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The first part of this paper briefly describes two studies concerned with cognitive processes in children. One study examined the ability of Kindergarten and First Grade children to apply a simple rule of logical inference in order to solve a two-object discrimination problem. Specifically, the rule was of the form "if A, then not B." A second study employed the more difficult conditional discrimination problem and provided evidence concerning the ability of pupils in Grades 6, 10, and 14 to apply the more complex rule "if A and B, then A; if B and C, then B; if C and A, then C." The second part of this paper describes preliminary efforts to develop a general model for describing cognitive processes. The proposed model was compared to other similar theoretical models. Finally, the practical usefulness of this theoretical model for educational research was demonstrated by describing a successful elementary school mathematics project which stressed the analysis of mathematical statements into statements of underlying cognitive operations of processes. (Author)

This book is concerned with language as it is used by the teacher, as it affects the learner, and as it can function to integrate the curriculum. Douglas Barnes, in "Language in the Secondary Classroom," discusses the student-teacher language interaction in 12 sample lessons, and analyzes the importance upon student learning of the languages used by the classroom teacher. Specific topics examined are the kinds of questions put forth by the teacher, the participation asked of the pupils, the language used in instruction, the language used in social control, and the relationship of language to other activities and media. In "Talking to Learn," James Britton analyzes several taped talking sessions of secondary school pupils to demonstrate how learning takes place during the act of conversation. Harold Rosen introduces "A Language Policy Across the Curriculum" guidelines suggested by the London Association for the Teaching of English to help teachers of all subjects clarify their roles in encouraging children to become confident users of language in reading, writing, and talking. (JM)

A rationale for the social studies k-12 program in Baltimore County is presented in this report designed to help teachers review a philosophy of social studies education. Accompanying the rationale are a series of related position papers which elaborate important aspects of social studies education. Also included is a Board of Education Policy Statement on the handling of controversial issues. The first section, on rationale, identifies theoretical assumptions basic to the guidelines such as commitment to human dignity, conceptual knowledge, skill development and valuing. It reflects upon an interdisciplinary approach emphasizing concept development and generalization. Pupil oriented inductive methods are stressed. In the second section general and specific affective and cognitive objectives are presented which focus on instruction that is logical, stimulating, and relevant. Six additional papers present points of view on the following issues: concept development; values and valuing; teaching controversial issues; skill development; teaching strategies; and current affairs. (Author/SJM)

Exploring ideas related to identifying what differences in mathematics instruction, if any, should be necessary for bicultural (Mexican American) students, this paper examines the nature of culture and the nature of mathematics and hypothesizes that a culture will predispose a person to learn mathematics in a particular way. It is noted that the Chicano, if he desires to compete in a technologically oriented society, needs to be appropriately prepared in mathematics. Teaching strategies, field-dependent (focus on student needs) and field-independent (focus on subject content), are presented with a view to adapting them according to individual learner characteristics. Following the implications of research toward inclusion of both the dependent and independent strategies within mathematics instruction, it is recommended that time and effort be spent in the reorganization of content so as to provide a variety of curricular experiences for all students in order to become accountable to each student. A list of 13 resources is included. (MJB)

It is axiomatic that an evaluation demands a statement of goal, for without a goal there can be no judgment of progress or success. Goal statements spring from two major sources: experience or theory. One source has its foundation in the present. The other has its genesis in the envisioned future. The former is generally a comparison with the present. The latter is a comparison to a position on a theoretical continuum. In this paper, the two bases upon which goal statements are formulated are explored. The advantages, disadvantages, and implications in relation to findings of each type are discussed. (Author)

This paper investigates the nature of social change and the special needs of youth, and innovation in the teaching of social studies at the secondary level. Drawing on curriculum experiments begun in 1967, a new social studies program of non-graded instructional modules was inaugurated in 1969 concentrating in 3 areas: 1) United States Realities, 2) World Realities, 3) Governmental Realities. Format focuses upon change in two specific areas: relevancy and flexibility. First, characteristics of such a relevant social studies curriculum are that it: 1) considers crucial urgencies of our times; 2) is not an isolated look at events of the past; 3) is an educational strategy that asks the student to consider important questions, develop hypotheses, gather evidence, synthesize data, and draw conclusions. In addition maximum flexibility is necessary to: 1) maintain relevancy, 2) individualize learning, 3) employ effectively the individual educational team members, and 4) allocate space, content materials, and multi-media facilities efficiently. Under the Kennedy High School design the student is offered 31 six week modules for selected study with no required modules or sequence. Diagrams of the first year sequence and the 31 modules are included, as well as references used in preparing the paper. (Author/JSB)

