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2. Ethnological Field Training in the Mezquital Valley, Mexico. Papers from the Ixmiquilpan Field Schools in Cultural Anthropology and Linguistics.
- Author
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Catholic Univ. of America, Washington, DC., Kenny, Michael, and Bernard, H. Russell
- Abstract
Thirteen papers by graduate students who participated in a 1971 summer field program in Hidalgo, Mexico, are presented. Twelve of the papers are presented in the English language and one is presented in Spanish. Research for seven of the papers was undertaken in established Otomi Indian villages or hamlets. Research for the remaining six papers was undertaken in small towns inhabited by mestizos, Otomi Indians, and, in some cases, a foreign minority. A wide variety of research techniques was used, including sophisticated urban anthropological methods, ethnoscience techniques, linguistic and psycholinguistic techniques, observation, and interviews. Titles are "Use of Photographs with Q Methodology in the Mezquital Valley"; "Domesticated Animals and Village Nucleation"; "Culture Change and Intergroup Relations in a Small Mexican Town"; "Marketing by Female Vendors in Mexico"; "Self-Help and Directed Culture Change in an Otomi Village"; "Cultural Aspects of Diet in El Espiritu, Hidalgo"; "A Componential Analysis of the Otomi Animal Domain"; "The Political Organization of the Judicial District and the Municipal Government of Ixmiquilpan, Hidalgo"; "Education: Aspiration and Opportunity in a Mexican Town"; "A Case Study of a Catholic Youth Organization in a Provincial Mexican Town"; "The Making of an Anthropologist: Phase 1.5"; "Environment, Production, and Subsistence: Economic Patterns in a Rural Otomi Community"; and "The Pattern of Settlement in an Otomi Village: Structural Relations Among Outlying Neighborhoods." (DB)
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- 1973
3. Abstracts of Research Papers 1971.
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American Association for Health, Physical Education, and Recreation, Washington, DC. and Fox, Katharine
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This volume includes the abstracts of 112 research papers presented at the 1971 American Association of Health, Physical Education, and Recreation convention in Detroit, Michigan. Abstracts from the following symposia are also included: a) The Role of Perception in Learning Movement Activities; b) The Academic Discipline and the School Program: Bridging the Gap between Research and Practice; and c) Social Psychology of the Experimental Milieu. Each abstract includes the time and date on which the paper was presented at the convention. The name and address of the author follows each abstract. An author index completes the volume. (BRB)
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- 1971
4. The Impact of the Protection of Human Subjects on Research. Working Paper No. 70.
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Oregon Univ., Eugene. Rehabilitation Research and Training Center in Mental Retardation. and Halpern, Andrew S.
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The author discusses the experimenter's responsibility for the protection of human subjects (such as the handicapped) in research and the impact of this responsibility on methods of doing research. Considered are the types of human rights that are most frequently in need of protection within a research setting (such as the right to privacy); the most common threats to these rights that are posed by research (such as when deception is used for experimental purposes); and the criteria for determining when a subject is 'at risk'. Seven actions the experimenter can take to minimize risks to the subject are proposed (such as maintaining the confidentiality of data), and conditions and procedures for the acceptance of risk by both a subject and an experimenter are outlined (including the mechanism of voluntary informed consent). (LS)
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- 1973
5. Scientific and Technical Manpower Projections. Proceedings of the Seminar Including the Formal Papers (Hot Springs, Virginia, April 16-18, 1974).
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National Science Foundation, Washington, DC. National Science Board.
- Abstract
This report contains the proceedings of a seminar conducted by the Ad Hoc Subcommittee on Manpower of the National Science Board. The major topic of the seminar was the scientific and technical manpower projections of supply and demand, since such projections can serve as a major tool in effecting policy decisions. Six major papers were commissioned for the seminar, each with the following themes: (1) the accuracy of past predictions of scientific and technical manpower; (2) the methodology assumptions used, and limitations employed in projections of scientific and engineering manpower supply and demand; (3) the uses, limitations, and impacts of these projects; (4) methods for enabling students to make career decisions; and (5) possible steps to aid students and others over the long term to evaluate the realizability of their anticipated futures. This volume contains the commissioned papers, panel discussions and summaries, and a complete listing of all participants. (Author/MH)
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- 1974
6. Conceptual Strategies for Utilizing Research and Development Products in Education. Occasional Paper No. 2.
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Ohio State Univ., Columbus. Center for Vocational and Technical Education., Guba, Egon G., and Brickell, Henry M.
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The effective utilization of research and development products ranks as one of the top priorities in American public education. The document contains two concept papers by recognized authorities on knowledge utilization activities: A Diffusion Mechanism for the Center for Vocational and Technical Education, Egon G. Guba; and Alternative Diffusion Strategies, Henry M. Brickell. The first paper begins with a review of diffusion models: considers six tactics including telling, showing, helping, involving, training, and intervening; and offers an explication of a diffusion program for the Center as its major thrust. Advocated within the program as mechanisms for effective diffusion are: (1) a distributor relations division; (2) a warranty division; (3) a training division; (4) a promotions division; and (5) a market studies division. Each division's functions are outlined and evaluation criteria are reviewed. The second paper considers 10 images of the practitioner (regarding educators as adopters of innovations); implications of these images for diffusion; characteristics of the adoption setting; characteristics of the innovation, with a summary of desirable characteristics; and diffusion tactics. This paper concludes with alternative diffusion strategies describing sample case strategies for the adoption of an innovation in an educational setting. (NH)
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- 1974
7. An Investigation of Alternative Measures of School Segregation. Discussion Paper No. 229-74.
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Wisconsin Univ., Madison. Inst. for Research on Poverty. and Zoloth, Barbara S.
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This paper examines, both theoretically and empirically, three measures of segregation, with the empirical focus on school segregation. The first measure is based on the absolute deviation of the racial composition of a school from that of the school district, the second is based on the square of that deviation, and the third is derived from information theory. The purpose of this paper is to examine and compare the properties of these three measures in terms of how useful they are both as descriptive devices and as indicators of appropriate policy actions. Separate discussions of the theoretical nature of each index are accompanied by summaries of their calculated values based on a sample of school districts. Several arguments are given for preferring the information theory measure: it incorporates the notion of diminishing marginal payoff to desegregation; it depends on the entire distribution of students by race across schools; it may be interpreted as a measure of association between race and school assignment; it can be meaningfully aggregated; and, once aggregated, it can be decomposed into "between" and "within" components. Its main drawbacks are that it is somewhat more complicated to calculate and that its interpretation is not as easily grasped intuitively. The use of any of the three indexes presented here as a policy aid would be substantially better than subjective judgment. (Author/JM)
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- 1974
8. Indexes of Racial Residential Segregation for 109 Cities in the United States, 1940 to 1970. Studies in Racial Segregation, Number 1. Discussion Paper No. 200-74.
