Search

DAP is the acronym for a set of concepts and procedures that the members of any group can employ to refine their problemsolving skills and bring them to bear on real-life, day-to-day group needs. Based on a particular view of human beings, communication, and the process of inquiry, DAP involves the members of a group in generating and using three kinds of information: designative (D) about the "what is" state of some one or some thing; appraisive (A) about "what is preferred"; and prescriptive (P) that suggests what to do when discrepancies can be identified between "what is" and "what is preferred". As group members generate and use these three kinds of information, they move systematically through three different phases of the problemsolving process. They begin by identifying their individual and common problems clearly and specifically. They then develop plans or prescriptions for dealing with the most critical of these common problems; and they complete the cycle of problemsolving by implementing their plans, monitoring effects, and evaluating their success as joint problemsolving systems. The major interest of DAP is in finding ways to eliminate or reduce unnecessary and pointless conflict, misunderstanding, and frustration. (Author)

The relationship under discussion was tested by quantifying the variables using a rule administration scale, the Executive Professional Leadership instrument, and a Management Behavior Scale. Hypotheses were tested using data derived from a sample of 20 superintendents, 40 principals, and 500 students. The data support the concept that a superintendent's management behavior will influence the principal's rule administration. Thus, the homogeneous management behavior and rule administration affect teacher perceptions of the principal's leadership ability. A short list of references is provided. (Author)

This speech reviews past articulation efforts on the national level, comments on present articulation efforts, and looks ahead to new forces which will probably affect articulation. Past and present efforts discussed included the Knoell-Medsker study, which generated articulation guidelines, Kintzer's "Nationwide Pilot Study on Articulation," and Willingham's "The Number 2 Access Problem: Transfer to the Upper Division." To improve articulation, Willingham recommended the creation of statewide monitoring agencies, which would make articulation at the local level even more essential. Forces to compel progress toward better articulation are: (1) concerned legislators; (2) emancipated students; (3) new forms of higher education; (4) an increase in influence and numbers of upper level colleges; (5) more liberal accrediting associations; (6) more state agencies for coordination; and (7) increased interest of senior colleges in junior college transfers. It was concluded that the original goal of articulation, enabling students to move through transfer programs with a minimum loss of time and disruption of study, is of utmost importance. (RN)

INTERPERSONAL COMMUNICATION BEHAVIORS OF PUBLIC SCHOOL CHILDREN WERE IDENTIFIED AND MEASURED BY USE OF THE INTERPERSONAL COMMUNICATION BEHAVIOR ANALYSIS METHOD (ICBAM). THE FOUR BEHAVIOR LEVELS DESIGNATED - BIOCHEMICAL, MOTOR MOVEMENT, SPEECH, AND TECHNOLOGICAL - WERE RELATED TO AGE, SEX, AND SITUATION (CLASSROOM AND NONCLASSROOM) BY ANALYSIS OF VARIANCE. THE STUDY FURNISHED EVIDENCE THAT A CHILD'S ABILITY TO COMMUNICATE IS NOT LIMITED TO SPEECH, ALTHOUGH THE SCHOOL CURRICULUM CONCENTRATES ON SPEECH AND EDUCATIONAL TECHNOLOGY. IT WAS SUGGESTED THAT CULTURAL, SOCIOLOGICAL, AND PSYCHOLOGICAL VARIABLES WHICH INFLUENCE BEHAVIOR ALSO BE SUBJECTED TO RESEARCH USING THE INTERPERSONAL COMMUNICATION BEHAVIOR ANALYSIS METHOD. (GD)

When the task of evaluating student learning is carefully considered, two major problems emerge. One is the gathering of the most appropriate and precise evidence possible about the learning. The other is the setting of performance standards against which this evidence may be weighed and the adequacy of each student's learning judged. This paper has focused on the problem of setting performance standards for use in strategies for mastery learning. The paper began with the argument that a key variable in the design of these strategies are the mastery performance standards which students are helped to attain throughout their instruction. It was pointed out that presently there are no procedures for setting such standards. Next, an attempt was made to formulate one such procedure. The approach developed utilizes students' future learning, i.e., their scores on a set of desired, end-of-instruction learning outcomes, as a criterion for determining the mastery performance level which students must attain at any stage in their instruction. Finally, the paper reported an experiment designed to explore the feasibility of the approach proposed. The experiment was designed to test the assumption that the performance standard which a student attains over each segment of his instruction has important implications for his realization of the desired, end-of-instruction learning outcomes. In general, the experiment's results confirmed the assumption tested. (Author/CK)

