Search

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is included. (AG)

This paper focuses on the problems of comparative educational research in developing societies and suggests theories for a new cross-cultural typology for schools related to four modes of instruction: memorizing; training; intellect developing; and problem solving. For ease of comparison, the descriptions of the types are classified under the same seven readings: 1) Sources of the best curriculum; 2) Character of the goals; 3) Curriculum content; 4) Learning activities; 5) Teaching methods; 6) Tests of success; and 7) Anticipated outcomes. The purpose of the theory construction presented in this paper, is to make the concept of formal education a more meaningful variable in studies of the political, economic, and social uses of schooling for national development. The purpose of projecting hypotheses is not only to demonstrate the fruitfulness of the theories presented but also to stimulate the composition of alternative hypotheses and systematic efforts to verify or falsify all such hypotheses. Social and cultural factors, rather than economic aspects are the underlying focus of concern in this study. (FDI)

The publication includes papers from the opening session, eighteen working papers on library cataloging, eighteen papers presented at group meetings and plenary sessions, and papers from the concluding session. The inaugural address "Cataloging Enters the Spiral of Scientific Method" was presented by S.R. Ranganathan. The working paper topics covered terminology, authors, recall, names of governments, institutions, and conferences, titles, publisher series, periodical titles and multiworded names. A list of office holders, a time table and an index are appended. (AB)

This volume of papers in linguistics is the first in a series of proposed semiannual publications sponsored by the Linguistic Circle of Madison, Wisconsin. The first of the four papers concerns recursive rules, their use, and possible necessity. It is the author's intention to examine some of the properties of rules which he believes to hold for any grammar which describes constituent structure. The author examines certain properties of recursive systems of rules. The second paper provides a detailed discussion of the Bloomfieldian model. The third paper presents some thoughts concerning the hypothesis that Semitic possessed a morpheme of length. Hebrew and Arabic examples are given. The final article makes a study of particular features in Pashto; the findings indicate that Pashto may be an Iranian rather than an Indic language. (VM)

Intended especially for primary grade teachers, the nine papers provide general information regarding the characteristics of various kinds of handicapped children to assist teachers with early identification, making referrals, and educational programing. Articles explain the purpose of special education; why early identification of the mentally retarded is important; the health implications for early elementary handicapped children; the effects of learning disabilities on primary grade children and how to identify them; the difficulty, importance, and ways of identifying the visually impaired; the consequences of hearing impairment on language development and intellectual achievement; and the teacher's role in speech correction. Identified in each case are the classical characteristics of children categorized as retarded health impaired, learning disabled, visually handicapped, and aurally handicapped. In addition, papers review the psychological aspects of a handicap and suggest how and where teachers can obtain help for a handicapped child. (KW)

This paper classifies teacher centers according to the following categories: a) their organizational structure, b) their function, and c) the relationship between "a" and "b." It is indicated that the typologies were distilled from the results of a research project that surveyed 200 teacher center sites in the United States. The paper describes and outlines the characteristics of seven organizational types of teacher centers: independent, quasi-independent, professional organization, single unit, free local partnership, free local consortium, and legislative/political consortium. It does the same for four functional types of centers: informal "English," advocacy, responsive, and undifferentiated or unique. The author observes that some combinations of structures and functions are more logical than others and that as educational planners better understand the combinations, they will design appropriate types of centers to accomplish their objectives. (LP/JA)

Secondary education in the United Kingdom is gradually being reorganized along "comprehensive" lines, although there is still resistance to it. Stemming from the Butler Education Act of 1944, a tripartite secondary system emerged, comprised of the grammar (for superior students), the technical (for average and above average students), and the modern (for average or below average students). After adoption of a bilateral system, omitting the secondary grammar school, the next logical step was toward a comprehensive school with no selection criteria. Feeling that it would destroy academic standards, many educators resisted the change. This occasional paper describes the experiences of a British social studies educator when in 1968, a secondary grammar school merged with a modern school. Separate school sites created some problems for staff and students and destroyed the desired unity. Findings by 1971 indicate that most problems created by split building sites had been met; that teacher changeover from the grammar to comprehensive was somewhat traumatic; that a great deal of experimentation took place and continues; that academic achievement is as high now as it was before integration; and lastly, that the first five years were a challenge to make education more relevant. (SJM)

The Language Acquisition Device, or LAD, is related to reading and intellectual development in the first of five papers on cognitive and affective characteristics of exceptional children. A discussion of the intellectual processes involved in learning focuses on the developmental stages of Piaget. A report on a task force to discuss terminology related to minimal brain dysfunction is presented. Also considered are the implications of research for the education of the trainable mentally handicapped and the development of a positive self concept in the retarded. (RJ)