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Wisconsin Univ., Madison. Inst. for Research on Poverty. and Sorensen, Annemette
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In 1965, Taeuber and Taeuber published trend data on racial residential segregation in 109 cities for the years 1940, 1950, and 1960. Their monograph, Negroes in Cities, reported a number of analyses of residential segregation and neighborhood change, utilizing segregation indexes and a variety of other measures derived from census data. In 1971, The Institute for Research on Poverty at the University of Wisconsin embarked on the task of updating to 1970 and in other ways extending these earlier studies of racial residential segregation. Segregation indexes for 109 cities for 1970, together with the previously published indexes for the three earlier census dates, are presented in Table One of this paper. The trend data for 1940 through 1970 refer to residential segregation of whites and nonwhites. For 1970 only, segregation indexes are also presented comparing whites and Negroes. The indexes for 1970 were calculated from Public Use Summary Tapes issued by the Bureau of the Census. Certain difficulties were encountered in use of these tapes for this purpose. A methodological appendix describes the data source and retrieval procedure for calculation of city segregation indexes for 1970. To permit quick dissemination of the indexes to other researchers, this paper is issued without substantive analysis or interpretation. (Author/JM)
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- 1974
9. Subjective Elements of Well-Being; The OECD Social Indicator Development Programme. Papers Presented at a Seminar of the Organisation for Economic Co-operation and Development (Paris, May 15-17, 1972).
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Organisation for Economic Cooperation and Development, Paris (France)., Strumpel, Burkhard, Strumpel, Burkhard, and Organisation for Economic Cooperation and Development, Paris (France).
- Abstract
This volume resulted from an attempt to compile comprehensive and accurate data about the popular reaction to social change for a seminar attended by European and American social scientists. The volume contains eight papers which reflect the three objectives of the seminar: (1) a review of psychological indicators of social change; (2) an exploration of new areas of survey measurement of psychological phenomena; and (3) a mapping of research priorities. The first paper contrasts social indicators of the subjective type with the customary hard statistics and identifies areas for the development of indicators. The next paper stresses that quality implies value judgement and that experience is anchored in individual notions of adequacy. The relationship between subjective and objective indicators is the topic of the next paper, which points to the role of the social environment as a source of subjective welfare. Various measurement and methodological questions are dealt with, in particular the issues of scale development and causal modeling of satisfaction structures. A report on the substantive research in the area of economic welfare is followed by a caution against a straightforward interpretation of satisfaction measures as indicators of well-being. Finally, two papers deal with the interaction between the individual and society from two different perspectives. The volume concludes with a summary of the seminar proceedings. (Author/KSM)
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- 1974
10. The National Institute of Education: Working Papers on Problems, Goals, and Program Initiatives for NIE. Research Note 16.
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Stanford Research Inst., Menlo Park, CA. Educational Policy Research Center. and Markley, O. W.
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This research note combines three papers that suggest roles for the National Institute of Education (NIE). The first paper concludes that the work sponsored by the NIE should depart from past educational research in two ways: (1) educational issues should be examined in the context of broad societal issues and problems and (2) exploration of those issues should be essentially a moral inquiry. The remainder of the paper explores these two assertions, concluding with a discussion of NIE's role in educational reform and some examples of research questions that follow from the analysis presented. In the second and third papers, an attempt is made to translate conclusions from future oriented inquiry about the societal context of education into goals and programs for NIE. (Author/JF)
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- 1972
11. Black-White Differentials in Occupational Mobility Among Men in the United States, 1962-1970. Working Paper 72-32.
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Wisconsin Univ., Madison. Center for Demography and Ecology., Hauser, Robert Mason, and Featherman, David L.
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In this paper, trends in the occupational mobility of black and white men are compared. Emphasis was placed upon the effects of occupational origins on the changing occupation distributions of blacks and whites and with the possibility of convergence between the occupational mobility of blacks and whites. It was found that there has been some degree of convergence from 1962 to 1970 in the occupational distribution, due mainly to racial differences in changing effects of first occupation on current occupations. (DM)
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- 1972
12. Abstracts of Research Papers 1970.
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American Association for Health, Physical Education, and Recreation, Washington, DC. and Drowatzky, John N.
- Abstract
This publication includes the abstracts of 199 research papers presented at the 1970 American Association for Health, Physical Education, and Recreation convention in Seattle, Washington. Abstracts from symposia on environmental quality education, obesity, motor development, research methods, and laboratory equipment are also included. Each abstract includes the time and date on which the paper was presented at the convention. The name and address of the author are also presented. An author index completes the volume. (BRB)
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- 1970
13. National Association for Research in Science Teaching 44th Annual Meeting, Abstracts of Presented Papers.
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ERIC Information Analysis Center for Science Education, Columbus, OH.
- Abstract
Abstracts of papers presented to the 44th Annual Meeting of the National Association for Research in Science Teaching are arranged according to the topic of the session at which they were presented. Separate sessions were devoted to elementary, secondary, junior high school, and college and university science teaching, with papers on evaluation, teaching techniques, teacher and student behavior, curriculum, and attitudes being presented at each level. Papers were also presented on science teacher education at pre- and in-service levels, on learning and testing, and on environmental education and educational technology. Abstracts of addresses to general sessions, on educational research, the future of NARST, science education curriculum development, and guidelines for science and mathematics teacher education are also included. (AL)
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- 1971
14. Methods of Investigating Cognitive Development of Children in Rural Kenya: Some Kamba Results. Staff Paper.
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Nairobi Univ. (Kenya). Bureau of Educational Research. and Fjellman, Janet S.
