Search

Thirteen papers on early childhood education are presented on the following topics: stimulation and cognitive development of infants and younger children, curriculum development for young handicapped children, a rationale for sequencing instructional activities for preschool handicapped children, observation of educational activities and children's behavior in a nursery school, materials and procedures for assessing cognitive development in preschool children, a preschool program for young cerebral palsied children, the British Infant School Program, the program of the Human Development Training Institute (San Diego), two papers on the young visually impaired dealing with age ranges from birth to 3 years, and 3 to 6 years, and a service for parents and visually handicapped preschoolers in a metropolitan area. Also included are discussions of a demonstration project of speech therapy for preschoolers with cleft palate and new techniques in speech therapy for young children. (RJ)

The development of understandings, attitudes, and appreciation appropriate for selective state and local vocational-technical educators, guidance personnel, general educators, and federal personnel with potential responsibilities for residential vocational education programs comprise the focus of this conference. Working papers which were presented as a basis for conference discussion included: (1) "Developing a Philosophy of Residential Vocational Education" by William T. Logan, Jr., (2) "Facilities-Residential, Education, and Student Services Facilities for Students in Residential Vocational Schools" by James M. Hughes, (3) "Geographical locations for Residential Vocational Schools" by J. Clark Davis, (4) "Selection and Evaluation of Students for Residential Vocational Schools" by Merrel R. Stockey, (5) "Student Life, Counseling, and Guidance for Students in a Residential Vocational School" by Kenneth B. Hoyt, and (6) "Curriculums, Course Objectives, and Instructional Materials for Students in Residential Vocational Schools" by Jim L. Moshier. A related document which includes summary papers by the consultants who presented the initial working papers is available as VT 009 087. (CH)

The development of understandings, attitudes, and appreciation appropriate for selected state and local vocational-technical educators, guidance personnel, general educators, and federal personnel with potential responsibilities for residential vocational education programs comprised the focus of this conference. Major issues related to residential vocational education were identified as: (1) concern over the broad age coverage and the feasibility of training the ages of 14-21 as a merged group, (2) the overall role of residential vocational schools, and (3) the socioeconomic groups to be served. Recommendations of conference participants have been incorporated into summary papers which were presented as the final phase of the conference. A related document which presents the initial working papers by the authors of the summary papers included in this document is available as VT 009 086. (CH)

Sixty-four selected convention papers are presented from the 40th annual Council for Exceptional Children Convention in 1962. The papers range in length from two to seven pages. Selected topics include appraisal in the counseling of deaf clients, trends in curriculum development for the mentally retarded, emotional disturbance in deaf children, programed learning of elementary reading, the role of lay groups in teacher recruitment, American Foundation for Overseas Blind, realistic goals for the mentally and physically handicapped, prediction and measurement of speech improvement in the mentally retarded, vocational counseling and placement of the deaf, some observations on desirable qualifications for teachers of the mentally superior, World Confederation of Organizations of the Teaching Profession, programs and procedures in home teaching, a review of perceptual processes of the mentally retarded, measurement and stimulation of originality in thinking, and theoretical and philosophical aspects of laboratory experiences in special education. (CB)

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)

In this third Occasional Paper in the Science series of The Science and Mathematics Education Information Analysis Center, Ausubel explains the nature and theoretical rationale of "organizers", abstract, general, and inclusive statements presented prior to new learning tasks to provide specific relevant anchoring ideas in the learner's cognitive structure. Types, functions, and values of organizers are illustrated by examples drawn from elementary, secondary and college level instruction, usually, but not exclusively, in science. The second half of the paper concerns some content issues in current science teaching, and the BSCS courses are used as illustrations of the points made concerning level of sophistication; overemphasis on analytic, quantitative and experimental aspects of science; the naturalistic approach; and the relative emphasis on basic and applied sciences in the school courses. These aspects of science courses are considered generally, not only in terms of the use of organizers. There are some concluding comments on curriculum planning by diverse teams of specialists, rather than teams of learning theorists, subject matter specialists, or evaluators, and on the disadvantages of single-unit, in contrast to integrated, curriculum development. (AL)

