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The Western Interstate Commission for Higher Education (WICHE) Annual Report for 1973 presents a brief history of WICHE. The report is presented as an informal narrative that would try to catch the spirit of the times and of the people involved. A summary of cash receipts and disbursements for the year ended June 30, 1973 and a listing of WICHE publications, programs and staff members, and public and private granting agencies are included. (MJM)

The demographic and socioeconomic development of the Navajo Tribe is presented. The demographic data is based on the 1970 Census report. The other 5 topics are: (1) a short history of the Navajos; (2) a description of tribal government structure and its legal status of partial sovereignty; (3) education, covering Bureau of Indian Affairs (BIA) and public schools and Federal aid programs; (4) employment, detailing the acute unemployment rate; and (5) economic development, such as land and water resources, industrial development, and barriers to economic development. For further clarification, 8 appendices are included--e.g., treaty between the U. S. and the Navajo Tribe, reservation manpower analysis, and Federal programs. (FF)

The result of extensive research addressing the unique needs and problems of American Indians, the report concludes that a singular solution to the multiple educational problems of the Indian is precluded by variances in location, tribal size, politics, and language and cultural disparities. Giving an overview of Indian education and problems, 7 recommendations are also listed: (1) Indians must be given full control of their schools without further delay; (2) all programs must respect Indian cultural values; (3) increased professional and paraprofessional guidance and counseling services by Indians must be provided; (4) higher education programs should be enlarged and improved; (5) Indian vocational education also needs improvement; (6) extensive, imaginative research and analysis needs to be done on Indian education; and (7) public school programs for Indian children must be strengthened. Statistics used in this report were believed to be the most reliable, although it is noted that government statistics on Indians vary from agency to agency. (KM)

Documents on American Indian education are cited in this bibliography, a supplement to 4 earlier documents. It contains abstracts of approximately 244 document citations from "Research in Education" (RIE) from 1963-73, and approximately 134 from "Current Index to Journals in Education" (CIJE) from 1971-73. The variety of educational resource materials cover such topics as American Indian history, culture, language, educational development, educational programs, legal status, and socioeconomic status. Citations are indexed by subject. (KM)

Information pertaining to the overall grading standards and practices within the five Peralta Colleges is compiled and analyzed here. The report is presented in three parts. The first part deals with the historical background of traditional and non-punitive grading, the national trends toward innovation and experimentation with various forms of nonpunitive grading and a review of several studies on grading practices and policies in California Community Colleges. The second part deals with the formal laws, rules, regulations and policy statements that make up the legal background of the issue of grading. This section covers the constitutional background, California statutory provisions, Title 5 of the California Administrative Code, the Peralta Board Policy Manual, and college catalogs. The third and concluding section contains the actual compilation and analysis of the Peralta grade distributions and course withdrawal frequencies: limitations, grade distribution comparisons (institutional patterns and departmental patterns), Peralta course withdrawal frequencies, and summary and analysis. Relevant codes, regulations and data analyses are appended. (KM)

This paper attempts to provide a contextual study of CILA--Centro Interamericano de Libros Academicos--a new scheme for the distribution of scholarly books in the Americas. Because of the scheme's peculiar relevance to the needs of Canadian academic libraries, the status of Latin American studies and relevant library collections in Canada are first considered. The achievement of CILA and its limitations are reviewed in the historic and economic context of the problems involved in the distribution and acquisition of library materials from Latin America. Considerable attention is devoted to a study of these problems, and a brief survey is made of some of the attempts to overcome them. With this background, the purposes and operation of CILA are examined and an attempt is made to evaluate its contribution to the partial solution of some of the aforementioned problems. Finally, a number of conclusions are drawn from the examination. (Author)

Theories behind the presence and absence of libraries in correctional institutions can be deduced from information on their history, their proponents, and their budgets. Theories range from punitive to religious, humanitarian, educational and legalistic. The therapeutic theory of library access for inmates would further advance library service, but it is as yet unaccepted. The history of prison libraries up to 1950 shows that the punitive, religious, humanitarian and educational theories variously held sway. In the late 1950's and early 1960's, although some encouraging events took place, only three successful library programs were reported; all other projects were in the form of surveys, speeches and plans. More recently, the prison law library has become a hot issue, and it has introduced a new basis for library access to inmates--that of legal right. The basis of library service to prisoners should be changed from legal necessity to rehabilitation. One must refer to the literature of bibliotherapy to find an explanation of how books can be therapeutic and to find suggestions of programs and methods. There are significant projects for correctional institutions that demonstrate that bibliotherapy is one means to a truly rehabilitative phase of correctional library theory. (JB)

