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A GUIDANCE PROGRAM WAS CONDUCTED IN AN EFFORT TO INCREASE THE PROFESSIONAL COMPETENCE OF HIGH SCHOOL COUNSELORS IN THEIR VOCATIONAL WORK WITH STUDENTS FROM LOW-INCOME GROUPS. SPECIFIC OBJECTIVES WERE (1) TO ENHANCE THE PARTICIPATING COUNSELORS' UNDERSTANDING OF THE ATTITUDES WHICH CULTURALLY DEPRIVED YOUTH HAVE TOWARD SUCH MATTERS AS EMPLOYMENT, EDUCATION, FAMILY LIFE, THEIR PLACE IN SOCIETY, AND THE WORLD BEYOND THEIR EXPERIENCE, (2) TO INCREASE THE COUNSELORS' KNOWLEDGE ABOUT CHANGING EMPLOYMENT CONDITIONS AND OPPORTUNITIES, AND (3) TO ASSIST IN THE DEVELOPMENT OF AN IMPROVED LIAISON BETWEEN SCHOOL GUIDANCE COUNSELORS AND INDUSTRIAL PERSONNEL. THE PROGRAM HAD TWO PHASES--(1) A 3-WEEK INSTITUTE, AND (2) FOLLOWUP ACTIVITIES AND PROGRAM EVALUATION LASTING APPROXIMATELY 10 MONTHS. FIFTY COUNSELORS WERE SELECTED TO PARTICIPATE IN THE PROJECT ON A VOLUNTEER BASIS. AT THE CONCLUSION OF EACH WEEK OF THE INSTITUTE, DISCUSSION GROUPS PREPARED SUMMARIES OF THEIR ACTIVITIES AND RECOMMENDATIONS FOR ACTION AND CHANGE IN THE ROLE OF THE COUNSELOR. EACH GROUP EMPHASIZED THE NEED FOR MORE EFFECTIVE COMMUNITY RELATIONSHIPS AMONG COUNSELORS, INDUSTRY, PARENTS, AND OTHER COMMUNITY AGENCIES. THEY ALSO BELIEVED THEY SHOULD HAVE A GREATER VOICE IN THE DEVELOPMENT AND CHANGE OF CURRICULUMS FOR DISADVANTAGED YOUTH. (JH)

THE EFFECTIVENESS WAS STUDIED OF A UNIQUE EDUCATIONAL PROJECT, CONDUCTED DURING 6 WEEKS OF A SUMMER, ON THE MOTIVATIONAL EXPERIENCES AND LEARNING ENHANCEMENT OF DISADVANTAGED YOUTH (UNEMPLOYABLE AND UNDEREDUCATED). THE 100 PARTICIPATING MALE YOUTHS, AGES 16 TO 21, WERE EACH ASSIGNED TO COUNSELORS FOR ADMINISTRATIVE AND SUPERVISORY CONTROL AND TO DORMATORIES WHERE THEY LIVED DURING THE WEEK FOR THE DURATION OF THE PROGRAM, RETURNING TO THEIR HOMES FOR WEEKENDS. PARTICIPANTS WERE PAID $10 EACH WEEK AND RECEIVED A $25 BONUS AT THE CONCLUSION OF THE PROJECT. THE FOLLOWING EXPERIENCES WERE PROVIDED--BASIC EDUCATION, VOCATIONAL EXPERIENCE, PHYSICAL FITNESS, GROUP COUNSELING, AND INDIVIDUAL GUIDANCE. EVALUATIVE INSTRUMENTS WERE DESIGNED AND ADMINISTERED TO TRAINEES, COUNSELORS, SUPERVISORS, AND OTHERS. IN ADDITION, A CRITICAL REVIEW WAS ACCOMPLISHED AT THE CONCLUSION OF THE 6-WEEK PERIOD THROUGH GROUP INTERACTION AMONG CONSULTANTS, STAFF MEMBERS, AND OTHER CONCERNED PERSONNEL, ALL OF WHOM HAD OBSERVED THE PROJECT IN PROGRESS. IN GENERAL, IT WAS FOUND THAT THE PARTICIPATING YOUTHS RESPONDED FAVORABLY TO THE OVERALL PROJECT. MAJOR MOTIVATIONAL FUNCTIONING APPEARED THROUGH INTERPERSONAL STUDENT TEACHER RELATIONSHIPS. IMPLICATIONS SUGGESTED THAT SIMILAR PROJECTS COULD PROVIDE SIGNIFICANT GUIDELINES FOR EDUCATIONAL AND VOCATIONAL PROGRAM DEVELOPMENT. (JH)

