Search

To stimulate and facilitate exchange of developments and ideas between approximately 292 health leaders from 45 states and 2 territories, position papers were presented, reactors provided applications and implementation of the topics, and discussion groups identified questions, offered examples of existing solutions to problems, and recommended further actions and program developments. Six opening speeches and luncheon addresses concern the contributions of vocational education to health occupations education, and the challenges facing health education services. Position papers were: (1) "Utilization and Preparation for our Health Care Delivery System(s)" by E. Kerr, (2) "Coordination and Cooperation in Planning, Developing, and Conducting Health Occupations Education Programs" by J. Hamburg, (3) "Occupational Exploration and Entry Level Programs in Health Occupations Education," by L. Borosage, (4) "Personnel Resources Development for Health Occupations Education" by R.E. Kinsinger, and (5) "Operational Strategies and Resources for Extending Health Occupations Education Programs" by R.N. Evans. Discussion summaries, recommendations, a conference evaluation, and several papers related to conference issues are included. (SB)

This paper discusses the social realities which characteristically confront the urban school, how the school presently adapts to the exigencies of an urban environment, and how the school program might be better fitted to this environment. The urban realities and the psychological pressures associated with these realities are classified as--(1) density and loss of identity, (2) bureaucratization and powerlessness, and (3) diversity and alienation. The relevance of socially aware school innovations to educational quality, and social reality as a means to traditional and "new" educational objectives are specifically considered. In the context of the social realities, a beginning model of an urban school is proposed. The model program is envisioned as being responsible to students in the following areas--(1) skills and knowledge, (2) personal talent and interest, (3) social action and exploration of self and others. School staffing and the school-community relationship are also discussed. (LB)

This conference report is made up of six papers and related commentaries on the nature of disadvantagement and its implications. Most participants were from the Milwaukee, Wisconsin, area. Small group meetings and discussions followed each of the papers. The opening paper, "Education and the Disadvantaged" (E. Melby), examined a broad range of problems facing the educational establishment. The other papers, more limited in scope, discussed only one aspect of the broad issue of disadvantagement. They are--"The Legal Responsibilities of Public Schools for Dealing With Minority Group Members" (R. Carter), "In-Service Training for Teachers of the Disadvantaged" (J. Tanner), "Deviancy and the Disadvantaged" (W. Wattenberg), and "Curriculum for the Disadvantaged" (G. Whipple). A paper by H. Goldman which emerged from the conference, and which is included in this volume, examines the essentially middle-class and female-dominated nature of the schools. (DK)

THE FIRST PAPER, "REPORT OF MATHEMATICS CONFERENCE," IS A SUMMARY OF DISCUSSIONS BY 29 PARTICIPANTS IN A CONFERENCE ON CURRENT PROBLEMS IN MATHEMATICS EDUCATION RESEARCH. REPORTED ARE (1) RECENT PROGRESS, PROBLEMS, AND PLANS OF CURRICULUM DEVELOPMENT GROUPS, (2) GENERAL FORMULATION OF CURRICULUM AND METHODS, (3) TEACHER TRAINING, (4) COMMUNICATION, AND (5) RESEARCH MANPOWER. THE SECOND PAPER, "ELEMENTARY MODERN MATHEMATICS FROM THE ADVANCED STANDPOINT," GIVES A RECOMMENDED SYLLABUS FOR THE FIRST FIVE SEMESTERS OF A SIX-SEMESTER COLLEGE MATHEMATICS COURSE TO BE TAKEN BY POTENTIAL HIGH SCHOOL TEACHERS. FINALLY, THE THIRD PAPER, "SCHOOL MATHEMATICS STUDY GROUP (SMSG) AND THE GIFTED CHILD," REPORTS THE REASON FOR INCLUDING EXPLICIT RECOMMENDATIONS FOR EDUCATING THE GIFTED CHILD IN ANY LONG-RANGE CURRICULUM REFORM. (RP)

THIS DOCUMENT CONTAINS THE PAPERS PRESENTED AT THE ANNUAL NATIONAL CONFERENCE ON SCHOOL FINANCE SPONSORED BY THE COMMITTEE ON EDUCATIONAL FINANCE OF THE NATIONAL EDUCATION ASSOCIATION. THE CONFERENCE DEALT PRIMARILY WITH NEEDED CHANGES IN SCHOOL FINANCE TO SUPPORT THE IMPROVEMENT AND INNOVATIONS DEMANDED FOR AMERICAN EDUCATION. ALSO INCLUDED ARE EIGHT PAPERS WHICH RECEIVED AWARDS FOR SCHOOL FINANCE RESEARCH. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $3.00. (HW)

