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The purpose of this collection of papers is to define and explain the concept of process orientation, especially as applied to community education. The major presentation begins by tracing the central importance of process orientation through a review of literature within community education. Then a variety of different perspectives on process orientation from related fields and disciplines is explored. A typology of process perspectives based on different value frameworks is offered as a reference point. This includes process orientation as procedure, as problem-solving, as power, and as psychological and social development. Finally, at the end of the major presentation, community education and several developmental dimensions associated with a process orientation are discussed. The publication concludes with reaction papers by Susan J. Baillie, Jack D. Minzey, Everette E. Nance, Steve R. Parson, David A. Santellanes, and Terry A. Schwartz. (Author/JM)

Two influential theories of intellectual development are reviewed and analyzed: the psychometric framework, based on the factorial composition of intelligence, and the Piagetian model, based on assimilation and accomodation through four stages of intellectual development. A third concept is the componential theory of intelligence, based on information processing models, and consisting of two basic units of analysis, the component and the metacomponent. The component is described as an elementary psychological process which operates on internal representations of objects on symbols; these components are encoding, inference, mapping, application, justification, and response. A metacomponent is described as a higher order psychological process which controls processes related to executing components; metacomponents consist of component selection, representation selection, strategy selection or planning, strategy monitoring, speed-accuracy tradeoff decisions, and solution monitoring. Conclusions were made, based on research using parochial school children in grades 2, 4, and 6 and college level adults: (1) that children show increased use of exhaustive information processing as they grow older; (2) older children are generally less willing to surrender accuracy for speed; and (3) older individuals are more consistent in applying a strategy to problem solving, although there is no evidence of a general strategy shift in time for any age group. Bibliographical references are appended. (MH)

This volume presents the reports of a series of interrelated studies which were part of a study that developed curriculum materials for teaching occupational survival skills. The first of six sections, Need for Teaching Occupational Survival Skills and Attitudes, discusses the importance of survival skills and describes twelve general topics which were identified as being essential for occupational survival. Section 2, Worker Perceptions of Skills Necessary for Survival in the World of Work, describes a study that identified twenty-seven specific skills workers need to maintain their jobs. The third section presents a study that examined the opinions of cooperative education students and parents concerning the teaching of skills necessary for survival skills in the world of work. Section 4 reports on a study that investigated the opinions of teachers, counselors, and administrators concerning the teaching of occupational survival skills. The fifth section reports on a study that identified teaching strategies which are appropriate for teaching each survival skill. The final study, Differences in Students' Attainment of Occupational Survival Skills and Career Attitude Maturity, focused on the uses of the occupational survival skills materials with three student groups: cooperative education students, special needs students, and Comprehensive Employment and Training Act students. (LRA)

This document is one of three volumes (CE 018 033 and ED 143 814) which contain career education instructional units developed by college teachers to be infused in university-level courses. (See CE 018 030 for the report of inservice and curriculum development activities.) Chapter 1 of this document discusses career education philosophy and practice as it applies to postsecondary institutions. Chapter 2 summarizes the freedoms and constraints encountered by infusing and implementing career education in higher education. Chapter 3 contains a brief description of the development of the instructional units; a description of the unit format; and sixteen career education instructional units. These units are designed to infuse career education concepts and information in the following courses or curriculums: child development; microbiology; forest management; agricultural mechanization technology; resource and business management; agricultural and resource economics; agrostology; civil engineering; forest resources; electrical engineering; social studies; materials engineering; and math education. The concluding chapter presents unresolved issues in implementing career education in postsecondary education and suggestions for future efforts. (BM)

The document is the second in a two volume series of evaluative data regarding the elementary school social studies curriculum, "Man: A Course of Study" (MACOS). The document is presented in four sections. The first section presents findings on the use of films, reading material, and educational games in the MACOS curriculum. Findings indicated that films, stories of other cultures, and simulation games were closely associated with high student interest in MACOS and with increased knowledge about subjects covered in the MACOS curriculum. The second section discusses observation of MACOS and non-MACOS social studies classes from 1967-1969. Findings indicated that MACOS teachers were more open with their students than were other teachers and that MACOS lessons were more often aimed at conceptual development than non-MACOS lessons were. The third section reviews objectives of social studies teacher education programs and offers case studies of MACOS workshops. The final section offers interviews with teachers who worked with MACOS for at least one year. In the interviews, teachers stressed that working with MACOS made them understand the importance of active listening, communicating, observing, sharing in group exchanges, and expressing ideas orally. The document concludes with appendices including a description of the field testing sample, observation forms, and sample interview questions. (DB)