Selection of items for analogy tests according to the Rasch item probability of "goodness of fit" to the model is compared with three commonly used item selection criteria: item discrimination, item difficulty, and item-ability correlation. Word, picture, symbol and number analogies in multiple choice format were administered to several hundred college students. Analysis showed that Rasch item probabilities of .05 and .01 are more lenient (in terms of proportion of items rejected) criteria than commonly used criteria (item difficulty of between .10 and .80, item discrimination of .20, item-ability correlation of .20). Results also showed only a moderate amount of overlap among the four criteria, with the Rasch item probability and item discrimination being the most similar, and item difficulty and item-ability correlates being the most dissimilar. (Author)

A 30-item multiple-choice word analogy test and a corresponding 30-item picture analogy test (in which the pictures corresponded to the words in the word analogy test) were administered to 289 Civil Service employees. The equivalence of semantic (word) and figural (picture) test presentation of the same items was determined by comparing the responses of the same subject to the same item. Proportion of correspondent responses (both correct or both wrong) ranged from .69 to .91 with a median of .84. Correlation between scores on the two test forms was .86. Over 84% of the subjects gave correspondent responses with greater than chance frequency. Score distributions were practically identical. It was concluded that semantic and figural parallel test forms can be constructed. (Author)

Data were collected on rate-per-minute of administering token reinforcement for one male and seven female teachers enrolled in a behavior modification seminar. The study was conducted in four self-contained and four open classrooms. In the observer-present condition, data were obtained during 15-minute classroom observation periods. In the observer-absent condition, data were taken from token record cards maintained by pupils. When observer-present and observer-absent conditions were compared, reinforcement rates indicated significantly higher rates of token delivery in the observer-present condition. It was recommended that the observer effect might have serious implications for those programs whose assessment procedures introduced an observer into the classroom to collect data on changes in targeted teacher behavior. (Author/BRB)

The relation between videotape-based observer judgements of attention to task and paper-and-pencil measures of academic performance was investigated in this study. Forty-five Grade 4 pupils engaged in an arithmetic computation task and were video-taped for ten consecutive school days. The tapes were then independently viewed by three observers, and pupils were rated on their observable attention to task. Significant correlations on the order of .50 (p less than .01) were obtained between attention to task ratings and academic performance. An intraclass correlation of .93 was obtained as an estimate of inter-observer reliability. The data supported the use of indirect observational methods in assessing school performance. (Author/MC)

This research investigated the use of the Rasch simple logistic model in obtaining test-free ability estimates. Tests employing word, picture, symbol and number analogies were administered to college and high school students. The results show that the Rasch model does not offer an improvement over the use of percentile ranks in estimating individual ability. These results, however, are an artifact of the research design. Shortcomings in the research design, as well as in that used by Wright (1968), are discussed. This paper concludes with the discussion of an appropriate research design for the investigation of this question. (For related document, see TM 002 271.) (Author)

This research investigated the use of the Rasch simple logistic model in item and test calibration. Tests employing word, picture, symbol, and number analogies were administered to college students, high school students, civil service clerical employees, and clients of the Minnesota Division of Vocational Rehabilitation. The results suggest that Rasch item easiness estimates are invariant with respect to the ability of the calibrating sample when an adequate sample is employed. The invariance of the Rasch item easiness estimates was shown to be related to the goodness-of-fit of the items to the Rasch model. The deletion of items with low Rasch probabilities increased the invariance of the Rasch item easiness estimates. Estimates of the amount of ability indicated by the raw scores on a test (ability estimates) were also shown to be invariant with respect to the ability of the calibrating sample for tests of 25 or more items, even when relatively small samples were employed. (For related document, see TM 002 270.) (Author)