A brief review of the educational needs of deaf children and blind children precedes the results of a 4-month study of Oregon's educational facilities and programs for deaf children and blind children. The existing program, program strengths and weaknesses, and program recommendations are noted for the Oregon Board of Education (OBE), local programs, regional programs, and programs of Oregon State School for the Deaf (OSSD) and Oregon School for the Blind. The general finding was that compared to the nation, Oregon provided good educational programs for sensory impaired children, but that improved state and local coordination in administrative organization and program content would upgrade the quality of Oregon services. Recommendations are of two kinds, those requiring immediate attention and those relating to a long range comprehensive plan. Representative recommendations include changes in the inadequate OSSD instructional plant, improved information flow for OBE sensory impaired programs, fiscal saving measures, parent education, preparation of students for real expectations of society, and education of prospective mothers about the relationship between maternal diseases and sensory impairments in children. (CB)

If students are to learn as much as they can, they should themselves choose what they wish to study. College faculties who set up course requirements, for whatever ostensible reason, are usurping a function which belongs to the student. Explicit guidance, in the form of advice from a faculty member, is better than the implicit guidance of course requirements. Perhaps the faculty is less to blame for the present situation than are administrators. Administrators have the function of allocating and acquiring resources. Too often, decisions on these matters are made for transient, trivial, or merely traditional reasons. A simulation lasting for eight months and involving from 200 to 500 students was set up to explore an alternative way of deciding work. (JK)

This paper discusses the implications for State educational finance of the recent Serrano vs Priest decision and tries to clarify the exact meaning of the Serrano case. It notes that the use of property taxes for financing schools is not barred by the decision. Rather, the case expresses the principle of neutrality -- the level of spending for a child's education may not be a function of wealth. According to the report, many State legislatures will probably turn to full State funding of education to satisfy this principle of neutrality. (JF)

This project was designed to develop and demonstrate to teachers, administrators, and the public, a coordinated and integrated program of career development from Grade 1 through post-secondary vocational-technical education, in order to give impetus to the development of career-centered curriculums for vocational complexes in Mississippi. The procedure views the levels of occupational education as a pyramid, with students making decisions about careers based on broad exploratory experiences and counseling. As choices are narrowed the experiences become more intensified. A remedial program is operated for students who are identified as potential dropouts in order to equip them with the competence and skills necessary for pursuing further vocational training. It was concluded that the exemplary project made important progress in developing skills which will serve as a basis for continuous growth and advancement in chosen careers, and it was recommended that funding should be continued for the second year of operation. (Author/GEB)

Two experiments investigated the acquisition of course material under conditions of repeated testing. In Experiment I, with limited study intervals, acquisition increased over trials of study followed by testing. In addition, adjunct information about the content of the test item pool also increased performance. In Experiment II, with student determined study intervals, there was little or no change in performance associated with repeated testing. (Author)

The Augmented Human Intellect System (AHI) has been designed to facilitate communication among knowledge workers who may accomplish their entire job utilizing this advanced technology. The system is capable of sending information to geographically distributed users. It permits access to and modification of stored information by a number of persons concurrently or independently. The effects of the system in a government research and development office are threefold: (1) the individual is no longer limited to the rigidity of written information; (2) an "augmented knowledge workshop" promotes the integration and synthesization of the efforts of individuals to yield increased group creativity; and (3) the organization can therefore operate around a visible, dynamic body of data generated by the various levels in its hierarchy and immediately communicate managerial or technical matters. The problems encountered include psychological resistance, system failures, weak training due to inexperience, and hardware unavailability. (Author/EE)

