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Written for use by Peace Corps training staff, these guidelines are designed to support the planning, designing, and conducting of training programs oriented toward the preparation of Peace Corps Volunteers to live and work in another culture. Basic objectives and assumptions of the experiential training approach are discussed in Chapter One. Objectives include: understanding and acceptance of and effective interaction within a foreign culture. Assumptions of the training program regarding the facilitation of learning include: trainee's responsibility for his own learning, active involvement of trainee's emotions and intelligence, emphasis on learning how to learn, and evaluation based on performance objectives. Chapter Two, Experiential Training/Learning focuses on staff and trainee roles. Chapter Three, Use of Small Groups, includes discussion of unstructured training and specific sections on a non-directive approach and a modified T-group. Chapter Four, Planning, Designing, and Conducting Experiential Training, presents a general system design for a total program; activities, outcomes, and a time sequence are specified. Special problems, e.g., trainee attitudes, peer pressure, are discussed in Chapter Five. A discussion of the integration of language training is appended. Related documents are: SO 002 457, SO 002 458, and SO 002 459. (DJB)

Reproduced in this document are 17 articles for both trainees and trainers during phases of Peace Corps training programs presented in related documents: SO 002 456 and SO 002 457. They are ordered in a sequence that reflects program development. The first article, An Alternative to the University Model, by Harrison and Hopkins, describes experiential training, its problems, objectives, and rewards. The Hall and Whyte article and Lee article describes the complexity and requirements of cross-cultural communication. The Leach and Bowen articles describe the same problems from an individual's perspective. Rhinesmitt and Hoopes' article describe reactions to a new culture. Oberg's and Dubois's articles describe culture shock. Several articles deal with American and Western culture. The Stewart article provides a summary of the more important cultural concepts. The articles on American culture by Miner, Linton, Montana, and Latham give slightly unexpected visions of American society. Articles by Vithal, Hatch, Cousins, and Carter focus on the Peace Corps Volunteer role, the particular difficulties he faces, the strengths he can bring, and the adaptions he can make. The articles were chosen for their relevance to community development work anywhere in the world. Another related document is: SO 002 459. (Author/DJB)

Provided in this guide are examples of specific methods and techniques to implement the training methodologies described in Part I of the Guidelines (see SO 002 456). Each of the five sections correspond to objectives presented in Part I. A) Planning and Preparing for a Program includes materials for collecting and organizing content; staff training schedules, objectives, and exercises; sample performance and learning objectives for a program; and, sample schedules and exercises for staging. B) Building a Learning Community includes exercises, handouts, and techniques for learning the concepts and skills necessary for learning how to learn during the formal training and in the host country. C) Cross Cultural Exercises includes exercises and techniques designed specifically to present cultural content and information in the most relevant and acceptable way and to encourage and enable practice of useful skills and behaviors in an inter-cultural setting. D) Third Culture Training includes various experiences and exercises that enable third culture training to be developed as part of the experiential model, focusing on the process and skills of learning from a new culture. E) Human Relations Exercises includes general training exercises and some adapted to Peace Corps needs. Other related documents are: SO 002 458 and SO 002 459. (Author/DJB)

A model for expansion of educational objectives beyond the usual narrow focus on low-level cognitive abilities and the transmission of facts is suggested. A brief definition of the three domains--psychomotor (doing), cognitive (thinking), and affective (feeling)--is given, and it is pointed out that affect (Feelings) is present with either cognitive or psychomotor activity. The two dimensions of experience (positive or negative) are related to the responsibility of educators to provide positive experience for the student by building on what is meaningful to the individual student. Krathwohl, Bloom, and Masia's classification of affective objectives is then briefly discussed in relation to the two dimensions of experience. The dynamic aspects of the self are discussed and presented in a taxonomy of affective behavior. The objects of affect frequently found in education are listed as (1) Self, (2) Others, (3) Society, (4) Learning, (5) Work, (6) Leisure Time, (7) Aesthetics, (8) The Natural World, and (9) Life. The need to determine what characteristics are important or essential to the well being of the individual and society and the behaviors associated with these characteristics, as well as the conditions and kinds of experiences necessary for their development, are pointed out. The implications of the model for education are that schools need to focus less on controlling the student and more on helping him develop self-direction and self-control. (For related documents, see TM 002 183-185.) (DB)