In 1944 Congress passed a bill familiarly known as the World War II G.I. Bill. This piece of legislation enabled World War II veterans to continue their college educations at the institutions of their choice. Since that time, various other bills have been passed enabling ex-G.I.'s to further their educations. Now the country is faced with the return of Vietnam veterans, and the major problem confronting them is a financial one. College costs have at least tripled (300%) in the last 25 years in 90% of our colleges, and federal support of veterans has increased only about 30%. Because present veteran benefits only cover approximately 40% of college expenses, Congress is urged to increase federal support sufficiently to provide the veteran a wider choice of colleges. This could be achieved either by an increase of 50% or more in educational assistance payments to the veteran himself or by a tuition payment of $1,000 or 75% of tuition, whichever is lesser, directly to the college. This report reviews the above issues and contains a 15 page supplement which compares the 1947-48 enrollments in U.S. independent colleges and universities with 1971-72 enrollments. (HS)

Materials collected in this book and in Volume II (SP 003 239) are outgrowths of the Multi-State Teacher Education Project (M-STEP), a 3-year program to strengthen the capacity of state departments of education in the development of joint responsibility between local education agencies and teacher education institutions with emphasis on laboratory experiences in elementary and secondary schools. Part 1, "A Seven-State Program at work," includes (1) a brief portrayal of M-STEP's origin and purposes; (2) case studies of the seven state projects in Florida, Maryland, Michigan, South Carolina, Utah, Washington, and West Virginia; and (3) "Adventures with Laboratory Experiences," a synthesis of M-STEP practices, problems, and new patterns. Other chapters are papers produced by the individual projects or for use in them: "A Position Paper on Student Teaching Programs"; "Innovations in Student Teaching--A Directory of Recent Action," a national listing by state and by innovation type; a description of "The Individualized Teacher Education Program at Brigham Young University," including behavioral objectives; "Emerging Roles of Supervising Teachers--A New Staff Level"; "Microteaching and Interaction Analysis in a Teacher Education Program," a program description; "A Teaching Behavior Code"; guidelines for "Developing a County Program for Evaluating Teaching"; and a position paper on "Aides for Classroom Teachers." (Some papers in this volume published previously are available as ERIC documents, indexed under "Multi-State Teacher Education Project.") (JS)

Materials collected in this book and in Volume I (SP 003 238) are related to the Multi-State Teacher Education Project (M-STEP). They deal with program experiments and resulting directions, including guide-line type materials resulting from the project effort and items prepared by other sources as project-centered aids. Part I, "A Forward View," includes (1) "The State Education Agency in Teacher Education," with suggested guidelines for assuming new roles; (2) "Whither Teacher Education?," a description of Florida state department efforts; (3) "Exploring the Uses of Television in Teacher Education," with M-STEP conclusions and recommendations; (4) "Television and Related Media in Teacher Education," summaries of 20 experiments; (5) report of "A Study of the Use of Microteaching and the Preparation of Elementary Teachers"; (6) three "Examples of Selected Video Applications in Teacher Education"; (7) "Interstate Commerce in Ideas," report of M-STEP's interstate activities. Part II, "Toward New Horizons," contains (1) "Challenges and Needed Developments in Teacher Education"; (2) "A Perspective in Educational Technology"; (3) "A Partnership: The Teacher Education Center", (4) "Evolving Characteristics of Quality Teaching: Teacher Education Centers, Team Teaching, Individualized Teaching"; (5) "Setting the Stage for the Future"; (6) Horizons Ahead! A Seven-State View", and (7) "Facing the 1980's With Systems of Planned Innovation." (Some papers in this volume published previously are available as ERIC documents, indexed under the term "Multi-State Teacher Education Project.") (JS)

An interpretive bibliography is presented of 1968 publications having direct relevance to the planning, programing, design, administration, or operation of educational facilities. Introductory comments are directed to --(1) a framework for understanding educational facilities, (2) the status of research on facilities and the learning environment, and (3) the emphasis given educational facilities in the literature delineated in the bibliography. The sections into which the citations are organized are--(1) administration of educational facilities, (2) environmental criteria, (3) programing and planning facilities, (4) facilities design, (5) operation and maintenance of physical plant, (6) case studies and special facilities, and (7) bibliographies. (FS)

