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Teachers may find out about research studies through professional conferences, conventions and meetings, inservice teacher education courses, professional literature, and conferences with faculty members of colleges and universities. Translators of research may present the results of studies in programs for the classroom teacher. Perhaps the greatest need today is for the translator to produce viable programs of instruction for the classroom teacher on such problems as the link between the structure of language and the structures of listening, speaking, reading, and writing a total language program. This is needed today if teachers are to implement the findings of significant research studies to effect change in instructional strategies. These reports and programs must be made available to the classroom teacher in a simple uncluttered manner, without an overemphasis on statistics. Only then will the classroom teacher be in a position to add or delete practices of instruction for maximum pupil growth in reading and all other areas of language. (Author)

The 1972-1973 issue of "Classroom Practices in Teaching English" focuses on the topic of the evaluation of student performance. The 42 articles and statements describe ways to measure reading, writing, and speaking. The writers are teachers in elementary and secondary schools, colleges and universities. About half of them are identified with English teaching and the remainder more generally with education. The writers focus on large and small groups and individuals; they discuss the average, gifted, and slow students. Some also discuss the evaluation of teachers. The writers also try to clarify tests, measurement, evaluation, grading and reporting, and research and development. Some articles are concerned with performance contracting and educational accountability. An appendix of NCTE position statements relating to evaluation is also included. (Author/DI)

Formal and, where possible, informal educational programs designed specifically for American Indians in the U.S. and Canada between 1965-71 were studied. Information on Indian education in the U.S. was included to provide useful background material for a study of the Canadian situation. The dates were chosen arbitrarily to limit the scope of the research. The researchers were directed to gather data in the fields of elementary, secondary, postsecondary, and adult education in order to learn what programs were successful and who administered them. The study was to serve a dual purpose: (1) to provide information for teachers of Indian students, and (2) to find, if possible, a basic philosophy which leads to success or failure in Indian education. The major problem of Indian educators appeared to be their failure to recognize Indians as belonging to a unique culture, distinct from the mainstream of French and English culture in Canada. Educators have tried to fit Indian students into an alien type of educational program. Included among the list of 15 recommendations for programs, projects, and courses in Native studies are the following: (1) most important, that native cultural content should be included in the educational curriculum; (2) that there is a need for complete revision of all textbooks; (3) that Indian language courses should be instituted from kindergarten through to postsecondary levels; and (4) that social studies (history) courses should be set up to educate non-Indians about the background of the Indian. (FF)

THE DEVELOPMENT AND EVALUATION OF PROGRAMED INSTRUCTIONAL MATERIALS FOR USE IN PRIVATE LIBERAL ARTS COLLEGES WERE REPORTED. MEMBER COLLEGES OF THE GREAT LAKES COLLEGES ASSOCIATION (GLCA) PARTICIPATED IN THE (1) IDENTIFICATION OF AREAS WHERE PROGRAMED INSTRUCTION MIGHT BE APPLIED, (2) REVIEW OF EXISTING COMMERCIAL PROGRAMS, (3) DEVELOPMENT OF NEW MATERIALS, (4) PROMOTION OF BASIC RESEARCH IN INSTRUCTIONAL PROGRAMING, AND (5) EVALUATION AND COMPARISON OF THE NEW MATERIALS AND METHODS OF DEVELOPMENT. THE RESULTS INDICATED THAT THE PROJECT DEMONSTRATED THE VALUE OF HAVING AN ASSOCIATION OF COLLEGES PREPARE AND EVALUATE JOINT PROGRAMS. IN ITS 3 YEARS OF OPERATION, THIS PROJECT DEVELOPED 36 PROGRAMS. FROM THESE, FIVE PROGRAMS WERE SELECTED AND SUBJECTED TO INTENSIVE EVALUATION UNDER A VARIETY OF TEACHING CONDITIONS. SUBJECT AREAS OF THE PROGRAMS EVALUATED WERE POETRY, LOGIC, BIOCHEMISTRY, RELIGION, AND POLITICAL SCIENCE. (RS)

The purpose of the study was to provide information that would enable the University health service to render more adequate service in the treatment and prevention of health problems related to smoking and drinking. Questionnaires were administered to 502 undergraduate students at a southern university. Results of the study indicate that reading and television were the most common sources of information about the possible hazards of smoking; the study also showed that society has a great impact on college students in influencing their smoking and drinking habits. In addition, a number of comparisons were made between male and female students and between parents and students. Appendices include numerous data tabulations and discussions of them, a copy of the questionnaire administered to the students, and references. (Author/SES)

