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Using data obtained from 51 male and 133 female undergraduates enrolled in six classes in educational psychology, the authors obtained evidence supporting the existence of slight sex differences in descriptions or appraisals of instruction and also suggesting a relationship between the overall past achievement of the males and their perceptions of the quality of classroom interpersonal relations. No relationships were found between students' life histories and their perceptions of instruction or between their level of creativity and perceptions of instruction. These results support some previous studies cited and do not support others, also cited. This study lends some support to those who question the internal validity of the claim that differences in students' perceptions of instruction necessarily reflect differences in the effectiveness of instruction. (Author)

A music course of instruction in junior chorus, to develop students' performance skills individually and in ensemble, is described. A prerequisite for pupils is the ability to read music. Outlined are: the course description; enrollment guidelines; study objectives; course content; procedures; resources for pupils and teachers; and the assessment. Examples of descants in various keys and ranges are illustrated. Course objectives are: the student will select the title of any familiar melody from a list provided; identify aurally the performing medium from various musical instruments; determine aurally whether an example is major, minor, or chromatic mode; and aurally determine the cadence content of an example. The pupil will also learn the musical vocabularies: (1) letter notation; (2) numbers--harmonic intervals; and (3) solfeggio--developing musical sound, and demonstrate vocal and choral techniques. With the emphasis on harmony, and using laboratory approach, pupils will develop skills in vocal production, listen, read, and compose music with emphasis on ways harmony is used. (Author/LS)

THE OBJECTIVES OF THIS STUDY WERE (1) TO DEVELOP GUIDELINES FOR ADOPTING CURRENT COLLEGE COURSES FOR THE PRESENTATION BY LARGE-SCREEN TELEVISION IN LARGE AUDITORIUMS, (2) TO IDENTIFY AND DEVELOP TECHNIQUES FOR LARGE-SCREEN TV INSTRUCTION, (3) TO DEVELOP STUDENT AND FACULTY ORIENTATION PROCEDURES FOR LARGE-SCREEN TV PROGRAMS, (4) TO ASCERTAIN OPTIMUM DISTANCE AND VIEWING ANGLES, AND (5) TO ANALYZE ECONOMIC IMPLICATIONS AND INSTRUCTIONAL VALUE OF LARGE-SCREEN TELEVISION AS PART OF CURRICULUM PLANNING. EACH OF THESE OBJECTIVES IS TREATED SEPARATELY IN THIS REPORT. THE TREATMENT IS PRIMARILY DESCRIPTIVE AND SUGGESTIVE--EXPERIMENTAL ACTIVITIES ARE REPORTED AND INTERPRETED WITH THE USE OF TRADITIONAL CONTROLLED RESEARCH TECHNIQUES ONLY IN CONNECTION WITH PARTS OF THE INVESTIGATION. THE STUDY SUPPORTS THE VAST ARRAY OF TV STUDIES SHOWING NO SIGNIFICANT DIFFERENCES IN MEASURED LEARNING OR INFORMATION GAIN BETWEEN FACE-TO-FACE INSTRUCTION AND TELEVISION. THE STUDY ALSO SUPPORTS A PREVIOUS STUDY SHOWING NO SIGNIFICANT DIFFERENCES IN LEARNING BETWEEN CONVENTIONAL TV AND LARGE-SCREEN TV. MANY USEFUL GUIDELINES ARE PRESENTED RELATIVE TO LARGE-SCREEN TV PRESENTATIONS. (JC)

Empirical evidence is presented consistent with the hypothesis that instructional expenditures are distributed unequally, and that less is spent on non-white and poor students than on others in large American cities. The most experienced teachers are generally to be found in schools attended by the less poor white children. More important, the verbal ability of teachers, an important predictor of teacher effectiveness (although not highly correlated with salary or experience) is also higher in these schools. An analysis of the physical plant--as measured by age of building, size of grounds, and presence of special facilities--further suggests that the allocation of physical resources may also be influenced by the economic characteristics of the neighborhood. The results of such discrimination are, of course, that less-favored groups receive a lower quality education, on the average, than the average middle-class or white child. This unequal treatment might have been predicted on the basis that poor and non-white groups have least political power and social status; an analysis of the tensions that would be created by a system of equal expenditures in cities heterogeneous in social and economic makeup would further suggest the existence of such discriminatory education. (Author/JM)

