a remedial nature, was largely a failure prior to the mid-fifties. But by that time in Canada and the U.S., the private sector (industry, armed services, etc.) had created teaching and learning systems that sometimes dwarfed the public sector in scope, results, and costs. During this same period, the mistaken view of education as an investment was accepted and transmitted to developing countries. What has been thrown into perspective now is the distinction between learning and education and how the two are related. Education, a social endeavor, is the way society responds to the capacity of its members to learn. The Canadian university must create its own community not identified by a single place, the student's age, or the instructional process. It must cease to evaluate conventional students for society. The university should focus on where, how, why, and what learning is taking place. (CSS)

The first journal publication of the Midwest History of Education Society contains papers presented at its 1972 annual meeting and three papers on Canadian education. "University Extension in the United States, 1885-1915" (G. M. Woytanowitz) defines the U.S. origins of the university extension as an adult education agency. "She Could Always Teach" (K. H. Kamin) examines the historical impact of this attitude on women, the evolution of the teaching profession, and the social implications for women who did teach. "The Revolutions of 1968: A Neo-Hegelian View" (R. E. Mason) considers whether the Neo-Hegelian perspective developed by Herbert Marcuse can be attributed to the student unrest of 1964-1971 in the United States, France, and Germany. "A Critique of Lawrence Cremin's American Education: The Colonial Experience 1607-1783 and Its Adaptability In History of American Education Courses" (S. S. Cohen) reviews the book's organization and themes and discusses its use as a textbook. "Amos Bronson Alcott: Transcendental Educator" (D. B. Ripley) reviews the teaching innovations and educational philosophy introduced by Alcott in Connecticut Schools. These innovations included the physical design of the classroom, the choice of textbooks and library books, and the introduction of physical education. "Education and Industrial Skills: Changing Conceptions of the Role of Public Schooling, 1865--1900" (B. E. McClellan) discusses the introduction of manual training in the U.S. educational system. The first paper on Canadian education, "John Strachan: A Controversial Figure" (C. H. Gross), is a biographical study of the first Anglican Bishop of Toronto who promoted religious instruction in schools, especially at the university level. "American Influence on Progressive Education in Canada" (R. S. Patterson) discusses how progressive educational reform measures were introduced to Canadian educators. "Education and Multilingualism in Manitoba" (K. Wilson) discusses the effects of the Laurier-Greenway Compromise's bilingual clause and the establishment of the 1967 Public Schools Act. The program and business meeting's minutes are included. (DJC)

Papers are presented from a conference of the International Association of Universities concerning the expansion of higher education. The contents are as follows: Foreword by J. Baugniet, International Association of Universities; "The Expansion of Higher Education in Brazil," by Rev. A. Alonso, Pontifical Catholic University of Rio de Janeiro; "The Expansion of Higher Education and Its Influence on the Relations Between the University and the State," by B. T. Blagojevic, University of Belgrade; "Universities and the State," by F. Castberg, University of Oslo; "The Expansion of Universities in the United Kingdom and the British Commonwealth," by Sir Douglas Logan, University of London; "The Expansion of Higher Education in Canada," by N.A.M. Mackenzie, University of British Columbia; "Relations Between the University and the State in the United States of America," by J.D. Millett, Miami University; "The Expansion of Higher Education in Japan and in Asia," by Tatsuo Morito, Hiroshima University; "The Expansion of Higher Education and the Distinction Between Universities and Other Institutions of Higher Learning," by Siddik Sami Onar, University of Istanbul; and "The Expansion of Higher Education in the U.S.S.R.," by G.D. Vovtchenko, Moscow Lomonosov State University. (SW)

The document contains 18 presentations from Southwestern Region Deaf-Blind Center workshops held from 1970 to 1973 and covering the areas of assessment, vision, auditory training, communication, learning, family, and problems. Entries included the following titles and authors: "Methods for Assessing the Status and Growth of Preschool Deaf-Blind Children" (F. Elzey); "Audiologic Assessment of Deaf-Blind Babies" (A. McClatchie); "The Rubella Child: An Ophthalmologic View" (J. Donin); "What Do You See?" (E. Jackson); "Auditory Function and the Deaf-Blind Child" (B. Franklin); "Residual Hearing and Auditory Training" (B. Franklin); "Auditory Testing for the Multi-Handicapped" (M. Lowell); "A Parental Guide to the Auditory Training in the Deaf-Blind Child, Not So Much a Program--More an Attitude" (A. McClatchie); "Language: A Comprehensive Approach" (L. Anderson); "The Role of Vision in Communication with Deaf-Blind Children" (A. Galloway); "Total Communication and Conceptual Learning" (R. Howell); "Language--What Is It?" (S. Kirchner); "Basic Steps in Building Communication" (S. Meyer); "Play as a Learning Experience" (B. Gold); "Program Planning for the Multi-Handicapped Child" (C. Hatcher); "Psychosocial Problems of the Handicapped Child and His Family" (J. Call); and "Problems in the Raising of Deaf-Blind Children" (A. Nemon). (SW)

The article presents a report of the discussion following the paper on "The Mechanical Design of Film Driving Systems," given by S. R. Eade on February 17, 1936. The chairman opened the meeting with two announcements. S. R. Eade presented a paper on the mechanical design of film apparatus. He also discussed the safety of a mechanical filter circuit.