This paper analyzes and evaluates the methodological approach developed by B. G. Glaser and A. L. Strauss in THE DISCOVERY OF GROUNDED THEORY (Chicago: Aldine, 1967). Smith and Pohland's major intent is to raise Glaser and Strauss' most significant concepts and issues, analyze them in the context of seven of their own studies, and in conclusion lead to a formal methodological strategy for their current project, a study of the utilization of Computer Assisted Instruction in Eastern Kentucky. Introductory sections describe the process of generating "grounded theory" (which unlike the preeminent logico-deductive process is "an initial, systematic discovery of the theory from the data of social research") and explain Smith and Pohland's greater emphasis on developing a thorough descriptive account or narrative in their conception and use of nonparticipant observer methodology. The major sections of the paper are (1) "Theoretical Sampling in the Development of Grounded Theory" which includes discussion of "theoretical saturation,""slices of data,""comparative analysis of groups,""theoretical sensitivity and insight"; and (2) "The Discovery-Verificational Continuum Reanalyzed" which defines the "constant comparative method of qualitative analysis," analyzes each step in light of five field work examples, and isolates major differences in approach. A concluding section discusses application of grounded theory. (JS)

The purpose of this paper is to alert elementary and secondary social studies teachers to certain new approaches to projects and materials in environmental education in the context of education in general. It is also a guide to the use of other available programs. Selective rather than complete, the paper offers a sampling of programs social studies teachers will find provocative. Categories covered include: 1) programs which encourage individual inquiry and allow the child to explore and question; 2) projects emphasizing interaction between man and his environment, and the cultural patterns controlling man's perception of his environment; 3) programs using the local environment or community as an integral part of the study program, offering the direct involvement needed for learning "through" the environment; and, 4) programs emphasizing "man in society" --the study of values, and related political, social, economic, legal and ethical ideas. (EJW)

In an effort to put new vigor into the learning situation, an experiential approach to the teaching of social sciences in higher education is offered in this paper. The paper describes how the experiential approach is being used in an academic sociology course at Stanford which is adaptable to a wide variety of social sciences courses. Differing from the traditional directive method, the experiential approach involves several interrelated factors. First, educational philosophy stresses student motivation, peer learning, equal emphasis upon both intellectual and affective content, and shared decision making. Second, there is a body of intellectual social science content. Third, a complex battery of instructional techniques including experience teams, field activities, simulation games, experiential exercises, readings, lectures, and other media are employed. Emerging out of past experience with this type of course, practical suggestions for running a course include introducing the approach slowly with a backup of practice and planning, forming a cadre of interested people, trying a weekend retreat, finding enough space and time, providing a flexible structure, clarifying goals, understanding the professor's role, and expecting students to go through various stages in their attitudes toward the course. (SJM)

Research has indicated that one significant deficiency in the intellectual capabilities of disadvantaged children is a disability in abstract thinking. Although all very young children lack this ability, the environment of the middle class child provides an opportunity so that as this child matures, the ability to think in abstract terms naturally develops. The environment of the disadvantaged child does not provide adequate opportunities for the development of this ability. In response to this need of disadvantaged children, a tutorial program was created with the goal of fostering abstract thinking. The program occupies only some 15 to 20 minutes of a nursery school day; but, as it is tutorial, it is effective because of the one-to-one teacher-pupil ratio. The teaching techniques to be used in this program include (1) techniques for the development of cognitively directed perception, (2) techniques to facilitate the child's use and understanding of language, and (3) techniques to focus the child on developing problem solving skills. The several specific techniques within each of the above three broad topical areas are also delineated in the text of the paper. (WD)

