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The manual is a 12-hour program for adults who are working or preparing to work as retail salespeople. It can also be used as a summarization manual for high school students. The manual consists of five sessions which take the individual from the human aspect of sales to the related sales technique. The sessions are entitled: employee and customer relations, approaches and presentations, objections and closing the sale, suggestion selling, and sales demonstrations. Each session provides an instructional outline, related methods, and appropriate handouts and transparency originals. The appendix lists keys of session evaluation, promotional devices, suggested films, case studies, and supplementary handouts and transparency masters. (NJ)

Beginning in 1973, meetings of 12 regional education advisory councils (composed of students, teachers, parents, administrators, board members, superintendents, and other citizens) studied volunteer programs in Illinois to determine their drawbacks and to formulate recommendations for expanding the concept of volunteers in education. This publication is the first attempt to disseminate information about volunteer programs in Illinois and to help local school districts interchange resources about their programs. Chapters focus on a rationale for using volunteers, potential problem areas and recommended solutions, orientation and evaluation, volunteer resource people, volunteers in career education programs, senior citizens as volunteers, the volunteer tutor, and specific volunteer programs in Illinois. An appendix contains material relevant to the state's volunteer programs. (JM)

Pertinent problems are identified which act as deterrents in providing effective program coordination and articulation in occupational education. Also identified are some procedures currently being used to improve this situation and specific recommendations which should assist in solving problems that exist. The document proposes: (1) that all institutions submit a plan of articulation to the State Board of Education by a specified date; (2) that two demonstration projects on program articulation be funded through the Legislature; (3) that institutional role statements be developed at the local level; (4) that efforts continue toward the reorganization of community college districts and; (5) that emphasis should be given within the State Department of Education to ensure a uniform effort in encouraging horizontal and vertical coordination and articulation. (SH)

This resource guide to Colorado environmental education programs offers information on environmental programs currently in operation and services available to Colorado educators in environmental/conservation education. Information is provided on five programs that have been validated for national dissemination by the United States Office of Education. Forty-four elementary and secondary school environmental education programs in Colorado are described in two-page formats which include: title and location, grade level, objectives, narrative, evaluation, availability of materials, and special requirements. A listing of agencies and organizations in Colorado that provide educational resource material is provided. A detailed list of post-secondary institutions in Colorado and the resources they can provide is given. These resources include: courses, special programs or services, resource people, availability of materials, and costs. A listing of state environmental education resources conclude this guide. (BT)

Prepared by the Arizona Indian Education Association, this publication constitutes Arizona's 1976-77 Johnson-O'Malley State Educational Plan as stipulated by Public Law 93-638 (Indian Self Determination and Education Assistance Act) and Arizona Revised Statutes 15-1161. Indicating the corresponding regulation number in the margin, this publication is presented in outline form as follows: (I) Narrative; (II) Philosophy and Purpose; (III) Goals; (IV) Policies; (V) Parental Participation; (VI) Programs and Services (Supplemental, Operational Support, and Special Services); (VII) Administration and Management; (VIII) General Provisions; (IX) Arizona Indian Education Association; (X) Definitions; (XI) Appendices (Constitution and Bylaws of the Arizona Indian Education Association State of Arizona). Developed in joint sessions via hearings and individual, tribal, and parental input, the Plan is designed for compliance with applicable Federal, state, and local laws to assure greater uniformity and cooperation among all school districts of the State of Arizona, the Arizona State Board of Education, Bureau of Indian Affairs, and each Indian tribe and Indian Education Committee within the State of Arizona. To the extent practical, the Plan is to be utilized to supplement educational programs for eligible Indian children and, where approved, for Indian Youth being served by other Indian educational programs or programs created for the benefit of Indian youth. (JC)

This document is designed to offer guidance to those school district officials in New York State who are faced with making decisions about how their districts will cope with declining enrollment. Enrollment in New York schools is no longer growing at a predictable rate as it did for so many years. School districts need to establish a different perspective on enrollment decline in order to formulate adequate and creative means of coping with this phenomenon. The district must first collect demographic information to define the decline problem. Current and future needs must be analyzed, future facility needs outlined, and the fiscal requirements of future program, staff, and facilities must be determined. This volume's appendixes contain data on enrollment decline and building requirements for the state of New York. Chapters discuss analyzing programs, staff, facilities, and educational finance, as well as determining study strategy for enrollment decline. Declining enrollment is a complex problem, and it is not likely that districts can adequately cope with it if they deal with it in a fragmented manner. (Author/DS)

