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This report discusses the outcomes of a project that investigated whether the Multiple Intelligences (MI) model could be used to address specific problems in learning in special population classrooms. Dyads were created in which two students were paired together who displayed opposite strengths and weaknesses on the eight independent multiple intelligences. Initially, one student who displayed strengths in the academic areas of mathematics and reading but was weaker in the area of emotional social skills was paired with another student displaying the opposite profile. A mathematics curriculum was designed and the two students worked interactively on the various mathematics activities. The use of the physical intelligences to address kinesic abilities was incorporated as a method of instruction using hands on activities, computer games, manipulatives, and movement activities. In a follow-up study, students (n=16) in two separate 9th grade special population science classes were paired as lab partners on a science project; one class was paired using MI skills assessments and the other class was paired randomly. Generally, students in the MI groups improved in their weak areas in both studies. MI groups scored higher in the concept area when there was higher student cooperation. (Contains 13 references.) (CR)

This final report describes activities and accomplishments of a 3-year program, the Queens College (New York) Freshman Year Initiative (FYI), which emphasizes the importance of the academic community and the role of faculty in integrating freshmen into the college community. The program has become institutionalized and currently involves 600 freshmen (two-thirds of the 1996 entering class), 24 upper-class teaching assistants, and 60 faculty from 22 departments across all divisions of the college. The major accomplishments are seen to be: (1) creation of a freshman class integrated into the academic and cultural life of the college; (2) involvement of full- and part-time faculty in the common enterprise of teaching freshmen; (3) institutional change that integrates all academic programs and support services affecting freshmen; and (4) a changed ethos that makes teaching freshmen a valued endeavor. Evidence of the program's success include establishment of a new office for the on-going program and formation of a new Provost's Steering Committee on Freshmen. Individual sections of the report include an overview; the project's purpose, background and origins, and major activities; and an evaluation. Appendices include an article on the FYI, the FYI schedule, reports from a faculty member and a teaching assistant, an informal evaluation report (Thomas Frosch), and a brochure. (DB)

A 1977 project to acquaint secondary school teachers, administrators, specialists, and parent groups to innovative social science programs and textbooks is described. Project staff consisted of education and social science professors and an experienced teacher. Divided into small groups, participants were encouraged to sample, study, and critically review a variety of economics, political science, anthropology, psychology, and sociology materials. Sessions, held bi-weekly for a year, consisted of a brief description of a selected program, a demonstration using a lesson selected from the curriculum, and a question-answer session. In addition, three full-day conferences focused on issues of concern in specific disciplines. At a followup conference, participants evaluated the project and reported on their use of the curricula. General satisfaction with the content and methods of the project and dissatisfaction with the brief time allotted to each of the social science programs were reported. A large proportion, 35 out of 45, stated that they had experimented with 1 or more of the curricula. Data from three visits to each teacher indicated a high degree of student-teacher interaction, classrooms open to student ideas, and a considerable quantity of class discussion. (KC)

This project was organized in an attempt to provide local schools and school districts with the best available information regarding slow learners in secondary school mathematics. The information was disseminated through two workshop conferences (spring and summer), a newsletter, and follow-up field visits to the participating school districts. The focus of this evaluation was to assess the extent to which participants were satisfied with the workshop experiences and to determine the components of the participants' satisfaction with the workshop and conference. (MP)

The purpose of the teacher workshop described in this report was to disseminate information to junior and senior high school social studies classroom teachers and administrators regarding innovative educational materials and teaching methods available in social science disciplines. Forty-seven social studies teachers and administrators from New York City area schools, participated in the program. The program consisted of one-day long presentations in 1979 on anthropology, sociology, political science, economics, and psychology and additional full-day conferences devoted to each of these disciplines scattered throughout the following year. Presentations were offered by teams consisting of a social scientist, an experienced teacher consultant, and the project director (a social science educator). Workshop participants were involved in a wide variety of activities, including viewing and analyzing social science topics, evaluating various teaching techniques and materials (including major texts, projects, and National Science Foundation sponsored programs in the social sciences). Pre- and posttest workshop surveys were undertaken to determine teachers' and administrators' familiarity with social science materials, willingness to try new materials and methods in the classroom, projected success in implementing new ideas (pre-workshop survey), and impact of the workshop on participants (follow-up surveys). Findings indicated that teachers and administrators possessed little familiarity with innovative social studies materials at the beginning of the workshop and that most teachers demonstrated an increase in awareness, familiarity, and intent to use new materials and teaching methods as a result of participation in the workshop. (DB)