Since the establishment of the pioneer USIS library in Mexico City in 1942, the nature of The United States Information Service (USIS) libraries has been subject to political disputes. The question of whether or not they should function as propaganda arms or information centers still remains a polemical issue. The USIA became an independent agency of the executive branch of government in 1953. Since then, the number of U.S. Information centers has grown to its present level of 133. Each Center tailors its programs to meet the special needs of its own community. Generally, the Information Center Service maintains four types of programs: 1) libraries or cultural centers for the study of the U.S.; 2) a commercial book program to place more American-written books in bookstores and classrooms; 3) teaching English; and 4) exhibits of American achievement. Moreover, the Centers assist the Informational Media Guaranty Program and Binational Centers around the world. Since 1961, a policy has been made to withdraw funds from Western Europe and to use them in the developing nations. Funds are appropriated each year by Congress. The future of USIS libraries is as uncertain as ever-changing world politics, the availability of funds, and the predispositions of the current administration. (CH)

This paper presents a historical review of the gradual growth of interest in an establishment of legislation in Massachusetts for institutions concerned exclusively with the training of teachers. Highlighted is the activity of James G. Carter in this endeavor. The state of education at the beginning of the nineteenth century is described: private schools flourished over common schools; and people became teachers because it was easier than manual labor, because they needed employment between more lucrative positions, or because they were not fit for anything else. Carter publicized this situation, advocated a change in the caliber of common school teachers, and called for the establishment of a teacher training institution. Carter's plan for such an institution included a well-stocked library, professors skilled in their respective areas, a laboratory school, a board of commissioners, and a student teaching program. Carter's private efforts to form such an institution failed in the late 1820s, but while he was a member of the House of Representatives, his bill calling for the establishment of a board of education passed in 1837. The paper concludes with mention of Carter's victory: the establishment of normal schools for the education of teachers in 1838. (JA)

This document on performance-based teacher education (PBTE), issued two years after the first publication of AACTE's Committee on PBTE, represents an attempt to clarify key concepts and terminology, call attention to significant potentialities and problems, and suggest future action. Chapter I is a brief introduction. In Chapter II, the committee clarifies what it currently understands to be meant and implied by the phrase "performance-based teacher education." It places the movement in historical perspective; explains differences in terminology commonly used; identifies salient characteristics of PBTE programs; and comments briefly on underlying assumptions, promises, and recommendations on 10 aspects of the PBTE movement, subsumed under three major headings: Program Considerations, Administrative Considerations, and Research Considerations. Chapter IV presents the report's summary and conclusions. Included as appendixes are a comparison between the 1971 and 1974 versions of the committee's definition of the characteristics of PBTE and several comments and statements of special concern. (Author/JA)

This document gives examples of seven steps a classroom teacher can take to improve both instructional and learning objectives. This improvement is to be measured by increased student learning. The seven steps are as follows: a) write a simple behavioral objective, b) edit, c) revise objective to make it learner centered, d) clarify, e) evaluate specific criteria, f) pinpoint learning conditions, and validate. Examples and applications are given in the areas of social science and history, English grammar, nursing, and allied health. (Author)

A historical overview of events through which regional research has evolved among rural sociologists in the South is presented in this report. The report is divided into 3 sections. The first section, an introduction, contains 2 articles. The first discusses the general climate of rural sociology activity during the first half of the 20th century. The second is an example of a specific early effort at regional research cooperation. Section 2 focuses specifically on the history of cooperative regional research among southern rural sociologists. A view of the future is presented in section 3, which provides some ideas about the potentials and problems of rural sociology in the South both as a discipline and as an effective research structure capable of providing the knowledge required to effectively cope with the problems of rural peoples and institutions. Appendices for the different sections present additional information. (PS)

The traditional ways of American Indian life and the more contemporary life styles are described in this paper. The conflicts which currently exist between the Native American subcultures and the mass culture are described in terms of "culture clash". It is noted that the traditional values of Native American societies were deeply rooted in their religious beliefs. The harmonious blending of the individual and the group with the forces of nature in the traditional Indian way is in conflict with the mass culture. Other areas in which this conflict occurs include tribal government, the concept of power, the social environment, and justice. The influences of the American Indian Movement and the Bureau of Indian Affairs on various areas of this conflict are described. (PS)

