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Included in this essay is a historical review of Federal policy and practice in Indian education from 1500 to 1970. The earliest period, the missionary period, is representative of the religious zeal of the 16th and 17th centuries wherein the missionaries had as their responsibility the education of the Indian--including the dual effort of civilizing and Christianizing. The next period, from 1794 to 1871, is known as the treaty period wherein the fundamental policy was to dispossess the Indian from his land to allow for White expansion; there is agreement that, during this period, Federal educational policy was a function of the land policy since the goals of education were to convince the Indian to give up the land and move to a farm-based economy. The third period, from 1865 to 1870, found the solution to education in assimilation, and the educational efforts were directed to this end. In 1871, the treaty period was ended by Federal legislation, and the military-type boarding school was developed to provide training for the Indian's emergence into the White culture. The next period, from 1933 to 1945, brought changes in Indian education such as giving the Indians a larger role in the education of their children and providing day schools for two-thirds of the children. From 1945 to present, numerous bills passed by Congress have both hindered and helped Indian education; however, the termination policy has caused the Indians to remain static because of their suspicion of the Government's intent, thus making it difficult for legislation such as the Economic Opportunity Act to have the hoped-for impact. (LS)

This monograph examines the impact of grants management on State education from the perspectives of public administration, public finance, governmental accounting and auditing, and intergovernmental relations. Chapter I depicts the context within which OE grants management takes place. Chapter II describes existing grants management practices and devices, and contains a limited critique thereof. Chapter III describes the State education agency, its place within a statewide educational system, and the impact that USOE grants management has on State education agency management. The final chapter reconsiders what exists, redefines grants management, and makes recommendations for its reconstitution. (RA)

A large-scale, summative, comparative evaluation of "Patterns in Arithmetic (PIA)", a modern televised arithmetic curriculum for grades one through six, was carried out in grades one through four in both rural and urban schools during the 1970-71 school year. This report deals with the ways in which PIA affects teachers: in basic mathematical knowledge, knowledge of PIA-specific content, and attitudes toward teaching arithmetic. Findings indicate that PIA can be used effectively as in-service education, particularly for those teachers with relatively lower initial knowledge of the basic mathematics which underlies a contemporary elementary school mathematics program. PIA does not seem to change teachers' attitudes, however; nor is it beneficial in increasing knowledge of concepts not specifically related to PIA. These results seem to hold equally for both rural and urban schools. (Author/JM)

The relationship of the Regents of the University of Michigan and the Legislature of the state, 1920-50 is discussed in historical perspective. An overview of the theory and practice of the relations between governing boards of public institutions of higher education and state government is presented in Chapter I. Chapter II traces the history of the University of Michigan and its constitutional status. Chapter III documents the modifications and changes that occurred in the relationship between the University and the State from 1920 to 1950. Chapter IV provides an analysis of the operational effects of the changing relationship between the Regents and the Legislature. The implications of the changes in the relationship are analyzed and resultant conclusions are summarized in Chapter V. An extensive bibliography of primary and secondary sources is included. (Aughor/MJM)

The appendix is a guide to the curriculum and training procedures of the Integrated Management of Cerebral Palsy project which evaluated the effectiveness of a program of conductive education. Introductory sections provide an overview of conductive education (training motorically disabled children in small, motivating groups of similarly handicapped peers to actively and voluntarily pursue those movements that are both incompatible with reflexes and functional in their self care applications), the definition of special terms, and the detailed description of special equipment. The project's daily calendar serves as the table of contents for the documentation entries that form the remainder of the book. Each activity listed on the calendar is associated with a letter-digit code which directs readers to a section which explains the activity in detail. Activities such as the following are covered: academic instruction, bathing, hand washing, dressing, eating, group games, exercises for the hands and arms, drinking, bedtime activities, exercises for developing gross motor skills, standing, and walking. Where appropriate, descriptions of activities include accompanying verbal instructions, rationale and functional applications for the activity, and adaptations of the activity for individuals. (For related information, see also EC 050 502, EC 050 504, and EC 050 505). (Author/GW)

The appendix analyzed evaluation and followup data from the Institute for Movement Therapy whose procedures the Integrated Management of Cerebral Palsy project attempted to replicate. Examined were data from over a 15 year period for 866 patients treated for a broad range of motoric disabilities. Data concerned independence in eating dressing, writing, change of place, speech comprehension and speech production, and manual dexterity in self-care motor tasks. Analyses showed that significant and lasting gains were made in all the areas during the time patients were at the Institute. Followup data showed significant regression only in the areas of eating, dressing and change of place, and significant improvement in writing. Data were presented in table format. (For related information, see also EC 050 502 through EC 050 504.) (Author/GW)