This volume evaluates learning gains, learning problems, and pedagogical climate related to the elementary school social studies curriculum, "Man: A Course of Study" (MACOS). MACOS, a behavioral/anthropological curriculum, is intended to help elementary school children understand differences and similarities between man and other animals by investigating questions such as what makes man human? how does a group survive? what does dependency mean? and what makes a good parent? The document is presented in three sections. Section I introduces the report and presents an overview of MACOS' development and objectives. In addition, an outline is presented of data in volumes I and II of the report. Section II presents transcripts and interpretations of interviews with students who have participated in a course based on the MACOS curriculum. The basic objective of the interviews was to encourage students to express in their own words how they used MACOS ideas and materials. Section III offers quantitative analysis of results of tests of students in MACOS and non-MACOS social studies courses. Emphasis is placed on factors delineating the environment in which MACOS was taught, children's interpretations of course emphases, and patterns of student responses. (DB)

Written in 1966, the author examines the evolution of teaching in relation to the development of the elementary social studies course, Man: A Course of Study. The act of teaching is traced from play practice of primates to teaching-in-context of primitive societies to the more complex abstract teaching in separate schools of contemporary society. Five specifications about how a society must proceed in order to equip its young are noted: it must convert what is to be known into a form capable of being mastered by a beginner; the learner must be saved from needless learning; a society must place emphasis on how one derives a course of action from what one has learned; all societies must maintain interest among the young during the learning process; and a society must assure that its necessary skills and procedures remain intact from one generation to the next. The author then examines the relationship among teaching in separate schools, how a society equips its young, and the content of Man: A Course of Study. The recurring questions of what is human about human beings, how did they get to be that way, and how can they be made more so, form the structure of the course which examines the humanizing forces of tool making, language, social organization, man's prolonged childhood, and the urge to explain. Problems in constructing the course are noted in terms of the psychology of subject matter, stimulating thought in the school setting, the personalization of knowledge, and the encouragement of self-conscious reflectiveness. (KC)

Written in 1965, the author describes the initial stages in the development of the elementary level curriculum, Man: A Course of Study. The structure and form of the course and three pedagogical techniques are discussed. The course is organized around the humanizing forces of tool-making, language, social organization, the management of man's prolonged childhood, and man's urge to explain. Plans for the section on language include a consideration about what communication is, the design features of a language, arbitrariness, acquisition, and the role of language in shaping human characteristics. The tool-making section is designed from a philosophical approach; the object is to explore how tools affected man's evolution. The unit on social organization focuses on the nature of structure in a society, roles filled by people, and the world view of a society. The childrearing unit centers around three themes: the extent to which and the manner in which the long human childhood leads to dominance of sentiment in human life, the human tendency toward mastery of skill for its own sake, and the shaping of man by the patterning of childhood. The fifth unit concerns itself with man's drive to explicate and represent his world through symbolic systems. The three pedagogical techniques emphasized to achieve the goals of these units are contrasting, using games, and stimulating self-consciousness about assumptions. The author states his plan to create far more units than could possibly fit into a school year in order to provide the teacher with flexibility in planning. (KC)

Having passed through a period of rapid and intense modernization and industrialization in the last two generations, Icelanders still retain the myth of social equality that more properly accompanied the earlier agrarian society. This study looked for evidence of the emergence of stratified social classes and for effects of this class structure in Iceland. Researchers examined the impact of social class on child-rearing patterns, cognitive functioning, educational achievement, and mental health. Utilizing data from 1100 Reykjavik children aged 5-15, the study found a stratified class structure that can be seen in cognative, socioeducational, and socialization terms. Particularly, three underprivileged groups emerged: females, children of lower classes, and children of entrepreneurial classes. All showed lower scores on IQ, grade point average, and mental health measures. Rather than being the only casualties of industrialization, these underprivileged groups are merely the most conspicuous examples of the overall cognitive and affective deprivation that result from rapid industrialization and social change. Although not intended to produce policy recommendations, the study suggests the need for political action focusing on three areas: underprivileged groups, socialization processes, and the inability of the school to deal with socially generated cognitive handicaps. (Author/JM)

Differences in the number and types of problems as well as in self-reported self-concept between 232 black and white pre- and postmenarcheal adolescents were examined in this study. The study also examined differences in these variables across four developmental levels of menarcheal status: initial, intermediate, middle, and established. These data were analyzed using a multiple ANOVA technique, and significant differences were found between pre- and postmenarcheal girls and between two racial groups. Postmenarcheal adolescents had more problems but were also higher on self-concept variables. Black females experienced the menarche earlier than white, had different kinds of problems, and described themselves differently on the self-concept measures. These data were interpreted as supporting the view that menarche onset is a positive event for most young females. (Author)