REPORTED ARE THE SEMINAR PAPERS AND PROCEEDINGS OF A CONFERENCE WHICH INVESTIGATED THE FIELD OF NATURAL RESOURCES AND MADE RECOMMENDATIONS ON THE COURSE AND DIRECTION OF NATURAL RESOURCES STUDY AT THE COLLEGE OR UNIVERSITY LEVEL. THE CONFERENCE AND SEMINARS HELD AT COLORADO STATE UNIVERSITY DURING 1963-64 GAVE PARTICIPATING FACULTY MEMBERS AN OPPORTUNITY TO DRAW UPON THE IDEAS AND EXPERIENCE OF KNOWLEDGEABLE PERSONS ENGAGED IN THE STUDY AND PRACTICE OF RESOURCES MANAGEMENT. PART 1 IS A COMPENDIUM OF A CONFERENCE, "TRAINING IN NATURAL RESOURCES FOR GOVERNMENTAL PERSONNEL," ATTENDED BY REPRESENTATIVES FROM THE VARIOUS UNIVERSITY DEPARTMENTS AND FROM STATE AND FEDERAL AGENCIES. PARTS 2-5 RELATE THE TEXTS OF SEMINAR PAPERS, PRESENTED BY RECOGNIZED AUTHORITIES WHO DISCUSSED PROVISIONS FOR DEVELOPING TRAINED, PROFESSIONAL PERSONNEL IN THE NUMEROUS FIELDS OF NATURAL RESOURCES. UNANIMITY WAS NOT PRESENT FOR ALL ISSUES. HOWEVER, IT WAS CONCLUDED THAT (1) AN UNDERGRADUATE CURRICULUM IN NATURAL RESOURCES IS DEFENSIBLE AND MAY BE DESIRABLE AS A "GENERAL EDUCATION" OR "LIBERAL ARTS" TYPE PROGRAM, (2) MOST PRESENT UNIVERSITY PROGRAMS ARE INADEQUATE IN PROVIDING NECESSARY TRAINING FOR RESOURCE MANAGERS, (3) A SPLIT-MAJOR MIGHT BE AN ANSWER TO THE PROBLEM POSED IN ITEM 2, (4) THERE IS A NEED FOR REVISION OF THE GRADUATE PROGRAM (SUGGESTED REVISIONS ARE INCLUDED), (5) INCREASED EXCHANGES OF PERSONNEL BETWEEN RESOURCE ORGANIZATIONS AND THE UNIVERSITY WOULD BE DESIRABLE, AND (6) THERE SHOULD BE BETTER COORDINATION OF RESEARCH BETWEEN THE UNIVERSITIES AND COOPERATING AGENCIES. (DS)

This paper summarizes the developmental activities in mathematics conducted at the first grade level. Two instructional units of "Developing Mathematical Processes" were taught. The instructional units are described through a description of the activities that were tried, an explanation of evaluation procedures, and a report of the results of each evaluation. The purpose of the pilot activities was to verify the appropriateness of a mathematics curriculum for first grade children; the data displayed are exploratory data which assess the feasibility of the instructional procedures. (Author/DT)

Three training programs in the Pittsburgh-based project to design new approaches to training educational R & D personnel focus on the development and conduct of local change programs. Each of the training programs includes work within the training contexts of course work, laboratory exercises or projects, internship experiences, and individualized training program guidance. The content of the three programs is consistent with the theoretical and methodological bases for designing local educational change programs as described by Simonds and St. Lawrence (1972). The developed units reflect a heavy reliance on readings and lecture/discussion sessions. Individualization and relevance have been attained through the use of individual conferences, job-related projects, and practicum experiences. The weaknesses of long term university-based programs have been partially overcome by making students productive before they finish their formal instructional program and by recruiting students with some professional experience in education. The employers who were financially supporting the participants in the short term programs were assured of an immediate payoff if they allowed their "employee-trainees" to implement their program-developed proposals on the job. Related documents are EA 004 408-410. (Author)