The integrated Management of Cerebral Palsy (IMCP) project evaluated the effectiveness of a program of conductive education, which was said to involve training motorically disabled children in small, motivating groups of similarly handicapped peers to actively and voluntarily pursue those movements that are both incompatible with reflexes and functional in their self care applications. The project's 13 1/2 hour per day program stressed the development of functional movement, socialization, and academic skills for 10 children (aged from 6 to 14 years) having a measured IQ under 70. The IMCP Ss were compared with 15 conventionally trained (CT) Ss on three basic dimensions of behavioral competence: functional movements, socialization, and cognitive functioning. Data indicated that the CT Ss had higher initial scores on the functional movement variables and registered significantly greater gains on several of them, whereas ICMP Ss evidenced some regression on functional movement variables. On socialization variables the IMCP Ss were comparable to the CT Ss on their initial scores and registered significantly greater gains on two of the seven measures. On cognitive measures the CT Ss had higher initial scores, but both groups made comparable gains. (For related information, see also EC 050 503 through EC 050 505.) (Author/GW)

This bulletin reports on condensations of tape-recorded lectures and discussions from a workshop which trained a nucleus of Baltimore City Public School personnel in new approaches to the study of the English language. Designed to serve as an orientation, it is made up of six major sections: (1) Charlton Laird discusses the history, nature, and function of language, (2) Robert DiPietro explains the traditional, structural, and transformational approaches to the analysis, study, and teaching of language, (3) Roger Shuy shows the causes of dialect differences and demonstrates how "good" or "bad" usage is effected by historical, psychological, and sociological principles, (4) William Stewart discusses the historical, sociological, and foreign language influences which congribute to the shaping of systems of nonstandard speech, (5) Rosemary Wilson describes the benefits of a reading program based on linguistic principles, and (6) Edgar Schuster offers a structural grammar lesson on modification of nouns. A list of references for language and linguistics is also included. (DD)

A study was made to investigate the development of techniques to implement the principles of programed videotape instruction. The subject chosen was a lesson in simple descriptive statistics for use in an undergraduate education class. Production of the tape involved preparation of a script, choice of appropriate visual materials, preparation of a short pretest film and development of the full program. Although the tape was produced by faculty and production personnel, students were continuously involved at all levels. It was found necessary to formulate specific objectives in behavioral terms in the first phase of production. Student participation later in evaluation was considered highly important to the effectiveness of the finished product. Some tentative guidelines for development of programed video instruction were developed pertaining to student audience, subject matter, and the learning atmosphere, as well as to construction of the student response sheet, concept presentation, and considerations of pacing. Because of the time and expense involved in such a production the researchers felt experienced personnel to be a necessity. A short bibliography and a sample student response sheet are included. (SH)

The author proposes his theory on language learning: "...children learn pitch, stress, and juncture along with the more individual voice patterns which we might call tone, much earlier and more easily than they learn segmental phonemes and morphemes." This theory, which the author feels gains some confirmation from the learning processes of animals, is illustrated by observations of the authors' grandaughter between the ages of one and two and a half years. He observes that the very young child, given an environment conducive to learning, seems to learn without being taught. He suggests that every teacher of English (to whom this lecture is particularly addressed) should ask himself seriously (1) Do I understand how language works and how it is learned? (2) What can I trust my students to learn without my help? (3) What can I do to help my students learn what they need most? (AMM)

THIS REPORT DESCRIBED THE EDITORIAL WORK UNDERTAKEN TO BRING TO A PUBLISHABLE STATE A COOPERATIVE, CRITICAL BIBLIOGRAPHY OF STUDIES ESSENTIAL TO THE BROAD STUDY OF LITERATURE AND ITS RELATIONSHIPS. THIS BIBLIOGRAPHY WAS STARTED ABOUT 1940 AND HAD ENGAGED THE EFFORTS OF MORE THAN 100 SCHOLARS AND EDITORS. SUPPORT WAS RECEIVED FROM THE ROCKEFELLER FOUNDATION, THE AMERICAN COUNCIL OF LEARNED SOCIETIES, THE AMERICAN LIBRARY ASSOCIATION, AND THE NATIONAL COUNCIL OF THE TEACHERS OF ENGLISH. THE ORIGINAL MANUSCRIPT BECAME OBSOLETE AFTER WORK WAS STOPPED IN 1952 DUE TO INSUFFICIENT SUPPORT TO MEET HIGHER-THAN-EXPECTED PUBLISHING COSTS. CURRENT RENOVATION OF THE MANUSCRIPT REQUIRED THE CONSULTATION OF MORE THAN 20,000 ADDITIONAL BOOKS AND PERIODICALS. ABOUT 3,000 ENTRIES WERE ELIMINATED AS OBSOLETE, AND AROUND 5,000 ENTRIES, MADE AVAILABLE BY RECENT SCHOLARSHIP, WERE INCORPORATED. MANY OF THE EARLIER ANNOTATIONS WITH SUBSIDIARY REFERENCES WERE REVISED. THE COMPLETED MANUSCRIPT WAS BEING READIED FOR PRINTING AT THE TIME OF REPORTING. THE INVESTIGATOR ANTICIPATED THAT THE GUIDE WOULD BECOME AN INDISPENSABLE TOOL IN RESEARCH AND WOULD POINT THE WAY TOWARD NEW RESEARCH IN COMPARATIVE LITERATURE AND CROSS-DISCIPLINARY AREAS. (JH)