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Hypothetical educational models for American Indians that would utilize education as a social instrument to reinforce tribal value systems are proposed. Models of programs for preschool through higher education are discussed in terms of administration and faculty, curricula, and methodology. Tribal values are advocated throughout the paper, and to carry out these values it is suggested that school administrators, supportive staff, teachers, and teacher aides should be tribal members. Course content in the ideal Indian primary and elementary school would cover tribal history and social studies and the arts, philosophy, and religion of the tribe--as well as multicultural curricula from the 4th grade on. At the secondary level, classes would be open, students would participate in the tribe's "school on wheels," and the curricula would offer courses in both Indian and white studies. The higher education system for Indians would include at least one national Indian university with appropriate graduate schools, institutes, and centers and teacher training and vocational programs at 9 non-Indian universities and at Indian community colleges. A chart of simple causes and effects of non-Indian educational and institutional systems lists 8 outcomes at progressive levels in the educational system. (FF)

Professional Development Centers (PDC) were established to improve the instructional skills of classroom teachers in grades K-6 whose pupils from low socio-economic backgrounds were achieving below grade level in reading and mathematics. Additional personnel trained in the program included aides, student teachers, elementary administrators, and replacement teachers needed to free the classroom teachers for their training cycle. The goals of the program were 1) to improve the instructional competencies of teachers, and 2) to raise the achievement level of the educationally disadvantaged child in reading and mathematics by 1.5 years for each year of instruction. All school districts involved conducted four cycles during the regular school year as well as a summer school program. In each cycle certain activities were carried out by all centers, while some activities were unique to particular centers. The five individual projects were located in 1) Compton, Enterprise, and Willowbrook School Districts; 2) Fresno City Unified School District; 3) Long Beach Unified School District; 4) Oakland Unified School District; and 5) Richmond Unified School District. The situation, objectives and program, and evaluation are provided for each. Recommendations are made for the future development of the centers. (MBM)

Because young children disregard writing on the spine of a book, researchers chose to run a test on color preferences in books. In a library situation young children see most books from a spine-out angle; thus when allowed to select a book by themselves, the first characteristics noticed are size and color. This study is based on the hypothesis that children transfer their preference for a favorite color to book color preference, if the quality of color is emphasized. Children also relate colors to moods. The two colors that were preferred by at least half of the 41 children tested were red and purple. With all the color choices totalled, the preference order was purple, blue, red, orange, brown, green, black, and yellow. The findings indicate that sex does make a difference in determining color preference. There was not enough consistency between favorite color and book color preference to justify a strong connection between the two. (Author/MM)

The publication contains information derived from a December '72-January '73 survey of institutions of higher education. Of 262 schools receiving questionnaires, 170 responded. Responses are compiled without editing or revision. They indicated the number of schools offering programs of special interest to American Indian students and Indian affairs programs which may be open to non-Indian students as well. They also indicate the number of programs offered on the reservations or in Indian communities. The raw survey responses are given alphabetically by state, with the following exceptions: Connecticut, Massachusetts, New Hampshire, and Washington, D.C., were placed together under the heading "New England"; and Texas, Nevada, and Georgia also appear together. The survey is to be used by those planning programs involving American Indian administrators, faculty, and students. It is hoped that the data recorded here will encourage communication and exchange of curricula and program designs among schools. (Author/FF)

Five basic discussions on post secondary education of American Indian students are presented in this paper. These are: (1) Are Indian studies programs in non-Indian colleges and universities providing quality education for Indian students? (2) Are Indian community colleges on the reservations and in the Indian communities providing a viable alternative to a quality education? (3) Where does the primary authority rest for Indian post secondary education--in the Bureau of Indian Affairs (BIA) or in the Office of Education under Health, Education, and Welfare (OE--HEW)? (4) Indian students lose out financially and programmatically in minority studies programs when they compete with Black and Chicano students; and (5) There must be further office and agency (BIA-Interior and OE-HEW) agreements on higher education function and entitlements. Four general recommendations are presented, e.g., there should be at least 1 national Indian university with appropriate graduate schools in conjunction with the proposed Research Institute. Specific recommendations are made for Indian studies in non-Indian colleges and universities, and community colleges on the reservations. Also included are 5 statistical appendixes. (FF)

Instructional technology needs to be carefully defined in order that educators do not make poor decisions about instructional strategy, and waste their limited resources because they lack a clear understanding of the principles that underlie the alternatives that will increasingly be open to them. This paper presents a list of the shortcomings of educational research and development. It suggests ways of using industry for educational research and development work while protecting the public interest. The paper also deals with maintaining quality control of educational products and services. The viewpoint of the paper is that of a private enterprise involved in education. (JY)

This paper takes issue with the position that children's phoneme acquisition schedule is dictated primarily by auditory perceptual factors and suggests the alternative position that ease of production accounts for age of acquisition. It is felt that perceptual theory cannot adequately explain phonological development, e.g. three-year-olds produce certain sounds which they will not accurately perceive until much later and vice versa. Three psychological scaling tests are described in which adults were asked to designate certain phonemes as harder or easier to produce. These judgments were compared with the phonemes acquired by three-year-olds. A highly significant correlation between the adult ratings and children's phoneme acquisition was found. Featural analysis tended to support the hypothesis, and further confirmation was seen in the patterning of articulatory errors among children. The author stresses that these findings do not negate the importance of perceptual factors, emphasizing that he is trying to explain not the dynamics of phoneme acquisition but rather the schedule which it follows. It is, however, emphasized that there is no compelling evidence for perceptual theory, and certain observations which either militate against perceptual theory or encourage alternative speculation are discussed. (FWB)

Despite considerable interest in the study of job satisfaction and dissatisfaction, our understanding of these phenomena has not increased substantially in the past 30 years. It is argued that a major reason for this lack of progress is the implicit conception of casuality accepted by most psychologists. It is called the policy of "correlation without explanation." The present approach to the topic of job attitudes emphasized a more conceptual approach to the problem. Using Branden's theory of emotions as a starting point, the concepts of satisfaction, dissatisfaction, value, emotion, and appraisal and their interrelationships are discussed. The present theory of job satisfaction is contrasted with previous theories. Data illustrating an approach to satisfaction based on the present theory are given. Other issues discussed are: value hierachies; the dynamic character of values; overall job satisfaction; the Herzberg two-factor theory; the measurement of satisfaction and values; and rational versus irrational values. (AUTHOR)

After a brief history of the development of the language laboratory, the extent, quality, and problems of current laboratory use at the elementary, high school, and college level is discussed, as is the relationship between laboratory equipment and teaching methods. Current research is briefly reviewed, and areas for further study are indicated. The final section of the article makes prediction about the future of language laboratories, which include (1) greater use of audiovisual aids, (2) significant use of programed instruction, which will make the student more independent of the teacher, and (3) large-scale decentralization of the language laboratory. (AR)