An invitational workshop concerned with the teaching of the Dewey Decimal Classification was attended by teachers of classification in accredited library schools and administrative officers from libraries and other organizations who have expertise in the Decimal Classification and its applications. The outlines and papers prepared for discussion consider a number of problems which arise in the teaching of the Dewey system in library schools today. Topics covered include: (1) the current role of classification systems in libraries, (2) problems associated with teaching characteristic Decimal Classification features and the schedules, (3) the availability of multiple editions of Dewey, (4) the application of the system to collections of library materials for children and schools, (5) use of centralized cataloging service, (6) teaching the administration of classification activities in libraries, (7) current teaching methods, and (8) the expectations of administrators concerning the preparation of students for careers in cataloging and classification. (JB)

This report focuses on the goals of American education and suggested programs for NIE. The goals discussed are those that the American educational systems seems to be aimed at. They are classified into two main categories: output goals, essentially the ends which the system is geared to achieve, and process goals, attributes of the processes through which the putput goals are reached. A series of programs are suggested in Chapter II to serve these goals. In order to approach output goals, Program 1 recommends an intermediate phase: Operation Codify, Blueprint. This would involve collecting relevant data on the costs, effectiveness, and prerequisites of different aspects of the educational system. Program 2 recommends emphasis on expressive tests and indicators. Program 3, Project Authority: New Styles, would seek new, more flexible structures of authority at all levels. Program 4 emphasizes the need for students to be involved in real situations and to become acquainted with different sub-cultures. Program 5 suggests Educational Concertation Centers, to help collect, coordinate, and disseminate information and resources. Program 6 proposes Technological Shortcuts as a means of economizing. Program 7 suggests Operation Dialogue as a bridge between NIE, local and state school systems, and other educational institutions. The systems approach used in this report identifies the potential barriers to the realization of goals. An analysis of the existing educational system is recommended, in order to discover why the system so often fails to meet its goals and why educational research helps so little. Some suggestions for improving the present system conclude the report. (For related document, see AA 001 048). (Author/CK)

Findings of a four-part project undertaken to study the historical and philosophic dimensions of adult education within the Roman Catholic Church are summarized. The four parts of the study are as follows: Part I. Background and History of Roman Catholic Adult Education (1. An Overview of Jewish, Protestant, and Catholic Adult Education; 2. Historical Perspectives and Current Profiles of American Protestant Adult Education; and 3. Historical Perspectives and Current Profiles of American Catholic Adult Education); Part II. Demonstration Projects (4. Reports of an Experiment with Internship as a Model for Training Professional Leaders of Religious Education; 5. Report of a Project Designed to Overcome Educational Apathy--Religious Education--among the Rural-Poor); Part III. Three Studies of Expanded Central Support Services (6. Report of Three Studies Investigating the Feasibility of Expanded Central Information Services--Information Exchange, Employment, Consultant Support; and Part IV. Diocesan Needs (7. Adult Education: The Diocesan View of Needed Programs; 8. Summary Report of the Study Project entitled "The Church's Expanding Role in Adult Education"). A Taxonomy of Adult Education Activities is included, under the headings of Basic Education; Community, Culture and Environment; Personal and Family; Training Teachers and Leaders; and Religious Education. (For related document, see AC 014 059.) (DB)

The Schools Council Project investigated current practices in teaching history, identified objectives and obstacles and carried out a program in trial schools based upon conclusions drawn from the investigation. An experimental framework for syllabus construction based first on the conceptual structure of history and second, on a taxonomy of educational objectives was abandoned in favor of a framework founded on "the uses of history for the adolescents." For example, units within the framework correspond to the specific uses of history (explain the present) and bear general relation to some of the other uses, (understand human development). Thus greater variety of content and ways of looking at history with an emphasis on inquiry in depth and the development of investigative skills were identified as educational objectives to be pursued in the implementation of the project. Since examinations were regarded by the teachers as of paramount priority, the Project suggested an examination program based on various methods of assessment which test historical skills as well as historical knowledge. The recommendations of the council will be carried out (September 1973) in trial schools. Teaching materials will be produced and tested. Case studies of the individual schools will operate as the mode of evaluation of the Program. (JRB)

Adjustments made between 1950 and 1960 in the census data classification systems are described in detail. Tables present (1) detailed occupations for 1960 and their 1950 counterparts, showing the 1950 data for both classification systems, and 1960 data for the 1960 classification system, (2) detailed industries for 1960 and their 1950 counterparts, showing 1950 data for both classification systems, and the 1960 data for the 1960 classification system, (3) industry categories for 1950 in the operative and nonfarm laborer major groups not previously shown separately, according to the 1960 occupational classification, by sex, for employed persons, and (4) persons employed in 1950 shown by the 1960 Detailed Industry Classification System. Comprehensive technical explanations are provided in Tables 1 and 2. (Not available in hard copy due to marginal legibility of original document). (CH)