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Very little cognitive development research has been done among African children, and most of the completed studies have relied on "translated" versions of Western test materials that are inappropriate to the African milieu. This paucity of research has had two affects: (1) rural African children have been represented as somewhat less advanced mentally than Western children; and (2) it has kept researchers from discerning whether the patterns of development discovered among Western children are truly universal or merely a product of Western cultural and educational systems. Described are methods developed to study how Kamba children in Kangundo, Machakos (Kenya), acquired adult semantic categories and to investigate the child's learning of certain aspects of logical thinking. Animals were chosen as a semantic domain familiar to Kamba children. The domain's structure was described, using Kikamba-speaking adults as informants who were asked to match "those which are alike" and to give their reasons for the groups they formed. Next, four sorting tests were administered to 30 Akamba children, ages 6, 7, 9, and 12. Some tentative findings were that not surprisingly, children learn more adult dimensions as they get older, and the younger child's sorting ability far exceeded his ability to verbalize the reasons, particularly with very familiar animals. (NQ)
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- 1969
15. American Educational Research Association Paper Abstracts, 1969 Annual Meeting.
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American Educational Research Association, Washington, DC. and Crockenberg, Vincent
- Abstract
This document contains abstracts of papers presented during the 93 sessions of the 1969 annual meeting of the American Educational Research Association. The papers use a wide variety of research approaches and techniques to investigate such topics as teacher characteristics and behavior, the learning process in various settings, curriculum development, student achievement, testing methods, cognitive development, instructional technology, individual differences, problem solving, and political and administrative influences on educational outcomes. A list of program participants is included. Related documents are EA 002 792, EA 002 793, and EA 002 794. (JH)
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- 1969
16. American Educational Research Association Abstracts of Papers, Fiftieth Anniversary Meeting 1966.
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American Educational Research Association, Washington, DC.
- Abstract
This document contains abstracts of 53 papers presented at the 1966 annual meeting of the American Educational Research Association. A sampling of the varied subjects covered includes: teacher training, behavior, and evaluation; student aptitudes, attitudes, motivation, and achievement; education of disadvantaged; statistical methods and theory; measurement problems; educational environments; curriculum development; test design; programed instruction; individualized instruction; language, mathematics and science learning; concept learning; and uses of computers in education. An index of the participants concludes the collection. Related documents are EA 002 791, EA 002 792, and EA 002 793. [Not available in hard copy due to fine print of original document] (DE)
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- 1966
17. Perspectives on Simulation and Miniaturization. Professional Paper No. 1472.
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Human Resources Research Organization, Alexandria, VA. and McCluskey, Michael R.
- Abstract
Simulation--here defined as a physical, procedural, or symbolic representation of certain aspects of a functioning system, or as a working model or representation of a real world system--has at least four areas of application: (1) training where the objective of simulation is to provide the trainee with a learning environment that will facilitate the acquisition of a skill or body of knowledge, (2) performance measurement in the determination of limits of proficiency, research requirements, or training needs, (3) system evaluation in terms of operating objectives, and (4) research where it is important to control and examine certain aspects of the environment. Among the reasons for using simulation techniques rather than other methodologies are: expense and time; safety; ethical or political constraints; past, future, or hypothetical events; and control over real-world events. Several advantages of simulation over other methodologies for training, evaluation, and research are presented together with a conceptual framework for assessing the utility of its application to specific problems. Miniaturization, as a special form of simulation, is described with reference to two military training situations--aircraft identification and marksmanship practice. Some areas needing further research are also presented. (DGC)
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- 1972
18. COMPARATIVE STUDIES AND ADULT EDUCATION. PAPER PRESENTED AT A SEMINAR ORGANIZED BY THE DEPARMENT OF ADULT EDUCATION, THE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION (APRIL 10, 1968).
- Author
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HALLS, W.D
- Abstract
THIS PAPER ON COMPARATIVE ADULT EDUCATION BEGINS BY DISCUSSING COMPARATIVE METHODS IN THE ABSTRACT. IT THEN PRESENTS TWO MODELS, AS PROPOUNDED BY A LAYMAN IN THE FIELD OF ADULT EDUCATION, AND CONCLUDES WITH A FEW SPECIFIC SUGGESTIONS AS TO PROCEDURE. CURRICULUM ANALYSIS AND INPUT OUTPUT ANALYSIS ARE THE PROCESSES REPRESENTED IN THE PRINCIPAL MODELS. INCLUDED IS A SELECTED LIST OF TOPIC FOR CROSS CULTURAL AND INTERNATIONAL COMPARISONS. THIS PAPER WAS PRESENTED ON APRIL 10, 1968, AT A SEMINAR ORGANIZED BY THE DEPARTMENT OF ADULT EDUCATION OF THE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION. (LY)
- Published
- 1968
19. Ringed Birds: Story of Bird Banding at the Lorado Taft Field Campus, 1956-1973. Taft Campus Occasional Paper No. 18.
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Northern Illinois Univ., Oregon. Lorado Taft Field Campus., Guptill, Wayne, and Wade, Douglas E.
- Abstract
Published to aid students in comprehending the philosophy of the Department of Outdoor Teacher Education at Northern Illinois' Taft Field Campus, this paper on bird banding encompasses: (1) a brief history of bird banding; (2) the rationale behind bird banding; (3) a description of the bird banding station at the Lorado Taft Field Campus and its history from 1956 to 1973, including a summary of the number and species of birds banded: (4) the types of traps used; (5) Taft's record keeping procedures, including exemplary forms; (6) an analysis of the Taft Station banding records; (7) statistics relative to the Taft birds found elsewhere; (8) the mortality rate of the birds banded at Taft; (9) statistics on bird migration patterns; (10) prevention of the harmful use of bird bands; (11) the population dynamics of Taft birds; (12) the yearly percentum of returns of the birds banded at Taft; (13) the longevity of birds; (14) the educational implications of banding activities; (15) suggestions for improvement of bird banding at Taft (e.g., promote annual workshops on bird banding; require a short course on bird banding for all graduate assistants at Taft; develop a color banding procedure; improve/standardize the weather station; prepare publications re: banding outcomes; promote sustained research; etc.); (16) a bird banding bibliography (7 periodicals, 2 catalogues, and 17 annotated book, article, and pamphlet citations). (JC)
- Published
- 1974
20. Economic Returns to Education Quality: An Empirical Analysis for Whites, Blacks, Poor Whites, and Poor Blacks. Institute for Research on Poverty Discussion Papers No. 224-74.