This document is the report of a curriculum writing session. Using the recommendations and suggestions of the planning conference (SE 012 733), the writers produced detailed outlines for the grade seven through nine curriculum. The purpose and rationale of each unit are stated, and the separate sections outlined. Sample exercises are included for most units. The aims of making mathematics more relevant to real world problems, and of avoiding excessive abstraction and rigor, are continually stressed. Also included are three general reports on geometry, real analysis, and mathematical models; several position papers on specific topics; and a comparison of the new syllabus with the "first round" curriculum. (MM)

This document is the report of a curriculum writing session, and covers three activities: (1) a textbook for grade seven, written using the outlines produced the previous year (SE 012 735), was reviewed and criticized; (2) the outlines for grades eight and nine, also produced the previous year, were completed in greater detail; and (3) considerable attention was given to possible sequences of courses for grades 10-12. Broad outlines for several courses at this level were written, including a deductive block; a year of vector geometry, linear algebra, and elementary functions for grade 10; a course in analytic geometry and algebra; and a course in elementary functions and calculus. Several papers treating specific topics are included in this report. (MM)

The abstracts of papers presented at the 1971 NSTA Southeast Regional Conference, "Science Education - Southern Style," are grouped into these general subject areas: school science programs, K-12 (seven abstracts); preservice and inservice teacher education in science (14 abstracts); and science education and environmental education (seven abstracts). (PR)

This position paper raises concerns, states positions, and makes recommendations about the way in which adult education and career education relate and coexist. The concept of career-oriented education for adults is supported, but concern over program direction prompted statements of position relating to career education research, curricula emphasis, agency articulation, alternative school models, teacher-counselor-administrator models, materials and tests, and evaluation and accountability techniques. (CL)

This publication provides a current listing and description of programs, student instructional materials, and related literature in the field of unified science education. In Part I, international unified science programs are presented alphabetically by country, followed by United States programs listed by state. Each program description includes a concise abstract, the grade level range over which it operates, the instructional format and availability, the program type, the year in which the information was obtained, and names and addresses of the authors. Part II consists of abstracts of student instructional materials related to unified science education, and Part III is an annotated bibliography of the related literature. In addition to abstracts of the material, these sections provide information regarding the publisher, date of publication, number of pages, reference numbers for retrieval, and the source and cost of copies of the documents. (JR)

The purpose of this theoretical paper is to describe a set of models for the instructional organization of the multiunit secondary school. The school's instructional organization is viewed as a mechanism for structuring resources to influence learning outcomes. The multiunit elementary school (MUS-E) models served as the point of departure for extending individually guided education (IGE) to the secondary levels. The major variables that influenced the design of the IGE/multiunit secondary school (MUS-S) were characteristics of the individual learner, insights into human abilities and learning, and the structure of the learning environment. A "multiunit component crosswalk" was created to identify MUS-E components (such as nongrading, staff hierarchies, and continuous progress) that could be applied to middle and senior high school levels. A modular instructional organization was generated for the IGE/MUS-S. The basic components were the "Individually Guided Inter-Disciplinary" Module, which includes all required experiences, and the "Enrichment" Module, which includes all elective experiences. Each module was comprised of a learner unit, instructional unit, curriculum unit, and decision unit. Variations of IGE/MUS-S models were developed for junior high, middle, and senior high schools of various sizes. (Author/DN)

Most students, perhaps over 90 percent, can master what teachers have to teach them, and it is the task of instruction to find the means which will enable students to master the subject under consideration. A basic task is to determine what is meant by mastery of the subject and to search for methods and materials which will enable the largest proportion of students to attain such mastery. That is, the basic task in education is to find strategies which will take individual differences into consideration but in such a way as to promote the fullest development of the individual. The thesis of this paper is that, to promote mastery learning, 5 variables must be dealt with effectively: (1) aptitude for kinds of learning, viewed as the amount of time required by the learner to attain mastery of the task; (2) quality of instruction, viewed in terms of its approaching the optimum for a given learner; (3) ability to understand instruction, i.e., to understand the nature of the task and the procedures to follow; (4) perseverance, the amount of time one is willing to spend in learning; and (5) time allowed for learning, the key to mastery. (Author/TA)