Pupil perceptions of significant aspects of the instruction of student teachers of English and the indication of ways in which these perceptions may be used in evaluation are presented in this study. Data were obtained at the University of Georgia for student teachers of English who student taught during the winter and fall quarter 1969 and the winter quarter 1971. The class each student teacher had taught the most was tested one week after the student teacher had left. Pupils were asked to respond to a 74-item Inventory of Student Perceptions of Instruction (ISPI). The frame of reference was the instruction carried out by the student teacher. The ISPI was concerned with six aspects of student perception: instructional objectives, classroom human relations, use of instructional resources, student motivation for learning, meaningfulness of learning, and measurement and evaluation. Students were asked to read each item on the ISPI carefully and express a degree of agreement or disagreement. Results of the inventory indicate four evaluation uses: student teacher self-evaluation, cooperative student teacher evaluation participated in by the student teacher, supervising teacher selection, and appraisal of the program to prepare student teachers. A five-item bibliography, figures and appendixes with inventories are included. (MJM)

The paper highlights selected comments by noted individuals on the impact of such recent court cases as Serrano vs Priest on State school financing systems. The financing issue is discussed within the framework of the idea of local control under a full State funding system, adjustments in property taxes, and the institution of a Federal value added tax. (JF)

The designers of 66 projects intended to create meaningful and productive educational experiences for Mexican American children with impoverished backgrounds describe and evaluate their programs. In the various articles, programs in the areas of readiness and orientation, language development, bilingual instruction, English-as-a-second language and oral language, reading, parent involvement, and self-concept enhancement are described. The compilation also includes discussions of migrant programs, special programs for Mexican American student, and research reports on Mexican American projects in education. (MJB)

The objective of the study was "to determine how the elementary school child evaluates his school environment through a comparison of the school as he sees it with how professional education intends it to be." The "Keys to Elementary School Environment," an instrument designed to measure the environmental press as perceived by elementary school pupils, was administered to over 5,000 fifth- and sixth-grade pupils in 43 Texas schools. Ten series of statements were utilized to represent aspects of school environment which would contribute to the following 10 areas of press: intellectual improvement, health and physical fitness, social relationships, moral and spiritual values, home-school relationships, vocational aspirations, civic responsibility, aesthetic appreciation, acceptance and emotional security, and independence. Scores of the subjects on the 120 questions were subjected to factor analysis which yielded 10 rotated factors that accounted for approximately one-half of the variance. Comparisons were made between pupil responses by grade, ethnic group, sex, participation or nonparticipation in Title I programs, and ability group. The document contains Form E of the instrument used and directions for its administration; tabulations of pupil responses and press differences; a table on percentages of teachers, administrators, and total pupils reflecting press; and subgroup reference norms and instructions for plotting profiles to enable comparison of responses with previously collected data. (JH)

The purpose was to determine the effect of group size on both the total and the average per person fluency, flexibility, and originality of responses to problem solving tasks. One hundred sixty-three college juniors and seniors were assigned at random to groups of one, three, six, or twelve members. All groups were given identical instructions to respond aloud to three problem-solving tasks. Results showed that as group size increased, so did the total group fluency, flexibility, and originality; however, groups with three members were statistically indistinguishable from groups with six members. In terms of flexibility, six-member groups generated no more categories of responses than did twelve-member groups. Results also showed that as group size increased, the per-person contribution tended to diminish, and that groups of six or of twelve members appear to inhibit per-person contributions equally. (DT)

While many studies have predicted elementary school achievement, few have investigated both cognitive and biographical predictors simultaneously in a multiple regression format. The present study used both types of variables in predicting achievement over a 20 month span. Criterion variables consisted of Stanford Achievement Test subscores, and a composite Stanford score, collected at the end of the first grade. Shrunken R's ranged from .60 to .76. Sex of student was the only biographical variable which consistently entered optimum prediction batteries. Implications for "sex" as a moderator variable and preventive programs for predicted low achievers are discussed. (Author)

