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A survey of 28 military industrial, government, and academic learning centers was conducted. The purposes were to document the state of the art in the establishment and operation of these centers and to determine their potential usefulness in terms of being able to provide individualized, cost-effective instruction in Air Force training programs. The survey identified each center's goals, instructional techniques, and learning resources; attention was also paid to instructional development procedures, courseware production and maintenance philosophy. Student time savings, increased learning and cost-effectiveness were generally reported, although specific cost data were hard to retrieve. The learning centers deemed most effective were those which: 1) were designed to meet clearly defined, existing instructional needs; 2) specified student performance requirements; 3) were administered under a unified system which controlled the quality of courseware content and production; and 4) developed and produced their own courseware to meet specific needs. (Author/PB)

AN EXTENSION OF MODELING BEHAVIOR INTO COGNITIVE AREAS OF DEVELOPMENT WAS ATTEMPTED THROUGH THE USE OF FILM-MEDIATED MODELS FOR THE ACTIVATION AND GENERALIZATION PHASES OF THE CONSERVATION PROBLEM. FOUR HYPOTHESES WERE SET UP IN AN ATTEMPT TO QUESTION SUCH PREVIOUS EXPLANATIONS OF THE CONSERVATION RESPONSE AS THOSE OF PIAGET AND BRUNER. THE HYPOTHESIS THAT ACTIVATION OF THE CONSERVATION OF SUBSTANCE CAN BE FACILITATED BY THE USE OF FILM-MEDIATED MODELS WAS SUBSTANTIATED. THE HYPOTHESES CONCERNING GENERALIZATION AND EXTINCTION OF THE CONSERVATION RESPONSE WERE NOT SUBSTANTIATED. THE NEGATIVE RESULTS OF THREE OF THE FOUR HYPOTHESES RAISED SOME CENTRAL QUESTIONS CONCERNING PREVIOUS EXPLANATIONS GIVEN FOR THE CONSERVATION RESPONSE. FURTHER STUDIES SHOULD BE MADE ON THE SEMANTICS OF THE CONSERVATION PROBLEM AND ON VERBAL AND NONVERBAL METHODS OF EXPLORATION. (GD)

THE 16 CLASSROOM EPISODES PRESENTED IN THIS REPORT WERE SELECTED BECAUSE (1) THEY RELATE CLOSELY TO IMPORTANT PRINCIPLES AND CONCEPTS OF LEARNING AND (2) THEY HAVE HIGH INSTRUCTIONAL VALUE FOR PROSPECTIVE TEACHERS. IN DEVELOPING THE EPISODE MATERIALS, THE INVESTIGATORS PHOTOGRAPHED AND TAPE RECORDED WIDE VARIETIES OF CLASSROOM EVENTS FROM ONGOING SCHOOL PROGRAMS. TYPESCRIPTS OF THE TAPE RECORDINGS WERE PRESENTED, AND THE PRINTED FILMSTRIPS THAT ACCOMPANIED THE TYPESCRIPTS DISPLAYED THE ACTUAL CLASSROOM SCENES FROM WHICH THE RECORDINGS WERE MADE. THE CLASSROOM EPISODES WERE SEQUENCED FOR EFFECTIVE INSTRUCTIONAL USE AND PRESENTED (1) INSTANCES OF SEVERAL IMPORTANT LEARNING PRINCIPLES AND CONCEPTS, (2) DIFFERENT STAGES IN SINGLE INSTRUCTIONAL LESSONS IN WHICH STUDENTS FAILED TO ATTAIN THE OBJECTIVE, AND (3) INSTANCES IN WHICH LEARNING PRINCIPLES AND CONCEPTS WERE APPLIED EFFECTIVELY. INSTRUCTIONAL NOTES AND A GLOSSARY OF CONCEPTS WERE INCLUDED WITH EACH EPISODE. (GC)

These guidelines are aimed towards school administrators who are selecting school library media directors, determining long and short term goals for school library media programs at the district level, and evaluating district school library media programs. The publication briefly answers these questions: 1) What is the present status of school district library media supervision in Kansas? 2) Why should a district have a school library media program? 3) Who is the school library media director? 4) What are the goals of the district library media program? 5) How does the director pursue these goals? and 6) What are some optimum practices for school library media administration in Kansas? Appended is a summary of the survey "Supervision of School Library Media Programs in Kansas Now -- 1971" which gives personal data related to Kansas library media directors and statistical information concerning those school districts employing library media directors. (Author/JK)