A SERIES OF PAPERS DEALING WITH THE TEACHING OF THINKING TO ADOLESCENTS IS CONTAINED IN THIS REPORT FROM THE JUNIOR HIGH SCHOOL ASSOCIATION OF ILLINOIS. TOPICS INCLUDE--(1) A REVIEW OF THE LITERATURE ON THINKING AND TEACHING, (2) THE DEVELOPMENT OF INDEPENDENT THINKING, (3) FACTORS RELATED TO THINKING READINESS, (4) TEACHING PUPILS HOW TO THINK, (5) RELATIONSHIPS BETWEEN EMOTIONS AND THINKING, (6) THE ROLE OF INQUIRY IN LEARNING, (7) INQUIRY TRAINING, (8) THE USE OF THE INDUCTIVE METHOD IN TEACHING, AND (9) THE INFLUENCE OF MODERN MATHEMATICS ON THE TEACHING OF THOUGHT PROCESSES. MOST OF THE PAPERS INCLUDE BIBLIOGRAPHIES. LISTS OF FUTURE PLANS AND EXISTING BARRIERS TO TEACHING ADOLESCENTS TO THINK BETTER, OBTAINED IN A SURVEY OF 167 JUNIOR HIGH SCHOOL PRINCIPALS, AND STATEMENTS OF TEACHERS RELATED TO THE TEACHING OF THOUGHT PROCESSES IN ENGLISH, GEOGRAPHY, SCIENCE, MATHEMATICS, AND ART ARE INCLUDED. (AG)

Although texts on debate and argumentation deal with accepted forms of evidence, reasoning, and logical methods of proof, they do not cover adequately the "undefined" forms of proof. Criteria of evidence found in forensic literature are not always followed strictly by judges, in courtroom or classroom. Many debate judges allow imprecise, vague, or inaccurate reasoning ("non-evidential" proof) the same credibility as more reliable evidence. A more pragmatic definition of evidence should be that it covers anything that influences the outcome of a debate or a trial, including such factors as a speaker's appearance, his manner of presentation, and his persuasive tactics other than use of facts, testimony, or documentation. The outcome can depend also on the attitudes of the judge or jury and their interpretation of the material presented. A knowledge of undefined forms of proof, or non-evidential evidence, will help debaters evaluate their powers of persuasion more realistically. (RN)

Differences between comprehension of inductively presented material and of deductively presented materials as reflected by scores on multiple-choice and cloze tests of comprehension were sought using specifically constructed materials. The Logical Patterns Test was designed with a series of multiple-choice tests in one section and a series of cloze tests in another. Each section has a deductive and inductive part. Subjects, 33 college freshmen and sophomores, were given the test in two sessions. Data for the four subtests were analyzed using t-tests and correlation procedures. Significant differences were noted for presentation methods in both test types, the deductive passages being consistently more difficult. Examination of correlations among subtest scores revealed that multiple-choice tests appear to discriminate between comprehension of both presentation methods to a greater extent than do cloze tests. Tables and references are included. (MS)

Eighty subjects 4, 6, 8, and 10 years of age inductively identified partially uncovered silhouettes of three simple pictures. Subjects removed as few as possible covering pieces, according to their own strategies, to correctly name the pictures. Performance generally improved with increased age on the two dependent measures, inductively inferring the identity of incomplete pictures and efficiently removing pieces on the silhouettes. A plateau in performance existed on the inductive inference measure between ages 6 and 8. Results indicate that young children reason inductively on nonwritten tasks judged appropriate for studying more complex forms of induction. (Author)

Described in this paper are the author's experiences with a technique for providing preservice social studies teachers with first hand experience with the discovery approach to teaching. This is defined as a structured learning activity in which the learner is encouraged to learn for himself that which is to be learned or discovered. The discovery learning process was both the technique of his lesson and the object for discovery. The 26 students in the methods course were presented with an unidentified fable and given the task of identifying as much about it as possible. The report includes a transcript of much of the class interaction and the author's interpretations. A final section discusses student reaction to the lesson and to their additional task of designing and teaching an original social studies discovery lesson in a local public school. Student attitudes toward discovery teaching were mostly negative after the author's lesson and did not change after their own teaching experience. The author notes, however, that many of those students who disapproved of discovery asked for the author's lesson for use in their own student teaching during the following semester. (Author/DJB)

Traditionally, studies investigating the relationship between mental abilities tests and performance on learning tasks have attempted to establish a direct relationship between these two domains by use of factor analytic techniques. It is suggested that an alternative approach can be formulated in terms of an information processing analysis of both the test and the task. Two experiments, undertaken to examine the use of intellectual process constructs in considering this relationship, are fully described. According to the proposed model, the first stage would be an information processing analysis of known tests of mental ability. The results of Experiment I indicate that commonly-used tests of mental abilities may be composed in part of several specifiable intellectual processes which may be similar across a diverse range of mental abilities. Experiment II revealed that instructing a group of subjects to use hypotheses relevant to attaining solutions in a series of concept problems contributed significantly to their mean performance. In addition, hypothesis generation, evaluation, and memory are proposed as three intellectual processes important in concept learning problems. (Author/PR)