- Author
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Wisconsin Univ., Madison. Inst. for Research on Poverty., Akin, John S., and Garfinkel, Irwin
- Abstract
Social scientists with an interest in education policy have devoted a great deal of time in recent years to assessing if the level of per pupil school expenditures is related to any outputs of formal education that are valued by our society. In this paper we develop several alternative models for the purpose of estimating the effects of per pupil school expenditures on future earnings, and on the basis of these estimates we calculate a range of rates of return to expenditures. After a brief review of the literature, we describe our data, develop the models, and the present and discuss the empirical results. Most of the data comes from the University of Michigan Survey Research Center's Income Dynamics Panel. This survey contains information for the five years from 1968 through 1972. The study uses only male respondents who are between the ages of 30 and 55 in 1972. The Michigan Survey has such data as annual and hourly earnings for five years, years of schooling, age, race, and father's years of schooling. Researcher also obtained data from the 1930, 1940, 1950, and 1960 U.S. Censuses of Population on per pupil expenditures and per capita income by state. From 1930, 1940, and 1960 Biennial Surveys of Education, researchers obtained per pupil school expenditures by race for the 17 Southern states with separate school systems prior to 1954. (Author/JM)
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- 1974
21. Scientific Manpower Forecasts from the Viewpoint of a Dismal Scientist. Working Paper No. 47.
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Princeton Univ., NJ. Industrial Relations Section. and Oi, Walter Y.
- Abstract
The working paper concentrates on the general objective, "How do the agency (Federal) and its policy makers utilize the information conveyed by scientific manpower forecasts?" Section 1 examines reasons for the growth in demand for these forecasts: (1) benefit cost analysis of public projects with long payout periods must rely on forecasts; (2) the evaluation of a government agency is typically accomplished by compiling massive quantities of data; (3) information differs from other economic goods because the seller of information is unable to appropriate all of the returns to his information. In section 2 the methodology which characterizes the available scientific manpower forecasts is critically examined, concentrating on three kinds of forecasts: (1) the academic requirements for new doctorates, (2) the manpower requirements for specific occupations, and (3) the supplies of college educated workers. Finally in section 3 attention is directed to the labor market for Ph.D.'s reviewed with reference to the National Science Foundation projections of doctorate supplies and requirements in 1980. The author outlines a model describing the investment on the part of students in obtaining a doctorate degree and the demand on the part of universities for graduate students, in terms of a market equilibrium. (BP)
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- 1974
22. Human Capital Investment, Schooling, and Earnings; 'The Role of Experience.' Discussion Papers No. 182-73.
- Author
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Wisconsin Univ., Madison. Inst. for Research on Poverty., Hansen, W. Lee, and Weisbrod, Burton A.
- Abstract
While theoretical and empirical research on the economics of human capital is still in its relative youth, a substantial body of work has already accumulated on the variables determining worker earnings and on the importance of schooling as one of those determinants. The present paper focusses attention on one such variable that has received almost no attention in the literature, namely, experience. The concept of experience is explored, its various forms examined, and then a number of operational measures of experience in models of individuals' earnings are applied. The primary objective is to learn more about the quantitative importance of experience as one (or more than one) determinant of earnings. Also investigated is the quantitative importance of schooling as a determinant of earnings. Regression estimates are sensitive to the specification and measurement of experience. A body of data is analyzed to assess both the quantitative importance of the various types of experience and the effect of their inclusion on the estimated co-efficient of schooling. This body of data is drawn from a national sample of 3000 male veterans aged 18-35, who were included in the 1964 Current Population Survey. Data for the 965 men for whom complete information was available on the variables of interest was used. (Author/JM)
- Published
- 1973
23. Family Inputs and Inequality Among Children. Discussion Papers No. 218-74.
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Wisconsin Univ., Madison. Inst. for Research on Poverty. and Lindert, Peter A.
- Abstract
In this paper, the author offers an expanded explanation of just what difference sibling position should make, and then subjects this reasoning to a test that seems to meet all of the objections raised about empirical work linking sibling position to achievement. More specifically, the author (1) lays out a simple proximate explanation of the way in which family size, birth order, and child spacing should influence a child's subsequent attainments by governing the time and other inputs he or she receives; (2) transforms these three dimensions of family structure into a single quantitative family-inputs index; (3) tests the link between sibling position and achievement within families as well as across families; and (4) presents calculations suggesting the order of magnitude of the impact of improved contraception on the subsequent inequality and level of a cohort's educational and career attainments. It turns out that the link between sibling position and achievement is significant even when age and parents' attributes have been held constant. The impact of improved contraception on the distribution of achievements in the next generation turns out to be as important, or possibly more important, then would be inferred from past studies. The family-inputs index emerges as an important variable for future studies. (Author/JM)
- Published
- 1974
24. A New Perspective on the Creative Construction Process in Child Second Language Acquisition. Working Papers on Bilingualism, No. 4.
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Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project., Dulay, Heidi, and Burt, Marina
- Abstract
Previous work by the authors permitted them to hypothesize the existence of certain universal cognitive strategies that play a significant role in child second language acquisition. Forming the basis of the "creative construction process" in L2 learning, these strategies have heretofore remained unspecified. This paper offers new perspectives on the specific nature of the creative construction process: first, by an attempt to use Brown's notions of semantic and linguistic complexity to account for differences between first and second language acquisition; second, by a clarification of the notions of "learning complexity" and "learning strategy"; and finally, by presenting a new analytical procedure and framework which may be useful in research on children's strategies in acquiring L2 syntax. This new procedure involves an adaptation of Bart and Krus'"Ordering- Theoretic Method," which assumes that there is a logical relationship among items in a group, and which is designed to determine those relationships. The ultimate value of this type of analysis lies in its potential to uncover the sorts of empirical facts needed before one can begin to specify with any confidence the nature of language acquisition strategies. (Author/DB)
- Published
- 1974
25. The Administrator-Researcher Interaction: The Conduct of Cooperative Research. Research, Evaluation, Development Paper Series. No. 4.
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Northwest Regional Educational Lab., Portland, OR. Office of Research and Evaluation Services., Murray, Stephen L., and Smith, Nick L.
- Abstract
The thesis of this paper is that by recognizing the separate abilities and insights of educational administrators and researchers, cooperative research can be conducted that benefits both parties, yet requires neither a new research methodology nor increased research sophistication of administrators. The authors address this thesis from the perspective of a research effort initiated by an administrator as an aid to the operation of an educational institution. After discussing possible approaches to successfully conducting such a cooperative research effort, the authors present a brief case study involving a county detention center and two school districts in order to illustrate some of the ways educational researchers and administrators may work together productively. (JG)
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- 1974
26. Some Tasks and Competencies Frequently Required in Educational Research and Evaluation. Research, Evaluation and Development Paper Series No. 5.