Three outlines prepared by an ERIC Clearinghouse to assist in the classification of subject matter in the field of educational facilities. The first outline contains elements of the educational environment which are related to facilities. The second is concerned with the design, development and administration of those facilities. The third section is a description of the ERIC System and the activities of the ERIC Clearinghouse on Educational Facilities. (FPO)

The purpose of the Lutheran Educational Conference of North America is to explore problems in higher education, especially those related to Lutheran higher education. It also seeks to share information, suggest strategies, and assist member institutions in their programs. This volume contains the papers and proceedings of the 56th annual meeting. The first paper: "Educational Strategies for Social Change," by Sidney A. Rand, suggests some broad outlines for change: (1) the college must recognize its involvement in society; (2) the college must know its own theological and philosophical foundations; (3) a college must choose its priorities carefully; (4) a college needs to select carefully those areas of direct involvement where it seeks to effect change in society; and (5) a college should not forget that it is the product and a part of its society; it is itself therefore subject to change. Two commentaries by Joseph L. Knutson and Jeff Johnson follow this paper. The second paper is "What's so Special about a Lutheran College?" by Louis Almen. The third paper is "Higher Education Must Be Modernized," by C. C. Colvert. The Program, a Report of the Secretary-Treasurer, and lists of the Board of Directors and Institutional Presidents conclude the report. (AF)

A five-state study conducted by the University of Iowa has shown that teachers indicated that their chief requirement of an inservice program was to improve their teaching skills. They felt the need to update teaching techniques, be evaluated on the basis of performance rather than length of service, and be able to demonstrate productive performance. The document discusses the organizational strategies required in the establishment of a successful inservice program. In large school districts a formalized system involving standing committees and a governing charter may be required. Smaller districts may obtain better results from the use of a task force of short-term duration whose members are appointed on the basis of their special knowledge and commitment and which has administrative support including secretarial assistance, supplies, and equipment. Whichever method is used, the committee or task force would be responsible for research into the goals, activities, and content needed by the teachers; the establishment of goals in behavioral terms; the development of a program calendar; and the establishment of policy considerations and evaluation procedures. The detailed budget requirements of such a program are considered and a sample budget is included. (MBM)

The essays contained in this booklet are 1) "Education for a 'Learning Society': The Challenge" by Ernest Bayles in which he calls for focus on learning to live, developing skills of reflection and judgment applicable to vital issues, and reflective teaching; 2) "Teacher Education in a Learning Society" in which David Turney demands teacher education programs more deeply committed to continuous professional learning for teachers, and greater freedom, excitement, and imagination in that learning; 3) "Empirical Evidence of the Experimental Mind in Education" by Bob Burton Brown which points out that we encounter a belief vs practices dilemma and a schism between fundamental beliefs and educational beliefs; 4) "Old Wine in New Bottles" in which C. Benjamin Cox foresees a more significant role for teachers in the educational growth of students, the use of specialists, learning evaluation, and curricula characterized by student-oriented inquiry; 5) "Reform from Within" by William Clark Trow which assails panacea proposals and argues for multi-variable innovation making use of modern tools; 6) "The Learning Society: The Other Side of the Coin" in which Frederick C. Neff attacks the false dichotomy of work and learning and calls for utilization of knowledge in the service of humane ends; 7) "Institutional Conditions for the Learning Society" by Robert E. Mason which asserts that schools should be orderly places since order is characteristic of both intellectual and moral discipline. (JS)

This booklet contains four addresses: (1) "Toward the Year 2000: Teacher Education" by William Van Til, Coffman Distinguished Professor in Education, Indiana State University. It includes projections regarding American society, American education, and teacher education for the next third century. (This address is available separately as ED 028 972.) (2) "New Developments in Teacher Education" by George W. Denemark, dean, College of Education, University of Kentucky. It focuses on the inadequacy of the isolated teacher concept, the importance of blending theory and practice, and research and development needs in teacher education. (3) "New Developments in Teacher Education" by Howard F. Helm, director, Division of Educational Laboratories, Bureau of Research, U.S. Office of Education. He describes U.S. Office of Education programs, particularly the development of comprehensive preservice-inservice model teacher education programs at the preschool and elementary level. (4) "Suggested Research To Improve Teacher Education" by David R. Krathwohl, dean, School of Education, Syracuse University. He explores four questions: What is the appropriate liberal arts base for teacher education? How can we improve our presentations in teaching for cognitive objectives? How can we better sequence the learning of teaching skills? How do we heighten the beneficial effect of student teaching? (JS)

