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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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)