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The author attempts to show the development of logical-empirical knowledge structures from the raw elements in nature to the structures of knowledge as perceived by the mature student. Eighteen hypotheses are identified which focus on the expected relative natures of perceived knowledge structures of the various agental groups and their relationship to the types of curricula used. These hypotheses are used to provide a context within which to view relevant research. In this review the definition of "psychological structure of knowledge" accepts in principle the underlying theoretical positions of Ausubel and Dyer. A schema is presented illustrating the flow of knowledge structures as they encounter various transformations and interpretations from the raw unstructured events of the environment enroute to those of the mature student, and attention is drawn to the distinction between the processes involved in structuring the various science curricula. A 104-item bibliography is included with the paper. (Author/PEB)

This practicum reviews the history of community influences on the teaching, research, and service functions of higher education in America. It discusses the role of major social institutions on higher education policy and curriculum in carrying out these three major functions. The study reveals a major shift of influence from church to business, occurring in the late 19th century. It also shows government, labor, alumni, and philanthropic influences on higher education. A study of the influences affecting policy and curriculum at a Florida community college was undertaken. A questionnaire was mailed to the college vocational-technical advisory committee members who are community leaders in various vocational areas. In addition, the top 11 administrators were interviewed to determine the source and extent of other community influences on curriculum and policy. Informal influences were found to be coming from public schools, churches, civic-social clubs, business, and various other groups and individuals. Recommendations to administrators concerning the improvement of relations between the community and college are given in the conclusion. (Author/DB)

This paper is a discussion of the emerging model of student development programming for the 1970's. After an historical sketch of Student Personnel Service, the affective domain of student development is detailed with regard to theory, instruction, counseling, and administration. (Author/DB)

This article investigates the concept of self-actualization introduced by Abraham Maslow (1954). A summary of Maslow's Needs Hierarchy, along with a description of the characteristics of the self-actualized person, is presented. An analysis of humanistic education reveals it has much to offer as a means of promoting the principles of self-actualization with students. The Personal Orientation Inventory, developed by Everett Shostrom, is an objective paper and pencil personality test that measures 14 different scales of self-actualization. This article reviews some of the relative research done with the POI on college students. A description of the POI and its scales is also offered. The heart of this article is an analysis of the POI results on samples of community college students. POI data and profiles are presented for male and female vocational-technical Associate of Science degree aspirants and college parallel Associate of Art aspirants at Polk Community College. The students are also compared with a 4-year university freshmen sample. The t-test of significance reveals several interesting differences between the groups. The article concludes with a summary of the results and recommendations for implementation. (Author)

Faculties in a number of institutions of higher education utilize collective bargaining agents to represent their interests. Collective bargaining is primarily a community college phenomenon. Of 212 institutions with certified bargaining agents, 150 are 2-year institutions. Motivating factors in choosing the collective bargaining process are: the faculty fear of administration policies, the need for recognition, the size and complexity of the school organization, and job security. The demonstration has influenced the faculty's perception of collective bargaining as a means of achieving their objective. Increasingly, state legislatures are recognizing the right of public employees to bargain collectively, and faculties are utilizing this change in attitude to increase benefits through organizing. Among the main dangers of faculty bargaining is the creation of an embattled and adversary climate that is a deterrent to program planning. To defend against this, administrators and legislators should try to understand and empathize with the forces and motivation present in faculty acceptance of unionization. (DB)

This report covers the PLATO IV activities during calendar year 1973 at the Computerized Training System. The work reported herein is supported by a program sponsored by the Advanced Research Projects Agency (ARPA) to evaluate the PLATO IV system for use in training, oriented to the needs of the Armed Services. The report presents a synopsis of each lesson written, a discussion of support routines for these lessons, a summary of demonstrations of PLATO IV given by the Computerized Training System (CTS), and the future PLATO IV plans of CTS. (Author)

A 10 percent random sample of the 1972 senior class was requested to respond to an 11 page, 90-item questionnaire concerning their educational experiences at the six state Regents' institutions. Replies were received from 62.5 percent of Fort Hays Kansas State College (FHKSC) seniors and 58.0 percent from five other institutions. The data were used to compare FHKSC to the other Regents' institutions, and to develop inferences concerning the strengths, weaknesses, and characteristics of FHKSC as perceived by the 1972 senior class. In particular, the 90-items were evaluated regarding: background; plans; the institutions' services; the academic programs; the psychological climate; the campus characteristics; finances; adequancy of programs; and personal satisfaction. Fort Hays Kansas State College seniors gave more positive ratings to: housing accommodations, health services and the library holdings than did seniors at the other institutions. In evaluating institutional characteristics, FHKSC seniors described their personal environment as "friendly," with students having a significant voice in policymaking. In regard to the "academic" environment, respondents described their environment as "conforming," with highly "competent" faculty. (Author)

