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This monograph contains papers that study and assess the societal and political influences that could affect the work of the educational administrator during the next decade. Authored by conference speakers, panel members, and reactors, the papers cover such subjects as (1) the implications of social change for the administrator, (2) the politics of educational change in the seventies, (3) education policy development, (4) educational resource allocation, (5) curriculum development, (6) decentralization of program decisionmaking, and (7) the emerging role of the principal. (JF)

This volume attempts first to take stock of the process of urbanization in Alberta and second to identify areas in which research may be required to guide urban development policies in the years ahead. Contents include the following papers: "An Economic Perspective," Eric J. Hanson; "A Goegraphic Perspective," Dennis B. Johnson and Peter J. Smith; "A Political Science Perspective," Jack Masson and Robert Gilsdorf; "A Sociological Perspective," Earle L. Snider and George Kupfer; "Urban Design in Calgary," Robert W. Wright; "Laboratories for Living," Michael R. C. Coulson; "Towards a Model of Urban Government," Stanley Drabek; "Prospects for Revitalizing Small Communities," H. Peter M. Homenuck; "Factors Affecting Environmental Quality in Urban Living," Louis Hamill; "Priority Urban Problems: A Social Work Perspective," F. H. (Tim) Tyler; "Toward a Program of Studies in Urbanization," David G. Bettison; and, "Postscript: Policy Recommendation to the Human Resources Research Council," The Editors. Two appendices are also included: (1) Urban Research Capability in Alberta; (2) Urban Studies Research Centers. [Three pages of photographs, p. 76-78, have been deleted from this document due to reprodicibility limitations.] (JM)

An attempt is made here to pinpoint some of the problems inherent in evaluations of multi-media instructional systems designed for out-of-school use. Subjects discussed include objectives of multi-media educational systems, some major problems inherent in such evaluations, costs and values of evaluative research, and problems of multi-national research. An example of a possible framework for evaluation is also presented. (RH)

This monograph contains papers and discussions that explore the concepts of a person-centered society and humanistic education and their implications for educational administration. Included are a set of directions for public education in a person-centered society, a discussion of the political and economic context and constraints within which the educational enterprise operates, various papers dealing with administrative roles and relationships, and descriptions of some practical examples of person-centered education in action. The publication concludes with a summation of the concept of humanism in educational administration. (Authors/WM)

This paper is intended to begin laying out the organizational specifications for analyzing clinical settings in education (settings in which the activities of teacher development and educational research are carried out in close conjunction with a public school system's instructional program). Seven organizational properties important to understanding the effectiveness of a given clinical training progra m are identified through a comparative analysis of sociological studies of occupational training programs in various professions: (1) the program phase: disruptive or not disruptive; (2) the training environment: restrictive or open; (3) authority relationships: traditional or encouraging inquiry; (4) the setting; focused or diffused; (5) activities: their similarity to the "core tasks" of the occupation; (6) degree of visibility of learner activities; (7) degree of learner interaction with "role models." The criteria are then used in a comparative analysis of (1) traditional teacher internship programs and (2) a proposed clinical program based on that used in undergraduate and graduate training of physicians in teaching hospitals. The final section proposes a design for a "clinical school" (the organizational analogue in education to the teaching hospital) which goes further than present "laboratory schools" in research and development activities and in providing training for personnel from first-year graduate interns to senior doctoral students specializing in some aspect of teacher education. (JS)

This guide lists a series of pivotal questions about the educational program to be offered, and the answers to these questions bear directly on the numbers and kinds of instructional areas needed in the contemplated facilities. Much of the material is presented in a checklist format which allows for consideration of alternatives in facility planning. The guide was designed for use by persons responsible for planning facilities, and for instructional purposes at universities, colleges, seminars, and institutes. This guide is the third in a series being developed by The Center for Vocational and Technical Education. The first and second guides were in the fields of home economics (VT 006 618) and machine trades (VT 007 370). Subsequent guides will be published for animal science technology, automotive trades, business and office occupations, dental technology, electrical technology, machine trades, medical technology, and metallurgy. (MM)

A DISCUSSION OF THE BASIC TENETS OF TEACHING ENGLISH GRAMMAR TO NONNATIVE SPEAKERS, AS FOLLOWED IN THE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM AT THE UNIVERSITY OF CALIFORNIA AT LOS ANGELES, IS PRESENTED IN THIS PAPER. THE INTRODUCTION OF GRAMMAR POINTS TO BE PRACTICED AND THE GENERALIZATION PROCESS WHICH FOLLOWS ARE DESCRIBED IN NONTECHNICAL LANGUAGE. VARIOUS TYPES OF DRILLS ILLUSTRATE IMPLEMENTATION OF THE GRAMMAR LESSON. PARTICULAR IMPORTANCE IS GIVEN TO THE AGE LEVELS OF THE STUDENTS AS AFFECTING THE TYPE OF GRAMMAR PRESENTATION. (AMM)