This paper applies the Carlsson-Robinson Theory of public employment wages to examine differences in salaries and quality of teachers using data from the Coleman Report. A modified Carlsson-Robinson model of quality determination is complemented with four testable hypotheses of salary determination. Teacher salaries were found to be determined by the level of per capita income in the systems employing them and by the salaries paid in competing occupations in the area. The local cost of living, the quality of the local labor force, and the quality of the teachers themselves were found to be statistically insignificant in determining differences in salary. The same analysis indicates that teacher quality is determined by the quality of the local labor supply and by the salaries offered to teachers. This result supports the view that school system officials do use their salary budgets to seek high-quality teachers and, moreover, that such teachers are attracted by those higher salaries. (Author)

This document examines the role of the aide in a Title I program as she is perceived by the children of that program. It presents a general summary of findings, a sample questionnaire given the children, and data from taped interviews with interpretive remarks by the author. (JB)

Conducted in the Fargo and West Fargo metropolitan area, this study had as its objectives to determine: (1) opportunities for using local businesses as centers for student-learner employment, (2) the willingness of employers to take part in other types of teaching involvement, and (3) the relevance of 44 selected agricultural competency clusters necessary or useful for job entry. Questionnaires distributed to 164 agribusinesses in the area supplied the data. Conclusive findings included: (1) Generally, management representatives surveyed were willing to assist the school in providing centers for field trips, but not many were enthusiastic about providing opportunities for supervised experience programs, (2) Employment in firms that hired large numbers of part-time employees tended to be seasonal, (3) Agribusiness management and marketing clusters were considered most important for job entry of the 44 competency clusters surveyed, (4) Except for some agribusiness management and marketing clusters, the competency clusters were not commonly accepted as relevant to all types of employment, and (5) Skill type clusters were considered least important for obtaining employment. (Author/SN)

One hundred colleges and universities, located primarily in the Southwest, were surveyed regarding their beginning speech communication courses. The responses, 30 department syllabi and 72 completed questionnaires, tended to confirm the common speculation that both departmental titles and beginning course content are shifting toward a communication orientation. Although considerable usage of lecture-lab and peer-group approaches to course structure was evidenced, these approaches were not used in a majority of departments. A majority of departments do, however, depend upon full-time faculty to teach at least a portion of their beginning courses, and the majority reported class sizes averaging 25 or less and required written exams, outlines, and speech analyses. Brooks' and Keltner's texts tied for most popular in beginning courses, although 41 other texts were mentioned. Most responding departments reported that video taping enhanced the effectiveness of their courses and anticipated expanded use of it in the future. (EE)

The present study was designed to assess the effectiveness of certain cognitive training tasks on children in group settings under natural preschool conditions. Thirty-five children, aged 47-63 months, were divided into six experimental groups and received various cognitive tasks. Results indicated that most children experienced at least moderate gains in all areas. (SBT)

This study was undertaken to examine the constellation of attitudes and beliefs felt to be related to health behavior. Two types of health messages were delivered to a group of teenage camp counselors on the disease diabetes. Their attitudes toward the disease in terms of their perception of vulnerability to it, their perception of its severity, and their perception of the need for and benefits of tests for early detection of the disease were assessed. An optional opportunity to participate in a diagnostic test was then offered. Attitudes were reassessed three days later at which time the subjects could request additional educational materials about diabetes. The health educational materials were successful in immediately modifying general attitudes about diabetes, but not successful in changing any of the underlying components. Only one component of attitude, the perception of vulnerability to diabetes, affected the decision to participate in the diabetes diagnostic test. The same attitude was also instrumental in affecting receptivity to new health educational materials. It is concluded that only through educational efforts commencing at an early age and directed at the underlying components of health attitudes can we hope to bring about desirable health behavior. (MC)

