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In a study of preschool child development programs, the purposes were two-fold: (1) to determine the effects of socioeconomic mix upon the cognitive, social, and language development of disadvantaged children, and (2) to determine the relative effects of two percentages of socioeconomic mix upon the cognitive, social, and language development of disadvantaged children. Using the pre-test, post-test experimental design with several testing methods, the analysis of variance and covariance were the major statistical tools used in the analysis of the data in addition to some a priori comparisons between treatment means on the results of the analysis of variance. The trends showed considerable support for the positive effects of socioeconomic mix. Included in the conclusions are: (1) the positive effect on the cognitive development, with less positive effects on verbal skills than other areas of cognition; (2) an increase in interactions between the subject and adults, and a decrease in those between subject and peers as the level of socioeconomic mix increases; (3) the reverse of such interactions as the level of socioeconomic mix decreases; (4) positive effects on the social competency under problem and stress conditions; and (5) positive effects in the development of social directed behavior and less ego directed behavior. (Author/LH)

Introductory remarks and suggestions for the possible use of reading materials included in this annotated bibliography precede the 38 entries classified according to grade level. The informational data includes: author, title, source, and availability. Annotations refer to format, level indicated, grammar, theme or plot, projected teaching use, and cultural application. Both hard cover and paperback books are represented. Most entries were written during the 1960's. (RL)

Achievement and attitudes of pupils in Grades 1, 3, and 5 in the experimental school were compared with those of pupils in control schools. No systematic differences in students' achievement were found to exist between the Multiunit School and I and R Unit and their control schools. The analyses suggest two major conclusions: First, the achievement of students does not seem to be affected adversely during the transition from traditional self-contained school organization to the Multiunit plan. Second, further longitudinal data concerning the achievement of Multiunit and I and R Unit students in comparison to control school students is warranted and essential. Significant achievement gains by Multiunit students are likely to come, if at all, after the first and perhaps the second year of Multiunit operation, at a time when operational proficiency has been reached. (Author)

An evaluation of the Indianapolis Title I programs for fiscal year 1970 is presented. An effort was made to concentrate services on the students showing the most need. Finances limited the programs to grades kindergarten through sixth. Programs for programed remedial mathematics, remedial reading, tutorial reading, special education, student activity, instrumental music, teacher aides, summer school, inservice training, social service, food service, guidance, and neglected or delinquent students are discussed with reference to objectives, data, conclusions, costs, and pupils involved. All programs showed a gain in pupil ability and enthusiasm. Data summaries for the 1969-70 evaluation reports from the tutorial reading and tutorial mathematics programs, a summary of the Indianapolis 1969-70 Ginn I Program, charts, tables, and graphs are included. (BM)

In determining whether Spanish usage is a valid indicator of ethnic identification, 669 Texas high school sophomores (3 Negroes, 70 Anglos, and 596 Mexican Americans) were interviewed. Mexican American respondents were then isolated on the basis of response to 4 questions, and their responses regarding family were grouped under 2 headings: (1) Characteristics of Family of Orientation and (2) Aspirations for Future Family of Procreation. Data were analyzed using the analysis of variance F-test, with controlled variables being sex, place of residence (city, town, country-nonfarm, and farm), and residence on/not on the Mexican Border. Language usage as an indicator of ethnic identification was concluded to be invalid by this study, but "the theoretical significance of this fact must be explored." On the basis of this, the author discounted language usage as a criterion to judge an individual's success index, feeling and thinking index, and job performance index. It was noted that, in educating the Mexican American, forced acculturation should be discouraged while encouraging bilingual education. (A related document is ED 023 512.) (MJB)

This document reports on Phase II of a 2-year research project. The first phase had investigated the effects of socioeconomic mix on the cognitive and social development of disadvantaged preschoolers. The objectives of Phase II were (1) to continue assessment of effects on the disadvantaged subjects over a 2-year span during which there were four testing periods, and (2) to determine the effects of socioeconomic mix on the advantaged children. Subjects (N=37) classified as disadvantaged, and 25 advantaged preschoolers were studied in three group conditions. Group I had a ratio of 50/50 disadvantaged to advantaged; Group II, 75/25; and Group III (100% disadvantaged) served as a control. Instruments used to assess developmental change were the Preschool Inventory, the Peabody Picture Vocabulary Test, the Cincinnati Autonomy Test Battery, and the Kansas Social Interaction Observation Procedure. Two major conclusions drawn from analyzing the data were that (1) the positive effects of socioeconomic mix on the cognitive development of disadvantaged preschoolers were maintained over a 2-year period, and (2) the advantaged subjects who participated in the second year of the study realized positive gains on both the cognitive and social dimensions. Other conclusions concerned the effects of socioeconomic mix on adult-child interactions and the children's peer relationships. Data tended to support the value of socioeconomic mix in preschool classrooms; study limitations are delineated. (For related document, see ED 067 147.) (DP)