The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the education literature; (2) a discussion of learning and adaptation; (3) what the mental health, personality, and creativity literature tells us about the healthy, effective, fully functioning, self-actualizing, creative person; and (4) an analysis of key words used in stating objectives. (For related documents, see TM 002 183-184, 186.) (DB)

Some of the problems and arguments related to behavioral objectives are examined, and a modified approach to objectives and measurements that, it is hoped, will be acceptable to both behaviorists and humanists is suggested. The following reasons for opposition to behavioral objectives are explored: (1) meaningful objectives are often discarded because of difficulty in stating them as measurable outcomes; (2) there is confusion of the indicator with the objective; (3) emphasis is on the indicator rather than the goal; (4) there are restrictions on teacher strategy and measurement; (5) pre-determined tasks result in negative student attitude, and (6) measurements exclude self-evaluation and responsibility. An alternative program in which objectives and measurements are treated separately offers the following advantages: (1) objectives can be expanded and defined as necessary for clarification; (2) objectives relevant to student interest are more appealing; (3) measurements are quite likely to be more relevant and less aversive to students; (4) it is easier to see the relationship between the measurement and the objective; (5) objectives do not restrict the teacher or student in selection of learning strategies; (6) more flexibility is allowed in measurement; and (7) opportunities can be capitalized on more easily. (For related documents, see TM 002 183, 185-186.) (AL)

General concerns and considerations regarding measurement in affective education, primarily, measurement to support the student in his learning program and the teacher as a facilitator of learning, are explored. The following topics are discussed: (1) Accountability (of the schools for achievement of affective goals of education), (2) Purpose of Affective Measurement (the collection of data for decision making), Grading (affective measurement not to be used to establish grades), (3) Conditions versus Outcomes (identify conditions that contribute to affective growth and development, and construct measures to assess the extent to which these conditions are present), (4) Measurement in Support of Learning (measurement should be responsive to changes in objectives and the learning program), (5) Quantitative versus Qualitative Data (measurement that interferes with verbal feedback and interaction should be avoided), (6) Norm-, Criterion-, or Objectives Referenced Performance Data (for measurement of affective outcomes, objectives referenced measurement is preferred to criterion-referenced measurement), (7) Program and Curriculum Evaluation, (8) Instruments and Measurement Techniques, and (9) Problems and Constraints. Appendixes present Definition of Terms; Examples of Organizing Systems, Attributes, and Behaviors; and An Outline of Affective Goals of Education. (For related documents, see TM 002 184-186.) (DB)

Discussed and examined are the responses from 150 teachers who tried out the language arts curriculum developed by the Oregon Elementary English Project. Sections in this volume include an introduction to the Project, methods used in preparing the curriculum, results of the curriculum and an evaluation of the results, discussions of the curriculum strands on literature, drama, language, and composition, general conclusions, and an appendix which contains sample evaluation forms and tests. (HOD)

The Mutually Aided Learning (MAL) program in Cherry Creek School District, Englewood, Colorado, is a special program that high school students take for credit. Planning for the general program began a year before the course was to be taught. The program, now self-supporting, has two major expenses--released time for the elementary and secondary teachers, and transportation for the high school students to the elementary schools. No special teaching materials or building facilities are required. With the cooperation of the high school and elementary teachers, the high school students plan social studies units at the beginning of each six-week period. The major topic is introduced, and the high school students then work with small groups of elementary students to study the topic in depth. Major needs that can be met through MAL are: 1) high school students have more opportunities to apply their knowledge than are usually provided in the secondary curriculum; 2) elementary children receive more individual instruction and begin to learn at a rate nearer to their potential; 3) high school students explore their feelings and attitudes toward working with elementary children; and, 4) the improvement of communications and work relationships between the elementary and secondary schools. Evaluation results indicate that the high school students have a lower absence rate during the semester in MAL; and there is a slight improvement in the overall grade point average for these students. (JLB)

