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Compiled in this booklet are 22 activities designed to develop awareness of the importance of conservation and the wise use of soil and moisture on croplands, grasslands, and woodlands. They have been selected by Soil Conservation Service (SCS) personnel and consultants to show that the way we manage our basic natural resources, soil and water, and their products, is important in determining our present and future welfare. The practical suggestions will aid teachers in carrying out activities and observations in the classroom and out-of-doors, mostly on the school grounds or in the community. Each activity is presented in two parts: a how-to-do-it part and an interpretation. The first is written in a language and style for presentation to students, outlining steps to follow to carry out the activity. The second part, interpretation, gives background information and explanation of procedures where necessary. Numerous pictures and diagrams supplement the narrative material. This guide is recommended for use with "An Outline for Teaching Conservation in Elementary Schools," SE 014 226. (BL)

This evaluation of the decentralized Open Enrollment programs conducted in the New York City public schools during the 1969-70 school year, with funds provided by Title I of the Elementary and Secondary Education Act, covers programs developed and implemented at the school district level. It was contracted by the Bureau of Research of the central Board of Education, but the programs under study were all developed and implemented at the school district level. Included are the following sections dealing with: (1) summary of programs proposed; (2) objectives of the program; (3) research and evaluation plan for discerning the perceptions of the program of District Title I coordinators, principals and teachers, and mothers and children; (4) the observational visits; and, (5) conclusions and recommendations. An appendix contains a list of research instruments used in this study. (Author/SB)

Incentives in this study were identified as the consequences of behavior which act to guide the future form and frequency of that behavior. This would include factors such as money, security, knowledge of personal success, peer or authority figure approval, and opportunity to engage in desirable activities. The study was designed to test over an eight-week instructional period the combined effects of three incentive models. The subject pool consisted of first, second, and third grade students from four of the eight elementary schools in San Jose, California district. The major purposes of this pilot study were to formulate the process of implementation of an incentives program and the methodology which would underlie subsequent field studies of incentive models. The statistical findings are generally supportive of the initial research hypothesis of the effectiveness of objective-based incentive techniques in promoting student learning in reading and mathematics at the primary level. This pilot study was funded by a Title III grant. (BW)

This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures of differing productivity. Questionnaires and group interviews with teachers and pupils and classroom observation provide the data for evaluation. Investigation and analysis is made in the following areas: the determinants and effects of a pupil's perception of his parents' attitudes toward school; the relationships of peer liking patterns in the classroom to pupil attitudes and performance; the relationship of teacher attitudes to pupil attitudes and performance; the relative impact of parent, peer, and teacher factors on pupil performance; and the determinants and effects of teacher-pupil compatibility patterns. An appendix contains the sociometric questions used in the collection of data. This document was previously submitted as ED 001 230. (Several pages may be light.) (Author/SHM)

A study of the effectiveness of various support systems of program models in Follow-Through schools examines those characteristics of a support system that strengthen or weaken the program's potential for success. Exploration of the nature of support system variables in a sample of schools is accomplished through group interview techniques for data-gathering. Researchers create a procedure for diagnosing some of the problems with regard to the manner in which these variables are managed and identify or create a set of training activities and designs which have potential value in strengthening support systems in Follow Through programs. These training ideas are organized into a resource manual for further field testing by the participating schools. (Author/SHM)

Participative management includes a wide range of behavior in the education enterprise. It incorporates an involvement of more people in the educational process - people who are becoming more aware of the management problems in the education arena and who are actually changing what happens to students, teachers, and administrators. Where there is a working participative management there is a strong orientation towards goals, ample rewards for achieving goals, a uniting of people moving towards these goals, and a high level of leader enthusiasm. Participative management provides everyone with some input avenues to management decisions. A school can be administered through participatory management, particularly if the superintendent and the board understand what it really means in terms of their commitment and the resources of the district; they agree on the concept and its implementation; the superintendent's perceptions and understandings of the school system and our society are comprehensive; and a communications network exists to assure the superintendent of continual progress reports on all phases of the operation. (Author/JN)