Environmental factors which influence reading performance of disabled readers are explored. The author first surveyed related literature and selected the following significant environmental factors: self-esteem, parental attitudes and behavior, and overt classroom behavior of children, ages 7 to 12. The Parent Attitude Research Instrument, Parent Interview Form, Self-Esteem Inventory, Soares and Soares Self-Concept Instruments, and Children's Behavior Questionnaire were then selected to measure each of these factors. The instruments were assessed, and it was found that they could be used within a reading improvement program to add to a diagnostic battery of tests to give evidence on environmental factors in influencing reading. The last part of the report deals with how these instruments could be used in a reading improvement program and how the use would change the present masters of science program in education-reading at Whitewater State University. A bibliography and appendixes of test forms are included. (AW)

A project concerned with the modification of a mathematical probability and statistics course is described. The course was redesigned to include a weekly two hour laboratory session in which students use an IBM 1130 computer to verify empirically the theoretical proofs learned in the classroom. This project report lists the subroutines furnished to the students and the topics of each of the 15 lab sessions. In addition, descriptions of three laboratory exercises are given by way of illustration, followed by a summary of student reactions and faculty attitudes toward the use of the computer for laboratory work. (LB)

This book contains over fifty ideas and activities related to language development at all educational levels. Suggestions are provided for teaching composition, critical reading of newspapers and magazines, folklore, creative writing, vocabulary development, poetry, epics and films, interviewing techniques, metaphors, choral speaking, silent films, English in a multi-racial context, and other language arts. (WR)

This study relates 43 selected symphonic works to the composers' literary sources, on the assumption that familiarity with the sources will improve a student's ability to listen intelligently and will increase the permanent benefits to be derived from both literature and music. The goals of the study were (1) to cite resources and provide information on source material for elementary school teachers and librarians, (2) to suggest ways to utilize this material within the elementary school curriculum, (3) to set forth goals to be attained through such utilization, and (4) to furnish indexes to the assembled data. The inclusion of a particular musical work in the study was determined by suitability for elementary school children, a literary source, availability as a recording, and analysis of the music. The musical selections were organized according to types of literary sources, and three types of symphonic music were analyzed within these divisions. (Annotated bibliographies of recommended books, disc recordings, sound films, sound filmstrips, and tape recordings are provided as well as author, composer, and subject indexes.) [Not available in hard copy due to marginal legibility of original document.] (LH)

This booklet serves as an annual conference report for the National Association for Foreign Student Affairs. Some 58 abstracts of articles, papers, and addresses are presented. Author and title indexes are included. (RL)

A short review was made of the family, community, and school problems of disadvantaged children. The author then turned her attention to the help that the teachers of these children can give toward developing and improving the children's self-image and promoting and reinforcing positive attitudes. Opinions are expressed as to why some past educational programs for the disadvantaged have not been successful, and descriptions are given of programs and ideas that work. The author challenges reading teachers to give their unstinted aid to disadvantaged students who are attempting to find a new way of life. References are included. (NH)

This is an exploratory effort to determine factors available at the time of application for admission, which will better identify who among marginal applicants are most likely to succeed in college. Some 19 marginal applicants to Hope College were studied in terms of admissions data, their performance in the specially designed summer trial program, and their experience and performance during their total first year of college. The results of the study indicate that the usual academic predictors of college success (high-school grades, Scholastic Aptitude Test scores, rank in graduating class) are of no use at all in predicting the first year, cumulative grade point average of these marginal entrants. However, these predictors are useful in predicting how the students will perform in the Summer Trial Program. In turn, the grade earned in the summer program is highly predictive of the total cumulative grade point average at the end of the freshmen year. The special program designed for the summer and the follow-up of the trial students during their first year appeared successful both in terms of the low attrition rate among the participants and in terms of personal growth and development of the individuals involved. (Author)