TWO FORMS OF PAPER AND PENCIL ACHIEVEMENT TESTS WERE ASSEMBLED IN FOUR AND ONE FORM WAS ASSEMBLED IN THE OTHER OF THE FIVE TRADE CURRICULUM AREAS IN WHICH THE PROJECT IS DEVELOPING ACHIEVEMENT MEASURES. DESIGN AND PRODUCTION OF 10 OF THE 12 MEASURES OF PERFORMANCE FOR THE FIVE AREAS WERE COMPLETED. NINE HOURS OF TESTING TIME WERE REQUESTED OF THE PARTICIPATING INSTITUTIONS FOR ADMINISTERING THE PAPER AND PENCIL PERFORMANCE AND REFERENCE TESTS, AND TESTING WAS BEGUN. TESTS IN THE TWO TECHNOLOGIES INCLUDED IN THE PROJECT WERE ADMINISTERED TO 179 STUDENTS IN ELECTRONIC DATA PROCESSING AND TO 338 STUDENTS IN ELECTRONICS TECHNOLOGY IN 29 INSTITUTIONS IN FIVE DIFFERENT STATES. TO IDENTIFY THE FACTORS ISOLATED THROUGH FACTOR ANALYSIS, SEVERAL TESTS WHICH MEASURE RELATIVELY PURE FACTORS OF INTELLIGENCE ARE TO BE USED IN THE PROJECT TESTING PROGRAM. THESE WERE SELECTED FROM THE "KIT OF REFERENCE TESTS FOR COGNITIVE FACTORS", DESCRIBED IN THE APPENDIX. A DESCRIPTION OF EACH PERFORMANCE TEST IS INCLUDED. OTHER PROGRESS REPORTS ARE VT 003 205, VT 003 315, VT 003 699, AND VT 005 199. (HC)

THE 11 INSTITUTIONS AGREEING TO PARTICIPATE IN THE STUDY TO DISCOVER MORE ADEQUATE WAYS OF MEASURING IMPORTANT TACTILE-KINESTHETIC MODALITIES WERE VISITED, AND THE OPERATING PROCEDURES AND INFORMATION ON WHAT WOULD BE EXPECTED OF EACH INSTITUTION WERE OUTLINED. APPROXIMATELY 20 INSTRUCTORS BEGAN WORK ON A DETAILED CURRICULUM ANALYSIS IN THEIR RESPECTIVE AREAS AND ON THE DEVELOPMENT OF ITEMS FROM WHICH A PRELIMINARY FORM OF AN EXAMINATION WILL BE MADE. A PRELIMINARY FORM OF A COMPREHENSIVE ELECTRONICS TECHNOLOGY EXAMINATION AND RESULTS FROM 41 STUDENTS WHO TOOK THE EXAMINATION 2 YEARS AGO WERE MADE AVAILABLE BY THE CURRICULUM LABORATORY, NORTH CAROLINA DEPARTMENT OF COMMUNITY COLLEGES. STATISTICAL ANALYSES WERE PERFORMED, AND IT IS FELT THAT THIS EXAMINATION MAY FORM A NUCLEUS FOR THE PAPER AND PENCIL TEST TO BE DEVELOPED. THE STAFF DECIDED TO ATTEMPT TO MEASURE TACTILE-KINESTHETIC SENSITIVITY BY AN EXPERIMENT UTILIZING THE PSYCHOPHYSICAL APPROACH. SPECIALIZED APPARATUS WAS DESIGNED AND CONTRACTED FOR CONSTRUCTION. THE APPENDIXES CONTAIN (1) AN AMENDMENT TO THE RESEARCH PROJECT, TO PROVIDE A BASIC RESEARCH EFFORT DIRECTED TOWARD OBTAINING ANSWERS TO SOME OF THE QUESTIONS EMANATING FROM THE ACHIEVEMENT TEST DEVELOPMENT, AND (2) WORKING PAPERS TITLED "TACTILE-KINESTHETIC SENSITIVITY EXPERIMENT" AND "THE ASSESSMENT OF TRADE AND TECHNICAL EDUCATION COURSES--THE USE OF INSTRUCTOR AND PEER RATINGS AS INTERMEDIATE CRITERIA OF CURRICULA EFFECTIVENESS." A BIBLIOGRAPHY IS INCLUDED. OTHER PROGRESS REPORTS ARE VT 003 205, VT 003 699, VT 005 199, AND VT 005 200. (HC)