Guidance needs of Mexican American students, as seen at the First Invitational Conference on Guidance Needs of Mexican American Youth, are examined in 6 major papers. Specific guidance needs in areas related to home environment, family income, and language handicap are presented in the introduction. The second part includes 2 major reports on educational and social factors which influence the Mexican American child. The third part contains 3 shorter reports which were part of a symposium dealing with special problems and approaches in working with Mexican American students, including preschool children. (CM)

Although a positive argument can be made for subsidizing college students, the existing system is chaotic and inconsistent. It is desirable therefore, to develop a reasonable and consistent plan for college scholarships. This plan would employ cost-benefit and other techniques of economic analysis to attain national policy objectives. In this plan, the social value of a college education for various groups of high school graduates would be measured through various means by the subsidizing agency and the private value by the financial sacrifice the potential students and their families are willing to make. Through economic and mathematical analysis, these two factors would be utilized to obtain a maximum social gain from a national college student subsidy budget. (Author/DS)

The key factor to the de facto inequality typically maintained in America's city school system is found to be the teacher assignment system. Data from 69 cities are examined to determine whether this meant a systematic tendency to assign Black teachers to Black students. Poor and non-white students are kept at least partially segregated, and the more experiences and more verbally able white teachers are assigned to schools attended by the less disadvantaged white children. There is a strong regional dimension to this inequality and discrimination found existing in the school systems. Effective discrimination rises more or less continously as the South is approached, reaching a maximum level of complete segregation of students, with all Black students taught by Black teachers, and all white students taught by white teachers. Outside of the South, there is also some evidence that racial integration in the schools is reduced as the percentage of Black students, and especially of Black teachers, increases. Black students are then more likely to be segregated, and less likely to be assigned to white teachers. The relationship of effective pupil discrimination to pupil segregation and to a discriminatory teacher assignment is analyzed in a technical appendix. (RJ)

This bibliography is composed of 338 citations, some of which are annotated, with emphasis on documents published from 1963 to the present. The entries were selected to serve a variety of interests: decision-making, teaching, and research. Listings are arranged alphabetically according to author under the general divisions of (1) Periodicals, (2) Program Concepts and Methods, (3) Labor Force, Employment and Unemployment, (4) Industry Trends, (5) Regional State and Area Trends, (6) Projections of Manpower Requirements, (7) Occupational Outlook, (8) Occupational Employment, (9) Labor and Material Requirements for Construction, (10) Job Vacancy Statistics, (11) Hours of Work and (12) Miscellaneous. Entries include journal articles, conference proceedings, monographs, and special reports in the field of manpower and employment statistics. Instructions are included for obtaining the publications listed. (CH)

Citations for 733 selected references published between 1914-1967 cover materials on the teaching and counseling of bilingual students. The purpose of the bibliography is to provide as extensive and helpful references as possible. Literature dealing with Indian and Mexican American children is included. [Not available in hard copy due to marginal legibility of original document.] (DB)

These papers deal with the nature of student-faculty-administration relationships and the resulting discontent and tension on college and university campuses. Specifically, they are concerned with the problem of simultaneously maintaining individual freedom and campus order. Frederick Rudolph describes the changing patterns of authority and influence in American academic history. Some rights and responsibilities of faculty are outlined by Ralph Brown, with the assumption that the two are necessary concomitants. Primary is the right and responsibility to cherish and exercise academic freedom. An analysis of the dismissal of University of Illinois Professor Leo Koch is presented in "Case Studies in Academic Freedom." The Dean of Students at the University of Minnesota discusses the rights and responsibilities of students, emphasizing that students must learn to assume responsibility if they are to gain additional rights. The Free Speech Movement at Berkeley is discussed by 2 students and 2 faculty members at Berkeley in a panel discussion moderated by Terry Lunsford. The results of a study comparing the characteristics of participants and non-participants in the Berkeley Free Speech Movement are presented by Paul Heist. Paul Potter, past president of SDS, discusses student discontent and campus reform. Finally, the President of City College in New York City explores the question of "Who Runs the Institution.?" The publication is available from WICHE, University East Campus, Boulder, Colorado 80304 ($3.50) (DS)