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Northwest Regional Educational Lab., Portland, OR. Office of Research and Evaluation Services. and Worthen, Blaine R.
- Abstract
In 1969, the American Educational Research Association (AERA) empaneled a Task Force on Research Training and charged it with (1) building a relevant knowledge base about training needs and problems and (2) developing procedures to attack these problems. During its two years of study, the Task Force carried out a series of three USOE-supported activities designed to identify specific skills and knowledge required in educational research and evaluation. The first activity included two steps. First, the Task Force drafted lists of skills they thought were necessary in conducting research and evaluation in education. Second, the lists of skills were "reality tested" through interviews with 60 employers and supervisors of research and evaluation personnel. The second activity was not strictly empirical in nature, although it used as input the results yielded by the interviews described above and depended on informal observation for the rest. In the third activity, a task analysis of research and evaluation activities in 13 agencies was conducted. These agencies included universities, research and development centers, private research agencies, regional educational laboratories, and public schools rated by the Task Force members as doing high quality work. The purpose of this paper is to synthesize the results of these three previous Task Force efforts into a single list of competencies frequently needed in educational research and evaluation. (MV)
- Published
- 1974
27. A Comparative Analysis of Student Transfer Policies for Major Metropolitan School Districts in Oregon. A Working Paper.
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McMilan, Hollis
- Abstract
This paper provides summary information on each district policy and an objective comparative analysis between districts regarding transfers requested and transfers granted in relation to school size. Findings indicate that the smallest districts have no written transfer policies, the next largest have rigidly defined policies, and the largest have policies allowing considerable administrative latitude. Some factors influencing the frequency of transfer requests are the degree of clarity of district attendance boundary lines, the placement of attendance boundary lines, the degree of differentiation between schools in specific school districts, the degree of differentiation within schools in specific school districts, the amount of information available about individual schools, and the composition of each district's population. (DN)
- Published
- 1972
28. Paper and Symposia Abstracts, 1972 Annual Meeting.
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American Educational Research Association, Washington, DC. and Cunningham, Donald J.
- Abstract
This compendium contains abstracts of approximately 700 papers which are classified under administration, curriculum and objectives, instruction and learning, measurement and research methodology, counseling and human development, history and historiography, social context of education, school evaluation and program development, or special interest groups. Related documents are ED 036 899, ED 036 900, ED 036 901, ED 036 902, and ED 052 152. (RA)
- Published
- 1971
29. The Wisdom of Scientific Inquiry on Education. Science Education Information Reports, Occasional Paper Series, Science Paper 4.
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Colorado Univ., Boulder. Lab. of Educational Research., ERIC Information Analysis Center for Science Education, Columbus, OH., and Glass, Gene V.
- Abstract
After distinguishing between elucidatory inquiry (directed toward theory and model construction for understanding and explaining phenomena) and evaluative inquiry (determining the worth of a thing), and providing nine differentiating characteristics, the author discusses the progress of educational elucidatory inquiry. He concludes that it has not "turned up any important, reliable, replicable relationships worthy of continued study...Until we get these fundamental relationships, our pretensions to elucidatory inquiry on education will be vain boasting." He feels that we should not now be attempting to build theories of teaching because ideas and techniques of teaching are changing rapidly. Under current conditions evaluative research based on the products of master teachers using basic knowledge from the social and natural sciences is more likely to contribute to the improvement of educational practice. (AL)
- Published
- 1971
30. Test Use and Test Reliability in a Curriculum for Educable Mentally Retarded Children. Working Paper Number 1.
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Yeshiva Univ., New York, NY. Curriculum Research and Development Center in Mental Retardation., Smith, Leon I., and Greenberg, Sandra
- Abstract
A discussion of selected applications of new tests developed within the context of a large-scale curriculum for educable mentally retarded (EMR) children, the Social Learning Curriculum (SLC), is presented in this paper which investigates three types of reliability that need to be demonstrated in order to provide a basis of these applications. The three reliability coefficients refer to differences among students, classrooms, and tests. The SLC model is based on social environment levels (the Self, the Home and Family, the Neighborhood, and the Community). The SLC Survey Test is an experimental set of test items developed in an effort to tap samples of the conceptual skills contained in each of the 11 phases of the Self level. For this study, five phase tests were randomly selected and administered to ten randomly selected students from two samples of EMR primary classrooms and, in the analysis of data provided, three reliability coefficients derived. A discussion of the over-all findings suggests that the test measures are not adequate for their purposes at their present level of development. References and tables are included. Related documents are ED 075 972, ED 084 658, SO 006 684, 686 and 688. (Author/KSM)
- Published
- 1973
31. Racial Segregation in Public Schools. Discussion Papers No. 126-72.
- Author
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Wisconsin Univ., Madison. Inst. for Research on Poverty., Farley, Reynolds, and Taeuber, Alma F.
- Abstract
This paper presents data on the racial segregation in public elementary schools in 60 cities for the 1967-68 school year. Periodic racial-ethnic surveys of public schools by the Office for Civil Rights were authorized under Title VI of the 1964 Civil Rights Act. A wide variation was found among school districts in the fundamental demographic constraints confronting school systems seeking to desegregate. The percentage Negro among students varied from less than five to more than 90 percent. Among instructional staff the percentage Negro ranges from a low of two percent to a high of 84. Levels of racial segregation estimated by the index of dissimilarity were typically high. The index ranged from a low of 39 in Sacramento to a high of 97 in Tulsa and Oklahoma City. The average level of school segregation among the 60 cities was 70. The task of desegregation for each city was estimated using an index that reflects both the degree of segregation and the racial composition of students. Cities in the South would have to let an average of 32 percent of their students shift schools compared to 26 percent in the North. Finally the segregation of students of one race from teachers of another was determined. Race of teachers in most school systems continues to be restricted mainly to that of their students. (Author/JM)
- Published
- 1972
32. New Approaches to Science Education Research, Abstracts of Presented Papers at the National Association for Research in Science Teaching, 42nd Annual Meeting, Pasadena, California, February 1969.
- Author
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ERIC Information Analysis Center for Science Education, Columbus, OH.