THESE PROCEEDINGS REPORT 19 DISCUSSION DEBATES, EACH REPRESENTED BY A NUMBER OF PAPERS IN FOUR MAJOR AREAS--(1) CONCERN FOR ATTITUDES AND BEHAVIOR (ADMINISTRATIVE COMMITMENT, COOPERATIVE COLLEGE-SCHOOL SYSTEM EFFORTS, CULTURE SHOCK, STAFF AND STUDENT ATTITUDES AND BEHAVIOR, AND SENSITIVITY TRAINING), (2) CONCERN FOR PEOPLE (TEACHING ETHNIC GROUPS, SELECTING STUDENTS, HUMAN RESOURCES, INVOLVING COMMUNITY AND PARENTS, AND LEARNING FROM SPECIAL PROGRAMS), (3) CONCERN FOR TECHNIQUES (PRESERVICE STUDENT TEACHING, FIELD WORK, INSERVICE EDUCATION, INSTRUCTIONAL RESOURCES AND EQUIPMENT, AND INNNOVATIVE METHODS), AND (4) CONCERN FOR SPECIAL CURRICULUM ASPECTS (PHILOSOPHICAL AND PSYCHOLOGICAL BASES, ROLE OF THE HUMANITIES, READING AND LANGUAGE ARTS, AND BILINGUALISM). THE FORMAL PAPERS ARE FOLLOWED BY REACTION PAPERS, OVERALL EVALUATION OF THE CONFERENCE, A CONFERENCE SUMMARY OF "IMPERATIVES FOR CHANGE," AND A DIRECTORY OF CURRENT NEW YORK STATE COLLEGIATE PROGRAMS FOR TEACHERS OF THE DISADVANTAGED. THIS DOCUMENT WAS PREVIOUSLY ANNOUNCED AS ED 012 271. (AF)

THIS PAPER PRESENTS A RATIONALE FOR CURRICULUM DEVELOPMENT IN THE PRE-SCHOOL YEARS AND OUTLINES A METHODOLOGY FOR CURRICULUM DESIGN IN GENERAL. AN EXTENSIVE APPLICATION OF THIS METHOD TO THE DESIGN OF AN EARLY LEARNING CURRICULUM WILL BE UNDERTAKEN OVER THE NEXT FIVE YEARS BY THE PRIMARY EDUCATION PROJECT. THE PROJECT AIMS TO DESIGN AND IMPLEMENT AN INDIVIDUALIZED CURRICULUM AND SCHOOL ENVIRONMENT FOR A HETEROGENEOUS URBAN POPULATION. THE PROGRAM WILL BEGIN AT THE PRE-SCHOOL LEVEL, WITH THREE-YEAR-OLD CHILDREN, AND WILL EVENTUALLY BE DEVELOPED THROUGH THE THIRD GRADE. THE EXPERIMENTAL AND DEVELOPMENTAL WORK FOR THIS PROGRAM WILL TAKE PLACE IN A SINGLE PITTSBURGH ELEMENTARY SCHOOL, CHOSEN FOR ITS UNUSUAL DEGREE OF ECONOMIC AND RACIAL HETEROGENEITY. ULTIMATELY, THE PROJECT'S GOAL IS TO DEVELOP A PROGRAM THAT CAN BE IMPLEMENTED ELSEWHERE AT A REASONABLE COST AND WITHOUT THE CONTINUED SUPPORT OF AN OUTSIDE RESEARCH TEAM. DEVELOPED IN THE MAIN BODY OF THIS PAPER ARE (1) NEED FOR AN EARLY LEARNING PROGRAM, (2) CONTENT OF AN EARLY LEARNING PROGRAM, (3) ANALYSIS AND SEQUENCING OF OBJECTIVES, (4) CURRICULUM SEQUENCES AND THEIR USE IN THE CLASSROOM, AND (5) VALIDATION OF CURRICULUM SEQUENCES. THE PAPER CONCLUDES WITH APPENDED REPORTS ON (1) SKILLS FOR INCLUSION IN AN EARLY LEARNING CURRICULUM, (2) CURRICULUM SEQUENCE FOR TEACHING CLASSIFICATION IN A MATRIX FORMAT, AND (3) CURRICULUM SEQUENCE FOR NUMBER CONSERVATION. (RP)