Declining enrollment in Minnesota schools is the subject of this collection of five case studies and one planning manual. The information in the manual and in the case studies of representative school districts is published together to provide persons interested in overall state policy with examples in enough detail to provide a sense of what is happening in districts differing in population and composition. The nature of the problems arising from declining enrollment suggests that the district level is the appropriate one for decision-making. Enrollment decline has brought about the demise of the expansive, innovative mood in Minnesota schools, as the case studies indicate. Program innovation is not as easily accepted, and school personnel are increasingly worried about job preservation. In some districts, the number of administrative personnel has been reduced to such a point that the time and energy for effective planning are no longer available. These materials were prepared for use by school superintendents and school boards for local school district planning. (Author)

This handbook, the outcome of the Institute, gives abstracts of the major presentations by Institute contributors intended to be helpful to administrators of adult supplementary vocational-technical education programs in administering, evaluating, and improving such programs. Presentations cover the topics of: Full funding of education, needs assessment, vocational education staff development, resources and sources of curriculum development, adult supplementary programs evaluation, supportive services, and educational implications of the Comprehensive Education and Training Act (CETA). Questionnaires, diagrams, and other materials for use by administrators are also included. The appendix provides flow charts for organizing adult programs in the areas of administration, technical and industrial education, home economics health education, and business education; the Institute evaluator's report is also included. (SH)

A high-school-level field experience program in economic education in Meridian, Mississippi, is described. The program provided exposure to various careers as well as experience with economic processes. Each student spent several weeks in a variety of business, industrial, and manufacturing organizations. Students learned the background of each organization, personnel policies, operating areas, and payroll and accounting procedures. Every two weeks students met in classroom seminars for follow-up activities, reinforcing principles and concepts they had learned on the job. Students who participated received one-half unit of credit toward graduation. In a pilot phase, one group of students, which did not receive supplementary classroom instruction, performed significantly lower on the Test of Economic Understanding than did the students with supplementary instruction. In the Handbook, the Sponsors Section describes the program, basic economic concepts emphasized in the seminars, and a schedule of seminars. The Student Section explains the program and students' responsibilities and gives a sample of the evaluation form to be filled out by sponsors for each student. (AV)

Under a 1972 grant from the National Science Foundation's College Science Improvement Program (CoSIP), Worcester Polytechnic Institute (WPI) undertook a major educational experiment involving the total reorientation of its educational programs. The encompassing effort is referred to as the WPI PLAN. A major facet of the WPI PLAN involves student project work in off-campus settings, with an emphasis on independent study of real-life problems involving the interaction of technology with society. This manual describes the development and operation of one of WPI's off-campus educational project centers for such activities located in Washington, D.C. The operation of the center, including the definition of program objectives and the program's development, implementation, and evaluation, are presented. Guidelines are indicated for financing an off-campus center. As the concept of the off-campus educational center is considered transferable to other institutions, this guide is intended to facilitate the adoption of those elements of the WPI center applicable to the majority of postsecondary institutions. (BT)

The purpose of this handbook is to document a procedure for obtaining information about the interest of people for additional job training. (The procedure will result in a set of tables providing information on interest in job training for use in planning educational programs. It is designed to be flexible enough for use in areas as small as school districts or as large as whole States and for use with a minimum of formal training by persons unfamiliar with survey procedures.) An introductory chapter discusses the purposes of people's need assessment. Chapter 2 discusses activities, materials, staffing and costs required for making a study. Descriptions are based on experiences in conducting studies of the same type in Steele County, Minnesota (rural), South St. Paul and Minneapolis (urban), and in Minnesota's Economic Development Region IV (regional). Chapter 3 outlines the basic procedure for drawing a sample of individuals to be contacted during the assessment study (a modification of the procedures outlined by the U.S. Bureau of Census in its Current Population Survey). In chapter 4 the procedure for contacting households and coding questionnaire responses is explained. Chapter 5, on analysis and summary of collected data, provides an explanation of the summary tables which result from the analysis of returned questionnaires. A summary of the procedures is appended along with a sample questionnaire, an index for hobby and special interest programs, and other aids. (JT)

The suggested guide is presented to serve secondary and postsecondary administrators, program faculties, admission officers, and others in their efforts to alleviate articulation problems experienced by students in making the transition from secondary to postsecondary educational programs. The focus is on individual articulation from any secondary program or intervening employment to private, public, or employer based programs and institutions. The scope includes all programs of career preparation representing occupations from any of the 15 clusters outlined by the U. S. Office of Education. The body of the guide is divided into two main sections. The first discusses articulation problems--admission policies and requirements, student services and assistance programs, and transition management. The second section outlines operational procedures and methods of implementation. Each operational procedure corresponds to a set of articulation problems outlined in the first section. They cover: communication, articulation arrangements, curriculum development, recruitment, program coordination, guidance and counseling of students, entrance requirements, student appraisal, developmental and special student programs, continuing education programs, and programs and services to meet special needs. (An eight-page bibliography is included.) (AG)