In a self-directed student group, learning activities are controlled and directed by the students themselves. This approach to learning was investigated at Hope College to: (1) explore the amount and patterns of interaction observable in small self-directed groups, (2) assess conditions and events in group interaction which enhance or inhibit learning, and (3) assess other desirable learning outcomes besides course achievement which accompany this approach to learning. All 54 students enrolled in the social psychology course in the 1966 fall semester were randomly divided into groups of 6 to study independently. Following initial pre-testing, course instructions, and distribution of course materials, students were dismissed for the semester except for voluntary group meetings once a week or more and total class meetings with the instructor approximately once every 2 weeks. From behind a one-way mirror the instructor made observations of the groups in action and student assistants conducted Bales Interaction Process Analyses. With other groups in the second semester different categories were used for the interaction analysis and groups were videotaped. It was observed that interaction was plentiful and effective, that there were identifiable factors enhancing or hindering learning, and that the benefits of self-directed study extend beyond the content learning achieved. Findings confirmed the value and productivity of this approach to college learning, and indicated the feasibility of its economy in terms of instructor time and required classroom facilities. (Author/WM)

A BIBLIOGRAPHIC LISTING WAS COMPILED IN CONNECTION WITH A RESEARCH PROJECT ON THE SYNTAX OF CONTEMPORARY BRAZILIAN PORTUGUESE. THE DOCUMENT WAS NOT INTENDED TO BE AN EXHAUSTIVE INVENTORY OF CONTEMPORARY BRAZILIAN LITERATURE. SUBJECTS INCLUDED ARE FICTION AND NON-FICTION IN THE HUMANITIES AND SOCIAL SCIENCES. ANNOTATIONS ARE NOT INCLUDED. THE DATES OF THE MATERIALS RANGE FROM 1934 TO 1966. (TC)

CALIFORNIA'S "OPEN-DOOR" POLICY HAS LED TO AN INCREASE IN THE NUMBER OF LOW-ABILITY STUDENTS IN THE JUNIOR COLLEGES. IN SPRING, 1964, LOS ANGELES CITY COLLEGE BEGAN AN EXPERIMENTAL PROGRAM FOR 64 STUDENTS WHO SCORED BELOW THE 11TH PERCENTILE ON THE SCHOOL AND COLLEGE ABILITY TESTS. FACULTY VOLUNTEERED THEIR SERVICES, AND AN INTEGRATED PROGRAM OF INTRODUCTORY PYSCHOLOGY, REMEDIAL ENGLISH, AND SPEECH WAS IMPLEMENTED. THE RESULTS OF THE FIRST SEMESTER WERE NOT GREAT, BUT PROGRESS WAS EVIDENT AND IT WAS DECIDED TO CONTINUE THE EXPERIMENT IN FALL, 1964, WITH 100 STUDENTS. IN SUMMER, 1965, THE PROGRAM MOVED FROM THE EXPERIMENTAL TO THE OPERATIONAL PHASE. OTHER INSTRUCTORS ESTABLISHED COURSES IN THEIR DEPARTMENTS TO MEET THE NEEDS OF THESE STUDENTS. THE FOCUS OF THE PROGRAM WAS SHIFTED FROM REMEDIATION TO GENERAL EDUCATION. THOUGH PROGRESS HAS BEEN MADE IN RAISING THE READING LEVEL AND ACADEMIC ABILITY, IT WAS NOT ENOUGH TO ENABLE THE STUDENT TO MOVE INTO A REGULAR COLLEGE PROGRAM. PLANS HAVE BEEN MADE TO EXPAND THE PROGRAM FURTHER. (HS)