Evaluation techniques were designed to improve learner performance through use of pre-specified popular instructional objectives. Current curriculum planning and evaluation practices are examined. Two common evaluation malpractices are: (1) the tendency to treat the content of the program as the most important criterion for evaluation, (2) the evaluation of desired learner behaviors that occur under certain classroom conditions, but do not represent actual behavior changes. Two steps to aid in the development of desired learner capabilities are: (1) To list those capabilities that the learner should acquire from the course; and (2) To attempt to develop these learner capabilities through appropriate instructional experiences. The use of a standard classification system for specifying intended educational outcomes and classifying student behaviors is a procedure that has gained considerable acceptance. One such system is the Bloom Taxonomy, which classifies educational objectives "related to mental acts or thinking" into six categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Another system is a Behavioral Classification System published by the American Association for the Advancement of Science. Instructional objectives are important for two purposes: planning instruction and assessing its effects. Two types of evaluation are formative and summative. The former evaluates programs still under development and the latter completed programs. A need exists for further study of evaluation procedures. (CK)

Written as a guide for conducting a successful second institute, this manual included the objectives which should be transmitted to the teachers of the second institute and suggested methods for planning and conducting the institute and in-service training centers. In order to familiarize teachers with the Southwestern Cooperative Educational Laboratory's (SWCEL) Integrated Plan (a program in language development for 5- to 7-year-old children from different cultures), a 2-week, first generation institute for a team of selected teachers from cooperating school districts was planned. Upon returning to their home school districts, these teams were to undertake the planning, administration, and instruction of a 1-week, second generation institute for 20 teachers to convey to the teachers the objectives and techniques of the SWCEL Plan. Instructional materials presented in the first institute were to be adapted to fit the needs of the local district. According to this plan, at the end of the second institute, 24 teachers would be able to use the specialized instructional materials, new teaching techniques, and cultural sensitivity training in the classroom. A series of bimonthly in-service training and reaction centers in the local district were to be conducted by these 24 teachers. Interaction, reaction, review, and criticism of the Integrated Plan for evaluation and revision purposes were to be provided by the teachers. (NQ)

To determine the present status of print and nonprint media use by teachers and students in Kansas schools, a survey questioned 288 elementary and secondary school teachers. Data gathered about teacher media involvement, student media use, and teacher characteristics suggests that high percentages of teachers use professional materials, participate in selection and consult about materials, but that they use electronic nonprint media less widely and frequently. Their students use media widely and frequently for information, but they are less involved in media presentation and preparation. Extent of media use among teachers was apparently related to previous library and audiovisual course work, academic degree attained, years of teaching, teaching level, and subject area. Recommendations are for preservice and inservice media education for teachers, education of school media specialists to supply consultation needed by teachers, increased emphasis on creative student inquiry and flexible scheduling, and continued efforts to attain "media programs that will best aid the schools in implementing their educational goals and instructional programs." (Author/SH)

This document explains recent developments in computer science and information systems of interest to the educational manager. A brief history of computers is included, together with an examination of modern computers' capabilities. Various features of card, tape, and disk information storage systems are presented. The importance of time-sharing computer systems for educational data management is outlined. Funds for this research were provided by an ESEA Title III grant. (RA)

The study was designed to determine whether inner-city children of various ethnic groups prefer suburban or inner-city story settings. Subjects (Ss) participating were first-grade pupils from two large urban school districts in California and Texas. The student population in one school in each district was almost exclusively Negro; the population of a second was Caucasian; and, the third was Mexican-American. Ten boys and ten girls were randomly selected from the dominant ethnic group in one first-grade class at each of the six schools. Four pairs of 11 by 14 inch black-and-white illustrations were prepared for use as stimulus materials. Each pair depicted an environmental setting frequently appearing in the every-day experiences of children. One illustration depicted an inner-city scene representing the designated setting, the other a suburban scene. Each subject was shown one pair of illustrations at a time by the experimenter until he had responded to the four pairs. The 120 Ss selected an average of 2.47 suburban settings, or 62 percent, and 1.53 inner-city settings, or 38 percent. Both black children, 74 percent, and Caucasian children, 62 percent, selected suburban settings more often than inner-city settings. Mexican-American children selected the two types of settings approximately an equal number of times. [This document has been reproduced from the best available xerox copy of the paper.] (Author/DM)