This report contains abstracts of most of the research papers in science education presented at the 43rd annual meeting of the National Association for Research in Science Teaching in Minneapolis, Minnesota, March 5-8, 1970. Also included are the topics and names of participants of several symposia at the conference. The abstracts are organized under topic headings corresponding to the various sessions. Among the wide range of subjects covered are the Gagne learning model, Piaget based learning studies, student achievement and attitude assessment in science, instructional variables and techniques, curriculum organization, curriculum evaluation models, science instruction in the elementary and junior high schools, teacher education in science, Earth Science Curriculum Project research and the career development of science teachers. Each abstract contains the procedures, findings and conclusions of the study. In some abstracts, the experimental designs and null hypotheses are included. This report is intended for science education researchers, science teachers and school administrators. (LC)

This publication contains sixteen abstracts of papers presented at the Research Reporting Sessions of the National Council of Teachers of Mathematics (NCTM) Annual Meeting. The investigations reported by Anthony, Creswell, Higgins, and Weise focus on curriculum and classroom innovations in the school mathematics program. Investigations by Gibbons, Pearce, Rector, and Wells relate to instruction and methods for teaching mathematical concepts. Research presented by Carry, Fey, Miller, and Vigilante is concerned with certain logical inference patterns and reasoning abilities in students. Bell and Gorth report the results of a survey of mathematics teachers with respect to current issues and a new design for evaluation in mathematics. Research on behavioral objectives for a seventh grade mathematics and for a freshman calculus course is reported by Bierden and Picard. (RP)

This is one of several papers issued in cooperation with the National Association for Research in Science Teaching to analyze and synthesize research related to the teaching and learning of science completed over a two-year period. The research reviewed is grouped according to the standard categories used by the ERIC Science and Mathematics Education Information Analysis Center: Instructional procedures, teacher education, equipment and facilities, the curriculum, status of science programs, evaluation, and learning. Altogether 120 studies were reviewed. Investigations comparing the relative merits of two or more teaching methods were the most common studies on instructional procedures. Several studies on the characteristics of children and the relationship of these characteristics to science teaching were reviewed. Some of the other studies reviewed related to: various practices in the preparation of teachers, teachers' understandings of subject matter, survey of science programs, and patterns of intellectual growth, concept formation, and cognitive styles. (BR)

This is one of several papers issued in cooperation with the National Association for Research in Science Teaching to analyze and synthesize research related to the teaching and learning of science completed over a two-year period. The majority of studies reviewed are unpublished doctoral dissertations. The research reviewed is grouped according to the standard categories used by the ERIC Science and Mathematics Education Information Analysis Center: Instructional Procedures, Teacher Education, Equipment and Materials, Curriculum, Achievement, Teacher Resource Materials, Science and Society, Evaluation and Educational Objectives, and Teacher and Student Characteristics. The research reviewed made it clear that few research workers were carrying on continuous, basic research programs. (BR)

Factors to be considered in the planning and development of a resident outdoor education program are presented in this paper. It is noted that basic educational planning must come first and every other aspect of planning should then refer to the educational plan. Various aspects of planning are described including planning the educational program; personnel assignment, selection, and training; site selection; financing the program; interpreting the program to the community; administrative structure, insurance, and other concerns; and evaluation. A checklist of desirable facility criteria for outdoor education resident centers is included. (PS)

A PAPER PRESENTED TO THE SECTION ON EDUCATION (Q) OF THE 1967 AMERICAN ASSOCIATION OF SCIENCE ANNUAL CONVENTION, THIS DOCUMENT DISCUSSES THE ACTIVITIES OF THE DIVISION OF SCIENCE TEACHING (DST) OF UNESCO. INCLUDED ARE DISCUSSIONS OF (1) THE OVERALL PROGRAM BUDGET, (2) AN HISTORICAL PERSPECTIVE OF THE DEVELOPMENT OF DST AND ITS RELATIONSHIP TO THE EDUCATION SECTOR OF UNESCO, AND (3) A DESCRIPTION OF THE PRESENT OVERALL PROGRAM AND PROJECTIONS FOR THE FUTURE. THE PRESENT PROGRAM IS DESCRIBED UNDER ITS FOUR MAIN PARTS (1) COLLECTION AND EXCHANGE OF INFORMATION, (2) PILOT PROJECTS ON NEW APPROACHES AND MATERIALS FOR THE TEACHING OF BASIC SCIENCES, (3) OTHER ACTIVITIES TO IMPROVE THE TEACHING OF THE BASIC SCIENCES AT UNIVERSITY AND POST-GRADUATE LEVELS, AND (4) STIMULATION OF INTEREST IN SCIENCE. SPECIFIC PROJECTS AND PROGRAMS BEING CARRIED OUT UNDER EACH OF THE FOUR MAIN PARTS ARE DISCUSSED AND THE PRIMARY GEOGRAPHIC AREAS AFFECTED ARE INDICATED. A BIBLIOGRAPHY FOR THE PROVISION OF MORE DETAILED INFORMATION IS INCLUDED. (DS)