The mobilization of support data and documentation sufficient to give appropriate physical expression to the required functions of the new senior high school, in Green Bay, Wisconsin, is the objective of this report. The consultants have proceeded in two steps--(1) to identify the functions to be performed in the new high school by analyzing records, interviewing school officials, department heads, and other personnel, and submitting questions to the city-wide steering committee, and (2) to identify relationships of staff, equipment, and space for the performance of these functions. Areas dealt with include--(1) philosophy and objectives of education, (2) curriculum, (3) student activities and services, (4) curricular organization, (5) program of studies, (6) student body, (7) staff needs, (8) function relationships, (9) space allocations budget, and (10) proximity of functional areas. General facilities, instructional and administrative facilities, outdoor facilities and special considerations are discussed. Special considerations include--(1) visual openness, (2) corridors and circulation, (3) relocatable and movable walls, (4) carpeting, (5) exterior glass, (6) furniture and equipment, (7) toilets, (8) color and finishes, (9) illumination, (10) acoustics, (11) temperature, and (12) general considerations. (RK)

These references on flexible educational facilities are abstracted by the ERIC Clearinghouse on Educational Facilities. College material includes an experimental learning center, a college health center, a fine arts center, and university library design. References on schools include secondary school design, flexible high school design, standard junior-senior high school plans, school lighting, domes for schools, demographics factors in school house construction, and school construction systems development project. Acoustics are covered in references on the acoustical environment of school buildings, school noise and carpeting. Other references are--(1) teaching space dividers, (2) two multi-purpose corridors, (3) divisible auditoriums, (4) flexible walls, (5) materials for modernization, (6) educational facilities with new media, and (7) the space stage. (LD)

Abstracts and descriptor terms are presented for 26 selected references with safety orientation. Included in addition to several general planning handbooks are topics related to--(1) stairways, (2) air structures, (3) site planning, (4) lighting, (5) bidding practice, (6) physically handicapped, (7) laboratory design, (8) mobile classrooms, (9) fallout protection, and (10) fire protection. (MH)

This annotated reference list was drawn from documents in the collection of the Clearinghouse on Educational Facilities, using the indexing terms "standards", and "state standards". The ERIC abstract is reprinted for each document selected. The range of the document covers a variety of areas including--(1) health and safety, (2) lighting, (3) construction and mechanical systems, and (4) carpeting. These cover provisions for lunchrooms, educational television, laboratories, mobile classrooms, and physical education. While this is not intended to be a comprehensive list of documents in this area, it does cover documents which are not widely circulated and which are made available either directly or indirectly through the ERIC system. (MM)

THIS IS A SERIES OF ARTICLES ON POSSIBLE AND ACTUAL USES OF VIDEO TAPE MATERIAL AND PROCESSES TO IMPROVE TEACHER EFFICIENCY, COMPETENCY, AND INSIGHT. EMPHASIZED ARE INDIVIDUALIZED AND SMALL GROUP USES OF TELEVISION, PLUS ITS POTENTIAL AS A RESEARCH AND DIAGNOSTIC INSTRUMENT. THREE MAIN USES OF TELEVISION ARE DISCUSSED--AS A SUBSTITUTE FOR LIVE OBSERVATIONS OF CLASSROOMS AND CHILD GROUPS, IN MICROTEACHING, TO PREPARE ELEMENTARY AND SECONDARY TEACHERS AND COUNSELORS, FOR INSERVICE TRAINING. ONE ARTICLE DEALS WITH THE AMPLIFIED TELEPHONE AS A TEACHING MEDIUM. SOME RESEARCH FINDINGS AND EVALUATION METHODS ARE ALSO INCLUDED. (JM)

