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This product development report is one of 21 such reports, each dealing with the developmental history of a recent educational product. Discussed here is the Developmental Economic Education Program (DEEP), which is focused on developing economic education programs to improve the understanding of economics in the nation's schools. The target population consists of all students capable of learning in typical school settings, kindergarten through grade 12. The rationale and objectives of DEEP are presented; personnel involved in school districts and procedures of implementing the program are outlined. Organization, format, and content of DEEP materials are discussed with an emphasis on continuing adaptation and development of materials. A history of development and key personnel gives background in some detail regarding original planning, modifications, and attention to priorities. Diffusion and adoption of the materials are discussed. Tables reveal test results before and after materials usage in Pittsburgh schools. Summarizing information regarding the program for product dissemination, evaluation procedures and an overview concludes this report. An appendix provides a list of other products for which Product Development Reports have been prepared. (JMB)

CERTAIN TYPES OF INTELLECTUAL ABILITIES WHICH DEFINE THE MATHEMATICAL APTITUDES OF NINTH-GRADE STUDENTS AND WHICH RELATE TO ACHIEVEMENT IN SPECIFIC MATHEMATICS COURSES WERE DEFINED AND EVALUATED. ANALYSES OF VARIANCE AND COVARIANCE INDICATED THE RANGE OF VARIATION IN EIGHT TEST SCORE DISTRIBUTIONS OF VERBAL AND MATHEMATICAL APTITUDES AMONG FIVE SEPARATE GROUPS OF NINTH-GRADE STUDENTS. FACTOR ANALYSES SUPPORTED THE MAIN HYPOTHESIS THAT MATHEMATICAL ABILITY IS COMPRISED OF A NUMBER OF APTITUDES AND NOT SIMPLY A UNITARY TRAIT. FINDINGS SHOWED THAT THE NATURE OF MATHEMATICAL APTITUDES AS SPECIFIC AND INDEPENDENT TRAITS OR AS CORRELATED TRAITS WAS STILL UNDETERMINED AND WOULD REQUIRE FURTHER RESEARCH. (GD)

This document reports the origins and development of the DISTAR system of instruction. DISTAR is a set of programed instructional materials for teaching reading, language, and arithmetic basic concepts and skills that children need for success in school. The report describes (1) the key ideas of the personnel involved in creating the system, (2) the original versions of and the modifications to the product, (3) the diffusion strategies and the resulting product adoption, (4) some of the crucial decisions made during the product's life, and (5) its future as an academic boost for disadvantaged children. One section includes evaluations of DISTAR and comparisons of this program with other instructional programs. (RA)

This study, tenth in a series of publications entitled "Studies in the Phonology of Asian Language," describes the phonetic variation of the six tones in two-syllable utterances of Vietnamese. The study is based on acoustic measurements of actual words and phrases. Findings of the study concern: (1) overall pitch height of a tone, (2) tone variants and crossing in given syllable positions, (3) range of variation of tones, (4) differentiation of level tone from the falling tone, and (5) environmental influence on the six-tone contrast. (RL)

Four observations about computers and education are offered. 1) By 1972, development of new computer systems had fallen off, and several systems developed in the mid-1960's had been terminated. The decline was particularly intense in computer-based vocational guidance systems and in computer-assisted instruction projects. The only area showing growth was computer-managed instruction. This decline is unfortunate, because computers will be essential to the education of the future. 2) A model of education in which an educator or a computer manipulates a learner's behavior will not do. A better model calls for the learner to define his own objective and then constantly refine it. 3) Some recent signs of increasing cooperation among researchers and developers include the transportability of software, regional cooperation, increased professional responsibility, and innovation in helping students actually to build computers. 4) Questions which remain to be answered include how to maintain adequate privacy against data banks, how to keep information secure, how to destroy records that are no longer useful, and how to increase cooperation among researchers in different but related areas. (JK)

As the second report on a cohort of 5,083 women between 32 and 46 years of age who were first interviewed in mid-1967, contacted by mail in 1969, and reinterviewed for the first time in 1969, three topics are considered in this longitudinal study: (1) changes in labor force participation, (2) interfirm mobility, and (3) changes in job satisfaction and in rate of pay. Emphasized are possible implications for public policy and for the way in which the labor market behavior of adult women is viewed. The labor force participation rate of white women in the group increased from 47.4 to 51.0 percent, while the rate for black women remained steady at 67.4 percent. There was a decrease of 11 percentage points in labor force participation by white women with no children under the age of six in 1967 but with at least one child under six in 1969, which shows the deterrent effect of young children on mothers' labor force participation. A favorable demand for well-trained women is reflected in positive relationships between the labor force participation rate, rate of pay, and educational attainment. Health, marital status, and job satisfaction are other variables considered. Factors associated with the job changes of about 20 percent of the white women and 25 percent of the black women from 1967 to 1969 are discussed. Various tables present the data, and a wide range of resource materials is appended. (Volume I is available as ED 043 755). (AG)