SELECTED PAPERS AND GROUP REPORTS FROM A FLORIDA STATE UNIVERSITY TRAINING INSTITUTE ARE PRESENTED ON PSYCHOLOGICAL AND SOCIOLOGICAL DIMENSIONS OF POVERTY AND ILLITERACY, ADULT BASIC EDUCATION METHODS AND OBJECTIVES, PRINCIPLES OF ADULT LEARNING AND BEHAVIOR CHANGE, AND RELATED CONCERNS IN TEACHER TRAINING AND PROGRAM DEVELOPMENT. SPECIFIC PROBLEM AREAS IDENTIFIED BY TEACHER TRAINERS, THE OVERALL PROBLEM OF IDENTIFYING WITH AND MOTIVATING THE UNDEREDUCATED, ADULT CENTERED COUNSELING, CURRICULUM PLANNING, AND READING INSTRUCTION, EVALUATION OF INSTRUCTIONAL MATERIALS, ENLISTMENT OF COMMUNITY SUPPORT, LONG RANGE EFFECTS OF EARLY CULTURAL DEPRIVATION, AND STRATEGIES AND SUGGESTIONS FOR TRAINING INDIGENOUS NONPROFESSIONALS ARE AMONG THE MAJOR TOPICS CONSIDERED. TWO TABLES, CHAPTER NOTES AND REFERENCES, APPENDIXES, AND A MODEL OF THE LEARNING PROCESS ARE ALSO INCLUDED. (LY)

This review of research related to college and university science teaching and learning is based upon reports published from 1965 through 1967 and contained in the collection of the ERIC Information Analysis Center for Science, Mathematics, and Environmental Education. The 77 studies are abstracted under the following headings, with a short summary of the major generalizations made for each section: Instructional Procedures; Teacher Education; Equipment and Materials; Curriculum; Achievement; Science and Society; Administration and Supervision; Evaluation and Educational Objectives; and Teacher and Student Characteristics. A general summary comments upon weaknesses found in the research, identifies areas that need additional research, and comments on the lack of relationship between college courses and the secondary school science courses that students have taken. The bibliography includes ordering information for those studies cited that are available from the ERIC Document Reproduction Service. (AL)

The Northwest Regional Educational Laboratory provided technical assistance to the Northwest Indian Council on Education for a study of curriculum development for Indian occupational education. The purpose of the study was twofold: (1) to provide policy suggestions for the consideration of the curriculum center; and (2) to summarize curriculum development and occupational education as it applies to Indians. This report was divided into 6 major sections. The first 3 sections presented a variety of statements which represented the diversity and breadth of the existing knowledge base. An attempt was made to present the many voices of Native Americans for education, curriculum development, and policy participation. Following the "Many Voices Speak" sections, educational programs available to Indians were described. Resources were presented (e.g., literature, organizations, audio-visual) for concerned Indians and non-Indians. Recommendations suggested a series of workshops to review the content of this study. (FF)

Anthropology has the potential to influence and change current patterns of curriculum organization in the public schools. Assuming that secondary schools isolate and compartmentalize knowledge, that history dominates the social studies/social sciences to the detriment of the field, that anthropology incorporates specialists from many disciplines to solve specialized problems, then, anthropology appears as a natural "core" and opportunity for reorganization of the social studies curriculum. During the 60's many anthropologists became concerned about education and worked to develop curriculum materials. Anthropology answers the felt need for interdisciplinary education; moreover, the anthropologist's approach to studying cultural systems might be usefully applied to pedagogical problems. Anthropology, open to numerous levels of intellectual attack, is not a panecea for curriculum problems; it is a controversial discipline for which qualified teachers and adequate instructional materials are still lacking. Nevertheless, as a core for social studies curriculum it can facilitate activity learning, allow for instruction of social sciences methodology within its specific framework, and integrate the social sciences. (JH)