This historical review of theories on criminality and mental retardation is part of Project CAMIO (Correctional Administration and the Mentally Incompetent Offender), a Texas study to determine the incidence of criminal incarceration of the mentally retarded (MR) and to identify laws, procedures, and practices which affect the prosecution and imprisonment of the MR offender. The review indicates that prior to the 19th century there was little effort to discriminate between the MR individual and the criminal offender, that early studies suggesting that MR predisposes a person to criminal acts have been replaced by evidence that the high percentage of MR individuals in the criminal justice system is due to administrative and legal factors, that advances in testing techniques and causal theories have led to correctional programs concerned with multivariate causes, that current correctional treatment sees the offender as a unique individual, that prejudicial attitudes toward the MR still exist within the criminal justice system, but that a growing philosophy concerning the right to treatment should facilitate the handling of the MR offender. The discussion examines MR from ancient times to the present and then reviews the relationship between MR and crime in terms of legalities, theories of MR and crime (such as religious, genetic, or environmental), and treatment of the defective offender. (DB)

An analysis of the development of communication media can yield insight into the evolution of literary criticism. M. H. Abrams' division of the history of literary criticism into the imitative, the pragmatic, the expressive, and the objective provides a guideline in analyzing corresponding developments in communication media. The evolution of communication media can be traced from the oral culture to the manuscript stage and on to the print stage and beyond. Each stage has had a distinct impact upon literary critical theory. (CH)

Teacher training procedures and curricula are described as they relate to social and educational needs throughout American history. The lag between training procedures and the needs of the time is documented, and those elements of curricula not included in training programs are identified. A review of historical events, documents of national surveys, and educational practices and needs shows that teacher training practices were slow in responding to identified needs of schools and society. As a result of this review, it is suggested that teacher training alone will not increase the proficiency of teachers to the extent demanded by the public and the teaching profession. There is a need to include in the training process elements not derived from school needs or social needs; these are the personal needs of the prospective teacher. (Author)

The document discussed the functions of intermediate educational units their relation to rural schools, and the unique needs of rural schools. Chapter I traced the development of the American school system from its inception in colonial America to contemporary times. Characteristics of America's rural population were identified and briefly explained, focusing on educational opportunities in rural areas. The development of the intermediate educational unit was followed from its origin as a county unit to its relatively recent emergence as a regional one. Chapter II contained a detailed comparison of these units, explaining that intermediate units organized on a regional basis are much more efficient and economical than those limited by county lines. Chapter III discussed several specific programs provided through regional intermediate units which appeared to meet the needs of both small and large schools. Recommendations for bettering rural education covered: (1) regulatory versus service roles, emphasizing that, when regional programs are more effective than similar ones offered by individual schools, these schools should be required to participate in the regional program; (2) boards of control, which should represent the clientele organizations of the regional units; (3) financing, including guaranteed basic funding for core program operations; (4) staffing, especially the intermediate unit's chief executive and his administrative team, and (5) improving services to rural schools through these regional intermediate units. (KM)

Small schools, at one time the basis of education in the U.S., achieved an uncomfortable status with the development of urban centers and increasingly larger schools. Urged to consolidate to provide better services and to reduce costs, small schools were reluctant to abandon many of their advantages, such as close teacher-student relationships. Therefore, they adapted to the change, continuing to capitalize on a major strength--the emphasis on the human element of learning. This paper presents 6 major adaptations that have not only improved rural education, but that have also maintained the small school. These are: (1) the development of shared service programs; (2) the addition of extra courses to supplement curricula (i.e., correspondence courses, honors seminars via telephone, and multiple classes); (3) flexible scheduling, where teachers can identify problems during the morning, discuss and develop the idea during the afternoon, and run a trial test the next day; (4) the development of close community-school relations, and the joint resolution of local problems, such as the combining of the town and school libraries; (5) a development of empathy for the learner, where teachers and community members with special expertise assist other teachers and groups when needed; and (6) the maximum utilization of resources, especially the development of natural resources by students and teachers. Many small school administrators feel that these practices could be well adapted to the larger, urban schools. (KM)

Since the school boycott at the on-reservation St. Regis elementary school in 1968, the Mohawk Indians have made major strides toward achieving greater educational opportunity, cultural awareness, and community self-determination. Under the leadership provided by the chiefs and the 3 elected committees--education, housing, and library culture center--a number of programs have been initiated which have served to improve the quality of life on the reservation and open new opportunities for Mohawks. Beginning with the library project the Mohawks have attempted to bridge the barrier to tribal unity created by the international border (United States and Canada) that divides tribal lands. Planned programs in education, health, and economic development are aimed at further reducing this artificial division of the Mohawk community. There exists a growing sense of pride in the community by virtue of the accomplishments achieved over the past 6 years (1968-74). The presence of the cultural center and the initiation of mohawk language and cultural-history courses in the schools has contributed substantially to increasing Mohawk tribal identity and self-awareness. The sense of unity and community strength which developed out of the school boycott has enabled the Mohawks to begin the long road to regaining control of their community. Membership on the school board and voting rights in school elections have made the school districts more responsive to Mohawk needs. (FF)