This report reviews the programs and projects of the Mississippi Association of Developing Colleges (MADC) during the preceding year. The purpose of this study was to determine the needs of the colleges of MADC and whether or not their needs were in compliance with their objectives. The total programs of the seven member colleges were investigated in an effort to answer the following questions: (1) How many and what kind of students do the member colleges serve? (2) How many faculty members, staff, and administrators will be needed to serve the students? (3) What buildings and sites are needed? (4) What level of tuition will be required to support the educational programs projected? (5) Will faculty salaries need to be increased? (6) What will be the total expenditures for all purposes for these colleges during this period? The colleges studied include: Mary Holmes College, Mississippi Industrial College, Natchez College, Prentice Institute, Rust College, Saints Junior College, and Tougaloo College. (Author/PG)

A description is provided of the structure, contents, and potential uses of a National Storehouse of Educational Materials Successes. The Storehouse is depicted as being a collection of evidence relating to what works in education. Details are presented on its contents, its expected users, the functions it could serve, and its operational and organizational features. Six organizational models are discussed and an appendix is included which gives some selected examples of the Storehouse's components. (PB)

A research project was conducted cooperatively by the New York State Education Department Bureaus of Distributive Education and Occupational Education Research to determine whether the present secondary programs in New York State provide sufficient career information and adequate preparation for young people to obtain employment in the travel industry. The data from questionnaires sent to all 725 New York State member agencies of the American Society of Travel Agents (ASTA) indicated preparation was sufficient, since they saw no need for a specialized high school curriculum for training travel counselors. However, only 277 responses to the questionnaire were received, and four-fifths of the population surveyed is located in the immediate New York City area, so caution must be used in interpreting the data. Data tables were compiled citing the number of reporting agencies by staff size, the number and types of employees, location from which travel counselors are drawn, the relationship of education to the travel industry, and skills needed by travel counselors. It was concluded that related distributive education subjects, as now being taught, could be made more applicable to the training of travel counselors. (AG)

This booklet is a collection of outlines for various teaching-learning stations which were developed by 21 teachers during a three-week institute held in 1972 at Barnardsville, North Carolina. The purposes for such stations, which can be developed inexpensively by students and teachers on school property, are: (1) to create outdoor and environmental awareness, (2) to create outdoor recreation and environmental sensitivity, (3) to provide occupational exploration, and (4) to provide occupational training. Twenty-nine stations are included in the booklet. Each station outline includes: (1) title of the teaching-learning station; (2) description of the station; (3) rationale; (4) requirements for land, equipment, facilities, and time for development; (5) resources; and (6) Future Farmer of America and Supervised Occupational Experience uses. Stations such as a nature trail, soil profile, weather station, fish pond, and plant and insect display are included. Completing the booklet are various lists, including lists of related books, magazines and booklets, slide sources, film sources, and resource agencies. (TK)

Though public nature trails have been in use since the late 1800's, their use on school grounds for educational purposes is a relatively new concept. The nature trail is an important tool for teaching environmental awareness and appreciation. It provides experiences for observing nature firsthand with all senses employed. It is a resource that is available to the entire school and is applicable to all curriculum areas. The purpose of this booklet is to provide information for teachers, administrators and students on how they may plan and develop a nature trail at their school. Locating the trail, trail construction, trail interpretation, and maintenance are covered in section 1. Section 2 focuses on art, science-math, language arts, and social studies activities which could evolve from classroom use of the nature trail. Section 3 provides ideas and examples of trail topics such as a marsh trail, historical trail, wood trail, and geology trail. Examples of outdoor demonstrations and charts are also included in this section. Section 4 is a list of environmental education sources and aids including associations, books, magazines, films, and resource people. The booklet concludes with a list of outstanding nature trails located in North Carolina. (Author/TK)

This guide demonstrates a new way of utilizing the planning process within a social movement context in view of developing a state master plan for environmental education. In addition the book serves as a guide to realistic planning, including models, definitions, and examples. The guide contains five parts: Part One - The background, Part Two - Pre-planning, Part Three - The planning process, Part Four - Making it Happen, and Part Five - State of the art. Part One traces the history and presents a short summary of the status of state master planning for environmental education. A discussion of the Environmental Education Act and a list of environmental education actions by each state are included. Part Two directs the planner's attention to some issues that should be considered prior to any attempt to launch a planning effort in environmental education. Part Three covers the "what" and "why" of a goal-referenced system of planning. The five chapters in this section cover the development of a planning model, assessment, goals and objectives, strategies for meeting goals, and evaluation procedures. Part Four is devoted to explaining step by step the procedure one might follow in undertaking an environmental education planning effort. Part Five contains a discussion of the present state of the art of environmental education and some directions for the future including examples of implementation evidence. Six appendices are included. (TK)

