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The Elementary Education Department at East Carolina University, in cooperation with the public schools in the area, has developed a program that involves videotaping approximately 60 student teachers located throughout eastern North Carolina. The taping was made possible through close coordination of university supervisors, public school personnel, and a technical assistant. The first phase of the program allowed the student teachers to be taped once during the quarter by the technical assistant. A second phase of the program calls for the student teachers to tape themselves and make these tapes available to their university supervisors and supervising teachers for evaluative purposes. As part of phase two, student teachers will tape themselves more than once during the quarter. It is felt that additional tapings will enhance the meaning of this self-evaluative technique by allowing the student teacher to view his progress. Prospective student teachers will learn the basics of operating video tape equipment during undergraduate methods courses and microteaching sessions. Equipment used in the second phase is made available to the school where the teacher is assigned. (Author/JA)

This study was designed to measure the academic success of students who transfer to and from the various institutions of higher education in North Carolina. The long range purpose of the study is to evaluate academic performance, attrition rates, and progress toward degree completion of the various transfer groups. These groups include students transferring to or from community colleges, junior colleges, and public and private 4-year institutions. Counselors would find such information useful as would admissions officers and counselors at institutions that regularly receive large numbers of transfer students. (Author)

This study surveyed graduating seniors of East Carolina University relative to employment status immediately prior to graduation. The purpose of the study was to determine the number of graduating seniors who had accepted employment. Other variables investigated were as follows: students who had offers but were still seeking employment; students seeking employment but having no job offers; and students not seeking employment due to further studies, military obligations, etc. These variables were categorized by discipline. (Author)

This report surveyed all the teacher education majors who graduated from East Carolina University in the Class of 1970, two years after graduation. The questionnaire requested information on educational background, the relevance of the college experience to actual teaching experience, and self-ratings on their traits and abilities as professional teachers. This report was an attempt to evaluate teachers who had completed the teacher education program, as well as gain valuable "feedback" in order to possibly improve the educational curricula for future teachers. (Author)

This study was conducted to determine the prevalent practices of selected institutions of higher education concerning student membership on academic committees, and on certain other governing groups. Questionnaires were sent to 85 institutions and 59 were returned and analyzed. More than 85% of those that replied indicated that students serve on one or more academic committees, and almost half reported that students also serve on other governing groups. Students are most often involved on committees concerned with the admissions and financial aid programs, curriculum, library, calendar, and guidance programs of the university. Almost 60% of the institutions reported that student committee members are elected by the student body. The general trend regarding qualifications is the requirement that a student be a full-time undergraduate, and an upperclassman. Student participation is generally successful, as 43 of 52 institutions reported that student contributions were "moderate" or "substantial." Approximately 90% of the institutions indicated that student membership on academic committees was initiated at their schools after 1960. Tables document responses to the questionnaires and appendices include a copy of the questionnaire and names of the institutions to which they were sent. (DS)

A review of literature germane to the subject helps provide an introduction to this study whose object is to identify the trends and practices that have occurred in television teaching of music from the late 1940's to the present. Other purposes of the study are to categorize and analyze the content and developing program formats of current televised music education programs, and to investigate the potential of television for teaching music. This report sets out the methodology and the sources of the data employed in the study. The music instruction programs at 17 educational television centers are described. The report includes a chronological account of the growth and development of televised music instruction, a presentation and analysis of data collected, and a summary of findings and conclusions which lead to specific recommendations. Samples of material used to collect data, data tables, and a subject index supplement the report. (JY/GO)

To determine the policies followed by certain institutions in admitting or readmitting students who had attended regionally accredited colleges or universities but who had been out of school for 5 or more years, a questionnaire was sent to 40 regional institutions. Responses were analyzed on the basis of 3 types of admission policies: readmission without loss of credit; readmission with qualification; readmission refused. Questions were designed to provide information on 3 categories of students: those who had compiled a "C" average; those who had compiled an average below "C" but were eligible to return to the institution; those who had compiled an average below "C" and were ineligible to return to the institution. Admission with qualification was reported as the prevalent policy by a majority of schools, although only 11 applied this policy to students who had earned a "C" average or above. A Table shows the analysis of readmission policies according to the past academic record and status of the student. (JS)

INVESTIGATION IS CONTINUED INTO VARIOUS EFFECTS OF NON-INDEPENDENT ERROR INTRODUCED INTO MULTIPLE-CHOICE TEST SCORES AS A RESULT OF CHANCE GUESSING SUCCESS. A MODEL IS DEVELOPED IN WHICH THE CONCEPT OF THEORETICAL COMPONENTS OF SCORES IS NOT INTRODUCED AND IN WHICH, THEREFORE, NO ASSUMPTIONS REGARDING ANY RELATIONSHIP BETWEEN SUCH COMPONENTS NEED BE MADE. UTILIZING THIS MODEL, AN EXAMINATION OF THE DEPENDENCE OF RELIABILITY ON GROUP HETEROGENEITY REVEALS THAT THE NECESSARY AND SUFFICIENT CONDITIONS UNDER WHICH THE CLASSICAL EQUATION DESCRIBING THIS RELATIONSHIP HOLDS. MODELS IN WHICH ASSUMPTIONS OF THESE CONDITIONS ARE NOT APPLICABLE ARE EXAMINED. COEFFICIENT ALPHA AND OTHER RELIABILITY ESTIMATES ARE EXAMINED. IT IS FOUND THAT THE NECESSARY AND SUFFICIENT CONDITIONS FOR THE RELIABILITY OF A COMPOSITE TEST OF N PARTS TO EQUAL COEFFICIENT ALPHA ARE IDENTICAL TO THOSE UNDER WHICH RELIABILITY OF A TEST LENGTHENED N TIMES IS GIVEN BY THE SPEARMAN-BROWN FORMULA. FURTHER, THESE CONDITIONS ARE ANALOGOUS TO THOSE UNDER WHICH THE RELIABILITY OF A TEST OF N ITEMS IS EQUAL TO KUDER-RICHARDSON FORMULA 20. THE INCREASE IN TEST RELIABILITY WITH INCREASE IN NUMBER OF ALTERNATIVES PER ITEM IS CONSIDERED. THE DERIVED EQUATION DESCRIBING THIS RELATIONSHIP IS EXPRESSED IN A FORM SIMILAR TO THE SPEARMAN-BROWN FORMULA FOR INCREASE IN RELIABILITY WITH INCREASE IN TEST LENGTH. (AUTHOR)