This study compared two groups of high school biology students with respect to laboratory achievement, learning climate, and laboratory behavior on the part of both students and teachers. A cell physiology and nutrition unit containing ten exercises was utilized by five randomly assigned teachers (86 students) in an open-inductive method and by four randomly assigned teachers (90 students) in the conventional method. All teachers were experienced, given a special training session, and volunteered to participate. The adjusted trend analysis revealed some evidence that, after several experiments using the inductive method, the hypothesized curvilinear trend in achievement scores of the open-inductive group was equally as good or better than for the scores of the control group. The laboratory behavior of the two groups was significantly different on five of six comparisons as identified by an interaction analysis system developed by the author. Learning climate, indicated by using an instrument designed to measure the socio-emotional properties of the learning environment, was significantly different between the two groups. (Author/PR)

The subject of this paper is a black twelfth grade experimental class in the Problems of American Democracy conducted in the fall of the 1969 school year. They were concerned with studying the local black community in its past and present forms from a cross-cultural anthropological point of view. A conceptual scheme of natural history involved the student as an active participant in the learning process. Another pedagogical assumption was that all knowledge is tentative with the subject matter treated as data and as people's perceptions of the world. The students performed as anthropological field workers with the central foci of the learning activities on collection (observing, interviewing, and recording), organization, classification, and the analysis of data on: family, housing and household activities, male and female roles, food traditions, religion, folk traditions, and the economic systems of farming, money, and goods. Data was presented about other cultures to encourage students to analyze differences in values, behavior patterns, and social groupings. Important subsidiary class activities were: 1) discussion of books read, and student report presentations; 2) lecture; and, 3) class discussions on current topics such as drugs, contraception, black pride, and the anti-war movement. The processes and perspectives can be adapted to any grade level and are applicable in a wide variety of subject fields. (SBE)

Little empirical research has been done on the subject of argumentation, especially in the area of refutation, or "disproof," even though some research on debate indicates that refutation constitutes a significant predictor of a team's success. A recent study investigated the effects of eight forms of refutation against five major categories of argument: example, residues, dilemma, analogy, and cause. The refutation techniques included those five argumentative types plus attacks on evidence, attacks on reasoning, and "turning the tables." Results of a survey to determine attitude change on statements relating to a controversial issue (government guarantee of a minimum annual income) indicated that: (1) argument by example is especially persuasive; (2) attack on reasoning, in keeping with traditional theory, is also especially persuasive; and (3) attack on evidence is curiously unpersuasive. There appears to be an inverse relationship between the effectiveness of the type of initial argument and its effectiveness as refutation. In addition, arguments drawn from inductive reasoning appear to be most effectively refuted by arguments in the same category. (RN)

Third grade pupils from a suburban school district were subjects of a study which examined the effects of two social studies teaching strategies, demonstration deductive and directed discovery inductive, and two intelligence levels as they affected mastery, immediate retention, immediate transfer, delayed retention, and delayed transfer. Three elementary teachers conducted the teaching and testing of a series of instructional lessons and mastery tests. It had been hypothesized that the demonstration strategy would be more efficient and aid subjects to mastery in fewer trials. It was found that the directed discovery group took fewer trails but the difference was not significant. It was also found that intelligence and the interaction between intelligence and strategy were nonsignificant factors related to trials to mastery. Recommendations based on the results are offered and it is concluded that if, as the study suggests, the demonstration approach is as effective as the directed discovery approach, then the use of the demonstration mode as a well organized strategy deserves greater attention in teaching. (Author/KSM)

The research described in this paper is concerned with conceptual learning in disadvantaged children. The various studies discussed were concerned with the current learning capacity of the subjects. The tasks presented consisted of inductive concept problems. Subjects were provided with various experiences and the effects of these procedures on concept learning were observed. Lower and middle class children were compared under a variety of experimental conditions. Results indicate that compared to middle class children, lower class children are deficient in both discrimination learning and concept identification. Results also indicate that lower class children are responsive to a variety of procedures. Apparently, certain conceptual deficits of lower class children can be eliminated through the provision of training in discrimination learning. Thus the deficit is not a basic deficit in the capacity to learn or abstract. With preliminary training, the child can solve these problems with the same degree of efficiency as characterized the original performance of his middle class counterpart. (KJ)