TO IMPLEMENT THE PHILOSOPHY THAT GOOD WRITING STEMS FROM GOOD THINKING AND THAT PRACTICE IN PRODUCTIVE THINKING IS A PREREQUISITE FOR WRITING INSTRUCTION, THE ELEMENTARY TEACHERS OF LOS ALTOS, CALIFORNIA, PREPARED THIS GUIDE FOR TEACHING WRITTEN EXPRESSION IN GRADES KINDERGARTEN THROUGH EIGHT. THE OBJECTIVES ARE TO HELP CHILDREN (1) THINK PRODUCTIVELY, (2) ORGANIZE THEIR THOUGHTS IN WRITING TO FULFILL THEIR OWN PURPOSES, (3) BECOME SKILLFUL IN THE ACT AND ART OF WRITING, AND (4) APPLY WRITTEN EXPRESSION TO THEIR OWN DAILY LIVING. IN SECTIONS FOR EACH OF THE OBJECTIVES, EXPLANATIONS OF THE OBJECTIVES AND RECOMMENDED METHODS, MATERIALS, AND OCCASIONS FOR DEVELOPING THEM ARE GIVEN. SUB-SECTIONS ENTITLED "HAVE YOUR TRIED THIS," FOR GRADES KINDERGARTEN THROUGH TWO, THREE THROUGH FIVE, AND SIX THROUGH EIGHT, CONTAIN SUGGESTIONS FOR IMAGINATIVE EXPERIENCES TO DEVELOP CHILDREN'S SENSORY AWARENESS, THEIR RANGE OF RESPONSES TO SENSORY EXPERIENCES, AND THEIR ABILITY TO MAKE FINE DISCRIMINATIONS AMONG SUCH EXPERIENCES. SUGGESTIONS FOR TEACHING THE MECHANICS OF GRAMMAR, PUNCTUATION, AND SPELLING ARE INTRODUCED TO HELP THE STUDENT MEET HIS OWN NEED FOR LUCID EXPRESSION. THIS GUIDE, RECOMMENDED BY THE NCTE COMMITTEE TO REVIEW CURRICULUM GUIDES, IS NOTED IN "ANNOTATED LIST OF RECOMMENDED ELEMENTARY AND SECONDARY CURRICULUM GUIDES IN ENGLISH, 1967." (SEE TE 000 140.) (MM)

THE AUSTRALIAN ASSOCIATION FOR THE TEACHING OF ENGLISH HAS BECOME INCREASINGLY INFLUENTIAL SINCE ITS FOUNDING. HOWEVER, IT IS STILL NOT CONSIDERED PROFESSIONAL BECAUSE OF ITS LACK OF RECOGNITION AS THE ORGANIZATION ENTRUSTED WITH RESPONSIBILITY FOR THE COMMUNITY'S INTERESTS IN THE FIELD OF ENGLISH EDUCATION. THE FIRST STEP TOWARD MAKING IT SUCH A BODY IS TO BRING TOGETHER, IN ONE ORGANIZATION OR AFFILIATION OF ORGANIZATIONS, ALL THE MEMBERS OF THE ENGLISH-TEACHING PROFESSION, INCLUDING THE UNIVERSITY TEACHERS OF ENGLISH. AT THE SAME TIME, TEACHERS IN THE ELEMENTARY AND SECONDARY SCHOOLS MUST ENTER THE FIELD OF RESEARCH AND CRITICAL INQUIRY. TEACHERS MUST ASK AND SEEK TO ANSWER SUCH FUNDAMENTAL QUESTIONS AS--(1) IS ENGLISH, PROPERLY SPEAKING, A "SUBJECT" AT ALL, (2) WHAT DON'T WE TEACH THAT WE SHOULD, AND (3) WHAT COULD WE DO BETTER BY NOT TEACHING. WHEN WE KNOW THE ANSWERS TO THESE QUESTIONS WE MAY BE LED TO RELINQUISH SOME OF OUR ELABORATE TEACHING TECHNIQUES BECAUSE THE REASONS FOR WHICH WE HAVE PERFECTED THESE TECHNIQUES ARE NO LONGER VALID. RESEARCH, FOR EXAMPLE, MAY SHOW THAT PRE-UNIVERSITY STUDENTS ARE INCAPABLE OF DEVELOPING ADEQUATE CRITICAL JUDGMENTS IN LITERATURE, AND, THEREFORE, WE SHOULD DEVELOP STUDENTS' APPRECIATION FOR LITERATURE AND TRAIN POTENTIAL WRITERS MUCH LIKE ATHLETES. ON THE OTHER HAND, RESEARCH MIGHT INDICATE THAT CRITICAL JUDGMENT CAN BE DEVELOPED ONLY BY THE OLD TECHNIQUES OF AUTHORITARIAN DRILL AND TRAINING IN THE SKILLS AND KNOWLEDGE UPON WHICH CULTURE AND TASTE DEPEND. TEACHERS MUST, THEREFORE, BE OPEN-MINDED AND WILLING TO GIVE UP TRADITIONS AND TEACHING TECHNIQUES IF THEY PROVE TO BE DELUSIONS. THIS ARTICLE APPEARED IN "ENGLISH IN AUSTRALIA," NUMBER 5, AUGUST 1967. (DL)