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This publication ends by offering a self study booklet to assist those in Catholic schools in drafting a practical and effective statement of their school's philosophy. The chapters that precede it provide the background and context of the self study booklet. In this paper the "Catholic" dimension of the school's philosophy is especially emphasized and other dimensions are to some extent slighted. The first chapter discusses the four "faith-views" held by Catholics: the traditional, the conciliar, the reform, and the independent. The second chapter summarizes two National Catholic Educational Association (NCEA) surveys of practices that had some relationship to the Catholic dimension of the school, ranging from religious instruction, to faculty, student, and parent interaction. Chapter 3 reports on several research findings that show correspondence between basic beliefs and attitudes and views on school practices. Chapter 4 presents ways to develop an effective philosophy for a Catholic school. (Author/MLF)

This project was designed to use group process techniques in meeting the career development needs of girls and in dealing with the limiting aspects of female stereotyping. The project consisted of 10 one-hours sessions. The objectives were to give high-school girls an opportunity to get to know themselves better, develop an understanding of the limitations of sex-stereotyping, acquire better decision-making skills and appreciate the need for career planning and information. Basic tenets behind the project were: (1) career development is a process not an event; (2) career development is a personal event of great importance--developing an understanding of that unique event was a component of the project; (3) career development is essentially a socially-bound process--the limiting aspects of female stereotyping, the occupational person concept, and the role of personal values were topics; (4) young people experience a great deal of anxiety in connection with career choice but still spend little time in career planning; (5) change is the dynamic condition under which career decisions are being made, thus decision-making skills received special attention; (6) the essence of career development is experience, so role-playing, simulations and gaming were the primary techniques used in the project. (Author)

This manual presents instruments for evaluating the program and facilities of day care centers and family day care homes serving nonhandicapped children aged 3-5. Chapter 1 discusses child care evaluation in general and outlines the rationale underlying this evaluation system (including the principle that day care evaluation should assess program input rather than output). Subsequent chapters include descriptions of: (1) development, field testing, and revision of both the evaluation forms and the supportive information provided in the manual; and (2) administering evaluation and scoring forms, and summarizing data. An appendix, comprising four fifths of the document, contains all 27 forms used in the evaluation system. These include: (1) identification forms, which summarize information on the facility and clients; (2) objectives forms, which help center and supervising agency staff to establish the standards for evaluation; (3) a form that summarizes the organization and procedures used at the center and identifies the location of supporting documents (which could prove that the services are actually provided as described); (4) staff questionnaires, which provide partial verification of information in the organization and procedures form and also measure staff knowledge and staff morale; (5) checklists of equipment, and physical facilities and their utilization; and (6) forms for observer ratings of group experiences, individual caretakers and routine activities. (CHW)