The Meiji Restoration of 1868 ended six centuries of feudal military rule by establishing a divine Emperor and clam oligarchy. Compulsory schooling and military service soon followed. Until WWII both institutions engaged in moral training that was both Confucian and nationalistic in its emphasis on absolute loyalty to the state and Emperor. The ethical instruction in the school was taught in required "shuushin" courses. By the 1930's a new dimension was added to these courses: the suitability of Japan's national character for less well-endowed races. Military personnel received spiritual training in every facet of their preparation for Japan's defense and cosmopolitan destiny; their social role included modeling of the Japanese character. Post WWII schooling and military organization and training are markedly different. External intervention and national re-evaluation have resulted in democratic educational objectives and practices. Although constitutionally demilitarized in 1947, the military was re-established between 1950 and 1954. It is relatively small in size and budget, civilian controlled, staffed by volunteers, and is limited by statute and public opinion to a self-defense role. In conclusion, the dominant values of Japanese society, the mission and capabilities of the military forces, and the relationships between the armed forces and society today bear little surface resemblance to prewar Japan. (Author/DJB)

This publication details the missions of Mariners 6 and 7 to the vicinity of Mars in the summer of 1969. Description is provided of the spacecraft, its preparation for flight, the 60 million mile journey, and the scientific results of the mission. There are numerous photographs including close-ups of the Martian surface. The content is narrative and technically valid but not burdened with detail. (Author/PR)

To identify major strengths and weaknesses in the Master of Arts Program in Humanities at San Francisco State College and assess what the program had contributed to the vocational future of its graduates, an evaluative study was made of forty-seven degree candidates. The study consisted of: (1) the history and curriculum of the M.A. humanities program; (2) personal and academic backgrounds of the M.A. graduates; (3) the character and quality of the graduate work; (4) post-graduate careers of the M.A. graduates: nonacademic vocations and doctoral study; (5) post-graduate careers of the M.A. graduates: teachers; (6) conclusions. The appendix contains a bibliography and review of recent articles on humanities, careers and interests. The study revealed that the M.A. graduates preferred an interdisciplinary curriculum over the traditional one-subject approach, and that the M.A. in humanities graduates met or exceeded normal standards for advanced education. The study did not provide comparative data on successful and disqualified candidates. It did, however, present twenty statistical tables comparing the undergraduate and graduate academic achievement of the forty-seven M.A. graduates on the basis of sex. (Author/BHC)

The human relation model discussed in this booklet serves the dual purpose of facilitating the development of equal human relations and the myriad aspects associated with desegregation. This is not considered a scientific report, but a guide to group discussion. Although the model presented is based on the most advanced findings from interaction in teaching and the systems approach in communication, there is not an attempt here to declare it as the final answer to problems in this area. The human relations model is presented as a flow-chart which indicates the phases through which a bi-racial group passes to reach a tensionless condition conducive to a consideration of delicate race problems. A face-to-face commitment of a few people to work together is a first essential. The acknowledgement of equal human status and a concession by each component that it is unaware of concepts held by the other are the next two stages. Then, a consideration of displeasing words, an exposure of some beliefs, and a recognition that reception and direction must cross racial lines will complete the approach to a condition of psychological neutrality in which there would be little potential difference between ethnic components of the group. The atmosphere thus generated will permit in-depth consideration of all desegregation problems. (Author/JW)

In man-computer communication, the computer responds only as it is programed to respond. A human's response is more complicated because it depends on the "pre-programed" ways that humans process information. The three functions a man performs on received information are conservation (in which messages are retained whole), reduction (in which messages are condensed), and creation. Each of these functions subsumes several more specific functions labeled transforms. These transforms or sub-functions are described and quantitative measures assigned to them where possible. The area of information conservation includes discussions of short-term memory, veridical memory span, chunking, and proactive inhibition. Transforms relating to reduction are filtering, condensation, and contingent. Information creation involves a one to many mapping of stimuli resulting in output being greater than input. The purpose of the taxonomy and of further research in human information processing is to provide a framework for predicting the speed and efficiency of the performance of various tasks. Such a framework could benefit both the designer of computer software by making possible the generalization of task requirements and the researcher in defining and delineating domains to which his data is applicable. (JK/MT)

University and college mental health services have historically modeled themselves after a traditional clinic model. Few delivery systems have been influenced by the community mental health model. The major reason for this lack of influence appears to be the "in loco parentis" stance of colleges and universities. A campus mental health service stemming from a community model would have as its cornerstones community participation and the development, delivery, and evaluation of services, intervention at both community and individual levels and focus upon preventive intervention strategies. Fundamental questions that must be raised when adopting the community model are: what is the counseling services or mental health services role in relation to other systems operating on campus and its role in relation to its largest constituency--students. The paper discusses these last questions in some depth. (Author)