Individuals, organizations, and American Indian tribes are rapidly recognizing the value of libraries. They are recognizing that libraries and the information services which they offer are necessary to meet Indian goals. Specific sensitivity to Indian ways and alternatives is just developing as library and information services develop in Indian communities. A series of 11 guides have been developed to provide initial direction and alternatives to those planning or engaged in developing Indian library and information systems. This guide, 7th in the series, identifies and briefly describes library service components which have demonstrated potential for meeting Indian informational needs. Among these components are: the library hours, circulation policy, library rules, reference services, story hours, and educational programs. Two types of services are discussed: (1) those which take place in the library and (2) those which take place outside the library. (NQ)

Secondary INFOE (Information Needed for Occupational Entry) is a service which enables counselors to provide localized career and educational infomation to students. The key to the INFOE service is the INFOEscript, a career brief developed for student use in the form of a microfilm aperture card. Each brief describes a specific job title. An alphabetical list of job titles for which there are briefs comprise the Career Deck. A Program Offering Deck provides information on vocational and technology programs offered in Tennessee; the Institution Deck informs students of postsecondary institutions in Tennessee and surrounding States. The development of the materials, directions for use of the cards, and their implementation are discussed. The INFOE pilot study and its evaluation are described. A brief description of the K-14 INFOE program is included. The supplementary materials for the counselor contain an alphabetical and numerical listing of the job titles in the Career Deck and a matrix of programs offered in the State area vocational schools, State community colleges, and State teacher institutes. For the students, a sample job title INFOEscript, directions for using the INFOE Career Deck, and information on the Program Offering Deck and on the postsecondary Institution Deck are presented. (JB)

The central theme of this ideabook on the Bicentennial is the extension of the human rights of life, liberty, and the pursuit of happiness to the United States and the rest of the world. The ideabook is divided into three sections. Section one describes 17 proposed projects based upon a central Bicentennial program entitled "A Declaration of Interdependence: Education for a Global Community." Each project is dependent upon funding outside the National Association (NEA). Section two offers a sample listing of innovative activities for classroom use. The first part of this section -- Heritage -- suggests class activities to probe into our nation's development, especially the human rights and cultural diversity qualities. The second part of this section -- Horizon -- suggests class activities for dealing with problems facing the global community including energy, political action, transportation, population, shared education, a common system of measurement, and communication. Section three lists national, regional, and state Bicentennial funding sources. (Author/DE)

This guide is a comprehensive interpretive plan for the development of a nature center. Although the plan centers on a proposed nature center, the ideas included in the guide can be applied to other situations. The guide deals with all aspects of planning and is divided into seven chapters. Chapter 1, Visitorship, looks at the people who attend nature centers. Chapter 2, Exterior Concept, includes such topics as plans for expansion of the school house, nature trails, planting schemes, exterior flow, and gardens. The Interior Concept, Chapter 3, looks at flow patterns, placement of interior facilities, visitor view, and other interior concerns. Chapter 4, Aura and Displays, examines possible displays, such as a bee hive, forest alcove, aquarium, and others. Chapter 5 deals with the justification and planning of audio-visuals and publications for the center. Chapter 6, Program Operations, discusses such needs as philosophy and objectives, funding, staffing, and maintenance. The Inventory, Chapter 7, provides an inventory of the topography, archaelogy, biotic communities and others. Most chapters contain illustrations, maps, and diagrams. Visitor centers in Wisconsin, sample scripts for slide shows, and a plant and bird list are included in the appendices. (TK)

This combined handbook and teacher's guide for kindergarten outlines a program intended to interest students in learning while they develop a positive self-concept. Following a brief statement on the program's philosophical aims and an introduction to the program, eight subject areas are described: art, health, language arts, mathematics, music, safety, science, and social studies. Each of the subject areas contains a statement of the objectives and goals to be accomplished. Additional miscellaneous areas included in this handbook include trips, instructional media, reporting and testing, and conferences and evaluations. (RB)

This document is designed to be a "state of the arts" in education for environmental occupations in Illinois. This document contains three major parts. The first part deals with definitions and basic concepts relating to education for environmental occupations. The second part lists existing and emerging occupations which were considered by the task force to be related to the maintenance and improvement of our natural environment. The third lists existing educational programs in Illinois community colleges, area vocational centers, and other agencies which provide training for entry level skills in selected environmental occupations. It is hoped that this document will be of use to career counselors, occupational instructors, teacher-training institutions, learners interested in entering and progressing with an environmental occupation, and others interested in enhancing the quality and scope of occupational education in Illinois. (Author)

