Search

The first of 3 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973) presents 8 position papers and 3 addresses. The content is: (1) addresses; (2) on Indian's education; (3) culture and education; (4) theoretical construct of the ideal school system for American Indians...K-Life; (5) developing a Native American Studies Program; (6) Indian health professionals; (7) value conflicts as a cause for dropouts; (8) the role of communications in Indian life; and (9) Teacher Corps: a model for training teachers. (FF)

The second of 2 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973), is composed of 8 position papers. These include: Indian education: the rights of a people; education and politics; school as it relates to present and future societies; multi-cultural teacher education center at Rough Rock; the visual achievements of the 19th century Plains Indians; crisis in red and white; early childhood in Indian communities; and HEW and state responsibilities to Indian education. (KM)

This compendium of ninety papers given at the first Programed Instruction Institute of the National Society for Programmed Instruction (NSPI) attempts to define what programed instruction is, to show what it is accomplishing right now in many fields of endeavor, and to develop a plan for its future use. The papers center on the theme of the practical application of programed instruction and are organized to reflect trends in areas of social importance such as education, industry, the military, government, and medicine. The role of the teacher in the presentation and development of programed instruction is examined, and its possible applications to the exceptional student are outlined. Instructional programing, the development of systems applications, and program evaluation are discussed. A bibliography is appended. (BB)

THIS DISCUSSION OF DRAMA, DRAWN FROM PAPERS AND IDEAS PRESENTED AT THE DARTMOUTH ANGLO-AMERICAN SEMINAR ON THE TEACHING OF ENGLISH, EMPHASIZES THE NEED FOR DRAMATIC ACTIVITIES AND PRESENTS METHODS OF EFFECTIVELY TEACHING DRAMA IN THE SECONDARY CLASSROOM. THE FIRST CHAPTER EXPLORES THE TYPE OF EDUCATION MOST EFFECTIVE FOR A STUDENT LIVING IN A DEMOCRACY AND THEN ANALYZES THE WAY CREATIVE DRAMATICS, THROUGH TEACHING IDENTIFICATION WITH VARIOUS ROLES, CAN CONTRIBUTE TO SUCH AN EDUCATION. THE SECOND CHAPTER BRIEFLY OUTLINES A STEP-BY-STEP PLAN FOR ENCOURAGING STUDENTS TO PARTICIPATE IN DRAMATICS. IN THE THIRD CHAPTER, THIS PLAN, WHICH EXTENDS FROM STUDENT DISCUSSIONS OF PLAYS THROUGH GROUP ACTING PROJECTS TO SHAKESPEAREAN PRODUCTIONS, IS DISCUSSED IN DETAIL, WITH EMPHASIS PLACED ON THE VALUE OF SEQUENTIAL PROGRESS. RECOMMENDATIONS FOR GIVING TEACHERS THE TRAINING NECESSARY TO CARRY OUT SUCH A PLAN OF EDUCATION IN DRAMA ARE PRESENTED IN THE FINAL CHAPTER. INCLUDED IN APPENDICES ARE A SYLLABUS FOR SECONDARY SCHOOL DRAMA AND APPROACHES FOR PRIMARY SCHOOL DRAMA. (THIS MONOGRAPH IS AVAILABLE FOR $1.50, ORDER NO. 36259, FROM NCTE, 508 SOUTH SIXTH ST., CHAMPAIGN, ILL., 61820.) (LH)

Contained in this paper are the 6 steps that the U.S. Office of Education (OE) has taken, or will be taking, to achieve the impact called for by OE's 1971 Indian Education Task Force. First, OE has amended its policy to include a special focus on American Indian education within the agency. Second, OE is developing certain management procedures to increase the impact of its efforts. Third, the Commissioner of Education has asked the Deputy Commissioner for School Systems to set up a special monitoring plan and schedule for reviews of Title I projects (both Bureau of Indian Affairs [BIA] and non-BIA) serving Indian children. Fourth, OE is studying several alternatives to obtain the best possible guidance from Indian educators and representatives. Fifth, OE is now taking preliminary steps in the development of a policy on the issue of local control in off-reservation settings. Sixth, OE will work with urban school districts and the existing urban Indian centers to provide technical assistance and improved educational services for urban Indian children. (LS)