This volume includes the abstracts of 112 research papers presented at the 1971 American Association of Health, Physical Education, and Recreation convention in Detroit, Michigan. Abstracts from the following symposia are also included: a) The Role of Perception in Learning Movement Activities; b) The Academic Discipline and the School Program: Bridging the Gap between Research and Practice; and c) Social Psychology of the Experimental Milieu. Each abstract includes the time and date on which the paper was presented at the convention. The name and address of the author follows each abstract. An author index completes the volume. (BRB)

This book, one of three Teacher Resource Booklets on Classroom Social Relations and Learning developed at the Center for Research on Utilization of Scientific Knowledge at the University of Michigan, discusses the theoretical background of role playing and gives a step-by-step discussion of how to use role playing in the classroom. There are sample role-playing situations; suggestions on how to get started; advice on when to be cautious; discussions of the appropriateness of role playing for children of various ages and backgrounds; and case studies of groups of teachers and students using role playing under a variety of circumstances and for a variety of reasons. It also contains an appendix on Resource Materials for Role Playing; an annotated bibliography; and an Index of Questions. (FDI)

This investigation examines the student careers of 25 women who were enrolled as graduate students in sociology at the University of Michigan during 1967. Specifically, the study suggests that for those women with focused involvement and peripheral sex role orientation, the likely career pattern is continuation until Ph.D. completion and the most relevant variable set in decisions is academic experience. For those with divertible involvement and peripheral sex role orientation, the career pattern is likely to be early termination or termination upon MA or ABD achievement and the most relevant variable is achievement motivation. For those women students with divertible involvement and central sex role orientation, the career pattern is variable and the most relevant variable set in decisions is female role considerations. In sum, the study uncovers the ways in which sets of determining variables act over time upon various types of women to produce a series of decisions which, in the aggregate, define the careers of graduate student women. (Author/HS)

This is a report on a pilot program in predicting success in teaching conducted at Fox Valley technical Institute. The goals of the program are listed as follows: a) to write a philosophy, objectives, and systematic plan for a pilot program of evaluation; b) to select a personality measurement instrument and an instructor rating scale (for supervisors and students); c) to conduct an in-service program for supervisors dealing with the administration of the rating scale; d) as an ultimate goal, to determine whether predicting teacher success is possible through these means; and e) if nothing else, to collect data to supporting hiring decisions. Findings are included in the text; and scales, tables, and a bibliography are placed as appendixes. (JA)

There has been increasing pressure in recent years for a more realistic portrayal of societal complexities and problems in elementary and secondary social studies materials--especially textbooks. The author discusses in this paper a research project in which a large sample of social studies texts in wide use in grades three, five, and seven are evaluated. Emphasis is placed on description and evaluation of the ways in which social conflict associated with racial, economic, political, and ecological policies are presented to the young reader. Evaluative assertion analysis, a content analysis research technique, is used to extract from a message the evaluations being made of significant concepts. This technique is briefly described and the author illustrates the assumptions involved in the application of evaluative assertation analysis. (Author/SHM)

This study examines the financial status of 87 large city school systems to discover if (1) each system receives funds from the State in proportion to its number of pupils in average daily attendance, and (2) each system receives funds from the State in accordance with its relative need and ability to support schools. Data compiled from 1967-68 local school system surveys provide a means of comparison between each city school system and the average for all school systems in the State where each is located. The data and the analytical tabulations used for these comparisons are shown in accompanying tables. (Tables on pages 42-49 may reproduce poorly.) (Author)

The purposes of this study are to describe and evaluate the ways in which social conflict associated with racial, economic, political and ecological policies and practices are presented in social studies textbooks for grades three, five and nine. Using a five-step content analysis scheme fifty-eight textbooks adopted for 1971-72 by eight states across the country were analyzed. It was found that 21% of the paragraphs in grade three texts, 9% of grade five and 48% of grade nine were devoted to the four problem areas. The total references to social conflict in conjunction with the areas was 1%, 3%, and 2% respectively. Social conflict is invariably presented as being of low intensity, and in most cases as if it were imminently resolvable if not already resolved. Notable exceptions were found in fifth grade treatments of racial and ecological issues. Social conflict is consistently presented in negative terms. In presenting an unrealistic view of society which stresses harmony and consensus while minimizing references to social problems and defects, social studies textbooks fail to take into account the socio-civic knowledge and attitudes of children--as well as their potential for cognitive and affective growth in these areas. (Author)