This guide presents tasks a planning group should consider when implementing a program. Although implementation may not occur in this sequence, the total array of implementation tasks includes selecting a planning group leader, defining the problem, selecting objectives, designing the program, developing an implementation plan, developing an evaluation plan, securing approval of the plan and budget, operating the program, concluding the plans, evaluating the program, and determining the program's future. The development of an implementation plan receives major attention; detailed directions and suggestions for accomplishing 12 subtasks are given. The subtasks include writing a group mission statement; determining personnel requirements, material resources, and school readiness; planning the staff selection, purchasing schedule, staff orientation; determining costs and the sequence of tasks; establishing a timeline; and arranging an independent review of the plan. A suggested structure for the planning group session is provided. (Author/DW)

The bulletin was prepared as a guide for school administrators and teachers of industrial arts in the elementary and secondary schools of Mississippi. Chapter 1 discusses the philosophy and goals of arts education and defines terms used in the guide. Chapter 2 gives specific information pertaining to organizing and administering an industrial arts program. Emphasis is placed on desired qualifications for industrial arts teachers, inservice training for staff improvement, community involvement, suggested course sequences and objectives, student clubs, and budgeting and purchasing. Suggestions to the school administrator for planning an industrial arts program are discussed in chapter 3 in terms of mandated standards and codes. Chapter 4 covers suggested laboratory procedures emphasizing student involvement. Course outlines and lists of suggested projects designed to cover four areas of teaching (industrial crafts, the multifield concept, major-field concept, and mechanical drawing) are presented in chapter 5. Chapter 6 provides an introduction to modern industrial procedures by way of a student run corporate organization. A unit rotation chart, diagrams of an industrial arts multifield laboratory and class project storage rooms, a tools and equipment list, State assistance services, suggested forms and plans for a woodworking project are appended. (Author/NH)

This handbook reports on some experiences with competency-based teacher education (CBTE) and is designed to serve as an instrument for self-examination and change. Chapter 1 presents 22 generic teaching competencies, which are a result of a reexamination of the 1973 Interim Inventory of 66 Generic Teaching Competencies (Generic 66). Chapter 2 answers the question, What can be done with a competency inventory? by going step-by-step through a process used by a hypothetical faculty to gain a perspective on its own efforts in role competency definition. Chapter 3 reviews research on teacher characteristics. Chapter 4 describes the design for formative evaluation of the Department of Education's PaCBTE program throughout its duration. Chapter 5 presents results from a pilot study showing the value that educators place on each of the Generic 66 competencies for the new teacher and where the competencies should be developed. Chapter 6 presents a detailed report on the 1974 CBTE program. Chapter 7 describes the efforts of the Bureau of Certification's Competency-Based Assessment Certification (PaCAC) program in wrestling with the problems of assessing the competencies of persons who are not graduates of approved teacher education programs in Pennsylvania. Chapter 8 reprints the Generic 66, including the inventory's source and the reference numbers for each competency statement. A "Glossary of CBTE Terms" and the "PaCBTE Consultant Group Directory" are appended. (Author/PD)

This document presents a 2-year post-high school curriculum for paraprofessional school personnel. This document is divided into five sections, which are teacher aide programs, curriculum, course outlines, bibliography, and appendix. Section one discusses some considerations of the program, occupational opportunities, aides and their work, special abilities required by aides, activities performed by aides, college programs for aides, and credentials and certification. Section two presents course requirements, a brief description of courses, issues in combining theory and practice in training teacher aides, curriculum overview, and continuing education. Section three provides curriculum outlines for 13 courses and electives. Section four is a bibliography listing published works, films and filmstrips, and journals. Part five, the appendix, contains the following: (a) a survey of selected states regarding utilization of teacher aides, (b) task and job descriptions, and (c) sources of assistance. (PD)

This interdisciplinary program, developed for secondary students, contains 18 land use activities that can either be used directly in, or as a supplement to, curriculum in Science, Biology, Horticulture, Mathematics, Social Studies, English, Industrial Arts and Physical Education. The topics to be investigated include: land use simulation games, land use planning and decision making, small area plots, land use alternatives, microflimates, flood management and local population control. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. A land use bibliography and a listing of audio-visual materials are included. (BT)

This interdisciplinary program, developed for secondary students, contains 20 water quality activities that can either be used directly in, or as a supplement to, curriculum in Science, Home Economics and Industrial Arts, Mathematics, Health, English, and Social Studies. The topics investigated include: pollution analysis, industrial need, waterborne diseases, supply and demand, quality prediction and analysis, stream volume and human need, and water conservation. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, estimated time to prepare for and perform the activity, background information for the teacher and a listing of materials needed. A list of audio-visual aids is included, where applicable, and a water pollution bibliography is attached. (BT)