This essay attempts to assist the educational administrator with race relations problems. By tracing the legal implications, judicial support for school desegregation is placed in perspective. Potential financial incentives for communities desegregating their school system are then discussed. Illustrations of communities' transportation and school construction programs are offered. A discussion of school desegregation plans or methods that have been used throughout the country concludes the essay. (Author/JW)

As one step in the development of an instructional program designed to teach composition skills to primary-grade children, a tryout of approximately five months duration was conducted with first-grade children during the last five months of the 1969-70 school year. Fourteen classes used the composition program in conjunction with the SWRL Second-Year Communication Skills Program (SYCSP). At the end of the tryout, the story-writing performance of a random sample of children who used the composition program was compared with that of a comparable group of children who had used SYCSP without the composition program. Statistically significant differences favoring children who had used the composition program were obtained for judged quality of stories, story length, and punctuation and spelling performance. These results indicate that a carefully designed program can substantially improve certain composition skills of first-grade children. (Author/CK)

This study compares oral language production with the written realization of this production for a group of white and a group of Negro second graders attending public schools in Austin and San Antonio, Texas, respectively. Oral language production was assessed using the Gloria and David Oral English test, an individually administered audiovisual repetition task. Children were selected from all second grade classrooms in five participating schools. The spelling test consisted of 15 words selected from the phonological assessment according to the criteria of (1) a total number of production differences of 10% or more for all subjects in both groups who attempted the word and (2) the word contained a feature previously published research indicated as being pronounced with a high frequency of divergence for groups of Negro and white residents of the region. Conclusions include: (1) The white children were better able to produce the dialect of English presented by the model than were the Negro children; (2) Pronunciation differences which existed for the Negro pupils included those that existed for the white pupils; (3) A number of Negro pupils had the production capability for many dialect features of standard English; (4) The overall spelling performance of the white pupils was more rational than that of the Negro pupils. (Author/CK)

A program budget is an alternative to the traditional line-item budget. Such a budget would interpret the expenditures of the school system in terms of the programs the school system provides rather than in terms of the resources it utilizes. This report outlines a structure for such a Program Budget System (PBS) in the Worcester, Massachusetts, Public Schools. The outline describes the program budget structure, identifies the individual programs, discusses development of the program coding system, and provides designs for budget reporting forms. (Page 34 may reproduce poorly.) (JF)

This report recommends the formal organization of a cost reduction program for a school system, outlines a structure, and suggests some techniques for implementation. It defines a cost reduction program as a formal, systematic effort of major status designed by an organization to keep its operating costs at a minimum, while providing predetermimed quality products and services. It suggests that such a program is valuable to management even if costs are not excessive and individual organizational units observe normal concern in controlling expenditures. The report considers the purposes and functions of a cost reduction program and the responsibility for and the methods of program implementation. It details the structure of the program committee and explains the program's monitoring and reporting systems. The document also considers some specific techniques with cost reduction implications for school systems, and provides a manual of regulations for cost reduction and estimated costs and a time schedule for program implementation. (Author/DN)

This bibliography serves as a guide to teachers and librarians who want to select books to supplement the elementary school mathematics program. The selections give an indication of the wide variety of topics which may include mathematical concepts. They reinforce or develop concepts about number and size, present material on the application of these understandings, or delve into the history and theory of mathematics. A short annotation is given for most entries. (JP)

This compilation lists 247 print and non-print materials dealing with animal life, nature, and ecology and is designed to assist teachers and school librarians in selecting media suitable for pupils in grades 4 through 6 and 9 through 12. A few of the materials date back to 1951, but the majority are of more recent issue. The collection for elementary school students includes 65 books and 43 16mm films, each with a brief annotation. In addition, 33 assorted materials such as cassette tapes, phonodiscs, slides, study prints, and periodicals are cited. Eighty books appropriate for high school classes are mentioned, along with 26 other miscellaneous items. The collection also offers a bibliography of sources, indexes to reviews, sources of reviews, sources of teaching materials, and a list of distributors of non-print materials. (PB)

The objectives of this Off-Reservation Indian Health Study were to identify the health problems existing among the off-reservation Indian population and to determine the adequacy of health services delivery to this group. Survey interviews using a structured questionnaire were carried out with the heads of 192 off-reservation Indian families (834 individuals). Fifty unstructured or depth interviews were conducted with both off-reservation Indian health conditions, sources of and paying for off-reservation medical care, off-reservation Indian health care rights, and some major barriers to off-reservation health care. Recommendations covered a new system of health care delivery, increased funding, a comprehensive study to determine the optimal way to provide health care, and an information campaign. Short-term recommendations included additional contract services, health care clinics, and a system for obtaining prescription refills. Three appendices included selected depth interviews, background information, and survey tables. (PS)