THE TWO COURSES, COMMUNITY DEVELOPMENT IN INDIAN EDUCATION AND EDUCATION OF THE INDIAN ADULT, WERE OFFERED FOR THE SECOND TIME DURING THE SUMMER OF 1963 AT ARIZONA STATE UNIVERSITY. THIS DOCUMENT IS A RESULT OF THE COMPILATION OF 32 PAPERS PREPARED BY THE STUDENTS FROM THESE 2 CLASSES. THESE PAPERS PERTAIN TO VARIOUS SUCCESSFUL COMMUNITY DEVELOPMENT PROGRAMS ON INDIAN RESERVATIONS IN THE SOUTHWEST AND TO UNIQUE INDIAN ADULT EDUCATION APPROACHES. BIBLIOGRAPHICAL REFERENCE SECTIONS ACCOMPANY SOME OF THE PAPERS. (ES)

THE PROCEEDINGS OF THIS 1965 WORKSHOP ON MENTAL RETARDATION ARE PRESENTED AS A COLLECTION OF NINE PAPERS AND SUMMARIES OF THREE SEMINAR DISCUSSIONS. IN THE INTRODUCTION, MAYNARD C. REYNOLDS DISCUSSES "THE NEW AND MORE OPEN OUTLOOK FOR THE MENTALLY RETARDED." OTHER PAPERS ARE (1) "THE IMPACT OF FEDERAL LEGISLATION ON DEVELOPMENT OF COMPREHENSIVE PROGRESS FOR THE MENTALLY RETARDED" BY ELIZABETH M. BOGGS, (2) "FOSTERING INDEPENDENT, CREATIVE THINKING IN EDUCABLE MENTALLY RETARDED CHILDREN" BY HERBERT GOLDSTEIN, (3) "INFLUENCE OF CHANGES IN EDUCATION ON THE MENTALLY RETARDED AND THE RESULTANT SOCIAL EXPECTANCIES" BY KIRK SEATON, (4) "INNOVATIONS IN CURRICULUM DEVELOPMENT FOR THE MENTALLY RETARDED" BY ROZELLE MILLER, (5) "EMOTIONAL DISTURBANCES IN JUVENILES" BY RALPH BRANCALE, (6)"THE ADMINISTRATION OF A SCHOOL PROGRAM FOR THE MENTALLY RETARDED" BY KUHN BARNET, (7) "SHELTERED AND COOPERATIVE PROGRAM FOR THE MENTALLY RETARDED AS A GUIDE TO 'INDEPENDENT LIVING' BY AUTHUR BIERMAN, AND (8) "REHABILITATION PROBLEMS OF THE MENTALLY RETARDED" BY HERBERT RUSALEM. SEMINARS SUMMARIZED ARE ON FEDERAL LEGISLATION AND REALISTIC CURRICULUM PLANNING, NEWER CONCEPTS IN MENTAL RETARDATION, AND REHABILITATION. THE APPENDIX LISTS 54 PARTICIPANTS. THE REFERENCE LISTS CITE 43 ITEMS. THIS DOCUMENT WAS PUBLISHED BY THE CATHOLIC UNIVERSITY OF AMERICAN PRESS, WASHINGTON, D.C. 20017. (DF)

SELECTED MATERIALS GENERATED BY THE FOUR 1967 SUMMER LEADERSHIP DEVELOPMENT INSTITUTES IN TECHNICAL EDUCATION ARE PRESENTED. THE MATERIALS WERE COMPILED TO FULFILL A NEED FOR ADDITIONAL INSTRUCTIONAL MATERIALSTO BE USED IN CONDUCTING FUTURE STATE AND LOCALLY SPONSORED TRAINING ACTIVITIES AND INSTITUTES. COMMISSIONED PAPERS ARE--"A DESIGN FOR THE DYNAMIC LEADERSHIP IN VOCATIONAL EDUCATION IN THE DECADE AHEAD" BY RICHARD S. NELSON, "INTERMEDIATE AND LONG-RANGE PROGRAM PLANNING IN VOCATIONAL-TECHNICAL EDUCATION" BY JOSEPH T. NERDEN, AND "TECHNICIAN NEED SURVEYS" BY HERBERT RIGHTHAND. ALSO INCLUDED ARE--(1) 21 REPRESENTATIVE PAPERS ON INSTRUCTIONAL TOPICS DISCUSSED AT THE INSTITUTES CONDUCTED BY THE UNIVERSITY OF CALIFONRNIA AT LOS ANGELES, THE UNIVERSITY OF CONNECTICUT, UTAH STATE UNIVERSITY, AND MISSISSIPPI STATE UNIVERSITY, (2) A PRESENTATION ON THE ERIC SYSTEM DESIGNED AS A BASIC SCRIPT TO BE USED WITH TRANSPARENCIES WHICH CAN BE DUPLICATED FROM ACCOMPANYING ILLUSTRATIONS, AND (3) A SERIES OF VOCATIONAL AND TECHNICAL EDUCATION FACILITIES LAYOUTS PROVIDED BY THE U.S. OFFICE OF EDUCATION, BUREAU OF ADULT AND VOCATIONAL EDUCATION, AND DIVISION OF VOCATIONAL AND TECHNICAL EDUCATION, TO SHOW THE DIVERSITY OF FACILITY DESIGNS BEING IMPLEMENTED THROUGHOUT THE NATION. (HC)