Models were developed to identify important variables and their causal relationships to strategies of laboratory instruction in secondary school science. Data from student checklists, questionnaires, tests, and direct observations of laboratory activities were factor analyzed. Two teaching strategies identified by factor analysis were Inductive-Indirect Teaching and Lecture Method. Eighteen other factors were included in path analyses used to postulate and test the fit of models for the causal effect of the other factors on the two teaching strategies. Factors identified as causally related to teaching strategies were Instructional Load, Educational Level (of students), Teacher Morale, Academic Preparation of Teacher, School Size, Student Attitude, Budget, and Age of Curriculum. Educational level of students had a negative effect on both strategies, suggesting that teachers in the upper grades provide students with more written materials so that the amount of teacher talk is not necessarily a valid indicator of the degree to which a teacher uses an inductive-indirect strategy. Teacher Morale had a positive effect on inductive-indirect strategy and a negative effect on Lecture Method. (EB)

This paper describes one pioneer effort to develop materials for teachers who operate on the premise that the student can learn from his environment. Three environments are considered: 1) the inner environment of the child; 2) the immediate environment in which he finds himself; and, 3) the global environment which is of so much concern to mankind. Instead of asking a student to respond to a textbook abstraction of his environment, the student is allowed to choose the investigations which in turn will serve to structure the course content. Further, the student's self-image is enhanced by allowing the emotional self to be as apparent as the logical and rational self. It is hoped that the materials "Investigating the Earth" reflect the notion that in true self-directed inquiry situations students have access to the entire process of research. Finally, an early pilot effort with inner-city ninth graders is documented. The students were asked to "go out and photograph evidence of change"; they then had to decide on the operational definition of change, what the evidence for that change was, and photograph that evidence. (SBE)

This thesis attempts to analyze one particular aspect of the development activities of some fifty social studies projects, namely, the role of political science and its materials within the projects. The paper is divided into four chapters. The first seeks to give a brief analysis of the curriculum development projects in recent years in terms of: 1) the analysis of the structure of each social science discipline; 2) the characteristics and improvement goals of the projects based on studies by Bruner and others; 3) concepts, generalizations, and an inductive approach which are common to all projects; and, 4) the methods for achieving the goals of social education, i.e. effective citizenship --political socialization through effective content selection and organization, value education, cognitive and affective skill development, both behavioral and traditional approaches to content and materials, an interdisciplinary view, and an active school role in the socialization process. The second attempts to define the role of political science within this movement. The third analyzes content material and methods employed by the projects using political science. The final chapter offers some possible implications for college and university political science curriculum. (Author/SBE)

This study defined a type of information-processing task analysis and an index relating different instructional sequences to this analysis. One hundred sixty-four college students were taught, with computer-assisted instruction, an imaginary science by various instructional sequences or by selecting their own sequence. A program-controlled instructional sequence conforming to the sequence defined by the task analysis was most effective. Learner-controlled sequences yielded poor performance. The contributions of the cognitive abilities of induction, associative memory, and general reasoning to performance under learner and program-controlled sequence and the ability by sequence interactions were shown. (Author)

In this collection of papers, the authors develop a set of premises regarding the need for elementary teachers to be trained in the discipline of literature. Sections discuss (1) the importance of literature in providing children with mythic touchstones by which to conceptualize and order experience, (2) the need to train elementary teachers to discover the meaning of literature for themselves, (3) a non-structural approach to teaching children's literature, which is experience-centered rather than rule-oriented, (4) the seminal contribution to Western literature of fairy tales, exemplified by the images in "Sleeping Beauty," (5) the choice of poems for children and the best methods for teaching poetry in the elementary classroom, (6) a structural approach to children's literature--its sequence, sources, and how to teach it, and (7) a dialogue between Groff and Anderson on the need to provide a solid base for children's later appreciation of and trust in poetry. Appendices include a comparison of the original German with various English translations of a key passage in "Sleeping Beauty" and a list of paperback books for use in college courses on children's literature. (JB)