A study by American Telephone and Telegraph investigated the use of standard Bell equipment in meeting the needs of the disabled for telephone service. Results revealed that all disabled persons who are able to communicate orally can initiate and terminate a call and carry on a conversation when the correct types of equipment are found, especially when push button dials are universally available or when an operator is available. The monograph presents information on the difficulties encountered in using the phone and on equipment found useful. Each phone, headset, or modification is described through words and by photographs; advantages and disadvantages are noted. Several factors influencing the choice of telephone equipment (answering in time, access, and family use) are considered. Evaluation of the patient and the equipment is discussed in regard to the amount of physical function present and the testing and matching of equipment for various disabilities. Choice of telephone, assistive devices, special services for summoning aid, use of the phone for home business, and coin phones for wheelchair users are also mentioned. (RJ)

The purpose of this study is to examine the notion of a general structure in child development as seen through consistency in level of the child's response from task to task. It is hypothesized, first, that a child will show an internal orientation if he is in the final stage of development (object relevance); and second, that he will show an external orientation if he is at the first stage (egocentrism). Responses to three types of tasks (moral and causal judgments, and general reasoning) were recorded for 28 boys from grades three, four, and five. Results supported the first hypothesis. Subjects who scored at the high level in general reasoning also scored at the same high level in moral and causal judgment tasks. But subjects scoring low on general reasoning tasks were inconsistent in their level of responses to the other two tasks. Thus, the second hypothesis was not confirmed. Where each task was compared with age, significant results were yielded only for the moral judgment task. Here the older group of boys had significantly higher scores than the younger group. Comparison of the relationship between tasks shows only the relationship between general reasoning and causal judgment to be significant. (JF)

Central to this paper is the belief that the principal value of classical studies is that they are the foundation for a liberal education. The author proposes that the whole of the Graeco-Roman civilization be included in the development of the curriculum while urging interdisciplinary studies wherever possible. Commentary focuses on teaching methodology, student composition, literary criticism, and student attitudes. The need for reevaluation of the curriculum and for educational change in classical studies is also discussed. (RL)

One hundred and seven undergraduates enrolled in a self-paced educational psychology course for students preparing to teach in secondary schools were subjects for an experimental module, "Motivating Strategies". Two groups were used: a control group and an experimental group. In the former, teaching preceded video-viewing, and in the latter, it came after the video tapes. Comparisons between the two groups showed no differences, and conclusions were that the module "Motivating Strategies" was ineffective, and that it would be difficult to obtain a modeling effect for such a complex task as motivation with video tapes collected in actual classroom settings. (Author/GO)

This study investigates the improvement in research and development skills which resulted from the 1968 AERA Presession. Instructional materials were administered to 47 participants who were pretested and posttested to assess their improvement. The results of the presession are considered favorable. (HW)

Using an IBM System/360 Model 50 computer, the New York Statewide Film Library Network schedules film use, reports on materials handling and statistics, and provides for interlibrary loan of films. Communications between the film libraries and the computer are maintained by Teletype model 33 ASR Teletypewriter terminals operating on TWX (Teletypewriter Exchange) service, programed mainly in S/360 Assembler Language. This configuration permits on-line (real time) tele-processing, the central concept in the system. The files (S/360 data sets) are stored on either direct access storage devices (disks) or sequential access storage devices (magnetic tape) according to their use in processing. Within the Network's system, there are three classes of files: system files, containing system programs and backup files; input/output files, containing tables for I/O editing and temporary I/O storage; and the data files, containing information about films, libraries, customers, and bookings. Appendices: list of files by sort sequence, notes on System/360 organization and data storage, and notes on disk storage devices. (TI)

An experiment was conducted to determine whether special reading instruction integrated with agricultural instruction would result in improved reading ability and increased achievement in subject matter. random assignment was made of vocational agriculture classes in 12 Maryland schools to experimental and control groups. Units on soil sampling and agricultural cooperatives were prepared and supplied to teachers in all groups. In addition, the experimental group teachers followed suggestions for improving reading ability as set forth in a written guide. The "Diagnostic Reading Tests, Survey Section,""Kuhlman-Anderson Intelligence Test, 7th Edition," and "Sequential Tests of Educational Porgress" were used in pre- and post-testing. Reading abilities of students in the study were below national norms. Statistical treatment of data showed no differences between experimental and control groups in performance on reading, social studies, and science standardized tests, when scores were adjusted for I.Q. and pre-test scores. Subjective responses to teachers suggested that the reading guide might have merit, if revised. It was concluded that the length of the experiment was inadequate and standardized tests in agricultural subject matter was a serious limitation to interpretation of results. (JM)