A program to facilitate instruction for mathematically and scientifically gifted junior high students was described. Compared were nine educational alternatives for the gifted such as homogeneous grouping and early admission to college in terms of educational goals such as allowing for individual differences. Thirty-five scorers in a science fair competition were evaluated individually and detailed analyses of seven of the students' test scores and backgrounds were given. It was recommended that the students take college courses, or enter college early. It was reported that family background of the students usually involved bright parents though not all parents were college educated or in professional occupations. No obvious differences in college class participation between college students and the junior high students were found, and no grade of less than B was reportedly received by a student taking a college course. Mathematical knowledge appeared to derive from independent study or from working math puzzles. Briefly noted was a Saturday class in algebra, geometry, and trigonometry for a group of 22 mathematically gifted sixth graders. To stimulate the highly talented, schools were encouraged to identify advanced students, provide additional testing and counseling, and allow flexible scheduling and program planning. (DB)

In this article the authors have summarized what appears to be the most important implications coming from the recent research on teaching behaviors in reading. This study indicated that: (1) trained teachers display method prescriptions while untrained teachers do not; (2) teacher personality influences teaching behavior; and (3) because teachers have difficulty gauging the ability level of children, they place children into reading ability groups according to some non-competence based criteria established to determine their learning potential. Teachers were also found to be the predominant actors in the classroom, because they restrict--quantitatively and qualitatively--the participation of children. The potential of child-child interaction are seldom recognized as a part of the learning situation. There is, in the author's opinion, a need for future research to explore children's visible attributes, which teachers use for judging their learning potential, and to explore the kind of inservice training needed to promote the occurrence of teaching behaviors which help children learn. (Author/WR)

The purpose of this study was to determine patterns of similarities and differences in perception of the college environment of four groups of undergraduate students classified as to degree of creative ability. Three questions were asked: (1) do perceptions of the actual or real campus environment differ for the group with the higher (HM) as opposed to the group with the lower (LM) semantic creativity scores; for the group with the higher (HF) as opposed to the lower (LF) figural creativity scores? (2) do HM versus LM or HF versus LF differ in their perceptions of the desirable campus environment? and (3) if these groups do differ, what is the extent and direction of these differences on each scale of the perceptual measure? 60 volunteers from the cooperating allied health school completed the specified series of perceptual scales. By means of their scores on six of Guilford's divergent thinking tests subjects were classified as one of the 30 highest or 30 lowest in semantic creative ability and again in figural creative ability. The perceptual measure used was Pace's College and University Environment Scales. The findings indicated that the high and low creativity groups did not differ in their perceptions of the desirable campus environment. (AF)

This is a report which describes and evaluates a Summer Day Elementary School (SDES) program conducted in 1969 and involving 153 elementary schools in New York City. For six weeks, 37,502 children from disadvantaged areas attended voluntarily for a half day. Services provided included: (1) reading and arithmetic (Basic Component); (2) enrichment for the academically gifted or talented (Gifted and Enrichment Component); (3) continuity for the mentally retarded (CRMD Component); and, (4) instruction in English as a second language (ESL Component). The extensive evaluation disclosed various strengths and weaknesses of all components. The major changes suggested were: (1) separate levels of instruction for children at or near grade level and those well below grade level; (2) improved communication in the CRMD Component; (3) more consistent selection of qualified teachers in the ESL Component; and, (4) year round commitment of staff, and early commitment of funds for significant improvement in the success level of the summer program. (Author/DM)

As an expansion of ED 026 320, the model for a Human Relations School sketched in this document is an attempt to answer these questions: What would it be like if a school were to see itself as a laboratory for living and learning in which the test that is known about human interaction were utilized? How would it be organized? What would be its priorities? Could human relationships themselves be a focus for inquiry? In what ways would it be different from the schools we now work in? Seven goals identified and developed with illustrative examples of mechanisms or activities which may be instrumental in achieving the objectives: 1) to achieve involvement and collaboration; 2) to develop and maintain continuing inservice education programs; 3) to recruit, develop and utilize a great variety of human resources; 4) to mobilize and utilize creatively resources of technology, time, and space in such ways as to foster human relations values and goals; 5) to develop and maintain an open and supportive system of communication horizontally and vertically; 6) to develop and implement a curriculum in human relations knowledge, values and skills; and, 7) to achieve community-wide involvement in procedures for continuous evaluation and review of the educational program. (Author/VLW)