Each year the Cooperative Institutional Research program of the American Council of Education publishes national normative data on characteristics of first-time, fulltime freshmen college students. This report compares the national 4-year college norms with the norms of Fort Hays Kansas State College and analyzes these norms statistically to identify areas which are significantly different. The responses of FHKSC freshmen differed significantly from the national norms on questions pertaining to: distance from home to college; highest degree planned; education of parents; and credit hours taken during the fall semester, in addition to some other questions. (MJM)

The U. S. Army Signal School at Fort Monmouth, New Jersey, provides military education and appropriate practical training for Armed Forces men and women to prepare them for positions in communications-electronics activities and familiarize them with the application of doctrine, tactics, logistics, and electronic techniques pertinent to the military command and control system. Training in Signal Corps specialties and common military subjects and nonresident Signal Corps subjects is also provided. The school assists in revising old doctrine, formulating new doctrine, and preparing training literature. The approximately 2,000 students are taught by 850 instructors in the 500 available classrooms in classes varying in size from 5 to 25 students. Most of the student's time is spent in practical application of what he has learned. Courses are offered in audiovisual procedures, communications security, data communications, radar systems maintenance, satellite communications, and radio communications. Graduates of the school are assigned throughout the free world. (Author/AG)

To determine what is being done in a certain geographical area in providing educational services for prison inmates through the community colleges, education programs at the Federal Prison Camp, Eglin Air Force Base, Florida, and the Federal Correctional Institution at Tallahassee, Florida, were studied. In addition, information about the Alexander City State Junior College program offered at three Alabama correctional facilities was obtained. The results of the study show that Okaloosa-Walton Junior college had made available all programs, degrees and vocational, to the Eglin Federal Prison Camp. The community college program at the Federal Correctional Institution is operated by the Tallahassee Community College. The program offers the inmates an AA degree when they have 60 college credit hours, including basic education requirements. In Alabama, Alexander City State Junior College offers both a day and night college program at Draper Men's Prison, Tutwiler Women's Prison, and Frank Lee Youth Center. It is recommended that community colleges and prison educational staff seek ways to establish educational programs for the prison population. Research should be carried out on curriculum revision and development that will assist in the resocialization of the prisoner. (DB)

To determine the extent to which students felt that they should be involved in institutional governance at Gaston College, 100 students were asked to indicate on a list of 30 pertinent college activities the degree to which they felt students should be involved in the activities. The degree of involvement involved five choices, from no student involvement to completely under student direction. The students favored no student involvement in selection of college president, faculty hiring, faculty promotion, teaching loads, class size, teacher salaries, and requirements for degrees and certificates. In five areas, the students favored some student involvement: setting institutional goals, establishing attendance policies, allocation of annual college budget, allocation of student financial aid, and determining the administrative structure of the college. The 17 areas in which equal student involvement was favored were: selection of college officials directly related to student affairs, allocation of student activity fees, regulation of student conduct, recognition of student organizations, approval of guest speakers invited by students, alterations in college calendar, distribution of student-initialed literature on campus, release of student records, admissions standards for curricula, curricula or course changes, student probation and suspension policies, development of physical facilities, planning commencement exercises, college publications, grading policies, and faculty evaluation. Students wanted to largely control student publications. (DB)

INSCAL multidimensional scaling, an objective methodology for formulating effective technical information sequences for computer-assisted instruction, was shown to be of value with respect to defining the information complexity of technical material, developing sequences of key concepts within technical material, and providing an index of expert inter-rater consensus. When the INSCAL measure is obtained after student exposure to the material, INSCAL provides an indication of the correspondence between experts' and students' understanding of concept interrelationships. Major findings from the final phase indicated that: (1) alternative sequences of instructional material influenced student performance; (2) pictorial technical information sequences resulted in small performance differences when compared to verbal print sequences; (3) technical information difficulty debilitated student performance; (4) student reading aptitude was significantly related to student performance under both pictorial and verbal print presentation modalities; and (5) instruction sequences did not interact with student aptitude. (Author)