The Idaho Consortium was established by the state board of education to remedy perceived needs involving insufficient certificated teachers, excessive teacher mobility, shortage of teacher candidates, inadequate inservice training, a low level of administrative leadership, and a lack of programs in special education, early childhood education, vocational training, migrant, disadvantaged and Indian education, and pupil personnel services. The Consortium had five major objectives: 1) to increase the number of graduates from teacher education programs; 2) to provide systematic programs of inservice training to improve the quality of teachers and other school personnel; 3) to establish teacher programs in early childhood education with special emphasis on the needs of bicultural and bilingual children; 4) to improve the quality and quantity of personnel engaged in pupil personnel services; and 5) to improve the quality of administrative and supervisory personnel. During its first year the Consortium engaged in planning activities and conducted 29 summer workshops. Other programs were implemented in special education, educational leadership, guidance and counseling, career opportunities, and drug education. Areas still requiring attention are the development of affective means of communication between consortium members, and the definition of the structure of the consortium and its relationship with other divisions in the State Department. (MBM)

This paper summarizes what physicists can bring to school science and what work in school science curriculum development has given, through the work of college and university physicists, to physics education. The physicist brings the similarity of the style of understanding as a child, which is inquisitive experimentation. He also has a perspective on the operations and processes of science gained through detailed involvement in the knowledge, content and development of the subject. Physicists in return have gain a perspective on the teaching of physics at the college level and have created closer ties between schools and colleges. A by-product has been the building of important interrelationships between the several components of the curriculum, especially math and science. (Author/TS)

A brief examination of norms, local and general, with emphasis on the former. The difficulties of using aptitude in counseling are discussed. Some data from the Differential Aptitude Tests is provided. (DLG)

The specific objectives for the course on "Psychoactive Drugs" are to gain knowledge about drugs and drug users, and to acquire the ability to seek out and use available information on drugs. This course outline is divided into 2 sections: (1) basic psychological, pharmacological, and physical aspects of psychoactive drug use; and (11) cultural, social and personality aspects. Methods of evaluation are presented for each objective, and individual lectures are outlined. Included in section 1 are discussions on factors influencing drug effects, problems of drug research, chemistry of the brain, and facts about specific drugs, including alcohol. Section 11 presents historical and cultural perspectives, contemporary drug use patterns and reasons for usage, the drug culture, and society's response to drug abuse. Appended is a sample questionnaire which seeks student evaluation of the course as a learning experience, and which is intended to provide guidelines for future content improvement. (CJ)

Three common methodological problems in the analysis of observational data include: (1) failure to base degrees of freedom for the analysis on the appropriate sampling unit; (2) the validity of the design and data are inconsistent with the generalizations reached; (3) the statistic used to calculate coder reliability is often inappropriate and yields values that are misleading. A simulated study on the effects of observational training on teacher performance is employed to illustrate these problems. Hypotheses, research procedure, observer reliability, results, data analysis, and conclusions are included in the simulated report, which is criticized in terms of the problems outlined. (AE)

The transition into retirement is the principal focus of this paper. The first four sections of the paper discuss the nature of the retirement component of the Employment and Retirement Need Area; identify goals proposed by previous conferences and groups; present information on the knowledge available with respect to retirement and the retirement circumstances of older people; and identify gaps in meeting their retirement needs. A companion paper is addressed to the employment component. The fifth section of the paper identifies several major issues relevant to improving the retirement circumstances of older people. A bibliography is provided. (Author/DB)

Two principles and one verbal technique provide a sound basis for communicating to students and their parents the information obtained from testing: (1) parents have the right to know whatever the school knows about the abilities, performance and problems of their children; (2) the school has the obligation to see that it communicated understandable and usable knowledge; and (3) preface the analysis of test results with the phrase "you(or your son/daughter) score like people who..." Communicating test results meaningfully involves attention to content, language and audience. IQs should rarely be reported to students or their parents. Grade placement scores or standard scores are less likely to cause trouble, but they require careful explanation. Percentiles probably are the safest and most informative numbers to use provided it is made clear that they refer not to the percent of questions answered correctly but to the percent of people whose performance the student has equalled or surpassed and provided it is made clear who the people are with whom the student is being compared. (KM)