Dr. Postman challenges the common assumptions that the literacy process is politically neutral and is the only, or even the best, avenue to jobs and aesthetic riches. He sees a predominantly literacy-based curriculum as obsolete and reactionary in the context of recent advances in electronic communications technology,and recommends broadening the base of school curricula to include "multimedia literacy."

E. W. West (born 1824, died 1905) received the Gold Medal of the Royal Asiatic Society in 1900. In his answer to a letter of congratulations sent to him by a fellow worker in the field of Iranian studies, L. C. Casartelli, later Bishop of Salford, he describes how he became attracted to the study of Zoroastrianism and this curriculum vitae was published in part in a French translation in Casartelli's obituary notice of West (Le Musèon, 1905). West's translations of the main works of later Zoroastrianism make difficult reading for those unacquainted with the language of the original texts, but never fail to elicit admiration on the part of modern scholars who cannot but acknowledge that West, for all his selftraining, possessed an unparalleled grasp of Pahlavi long before the reading of the script acquired some measure of certainty through the discovery of the Manichsean texts from Turfan. Still more valuable than his translations were his numerous notes on Pahlavi MSS., scattered throughout his introductions to his Pahlavi Texts and rather summarily collected in his article in the Grundriss.

Discussions relating to the identification of courses and the development of curricula for the informationscience field cannot yield meaningful results unless the conceptual framework of the field is first delimited and its basic segments defined. Starting with the current ASIS definition of information science, an analysis is made of the rationale of current thinking relevant to the conceptual boundaries and intellectual content of the field. Information science is analyzed to be comprised of the segments of: (1) Conceptualization, (2) Storage/Transmission, and (3) Utilization. Two of the segments are shown to be based on subjective notions, which can be investigated, for the most part, through the employment of statistical and normative survey methodology. One of the segments is shown to be susceptible of the application of more rigorous research methodology capable of yielding empirical proof. Since all three segments form integral parts of the field, they need to be fully represented in the information science curriculum. The technologist as well as the humanist can make significant contributions to the growth and development of the informationscience field.

regular faculty of the Gymnasium; a special German teacher has been retained for the teaching of the more advanced English courses that are needed to meet the requirements of the American curriculum. Other courses in which students of the program are enrolled include History, Chemistry, Civics, Biology, Art, Geography, and Physics, as regularly offered by the Gymnasium. One or two students are studying additional languages such as Italian and French and all students participate in the regular sports program of the school.

An indicative discussion of methods of curriculum study having as their objective the development of (1) design guidelines, and (2) evaluation measures for academic programs is given.

This collection of reports and papers critically examines the state of education in international and comparative communication studies in American universities. The papers grew from a symposium on the study of international communication held in 1969. The interaction and play of mass communication in international affairs, a relatively new phenomenon, was the prime concern of the symposium. The symposium traced the development and growth of international studies from data gathered by three different surveys at intervals over a 15-year period. It attempted to assess theory, philosophy, method, course organization, curriculum content, sources, and data collection. It analyzed the problem of integrating international orientations into the professional curriculum. Comparative studies were seen as an interdisciplinary field. The symposium looked at what was right and wrong in present practice, and it suggested changes and research problems for the future. (JK)

ing bodies "permit," "accept" or even "en courage" innovation in curriculum content and arrangements, these differences may be come greater and the search for "prin ciples" at the same time more difficult and more necessary. A closely related factor, which would seem to have more than a little significance for the future of faculty advising, is the modern student who is less willing to seek in himself reasons for his difficulty and more inclined to look to the limitations of

A general one-term course in navigation should be a part of the regular offerings in every liberal arts college. In a typical thireen-week course (with three weekly lectures of one hour each), the first six weeks can be devoted effectively to an introduction to marine navigation (aids to navigation, the compass, piloting, dead reckoning, tides and currents), the next four weeks to celestial navigation (celestial sphere, noon sight, line of position methods), and the final three weeks to aerial navigation (pilotage, dead reckoning, wind problems, and computers).