First in a series of World Bank pamphlets dealing with sectors to which the bank directs its developmental lending, this paper offers perspective on the characteristics, size, and philosophy of the Bank's lending program in education. The pamphlet, consisting of three major parts, first gives a brief view of trends in educational development, pointing out that the increase of enrollments at all levels creates problems of maintaining quality and efficiency in educational systems, growing underemployment for the educated, institutional financial burdens, and a need to properly allocate resources. In part two, bank policy and operations during the fiscal years 1963-71, organization, procedures, and criteria are reviewed. A projection and recommendations for bank policy and operations responding to the changing situation of the '70s are suggested in part three. Besides the established areas of lending, technical, agricultural, teacher training, and improved secondary education, new and increased lending activities will focus on non-formal education and training, more efficient and productive education by means of curriculum reform and the coordinated use of new technologies, and management studies to improve the planning and control of educational systems. (Author/SJM)

Information presented at a workshop on current rural development in the Northeast was described in this report. The objectives of the workshop were to get an overall view of the regional rural development research conducted under the State Agricultural Experiment Station in the 12 northeastern states; to encourage interdisciplinary exchange; to identify the potential use of the current regional rural development research for policy and program purposes; and to contribute to more effective planning, management, and use of such research. Major areas were rural development, social change, economic change, natural resources, poverty, and community services. Also included in the report were technical discussions of the presented papers; user discussions; and a panel discussion on the future directions in planning, management, and use of rural development research in the Northeast. (PS)

At the International Meeting on Film and Television Teaching held in Norway in 1962, experts and specialists from 18 countries came together to discuss aims, methods, and means whereby people, especially the young, would be helped to deepen their enjoyment of the cinema and television. The resulting study attempts to fill the need of teachers of film appreciation in different countries. It attempts to assess in what manner, and to what extent, the techniques of teaching a critical approach to television entertainment differ from those already in use for teaching about the film. Several papers prepared for the Meeting are reproduced in part or in full in the appendices. They are concerned with teaching appreciation of films and television, television as an art and as an instrument for communication, with production of screen teaching materials and international exchange of these, with teacher training in this subject area, and with a description of the International Centre of Films (Cinema and Television) for children. A list of materials for education in films and television is appended. A course syllabus is included. (GO)

The basic assumptions underlying this curriculum design are: (1) teachers and librarians in elementary and secondary schools are both concerned with the total cycle of student learning and (2) teachers and librarians guide student learning more effectively when they work together as a teaching team. The teacher's contribution is on the overall planning and coordinating of the learning engagements, and on the subject matter and concepts to be learned. The librarian's contribution concentrates on building the use of library materials into the instructional program. The curriculum design is presented under the following main headings: (1) Introduction, (2) Rationale of the Curriculum Design, (3) Curriculum Program (Chart), (4) Core Curriculum Program - Part One, (5) Core Curriculum Program - Part Two, (6) Body of the Curriculum - Joint Program with Future Teachers, (7) Internship, (8) Master's Seminar and (9) Other Aspects and Interpretation of the Curriculum Program. (Author/NH)

An interdisciplinary research study is suggested following a review of the more significant studies that have been attempted to explain the degree of educational retardation of the Mexican American as related to such factors as life stresses (e.g., economic deprivation) and learning styles. This study would be a combination of survey research (testing scores, percentages, etc. of students at given grades) and research for hypothesis testing wherein a random sample of the total Mexican American population would be used. It is noted that such a study would provide large quantities of data on sociologic, family, education, cognitive, and personality functioning and would assess the co-variation and influence of each of these variables on each of the other variables. (NQ)

This document describes the Center for Documentation and Educational Information in Mexico City. Background information on similar services in Mexico is provided and a detailed description of the Center is presented, covering organization, objectives, administration, users, activities, services, and publications. (VM)

The Northwest Regional Educational Laboratory provided technical assistance to the Northwest Indian Council on Education for a study of curriculum development for Indian occupational education. The purpose of the study was twofold: (1) to provide policy suggestions for the consideration of the curriculum center; and (2) to summarize curriculum development and occupational education as it applies to Indians. This report was divided into 6 major sections. The first 3 sections presented a variety of statements which represented the diversity and breadth of the existing knowledge base. An attempt was made to present the many voices of Native Americans for education, curriculum development, and policy participation. Following the "Many Voices Speak" sections, educational programs available to Indians were described. Resources were presented (e.g., literature, organizations, audio-visual) for concerned Indians and non-Indians. Recommendations suggested a series of workshops to review the content of this study. (FF)

Studies of various aspects of Appalachian life are listed in this 396-item bibliography. Works are listed alphabetically by author, and include journal articles, books, conference proceedings, theses and dissertations. The selections cover the period 1930-1972 with examples from each decade. (PS)

