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This document reports one of the studies conducted as part of the longitudinal Vocational Development Study (VDS) project started in Altoona, Pennsylvania, in 1968. The main goals of the project are to conduct studies involving the evaluation of vocational programs, the validation guidance instruments, and the investigation of vocational development theories as they apply to today's youth. This particular study is concerned with the stability of occupational aspirations during the high school years. Occupational aspirations were divided into idealistic and realistic, so that changes in level of aspiration over time as well as difference in level could be compared. Findings showed no change in level of idealistic occupational aspiration over time, a significant downward change in the mean level of realistic occupational aspiration, a significant and increasingly large difference between the idealistic and realistic levels, and a steady divergence between idealistic and realistic levels. The implications of these findings for high school curriculum planning, occupational guidance, training, and counseling are discussed. (SA)

To describe existing placement services of public 2-year colleges in New York, questionnaires were mailed to the chief placement officer of 40 colleges, and on-site visits and interviews were held with placement officers of seven colleges. Returned questionnaires from 36 placement officers plus the interview data revealed that: (1) A total of 35 chief placement officers had some graduate training, with the most frequent area of specialization being student personnel administration, (2) Only six officers had any on-th-job training or supervision, (3) Most of the students who utilize the placement service do so to find permanent or part-time jobs, (4) Of the 35 colleges, 20 made no special efforts to serve the placement needs of minority students, and (5) Fourteen colleges mentioned cooperative efforts in placement with other colleges, most of which were in the form of visits to other campuses and discussion of common problems. Recommendations were made concerning the need for adequate administrative support, providing on-the-job training, increased cooperative efforts, and conducting evaluation research on placement. (SB)

This paper describes the activities to develop norms for the interpretation of tests designed to indicate proficiency in English for Amerindian children attending grades 3 through 6 in the Bureau of Indian Affairs' schools. The objectives of the test battery are described. The first is to identify the Amerindian child who needs special training in English and to determine the placement in the proper level of intensity of English training. The second purpose is to provide the classroom teacher with specific linguistic information for each child in each language group which could be used as a diagnostic guide for teaching methods or materials. A third objective is to provide a means of assessing the relative merit of various English programs. These objectives require that certain decisions be made which can be classified as placement, diagnostic, and evaluative. The norming group consisted of 7,547 children. Results of this second phase in the evaluation project are discussed. For the companion document see ED034971. (RL)

This paper describes the development and evaluation of self-instructional Spanish course designed to produce an elementary communication skill sufficient to meet conversational and travel requirements. Some 106 lessons, known as AUTOSPAN and organized in seven major sections are described. Two novel pedagogic techniques which simulate live tutoring and live conversation are used in the course. Normally, the average time required to complete the course is 80 hours. Student achievement has established the feasibility of designing self-instructional language courses to teach useful, elementary communication skills. For a more detailed report, see ED 044 996. (RL)

The past few years have been highlighted by management experiments with variants of a 4-day week (particularly in the U.S.) and flexible working time schedules (particularly in Europe). These are illustrations of the changing patterns of work and free time that have begun to assume the status of a new technology, and which are the objects of study here in order to: (1) accumulate available information and experience associated with administrative experiments in work scheduling and their potential consequences in terms of impact upon human performance and values, social and psychological adjustment, and the quality of life, (2) explore implications for decision-making, policy and practice that may offer guidelines to individuals, organizations, and political and social institutions, and have bearing upon organizational effectiveness, regulations and laws, union and management philosophy and tactics, family life, leisure activities, political orientations, employment stability and mobility, economic theory, educational programing, and other aspects of our social systems, and (3) provide recommendations for programs of research to fill significant gaps in relevant areas of knowledge. A bibliography of 106 references in included. (Editor)

This introductory course, designed to satisfy routine travel needs of U.S. military personnel, serves as a model for preparation of self-instructional foreign language courses. Description of the research and program design focuses on: (1) educational objectives, (2) course description, (3) student schedules and performance data, (4) testing and scoring procedures, (5) student achievement, (6) student attitudes, and (7) discussion of course effectiveness. Course guidelines, auditory discrimination lessons, simulation, dialogues, and tests are examined in the appendixes. Tables cover student data, final examinations, scoring, and attitudinal factors. (RL)