- Abstract
Provided are abstracts of 44 papers presented at the annual conference of the National Association for Research in Science Teaching at Pasadena, California, February 6-9, 1969. Abstracts were provided by the authors and were edited by the ERIC Center for Science Education. Major topic headings include instruction in elementary science, the teaching of biology, teacher education programs in science, the teaching of chemistry, new instruments for research, the structure of knowledge, surveys of research, the teaching of physical sciences, new approaches and materials, the development of teaching competencies, the ways children learn, and the teaching of earth science. (GR)
- Published
- 1969
33. 'Evaluation as Illumination: A New Approach to the Study of Innovatory Programs'. Occasional Paper.
- Author
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Edinburgh Univ. (Scotland). Centre for Research in the Educational Sciences., Parlett, Malcolm, and Hamilton, David
- Abstract
Conventional approaches to program evaluation have followed the experimental and psychometric traditions dominant in educational research. Their aim (unfulfilled) of achieving fully objective methods had led to studies that are artificial and restricted in scope. Illuminative evaluation is introduced as a total re-appraisal of the rationale and techniques of program evaluation. It follows a contrasting 'anthropological' research paradigm. Illuminative evaluation recognizes that an innovative instructional program cannot be separated from its learning milieu--a network of cultural, social, institutional, and psychological forces. The evaluator concentrates on processes within the classroom rather than on outcomes (goals, objectives) derived from a specification of the instructional system. Data is collected from observation, interview, questionnaires, and documentary information. Illuminative evaluation thus concentrates on the information gathering rather than on the decision making component of evaluation. The paper concludes with a discussion of the problems and potentialities of the new approach: its range of applicability; objectivity; validity; obligations of the research worker; how explorations of the learning milieu can meet the need for theoretical advance; and how the illuminative approach can clarify decision-making. (Author/CP)
- Published
- 1972
34. A Universalist-Evolutionary Approach in Ethnographic Semantics. Working Paper of the Language Behavior Research Laboratory, No. 27.
- Author
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California Univ., Berkeley. Language and Behavior Research Lab. and Berlin, Brent
- Abstract
Criticism has been directed at a growing body of literature broadly referred to as ethnoscience, ethnosemantics, folk science, ethnographic semantics, and cognitive anthropology. Criticisms concern methodological and analytic aspects of ethnoscientific procedure, and the directions of ethnosemantic research from a theoretical point of view. The present paper seeks to answer these criticisms and to evaluate the theoretical strengths of ethnosemantics. The focus of ethnosemantic work shifted in the early and mid-sixties, partially as a reflection of renewed interest in theoretical linguistics in language universals, and largely due to the growing number of ethnographies being completed. A number of parallels were discovered in formal classificatory structures, the most striking ones being in the area of lexicon. Detailed descriptions of particular lexical domains led to general semantic structures ignored by the methods of traditional cultural anthropology. One example of empirical research suggestive of the universalist-evolutionary orientation in ethnographic semantics is described, namely Berlin and Kay's work on color classification. (CLK)
- Published
- 1969
35. A Comparative Evaluation of Indexes of Rurality--Their Policy Implications and Distributional Impacts. Center for Rural Manpower and Public Affairs Special Paper No. 22.
- Author
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Michigan State Univ., East Lansing. Center for Rural Manpower and Public Affairs., Sinclair, Bill, and Manderscheid, Lester V.
- Abstract
Eleven indexes of rurality and their effect on the classification of Michigan's 83 counties were investigated. The indexes were based on different concepts of rurality: (1) percent of employment in agriculture, fishing, and forestry; (2) population density and distance to urban centers; and (3) economic conditions. Index rankings were compared to determine if a county's rank varied from one index to another. The two indexes most frequently associated with extreme ranks were then eliminated and a similar analysis performed. The average county still had adifference of 31 between its highest and lowest rank. Further classification into four discrete quartile groupings also revealed substantial difference in county classification depending on the index selected. Rank correlation analysis revealed that 55 pairs of correlations between indexes were significantly different from 0 at the .01 probability level. Index choice, then, did make a difference, since in selecting a particular index, rurality was explicitly or implicity defined. It was concluded that no one index could satisfy the needs of all potential users, since policy is usually problem specific and the rurality index used should also, therefore, be problem specific. (JC)
- Published
- 1974
36. One Child's Language from One to Two: The Origins of Construction. Working Papers in Linguistics, Vol. 6, No. 5, July-September 1974.
- Author
-
Hawaii Univ., Honolulu. Dept. of Linguistics. and Scollon, Ronald
- Abstract
In speaking a child sometimes makes constructions in which a sequence of separate utterances expresses a semantic relation not expressed by either utterance. These "vertical constructions" are the main point of this study. Previous studies of construction in child language have largely dealt with sentences. In this study, sentences are called "horizontal constructions" to distinguish them from vertical constructions and to point up the constructional nature of senquences which are not sentences but, rather, discourses, i.e., vertical constructions. The importance of vertical construction is demonstrated on the grounds that these constructions are the developmental basis for horizontal constructions. Once horizontal constructions are developed, vertical construction continues as an active process, resulting in more complex constructions. The second point of this study is methodological. Despite the importance of vertical construction in the development of language, investigators have not discussed this phenomenon because their research has been limited to the study of phonology or sentences. This study, by including one-word utterances, repetitions, unintelligible utterances and discourses, points out the developmental continuity from early conversation to later sentences and proposes that language is learned, primarily in the communicative interactions between the child and other speakers in the speech community. (Author/CLK)
- Published
- 1974
37. Alternatives to Spontaneous Speech: Elicited Translation and Imitation as Indicators of Second Language Competence. Working Papers on Bilingualism, No. 3.
- Author
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Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project. and Swain, Merrill
- Abstract
Elicited imitation occurs in an experimental situation during which subjects are requested to repeat a model sentence constructed so as to include specific desired grammatical structures. Elicited translation involves giving subjects a sentence in one language, and asking them to say the same thing, but in another language; elicited translation may work from native language to second language or vice versa. This study finds both methods useful as indicators of second language competence. Imitation taps both comprehension and production; data obtained through imitation may be interpreted to determine the stage of acquisition of a given structure. Translation also taps aspects of second language competence, although additional investigation is needed into the translation process itself and into other variations of the translation task. (Author/DB)
- Published
- 1974
38. Milgram's Scotch Verdict on TV: A Retrial. Paper No. 5248.
- Author
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Rand Corp., Santa Monica, CA., Comstock, George, Comstock, George, and Rand Corp., Santa Monica, CA.