This report presents a summary of research in science education at the secondary level during the years 1965-1967. The report is organized around the findings of investigations in several areas, including teacher education, teacher and student characteristics, evaluation and educational objectives, instructional procedures and classroom organization, programed instruction, achievement, attitudes and interests, the culturally disadvantaged, science and society, and the administration of science programs. Science education researchers are provided with (1) background information for their own studies, (2) sources of material, (3) ideas for aspects of science education which should be investigated, and (4) opinions which might be relevant to their professional efforts. The bibliography of 183 documents lists both the documents included in the text of the review and other documents analyzed but not included in the review. (LC)

Ten essays from the Michigan State Leadership Seminars discuss the social imperatives confronting adult education and what the university can do and ought to be doing about them. The impact of the population explosion, urbanization, automation, the knowledge explosion, and the Bomb make it imperative that new concepts of work and leisure be built into the culture. The role of the university in meeting these problems remains a moot question. It seems clear that without tension generated from within and without, the university would lose its intellectuality and relevancy. The limits of involvement of the university are debated but its role should at least be training the intellect, demonstrating the importance of lifelong learning, and being a detached societal critic; and it should avoid the role of a social agency. Within this context careful articulation of the counseling service and a cadre of curriculum specialists seem to offer promise for pushing ahead with an integrated continuing curriculum. (dm)

The primary objective of this project was to produce a suggested plan for promoting and guiding the development and expansion of occupational education in Oregon high schools and community colleges. To achieve the major objective, special task force groups were assembled to work on specific aspects of the total project: labor market data, curriculum articulation, curriculum coordination, and open enrollment relations. Task force reports on labor market data and on curriculum articulation are included in this document. The task force groups included representatives from high schools, community colleges, the Oregon Board of Education, Oregon State University, and the State Employment Service. The plan must ultimately provide for articulation of occupational preparatory curriculums from the senior high school to specialized vocational-technical preparation in the community colleges; for coordination and distribution of occupational preparatory curriculums among community colleges; and for operation of student services that promote effective development of human resources and efficient utilization of physical resources. (CH)

To explore questions such as: (1) What kind of vocational training is really needed? (2) How much should be specific, and how much general? (3) At what levels of the educational ladder can vocational content best be inserted? (4) How much can be done within the present framework of our secondary schools, and what sort of new institutions are required? Dale C. Draper undertook a fact-finding study in which he read widely, interviewed many key persons, and visited various types of vocational centers. His report, in the first major section of the document, covers (1) basic legislation, (2) students to be served, (3) the manpower situation, (4) curriculum innovations and issues, (5) vocational education for unemployed youth, and (6) the administration of vocational education. Also included are the Committee's 10 conclusions after reviewing the report. Among needs identified were: (1) preparation by the public educational system of all young people for effectiveness in the world of work, (2) provision of a complete program of vocational education beginning when the individual enters school, and (3) the necessity of special efforts on behalf of students who are not achieving in school. (JK)

Goals for the social studies programs for Indian children in Bureau of Indian Affairs (BIA) schools are identified as (1) helping the child to comprehend his experiences and to find meaning in life, (2) preparing him to participate effectively in the dynamics of his society, and (3) assisting each person in understanding the analytical processes and problem-solving tools developed by scholars in the social sciences. Criticisms of the social studies programs have stemmed from inconsistencies evidenced by "what is claimed for social studies" as opposed to "what our Indian students and research people say is being accomplished in this area." Thus, new directions for social studies include structure based upon a conceptual framework that draws from all the social sciences, concepts introduced at an earlier age, improved teaching methods, more and better media, and attention to the modes of inquiry, skills, and treatment of data. In keeping with this, the Washington office of BIA is committed to the assistance of areas, agencies, and local schools in implementation of new and better social studies programs. (LS)

