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Since Allan Nevins inaugurated the first systematic program of oral history in the United States at Columbia University in 1948, a large number of such projects have been conducted by universities, associations and corporations. Part I of this paper presents the question of whether oral history is credible historical evidence. The rules of evaluating historical evidence are presented, as well as the methodology of collecting, editing, and preserving oral history testimonies and recollections. The oral history methodology is described, and it is concluded that oral history must be judged by the same standards of criticism which historians would apply to any document. Part II discusses the current oral history project at Brigham Young University and the relevant need for an expanded project. A proposal is outlined for such an expanded project, based on utilizing graduate students in history as interviewers and processors, thereby drastically cutting the cost of this otherwise expensive procedure. The appendixes of this document include a select bibliography on oral history and the processing and agreement forms needed for oral history interviews. (Author/SL)

The Western Interstate Commission for Higher Education (WICHE) Annual Report for 1973 presents a brief history of WICHE. The report is presented as an informal narrative that would try to catch the spirit of the times and of the people involved. A summary of cash receipts and disbursements for the year ended June 30, 1973 and a listing of WICHE publications, programs and staff members, and public and private granting agencies are included. (MJM)

A field experiment, attitude surveys, and a process evaluation were conducted in order to evaluate the third year of Carrascolendas, a kindergarten--second grade bilingual series carried nationwide on the Public Broadcasting Service. Test scores showed that material presented in Spanish had a significant impact on learning in history and culture. First graders showed marked improvement in English and Spanish language skills. Several content areas were affected: history, culture, English and Spanish language skills, and math. Second graders benefited least, showing significant gains only in the Spanish content area of history and culture and in English fluency. There was little impact upon the Spanish content areas of science, phoneme/grapheme relations, and language mixing. Attitudes of teachers, parents, and children toward the series were positive, and a growth of pride in Mexican culture and increased use of the Spanish language were noted. The process evaluation found improvement in the management of the project, although insufficient dissemination of information about the series to potential viewers was regarded as a salient shortcoming. (PB)

The demographic and socioeconomic development of the Navajo Tribe is presented. The demographic data is based on the 1970 Census report. The other 5 topics are: (1) a short history of the Navajos; (2) a description of tribal government structure and its legal status of partial sovereignty; (3) education, covering Bureau of Indian Affairs (BIA) and public schools and Federal aid programs; (4) employment, detailing the acute unemployment rate; and (5) economic development, such as land and water resources, industrial development, and barriers to economic development. For further clarification, 8 appendices are included--e.g., treaty between the U. S. and the Navajo Tribe, reservation manpower analysis, and Federal programs. (FF)

A pictorial and statistical booklet on American Indians, this document briefly details the origins of the first Americans. It then gives current and comparative data for Indian population growth, residence areas, income, employment, education, and housing standards. The 10 largest tribes are listed, and a "new era" for American Indians is explained. (KM)

The report of the New Mexico Smaller Communities Team under the Employment Security Commission provides manpower information on Mora County's resources. Included in this report are pertinent data on the labor force and population. Also included are the history of the county; resources; local government, schools and community services; transportation; utilities; county financial institutions; and New Mexico state tax information. (FF)

The report of the New Mexico Smaller Communities Team under the Employment Security Commission (ESC) provides manpower information on Taos County's resources. Included in the report are pertinent data on the county's labor force and population. Also covered in this report are the history of the county; resources; local government, schools and community services; transportation; utilities; county financial institutions; and New Mexico State tax informaton. (FF)

A previously relatively unexplored area of theater history studies is the quantification of titles, authors, and locations of productions of plays in Canada and the United States. Little is known, for example, about the number of times any one play was staged, especially in the earlier days of American drama. A project which counts productions on a city-by-city basis could be the foundation for whole new insights into general theatrical entertainment. The period of 1890 to 1910 had been selected for study because it is relatively unknown. For the same reason, 25 secondary American cities are surveyed. The project is an ongoing one, with productions in ten cities thus far surveyed. (CH)