This interdisciplinary program, developed for secondary students, contains 13 natural resource activities that can either be used directly in, or as a supplement to, curriculum in Science, Photography, Mathematics, Social Studies and English. The topics to be investigated include: raindrop impact, resource control, recycling, the world model, elements, water retention, charting the use of electricity, nuclear power plants, soil fertilizer and pH. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. A listing of suggested films is included. (BT)

This interdisciplinary program, developed for secondary students, contains 16 air pollution activities that can either be used directly in, or as a supplement to, curriculum in Science, Photography, Mathematics, English, Social Studies, Industrial Arts and Home Economics. The topics to be investigated include: pollutants from automobiles, exhaust collection, lead in lichens, sources of air pollution, the effect of air pollution on synthetics, solid particles, lead, sulfur dioxide and carbon monoxide analysis. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. Where applicable, a listing of audio-visual aids included and an air pollution bibliography is attached. (BT)

This guide, for use at the secondary level, is designed to create future citizens who will be aware and understanding of their natural environment. Among the subjects discussed are advertising as an ecological cop-out, recycling, optimum environments, hydrophonics, pest control by means of ultrasonic vibrations, the effectiveness of Cottrell Precipitation on controlling smoke pollution, and chemical tests for lead and phosphate pollution. Each learning activity includes behavioral objectives, directions to the teacher and students, lists of materials needed, references, and a listing of related audiovisual materials. (BT)

Guidelines resulting from a demonstration project to test approaches and methods in providing direct educational opportunities to the aging are provided. The sections of this book of guidelines are: Introduction--Why This Book of Guidelines (A Philosophy for Developing Educational Programs for the Aging, Basic Facts About the Aging, and The Aging in an Educational Setting); Developing a Program--Assessment of Needs, Advisory Committees, Development of the Clientele, Selection of Program Locations, Recruitment of Faculty, Development of Specific Instructional Programs, Community Involvement, Evaluation of Programs, Financing the Programs, In-Service Training, Special Problems, Registration Information, and Summary; The Bakersfield College Demonstration Project--The Demonstration Area (Geographic Description, Economic Description, and Demographic Description), and The History of the Program (Phase I Needs-Interest Survey, Phase II Development of the Clientele, Program Development, In-Service Training, Evaluation of Programs, Special Problems, and Conclusion). Appendixes are: Project Proposal, Registration Form, Course Description, Curriculum Summary, Curriculum Development (by Semester), Curriculum Development (by Type), and Survey Instrument. A bibliography of books, periodicals, and publications, a film bibliography, and a list of AOA publications are included. (DB)

The guidelines for planning career education programs revolve around gathering valid and comprehensive data. The career education planning model involves determining people's needs, available resources, and alternatives; establishing policies and practices; writing objectives and plans; and evaluating the results. The document, in outline form, discusses the nine items involved in planning: (1) determining human and economic needs of an area (using sources providing demographic data; employment and welfare statistics; student and labor data; and needs related to social adjustment, location, dropouts, and poor school achievers); (2) ascertaining current resources; (3) comparing the needs profile with the resource inventory to determine the extent to which needs are being met; (4) resources needed to fulfill unmet needs; (5) identifying possible alternatives; (6) identifying constraints; (7) establishing objectives; (8) developing short- and long-range plans; and (9) developing a comprehensive evaluation system. (JB)

The annotated bibliography provides abstracts of 36 research reports, bibliographies, seminar proceedings, collections of abstracts, and of six journal articles, all published since 1965, dealing with the various aspects of vocational education administration at the local level. The citations listed were selected from the printout of a computer-assisted search of Research in Education (RIE), Abstracts of Instructional and Research Materials in Vocational and Technical Education (AIM/ARM), and Current Index to Journals in Education (CIJE), and are available in microfiche or paper copy from the ERIC Document Reproduction Service (EDRS). In addition, three projects for FY 1974, selected from Applied Research Projects Supported in FY 1974 under Part C of the Vocational Amendments of 1968, are cited, and the project number, duration, title, investigator, and institution are given. (JR)

This document provides a guide to various recreational swimming and conditioning programs designed as a means of attaining and maintaining physical fitness through water activities while the body is submerged in water. Part 1, "Swimnastics Theory," discusses the objectives of a swimnastics program, its purpose, and various types of conditioning programs. Part 2, "Swimnastics Exercises," offers illustrated examples of (a) warm-up exercises, (b) breathing exercises, (c) head and neck exercises, (d) shoulder exercises, (e) waist exercises, (f) abdominal exercises, (g) hip and leg exercises, and (h) extremity exercises. Part 3, "Recreational Swimming," suggests teaching hints and offers advice for teaching the handicapped. Part 4, "Games, Contests, Relays, Races," describes activities suitable for beginning, intermediate, and advanced swimmers. (JS)

