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A study to determine the impact of adult basic education programs on the upward mobility of disadvantaged workers is presented. The paper industry was chosen for case analysis because of the nature of the upgrading problems, the vast adjustments required by the Civil Rights Act of 1964, and the fact that these ABE programs have been operational for several years. The programs studied were utilized by companies in an attempt to increase the potential for promotion of Negroes who were originally employed for unskilled jobs and consigned to permanent occupation of those jobs. The objective was to improve the educational qualifications of such employees so that they could handle jobs on progression lines or in maintenance. Results were: (1) The ABE programs promised more than they could deliver; and (2) The relation of training to promotion was neither brought out carefully beforehand nor demonstrated after the programs were in effect. The following points were also brought out: (1) Relatively few Negro disadvantaged workers completed the courses; (2) Those who completed the courses showed little improvement in arithmetic and virtually none in reading; (3) There was no relationship between the taking of courses, improvement in test scores, and job advancement; (4) The packaged courses disregarded the cultural characteristics of the trainees; (5) Programmed teaching methods were largely unsuccessful; and (6) The particular conditions and incentives were not such as to produce successful literacy training. (Author/CK)

Eight papers focus upon specific subject programs for educable and trainable mentally retarded (EMR and TMR) students. Three of the papers, concerning driver education and traffic safety education for EMR students, cover driver education guidelines and materials developed in a Michigan state institute involving teachers of EMR and teachers of driver education, Alabama's statewide project for EMR driver and traffic safety education, and a pilot project involving EMR students in a two-part Non-Traditional Driver Education Program emphasizing safety training. Other papers describe in detail the EMR home economics program at Oak Ridge (Tennessee) High School, discuss instructional objectives for work-study programs for EMR elementary through high school students, briefly describe the Northwestern Illinois Athletic Association for Trainable Mentally Handicapped Youth, present a Piagetian approach to arithmetic for the retarded, and examine the team work experience (supervised work in teams in community settings) in work oriented special education programs for retarded persons not able to benefit from the type of vocational training available within the structure of present work study programs on the secondary level. (KW)

The papers contained in this volume are the result of nine seminars conducted during 1972 and the first half of 1973. One concern that dominates many papers is the preparation of individuals for the teaching role. O'Neill reports the evaluation results of a preservice program that maximizes the use of field experiences; Duffey discusses the results of his study designed to evaluate undergraduates in social studies methods courses; Ashlock presents a rationale for the need of certification for elementary school mathematics specialists; after analyzing texts used in reading methods courses, Moretz and Davey assert the need for more consistent use of reading terminology; Amershek urges professional competence as the criterion for the selection of staff members for preschool programs. Another concern reflected in many of the papers is the nature of school programs for learners. Maley describes the impact of a reading emphasis industrial arts program; Gantt advocates a focus on the child's educational environment; Shields discusses reading in the kindergarten; and Hall and Ribovich build a rationale for teaching reading as a form of communication. Following each paper is a brief summary of participant reactions. (WR)

This booklet is a collection of the papers presented at a joint session of the Mathematical Association of America and the National Council of Teachers of Mathematics during the fiftieth annual meeting of the MAA. These papers were presented under the headings of "Geometry and School Mathematics,""High School Geometry," and "School Geometry and the Future." Eight papers are presented in their entirety. An abstract of a ninth paper, "Geometry: The Cambridge Conference View" by Edwin E. Moise is also included. Authors of the individual papers do not act as spokesmen for the MAA or NCTM but express personal viewpoints. (FL)

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)

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)

The "Television Polytechnic" program of 1966 - 1970 was a joint effort of the Polish Ministry of Higher Education and Polish Television to provide televised education for working students. The subjects taught were those normally included in the first two years of the higher technical schools--math, physics, geometry, chemistry, mechanics of materials, and electrotechnics. Each semester lectures were given by professors from the higher technical schools, and students were provided with texts and access to consultation centers. Assessment indicated that television lectures were helpful to regular students as a complement to their classroom experiences and were a useful means of providing basic instruction to those not enrolled in a higher school. Preparatory and first year television courses will remain as permanent elements in the Polish educational system and the recent implementation of a second channel will lead to an expansion of programs, including many aimed at post-graduate audiences. (PB)

A study of a cemetery can reveal much about the lives of people of the past and can be used as a supplement to classroom experiences. Possible objectives of a field trip to a cemetery might be: (1) to develop an appreciation and awareness of the cemetery as a supplement to the present curricula of art, language arts, history, mathematics, and others; (2) to develop a respect and appreciation for this particular resource that will result in proper care of, and behavior at, the cemetery; (3) to develop an understanding of men of past generations, their relationship to their environment, and their effects upon our present environment; (4) to motivate students to do further study on their own, apart from that done in school; and (5) to have students become aware of their own feelings while in this type of environment. In this study guide, samples of concepts, topics, and questions have been organized into subject matter categories: (JH)

The Money/Counting Kit for Handicapped Children and Youth, frees the teacher from lessons in money and counting concepts and enables a student to learn at his own rate with immediate feedback from activity cards, name cards, thermoformed coin cards (optional), and self-instructional booklets. The activity cards, which may be used individually or in groups, explain games and counting principles. Name cards contain coin names whereas 24 coin cards carry detailed raised impressions of coins. The four self-instructional booklets (each with 24 pages) offer exercises in simple matching, addition and subtraction, matching coin and price, and making change; and may be used in conjunction with real coins, "play" money, or the thermoformed coin cards. (MC)

The objectives of the Los Angeles Model Mathematics Project (LAMMP) are stated by the administration as improvement of mathematical skills and understanding of mathematical concepts; improvement of the pupils' self-image; identification of specific assets and limitations relating to the learning process; development and use of special instructional materials and programs and assessment of their values; selection and use of appropriate commercially developed equipment, instructional materials, and programs and assessment of their values. This report is a preliminary evaluation of the plan and a summary and interpretation of evaluation data. It is hoped that the formative evaluation approach recommended, is adopted. This type of evaluation will be important to provide teachers with enough time to work with the evaluation team and on their own in the preparation of testing materials. This additional demand on time could bring large benefits in the better monitoring of pupil progress and the adequate assessment of newly created instructional materials. (ON)