THIS DOCUMENT REPORTS DATA OBTAINED FROM ALMOST 50 PER CENT OF 741 QUESTIONNAIRES ON TAPE USE AND DISTRIBUTION SENT TO ALL UNITED STATES AUDIO TAPE LIBRARIES IN PUBLIC, PRIVATE, AND "PROGRESSIVE" SCHOOLS. ON THE BASIS OF THIS FREQUENCY DATA, RECOMMENDATIONS ARE MADE AND FUNDS REQUESTED FOR ESTABLISHING A MODEL FOR A NATIONAL TAPE DISTRIBUTION SYSTEM WITH AUTONOMOUS REGIONAL CENTERS. (LH)

CHARACTERISTICS OF 350 EDUCATIONAL AUDIO TAPE LIBRARIES IN PUBLIC SCHOOLS, COLLEGES, EDUCATIONAL RADIO STATIONS, AND OTHER FACILITIES THROUGHOUT THE COUNTRY WERE COMPILED BY TWO QUESTIONNAIRES AND VISITS TO SELECTED LIBRARIES. PERCENTAGE DATA WAS GATHERED ON TAPE ACQUISITION AND EVALUATION, CATALOGING, FINANCING, EQUIPMENT AND ENVIRONMENT, AND ANTICIPATED FUTURE USE OF TAPES. MAJOR CONCLUSIONS WERE--THERE IS A NATIONWIDE NEED AND DESIRE TO ESTABLISH A COORDINATED TAPE ACQUISITION AND DISTRIBUTION SYSTEM, EXPANDED USE OF TAPES AT ALL EDUCATIONAL LEVELS IS ANTICIPATED DESPITE LACK OF PROGRAMS AND INFORMATION ABOUT THEM, AND THERE ARE AT LEAST 13 COLLEGE AUDIO TAPE LIBRARIES WILLING TO SERVE AS REGIONAL CENTERS FOR THE SYSTEM. (LH)

In 1966, the Department of Defense lowered entrance standards for military service. Men who enter the service as a result of this action are called 'New Standards' men. In this research, the relationship between literacy status of a sample of New Standards men after 23 months of Army service and various indices of military performance was determined. A second objective was to develop an equation for predicting 23-month literacy status. Analysis was carried out for 3,009 men on data extracted from the computerized Project 100,000 Data File. Literacy status at 23 months was found to be only slightly, although positively, related to most of the performance and status indices. A regression equation was developed for predicting 23-month literacy status on the basis of entry characteristics using half the sample and produced a multiple correlation of +.62; a cross-validation test on the other half of the sample showed a correlation of +.60. (Author)

In 1966, the Department of Defense lowered entrance standards for military service. Many of the 'New Standards' men who then entered the service were placed in remedial training programs (Army Preparatory training, APT), designed to upgrade their literacy status to a fifth-grade level or higher. The research sought to determine whether success in remedial literacy training was associated with superior military performance. Another objective was to develop an equation for predicting terminal literacy scores. Analysis for 9,000 Army personnel was carried out on data extracted from the computerized Project 100,000 data file. Men who were successful and unsuccessful, respectively, in literacy training did not differ greatly in most performance indices. Successful trainees were slightly more likely to achieve higher pay grades and to be judged eligible for reenlistment. A multiple regression equation was developed for predicting success in the literacy training course. This analysis, using a randomly selected half of the group, yielded a multiple correlation of +.52; cross-validation with the remaining half of the group produced a correlation of +.50. (Author)

The goal of this research was to determine what implications student attitudes and motivational factors might have for foreign language student selection and course administration purposes in the Defense Language Institute (DLI) system. Data were collected from 326 military students at eight DLI schools studying nine different languages. Attitude domains assessed were interest, utilitarian orientation, xenophilic orientation, and course satisfaction. Secondary variables studied were age, military rank, foreign language aptitude, the training environment, the language studied, the type of course, and volunteer status. The criterion data were the final course scores and Army Language Proficiency Tests. It was concluded that: (1) Student attitudes toward foreign language learning in DLI classrooms are measurable in the form of various components, all of which appear to be fairly high in the sample measures. (2) The glamour and status associated with foreign language study was the single greatest source of student satisfaction with their course. (3) The impression of many language teachers that student motivation typically declines as the course progresses was substantiated by data in this research. (4) Two of the attitude components, interest and xenophilic orientation, correlated significantly, though modestly, with achievement indices. Future research might be directed at improving the predictive validity of these subscales. (JD)