This lecture discusses the higher education of blacks in the United States. The first part describes historically the development of black higher education by chronological periods up to approximately 1965. The second section discusses the present era in terms of several major current issues. Some of the social, legal, and political aspects of race relations generally that have formed the larger context within which higher education for blacks has developed are sketched. A short personal appraisal of what the entire experience of black higher education seems to add up to is included. (Author/MJM)

Presented are 40 readings and research reviews on special education services for handicapped and gifted children. Examined in an overview are aspects of special education such as approaches used in different countries, integration, labeling, team teaching, and remedial reading. The culturally different child is described in terms of deprivation, disadvantagement, programs, and disparities between urban and suburban schools. Areas reviewed in relation to learning disabilities encompass assessment, teacher effectiveness, the concept of perceptual deficit, and myths in remedial education. Speech and hearing problems are considered with readings on speech disorders and corrections, articulatory competency and reading readiness, and sociological/psychological factors associated with hearing loss. The gifted child is seen to benefit from identification by counselors, a broadened concept of giftedness, creative expression techniques, and program planning. Mental retardation is discussed in an overview and in relation to community expectation, use of theories of J. Piaget in a program for trainable retarded students, a work study program, and a job readiness check list. The visually impaired are featured in readings on play and intellectual development, self concept, management of young deaf blind children, approaches to teaching partially sighted children, and "learning through listening." Staff expectations, integrated classrooms, architectural barriers, readjustment of paraplegics to the community, and the need to feel human are the subjects of readings on the physically handicapped. Readings on emotionally disturbed children focus on history, the community, teacher competency, and a curriculum for disordered behavior. (MC)

The result of extensive research addressing the unique needs and problems of American Indians, the report concludes that a singular solution to the multiple educational problems of the Indian is precluded by variances in location, tribal size, politics, and language and cultural disparities. Giving an overview of Indian education and problems, 7 recommendations are also listed: (1) Indians must be given full control of their schools without further delay; (2) all programs must respect Indian cultural values; (3) increased professional and paraprofessional guidance and counseling services by Indians must be provided; (4) higher education programs should be enlarged and improved; (5) Indian vocational education also needs improvement; (6) extensive, imaginative research and analysis needs to be done on Indian education; and (7) public school programs for Indian children must be strengthened. Statistics used in this report were believed to be the most reliable, although it is noted that government statistics on Indians vary from agency to agency. (KM)

Documents on American Indian education are cited in this bibliography, a supplement to 4 earlier documents. It contains abstracts of approximately 244 document citations from "Research in Education" (RIE) from 1963-73, and approximately 134 from "Current Index to Journals in Education" (CIJE) from 1971-73. The variety of educational resource materials cover such topics as American Indian history, culture, language, educational development, educational programs, legal status, and socioeconomic status. Citations are indexed by subject. (KM)

Information pertaining to the overall grading standards and practices within the five Peralta Colleges is compiled and analyzed here. The report is presented in three parts. The first part deals with the historical background of traditional and non-punitive grading, the national trends toward innovation and experimentation with various forms of nonpunitive grading and a review of several studies on grading practices and policies in California Community Colleges. The second part deals with the formal laws, rules, regulations and policy statements that make up the legal background of the issue of grading. This section covers the constitutional background, California statutory provisions, Title 5 of the California Administrative Code, the Peralta Board Policy Manual, and college catalogs. The third and concluding section contains the actual compilation and analysis of the Peralta grade distributions and course withdrawal frequencies: limitations, grade distribution comparisons (institutional patterns and departmental patterns), Peralta course withdrawal frequencies, and summary and analysis. Relevant codes, regulations and data analyses are appended. (KM)

This paper attempts to provide a contextual study of CILA--Centro Interamericano de Libros Academicos--a new scheme for the distribution of scholarly books in the Americas. Because of the scheme's peculiar relevance to the needs of Canadian academic libraries, the status of Latin American studies and relevant library collections in Canada are first considered. The achievement of CILA and its limitations are reviewed in the historic and economic context of the problems involved in the distribution and acquisition of library materials from Latin America. Considerable attention is devoted to a study of these problems, and a brief survey is made of some of the attempts to overcome them. With this background, the purposes and operation of CILA are examined and an attempt is made to evaluate its contribution to the partial solution of some of the aforementioned problems. Finally, a number of conclusions are drawn from the examination. (Author)