THIS DOCUMENT IS A COLLECTION OF ARTICLES WRITTEN BY MEMBERS OF THE COLORADO INDIAN EDUCATION WORKSHOP. THE ARTICLES ARE CONCERNED WITH THE PROBLEMS OF SOCIAL, CULTURAL, MORAL, EMOTIONAL, AND INTELLECTUAL DEVELOPMENT OF BILINGUAL-BICULTURAL CHILDREN, AS A MEANINGFUL CURRICULUM IS DEVELOPED TO CORRELATE WITH THEIR SOCIAL AND CULTURAL ENVIRONMENT. THE CHILDREN CITED IN THE ARTICLES ARE--NAVAJO, APACHE, PUEBLO, COMANCHE, UTE, ESKIMO, AND SPANISH-AMERICAN. (JH)

CURRICULUM AND INSTRUCTIONAL PROGRAMS ARE CONSIDERED TOGETHER AS A DYNAMIC SYSTEM MARKED BY GROWTH, CHANGE, AND MODIFICATION. DEVELOPING THE CONCEPT OF A SYSTEMS APPROACH, SEVEN BASIC DOCUMENTS UTILIZED IN THE EDUCATIONAL PROCESS ARE RANKED ACCORDING TO SOURCE, THOSE RESPONSIBLE FOR THEIR FORMULATION, AND PROVISIONS FOR CONTROL--(1) LAW, (2) BOARD POLICY AND RULES, (3) PROGRAM DESCRIPTIONS, (4) COURSE DESCRIPTIONS, (5) STUDENT MATERIALS, (6) TEACHER MATERIALS, AND (7) DAILY LESSON PLANS. SUGGESTIONS FOR PROGRAM DEVELOPMENT INCLUDE PARTICIPATION IN FORMULATION BY ALL GROUPS DIRECTLY CONCERNED AND IN DEFINING THE PROCEDURE IN A SERIES OF STEPS FROM PROGRAM TITLING TO A PLAN FOR EVALUATION. AS AN ILLUSTRATION OF THE RELATIONSHIPS BETWEEN ORDERS OF PROGRAMS, A TRUNCATED TAXONOMY OF PROGRAMS IN DESCENDING ORDER OF GENERALITY IS OUTLINED--GENERAL PROGRAM, PROGRAM, SUB-PROGRAM, AND COURSE. AS AN AID TO THE ACCOMMODATION OR ACHIEVING OF CHANGE, A LOGICAL ORDERING OF FUNCTIONS IS OUTLINED AND DESCRIBED, WITH FUNCTIONS ORDERED ACCORDING TO THOSE RESPONSIBLE FOR THEM, ALL PERSONS OR GROUPS ASSISTING AND PARTICIPATING, AND THE PERSON OR GROUP EXERCISING CONTROL. EA 001 353 IS A RELATED DOCUMENT. (JK)

TITLE III-B OF THE ECONOMIC OPPORTUNITY ACT OF 1964 AND TITLE I OF ESEA REPRESENT THE FIRST MAJOR FINANCIAL EFFORTS DIRECTED TOWARD THE PROBLEMS OF EDUCATING MIGRANT CHILDREN. OEO HAS ESTABLISHED LITERACY CENTERS FOR ADULTS, AND MADE VOCATIONAL TRAINING AVAILABLE TO MANY MIGRANTS. THE STATE DEPARTMENTS OF EDUCATION, WITH MONEY FROM ESEA, HAVE BEGUN TO DEVELOP, COLLECT, AND DISSEMINATE MIGRANT EDUCATIONAL MATERIALS, AND IN A FEW INSTANCES HAVE INITIATED INTERSTATE COOPERATION, WHICH IS A DEFINITE REQUIREMENT IF MIGRANT EDUCATION IS TO BE SUCCESSFUL. FURTHER EFFORTS SHOULD BE DIRECTED TOWARD THE ORGANIZATION OF A NATIONAL NETWORK OF MIGRANT EDUCATION CENTERS WHICH WOULD HAVE AS ITS OBJECTIVES THE FOLLOWING--(1) COORDINATION OF ALL MIGRANT PROGRAMS, (2) EXTENSIVE EXPERIMENTATION IN MIGRANT EDUCATION, (3) DEVELOPMENT OF INSTRUCTIONAL MATERIALS, (4) TRAINING AND RETRAINING OF TEACHERS OF MIGRANTS, (5) TRAINING OF MIGRANT AIDES, (6) TRAINING OF MIGRANT SPECIALISTS, (7) PROVISION OF CONSULTANT ASSISTANCE, AND (8) THE EVALUATION OF THOSE PRESENT AND FUTURE MIGRANT PROGRAMS WHICH RECEIVE FUNDS FROM STATE AND FEDERAL SOURCES. (ES)