ELEMENTS OF EDUCATIONAL PRODUCTIVITY ARE IDENTIFIED WHICH ARE INFLUENCED BY SIZE OF SECONDARY SCHOOLS. PRODUCTIVITY INCLUDES OUTCOMES SUCH AS ACADEMIC PROGRESS AND SOCIAL BEHAVIOR AND EXCLUDES ECONOMIC OUTCOMES SUCH AS GAINS IN INCOME. RESEARCH IN THIS FIRST PHASE WAS DONE WITH THE HIGH SCHOOLS OF IOWA. DATA STORED WITH THE IOWA EDUCATIONAL INFORMATION CENTER AND THE U.S. BUREAU OF THE CENSUS WERE USED. CLASSES OF INDICATORS WERE DEVELOPED AND ANALYZED STATISTICALLY. STEPS WERE THEN TAKEN TO (1) DEFINE SUB-CLASSES OF HOMOGENEOUS INDICATORS, (2) PERFORM PRINCIPAL COMPONENTS ANALYSIS ON EACH SUB-CLASS TO CHECK HOMOGENEITY, REMOVE AMBIGUITY AND COMPUTE COMPONENT SCORES, (3) PERFORM IMAGE ANALYSIS ON THE COMPONENTS WITHIN EACH CLASS OF INDICATORS AND COMPUTE IMAGE FACTOR SCORES, (4) PERFORM REGRESSION ANALYSIS OF IMAGE FACTORS FOR EACH CLASS OF INDICATORS USING PRODUCTIVITY AS THE DEPENDENT VARIABLE, AND (5) INTERPRET SIGNIFICANT INTERACTION REGRESSION COEFFICIENTS. TEN IMAGE FACTORS WERE EXTRACTED, BUT THE SPARSITY OF DATA ON SOCIAL CHARACTERISTICS OF SCHOOL DISTRICTS REDUCED THE VALIDITY OF THE ANALYSIS. A PRINCIPAL CONCLUSION OF THIS PHASE IS THAT DATA DESIGNED AND COLLECTED FOR ADMINISTRATIVE PURPOSES CAN BE AS COSTLY AND TIME CONSUMING TO CONVERT TO RESEARCH USES AS THE SAMPLING OF POPULATIONS AND GATHERING OR ORIGINAL DATA. (BD)

Three topics are discussed--(1) designing the environment of educational enterprises, (2) capabilities and promise of data processing in comprehending the educational environment, and (3) optimum learning environments - design mechanisms, principles, and application. Consultants for the first topic were Sydney H. Williams, who surveyed the state of art in planning, Max E. Anderson, who discussed problems of educational planning, and Kenton Peters, who concluded with the architect's view of school planning. Participants in the second topic of discussion were Dr. Charles Trotter, specialist in the United States Office of Education's Office of Construction Services and Dr. E. Gordon Richardson, staff member at the Iowa Education Information Center. Consultants for the third topic were Professor Byron C. Bloomfield, Director of the Environmental Design Center, University of Wisconsin, who outlined its origin and purpose and Dr. Darell Boyd Harmon, Research Professor at the Environmental Design Center, who discussed the physical problems of educational environments and suggested improvements. (RH)

"Video Processes Are Changing Teacher Education" by Howard Bosley (the first of five papers comprising this document) discusses the Multi-State Teacher Education Project (M-STEP) experimentation with media; it lists various uses of video processes, concentrating specifically on microteaching and the use of simulation and critical incidents materials. A paper by Clark Webb and others of Brigham Young University describes a large-scale microteaching program, depicting a typical session and discussing equipment, facilities, logistics, and evaluation. A companion paper by Clark Webb and Hugh Baird presents the results of "a limited investigation into the potential of a super 8mm cartridge film for brief (3-10 minute) model teaching episodes." Attached are lists of approximate costs of selected pieces of equipment and of representative processes and manufacturing companies. "Developing a State's Resources for Television in Teacher Education" by G.W. Hopkins reports the South Carolina M-STEP program's problems, organizational structure, and progress; it includes a list of tapes and accompanying study guides (plus corollary publications) prepared for use in that program and "available for use." In the final paper Bosley presents "An Appraisal" of various video processes as viewed by participants in the M-STEP experiment. (JS)