Patterns of psychoactive drug usage of students at a heterogeneous university were surveyed in 1968, and the Class of 1972 was twice resurveyed. Changes included increases in use of all drugs within the Class of 1972 and between juniors of 1968 and 1970 for popular drugs other than alcohol. Later starting students were somewhat less likely to be narrowly characterizable demographically, and appeared less positive and committed toward their present and future usage. It is suggested that usage became more routine in meaning in students' lives over time, and thus the characteristics of eventual usage patterns cannot be obtained by extrapolation from early patterns. (Author)

Research was conducted to investigate the phenomena associated with an individual's having perceived control or actual control over aversive stimuli. In all, 10 studies were conducted, 7 of which were directly relevant to investigating variables affecting perceived or actual control, and 3 being "spin-off" experiments. The seven studies tested the following hypotheses: the effects of control cannot be accounted for strictly by the fact that when one has control he also often is able to predict; that increased amounts of prior no-control would interfere with subsequent effects of gain or control; that unpredictable events elicited more autonomic activity than predictable events; that differing degrees of no-control would have different effects upon the control phenomena; the effect of control and/or no control prior to either control or no control and the effect of predictability; that subjects could be misled as to whether or not they had control and that their perception was an important variable in the effect of control; and that subjects would more frequently elect to control under conditions that had increased control. The three spin-off studies were concerned with modeling. The methods used to evaluate the hypotheses were varied, and each involved an experiment manipulation to induce the condition under study. Results of the studies showed that: being able to predict or control aversive stimuli reduces the negative effects; prior experience with contol has the effect of modifying subsequent experience; the phenomena apply to those situations in which others are the recipients of the aversive stimuli; and to affect the phenomena, powerful variables must be employed as the control phenomena are robust. (DB)

This study determined the specificity of cardiovascular endurance training on a bicycle ergometer. Eighteen male subjects were tested on a heart rate response test of 150 beats per minute on a bicycle ergometer at the pace of 50 revolutions per minute (rpm) and at 160 beats per minute at 60 and 80 rpm, with the resistance equal to the force of gravity of three kilograms. The subjects were then randomly divided into three training groups, each group to train at one of three initial testing paces. All three groups significantly improved performance on all three performance tests to the .01 level of confidence. No significant differences were found among the groups on any of three performance tests. It was concluded that, within the limitations of this study, pace training appears to be general rather than specific with regard to cardiovascular endurance training. (Authors/JA)

The purpose of this study was to develop and test a rewriting instrument in French that would be a valid indicator of the level of syntactic development of American students in French. Vocabulary is limited to those words found in the first level of "Ecouter et Parler;" only the present tense was used in the tests. The theory on which the tests are based is derived from Dr. Kellog Hunt's work in "syntactic maturity" in English tests developed for American school children. Sample tests and results from an experimental evaluation are included. (RL)

This paper focuses primarily on the office of the district superintendent, a position unique to large urban school systems. The popular assumption is that subdivisions administered by district boards and district superintendents make urban school systems more responsive to local communities. However, evidence is presented to substantiate the contention that, in fact, the purpose of such offices is to reduce or eliminate local conflicts and pressures before they reach central (administrative) offices (where all significant decisions are made.) The district superintendent is held to be an agent for maintenance of the status quo, not a force for change and responsiveness. (Author)

The study described here is an attempt to answer the question: does the classroom ratio of non-white to white pupils influence the quality of the behavior of the participants in integrated classrooms? And, if so, is there an optimum ratio of classroom racial composition? To carry out such an investigation, an instrument designed to provide a quantified criterion of school district quality, "Indicators of Quality," was used. It is based upon forty key concepts of classroom behavior categorized under four headings: individualization, interpersonal regard, group activity, and creativity. The study used data from over 18,000 observations taken from 164 of the 224 districts that have employed this instrument--60 districts having no classrooms containing non-white pupils. The major finding of the study was that the percentage of non-white pupil classroom composition does have influence on classroom behavior. If the concept of racial balance is to include the criterion of the quality of classroom behavior, then the findings of this study are held to strongly suggest that two factors should be considered: the percentage of non-white pupil classroom composition, and the proportion of non-white pupils in the school. The most desirable racial balance with respect to the criterion of quality classroom behavior was found to be in classrooms of 21-40 and 41-60 percent non-white pupil composition. (Author/RJ)

