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It is the identification of the crucial variables and means of measuring them wherein lies a major problem related to the organization, administration, and the productive effectiveness of schools. The purpose of this study is to further refine a means of measuring and diagnosing dysfunctions in school systems in relationship to the variables identified. It aims to determine the nature of school organizational processes as measured by the School Organizational Development Questionnaire (SODQ) across the wide spectrum of different school organizations. More specifically, the study intends to (1) investigate in a number of school systems of various sizes in various regions of the United States discrepancies in school organizational processes at various levels of the school system and with different segments of the school population; (2) provide participating institutions with the result of the study for their own purposes in school organizational development; (3) provide the documentation necessary for replicating the study; and (4) determine the measurement characteristics of the SODQ. (Overall pale copy.) (Author/WM)

LEREC (Learning English as a Second Language through Recreation) is a plan to make use of summer recreation projects in northern Canadian communities for developing children's fluency in English, the language of instruction in schools. This report explains the LEREC concept, defines the linguistic objectives, suggests a balanced program of recreational activities for children of all ages, states the English structural patterns and vocabulary that are necessary for those activities, proposes methodology for recreation leaders to use in implementing the program, and outlines the training needed by recreation leaders. (Author/VM)

The purpose of this monograph is to give Georgia elementary school principals and other interested educators the background and understanding about "Middle School Programs" to assist them in acting as constructive forces in the evolvement of such programs. The lead article by Mary F. Compton gives some of the major philosophical and psychological foundations on which middle school programs are theoretically developed and outlines many reasons why a restructuring of our schools in the middle grades should be considered. Donald R. Nesbitt traces the development of middle schools and gives the available evidence indicating what has actually been accomplished through the establishment of middle school programs. David J. Mullen suggests some ways to explicate the educational promise inherent in any such new movement. O. Paul Roaden gives some practical alternatives to consider when new middle school buildings are to be constructed. In the final article, C. W. McGuffey explores the relationships of the emerging middle school program to facilities needs and discusses several potentially useful guidelines for planning a middle school plant. (Author/MLF)

The program discussed in this report is designed for teaching English as a second language to disadvantaged adults among the Indian and Metis population in the northern prairie lands of Canada. It is especially intended for adults who are not literate in their own language and realizes that the students must speak English before they can learn to read it. The teaching approach is directly related to the interests of the trainees, and content, methods, and visual aids are constructed according to their experience. A situational approach is used. Other special features of the course include detailed use of instructional objectives and a planned daily "Talking Hour" in the students' own language. The course is planned as an integrated whole, so that the language lessons prepare the trainees for reading and mathematics. The report provides details on program organization and annotated lists of materials concerning language and language teaching and Indian culture and history. A proposed course content is provided along with a discussion of instructional arrangements and objectives. (VM)

This document reports the results of a survey modeled after a national survey of assistant principals taken in 1970 by the National Association of Elementary School Principals. Results from the national survey are reproduced in the document for comparative purposes. In this study, the questionnaire tapped such areas as the characteristics of assistant principals -- title, age, sex, marital status, race, previous positions, and attitudes; experience and preparation -- years in school work, teaching, assistant principalship, education, certification, and membership in educational organizations; working conditions -- location, school description, grades, enrollment, number of teachers, district characteristics, human relations in the schools, annual term of employment, division of work week, and secretarial help; major functions -- success factors, job preference, responsibilities, decisionmaking, autonomy, innovation sources, and assistant principal role; and financial status -- salary level and salary bases. The document concludes by summarizing and duscussing the implications of the survey results. The survey questionnaire and the correspondence sent to survey participants are reproduced in the appendix. (Author/DN)

Drastic change is taking place in America today. If drastic change does indeed foster revolution then our challenge is to help bring about peaceful revolution by making those changes that give power to the powerless. Both the majority and the minority groups are presented with the challenge of developing strategies and techniques for implementing these strategies which will impart the educational, technical, social and political skills which will enable the weak to get bread, human dignity, freedom and strength by their own efforts. The American political system will yield only to imcremental changes. These can however be consistent--depending upon the ability of groups and factions to mobilize large numbers of people. A strategy for productive sociopolitical behavior could utilize David Easton's model of a political system which emphasizes environmental influences on political activity. Along with changes in the sociopolitical arena are concomitant changes in other institutions such as the school. Educational innovation and sociopolitical innovation have been riding anunprecedented wave of concern. The bureaucratic structure of the school system and the political system is speaking and cracking at the joint. What is needed by those of us responsible for providing leadership in the school is a management strategy for producing change. Organizational development is an emerging management strategy which is action research oriented. It is a process which can be used to attack any problem in the schools. [Some pages in this document are only marginally legible.] (Author/JM)