THE PURPOSE OF THE PROJECT WAS TO PROVIDE VOCATIONAL TRAINING FOR A SAMPLE OF YOUNG JAIL INMATES ON RIKERS ISLAND IN NEW YORK CITY AND TO EVALUATE THEIR SUBSEQUENT PERFORMANCE AND ADJUSTMENT UPON RELEASE. OF 264 INMATES SELECTED UPON THE BASIS OF TESTING AND OTHER CRITERIA, 137 WERE RANDOMLY ASSIGNED TO AN EXPERIMENTAL AND 127 TO A CONTROL GROUP. THE CONTROL GROUP FOLLOWED ORDINARY JAIL ROUTINE, AND THE EXPERIMENTAL GROUP RECEIVED PUNCHED-CARD DATA-PROCESSING MACHINE TRAINING, REMEDIAL READING INSTRUCTION, INDIVIDUAL COUNSELING, POST-JAIL SUPPORTIVE SERVICE, AND JOB PLACEMENT ASSISTANCE. THE PROJECT WAS BESET BY PROBLEMS INCLUDING INSTITUTIONAL SPONSORSHIP, COMPLETE STAFF TURNOVER, FINANCIAL DIFFICULTIES, AND MISUNDERSTANDING. DESPITE THESE DIFFICULTIES, THE STUDY SHOWED EVIDENCE THAT A VOCATIONAL EDUCATION PROGRAM IN JAIL COUPLED WITH POST-RELEASE SERVICES DOES MAKE A DIFFERENCE IN JOB PERFORMANCE AND SOCIAL ADJUSTMENT. DIFFERENCES BETWEEN EXPERIMENTAL AND CONTROL GROUPS FAVORED THE FORMER GROUP IN (1) NON-RETURN TO JAIL, (2) NON-RETURN TO JAIL EVEN IF ADDICTED TO DRUGS, (3) NEW JOB OPPORTUNITIES UPON RELEASE, (4) SOCIAL MOBILITY AS EVIDENCED BY JOB LEVEL, (5) REDUCTION IN INCIDENCE OF PHYSICAL LABOR JOBS, (6) INCREASE IN JOBS WITH PROMOTION POTENTIAL, (7) INCREASE IN JOBS WHERE JOB TRAINING WAS AVAILABLE, AND (8) INCREASED TENURE WITH FIRMS HIRING INMATES UPON RELEASE. APPENDIXES INCLUDE THE RESEARCH INSTRUMENTS, TABULAR DATA, A BRIEF DESCRIPTION OF THE READING PROGRAM, AND WORKING PAPERS PREPARED BY STAFF MEMBERS. (JM)

AN EFFORT WAS MADE TO ESTABLISH A BASIS FOR EVALUATING THE PRIVATE AND SOCIAL COSTS AND RETURNS ACCRUING FROM INVESTMENT IN RURAL TECHNICAL SCHOOLS. A SERIES OF STATISTICAL FORMULAS WAS DEVELOPED AND TESTED ON QUESTIONNAIRE DATA SUPPLIED BY 359 GRADUATES AND TRAINEES OF THE WINONA AREA TECHNICAL SCHOOL IN MINNESOTA. THE NINE PROGRAM AREAS OF MANPOWER DEVELOPMENT AND TRAINING ACT (MDTA) INSTRUCTION WERE AUTO MECHANICS, AUTO BODY REPAIR, INDUSTRIAL ELECTRONICS, HIGHWAY TECHNICIAN, MACHINE TOOL AND DIE MAKING, WELDING, GENERAL OFFICE CLERK, PRACTICAL NURSING, AND STENOGRAPHY. SYSTEMATIC DOWNWARD BIAS WAS INTRODUCED INTO EACH VARIABLE IN ORDER TO KEEP FORMULAS CONSERVATIVE. PRIVATE COST INCLUDED STUDENT DIRECT AND INDIRECT COSTS. ANNUAL PRIVATE RETURN WAS CALCULATED UPON THE BASIS OF PRE- AND POST-TRAINING ANNUAL INCOMES. SOCIAL COSTS WERE BASED UPON EDUCATIONAL EXPENDITURES, CAPITAL SPENT, AND MDTA SUBSIDIES TO STUDENTS. SOCIAL RETURNS WERE BASED UPON GROSS EARNING DIFFERENTIALS. FINDINGS LED TO THE CONCLUSION THAT THERE WERE WIDE VARIATIONS IN PRIVATE GAINS. THE ZERO-OR-LESS GAINS WERE OFFSET BY THE INTANGIBLE SATISFACTION EXPRESSED BY TRAINEES. MEDIAN PRIVATE GAIN RATES WERE HIGHER OR EQUAL TO AVERAGE RATES EXPECTED OF OTHER INVESTMENTS. MEDIAN SOCIAL GAIN RATES WERE LOWER THAN OTHER SOCIAL INVESTMENTS. ABOUT 80 PERCENT OF THE GRADUATES WERE REMAINING IN THEIR COMMUNITIES. (JM)