The outline, steps, prodecures, methods, and format of a planned evaluation of the United States Army's Computerized Training System (CTS) are given. The evaluation is built into the CTS project and will have both summative and formative aspects. The three main areas to which the evaluation is directed and for which specific evaluation plans are outlined in this document are technical effectiveness, cost effectiveness, and training effectiveness. (WH)

The practicum is the creation of a course orientation module for a new introductory English design. The module explains the course topics, the requirements, and the learning settings. Requirements call for specific skill levels in reading, writing, and discussion. Students will be learning in conference, in the community, in small groups, and in independent situations. The main feature of the design is that students have almost complete flexibility as to when they attend school. In addition to creating the module, the practicum studies administration, faculty, and student attitudes toward several course features. The features are independent study, continuous progress, active learning, educational technology, and learning in conference. Some of the important findings are that most of our students do not believe large-group instruction is effective. Our students are basically at ease with modern educational technology; they want to learn with directed independent study, and they find conference learning attractive. On the other hand, our students are somewhat unknowledgeable about the concept of continuous progress. (Author)

A questionnaire designed to ascertain the typing, office machines, and mathematics computations skills needs of clerical employees was mailed to 107 employers of general clerical workers in the College of Sequoias district. The responses, received from 73.8 percent of the employers representing 1,013 general office employers, were compared with the relative emphases on course content in the college's typing, office machines, and business mathematics courses. The proportions of typing courses assignments related to purchase orders, invoices, purchase requisitions, debits and credits, telegrams, and minutes of meetings significantly exceeded the proportions of job time devoted to these tasks, according to employers. Disproportionately large amounts of classroom time, in contrast with employers' work demands, were being consumed by such typing assignments as tables, business letters, and manuscripts. Course requirements and employers' job requirements coincided in the cases of interoffice memos, legal forms, and index cards. In relationship to employers' stated needs, business mathematics courses devoted disproportionately large amounts of course time to fractional computations and percentage computations. Depreciation computations received less course emphasis than job needs suggested. Similarities were found between course emphasis and job requirements in markup/markdown and interest in business mathematics courses. Fewer than 10 percent of the employers' calculating machines were rotary, whereas half of the office machines course time was devoted to learning rotary calculator operations. (Author/DB)

This study was conducted to determine the effects of gainful employment on the academic performance of full-time community college students. A measurement called activity units was created. One hour of academic credit equals three activity units on the basis of one hour in class and two hours of preparation. An hour of gainful employment equals one activity unit. The winter 1974 grade point averages (GPA's) of 722 full-time students enrolled at Delaware County Community College, Media, Pennsylvania, were analyzed to determine if there was a significant relationship between number of activity units and GPA for eight separate categories of students (16-19-year-old single female, 16-19-year-old single male, 20-23-year-old single female, 20-23-year-old single male, 24 years of age or older single female, 24 years of age or over single male, 20 years of age or older married female, and 20 years of age or older married male). As a result of the data analysis, it was concluded that at the .05 level of significance, there was a relationship for all categories except the single females aged 16-19 between number of activity units and GPA. The data indicated that those students carrying between 50 and 59 activity units had the highest level of academic success, and all those carrying over 50 activity units earned higher GPA's than did students carrying less; that married students achieved higher GPA's than single students; that married female students achieved much higher GPA's than any other category; and that students carrying 80 or more activity units have almost exactly the same level of success as the entire sample. (Author/DB)

This practicum report deals with a governance problem at the Eastern Campus of Cuyahoga Community College in its third year of operation. The problem was a result of the absence of positions at the faculty/administration interface and the interdisciplinary housing of the faculty. Position papers of task groups made up of an administrator and two faculty members were analyzed. The analysis provided a list of administrative responsibilities related to five goal areas of the college, as follows: (1) academic preparation for advanced formal study, (2) career preparation, (3) community services, adult education, (4) general education, and (5) education and occupational counseling, student personnel service. Recommendations made by the practicum participants are: (1) interdisciplinary housing should be retained; (2) two types of leadership positions, with different job descriptions should be established--cluster leader and division or program leader; (3) an extensive inservice program should be implemented; and (4) a committee composed of representatives of each of the campus constitutencies should be established. (DB)