Much of the responsibility for poor teaching of history at the secondary level lies with those who teach college history rather than those who teach teachers. One approach to new methods of history instruction is the development and use of inquiry models. Crucial to this approach is the involvement of students and teacher in model building--an element frequently lacking in "packaged inquiry" materials, which often stifle the opportunity for self-generated questions and pre-define the scope of investigation. The most difficult task of model building is getting students to understand the process and ask the kinds of questions which will enable them to gather the data needed to accomplish the goals--in the example used here--determining the causes of the American Revolution. Once this is accomplished, it is time to begin actual model building, which consists of 3 steps: 1) determine area of investigation, 2) establish requirements for solving problem, and 3) gather data. The model has several uses--for investigation, as shown here, for evaluating historical interpretations, and hypothesis testing. Finally, to determine whether students can build inquiry models, one can use individual models, or devise an exam which tests this ability. ("Steps in Model Building" and "Inquiry Model for the Causes of the American Revolution" are appended.) (JLB)

A structural approach to world history, embodied in a ninth grade required course, is outlined in this course description. The fundamental concept of the course is that history is a process of development, and this process is analyzed in terms of a study of the basic factors in historical development. The most useful of these factors are mentioned: unification, specialization (division of labor), interdependence, regulation or government, communication, transportation, and the development of values. These subjects are traced individually from prehistorical times to the present, with emphasis on inductive methods and student discovery of valid generalizations and interpretations. The objectives and values of such an approach are described as: 1) provides students with broader and deeper historical perspective; 2) gives students a framework for interpreting information in other courses and in current history; 3) increases retention of information by adding meaning and relatedness; and 4) helps them participate more intelligently in their own period of history. Excerpts from student evaluations of the course are included. (JLB)

An inductive reading methods course was offered to 30 junior elementary education students at the University of Minnesota in 1966. Course objectives and procedures were planned with cooperating public school personnel. As preparation for tutoring, the university students were instructed in methods of informal reading diagnosis and in the compilation of necessary materials. Under the supervision of the course instructor, the student teachers conducted individual tutoring sessions with 30 remedial reading students. Critical discussions of instructional problems followed. Under the cooperative supervision of the elementary principal, the cooperating teacher, and the course instructor, the university students conducted group reading instruction. It was concluded that clearer communication should be established between methods course instructors and cooperating school personnel. College students should be provided a more extensive and diversified program for reading methods. Student teachers should have some monetary provision for purchasing necessary teaching materials, and transportation to and from teaching centers should be furnished. (BS)

New curricular materials were used to ascertain whether inductive or deductive teaching methods would yield significant differences in learning economic concepts. A total of 484 disadvantaged fourth-grade students were assigned on a random stratified basis to classes in which the economics units were taught by one of the two methods. Data were gathered by pretesting and posttesting on the economics units and by measures of race, sex, socioeconomic status, intelligence, and ratings of teachers and their competency in the subject. Statistical analysis showed that the inductive method "was consistently more effective than the deductive method with all disadvantaged subjects in the study." (NH)

This paper reviewed (a) conceptualization, (b) research, and (c) theories of inductive reasoning and, in turn, proposed both a behaviorally-oriented definition and matching process model. The overall conclusion was that, in spite of the pervasiveness and importance of induction as a knowledge generation process, research and theoretical activities indicate diverse psychological conceptualizations. Psychologically oriented definitions of induction reflected original philosophical ambiguities concerning empirical validation of both the nature and evaluation of epistemological processes. Even with attempts to redefine, rename, and subjugate induction to deductive logic, the inferred processes of induction exist in the scientific method, and in problem solving definitions and their models. Giving closure and direction to various conceptualizations, the requirement of stimulus incompleteness was offered as a primary condition for defining induction. A review of research in related areas suggested that stimulus, organismic, and response variables all contribute to what may be considered rule-determining behavior. The proposed model, emphasizing encoding and hypothesizing behaviors, was supported by experimental research findings. An overall implication was that additional, specific research is required prior to constructing a curriculum for reasoning inductively. (Author)

The textbook called "Exploring Television" was designed to be used in an inquiry/discovery course on the impact of television. This teacher's guide to the textbook establishes the instruction goals for the course, defines the inductive learning process, and describes the aims of the reformed English curriculum. The guidelines for each chapter in the text offer a framework of activities for the teacher to supplement and/or assign. A set of papers offers background information which would be useful to the teacher: a history of broadcasting, the Television Code of the National Association of Broadcasters, and a description of the forthcoming video cassette systems. The sources for recordings of old radio shows and television commercials are given. The textbook "Exploring Television" is EM009224. (JY)