There is an assumed relationship between a person's self-esteem, speech anxiety, and low cognitive complexity, but further research is needed for support of this premise. An important question to explore is how a child with speech anxiety (lack of confidence in communication situations) perceives others. Based on balance theory, the answer is that he sees others as a reliable source of information and, therefore, as a threat to his cognitive structure. A counselor for children with such anxieties will be better able to assist them if he has some insight into how others and the counselor himself are perceived by the clients. The difficulty for the counselor is that those with low self-esteem will tend to disbelieve any positive reinforcement they are given. The logical extension for the original premise would be to seek methods whereby an individual could learn to use a larger number of constructs in his interpersonal relationships in order to develop more ability to recognize resources in others. (RN)

This study is derived from the Congressional mandate for a study of the various provisions involved with the 1965 Elementary Secondary Education Act Title I grant determination and distribution process. The description of Title I provisions emphasizes the process relating to the allocation of funds for local educational agencies (LEA's). The maximum LEA grant is described as the product of the number of eligible children and the amount of the basic grant per child; the allocation actually received by the LEA; however, results from the application of a procedure that reduces the amount of all entitlements to a sum that can be covered by the appropriation. The practical problems of identifying and counting the eligible children for annual grant determination are defined. These include attempting to maintain a comprehensive, accurate, and up-to-date data base. In addition, some of the issues associated with the selection of an appropriate grant per child are mentioned. These include whether the basic grants should reflect regional differences in the cost of education and/or whether they should be adjusted for areas with special needs, e.g., high concentrations of eligible children. Consideration of alternative possibilities suggests that the present enumeration of eligibles can be improved by using the so-called Orshansky poverty data from the 1970 census. ["Appendix C" is poor in legibility] (Author/JM)

Using a random sample of 231 married white women in a Southern town, contextual effects of 3 neighborhood variables were investigated in this study. Socioeconomic status (SES), racial composition, and residential mobility were defined, and their effect on racial attitudes was determined. It was found that: (1) high SES housewives were less prejudiced against blacks than low SES wives; (2) neighborhood SES affects racial attitudes, and is greater when neighborhood interaction is active; and, (3) those living in nearly desegregated neighborhoods which are stable are more prejudiced against blacks. (Author/DM)

Criteria for measuring teacher effectiveness include the prognostic type, teacher observation, student achievement, and communication variables. A paradigm based on communication variables consists of: (a) Discriminate observable communication climate variables (devise method of observing and measuring communication variables); and (b) Determine educational objectives of the class (devise method for measuring achievement of those objectives). The relationship of communication variables and class objective fulfillment should indicate the effective teacher who is capable of establishing a favorable communication climate that provides the incentive for student fulfillment of the course's educational objectives. One communication variable that is significant is interpersonal trust. According to the paradigm, the teacher's behavior that establishes interpersonal trust, i.e., expertness, character, and dynamism, as seen by the students, plus achievement of course objectives establish the communication variable as a requisite of an effective teacher. "The Giffin Trust Scale," which purports to measure interpersonal trust, is given along with an answer sheet. (DB)

This teacher's guide, which presents 19 student behavioral objectives to be achieved in grade 3, is designed to help children recognize and respect differences in cultures other than their own. The year's plan deals with four communities around the world, with two units on each community: (1) The Central Eskimo--"Differences in economies are associated with differences in the ways people use their environment and skills," and "Contact between cultures often brings changes in the social institutions within them." (2) The Desert Nomad--"Interaction between a people and their physical environment influences the way in which they meet their needs," and "Tradition influences the ways in which a group of people modify their behavior." (3) The Thai Villager--"The basic economy of a society has a major influence on the life style of its people," and "Tradition and innovation interact to determine the modifications that will occur in a people's way of life." (4) The Norwegian Fisherman-Farmer--"Interaction between a people and their physical environment influences the way in which they meet their needs," and "People may develop new ways within their tradition to achieve their goals." Learning objectives, suggested learning activities, teachers' notes, and evaluation exercises are included for each unit. (LH)