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GENERAL GUIDELINES FOR THE TRAINING AND THE CERTIFICATION OF ELEMENTARY GUIDANCE WORKERS ARE DEVELOPED AFTER A DISCUSSION OF THE PHILOSOPHY AND GOALS OF ELEMENTARY COUNSELING. THE DEVELOPMENTAL APPROACH, WHICH REQUIRES EMPHASIS ON THE AFFECTIVE, COGNITIVE, SOCIAL, AND PHYSIOLOGICAL DOMAINS, IS STRESSED. THE INTERRELATIONSHIP OF THESE DOMAINS, THE SCOPE OF EACH, THEIR PROBLEMS, THEIR IMPACT UPON THE DEGREE OF LEARNING THAT TAKES PLACE IN THE ELEMENTARY SCHOOL SETTING, AND A SURVEY OF THE LITERATURE ABOUT THEM ARE PRESENTED. THE PROFESSIONAL RESPONSIBILITIES AND PROFESSIONAL COMPETENCIES OF THE ELEMENTARY COUNSELOR ARE DISCUSSED BEFORE A GENERAL PROGRAM AND CURRICULUM ARE OUTLINED. (PS)

Background papers, developed by members of the Task Force to Study Programs Leading to Certification for Teachers in the Area of Social Studies, Illustrate the approach taken toward development of a new regulation for certification of social studies teachers in the state of Minnesota. These papers were prepared primarily as a means of identifying broad areas of teacher competencies to be included in the new certification regulation and in the guidelines to accompany that regulation. The competency model which is developed by the Task Force focuses on student outputs rather than teacher inputs to the learning process. In this document identification is made of desired goals in the cognitive domain for social studies education. Representative teacher competencies and behaviors useful for helping pupils progress toward these goals are listed. Related documents are SO 006 086-89. (SHM)

A new certification regulation for social studies teachers in the state of Minnesota has been developed by a Task Force to Study Programs Leading to Certification of Teachers in the Areas of Social Studies. This Position Paper includes the rationale for a competency-based certification program and an analysis of the regulation, including guidelines related to the specific areas of competencies to be developed. Limitations of the former approval program for certification program are noted. It is concluded that the new regulation will ensure greater accountability on the part of public schools, individual teachers, and teacher-preparing institutions. Four appendices to this paper include: 1) A collection of selected pages from background papers prepared by the Task Force on competencies in the cognitive and affective area, and the area of community and professional relations; 2) A list of recommended competencies for social studies teachers; 3) A sample program for evaluating progress toward one general competency -- the ability to bring about a significant increase in pupil's use of higher levels of thought; and 4) illustrations of some of the Task Force's assumptions about society, man, knowledge, and learning principles. For related background papers see documents SO 006 087-89. (SHM)

In this paper identification is made by a Task Force working to develop a new regulation for certification of social studies teachers in the state of Minnesota of desired outcomes for social studies education. Focus in Part One is on community-specific goals for students in the cognitive and affective domains and in skill development. The paper lists those teacher behaviors and competencies in the classroom or in other teaching situations which would facilitate pupil learning of each outcome. Part Two of the paper summarizes teacher competencies indirectly related to goals for students. Teacher behaviors in relationship with the community, professional relationships with school staff, and professional activities to improve competence as a teacher are listed. Competencies which contribute to ability to demonstrate these behaviors are described. Related documents are SO 006 086-89. (SHM)

The document discussed the political realities facing American Indian communities as these communities move toward Indian control of quality education. The experiences with the Pine Point school suggested the 2 major functions of an experimental community school were: (1) to show methods for improving education; and (2) to demonstrate how to put together the resources to establish and nourish a program. The first function demanded educational resourcefulness and the second demanded political resourcefulness. The political dimension is usually unrecognized and underestimated, causing Indian communities to be badly served by schools almost all the time and making them politically dispossessed and relatively powerless. The document covered: (1) the history of the Pine Point Experimental Community School and problems encountered; (2) the legal argument for tribal recognition as political entity; and (3) re-emphasis on the political dimensions involved in alternative programs for Indian students with considerations for organizers of such demonstration programs. (FF)

As background for the development of a new regulation for certification of social studies teachers in the state of Minnesota, a Task Force identified desired social studies outcomes in the affective domain. These goals for student attitudinal change are listed. The paper includes detailed suggestions for specific teacher behaviors indicative of the desired outcomes and for representative teacher competencies needed by teachers to be able to make progress in achieving pupil goals. Related documents are SO 006 086-89. (SHM)

In this paper, the author presents a brief history of the funding for, provides demographic information on, and describes the basic goals and characteristics of the Edgewood Junior High School Model Schools Project sponsored by the NASSP. The author explains how the roles of the principal, the teacher, and the student have changed as a result of the new program. The special role of teacher counselors, who specialize in getting to know students as human beings, is also discussed. Graphic descriptions of the Language Arts and mathematics curriculums show the goal setting process for each student, the curriculum levels, the continuous evaluation system, the continuous progress curriculum, a listing of learning packages, and the reporting of information to parents concerning student progress. The paper concludes with an assessment of the program to date as measured by the SRA achievement test and by staff, student, and parent evaluations. (DN)