In an era where many curricula are being examined for their relevance, it seems appropriate to explore the fundamental purpose of the graduate programs in management science. A letter was sent to a sample of educators asking for their statement that would be published in Management Science.

Dean Cordier's title for his luncheon address to the International Studies Association on September 8, 1966 suggested the title for the following remarks. I liked the tone and ring of his title although I do not know quite what "professionals" means in our field and his speech did not help very much to define it. But it sounds impressive and persuasive. It suggests a well organized curriculum of study in academic programs properly accredited, the way other professional degree programs are accredited; with probably a working internship of substantial duration; and sooner or later rigid examinations before some state or national board that subsequently issues (for the successful candidates) the authorization that permits one to ply his profession legally. That picture of professionalization is quite appealing but also quite different from current practices in the preparation of personnel for the international affairs field. Dean Cordier did not even hint at

This volume reviews recent developments in integrated science instruction, concentrating mainly on works at the elementary and junior secondary levels. Examples of how various educators have attempted to define integrated science are presented in part one. This section also provides general background on the trend toward integration. The rationale underlying programs in progress, together with some examples of these programs, is considered in part two. As a supplement to this section the appendix lists many of the projects which may be reviewed for further information. Part three describes the psychological and social factors which should be considered in planning curriculum changes. The introductory discussion is in both French and English, as is the first paper in part one which explains the context in which this publication was planned and explains how the United Nations Educational, Scientific and Cultural Organization can help countries develop integrated science teaching. Approximately half of the remaining articles in part one are in French and the rest are in English, with papers in parts two and three in English only. (PR)

The major papers presented at the 1971 conference of the South Australian Science Teachers Association are included in this pamphlet. Scientists from industry, research institutions, and the police forensic laboratory, and practicing teachers presented papers which included descriptions of modern scientific techniques, discussions of the role of science education in meeting some societal problems, and a series of teaching techniques. The titles of the major papers are: "Education for Our Students in the 80's,""The Australian Science Education Project,""The Work of the Practising Scientist,""Forensic Science," and "Science and Culture." The descriptions of classroom techniques include projection techniques, teaching the topic "machines," demonstrations in fluid dynamics, and a series of demonstrations for chemical reactions illustrating the formation of new substances, energy changes, reversibility, reaction rates, stoichiometry, and catalysis; most of the demonstrations are suitable for use at the junior high school level. (AL)

Papers presented at a conference organized by the Indian University Association for Continuing Education of India and the University of Madras are reproduced in these proceedings, as are case studies relating continuing education efforts in seven countries and Hong Kong and Singapore. The papers are as follows: "The Necessity and Strategy for Continuing Education in Asian Countries" by Raj Krishna, "Continuing Education and the University in a Developing Country" by J. E. Jayasuriya, "A Note on Continuing Education" by K. N. Raj, "The Role of University in Continuing Education" by V. V. John, "Programmes of Continuing Education in Universities" by B. H. Crew and S. C. Dutta, "Problems of Organisation, Finance and Structure in Universities" by Amrik Singh, "The Financing of University Adult Education in a Developing Country" by John Lowe, "Broadcasting in Continuing Education" by Laksiri Jayasuriya, "Continuing Education: A Challenge to the University" by A. J. A. Nelson. The countries reporting in the case studies are Australia, India, New Zealand, Phillippines, Papua and New Guinea, and Thailand. (DB)

This book reports the proceedings of a colloquium of European mathematics educators organized by UNESCO in 1968. Papers and discussion center on four main considerations: (1) Mathematics in contemporary society, including recent advances in mathematics, penetration of mathematics into other domains, the influence of computers, and the objectives of mathematics teaching; (2) Curriculum and instruction, including new teaching methods and new courses of study, the role of the teacher, use of materials, and extra-curricular activities; (3) Teacher education, including desired qualifications, methodological training, coordination with other sciences, in-service education, and the growth of professionalism; and (4) International cooperation, with suggestions for exchange of teachers and education information and materials. Forty papers are presented, most of them dealing with secondary school mathematics teaching. The speakers include H. Freudenthal, A. Krygowska, G. Papy, W. Servais, and H. Steiner. Each paper is printed in English, French or Russian, with abstracts in the other two languages. (MM)