Measuring cognitive achievement gains in project evaluation is dealt with. This guide provides those concerned with project evaluation with the basic tools for conducting technically sound, interpretable evaluation studies. Exotic designs are avoided and five basic models which appear feasible to implement in real-world settings are focused on. Each is briefly summarized in terms of general characteristics, strengths and weaknesses, and considerations relating to its implementation. Twelve hazards which are commonly encountered in educational evaluation and which may completely invalidate otherwise sound studies are described. A procedural guide, in decision-tree form, for selecting a suitable evaluation model given the particular set of constraints faced by the project director and the evaluator is presented. The sections on implementation are intended for use by evaluation specialists and are somewhat technical. It is assumed that the reader will have had a least one college-level course in elementary statistics. Ways of analyzing, interpreting, and reporting results are suggested, and details of recommended procedures are included. Appendices expand upon issues raised in the guidebook and characteristics of some widely used commercial reading and mathematics achievement tests are listed. (RC)

The course outline describes the practical and theoretical postures of educational administration as they interface with the concept of career education. It was developed for the specific purpose of training individuals from diverse backgrounds to assume administrative responsibility for career education programs. The course contains both a variety of modules for the graduate level students' selection and common modules for the entire class. The 18 modules cover: administration as a social process; administrative tasks and process; bureaucracy; public school as a complex organization; career education programs; definition of career education; Federal point of view of career education; counseling in career education; research in career education; career education and industry; a lecture on the Skyline Career Center in Dallas, Texas; career days; overview of career education; selling career education; career education centers; career education training modules; and research on administration of career education. Activities involve lectures, reading and paper presentations, discussions, field trips, scheduled Career Days, an in-class counseling simulation, role playing, designing a training module package for career education, and a research paper on administration of career education. The 18 modules are organized according to: topic, activities, assignment, and suggested readings. (Author/JB)

Information pertaining to adult education and vocational-technical programs as well as college and university aids is provided in this booklet. The booklet has been divided into three chapters: (1) "Education Beyond High School"; (2) "Native American Programs of Assistance"; and (3) "Student Aids Programs (not specifically for Indians)." Chapter 1 provides guidance for those persons not familiar with programs and requirements for post-high school education. Financial aid forms and college admissions tests are discussed in this chapter. In chapter 2, 111 programs and/or schools specifically for Native American applicants are listed. This chapter contains information relative to Bureau of Indian Affairs, tribal, institutional, and organizational opportunities. Chapter 3 describes 70 student aid programs available to all students. Specific subject areas for undergraduate and graduate students and for students interested in vocational training are also listed in this chapter. Among these subject areas are: agriculture and horticulture, architecture, education, business administration, fashion, foreign study, health professions, law enforcement, and social work. A 9-item annotated bibliography provides an alphabetical catalogue of sources pertaining to institutions, careers, and financial aids. (NQ)

This publication is a guide to career opportunities in foreign languages and to educational programs which prepare for them. Programs at Northwest Missouri State University are listed which combine study in foreign languages with other disciplines, including: business, economics, office administration, sociology, political science, history, and Latin American studies. Information is provided on the field of translating and interpreting as well as other career possibilities related to foreign languages. Special attention is given to employment opportunities at the United Nations. These include: public information officers, translators, interpreters, librarians, clerks and secretaries, and guides. Finally, addresses are listed for further information on career opportunities in foreign languages. (AM)

This report provides information on degree and certification programs offered and completions for fiscal year 1973-74 in North Dakota postsecondary education institutions. Information is categorized by program level and by type of institution. Cost information is included, but individuals reviewing these items are encouraged to contact the institution directly for a complete cost breakdown. Tuition, fees, board, and room charges are subject to change following the publication of this report. Information included was provided by administrators in each institution. Section 1 contains information on public and private institutions including program offerings by subject program completions. Section 2 covers proprietary institutions. Section 3 presents information concerning the text. (Author/PG)

This book is the first part of a series of six books designed to provide valuable resources to teachers and curriculum specialists as they construct viable environmental education programs for their students. The material in this manual was produced in response to student and teacher demand for material to support the environmental education model described in Section II of this book. The activities in the manual were developed largely in writing workshops by teachers familiar with the environmental education model. Most of the activities were used in the classroom and modified according to student teacher response. Book 1 provides the environmental education philosophy and model. Also included are guidelines for implementing the environmental education model and lists of environmental education resource materials. The resource materials include: sources of prepared environmental education curriculum materials for teachers, information agencies and organizations, film sources, periodicals, publishing, bibliography of instructional materials, environmental monitoring kits, games and simulations, series of prepared catalogues and bibliographies, and sources of audiovisual materials. (BT)