This study was concerned with identifying the specific information needs and personal needs of handicapped students and comparing the selected needs with needs of general students. The study hypothesis was that there is no significant difference between identified needs of handicapped students and those of general students. The significance between the two groups was analyzed using the chi-square statistical technique. The results of the study indicated that handicapped students had significantly greater information needs in the areas of federal loans, aptitude testing, scholarships, solical security benefits, jobs, medi-cal benefits, course prerequisites, work experience, elective courses, and welfare benefits. The personal needs of the handicapped were significantly higher in problems with taking tests, reading skills, study skills, economic resources, writing skills, low grades, personal goals, and sexual adjustment. The general student population had greater information needs as to information on college majors, other colleges, graduation requirements, and their personal needs were higher in problems with smoking, husband/wife relationships, temper control, religious values, suicidal feelings, drug abuse, and venereal disease. (Author/DB)

A questionnaire was administered to the faculty and administrators of Valencia Community College to obtain answers to the following questions: (1) Will the present faculty organization meet the needs of a multicampus college? (2) Will the present system of administrative committees, councils, and task forces meet the needs of a multicampus college? (3) What is the most acceptable form of faculty participation in governance for a multicampus operation at Valencia? A questionnaire was also administered to a sample of the faculty and administrators of both in-state and out-of-state community colleges with a multicampus operation. The data obtained from the questionnaires were treated descriptively. The results of the study reinforced previous findings that the attitudes of the participants involved in participatory governance are more important than is the specific organizational mode adopted to provide this participation. An open and receptive attitude by the president and other administrators is a key element for effective faculty participation in governance. A strong and dedicated faculty leadership combined with an interested and involved faculty and the administration's attitude will tailor the mechanism to the needs of the participants and insure mutual development of policies and procedures. Another trend that is developing is the necessity to provide a voice for all constitutencies of the college. College Wide Councils are emerging as a policy recommending body in many colleges. (There are eight appendixes to the report, two of which are the questionnaires.) (DB)

One of the twelve exemplary reading programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program uses a variety of cross-referenced materials and small group instruction to develop students' reading skills, vocabulary, and reading comprehension. Students from low-income families who are functioning approximately two years below grade level in reading in grades one through six come to the reading center for one hour of instruction every other day. Based on the results of diagnostic tests, teachers prescribe an individualized program of learning and reinforcement activities for each child. A child spends part of each hour receiving direct instruction from a teacher in skills development and the remainder of the hour in reinforcement activities under the supervision of an aide. Incorporated into the program is ongoing inservice training. (TO/AIR)

The purpose of this paper is the presentation of a proposal for a year-round operation and an annual assignment system (YRO/AAS) to the administrative officers of the College of DuPage, Glen Ellyn, Illinois. The proposal is comprised of four chapters. The first chapter deals with the significance of the study in terms of the College of DuPage's administration phasing out four-quarter contracts and demoralizing the faculty in the process. It then attempts to show how an all-college annual assignment would give the institution a year-round operation. It defines its terms through a literature search, and looks at other schools that are attempting a year-round operation. Chapter 2 investigates the administrative science theory for a rationale and philosophy for a year-round operation or an annual assignment system. It looks at management theory in the hope of bettering the morale and work climate of the institution. Chapter 3 provides the proof that the college can put the faculty of Omega College, a unit of the College of DuPage, on an annual assignment system at no extra cost to the institution. Omega College could then operate on a year-round basis. Chapter 4 develops an internal governance model and an operational scheme for such a program. It attempts to show how the year-round operation/annual assignment system follows the basic mission purpose of the institution. (Author/DB)

This study examined the relationship between clinical laboratory experiences in 19 local cooperating agencies and the philosophy of the College of Lake County Licensed Practical Nursing Program. The subjects were 27 female LPN students, ages 18-44, who completed an evaluative form consisting of 10 items. The items were evaluated on a 1 to 5 rating scale, indicating a poor to superior rating. The overall results showed that seven agencies have a mean of less than 3.0 average. Recommendations are made in light of the findings. (An appendix presents the rating form.) (DB)

An educational questionnaire was designed and administered to students at Essex County College. The questionnaire was divided into three areas: educational, vocational, and psychosocial. A total of 134 students returned the questionnaire. Their answers showed the areas in which they needed pre-entrance counseling to be in the following order of priority: (1) preparing term and research papers, (2) help in math skills and concepts, (3) guidance in obtaining financial-aid information, (4) help in selection of schools and vocations after high school, (5) help in preparing a bibliography, and (6) selection of courses appropriate for them. (Author/DB)