The purpose of this instructor training course manual is to prepare people to be effective instructors of oral English as a second language to illiterate adults of Indian ancestry who are taking, or preparing to take, a basic literacy course. The contents include: "Introduction," which looks at program objectives, a model of the course, terminal behaviors, and instructional objectives; (2) "Outline Notes for Proposed Topics," which discusses the nature of language, traditional Indian culture, the sound system of English, adult learners, what grammar is, learning a language, TESL, sentence patterns, English sounds, dialogue teaching, visual materials, informal oral language activities, comprehension activities, and evaluating students' progress; (3) "Learning Activities" which lists specific activities for the student to complete; (4) "List of References for Learning Activities," which contains the suggested materials to be used with the learning activities; (5) "Work Cards," which are specific learning activities to be completed by the student; (6) "Equipment for the Instructor's Course," which lists the equipment the instructor will need; and (7) "Practical Placement Instrument," which discusses decisions the instructor needs to make, rating oral language, and student interviews. (WR)

This study is concerned with the Nevada state government's administrative arrangements for historical collections, library services, and public records management. Many agencies or institutions are now involved in these activities. For this survey the staff made visits to each major agency included in the study. Discussions were held with administrators about service, goals and objectives, and problems of organization and administration. Background materials were obtained to elaborate upon regular biennial reports and budget documents. Particular attention was focused on these characteristics of each operation: (1) clientele or purpose served; (2) functional relationships among agencies; (3) adequacy of present resources to satisfy current and future needs; (4) management philosophy and susceptibility to executive control; and (5) possibilities for achieving greater effectiveness with present resources. Chapter II outlines characteristics of the functions being considered, reviews major problems associated with each, and defines the roles which each must assume as a state-sponsored activity. Chapters III through V consider alternative organizational arrangements and suggest a specific plan for improvement. (Author/CC)

Presented as a record of volunteer activities, this handbook is intended for the use of school administrators, teachers, and/or counselors who may wish to use volunteers in a school-community, career-guidance program. Possible activities may range from a simple vocational information center to a multi-faceted year-round program. The purpose of the school resource and career guidance program is to provide volunteer service which will supplement the effectiveness of school personnel in the fields of vocational information, career guidance, and cultural and educational enrichment. Among the conclusions are: (1) Relationships with community parents, consultants, and volunteer workers give high school students more than vocational enrichment, and (2) Such a program can provide the community with the kind of information which leads to active efforts in support of public education. (CH)

Drawing together the significant elements from interviews with students, suggestions are presented for improving college journalism programs. (RB)

Creating a Career, a 45-50 hour curricular program for classroom presentation by an instructor has four main areas of focus: (1) self-development, (2) occupational choice, (3) world of work, and (4) job search skills. Components and main features of the program are described. (MW)

Explains the concept of management by objectives, suggests how it can be implemented in educational institutions, and points out limitations on its use. (Editor)

A manual to accompany LINC courses in communications and mathematics, containing information on background, objectives, components, individualized process, and procedures for curriculum development and implementation of LINC Program, is presented. It was formerly referred to as The LINC Program User's Manual. An appendix includes a Reading List For Adult Basic Education. (For related documents, see AC 012 923-926.) (Author/NF)

This manual for administrators and instructors accompanies the Learning Individualized for Canadians (LINC) courses of individually prescribed instruction in communications and in mathematics for adult learners. Information is given on the background of the LINC program, objectives, components, the individualized process, procedures for curriculum development, and implementation of the LINC program. A detailed materials list for communications and for mathematics and a reading list for adult basic education are included. See SE 014 927 for the LINC mathematics program. (DT)

This curriculum guide is designed for use by the teacher in basic adult education. The mathematical content includes concepts from numerical operations, elementary algebra and geometry, weights and measures, and graphing. It is designed specifically for individually prescribed instruction. Each unit of material includes a placement examination, worksheets, textbook references, a sheet for recording prescriptive assignments, and a unit test. (RS)

This monograph, prepared to assist Georgia elementary principals to better understand accountability and its implications for educational improvement, sets forth many of the theoretical and philosophical bases from which accountability is being considered. Leon M. Lessinger begins this 5-paper presentation by describing the need for accountability and a definition of educational accountability. David J. Mullen next attempts to place accountability within the larger framework of an open systems approach and suggests that performance contracting can be a helpful tool in developing educational technology. C. W. McGuffy then comments on alternative strategies to accountability, focusing particular attention on planning, programing, and budgeting (PPBS) as a means of greater accountability. Michael B. Gilbert presents an overall treatment of accountability as an educational concept, and John T. Greer concludes the presentation with a practical model for would-be accountable innovators. (Author)