- Abstract
An evaluation was made of the methodology and findings presented in "Television and Antisocial Behavior. Field Experiments," by Stanley Milgram and R. Lance Shotland (New York: Academic Press, 1973). In the book, seven experiments were reported, all concerned with antisocial behavior toward a medical charity. Three episodes of Medical Story were prepared. In two, antisocial endings were presented; in a third, a prosocial ending was presented. An entirely different episode created a fourth (control) condition for the three experimental variations: (1) antisocial behavior with punishment, (2) antisocial behavior without punishment, and (3) prosocial behavior. In several experiments, various versions were shown to audiences, and subjects were tested later by their reactions to an experimental situation. Milgram and Shotland concluded that television's influence on antisocial behavior was "not proven." A careful examination of these experiments shows them to be flawed and poorly conceived, largely irrelevant to prior research, and a minor contribution to the large body of scientific evidence relevant to the topic. (HB)
- Published
- 1974
39. Analyzing for Individual Differences in Evaluating Compensatory Education Programs. Occasional Paper No. 27.
- Author
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Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children. and Krus, Patricia H.
- Abstract
Trait-Treatment Interaction (TTI), a research method for observing experimental effects of treatments on subjects of different aptitudes and learning characteristics, is suggested as an effective evaluation tool to provide evaluators and educators in compensatory education programs with information about which program is best for different kinds of learners. The premise of TTI research is that different instructional conditions work best when matched with selected learner traits, with "trait" defined as any characteristic of the learner that increases or impairs his probability of success in a given treatment. The methodology of Trait-Treatment Interaction (TTI) as outlined provides an alternative of the dilemma of control groups; and a proposed evaluation design is presented using Campbell's terminology of invited-accepted, invited-rejected, and uninvited. To tap the interaction of learner characteristics with instruction, the invited-accepted are tested and blocked or grouped on relevant learner characteristics, and then, within each block, randomly assigned to a treatment. The goal of this TTI factorial design is to develop alternative instructional programs for compensatory education which produce optimal educational payoff among pupils assigned differently to these programs on the basis of learner characteristics. (CS)
- Published
- 1974
40. Treatment by Age Interactions: The Problem and a Solution. Theoretical Paper No. 41.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Levin, Joel R.
- Abstract
This report presents the problem and a solution to the treatment of students by age interactions. It considers the plight of an educational researcher who wishes to demonstrate that a particular treatment effect changes from age to age. In analysis of variance language, he is seeking a treatment by age interaction. The report presents a rationale for considering treatment by age interactions in a relative rather than in an absolute sense. The problem considered is, "How can the interaction question be answered when treatment differences at one age level are based on a different variability from those at another age level?" An appropriate data transformation is derived that enables a researcher to interpret such interactions statistically. (Author/WS)
- Published
- 1972
41. Peer Societies of Indian Children and Their Relationship with Education Problems. A Position Paper.
- Author
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Wax, Murray L.
- Abstract
A survey of research on the peer society of American Indians reveals that little is known about this topic. American Indian populations, especially peer societies of young Indians, constitute one of the most difficult groups on whom to conduct research. Although Indian students respond docilely to self-administered questionnaires, such instruments are relatively imprecise for reporting the nature of Indian peer societies. One basic method suggested for gathering data is the community study type. The best research procedure would involve relatively lengthy subprojects by small research teams, each consisting of 1 or 2 graduate students at the doctoral level. When the subprojects had been completed, it would then be possible for a "principal investigator" to review the findings in order to judge how survey or other techniques might be utilized in order to generalize the findings. (LS)
- Published
- 1970
42. The Teachers of American Indian Children: Attitudes Toward Their Own and Other Cultures. A Position Paper.
- Author
-
Wax, Murray L. and Walker, Deward E.
- Abstract
Several aspects of the attitudes held by teachers of American Indian children toward their own and other cultures need to be studied. Recommended research topics along these lines include: (1) a study of the teacher subculture where teachers of Indian pupils live in a distinct enclave, with emphasis upon characteristic attitudes toward Indians generally and pupils particularly and the daily experiences and interactions that maintain and strengthen these attitudes; (2) a study of the social situation of teachers of Indian pupils in an integrated school in a small town or city, with emphasis upon attitudes of teachers and their social interaction in the community; (3) a study of the attitudes of the supervisory force of penal reformatory institutions toward Indian inmates, toward Indian society and culture, and toward American society and its cultures; and (4) a study of the attitudes of teachers toward Indian pupils in urban situations where Indian pupils are a small minority among other minority groups. It is recommended that the strategy of participant observation be employed for these studies, preferably at 2 or 3 sites wherein a series of small interrelated subprojects could be implemented. (LS)
- Published
- 1970
43. Vocational and School Counseling of Indian Students. A Position Paper.
- Author
-
Spang, Alonzo T.
- Abstract
Research is needed to determine whether American Indian students really benefit from counseling as perceived by non-Indians, the nature of current methods of formal and informal counseling of Indians, effective forms of counseling for Indians, the relationship between Indians' self-esteem and employment, factors affecting vocational decision-making, the impact of current occupational and career materials, family and tribal interests, and occupational difficulties. In terms of methodology, researchers must be aware that Indian students are unique, that English is a second language for most Indian students, that special measurement instruments having validity for Indians must be developed and used, and that results from subpopulations of Indians must not be generalized to the total Indian situation. (LS)
- Published
- 1970
44. Instructional Development: Methodology and Research. Working Paper Number 33.
- Author
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Brigham Young Univ., Provo, UT. Div. of Instructional Research, Development, and Evaluation., Merrill, M. David, and Boutwell, Richard C.
- Abstract
Five premises necessary for the formulation of instructional theory are stated. As a suggested elaboration of the "behavior classification" premise, a two-way (content and behavior) classification scheme for higher order tasks is described. The content dimension includes paired associate, concept, principle, and problem tasks. The behavior dimension includes discriminated recall, classification, rule using, and higher rule using. Each two-way category is illustrated by treatments from recent research on higher order tasks. As a suggested elaboration of the "manipulation of task variables" premise, a taxonomy of task variables is described. The taxonomy is divided into qualitative variables and quantitative parameters. The former include the major categories of presentation form, interdisplay relationships, and mathemagenic information (i.e. information designed to promote behavior which gives birth to learning). Parameters include major categories of sequence, quantity, and pace. Research investigating some of the variables in the taxonomy is described and critiqued, and some additional needed research is suggested. A final section indicates implications of this research and the task taxonomy for instructional development. (Author)
- Published
- 1972
45. Notes on Instructional Cross-Media Comparisons. A Working Paper Written by Wilbur Schramm and a Committee, and Bearing Some Sign of Its Authorship.