This study was concerned with--(1) the conditions of transfer of training, (2) armed forces research on the use of synthetic training devices in the learning of complex skills, (3) armed forces research on the use of training devices in learning judgmental skills, and (4) training devices used in driver education. A section with a summary, conclusions, and general recommendations is included. (BD)

This research was designed to study the effectiveness of transferring vocational-technical military training into the civilian education system. The military training, which was tested in six Utah schools ranging from high school to 4-year college, included electronics principles (90 hours), aircraft pneudraulics (60 hours), and nurse's aide (20 hours). The courses were offered in two forms to students chosen randomly; gain scores generally favored the experimental or military methods. Experimental electronics and nurse's aide courses were completed in substantially less time than the control courses with little or no modification of military instructional materials. Utah educators reacted favorably to the integration of military instructional techniques and materials into regular curriculum and additional courses were requested. Evidence indicates that results generally are applicable to other states. (CH)

The social, academic, and personal experiences of students is the basic area explored in this study. Data was obtained from interviews and questionnaires of students and school personnel. James Coleman's work on the adolescent society and other research data was also used. Data was obtained on the influence the actions of teachers, administrators, librarians, and counselors have on students. The evidence collected suggests that teacher personality and the interaction between pupil and teacher are of major significance in school functioning. In addition to exposure to organized knowledge, there are apparently many important experiences for pupils at school. It is not the materials, facilities, teachers, and peers, but rather their worth to the student that is important, as well as the student's worth or value to teachers and peers. Based on the above research, a theory of Preliminary Curriculum Assessments was developed. Two assumptions are made: (1) education is what pupils perceive is happening to them because they attend school, and (2) education is what teachers (school personnel) do that influences pupils. [Not available in hard copy due to marginal legibility of original document]. (Author/KJ).

Students of Japanese history (graduate students with language competence seeking a career in Japanese studies, undergraduates studying the Japanese language, and non-linguist undergraduates and graduate students studying Japanese history for a variety of reasons) have to deal with the Japanese language in different ways. They should all, however, seriously consider the time it takes to acquire a "basic mastery" of the language (roughly three times as long as for a Romance language). They should also consider the content of the language study, considered even more important by the author than the time element involved. Even advanced students who are linguistically competent to read scholarly articles on Japanese history find them difficult, not because of the language, but because of the content. The time an undergraduate student of history spends in language study could be more profitably used to take courses in anthropology, literature in translation, political science, or sociology. While Japanese language study "has utility at every level for generally recognized purposes," language instruction should not be expected to help in understanding Japanese history. Conversely, the author feels that the study of Japanese history does not complement language training to a significant degree. (AMM)

From the sixth to the eighth century A.D., Japan was the recipient of massive cultural infusions from China. This acceptance of the Chinese pattern included, and to a great extent was based on, the acceptance of the Chinese language. The Chinese writing system was applied to Japanese because there was no other model to follow and in spite of the fact that the languages are quite dissimilar. While most of the basic characters used in writing Japanese are of Chinese origin, there are also a small number of "Japanese characters" called "kokuji." These forms are conscious creations of the Japanese mind in the form of Chinese characters and in accordance with principles for writing Chinese characters. On the average, these constructed characters are of rather recent origin and tend to be complicated to write. Most of the "kokuji" are constructed of elements which suggest the meaning rather than indicating the pronunciation. For example, to denote "killer whale" the two Chinese characters for "fish" and "tiger" were combined into one. It would seem that most Japanese characters were devised to represent highly specific units of measure or objects such as types of trees, fish, articles of clothing or equipment. Only three of these characters are included in the Japanese Government's list of 1,850 basic characters but they are still used informally. (JD)

To identify the parameters of creativity exhibited in products of sixth grade children, 25 subjects (12 girls and 13 boys) were asked to produce written, art, and mechanical objects and to write a description of the product indicating its use. Ten judges graded the relative creativity of the objects by comparing their similarity to an object considered to be standard. The resulting development of a judgmental space for each class was factor analyzed to determine factors of the creativity of the products. Students were administered a battery of personality tests and tests of cognitive characteristics. All of the creativity factors identified contained both personality and cognitive correlates. Factors identified for written products were novelty, flexibility, and openness to expression; factors for definition of the creativity of artistic objects were inventiveness and novelty; and the creativity of manipulative objects was characterized by the factor of novelty. Indications were that individuals who produced creative stories had a set of characteristics distinct from those of persons who produced the more creative art objects which also were distinct from those who produced the more creative manipulative objects. (RJ)