Any attempt to derive conclusions from the literature regarding leadership in education is limited because much of the literature consists of untested opinion and most empirical studies are based on information from one school or one school district and are thus very limited. Most studies utilize variables that are unique to the particular study and/or are nontheoretical, thus providing little in the way of a framework for integrating findings from different studies. Generally, studies fail in specifying the conditions under which a relationship between variables is tested, thereby running the risk that an actual relationship is undetected; and investigators tend to use perceptions of involved persons rather than observations by a third party as sources of information regarding variables, thus making findings subject to the attitudes or the memory of participants in the organization. In many cases, information regarding both variables is obtained from the same respondents, thus inflating the obtained measure of relationship because of a response set. Finally, the models used for differentiating among behavior patterns provide for limited alternatives and frequently involve one specified behavior (with the only other option being the absence of the one specified), thus running the risk of not differentiating what are actually meaningfully different behaviors. (Author)

The document has 3 goals (1) to examine the distribution of economic benefits of industrial development as reflected by the concept of competition in human ecology; (2) to provide an empirical test of the ecological model, and (3) to relate the findings to public policy. Two Illinois study areas were identified. First, as an experimental region, Putnam County and bordering sections of the 3 contiguous counties were selected. Second, a comparable region across the state--Iroquois County--was selected as a control region. Both regions: (1) are about equidistant from Chicago, (2) had similar highway and railway systems in 1966, and (3) were rural agricultural counties similar in demographic composition. In 1966, 1,171 household heads were interviewed in the experimental region, and 411 in the control region. Five years later, after the industrial plant had beenin operation, 1,166 persons in the experimental region were interviewed and 399 in the control region. Findings are presented in 5 tables and are summarized--e.g., Table 1 presents gross and net effects on income of each category of competitive capacity. (FF)

This document is an abstract of a joint meeting between National Institute of Education (NIE) and National Education Association (NEA) staff. The document is organized around four ideas discussed at the meeting. The first is the political constituency for NIE; that is, the program of NIE must be made relevant and visible to educational practitioners. The second is the idea of the teacher craftsman: as teachers know more about teaching than anyone else, there should be an organized effort to identify "the great craftsman teacher" and devise mechanisms to get at and replicate this craftsmanship. It is added that teacher involvement would be more readily achieved if it were made a part of U.S. Office of Education guidelines. The third idea presented, teacher participation in NIE, is based on the belief that teachers represent a great pool of expertise. It is proposed that teachers recognized by their peers be considered for membership on a "council of instruction." Finally, possible NIE-NEA cooperation is discussed. Two activities are particularly considered: a) creating a new position of "instructional ombudsman"--a teacher given administrative preparation by both NEA and NIE to move back into a school district, preferably the one from which he or she came--and b) providing teachers with information on what kinds of resources are available to accomplish a particular type of learning. (JA)

This commentary analyzes Professor Bloom's definitions of kinds of evaluation and the needs for evaluation in education. In a discussion of the nature of tests of cognition, memory, and production and evaluation abilities, Professor Guilford stresses the need for concern with acquisition of specific items of information and with general intellectual skills for dealing with that information. (Author)

This study was designed to determine some of the educational characteristics associated with the construction of the independent student. Toward this end, 35 grade eleven teachers in an innovative school system were requested to supply the names of five independent, self-directed students and five not-independent, not-self-directed students. A total of 118 names were submitted: 60 independent students and 58 not-independent students. The two groups were found to be significantly different on nine educationally related variables. The independent students, when compared to the not-independent students, had significantly higher mean I.Q., higher mean GPA, lower mean class rank, lower mean modules of unscheduled time, higher mean class load, higher proportion of college bound students, lower proportion of students known as disciplinary problems, lower mean number of absences, and higher proportion of females than males. These results seem to indicate either that the role of the high-achiever, or that the variables analyzed are different from, but highly interrelated with, the criteria for membership into the independent student group. The research reported herein was funded under Title III, of the Elementary and Secondary Education Act. (Author/EK)