- Author
-
Stanford Univ., CA. Inst. for Communication Research. and Schramm, Wilbur
- Abstract
Instructional cross-media experiments are difficult to design because they involve complex instructional systems which include variables that are hard to control. Strict controls can be approached in the laboratory setting, but as the experimenter moves from the laboratory to the field study, especially in developing countries, concessions to realism must be made. In these situations, the experimenter finds his control over conditions eroded by geographic isolation and the lack of financing and facilities, by the degree of commitment and interference of administrators, and by the moral imperative for total reform which denies the opportunity to exclude control groups from innovation. Nevertheless, cross-media field studies can be useful in evaluating the success of new systems, for conducting pilot studies, and for planning purposes, for what they lose in controls they gain in realism. Such studies are particularly effective when the researcher is aware of necessary trade-offs, provides the client group with descriptive and cost data on a full range of dependent variables, develops local tests, and helps to designate the maximally effective instructional system under a given set of environmental conditions. (PB)
- Published
- 1971
46. Three Experimental Modes of Counseling. Center for the Study of Evaluation of Instructional Programs Working Paper No. Five.
- Author
-
California Univ., Los Angeles. Center for the Study of Evaluation., Sorenson, Garth, and Hawkins, Richard K.
- Abstract
An evaluation model was applied to three experimental modes of counseling. They were compared on the basis of three interviews with respect to their affects on behavior, moods, and feelings about counseling. Mode 1 counselors guided counselees in making their own plans for coping with problems. Mode 2 counselors suggested specific actions. Mode 3 counselors explored feelings. Three experimental counselors were trained in all three modes. Thirty-six subjects, student teachers who reported stress, were randomly assigned to counselor and mode. Their reactions to counseling were collected during and following interviews. It was found that: (a) high-stress counselees were more likely to continue in counseling regardless of mode; (b) more mode 2 counselees were satisfied with their interviews; (c) more mode 1 counselees actually tried the plans they made during interviews. Other findings and their implications are discussed. (Author)
- Published
- 1968
47. The Early Development of Verbal Mediation in Children: An Inter-Paradigm Comparison. Theoretical Paper No. 21. Report from the Motivated Learning Project.
- Author
-
Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning., Minke, Karl A., and Staats, Arthur
- Abstract
It is suggested that because of the tendency of psychologists to characterize behavioral phenomena in distinctive ways, it is frequently difficult to determine if the same label is being used to refer to the same phenomenon by different investigators. One strategy to overcome this problem is to determine if similar conclusions are reached when the same dependent variable is manipulated by various investigators operating under different paradigms. This strategy is applied to the construct of verbal mediation. Three different paradigms are presented. Two major findings tend to recur: (1) overt verbal behavior appears to be correlated with various types of problem-solving behavior which continues to occur even after the verbal behavior has become internalized; and (2) there exists a period when, although the appropriate verbal responses are in the individual's repertoire, they do not serve a mediating function. It is suggested that the theorist-researchers reviewed are dealing with basically the same phenomenon. Several generalizations concerning the development of the verbal mediation process are abstracted, and several implications for the area of education are discussed. (Author)
- Published
- 1969
48. Problems in Making Policy Inferences from the Coleman Report. Discussion Papers.
- Author
-
Wisconsin Univ., Madison. Inst. for Research on Poverty., Cain, Glen G., and Watts, Harold W.
- Abstract
The analytical part of the Coleman report has such serious methodological shortcomings that it offers little guidance for policy decisions. The specification of the theoretical model is inadequate, and without the theoretical framework to provide order, and a rationale for the large number of variables, there is no way to interpret the statistical results. Even in those instances where the Coleman Report makes clear the justification for the use of a variable in the regression model, the criterion used to assess the statistical performance of the variable is inappropriate. In order to suggest a more meaningful approach to the problem of measuring determinants of educational achievement for policy purposes, the role of a variable in affecting objectives must--and can--be interpretable in the context of a proper model; further, when such a model is in the form of a regression equation, an appropriately scaled regression coefficient is the most useful statistic to measure the importance of the variable for the purposes of policy action. (JM)
- Published
- 1968
49. Understanding Research: Some Thoughts on Evaluating Completed Educational Projects. An Occasional Paper from ERIC at Stanford.
- Author
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Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. and Roberts, Karlene H.
- Abstract
In order to make policy decisions, educators must evaluate educational research proposals and projects. Findings immediately related to practice are often inadequate, omitting the theoretical establishment of principles by which we can explain and predict the phenomena of our world. These theoretical linkages to the practical world of decision-making occur more frequently as researchers form more innovative hypotheses and design both innovative and rigorous investigative procedures. A research report should present a clear statement of what was studied, the method used in studying it; specification of how the data were analyzed, the results of the study, and conclusions and interpretations. The research evaluator must seek a logical presentation of the problem, since this will partially determine the researcher's ability to develop adequate methodology. The hypothesis must be defined, the sample chosen carefully for stated reasons, the design determined to be valid, and the dependent and independent variables defined and measured. Each study is only a single block in the construction of a theory applicable to educational policy making. No study is without flaws or takes into account all the variables of today's world. Knowledge of research evaluation, therefore, is essential. (MM)
- Published
- 1969
50. Evaluation of Instructional Materials - An Approach; A Position Paper.
- Author
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University of South Florida, Tampa., Singh, Surendra P., and Barnard, James
- Abstract
The role of the instructional materials center in evaluating materials is asserted and evaluation is defined as a media of compiling and analyzing information. Four evaluative methods are explained: field testing and comparing results; assessing rationale; measuring attitudinal and motivational variables; and describing the material and its use. A model for evaluation is presented; its six phases include decision making, identification and prescription, gathering information on predominant variables, posttests and compiling information, analysis (or evaluation) of information, and dissemination. Samples of models used in the field are appended. (JD)
- Published
- 1969
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