In the first paper of this set, a paradigm which was developed in communication and diffusion research is adapted to define the educational innovation process in the form of producer-product-dissemination-users-adoption. Dissemination and adoption are subject to a number of factors, which can be further detailed. Previously innovation was seen as a one-way flow from producer to consumer, but a deeper understanding of the process shows the influence of consumer feedback and participation in product development. Paper Two reviews the growth of educational dissemination systems which were generated by educational research and development (R&D). The atmosphere of the postwar "Big Science" knowledge explosion and the pressure put on American education by the launching of Sputnik brought about the ERIC (Educational Resources Information Center) which was modeled on the new scientific information systems. This strictly archival system proved inadequate, another formal communication method was added--a series of reports on current topics. However informal communications are also needed, in the form of "extension agents" who can mediate between ERIC and users in the field. Such a system, whether implemented nationally or locally, would make ERIC more accessible. (SL)

Since the establishment of the pioneer USIS library in Mexico City in 1942, the nature of The United States Information Service (USIS) libraries has been subject to political disputes. The question of whether or not they should function as propaganda arms or information centers still remains a polemical issue. The USIA became an independent agency of the executive branch of government in 1953. Since then, the number of U.S. Information centers has grown to its present level of 133. Each Center tailors its programs to meet the special needs of its own community. Generally, the Information Center Service maintains four types of programs: 1) libraries or cultural centers for the study of the U.S.; 2) a commercial book program to place more American-written books in bookstores and classrooms; 3) teaching English; and 4) exhibits of American achievement. Moreover, the Centers assist the Informational Media Guaranty Program and Binational Centers around the world. Since 1961, a policy has been made to withdraw funds from Western Europe and to use them in the developing nations. Funds are appropriated each year by Congress. The future of USIS libraries is as uncertain as ever-changing world politics, the availability of funds, and the predispositions of the current administration. (CH)

Theories behind the presence and absence of libraries in correctional institutions can be deduced from information on their history, their proponents, and their budgets. Theories range from punitive to religious, humanitarian, educational and legalistic. The therapeutic theory of library access for inmates would further advance library service, but it is as yet unaccepted. The history of prison libraries up to 1950 shows that the punitive, religious, humanitarian and educational theories variously held sway. In the late 1950's and early 1960's, although some encouraging events took place, only three successful library programs were reported; all other projects were in the form of surveys, speeches and plans. More recently, the prison law library has become a hot issue, and it has introduced a new basis for library access to inmates--that of legal right. The basis of library service to prisoners should be changed from legal necessity to rehabilitation. One must refer to the literature of bibliotherapy to find an explanation of how books can be therapeutic and to find suggestions of programs and methods. There are significant projects for correctional institutions that demonstrate that bibliotherapy is one means to a truly rehabilitative phase of correctional library theory. (JB)

This paper presents a historical review of the gradual growth of interest in an establishment of legislation in Massachusetts for institutions concerned exclusively with the training of teachers. Highlighted is the activity of James G. Carter in this endeavor. The state of education at the beginning of the nineteenth century is described: private schools flourished over common schools; and people became teachers because it was easier than manual labor, because they needed employment between more lucrative positions, or because they were not fit for anything else. Carter publicized this situation, advocated a change in the caliber of common school teachers, and called for the establishment of a teacher training institution. Carter's plan for such an institution included a well-stocked library, professors skilled in their respective areas, a laboratory school, a board of commissioners, and a student teaching program. Carter's private efforts to form such an institution failed in the late 1820s, but while he was a member of the House of Representatives, his bill calling for the establishment of a board of education passed in 1837. The paper concludes with mention of Carter's victory: the establishment of normal schools for the education of teachers in 1838. (JA)