THE BERKELEY, CALIFORNIA, PLAN FOR DESEGREGATING THE CITY'S ELEMENTARY SCHOOLS IS REVIEWED IN THIS REPORT. THE PLAN DEALS WITH SCHOOL DISTRICT ORGANIZATION, INSTRUCTIONAL NEEDS AND CHANGE, TRANSPORTATION, AND FINANCING REQUIREMENTS. IT IS SUGGESTED THAT THE CITY HAVE FOUR EXPANDED ATTENDANCE ZONES, EACH CONTAINING ONE SCHOOL WITH GRADES ONE THROUGH SIX AND FROM TWO TO FOUR SCHOOLS WITH KINDERGARTEN THROUGH THIRD GRADE. THE PROPOSED INSTRUCTIONAL PROGRAM WOULD INCLUDE A DEVELOPMENTAL PROGRAM FOR READING, INSERVICE TRAINING OF TEACHERS, TEACHING SPECIALISTS, HETEROGENEOUS GROUPING, SPECIAL HELP FOR UNDERACHIEVING, HANDICAPPED, AND HIGH POTENTIAL STUDENTS, LEARNING LABORATORIES, AND HELP CENTERS STAFFED BY TEACHERS, PSYCHOLOGISTS, AND GUIDANCE PERSONNEL. THERE WOULD BE CONTINUAL DIAGNOSIS AND EVALUATION OF THE PUPILS AND TEACHERS WOULD MAINTAIN HIGH EXPECTATIONS OF THEIR PUPILS' PERFORMANCE. THE SCHOOLS' STARTING TIMES WOULD BE STAGGERED TO MINIMIZE THE TOTAL NUMBER OF NEEDED BUSES. AN ORIENTATION PROGRAM PREPARING STUDENTS FOR THE BUSING WOULD BE CONDUCTED. THE PROGRAM WOULD BE FINANCED THROUGH A TAX ELECTION WHICH WOULD TAKE PLACE BEFORE JULY 1969. PERTINENT QUESTIONS AND ANSWERS ABOUT THE PLAN ARE PRESENTED IN AN APPENDIX. (LB)

PAPERS CONCERNING (1) LEARNING AND METHODS OF INVESTIGATION, AND (2) CREATIVITY AND PRODUCTIVE THINKING ARE INCLUDED IN THIS NATIONAL SCIENCE TEACHERS ASSOCIATION PUBLICATION. IN THE PAPER THAT DEALS WITH LEARNING, A DEFINITION OF LEARNING AND A DESCRIPTION OF BEHAVIORAL PSYCHOLOGY ARE FOLLOWED BY A DISCUSSION OF DISCRIMINATIVE STIMULI AND RESPONSES IN THE MODIFICATION OF STUDENT BEHAVIOR. THE LANGUAGE OF SCIENCE, ITS METHODS OF INQUIRY, AND CONCEPTUAL SCHEMES ARE THEN RELATED TO STIMULUS-RESPONSE LEARNING THEORY. AFTER A BRIEF DISCUSSION OF INHIBITION, THE SOCIAL, PHYSICAL, AND INTELLECTUAL DEVELOPMENT OF THE CHILD IS CONSIDERED. CONCLUDING SECTIONS OFFER PRACTICAL ADVICE IN THE APPLICATION OF LEARNING THEORY TO CLASSROOM SITUATIONS. INTRODUCTORY SECTIONS OF THE PAPER ON CREATIVITY ARE DEVOTED TO THE NATURE OF THE CREATIVE PROCESS AND THE IDENTIFICATION OF CREATIVE TALENT IN THE CLASSROOM. MANY CHARACTERISTICS OF CREATIVE INDIVIDUALS ARE LISTED AND DISCUSSED. FOLLOWING A REVIEW OF RESEARCH STUDIES THAT HAVE IMPLICATIONS FOR SCIENCE TEACHING THAT ENCOURAGES AND FOSTERS CREATIVITY, SUGGESTIONS FOR THE IMPROVEMENT OF EXISTING SCIENCE EDUCATION PROGRAMS ARE MADE. FINALLY, A MODEL SCIENCE CURRICULUM WHICH RECOGNIZES THE STUDENT AS AN ACTIVE THINKER IS PROPOSED. THIS DOCUMENT IS ALSO AVAILABLE FOR $2.00 FROM NEA PUBLICATIONS SALES, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (AG)