In his paper addressing the question, "What is English?" Albert Kitzhaber suggests that English is a body of knowledge called grammar, and a body of knowledge called literature, with the skills of communication as a unifying element. James Britton responds to Kitzhaber's paper and suggests that what needs to be asked is, first, "What is the function of the mother tongue in learning?" and, second, "What ought English teachers to be doing?" A response is then made to Britton's paper, and it is suggested, first, that the English teacher should engage pupils in activities which enable pupils through language to represent internally those experiences which are of moment to them, and to improve their mastery of the language. Secondly, English should be viewed as the objective study of language and as a medium in the study of other subjects. The remaining papers explore process, knowledge, and the English program; language as an intellectual study; what is teachable in composition and how (response is also provided); bifurcation or continuity in English programs; exclusion and inclusion of subjects in English programs; and child-centered curricula. (HOD)

Using the coorientational framework developed by McLeod and Chaffee, this study tested Bem's theory that an individual performing a behavior (speaker) and an individual observing the behavior (listener) use the same evidence when evaluating the performer's attitudes. Participants included 96 undergraduate students at the University of Kentucky--half of whom served as subjects and half as observers. Findings supported Bem's theory and showed that (1) highest accuracy was obtained when both subject and observer were able to view the subject's speech; (2) the high inaccuracy occurring under conditions of evaluative feedback could only be interpreted as resulting from the imbalance of information held by subject and observer; and (3) subjects had a considerable edge in knowing a great deal about their behavior when presenting their speech. It was also found that accuracy decreased when inconsistency (evaluative feedback) was introduced. (HOD)

In a discussion of the problems involved in preparing for the first National Defense Education Act, Title 11-funded summer institutes for teachers of English, this article emphasizes difficulties that possibly might be encountered by the profession in directing and teaching effectively these training seminars for the first time. Recommendations include--(1) the responsibility to instruct all levels of English, (2) college-school cooperation, (3) the study of both language and rhetoric, and (4) the establishment of practical criteria for professional advancement. Also commented on are elementary and secondary school teacher preparation and the need for closer cooperation between the Modern Language Association and the National Council of Teachers of English. (AF)

This report, based on a survey of 215 junior colleges, describes the junior college and its educational objectives. Concentrating on the teaching of English, customarily described as a remedial course patterned after high school grammar and composition courses, the author probes for strengths and weaknesses in the junior college curriculum. General suggestions for the improvement of the two-year college and the teaching of English are furnished. (RL)

Participative education could provide impetus and direction to the educational revolution that has been brewing for some time. This approach, based on student involvement and participation, would meet the needs of students and teachers, both of whom are searching for alternatives to traditional education. Emphasizing self-responsibility, participative education attempts to involve the student in experiences relevant to his future, and to provide him with the opportunity and methodology for learning from these experiences. Students would be allowed to develop self-reliance, self-confidence, and increased self-esteem, and would leave school better equipped for lifelong, continued learning. (Author/LLR)

THIS MANUAL FOR TUTORS IN THE MOBILIZATION FOR YOUTH-NEW YORK CITY BOARD OF EDUCATION HOMEWORK HELPER PROGRAM IS DESIGNED TO SUPPLEMENT THE TRAINING AND SUPERVISION THAT THE TUTORS RECEIVE FROM THE MASTER TEACHERS. THE PROGRAM EMPLOYS HIGH SCHOOL STUDENTS AS TUTORS FOR OTHER STUDENTS AT ALL GRADE LEVELS--ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL. TO GUIDE THE TUTORS IN THEIR WORK, THIS TRAINING MANUAL CONTAINS THE FOLLOWING INFORMATION--(1) A DISCUSSION OF THE CHARACTERISTICS OF CHILDREN IN THE THIRD TO SIXTH GRADES WHO WILL BE RECEIVING TUTORING, (2) AN OUTLINE OF SEVERAL ELEMENTARY SCHOOL CURRICULUMS, (3) A DISCUSSION OF TUTORING METHODS AND METHODS OF DEVELOPING RAPPORT WITH THE PUPILS, (4) A DESCRIPTION OF A TUTORING CURRICULUM AND A DISCUSSION OF SOME MATERIALS FOR READING AND MATHEMATICS INSTRUCTION, AND (5) A GUIDE FOR LESSON PLANNING AND MAINTAINING RECORDS. A LARGE PORTION OF THE MANUAL CONTAINS SOME TUTORS' DESCRIPTIONS OF THEIR TEACHING TECHNIQUES. (JL)