This text, an intensive course in oral American English, is intended especially for those foreign students attending American universities who may read well and have a good grasp of grammar but still need more oral practice. Each of the 20 lessons, designed for the classroom, contains a short dialog centered around everyday situations which foreign students will encounter many times. Structural items introduced in the dialogs are practiced in a variety of graded pattern drills, followed by question-answer exercises, controlled conversation, and "free situations." Occasional notes on American culture appear throughout. Pronunciation and intonation guides are provided in the beginning lessons; controlled composition exercises are introduced in Lesson 12. A special feature of the volume is the description of the sound system of American English which appears in the Appendix. Tape recordings of the exercises accompany the text. (AMM)

Two recently developed techniques in programed instruction were designed to offer students genuine communication experiences in a foreign language. In "simulated tutoring," a recording was made of only the tutor's voice as he tutored a live subject in the correct pronunciation of a short dialog. The student subsequently responding to the pre-recorded utterances experienced the illusion that a live teacher was tutoring him. In "simulated conversation," a student was given information relevant to a communication situation (e.g., making a purchase) which was then simulated for him on a tape in a foreign language. On the tape he was confronted with a relatively unpredictable set of questions and comments, to which he had to generate appropriate responses. (Author/AF)

This paper describes two techniques designed to offer students genuine communication experiences in a foreign language. In "simulated tutoring," a recording of the tutor's voice is made while he tutors a live subject in the correct pronunciation of a short dialogue. Students subsequently responding to the prerecorded utterances experience the illusion that a live teacher is tutoring them. In "simulated conversation," the student is given information relevant to a communication situation (e.g., making a purchase) which is then simulated for him on tape in the foreign language. He is then confronted, on tape, with a relatively unpredictable set of questions and comments to which he must generate appropriate responses. Both techniques are intended to increase student motivation in programed instruction. (Author/RL)

This report presents detailed, nonevaluative descriptions of instructional methods used in a sample of outstanding language training centers. Together these 19 different training programs represent a student age range from subteen to adult. Included are both intensive and nonintensive, military and civilian, and governmental and nongovernmental programs. For each program, the report presents fairly detailed description of such features as (1) training objectives, (2) methods of teaching phonology, grammar, and vocabulary, (3) language laboratory activities, (4) student evaluation procedures, and (5) faculty characteristics. Fifteen of the 19 programs were characterized by their respective officials as adhering to the audiolingual method. The report includes copies of an interview guide, a training techniques checklist, a classroom observation guide, and a 37-item bibliography. (AF)

Knowledge does not exist independently of the knower; content is not separate from process. If these assumptions are not accepted by schools of education, the training of teachers will become increasingly irrelevant and worthless. (Author)

New methods of inclucating the facts of American history into today's students are discussed. (CK)

Expanded version of a list published in the German Quarterly, September 1965. (DS)

Revised version of a paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. Project funded by the Bureau of Indian Affairs. (VM)

Attempts to determine the basis for the conscious acts and decisions of individuals and organizations which constitute housing discrimination, in order to be able to decide how to intervene most effectively; the racial practices of real estate brokers are held to offer one such point of intervention. (RJ)

Intervention packages-planned units of instruction and practice designed to deal with specific student problems-offer a systematic economical strategy for counseling. This article suggest guidelines for developing and administering intervention packages. (Author)

Discrimination exists today in both public and private employment, in all types of jobs, against every minority and both sexes, in every State. It is rampant throughout employment systems, and the personnel profession must share a lot of the blame for its perpetuation. (DM)

Discusses the importance of teaching centers as a means of bridging the gap between theory and practice in education. (GB)

A study in New York State produces information on the backgrounds, status, and needs of this group of placement directors. (Author)