DIRECT CLASSROOM AND COMMERCIAL APPROACHES TO TELEVISED FOOD DEMONSTRATIONS WERE EVALUATED BY PRE AND POST TESTS ON PAPER, AND IN THE LABORATORY. ATTITUDE RATING SCALES, AND SUBJECTIVE COMMENTS. TOTAL NUMBER OF STUDENT AND EDUCATOR PARTICIPANTS IS NOT GIVEN. OBJECTIVE TEST GAIN SCORES FOR BOTH APPROACHES WERE STATISTICALLY SIGNIFICANT, BUT LAB TESTS AND STUDENT ATTITUDES DEFINITELY FAVORED THE COMMERCIAL APPROACH. (LH)

Implementation of a major computer-managed individualized instructional system requires considerable attention to both instructional environments and the media hardware and software employed. This report examines the instructional milieu with respect to performance analyses, learning carrel requirements and the equipment and techniques required to develop and maintain the software for a large scale individualized instructional program. (Author)

This report traces the evolution of the Sullivan Country Festival of the Arts and changes in the curriculum and social life of the schools of Sullivan County. It summarizes the experiences and conclusions of a three-year period of activity in a pilot-demonstration project of the Division of the Humanities and Arts of the New York State Education Department. The Festival featured eight programs or modules in opera, dance, theater, and film. Students were prepared for the programs by means of lecture-demonstrations in assemblies and classroom workshops of artists and students together. Three phases of the project, based upon changes in the planning and preparation of the modules, are described. Appendices include: a report of project costs; an analysis of costs; documents and publications generated by the project; summaries of preparation, performances and personnel involved in each module; attendance statistics; and a list of administrative and supportive personnel involved in the project. (SHM)

This report is concerned with the various sources of funds for colleges and universities from 1930 to 1968, with their relationships to one another, and with forces at work in the general economy. (MJM)

Compiled at a 1-week institute held at Oregon State University in June 1969, this bibliography has four major sections: (1) an alphabetized listing of sources of materials including the names and addresses of the organizations and the major subject areas of concern, (2) an alphabetized listing of materials arranged by title and including source or publisher, author, format, date, price, and subject, (3) a listing of addresses of publishers and other sources of materials on the alphabetized listing above, and (4) an alphabetized listing of sources of nonprint materials. Subject categories include: (1) aeronautics, (2) agriculture, (3) apprenticeship, (4) automation, (5) automotive, (6) carpentry, (7) civil engineering, (8) construction, (9) drafting, (10) electronics, (11) food services, (12) forestry, (13) health occupations, (14) horticulture, (15) law enforcement, (16) machine shop, (17) marine technology, (18) marketing, (19) middle management, (20) new programs, (21) office practice, (22) radio/television, and (23) welding. (JK)

The purpose of this study was (1) to discover if the students identified as academically able by their high school counselors and/or other professionals were academically qualified for post-secondary education, and (2) to provide heretofore unavailable data to those who are associated with and seek to help the disadvantaged students. Questionnaires (6042) were sent to students in Georgia high schools who had been identified by their counselors as academically able and in need of financial support for post-secondary education. Of 5010 students who completed the questionnaire, 2620 were white and 2390 were Negro. Their average grade point average was B. Relatively few had taken the Preliminary Scholastic Aptitude or the Scholastic Aptitude Test. The students who visited their counselor averaged four visits during their high school days. Most were acquainted with federal financial aid programs and the great majority planned to continue their education after high school. Both white and black students preferred colleges where the majority were members of their own race. Teaching was the most frequently mentioned future vocation and most wanted to make their home in Georgia. Those considered as the greatest living and greatest deceased persons generally were or had been in public office; few of the white students chose segregationists. (AF)