The introduction to this report traces the history of the Northampton History Project from its inception in the summer of 1967 to its close in 1970. Beginning with half the students of one junior high school and one teacher, the course prepared by the project is now required of all Northampton 8th graders and is taught by four specially trained teachers. Previous annual reports describe the rationale of the project in greater detail: SO 000 034 and SO 000 154. This final report is primarily a teachers guide providing objectives, methods, activities, and historical resource materials for each unit: Historiography, The Founding Generation, Revolutionary Generation, Young America, Guilded Age, Between the Wars: 1920-1940, and American Dream. No textbook is recommended, as the strategy of the course is the doing of history. Student activities, instead of coverage, is thus emphasized. Among the activities, for which ability levels are indicated, are: playwriting and performing, printing magazines and newspapers, research papers, video-taping "You are There" type of shows, using microfilmed historical newspapers, film making, and playing a version of Monopoly called Northampton Monopoly. Ability levels are indicated for all suggested activities. (DJB)

The purpose of this paper is to present a dimensional simplification of the concept of "critical thinking" ("the correct assessing of statements") which will provide a basis for research. Three dimensions of critical thinking--logical, criterial, pragmatic--are distinguished, and 12 aspects of critical thinking are identified and elaborated by a discussion of the "dimensional makeup" of each and by lists of criteria to be used in making judgments. It is suggested that these aspects and criteria can be used in developing tests of critical thinking, but that, simultaneously, further experiments in the teaching of critical thinking should be carried out. (LH)

A paper presented at annual Conference on English Education (7th, Syracuse, N.Y., March 29, 1969). (RD)

Paper presented at a conference of Massachusetts state English coordinators, Fitchburg State Teacher's College, November 1967. (RD)

Paper presented at the International Seminar on Experimental Research in Music Education (University of Reading, Reading, England, July 9-16, 1968).

An activity sequence is described. Several aspects of a population problem are developed using isoperimetric graph paper and symmetry principles to derive general rules. (SD)

THIS VOLUME IS DIVIDED INTO FIVE MAJOR SECTIONS. IN THE FIRST SECTION, HAWKINS STATES THAT THERE ARE CERTAIN THINGS WHICH CAN ONLY BE LEARNED BY DISCOVERY. GLASER IMPLIES THAT WHEN AN OBJECT IS DESCRIBED IN BEHAVIORAL TERMS, THE BEHAVIOR IS TEACHABLE. IN THE SECOND SECTION, WITTROCK REVIEWS THE LITERATURE OF RESEARCH. CRONBACH PRESENTS A CRITICAL ANALYSIS OF RESEARCH ON LEARNING BY DISCOVERY AND ON EDUCATION. IN THE THIRD SECTION, BRUNER DESCRIBES THE ACTIVITIES OF CLASSES ENGAGED IN SOME UNIQUE APPROACHES TO THE SOCIAL SCIENCES. DAVIS DISCUSSES THE WAYS IN WHICH LEARNING BY DISCOVERY HAS INFLUENCED THE MADISON PROJECT. A HIERARCHICAL MODEL OF KINDS OF LEARNING IS USED BY GAGNE AS A TOOL FOR ANALYZING THE RELEVANCE OF DISCOVERY IN LEARNING. KAGAN ANALYZES PARAPSYCHOLOGICAL VARIABLES. IN THE FINAL SECTION, KENDLER AND MORRISETT REVIEW AND ANALYZE THE PRECEDING PAPERS. KEISLAR AND SHULMAN PRESENT A RETROSPECTIVE ANALYSIS OF THE CONFERENCE AND A PROSPECTUS FOR FUTURE RESEARCH. A COMMON BIBLIOGRAPHY IS APPENDED. THIS BOOK IS THE PROCEEDINGS OF A CONFERENCE ON LEARNING BY DISCOVERY (NEW YORK CITY, JANUARY 28-29, 1965). IT IS AVAILABLE AS 66/19455 FOR $5.00 FROM RAND MCNALLY AND CO., BOX 7600, CHICAGO, ILLINOIS 60680. (PR)

To help students understand the processes by which they should gather, organize, and write material for an assigned theme, this book presents a series of steps for students to follow as well as some specific guidelines for composition teachers. Theme assignments, procedural steps, sample themes, and questions for classroom discussion are provided in the seven chapters which give specific instructions--(1) "The First Step: Examining the Familiar"; (2) "From Subjectivity to Objectivity"; (3) "Two Ways of Looking at People"; (4) "The Audience Responds"; (5) "Examining Events"; (6) "Defining Words"; and (7) "Controlling Tone". Included in the appendices are some comments on composition experimentation with third graders, and an analysis of four junior high school themes. (JM)