This manual outlines the process for evaluating a series of instructional materials for college-based training of the Child Development Associate (CDA) in Texas. Chapter I offers a discussion of the need for child care worker training in Texas and provides background information on the development of both the national and the Texas CDA pilot training programs. In Chapter 2, the issue of evaluation is discussed: why it is necessary, what and who is involved, how it is to be done, and what benefits are derived from it. The operational procedures of the evaluation process for Texas CDA pilot training materials are outlined in Chapter 3. Appendices include instructions to the trainee on personal portfolio preparation and questionnaire forms for trainees and trainers to evaluate the programs and modules. Charts are used throughout the manual as illustration for the text. (ED)

The Open University of Great Britain relies heavily on broadcasting as a mode of instruction. Because increased course offerings have made program scheduling a problem and because production costs have risen sharply, a survey was conducted to determine the use patterns of students so that the system's resources could be allocated in the most efficient manner possible. Nearly 13,000 of the school's 45,000 enrolled students were surveyed by mail. The response rate was high, and the results provided data on: 1) student viewing and listening time; 2) student ratings of broadcasts; and 3) factors influencing the viewing and listening times. These results facilitated a discussion of the best allocation of broadcast time. The text provides a detailed discussion of the survey design and tabular summaries of the data. (EMH)

The handbook is designed to help vocational instructors develop articulated vocational programs for secondary and post-secondary students.The handbook recommends a competency based approach which personalizes instruction for students and which emphasizes performance of job related tasks. The handbook's first chapter is a general introduction to its focus and use. Chapters 2 and 3 address the organization of the local program and the content, organization, and instructional sequence of a single occupation within the local program. They consider the first four steps of the recommended six-step procedure for curriculum articulation: listing the occupations, deciding which occupations to teach, drawing the worker mobility chart, and outlining the occupational curriculum. Chapter 4 discusses guidelines for developing instructional modules and describes the fifth step in achieving articulation: writing teaching modules. Chapter 5 suggests a system for teachers to use in monitoring student's progress through modules toward their occupational goals and covers the last articulation step: developing a record-keeping system. Five appendixes provide a glossary, a sample task inventory, guidelines for constructing task inventories, measures to determine learner achievement, and advantages and limitations of some classroom media. A three-page bibliography is included. (JR)

Intended for teachers and other educators teaching English in the educational system of the Bureau of Indian Affairs (BIA), this compilation of the first three issues of English for American Indians includes the following articles on English as a Second Language (ESL): (1) "Language Drill and Young Children" (a teaching approach of special interest to educators involved in the BIA kindergarten program); (2) "Beginning School in a Second Language" (emphasis on ESL activities); (3) "Breaking Down Your Writing Goals" (the rationale for controlled composition techniques); (4) "The Teacher's Bookshelf" (a listing of both elementary and secondary ESL text and background materials with a special section devoted to speakers of the Indian languages); (5) "The Teacher"s Bookshelf" (a second listing of elementary and secondary ESL text and background materials with a section devoted to new and forthcoming materials). Providing information on existing and prospective ESL materials, these articles have a practical orientation and serve to promote the exchange of information among teachers in the BIA system. (JC)

An international numerical coding structure is presented for classification of data on education according to level category, educational field, and program type. Explanation of the overall system and a guide for its use is followed by a listing of levels, fields, and programs of education in coded order. The various educational program descriptions are then listed by level in coded order. The document concludes with an alphabetic index of programs and their corresponding classification codes in each level. (CH)

The regulation to implement Title IX became effective July 21, 1975. It establishes criteria to which education institutions or agencies receiving federal funds must adhere in eliminating sex discrimination from their education programs and their employment policies and practices. This handbook describes the five general requirements that must be implemented by July 21, 1976: notification of policy; designation of responsible employee; grievance procedures; institutional self-evaluation; and assurance of compliance. Appendices provide a sample program plan for compliance and checklists of procedural steps for ensuring compliance. (JMF)

Presented are guidelines for planning, establishing, and operating gifted/talented programs for exceptional children in Idaho. Topics are outlined which include definitions of terms related to gifted/talented education; general and specific program criteria; criteria for student selection (identification, comprehensive evaluation/assessment, additional considerations, and due process and confidentiality); program alternatives (special group arrangements) and general guidelines; personnel requirements (teacher traits and characteristics, teacher qualifications, in-service education, parent programs, and programs for mentors); time line for implementation; evaluation (general principles, general areas, and techniques); budget and finance (income, income generated by students, and accounting for funds). Also provided is an appendix listing tests useful in diagnosing the following areas of gifted/talented ability: academically gifted, creative or productive thinking, leadership ability, visual or performing arts, and manipulative skills. (SB)