THE TECHNOLOGY OF COMMUNICATION SATELLITES IS SUFFICIENTLY ADVANCED THAT CONCERNED AGENCIES, SUCH AS UNESCO, SHOULD BEGIN TO PLAN FOR THEIR USE IN EXCHANGE OF DATA, NEWS TRANSMISSION, CULTURAL EXCHANGE, AND EDUCATION. GROUNDWORK IN TECHNOLOGY, IN THE DESIGN OF A SATELLITE COMMUNICATION SYSTEM, IN VALUE JUDGMENTS, IN AGREEMENTS OF COOPERATION AND CONDUCT, AND IN THE DISSEMINATION OF INFORMATION RELEVANT TO THE DECISIONS TO BE MADE SHOULD PRECEDE AND EXPEDITE THE USE AND DEVELOPMENT OF SPACE LINKS. THIS DOCUMENT IS AVAILABLE AS B.2402 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $1.00. (MF)

PLANNING AUTHORITIES IN THE COUNTRIES OF ASIA SHOULD PLAN TO USE THE WIDE, INSTANTANEOUS RANGE AND INTIMATE APPEAL OF BROADCASTING TO LIFT THE LOW LEVELS OF HEALTH, EDUCATION, PRODUCTIVITY, INCOME, MOTIVATION, AND NATIONAL INVOLVEMENT OF THEIR PEOPLE. IN PLANNING FOR ITS USE IN FORMAL EDUCATION, THEY SHOULD ANTICIPATE NEEDS IN SCHOOL-BUILDING DESIGN, TEACHER EDUCATION, AND UNIVERSITY-TYPE BROADCASTS. IN PLANNING FOR INFORMAL EDUCATION AND PROGRAMS OF NATIONAL DEVELOPMENT, LISTENING CLUBS AND TELECLUBS SHOULD BE PLANNED FOR AND RECEIVERS MADE AVAILABLE. PROVISION SHOULD ALSO BE MADE FOR TRAINING IN EDUCATIONAL BROADCASTING AND FOR INTERNATIONAL EXCHANGE OF PROGRAMS. THIS DOCUMENT IS AVAILABLE AS B.2266 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $1.00. (MF)

A CONCEPTUAL FRAMEWORK IS PRESENTED AND IS APPLIED TO NATIONAL REPORTS ON ADULT EDUCATION IN FIVE COUNTRIES. THE FIRST TWO CHAPTERS FEATURE COMPONENTS OF THE FRAMEWORK AND DETAILED DATA ON THE TOTAL EDUCATIONAL SCENE IN CANADA, HONG KONG, INDIA, ISRAEL, SUDAN, THE UNITED STATES, THE UNITED KINGDOM, PUERTO RICO, AND YUGOSLAVIA. CHAPTER 3 THROUGH 7 PRESENT NATIONAL REPORTS FROM HONG KONG, INDIA, ISRAEL, UNITED KINGDOM, AND YUGOSLAVIA. CHAPTER 8 REPORTS BRIEFLY ON IMPORTANT THEMES AND APPARENT AREAS OF AGREEMENT, INCLUDING PROBLEMS OF PROGRAM STATUS, PROGRAM DEVELOPMENT, INFORMATION AND COMMUNICATION, FINANCING, AND THE PLANNING OF CROSS CULTURAL AND COMPARATIVE RESEARCH. AMONG THE AREAS PROPOSED IN THE LAST CHAPTER FOR FURTHER INVESTIGATION ARE TRAINING AND RESEARCH, TAXONOMY AND TERMINOLOGY, CULTURALLY RELATED EDUCATIONAL SYSTEMS, AND THE IMPACT OF POLITICAL AND SOCIOECONOMIC PATTERNS ON THE NATURE AND ORGANIZATION OF SYSTEMS OF ADULT EDUCATION. THE DOCUMENT INCLUDES 29 TABLES AND CHARTS AND 84 REFERENCES. (LY)

THE FIRST SECTION OF THIS BOOK COVERS THE HISTORICAL AND CULTURAL BACKGROUND OF THE SAN CARLOS APACHE INDIANS, AS WELL AS AN HISTORICAL SKETCH OF THE DEVELOPMENT OF THEIR FORMAL EDUCATIONAL SYSTEM. THE SECOND SECTION IS DEVOTED TO THE PROBLEMS OF TEACHERS OF THE INDIAN CHILDREN IN GLOBE AND SAN CARLOS, ARIZONA. IT IS DIVIDED INTO THREE PARTS--(1) PHONICS AND LANGUAGE ARTS, (2) METHODS AND ACTIVITIES USED IN TEACHING NUMBERS IN KINDERGARTEN, AND (3) PROBLEMS IN COMMUNICATION AT THE HIGH SCHOOL LEVEL. THE THIRD AND FOURTH SECTIONS ARE CONCERNED WITH THE HEALTH CONDITIONS OF THE SAN CARLOS APACHES, COUPLED WITH A PRELIMINARY OUTLINE OF SAN CARLOS SCHOOL PROBLEMS AND PROPOSALS TO SOLVE THOSE PROBLEMS. (ES)