Presented is the final evaluation report of the Project City Science (PCS). The PCS, a program conducted by New York University and funded by NSF, sets as its major goal the improvement of junior high school science instruction in the inner-city environment. This report consists of eight sections. The first section, which presents an overview of the project, covers funding and project intent and evaluation procedures. The second section, which reports the operation of the project, covers staffing and organization, modifications, and support for implementation. The third section deals with the assessment of funding implications, instructional methodology, university/school relationships, and effective change. The fourth section presents general conclusions. The last four sections are concerned with the four major aspects of the project which are the preservice program, model districts program, dissemination program, and research program. (HM)

Presented are appendices to the final evaluation report of the Project City Science (PCS). The PCS, a program conducted by New York University and funded by NSF, sets as its major goal the improvement of junior high school science instruction in the inner-city environment. The following are some of the 20 appendices presented: (1) first and second Queen's College evaluation reports of the PCS activities (1977-79); (2) summary report of interviews conducted with PCS pre-service teachers and on-site coordinators; (3) PCS revised proposal, goals, tasks, activities section; (4) analysis of questionnaire and interview data; and (5) PCS preservice selection guidelines. (HM)

Presented is the executive evaluation report of the Project City Science (PCS). The PCS, a program conducted by New York University and funded by NSF, sets as its major goal the improvement of junior high school science instruction in the inner-city environment. This report consists of five sections: (1) overview of the project; (2) operation of the project; (3) critical assessment - the overall project; (4) general conclusions; and (5) recommendations. The first section covers funding and project intent, and evaluation procedures. The second section covers staffing and organization, modification, and support for implementation. The third section covers funding implications, instructional methodology, university/school relationships, and effecting change. The fourth section presents general conclusions concerning the scope, status, planning, and legacy of the project. The fifth section offers two types of recommendations. (HM)

This document provides details about the Teacher Education and Mathematics (TEAM) Project, which developed a model program and instructional materials that can be used to increase confidence and skills of students in undergraduate teacher education courses. TEAM materials and curriculum were specifically designed to: (1) reduce mathematics anxiety in teacher education students; (2) develop instructor skills in identifying sex bias in mathematics curriculum materials and teacher-pupil classroom interaction; and (3) increase teacher knowledge of mathematical concepts needed for elementary school instruction. The project concentrated on writing, field-testing, and evaluating instructional modules and assessment instruments to meet the goals stated above. Sections of this document cover: (1) Executive Summary; (2) Review of Year One Activities; (3) The TEAM curriculum; (4) Activities, Material Development and Revisions; (5) Evaluation; and (6) Implications for Future Research. The material notes that while several modules were identified as in some need of revision, the material overall was perceived as satisfactory by both faculty and students. (MP)

This report discusses a project addressing the difficulties that Queens College has with English as a Second Language (ESL) students in the typical humanities classroom. ESL students represent 40% of the college's student body, and instructing them is a significant intellectual and pedagogical challenge. Despite training in English language and composition, ESL students and their teachers have problems due to incomplete acculturation. The result is that when they begin their required humanities courses, many experience considerable difficulty. Some drop out of college and others feel themselves limited to the sciences for their choice of major. To remedy this problem, Queens College designed syllabi for a course for students unfamiliar with the assumptions of American culture. A biweekly faculty seminar met to develop the syllabi. The seminar discussed important theoretical issues, designed trial syllabi, and designed evaluation procedures to gather information on student response. After completing the third semester of teaching courses designed by this seminar, the importance of teaching every component of a course with a density of culturally and historically significant material was noted. Issues must be significantly historicized for students to actively grasp the assumptions behind them and to have enough information to demonstrate that mastery. Student comments on these courses are favorable, and student enrollments have jumped. (SM)