Difficulties encountered and insights gained while designing, implementing, and evaluating a preservice reading methods course at the University of Minnesota are presented. An analogy is drawn between the university teacher training program and the elementary school reading program. Both are seen to include planning, teaching, evaluating, and reteaching. Large group lectures, small group seminars, and actual classroom teaching experience make up the methods course. Background information, theory, and technical knowledge are presented in the lectures. Seminars involve discussions of significant issues encountered in lectures and assigned readings and of problems arising in the classroom. Instruction, diagnosis, and remediation are the major elements that form the core around which the classroom experience is designed. Emphasis is placed on the cooperation of the methods teacher and public school personnel in planning, executing, and evaluating the methods program. (RT)

In the fall of 1966, the USOE Bureau of Research established the Consortium Research Development (CORD) Program, which was designed to assist small institutions of higher education in educational research and development activities. This program consisted of 26 small colleges co-linked together to form 6 consortia for carrying on instructional research. The first objective of the CORD Program was to bring together talent in the participating institutions so that mutual assistance would be available; the second was to stimulate faculties not normally involved in educational research activities to initiate such. Because it soon became apparent that more training for individuals in participating institutions was necessary, an intensive 2 week summer training session was undertaken. The first session, with a total of 61 participants from a diversity of academic backgrounds, was designed to develop competencies in 7 specific areas of educational research. From the 3 evaluation procedures used, including pre- and post-tests, this first session was generally successful. Tables and appendices present information concerning the session and its evaluation. Specific recommendations are made for future sessions. Although no claims are made that this training package is sufficient for producing professional researchers, it should assist the neophyte researcher in gaining enough basic competencies to facilitate his interaction with professional researchers and the concepts they employ. (DS)

In the spring of 1969 over 6,000 students in grades four through six responded to a 72 item questionnaire. Of the 72, 11 include responses which suggest possible alienation of this age group. Each school's pupils produced a unique pattern of responses to the 11 items, which suggests that the immediate school environment is one contributing factor to the amount of alienation and the topics which generate feelings of alienation. On the item concerning autonomy-authority, about one-third indicated that they avoid thinking about their chances for success as an adult. About 25% felt that school had little relationship to life outside school. Approximately one child in six rejected the teacher in situations in which the teacher disapproves of what the student has done. About 26% reported that their parents never visited school. About 47% felt adults would not always do what they say they will do. It appears that schools might, by intelligently modifying their processes and content, better serve pupils who are now experiencing alienation. [Not available in hard copy due to marginal legibility of original document.] (KJ)

This document reports on a program to train administrative, supervisory, and consultative personnel in evaluation methods, techniques, and procedures for instructional programs. Specific program objectives were: (1) to define each participant's role in planning and evaluating an instructional program, (2) to write specific behavioral objectives for an instructional program, (3) to develop a design and a schedule for the systematic evaluation of the instructional program, (4) to design instruments to measure behavioral objectives, and (5) to analyze collected data and report conclusions. (Poor print contrast precludes making this document available in hard copy.) (Author/LLR)

James H. Straughan lists five steps for modifying target behavior and four steps for working with teachers using behavior modification. Grant Martin and Harold Kunzelmann then outline an instructional program for pinpointing and recording classroom behaviors. (JD)

Forty-four prospective supervising teachers from public schools in Kentucky, cooperating in the student teaching programs of colleges and universities, participated in this Institute funded under Title IV of the 1964 Civil Rights Act. The objectives were to provide participants with a basic experience in human relations in an inter-racial setting; this would expand their knowledge and understanding, needed to work effectively in a desegregated school setting. Further, special problems confronting supervising teachers as they guide student teachers, who are presently in or will subsequently join integrated faculties of desegregated schools, were identified and analyzed. In an attempt to create a candid, open, and honest atmosphere for interpersonal interactions, heavy emphasis was placed on relatively unstructured group discussions. Public school personnel with experience in desegregated schools discussed the problems they had faced and the solutions that had emerged. Among the many results and conclusions was the consensus that participants became more skillful and comfortable in interracial discussions of social and educational problems. (JM)