The results of a survey of 13 high school seniors of the Cheyenne River Sioux Tribe are analyzed in this 1971 study designed to test the impact of an American Indian literature course offered at Cheyenne-Eagle Butte High School. Results of a questionnaire given before and after the literature course are presented in tabular form showing, in percentages, the responses on which the following 4 conclusions are based: that students read more when the material concerned Indians; that students did not learn to enjoy reading more; that students realized the value of "reading to learn"; and that students learned about their culture and heritage from the course. Four recommendations are made: that larger samples be gathered; that questionnaires which would better measure attitudes toward pride and identity be used; that investigators experiment with students of different ages; and that a determination be made of whether the findings are statistically significant. A copy of the questionnaire, a 33-item bibliography, and a list of materials used in the course are included. (PS)

This paper reviews what some leading critics of public schools say about social studies curriculum and suggests implications of the growing "free schools" movement. The social studies have been charged with the socialization of children into the existing majority culture, and with teaching the knowledge and skills required for effective citizenship. Critics claim that in carrying out these charges, schools have actually deepened divisions within the society and alienated students from the culture. The "new social studies" have emphasized the ideas and methodologies of social science or have emphasized valuing skills on public issues. Free schools depart from both the older and the newer objectives. They emphasize the immediate needs and experience of the child with the goal of his self actualization. With selective enrollment in "free schools", the homogenizing effect of public school social studies will be absent. Wider variations in values can be expected. The existence of alternatives creates a pressure on public school social studies curriculum to become more present-oriented, more personalized, and more individualized. (NH)

The Florida Department of Education has adopted state-wide goals and performance objectives which can ultimately serve as the basis of a non-time based school. In such a system, student performance will be the measure of an individual's success, as opposed to merely the number of years spent in the classroom; additional characteristics will include year-round operation, individualized learning, continuous evaluation, flexible space, differentiated staffing, non-traditional grading and community involvement. Students and parents will set goals and plan programs; these will consist of learning segments comprised of clusters of performance objectives. Computer-managed instructional systems will assist students in registering and in undergoing pre-evaluation, learning experiences and post-evaluation. Lastly, classroom organization and teacher and administrator roles will be greatly altered to allow individuals to work at their own paces and to relate to educators as learning aids and consultants. (PB)

This contract between the Vocational, Technical, and Adult Education District No. 12 and the Fox Valley Technical Institute Faculty Association covers the academic years 1971-73. Articles of the agreement cover recognition, management rights clause, association rights clause, negotiations procedure, fair dismissal policy, grievance procedure, absences, faculty working conditions, salary schedule provisions, savings clause, and contract term. Appendices include calendars and salary schedules. (MJM)

This paper focuses on the principal's role in developing an improved or humane school environment for learning. It explores the thesis that the principal can be an effective and dynamic climate leader for change, but that he works within a participative process that involves all those who are part of the school environment and some who are not. The authors examine determinants of school climate, the principal's role in creating and maintaining a more positive environment, implementation strategies for a principal to begin improving his own skills toward fulfilling such a leadership role, and techniques for assessing the effectiveness of the approach. (Author/WM)

This interim report was abstracted from the many research efforts conducted at Fox Valley Technical Institute and the Center for Vocational, Technical, and Adult Education, Univ. of Wis Stout. At Fox Valley, it was attempted to identify learning styles relevant to vocational-technical education, survey students and faculty concerning individualized instruction and learning, develop an individualized learning model, and construct alternative learning experiences for meeting a given objective. At Stout, the task was to identify a sub-set of learning styles and determine their relationship to the acquisition of technical skills and knowledges (CE 000 867). Two learning style continuums were identified: concrete/symbolic and structured/unstructured. A semantic differential and a revised Likert scale (Learning Activities Questionnaire) were used to measure the continuums. The instruments were successful in determining individual learning styles and can be used by teachers for that purpose or for individualizing a program, course, or activity. Composite implications for teachers, students, and administrators in charge of curriculum were drawn. A 25-page literature review, a ten-page bibliography, and the Learning Activities Qpinionnaire are included. (AG)