This field log for grouping animals is developed around a field experience at the zoo. The field guide is organized in three sections. Section one, for use before the field trip, develops the basic concept of classification. Section two, for use at the zoo, guides the students to make direct observations to classify the animals. Section three, for use after the field trip, leads the student to other aspects of classification. The log is designed for use by elementary school students. This work was prepared under an ESEA Title III contract. (BB)

A CONCEPTUAL FRAMEWORK IS PRESENTED AND IS APPLIED TO NATIONAL REPORTS ON ADULT EDUCATION IN FIVE COUNTRIES. THE FIRST TWO CHAPTERS FEATURE COMPONENTS OF THE FRAMEWORK AND DETAILED DATA ON THE TOTAL EDUCATIONAL SCENE IN CANADA, HONG KONG, INDIA, ISRAEL, SUDAN, THE UNITED STATES, THE UNITED KINGDOM, PUERTO RICO, AND YUGOSLAVIA. CHAPTER 3 THROUGH 7 PRESENT NATIONAL REPORTS FROM HONG KONG, INDIA, ISRAEL, UNITED KINGDOM, AND YUGOSLAVIA. CHAPTER 8 REPORTS BRIEFLY ON IMPORTANT THEMES AND APPARENT AREAS OF AGREEMENT, INCLUDING PROBLEMS OF PROGRAM STATUS, PROGRAM DEVELOPMENT, INFORMATION AND COMMUNICATION, FINANCING, AND THE PLANNING OF CROSS CULTURAL AND COMPARATIVE RESEARCH. AMONG THE AREAS PROPOSED IN THE LAST CHAPTER FOR FURTHER INVESTIGATION ARE TRAINING AND RESEARCH, TAXONOMY AND TERMINOLOGY, CULTURALLY RELATED EDUCATIONAL SYSTEMS, AND THE IMPACT OF POLITICAL AND SOCIOECONOMIC PATTERNS ON THE NATURE AND ORGANIZATION OF SYSTEMS OF ADULT EDUCATION. THE DOCUMENT INCLUDES 29 TABLES AND CHARTS AND 84 REFERENCES. (LY)

Part I contains 22 papers covering all aspects of the library reference services including sources of reference materials, an evaluation of reference sources, building a reference collection, training a reference librarian, and the needs of the industrial and medical communities for reference services. All the papers are slanted toward the special needs in India. The 20 papers in Part II contain information about the processing of special library materials such as theses and dissertations, research reports, patents, off-prints, audiovisual materials, trade literature and periodicals. (NH)

The report contains five papers dealing with some problems of a general classification scheme covering the whole field of knowledge which were presented at a conference held in London, June 1963. Topics covered included retrieval schemes, classification problems, inadequacies of existing classification schemes and the proposal of the Classification Research Group (CRG) for a new general classification. Thirteen papers representing the research efforts of the CRG during the years 1960-1968 under a grant to the Library Association form a record of progress under the grant. Various categories of terms and relationships of subjects, entity sequence, and notation problems are explored. Appendices provide tables of operators, provisional categories of attributes and schedules of entities. (AB)

The utilization of computer programed mathematical models for educational planning has a brief but rapidly accelerating history. This paper describes and, to some extent, evaluates several of these models. It also discusses some of the theoretical problems associated with their formulation and implementation. Models surveyed are of: (1) the educational system or some of its components, and (2) the economy, in which education is one of several interrelated activities. The final chapter contains some general remarks on the role of mathematical models as tools for educational planning. (Author)

An account is given of the rationale, methodology, and preliminary results of an initial research effort to develop a scheme for use as a guide in generating and applying behavioral information. Objectives are to clarify relationships between military tasks and existing psychological knowledge, indicate training problems requiring further psychological research, help formulate such research, define training needs and suitable training activities, and suggest properties of a task situation (augmented feedback, for example) which, when added to or substituted for other task properties, might improve performance. Steps for attaining these objectives are summarized, followed by combinations of manipulable characteristics (subcategory "Expectations, Sets, and Habits") with the categories of Instruction, Task Environment, and Monitored Behavior. The document also includes 12 references, a full taxonomy outline, and typical research situations as well as an example of the taxonomy in use. (LY)

Deals with the relationship between a theory of indexing and a theory of information storage and retrieval. Attention is directed to the view that indexing is an order increasing operation, and some thermodynamic notions are invoked to aid in this description. (MF)