A SAMPLE OF APPROXIMATELY 200 HIGH-ABILITY GIRLS WHO INDICATED THAT THEY WERE UNLIKELY TO ATTEND COLLEGE, WERE SCREENED FROM APPROXIMATELY 2,000 SENIOR GIRLS IN 8 HIGH SCHOOLS. THE EXPERIMENTAL TREATMENTS EMPLOYED WERE (1) A COUNSELING INTERVIEW, (2) AN INTERVIEW PLUS THE SHOWING OF A FILM DESIGNED TO CHANGE ATTITUDES TOWARD COLLEGE, AND (3) TWO SHOWINGS OF THE FILM. SEVERAL VARIATIONS OF THE TREATMENT GROUPS WERE MADE, AND A NO-TREATMENT CONTROL GROUP WAS SELECTED. CRITERION MEASURES CONSISTED OF (1) ATTITUDES TOWARD COLLEGE, AS ASSESSED BY A QUESTIONNAIRE, AND (2) APPLICATIONS FOR ADMISSION FOLLOWING THE TREATMENT PHASE. IT WAS DISCOVERED THAT--(1) GIRLS WHO INDICATED THAT LACK OF MONEY WAS THEIR PRIMARY DETERRENT WERE MORE FAVORABLE IN ATTITUDE THAN THOSE WHO INDICATED THAT MOTIVATIONAL FACTORS WERE THE CHIEF OBSTACLE, AND APPLIED FOR COLLEGE IN GREATER NUMBERS, AND (2) GIRLS WITH LOW-MOTIVATION WHO SAW THE FILM AND WERE INDIVIDUALLY COUNSELED SCORED GREATER ON THE ATTITUDE SCALE THAN THOSE WHO WERE GROUP-COUNSELED. ACTUAL APPLICATIONS FOR ADMISSION WERE NOT SIGNIFICANTLY DIFFERENT. IMPLICATIONS ARE DISCUSSED, ALONG WITH OTHER FINDINGS. (JC)

THE OBJECTIVES OF THE STUDY WERE--(1) TO DISCOVER VARIATIONS IN LANGUAGE ACHIEVEMENTS OF CHILDREN AT DIFFERENT LEVELS OF MENTAL RETARDATION, (2) TO DISCOVER "OPEN CHANNELS" FOR CURRENT EDUCATION OF THESE CHILDREN, (3) TO CHART THE FREQUENCY OF SPECIFIC DIFFICULTIES IN THE INTAKE AND OUTPUT IDEAS THROUGH LANGUAGE, AND (4) TO IDENTIFY LANGUAGE WEAKNESSES WHICH USUALLY RESPOND RAPIDLY TO REMEDIAL INSTRUCTION. A SERIES OF STANDARD AND CLINICAL TESTS OF LISTENING, READING, SPEAKING, AND WRITING WERE ADMINISTERED TO 209 CHILDREN IN CLASSES FOR THE MENTALLY RETARDED. THESE INCLUDED 67 CHILDREN IN PRIMARY GRADE CLASSES AND 142 CHILDREN IN INTERMEDIATE GRADE CLASSES. LISTENING COMPREHENSION WAS FOUND TO BE THE BEST LANGUAGE CHANNEL FOR LEARNING. AMONG THE PRIMARY GRADE MENTALLY RETARDED, LISTENING COMPREHENSION WAS CONSISTENTLY HIGHER THAN WOULD BE EXPECTED FROM THE MENTAL AGES OF THE CHILDREN. READING ABILITY IS LOWER THAN WOULD BE EXPECTED FOR MENTAL AGE, MARKEDLY BELOW THE LEVEL OF LISTENING COMPREHENSION. INFORMAL TESTS AND OBSERVATIONS SHOWED PRIMARY GRADE CHILDREN TO BE FAIRLY COMPETENT IN SPEAKING AND ORAL RECALL. INTERMEDIATE GRADE CHILDREN DID NOT SHOW THE ADVANCE IN SPEECH COMPETENCE THAT WOULD NORMALLY BE EXPECTED. THE LISTENING COMPREHENSION OF THESE CHILDREN INDICATES A POWER TO HANDLE IDEAS THROUGH LANGUAGE MUCH ABOVE THE EXPECTATIONS FROM MENTAL AGE RESULTS. AN ENRICHED AND SYSTEMATIC PROGRAM IN THE VARIOUS LANGUAGE SKILLS SHOULD PRODUCE MARKED GAINS. (JH)