An annotated reference list of documents received and processed by the ERIC Clearinghouse on Educational Facilities. These documents are concerned with construction costs of facilities at all levels of education. Each document is indexed and abstracted. (NI)

An annotated reference list of documents received and processed by the ERIC Clearinghouse on Educational Facilities. These documents are concerned wholly or partially with the preparation and/or use of educational specifications on both the higher education and primary-secondary school level. Each document is indexed and abstracted. (NI)

An annotated reference list of documents received and processed by the ERIC Clearinghouse on Educational Facilities. These documents are concerned with the construction of libraries and study facilities. All levels of education are covered and each document i s indexed and abstracted. (NI)

An annotated reference list of documents received and processed by the ERIC Clearinghouse on Educational Facilities. These documents are concerned wholly or partially with equipment or school maintenance. All levels of education are covered and each document is indexed and abstracted. (NI)

An annotated reference list of documents received and processed by the ERIC Clearinghouse on Educational Facilities. These documents are concerned wholly or partially with school and facilities location and site selection. All levels of education are covered and each document i s indexed and abstracted. (NI)

THIS PROGRAM GUIDE IS FOR ADMINISTRATOR USE IN PLANNING AND IMPLEMENTING EFFECTIVE PROGRAMS OF RELATED INSTRUCTION FOR APPRENTICES IN THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM. IT WAS DEVELOPED BY THE LABOR DEPARTMENT APPRENTICE DIRECTOR AND STAFF, VOCATIONAL-TECHNICAL INSTRUCTORS, AND PERSONNEL FROM INDUSTRY AND DESIGNED BY SUBJECT MATTER SPECIALISTS. THE OBJECTIVE OF THE RELATED INSTRUCTION PROGRAM IS TO TEACH THE APPRENTICE THAT PART OF THE TECHNICAL INFORMATION PERTAINING TO THE TRADE WHICH CAN BEST BE TAUGHT IN THE CLASSROOM. SECTION I INCLUDES GENERAL INFORMATION CONCERNING THE PURPOSES AND THE OPERATION OF APPRENTICESHIP PROGRAMS AND THE ROLES OF THE LABOR DEPARTMENT, ADVISORY COMMITTEES, AND THE LOCAL INSTITUTIONS. SECTION II CONTAINS SUGGESTED CURRICULUMS AND COURSE DESCRIPTIONS FOR RELATED INSTRUCTION FOR OCCUPATIONS IN THE AREAS OF BUILDING TRADES, METAL AND PLASTIC MANUFACTURING, GRAPHIC ARTS, SERVICE TRADES, AND PUBLIC UTILITIES. THESE COURSE DESCRIPTIONS ARE GROUPED BY TRADE FOR THE BASIC REQUIRED COURSES, REQUIRED TRADE RELATED COURSES, AND ELECTIVE COURSES. THE REQUIRED TRAINING TIME IS GIVEN FOR EACH COURSE. THE APPRENTICESHIP PROGRAMS ARE 3, 4, OR 5 YEARS IN LENGTH AND EACH CONTAINS A MINIMUM OF 144 HOURS OF RELATED INSTRUCTION PER YEAR. SECTION III CONTAINS SAMPLE FORMS, REFERENCES FOR TEXTBOOKS AND PROGRAMED LEARNING, NATIONAL STANDARDS OF MANY TRADES, AND REFERENCES TO BE USED IN SETTING UP AN APPRENTICESHIP PROGRAM. (HC)