The University of Minnesota Research, Development, and Demonstration Center in Education of Handicapped Children focuses on intervention strategies and materials to develop and improve communication skills of handicapped children from birth to 9 years of age. Center objectives include identification from longitudinal data of school children with inadequate communication skills. The Center's research is conducted under Program I, concerned with development and evaluation of early communication systems for handicapped children, and under Program II, concerned with improvement of handicapped children's performance through training in language skills (kindergarten and early elementary grades). Program I projects center on communication skill in Down's Syndrome children, evaluation of preschool programs to develop communication skills in deaf children, morphological development of deaf children with deaf parents, receptive language development of deaf children using rebus and sign language, identification of children with potential communication handicaps, and verbal/nonverbal help-seeking behavior in mentally retarded (MR) children. Program II projects encompass verbal elaboration and word recognition comprehension skills of young MR children, and vocabulary development improvement in reading through self instruction and efficient information processing. The Center functions as a university component guided by a director, research and policy committees who oversee facilities, the special education instructional improvement laboratory, and personnel including staff members and junior scientists. The Center has sponsored 176 dissemination and service reports and papers, as well as Ph.D. dissertations, Masters theses, and bachelor summa papers. (MC)

ONE-DAY WORKSHOPS WERE SET UP IN NINE DIFFERENT REGIONAL CENTERS IN MINNESOTA TO DEAL WITH THE PROBLEM OF TEACHING READING SKILLS IN A FOREIGN LANGUAGE. EACH CENTER WAS ASSIGNED SPECIFIC AND RELATED TOPICS TO WORK ON, FOREIGN LANGUAGE SPECIALISTS TO SERVE AS GROUP INSTRUCTORS, AND GUEST SPEAKERS. THE FIRST FOUR WORKSHOPS WERE CONCERNED WITH PRE-READING INSTRUCTION AND DEVELOPING READING SKILLS IN INTRODUCTORY, INTERMEDIATE, AND ADVANCED COURSES, WITH SPEECHES DELIVERED BY DALE LANGE, DALE WHITESIDE, FLORENCE STEINER, AND MARJORIE PEI. WALTER F.W. LOHNES SPOKE AT THE WORKSHOP ON MATERIALS AND METHODS FOR USE IN LEVELS FOUR AND FIVE, AND LESTER MCKIM AT THE WORKSHOP ON USING GRADED READERS IN DEVELOPING READING SKILLS AT LEVEL ONE. THE LAST THREE WORKSHOPS ON REMEDIATION AND ACCELERATION, INDEPENDENT READING, AND EVALUATION AND TESTING HEARD PAPERS PRESENTED BY EMMA BIRKMAIER, HEDI OPLESCH, AND FRANK GRITTNER, RESPECTIVELY. AN ABSTRACT OF EACH GUEST SPEAKER'S PAPER IS GIVEN ALONG WITH RECOMMENDED STRATEGIES THAT WERE DEVELOPED AT EACH OF THE WORKSHOP SITES. ALSO INCLUDED ARE A BIBLIOGRAPHY OF BOOKS AND ARTICLES, AND OBSERVATIONS AND RECOMMENDATIONS SUGGESTED IN GROUP DISCUSSIONS. (SS)

A BASIS FOR A GENERAL THEORY TO EXPLAIN PREFERENCES OF COMMERCIAL TELEVISION (TV) SHOWS WAS DEVELOPED. THE THEORETICAL FRAMEWORK OF THE STUDY WAS BASED ON THE RELATIONSHIP OF EDUCATIONAL LEVEL TO TV PREFERENCES, AND THE STUDY SAMPLE CONSISTED OF SEVENTH-GRADE THROUGH COLLEGE-LEVEL STUDENTS. FINDINGS SHOWED THAT AS EDUCATION INCREASES, DEMAND FOR CONTENT IN TV PRESENTATIONS MOVES FROM NONINFORMATIVE TO INFORMATIVE, FROM UNREALISTIC TO REALISTIC, AND FROM ACTION TO NONACTION. THE RELATIONSHIP BETWEEN EDUCATION AND PREFERENCE, THEREFORE, WAS FOUND TO BE POSITIVE AND RECTILINEAR. THE POSSIBILITY OF A PLATEAU OR REGRESSION AT THE GRADE LEVEL OF 9 OR 10 WAS NOTED, HOWEVER. IN ADDITION TO THE THEORETICAL STUDY, OTHER ACTIVITIES OF THE PROJECT INCLUDED THE DEVELOPMENT OF (1) A COMPREHENSIVE CONTENT ANALYTIC MODEL BY WHICH THE CONTENT OF TV SHOWS COULD BE EXAMINED OBJECTIVELY AND THOROUGHLY, AND (2) A RELIABLE PAPER-AND-PENCIL TEST BY WHICH INDIVIDUAL DIFFERENCES IN TV PREFERENCE CHOICE COULD BE MEASURED. (JH)

As a part of a final report of the National Study of American Indian Education, this survey was conducted among 8 elementary schools in Bloomington, Minnesota. The study was concerned primarily with conceptions held by white elementary school children about the American Indians. Secondly, it was hoped that the survey would provide broader insights and would help to solidify attitudes about Indians. Students were asked to write 1-page papers on "What I Know About Indians" to determine the type and quantity of previous experience of any kind that these students had had with American Indians. It was hoped that this approach would allow the students to provide information unaffected by an overly structured instrument. Responses were analyzed in terms of (1) Factual Statements and (2) Attitudes Toward Indians. Some 643 responses were recorded from students in grades 3-6. A great diversity of knowledge about Indians was found. It was felt that the affective and factual pictures of American Indians presented by the students tended to be uncomplimentary and inaccurate and that factual knowledge of American Indians was overgeneralized. In conclusion, suggestions are presented for effective guidelines in the development, employment, and evaluation of Indian cultural and historical materials. (EL)