THE OREGON CURRICULUM STUDY CENTER, WITH THE COOPERATION OF STAFF MEMBERS OF THE UNIVERSITY OF OREGON AND TEACHERS FORM SEVEN SCHOOL SYSTEMS IN OREGON AND WASHINGTON, HAS WRITTEN AND TESTED AN EXPERIMENTAL CURRICULUM IN ENGLISH FOR GRADES 7-12 FOR APPROXIMATELY THE UPPER 70 PERCENT OF STUDENTS. THE CURRICULUM CONSISTS OF EXPERIMENTAL TEXTBOOKS IN LANGUAGE (GENERAL LINGUISTIC MATERIAL AND TRANSFORMATIONAL GRAMMAR), LITERATURE, AND RHETORIC (ORAL AND WRITTEN COMPOSITION). A PRINCIPAL OBJECTIVE OF THE CENTER WAS TO DEVELOP A CURRICULUM CHARACTERIZED BY INTELLECTUAL INTEGRITY OF CONTENT, AND BY AN ORDERED SEQUENCE BASED ON CONCEPTS RELEVANT TO THE SUBJECT MATTER BEING PRESENTED. THE CURRICULUM IN TRANSFORMATIONAL GRAMMAR OFFERED NO DIFFICULTIES IN THIS RESPECT, SINCE AS A SCIENTIFIC DISCIPLINE IT IS RIGOROUSLY LOGICAL AND SEQUENTIAL. THE LITERATURE CURRICULUM IS ORGANIZED AROUND THE TERMS--SUBJECT, FORM, AND POINT OF VIEW--WHICH, IN ACCORDANCE WITH BRUNER'S THEORY OF THE SPIRAL, ARE PRESENTED THROUGH SIMPLE APPLICATIONS IN THE EARLY YEARS AND PROGRESSIVELY MORE COMPLEX ONES IN THE LATER YEARS. THE RHETORIC CURRICULUM IS SIMILARLY ORDERED AROUND THE CONCEPTS OF SUBSTANCE, STRUCTURE, AND STYLE. THE CENTER DEVELOPED A PATTERN OF RETRAINING OF TEACHERS SO AS TO EQUIP THEM TO TEACH NEW SUBJECT MATTER AND EMPLOY NEW TEACHING METHODS. IT ALSO PRODUCED A BATTERY OF TESTS TO DETERMINE STUDENT PERFORMANCE IN THE NEW CURRICULUM. SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (AUTHOR)

THIS REPORT BRIEFLY OUTLINES THE NEW YORK CITY BOARD OF EDUCATION-MOBILIZATION FOR YOUTH HOMEWORK HELPER PROGRAM IN WHICH HIGH SCHOOL AND COLLEGE STUDENTS ARE PAID $1.50 TO $2.00 PER HOUR TO TUTOR ELEMENTARY AND JUNIOR HIGH SCHOOL STUDENTS. TUTORS WORK UNDER THE SUPERVISION OF MASTER TEACHERS AND ATTEND TUTOR-TRAINING SESSIONS TWICE A MONTH. A 2-WEEK ORIENTATION SESSION FOR THE TUTORS IS HELD BEFORE THE TUTORING BEGINS. THE PARTICIPATING ELEMENTARY AND JUNIOR HIGH SCHOOL STUDENTS ARE TUTORED FOR 2 HOURS TWICE A WEEK. TESTING OVER A 5-MONTH PERIOD HAS INDICATED A MEAN IMPROVEMENT IN READING OF 6.2 MONTHS FOR TUTORED PUPILS WHEREAS A CONTROL GROUP OF PUPILS IMPROVED ONLY 3.5 MONTHS. DURING A 7-MONTH PERIOD EXPERIMENTAL TUTORS IMPROVED IN READING 1 YEAR AND 7 MONTHS OVER A CONTROL GROUP OF TUTORS. (LB)