This project surveyed evening students enrolled in the Office of Occupations Division of the Houston Community College as to their opinions concerning the effectiveness of their instructor. Of the approximately 870 students enrolled, 236 students of "professional educators" responded, and 119 students of teachers who "worked full-time in the business world" responded. A five-point opinionnaire was used for instructor ratings to determine if exceptional ratings were dependent on teachers' full-time vocational classifications. The chi-square technique was used to analyze the data with a .05 confidence level. It was found that there was no significant difference, in the opinions of the students, between the effectiveness of professional educators and those who work in the business world. (Author/DB)

This study examined the relationship between the level of achievement motivation of Essex County College students and their grades in psychology. Forty-one ECC students, both male and female, predominantly lower-class black students, took part in the study. The level of achievement motivation was measured in terms of the scores a person obtained on a Personality Questionnaire, Scale 1 of a standardized test in achievement motivation. Grades were measured in terms of the final grade the student received in a psychology course. Results of the study showed that there was no correlation between the test scores on the Personality Questionnaire and grades in psychology courses. (DB)

This study was designed to provide the College of Lake County with data to promote critical thinking and discussion about the revision of the present admission criteria for the practical nursing program. Subjects were the coordinators/directors of the 36 approved schools of practical nursing in Illinois. A letter and a questionnaire comprised of a rating scale and fill-in responses concerning admission policies were mailed to each school. There was an 89 percent return rate. The replies showed that 87.5 percent screen applicants, 90.6 percent interview, and 68 percent require references. Less than one-third of the schools feel that previous nursing experience is beneficial. Only 9.38 percent use the A.C.T. as a preadmission test; 85 percent consider high school grades important; and 53 percent consider class rank as predictive of success. I.Q. is a criterion for 34 percent. Accepting students with advanced standing is effected by proficiency testing. Eleven schools rely on a single preadmission test, although 24 different tests are administered in the 32 schools. (Author/DB)

The purpose of this practicum was to test the belief that a need existed for a two-year associate degree program at Mississippi Gulf Coast Junior College in the area of Human Services. A questionnaire was developed and mailed to 25 community agencies, of which 78 percent responded. Results of the survey showed that nine of the responding agencies provided an inservice training program for workers with less than a four-year college degree, and three of the agencies reported that their programs met all of their training needs; agencies that did not provide training programs and those whose programs were not adequate felt that the Jackson County Campus of the Mississippi Gulf Coast Junior College could meet their needs; one agency felt that the college could not be of assistance, and four did not know if the college could be of assistance; four of the agencies reported that 57 employees would be eligible for job advancement if they earned a two-year degree in Human Services, and estimated that there were 22 positions open for people with such a degree; 12 agencies stated that they would accept interns enrolled in the program, 70 of which could be accepted each semester; 5 of the 12 agencies stated that they would be able to pay interns part-time wages; and 14 agencies were willing to help establish a curriculum for the program. (A copy of the questionnaire is included.) (DB)

The purpose of this study was to evaluate the developmental education program of the Eastern Campus of Cuyahoga Community College. An evaluative model was constructed by accepting the performance standards and program guidelines that Roueche and Kirk listed in "Catching Up; Remedial Education" (1973), after their study of five successful programs. The components of the Eastern Campus program were described and found in a number of significant areas to differ from the model. Data on the academic performance of a sample of developmental students for the 1973-74 academic year were collected and presented. Interviews of faculty, counselors, and paraprofessionals were also conducted. On the basis of the data collected, recommendations were made to bring the Eastern Campus developmental program into line with the guidelines of Roueche and Kirk. (Author)

One educational innovation that is receiving national attention is computer assisted instruction (CAI). The PLATO system developed at the University of Illinois (Urbana) is perhaps the most sophisticated CAI system. As with other CAI systems, it permits each student to learn at his own pace; it can provide precise feedback and remedial or advanced work depending on the student's performance; and it can serve as test, text, and tutor. Over the next few years, the Educational Testing Service will be evaluating CAI projects, including the PLATO Project at Kennedy-King College. The implementation strategy used at Kennedy-King will influence the reception of CAI by its faculty and students, and the project's success or failure may help decide the fate of CAI. The preliminary results of the project indicate that students who have used PLATO find the experience enjoyable and feel that CAI has helped them learn. If technical difficulties are overcome as expected, the PLATO Project will continue to be successful. (Appendixes provide the PLATO Schedule, Students' PLATO Evaluation, and Faculty Questionnaire.) (Author/DB)