This document on performance-based teacher education (PBTE), issued two years after the first publication of AACTE's Committee on PBTE, represents an attempt to clarify key concepts and terminology, call attention to significant potentialities and problems, and suggest future action. Chapter I is a brief introduction. In Chapter II, the committee clarifies what it currently understands to be meant and implied by the phrase "performance-based teacher education." It places the movement in historical perspective; explains differences in terminology commonly used; identifies salient characteristics of PBTE programs; and comments briefly on underlying assumptions, promises, and recommendations on 10 aspects of the PBTE movement, subsumed under three major headings: Program Considerations, Administrative Considerations, and Research Considerations. Chapter IV presents the report's summary and conclusions. Included as appendixes are a comparison between the 1971 and 1974 versions of the committee's definition of the characteristics of PBTE and several comments and statements of special concern. (Author/JA)

The California Indian Education Association has held American Indian education workshops in conjunction with its annual conferences since its inception in 1967. The report of this 5th annual meeting reflected many of the frustrations that Indians face in their contact with society, particularly in the educational system. The frustrations of Indian people became evident in each of the separate responses of the Indians in the various seminars, speeches, presentations, art exhibits, etc., and in the total realm of the various activities at this conference and the 2 Indian education workshops for non-Indian teachers. The first workshop, held in October 1971, focused on the historical and cultural aspects of Indian education. The second (February 1972) included a visit by the class of teachers to reservations within San Diego County. The information in this handbook, complete with useful appendices (e.g., Indian resource people) should serve as a model to both Indian and non-Indian communities. The 6 goals of these workshops were to (1) define and outline the needs of Indian education to participants; (2) assess the current status of projects implemented over the past 4 years in Indian education; (3) stimulate a positive commitment for action from the participants on behalf of achieving stated goals; (4) provide opportunities for broadened awareness through experimental learning; (5) stress a viable Indian culture; and (6) provide a continuation of opportunities for the participants' further development. (FF)

The objective of this manual is to provide descriptions and analyses of social studies projects that will allow teachers and curriculum coordinators, in a short period of time, to make decisions about and then select curriculum appropriate to their needs. Thirty-six exemplary programs for high school and junior high students represent not only a variety of social studies disciplines but also an interdisciplinary approach. Showing the recent trends in social studies during the past decade, the programs reviewed place emphasis upon concepts, behavioral objectives, affective objectives, social problems, inquiry process, student oriented curriculum, international education, and assessment of student learning. Following the introduction a selection guide, organized by subject area, lists programs alphabetically and gives a brief resume of important program characteristics. In addition to a one page description of each of the projects, the major part of the work contains information on goals and objectives, content and materials, classroom action (including an overview of instructional strategies and an account of a typical lesson), requirements and costs of implementation, and program development and evaluation. (SJM)

This document gives examples of seven steps a classroom teacher can take to improve both instructional and learning objectives. This improvement is to be measured by increased student learning. The seven steps are as follows: a) write a simple behavioral objective, b) edit, c) revise objective to make it learner centered, d) clarify, e) evaluate specific criteria, f) pinpoint learning conditions, and validate. Examples and applications are given in the areas of social science and history, English grammar, nursing, and allied health. (Author)

The traditional ways of American Indian life and the more contemporary life styles are described in this paper. The conflicts which currently exist between the Native American subcultures and the mass culture are described in terms of "culture clash". It is noted that the traditional values of Native American societies were deeply rooted in their religious beliefs. The harmonious blending of the individual and the group with the forces of nature in the traditional Indian way is in conflict with the mass culture. Other areas in which this conflict occurs include tribal government, the concept of power, the social environment, and justice. The influences of the American Indian Movement and the Bureau of Indian Affairs on various areas of this conflict are described. (PS)

A historical overview of events through which regional research has evolved among rural sociologists in the South is presented in this report. The report is divided into 3 sections. The first section, an introduction, contains 2 articles. The first discusses the general climate of rural sociology activity during the first half of the 20th century. The second is an example of a specific early effort at regional research cooperation. Section 2 focuses specifically on the history of cooperative regional research among southern rural sociologists. A view of the future is presented in section 3, which provides some ideas about the potentials and problems of rural sociology in the South both as a discipline and as an effective research structure capable of providing the knowledge required to effectively cope with the problems of rural peoples and institutions. Appendices for the different sections present additional information. (PS)