This national library training institute examines the concept of ethnicity in its relation to librarianship, and deals with the major ethnic groups in addition to the traditional minorities. Sharp differences are noted among the various groups that attended the three-week intensive institute. There is a reluctance to accept the complaints of the white ethnics as substantial when compared with the racism and prejudice forced by blacks and other minorities. While it is felt that the evaluation of materials and the design of services to the community require considerable input from librarians with related ethnic backgrounds, it is generally agreed that the professional librarian has considerable responsibility for collection building and programming in tune with the ethnic composition of the community. A concensus concerning the need for annual institutes to cope with the complex problems of minority groups as potential library patrons is noted, along with an equal concensus that for the future, there should be greater emphasis placed upon using the materials more effectively, especially in a white suburban setting. One of the major conclusions was that ethnicity is a complex concept that needs further exploration especially in relation to professionals working in academic and public libraries. The body of the report elaborates in great detail the highlights listed above as well as others. (Author/AM)

This report describes the activities and accomplishments of an institute for college credit at the post-master's degree level which focused on the provision of better library materials and the development of library programs for ethnic groups. The institute was organized in four parts: (1) ethnic studies--heritage and contribution of minority groups, their treatment in library media, demography, history, politics, and sociology; (2) development of library programs for minorities--assessment of ongoing programs and new designs in programming; (3) library resources available for public libraries, school and college libraries; and (4) ethnic resource facilities, specifically in the metropolitan New York area, examined in class and on field trips. A comparison of actual accomplishments with stated goals and objectives reveals success in 11 of 14 goals and in the five objectives of the program. The report presents major changes or revisions in the program, the impact on Queens College, evaluation reports, unique and innovative program features and activities, problems and their solutions, field trips and accomplishments, and program effectiveness. In conclusion, it recommends that the course of study outlined here be included in the curriculum of library education. Various aspects of the program are detailed in 14 appendices. (Author/RAA)

Seven papers review research in speech-language pathology and audiology. K. Polzer et al. describe an investigation of sign language therapy for the severely language impaired. S. Dworetsky and L. Clark analyze the phonemic and nonphonemic error patterns in five nonverbal and five verbal oral apraxic adults. The performance of three language impaired children is compared on tone identification and tone sequencing tasks by P. Barone and D. Thal. C. Royster-Branker and D. Bernstein evaluate two language disordered children and their comprehension of indirect directives. A paper by I. Paderewski and M. Mazor uses the acoustic reflex thresholds for pure tones and white noise to predict the degree of hearing loss in eight children with sensoryneural loss. H. Lasky and R. Rosenbaum investigate the development of conversational skills in a language impaired child through television modeling. Imitation vs. comprehension training is the subject of a final study by S. Paluszek and F. Kasten Feintuch. (CL)

The document contains six research papers on language and communication disorders. Entries include the following titles and authors: "A Method of Pragmatic Analysis for a Down's Syndrome Child" (P. Halfond and P. Tamari); "Follow the Leader--Why a Language Disordered Child Can't Be 'It'" (C. Grossfeld and E. Geller); "Communication Patterns of an Autistic Child" (R. Rosoff and E. Tiegerman); "Children's Perception of Sequenced Pitch Patterns" (D. Hughes and M. Mazor); "The Role of Verb Aspect in Training a Grammatical Morpheme" (P. Birenbaum and F. Feintuch); and "Nature of Spelling Errors in Transcortical Sensory Aphasia--A Case Study" (M. Grossfeld and L. Clark). Cited among study findings are that it was possible to use J. Dore's categories of pragmatic functions with the mentally retarded child and apply it to verbal and nonverbal communicative interests; that the parents of a language impaired child had a directive style with their child and that their input was not semantically related to the child's ongoing nonverbal and/or verbal activities; that a language impaired child's communicative interactional skills indicated a pattern of development different from that of the normal child; that mode of response (hummed or manual) significantly affected scores of 30 young children on the Pitch Pattern Sequence Test; that verb aspect was not the main factor contributing to production of the morpheme by a young language disabled child; and that an adult with transcortical sensory aphasia had fairly well preserved knowledge of the visual image of a word as a whole. (SB)

Operation Success is a pilot project funded by the New York State Education Department to provide support services to high school dropouts and potential dropouts. It offers programs, including employment programs, intended to develop skills, self-awareness and self-direction, enourage career goals, and develop appropriate attitudes toward the world of work. In its first year (1982-83), Operation Success provided in-school, supplementary services to 1,764 New York City students at three separate schools. At year's end, 93 percent of the participants were still enrolled (or had graduated), and the program had managed to bring 232 dropouts back to school. Moreover, the program's success had had a "spillover effect" within the participating high schools: their total attendance increased by 4 percent, and enrollment at the three schools rose 10 percent (compared with an 8 percent decline in the prior year). Operation Success resulted in major changes in students' attitudes toward school and teachers, and these shifts in attitude were reflected by positive changes in parents' feelings toward the schools. (The narrative portion of this evaluation report is followed by appendices containing 48 statistical tables, feedback from the high schools, and labor market information for New York City.) (KH)