This 47-item questionnaire is designed to measure the examinee's satisfaction or dissatisfaction with various situations occurring in desegregated schools. Administration instructions and a breakdown of the questionnaire into categories and items is included. No field testing has been done. (See also TM 000 940 for a description of the study and 941, 943 for the questionnaires used. (DLG)

Based in part on a study of 20 school systems judged to have outstanding programs of pupil services and special education, the manual presents varying philosophies of education for the handicapped and considers the nature and incidence of handicaps. Special programs and services for handicapped children are described, and information is provided concerning organizing and staffing in the operating district and organizing for special education across district lines. Aspects of program administration are considered as are the state and federal role in special education and relations with parents and the community. (JD)

LEARNING ABILITIES OF EDUCABLE MENTALLY HANDICAPPED CHILDREN WERE STUDIED OVER A 4-YEAR PERIOD. THE RESEARCH RESULTED IN THE DEVELOPMENT OF A SIX-PART REPORT. PART ONE, THE ACHIEVEMENT AND ADJUSTMENT OF EDUCABLE MENTALLY HANDICAPPED (EMH) CHILDREN, EMPLOYED THE MATCHED-PAIR METHOD WITH APPROXIMATELY 700 SAMPLES OF EMH CHILDREN, 7-13 YEARS OF AGE. THE RESULTS REVEALED THAT CHILDREN IN SPECIAL CLASSES RESPONDED BETTER AND HAD BETTER BEHAVIOR AND ADJUSTMENT PATTERNS THAN THOSE IN REGULAR CLASSES. PART TWO, TEACHING THE EMH CHILD, COMPARED FOUR METHODS OF INSTRUCTION. THE EXPERIMENT PLACED 50 EMH CLASSROOM TEACHERS INTO 5 INSTRUCTION GROUPS. THE RESULTS FROM TESTING THE GROUPS SHOWED THAT THE INTERESTS AND UNITS METHODS WERE NOT SUPERIOR TO THE SUBJECT-ORIENTED APPROACH. PART THREE, THE CHICAGO TEST OF GENERAL INFORMATION AND GENERAL COMPREHENSION FOR EMH CHILDREN, WAS DESIGNED TO MEASURE THE PROGRESS OF EMH CHILDREN IN GENERAL APTITUDE AREAS AND FORMULATED CURRICULAR OBJECTIVES. ITS CONSISTENCY COEFFICIENT OF 0.94 DISPLAYED THE RELIABILITY IN INDIVIDUAL DIAGNOSIS WHEN INTERRELATED WITH THE ETHICAL COMPREHENSION TEST (ECT). PART FOUR, PERSONALITY APPRAISAL OF EMH CHILDREN, DEVELOPED A SYSTEM OF ANALYZING PICTURE-STORY PROCEDURES. IT INCLUDED A NONINTERPETIVE SCHEMA, A NUMERICAL SUMMARY, AND THE ASSIGNMENT OF SCORES FOR PERSONALITY. PART FIVE, THE CHICAGO COOPERATIVE RESEARCH PRACTICAL READING TEST, WAS CONSTRUCTED TO DETERMINE THE READING PROGRESS OF THE EMH CHILD. THE RELIABILITY OF THIS TEST WAS APPROXIMATELY 0.767. INTERCORRELATIONS SUGGESTED THAT ACHIEVING EMH CHILDREN TENDED TO ACHIEVE CONSISTENTLY. PART SIX, A BRIEF SCREENING INSTRUMENT FOR EVALUATING THE ACADEMIC SKILLS AND PERSONAL ADJUSTMENT OF EMH CHILDREN, DEVELOPED FIVE TESTS AND MEASURING DEVICES. CONSTRUCTION, VALIDATION, AND RELIABILITY WERE REPORTED ON (1) THE WORD RECOGNITION TEST, (2) THE CHICAGO ADJUSTMENT RATING SCALES, (3) A BEHAVIOR CHECKLIST FOR THE PERSONALITY EVALUATION OF EMH CHILDREN, (4) SOCIOMETRIC QUESTIONS, AND (5) INTEREST MATURITY TESTS. (RS)

Study results indicated that high liking and high empathy together did not predict successful outcome, though a post hoc analysis showed a positive relationship between high empathy alone and successful outcome. Results also indicated that inexperienced therapists were generally less empathic than experienced therapists. (Author)

The abysmally low representation of women writers in standard freshman textbooks (7-8 percent) scarcely does justice to the literary achievements of women. (Author/NL)

Discusses a lab experiment where rubber bands are used to determine a spring constant and to predict the range when the band is stretched and fired. Included are the formulas involved. (CC)