A REPORT ON THE TEACHING OF WRITING IN COLLEGE CONSISTS OF BOTH A GENERAL SURVEY OF FRESHMAN ENGLISH COURSES IN A WIDE VARIETY OF AMERICAN INSTITUTIONS AND A SPECIFIC STUDY OF THE FRESHMAN ENGLISH PROGRAM AT DARTMOUTH COLLEGE. THE GENERAL SURVEY PROVIDES A DISCUSSION OF TYPES OF FRESHMAN COURSES, THE PRESENT STATE OF FRESHMAN COMPOSITION PROGRAMS AND THE PRESENT AND FUTURE TRENDS IN FRESHMAN ENGLISH. ALSO DISCUSSED ARE FACTORS AFFECTING THE QUALITY OF STUDENT WRITING AFTER THE FRESHMAN YEAR AND THE ATTEMPTS TO MAINTAIN "STUDENT LITERACY" AT DARTMOUTH AND OTHER INSTITUTIONS. SEVENTEEN RECOMMENDATIONS ON ADMINISTRATION, TEACHING, CURRICULUM, AND TEACHER PREPARATION ARE GIVEN, AS WELL AS FOUR RECOMMENDATIONS FOR IMPROVING WRITING AFTER THE FRESHMAN YEAR. THREE APPENDIXES INCLUDE A DISCUSSION ABOUT EXEMPTING STUDENTS FROM FRESHMAN ENGLISH, A BIBLIOGRAPHY FOR COMPOSITION TEACHERS, AND EXAMPLES OF TWO FAILING THEMES. THIS BOOK IS AVAILABLE ONLY IN PAPERBACK FOR $3.50 FROM MCGRAW-HILL BOOK COMPANY, 330 WEST 42ND STREET, NEW YORK, NEW YORK 10017. (BN)

THE RESULTS OF THE SECOND YEAR (1957-58) OF AN EXPERIMENT IN OPEN CIRCUIT INSTRUCTIONAL TV ARE REPORTED. THE OBJECTIVE WAS TO COMPARE PERFORMANCES AND ATTITUDES OF 3 GROUPS OF STUDENTS--(1) TV INSTRUCTION AT HOME, (2) TV INSTRUCTION ON CAMPUS, (3) CONVENTIONAL INSTRUCTION ON CAMPUS. THE EFFECTIVENESS OF OTHER TEACHING METHODS, DISCUSSION, DEMONSTRATION, AND LIBRARY ASSIGNMENTS, WAS ALSO CONSIDERED. ALL GROUPS WERE TAUGHT BY ONE PROFESSOR. STUDENT POPULATION INCLUDED REGULAR COLLEGE STUDENTS, SELECTED HIGH SCHOOL STUDENTS, SELECTED PRISON INMATES, AND ADULTS AT LARGE. COLLEGE COURSES IN SCIENCE, PSYCHOLOGY, SOCIAL SCIENCE, ENGLISH, AND CREATIVE ARTS, PREPARED BY SAN FRANCISCO STATE COLLEGE PERSONNEL, WERE BROADCAST OVER KQED. CONTROL MEASURES USED WERE ACADEMIC APTITUDE, GRADE POINT AVERAGE, CONTENT ACHIEVEMENT, AND MOTIVATION. RESULTS SHOWED THAT ACADEMIC GAINS OF STUDENTS TAUGHT BY TV COMPARE WELL WITH THOSE OF CONVENTIONALLY TAUGHT STUDENTS IN ALL SUBJECTS BUT CREATIVE ARTS. STUDENTS GENERALLY ACCEPTED TV AS AN INSTRUCTIONAL MEDIUM. HOME VIEWERS WERE MORE POSITIVE THAN CAMPUS VIEWERS. SUGGESTIONS ARE MADE FOR THE EFFECTIVE USE OF INSTRUCTION VIA TV IN COLLEGES. COST DATA ARE GIVEN. (MS)