This research report summarizes data on six new immigrant groups, Colombians, Italians, Greeks, Koreans, Asian Indians, and Israelis, living in the Borough of Queens in New York City. The research format consisted of a comprehensive interview administered to 116 households. Data on occupation, education, income, household composition, socioeconomic status, class self-perception, involvement in community and ethnic organizations, and attitudes toward community are presented. The trend data indicate that this group of immigrants is drawn from urban, occupationally middle-class, and well educated backgrounds in the country of origin and that their self-perceptions, attitudes and certain behavioral patterns indicate middle class status in the United States. Data also indicate that while immigrants see themselves as members of the middle class, ethnicity is an important element in their lives. Several areas are suggested for further research: the relationship between ethnic identity and discrimination, conflict, and self isolation. (Author/CMG)

This paper presents an interim report of a nationwide study of microcomputer networking in American libraries and information centers. The purpose of the project is to evaluate the relevance of currently available networking systems for use in libraries and information centers. Two major aspects are investigated. First, using a sample of libraries and information centers, the need for microcomputer networking is being assessed. Second, microcomputer networking manufacturers and vendors are being investigated to identify systems that can be adapted/adopted for library/information center applications. Preliminary results indicate that data sharing is the most important reason for microcomputer networking in libraries. The final report will provide guidelines on evaluation and selection of networking systems. The text is supplemented by one figure and two tables. (13 references) (Author/EW)

This examination of the use of local area networks (LANs) by libraries summarizes the findings of a nationwide survey of 600 libraries and information centers and 200 microcomputer networking system manufacturers and vendors, which was conducted to determine the relevance of currently available networking systems for library and information center use. LANs and their components are described, and the role of microcomputers in LAN development is considered. The results of the study are provided together with a sample list of libraries and information centers that currently use LANS. (EW)

Six papers contributed by graduate students report on studies that focused on the application of theory to practice in speech-language pathology and audiology. The first study revealed the ability of an autistic child to adapt to conversational partners of various ages and linguistic abilities. In the second paper, a language impaired child's communicative interactions were studied in the clinic and the home, and home samples yielded the highest mean length of utterances and the greatest total output of language. In the third study, five hearing impaired adults demonstrated the effectiveness of the Hearing Performance Inventory in measuring changes after amplification. The fourth study explored, via brain stem evoked response audiometry, the frequency of interear asymmetries occurring in peak latency and amplitudes in 15 normal hearing Ss. Also concerning auditory brain stem response (ABR), the fifth study found that head size is a factor to be considered in using ABR to make a differential diagnosis. The final study devised a comprehension task within a naturalistic context to test the ability of preschoolers to understand synthetic speech. (CL)

An exploratory study of what 5- and 6-year-old children can and will do when provided with certain kinds of computer experiences is described. The purpose of the study was to determine whether tutee programs can engage and sustain the learning energy of 5-year-olds. A total of 22 kindergarten children attended 8 or 12 90-minute sessions at a computer laboratory. The activity program was set up to provide, on a free-choice basis, computer activities via LOGO programming and other learning activities. Findings indicated that (1) computers can be used to help meet curriculum goals under certain circumstances; (2) computer activities, in which the command system is sufficiently simple and directly related to events on screen, offer the opportunity for children to experiment and learn on their own terms; and (3) nonreaders and young children with overriding interests in the three-dimensional world are not likely to use the computer as more than a novelty toy. Contributing to the development of a model for computer use by kindergarten children, seven conditions are listed that engage and sustain the learning energies of some children. It is concluded that microcomputers do not yet belong in early childhood classrooms serving 3- to 6-year-old children. The Afterword examines two additional points generated by the study: (1) The concept of 'designed boundaries' provides a useful model for planning and developing technology-related experiences. (2) Making critical decisions on the use of technology in the classroom requires a sound understanding of the knowledge base of education; hence for staff, knowledge of technology should follow knowledge of the teaching process. (RH)