The purpose of this study was to examine the relationship between the class scheduling of a pharmacology course for L.P.N. students at the College of Lake County, in Grayslake, Illinois, and the final course grade. It was hypothesized that subjects will learn pharmacology concepts more effectively when the course content is concentrated within a shorter time span. Subjects were 30 students enrolled in spring 1973 who were assigned to a one hour/week class for 16 weeks and 24 in spring 1974 scheduled three hours/week for 6 weeks. The mean age of the 1973 group was 23, range 18-45, with an A.C.T. composite score mean of 15. The mean age of the 1974 group was 25, range 18-43, with an A.C.T. composite score mean of 16.7. The final grade for both groups was based on a final written examination and unit quizzes. These and the text were the same for both groups. A parametric test, the t-test, was used plus an opinionnaire consisting of eight items and using a scale scoring response. Of the 1973 subjects, 57 percent received a grade of F for the course, while 16 percent failed in 1974. The t-test indicated a mean difference of 10.258 estimated standard deviation for population of 10.579, standard error of difference of 2.897, T-Ratio of 3.541, 52 degrees of freedom and -6.924 difference of critical mean. The probability level was set at the 0.1 level for a one-tailed test. The obtained T-Value exceeded the Critical Values of a t-table value. Based on the t-test and subjects scale scoring responses, the recommendations are: (1) change the text; (2) consider educational background of subjects when selecting text; (3) consider reading level of text; (4) revise lectures to correlate with new text; (5) schedule future classes for three hours/week for 6 weeks block; and (6) continue to evaluate student achievement. (Author)

The purpose of this study was to investigate the relationship between student verbal ability and performance in an introductory United States history class at a comprehensive community college. For the purposes of this study, performance was defined as grade point average and rate of persistence. Because of degree requirements, students at Cuyahoga Community College must successfully complete three courses in either history, political science, or social science, all of which are verbally demanding. Despite the fact that the student body is heterogeneous, as is often the case, with regard to socioeconomic background, reading and writing skills, and goals, instruction is quite traditional, emphasizing lecture and discussion. Thus, all students receive basically the same instruction. Two sample populations were selected for the study. Those U.S. history students who were concurrently enrolled in English 101 classes were defined as verbally able. Those who were concurrently enrolled in English 091, a remedial class, were defined as verbally deficient. With a sample of 121 English 101 students and 41 English 091 students, mean grade point averages and withdrawal rates were calculated. Through the use of a t-test, a significant relationship was established between student grade point average and verbal ability. A chi-square test established that there was no significant relationship between verbal ability and withdrawal rates from U.S. history classes. To enable students with poor verbal skills to succeed in U.S. history classes, faculty in the history department should write a program of individualized instruction and self-instructional learning packages at a less demanding reading level. (Author)

To test the hypothesis that there is no significant correlation between academic achievement and the degree of extracurricular involvement, a study was made of 200 randomly selected students at York College of Pennsylvania. The 200 students were sent a questionnaire designed to elicit the extent of their extracurricular involvement; 65 percent returned the questionnaire. To express the relation between the two variables, hours of extracurricular involvement (activities not directly related to the academic program) were plotted against grade point average. Analysis of the data clearly showed that there was no significant correlation between extracurricular involvement and academic achievement. A residual finding was that there was no appreciable difference in correlation between the resident and commuting populations. (Nine tables provide the study data. In addition, a lengthy bibliography and a copy of the survey form are included.) (DB)

This study was conducted to determine the relationship between the American College Test (A.C.T.) composite score and academic success or failure as indicated by the GPA and state-board licensing examination score of students and graduates at College of Lake County, Grayslake, Illinois LPN program. Subjects were 132 graduates and 34 currently enrolled students, of whom 127 had taken the A.C.T. preadmission test and 108 had written the state-board examination. The first five classes of the program were studied. The college implemented the program in 1969. This corelational study had an ex post facto design with interval measures indicating a parametric correlation technique be employed. The Pearson product-moment correlation machine calculated formula was used. The findings indicated a correlation of 0.438 between the A.C.T. and GPA and 0.542 between the A.C.T. and state-board examination score. As a result of this study, the screening committee for the practical nursing program will have a more valid determination of minimum cut-off composite score on the A.C.T. preadmission test in the selection of potentially successful students and graduates. Major recommendations include a study by the committee of the A.C.T. Student Profile Section for information on other factors which may affect a student's success or failure in the program; development of rating scales for other variables predictive of the strengths and weaknesses of the prospective student; and the screening committee must continually evaluate and improve the procedure for the selection of successful practical nursing students in the future classes. (Author)