This handbook is designed to provide basic information that is necessary to use the Chelmsford School System's Instructional Media Center (IMC). It defines six different media (print, sound, television, photography, movies and design) and suggests a series of separate classroom production activities in each. An emphasis is given to the ways in which media may be used to teach fundamental processes and concepts inherent in five major subject matter disciplines (language arts, science, mathematics, social studies, and foreign languages). It is suggested that a teacher can teach such fundamental skills as translation, grouping, transformation, point of view, cause and effect, and prediction in the context of each subject area. It also provides some practical advice in handling media tools such as projectors, sound equipment, and cameras. The last part introduces technical and library services available at the IMC. The cost of technical services is outlined in the Appendix. (CH)

A 3-year curriculum to be offered by a comprehensive high school to prepare graduates for a wide range of occupations growing out of the knowledge and skills of home economics was designed and implemented. The following curriculum was developed: (1) sophomore year--English, American history, biology, mathematics, orientation to the working world and introduction to clothing construction, typing, and physical education, (2) junior year--English, problems of democracy, recordkeeping and institutional housekeeping, food preparation and quantity foods, clothing workshops, and physical education, and (3) senior year--English, world cultures, health (elective), work experience in two areas, and physical education. Thirty-seven students participated in the program the first year, 81 the second year, and 81 the third year, and changes resulting from evaluation were incorporated each year. It was concluded that boys and girls with varying levels of ability can be trained in occupations growing out of home economics knowledges and skills and that a 2- or 3-year curriculum can be implemented in the comprehensive high school. (JK)

To determine competencies needed by employees in the seed production and distribution industry, a questionnaire containing 49 competencies was compiled with the assistance of specialists and mailed to 100 company managers and 200 nonmanagerial employees. Returns from the 200 usable questionnaires indicate that the competencies needed most by managers and sales personnel were the abilities to make sound decisions, delegate responsibilities, communicate effectively, work cooperatively, and use quality control measures to maintain quality seed. The competencies needed most by production and processing personnel wer e the abilities to apply and handle safely agricultural chemicals and to work cooperatively, and the understandings of: (1) seed viability, purity, and germination, (2) crop maturity and planting dates, and (3) soil sampling and fertilizer recommendations. The results indicate, however, that all 49 competencies are needed to some degree for successful seed production and distribution. This M.S. thesis was submitted to Iowa State University. (GB)

PROGRAMED MATHEMATICS INSTRUCTION WAS USED OVER A TWO-YEAR PERIOD IN THE HIGH SCHOOL AT DES MOINES, NEW MEXICO. THE MAIN PURPOSE WAS TO OVERCOME MATHEMATICS LIMITATIONS OF THE COLLEGE-BOUND STUDENT FROM SMALL SCHOOLS AND TO OFFER NON COLLEGE-BOUND STUDENTS A SOUND MATHEMATICS BASE CURRICULA. THE TEST GROUP OF 46 STUDENTS BEGAN AT 3 DIFFERENT POINTS IN THE PROGRAM AND PROCEEDED INDIVIDUALLY. THE PROGRAMED COURSES USED WERE "MODERN MATHEMATICS, COURSE I" (SRA), "INTRODUCTION TO MODERN MATHEMATICS" (TMI GROLIER), AND "PROPERTIES OF NUMBER SYSTEMS, VOLUMES I AND II" (TMI GROLIER). PARENTS RECEIVED PROGRESS REPORTS ON THE STUDENTS RATHER THAN PERCENTAGE OR LETTER GRADES. EVALUATION OF THE PROJECT INDICATED FEW OPPORTUNITIES FOR INTERACTION BETWEEN TEACHER AND STUDENTS, AND STUDENT-REACTION CONTRIBUTIONS TO THE GROUP WERE LACKING. IT WAS CONCLUDED THAT PROGRAMED MATERIALS SHOULD SUPPLEMENT, AS ENRICHMENT FOR THE ABLE STUDENT AND ASSISTANCE FOR THE SLOW LEARNER, RATHER THEN REPLACE STANDARD INSTRUCTIONAL MATERIALS. (JEH)