THE PURPOSE OF THIS STUDY WAS TO EXPLORE WAYS OF USING THE WORK ENVIRONMENT TO APPRAISE THE EFFECTS OF PREEMPLOYMENT EDUCATION -- BOTH GENERAL AND VOCATIONAL EDUCATION -- ON SUBSEQUENT JOB SUCCESS. DATA WERE COLLECTED FROM AUGUST 1964 TO MAY 1965, AND CAME FROM THREE PRIMARY SOURCES -- (1) TELEPHONE INTERVIEWS WITH 150 BOYS WHO GRADUATED FROM THREE DIFFERENT TYPES OF HIGH SCHOOLS IN 1963 BUT HAD OBTAINED FULL-TIME WORK INSTEAD OF CONTINUING THEIR FORMAL EDUCATION, (2) THEIR OFFICIAL SCHOOL RECORDS (CLASS RANK, GRADES IN ENGLISH AND VOCATIONALLY-ORIENTED SUBJECTS, ATTENDANCE RECORDS, AND SCORES IN INTELLIGENCE AND THE DIFFERENTIAL APTITUDE TEST), AND (3) THE EMPLOYERS OF THE 150 BOYS WHO WERE INTERVIEWED BY THE INVESTIGATOR AT 123 PLACES OF EMPLOYMENT. EACH EMPLOYER DEFINED THE JOB AS BEING ON ONE OF FOUR LEVELS OF DIFFICULTY, AND INDICATED THE ORDER OF IMPORTANCE OF THREE CLUSTERS OF CHARACTERISTICS -- (1) COMMUNICATION COMPETENCY (VALUED MOST IN 42 CASES), (2) PERSONAL ADEQUACY (VALUED MOST IN 91 CASES), AND (3) SKILLS UNIQUE TO THE JOB (VALUED MOST IN 17 CASES). BOYS FROM ALL THREE SCHOOLS WERE EQUALLY SUCCESSFUL IN OBTAINING JOBS RELATED TO THEIR TRAINING. ALTHOUGH NO SIGNIFICANT RELATIONSHIP EXISTED BETWEEN CLASS RANK IN SCHOOL AND RANK ON THE JOB, THE POOREST FOURTH OF GRADUATES HAD SIGNIFICANTLY POORER EVALUATIONS ON EVERY MEASURE OF JOB SUCCESS. (SL)

PROJECT HEAD START WAS CONCEIVED IN PART, TO INCREASE THE ORDINARILY REDUCED NUMBER OF CONNECTIONS BETWEEN THE CHILD AND OTHER PEOPLE. FOUR QUESTIONS WERE ASKED. (1) WOULD THE DEVELOPMENT OF SELF-SOCIAL CONSTRUCTS OF HEAD START CHILDREN DIFFER FROM THE DEVELOPMENT OF CHILDREN IN A CONTROL GROUP. (2) WOULD HEAD START CHILDREN DEVELOP APPROPRIATE SOCIAL TRUST. (3) WOULD THE TEACHERS' COGNITIVE STYLES AFFECT THE DEVELOPMENT OF SELF-SOCIAL CONSTRUCTS. (4) WOULD THE TEACHERS' PERCEPTIONS OF HEAD START CHILDREN AFFECT THE DEVELOPMENT OF SELF-SOCIAL CONSTRUCTS. TWO-THIRDS OF THE STUDENTS, OR 978 CHILDREN IN THE DELAWARE SUMMER 1965 HEAD START PROGRAMS WERE GIVEN A PRE-TEST ON ELEVEN TASKS FROM THE SELF-SOCIAL SYMBOLS TASKS, AND 945 OF THE CHILDREN WERE POST-TESTED, 100 NON-HEAD START CHILDREN OF A COMPARABLE BACKGROUND WERE USED AS A CONTROL GROUP AND TESTED IN THEIR HOMES AT THE SAME TIME AS THE HEAD START STUDENTS. EIGHTY PAIRS OF CHILDREN WERE PRE-TESTED ON A SHARING TASK MEASURING SOCIAL TRUST, AND 20 PAIRS WERE POST-TESTED. RESULTS OF THE TESTS SHOWED THAT THE HEAD START EXPERIENCE PRODUCED POSITIVE CHANGES IN SELF AND SELF-OTHER RELATIONSHIPS. HEAD START CHILDREN GAINED A PERCEPTION OF SELF AS BEING SIMILAR TO OTHERS AND TENDED TO MAINTAIN SELF AS CENTRAL. CONTROLS SHOWED A SHIFT TOWARD LOWER SELF-ESTEEM AND A LACK OF CHANGE FROM A SELF-DIFFERENT TO A SELF-SAME RESPONSE. (CO'D)