The effect of different communicating modes to computers on students' attitudes toward programing was studied. In a computer-related course, 13 students used batch processing mode to solve problems on the computer, while 12 other students used conversational mode to solve the same problems. It was found that those students accessing the computer in conversational mode developed more positive attitudes toward programing (as measured by the author's attitude test) than the students using batch processing. Also the grades obtained in the time-sharing environment did not seem to affect the students' final attitudes towards programing. The majority of two-year college computer centers operate under batch processing mode. This could be a factor in the high student attrition rate in introductory programing classes. To lower this rate, and to make the computer more accessible to the campus classroom, it is suggested that minisystems with numerous learner consoles be used. (Author)

In this report data were patterned after the first two of a series of reports made by the U.S. Commission on Civil Rights on the educational status of Mexican Americans in the Southwest. Data relative to the enrollment, employment, and school success of Mexican Americans in the Fort Worth Independent School District (FWISD) were reported (1972-73). Data were gathered from 27 elementary, 6 middle, and 3 high schools of at least 10 percent Mexican American enrollment. Some findings were: (1) Chicano enrollment was proportionately less in FWISD than in Texas or the Southwest; (2) differences between proportions of Chicano students and Chicano teachers were similar, but somewhat larger than those in Texas or the Southwest; (3) Chicano teachers were not assigned primarily to schools of large Chicano enrollment; (4) Chicano student academic achievement was low, decreasing with grade level increase; and (5) larger proportions of Chicano high school students dropped out of school than did Anglos. Basic principles relative to all specific recommendations governing Chicano educational reform were: (1) incorporation of Chicano language, history, and culture as integral parts of the educational process; (2) full representation in decision making positions which determine or influence educational policy; and (3) reordering of all government budget priorities for recommended implementations. (JC)

This program, included in "Effective Reading Programs...," was begun in 1970 and serves more than 26,000 students in grades 1-5 in 77 Fort Worth elementary schools. A diagnostic-prescriptive approach is used to teach reading to these students. A "Continuum of Reading Skills" sets forth a basic philosophy, a herrarchy of skills, diagnostic procedures and prescriptive alternatives, and an inventory of multimedia materials for teaching the skills. Multiple basal readers are used in addition to a variety of support materials. Reading specialists coordinate the program in each school and help in diagnosing problems and designing appropriate instructional programs. Resource teachers support classroom teachers by working with principals and reading specialists on special needs and with children as well. Extensive inservice activities are provided at the building level and on a citywide basis. Special needs are met with intensified programs. An intensified bilingual program meets the needs of the Mexican-American population. A parent-involvement program is evolving in the form of volunteer tutoring and instructional aide services. (TO)

The report summarizes research on the development and standardization of objectively scored language and adjustment scales for five cards of the Thematic Apperception Test (TAT) used in the Health Examination Survey of a subsample of 1,398 youths 12-to 17-years-old. Described is the development of cognitive and personality measures derived from scores on oral TAT protocols as well as the development of behavioral and rating measures of health and intellectual, academic, and social functioning for use as criteria in the evaluation of TAT factors. It is explained that an important finding was that language development as assessed by the TAT scales is essentially completed by adolescence. A major portion of the document is devoted to 22 supplementary statistical tables and to appendixes which include a scoring manual and sample health examination survey forms. (LH)

The study represents an extension of previous research involving the development of scales for the five-card, orally administered, and tape-recorded version of the Thematic Apperception Test(TAT). Scale development is documented and national norms are presented based on a national probability sample of 1,398 youths administered the Cycle III test battery. As in Cycle II, the youths were administered the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, the Reading and Arithmetic subtests of the Wide Range Achievement Test, a modified version of the Goodenough-Harris Drawing Test, and the TAT. In addition, a reading and writing literacy test was included in Cycle III. A Continuation of earlier studies through another age range, this study explored the extension of the TAT scales over the teen years and the correlations of the scales developed with available measures of cognitive and emotional behavior. (Author/BJG)