Brief communications on learning and instructional technology from various persons in the fields of education, communications, and government are brought together in the report by the Commission on Instructional Technology. Following these contributions, the Committee makes six recommendations. Two of these are that two new institutions be established: the National Institutes of Education (NIE) and the National Institute of Instructional Technology (NIIT). The function of the NIIT would be to encourage the use of instructional technology and to help bring about an improvement in its quality. Appendices have contributions from educators, media representatives, and others gathered under headings concerned with technology's lack of impact on education, its cost and costing, and its use with the poor and the handicapped. Appendix F contains a history of the Commission on Instructional Technology. Part Two of this volume is composed of 22 selected working papers dealing with the state of the art in instructional television, computer-assisted instruction, simulation and games, films, programed instruction, radio, dial access information retrieval systems, adaptive machine aids, videotapes, and the interface of education and information science. A subject index is appended. (MF)

Paper from the Comparative and International Education Society Conference, San Diego, Calif., March 21-23, 1971. (MC)

This report is the fourth in a series of six studies of developmental book activity in East Asia. The scope of work in the Republic of Indonesia included assessment of books and materials in the educational process; books used by individuals for the improvement of reading skills and for learning enrichment; books for technical and professional purposes; and books used in libraries and organized reference centers. This study was conducted in the midst of efforts that were being taken by the Government of Indonesia to rebuild that nation's shattered economy. Stringent reforms had begun to slow the inflation and ameliorate the problems which, in recent years, have distorted the Indonesian book market and book industry, as they have all other aspects of life. It was found that not only is the nation far short of the reading materials needed to serve school-age children and out-of-school youth and adults, but enrollments are growing at a much faster rate than population--and the problems entailed in providing books for potential readers have increased, not stabilized. For the immediate future, Indonesia needs assistance from all book-oriented agencies in the outside world. This report identifies a number of priority needs, problems and opportunities--and suggests solutions within the framework of existing economic, technical, financial, and manpower limitations. (Author/JB)

The "View now" link directs to the finding aid only. Please email wvrhcref@westvirginia.libanswers.com or call 304-293-3536 for more information about accessing collection A&M 3122 Paul A. Miller Papers, 1946-2010. Professional papers, correspondence, books, serials, and photographs documenting the professional career of Paul A. Miller, who served as president of West Virginia University, 1962-66. The material also deals with Miller's work as a graduate student, professor, and provost at Michigan State University, 1946-61; his tenure as assistant secretary for education in the Department of Health, Education & Welfare; and his term as president of Rochester Institute of Technology, 1969-79. Correspondents include: Marshall Buckalew, Francena L. Miller, Thomas E. Millsop, Leonard Riggleman, D. Banks Wilburn. See "Scope and Contents" note for an addendum to this collection.

The "View now" link directs to the finding aid only. Please email wvrhcref@westvirginia.libanswers.com or call 304-293-3536 for more information about accessing collection A&M 1507 Virgil Anson Lewis, Historian, Papers, 1895-1912. Published and unpublished manuscripts, correspondence, and speeches of Virgil A. Lewis (1848-1912), the first state historian and archivist and a former state superintendent of schools. Subjects include the exploration, Indian wars, and settlement of Western Virginia; the Tory insurrection in the Valley of Lost River, 1781; the West Virginia new state movement; Masonry in West Virginia; Andrew S. Rowan; and various West Virginia authors. Correspondents include: George W. Atkinson, Waitman Barbe, Danske Dandridge, William M.O. Dawson, Granville D. Hall, Hu Maxwell, Mrs. Alexander McVeigh Miller, and Melville D. Post. See Scope and Content Note for contents list.

The "View now" link directs to the finding aid only. Please email wvrhcref@westvirginia.libanswers.com or call 304-293-3536 for more information about accessing collection A&M 2621 Storer College Correspondence, Business Papers and Other Material, 1854-1964. Records of Storer College, West Virginia's first African American institution of higher learning, located in Harpers Ferry. Types of records include correspondence, business papers, photographs, memorabilia, issues of the Storer Record (the Storer College newspaper), financial records, scrapbooks, bulletins, minute books, newspaper and magazine clippings, diaries, motion pictures, and miscellaneous material. Includes records regarding the early years of the College, among other topics. See "Scope and Content Note" and "Historical Note" for further information.