These two volumes contain author abstracts of papers presented during the American Educational Research Association 1970 annual meeting. Both volumes are organized into six topical divisions: (1) administration, (2) curriculum and objectives, (3) instruction and learning, (4) measurement and research methodology, (5) student development and personnel services, and (6) social context of education. Each table of contents lists paper or symposia sessions, arranged alphabetically by title within each division. Individual paper abstracts can be located by means of either the title index or the author/coauthor index at the end of volume one. An author index at the end of volume two locates individual symposia abstracts. (Author/MLF)

Included is the prescribed syllabus in biology for the Scottish Certificate of Education. In two separate sections, the syllabus topics and specimen questions for final examinations are explained. This syllabus is intended to present biology as knowledge about living organisms without making the conventional division between plants and animals. Accordingly, the list of broad fields of study include "General Variety of Living Organisms,""The Cell,""Energy and Life,""Processes of Life,""Genetics and Evolution," and "Inter-Relationship of Organisms with Each Other and with Their Environment." Each of these is divided into small units with a description of concepts included in them. Certain sections of the topical outlines are underlined, thereby indicating special emphasis for Higher Grade students. The section on specimen test questions has some tests for Ordinary Grade, Higher Grade Paper I and Paper II. The main difference among these examinations is a gradual increase of types of questions from recall of information to engaging deductive reasoning. Both objective and essay type questions are included. (PS)

These proceedings of a 1965 conference on the teaching of science in the sixth form of English schools contain summaries of each speaker's introduction to his paper, the full text of his circulated paper, and a summary of the discussion that followed. The papers were titled the sixth form; "Structure and Properties of Matter" as a sixth form course; biology in the sixth form; engineering studies; general and special studies in science; science for the arts specialist; and sixth form curriculum and examinations. During the conference the "Structure and Properities of Matter" course was renamed "Physical Sciences." Post-scripts on the physical sciences course, on engineering studies, and on the proposal for a major/minor/general studies pattern of sixth form work have been added to provide information on subsequent thought and action in these three fields which were the most controversial topics discussed at the conference. (AL)

The syllabus prepared by the Scottish Working Party on Secondary School Science for the first two years of secondary education, when all pupils study science, is given in detail in the Working Party's report. The broad objectives for science components of courses designed for students in the third and fourth years (approximately grades 10 and 11) who are likely to leave school at the statutory leaving age are given, but less detail of possible courses is provided. The syllabi are presented within a framework of a broad rationale for science in secondary education. The resources needed for effective science teaching, the advisability of and methods for pupil-centered teaching, and techniques of assessment are discussed and illustrated by examples. Brief mention is also made of necessary teacher training and the role of teachers' centers in providing inservice education and leadership. See also SE 015 431 and SE 015 433 through SE 015 436. (AL)

Presented is a summary of a national seminar convened to propose guidelines for schools to follow in instituting K-12 environmental studies. Included is the outline of the entire K-12 program, Strand IV - Environmental and Community Health, developed for the Niskayuna School District, New York. In addition to comments by guest speakers there are sections on how to institute change in the schools, cartoons as elementary teaching aids, the major provisions of the Environmental Quality Act and related issues. The following resources are also provided: a brief annotated film list containing 16 films which deal with ecology and pollution, including information for ordering; and a list of books concerned with ecology. (PR)

On the premise that the dynamic and heterogeneous nature of information requirements in today's world calls for a new approach to information science education, a curriculum involving a truly generalist approach at the undergraduate level and a work-study program at the graduate level is proposed. (2 references) (Author/KE)