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Minority and majority groups were administered a special quantitative section of the Admission Test for Graduate Study in Business (ATGSB) under varying time conditions to determine if increasing the time allotted for the test would eliminate any bias which may exist due to an irrelevant speed factor. By a commonly employed definition the special section was found to be moderately speeded for all candidates under normal conditions. Neither the main effects due to time condition nor the interaction between the ethnic and time factor reached significant levels suggesting that increasing the time per item does not reduce any bias which may exist in the test. Although a substantial proportion of minority group scores fell at or below the chance level, these scores appeared to retain fairly high levels of reliability. (Author)

The purpose of this study was to identify those behavioral teaching acts or patterns which characterize the effective adult vocational teacher as perceived by means of a questionnaire administered to eight coordinators of adult education programs, 70 adult teachers of trade and industrial education, and 865 adult students in trade and industrial education from eight selected vocational schools in Oklahoma. The questionnaire was developed by a panel of experts and by the directors of the schools used in the study and administered during the eighth to tenth week of class in the fall 1972 school year. Structured to obtain responses on a 5-point rating scale as to the degree that respondents perceived the item to be an adult vocational teacher education need, questionnaire results show that adults and adult educators agreed that all behaviors in this study are indicative of the ideal adult vocational teacher, although they did not agree as to the relative importance of some items. Those items receiving the highest ratings were: (1) exhibits enthusiasm and support for the teaching field, (2) teaches, practices, and enforces preventive shop safety procedures, and (3) gives demonstrations of skills and procedures. (AG)

General concerns and considerations regarding measurement in affective education, primarily, measurement to support the student in his learning program and the teacher as a facilitator of learning, are explored. The following topics are discussed: (1) Accountability (of the schools for achievement of affective goals of education), (2) Purpose of Affective Measurement (the collection of data for decision making), Grading (affective measurement not to be used to establish grades), (3) Conditions versus Outcomes (identify conditions that contribute to affective growth and development, and construct measures to assess the extent to which these conditions are present), (4) Measurement in Support of Learning (measurement should be responsive to changes in objectives and the learning program), (5) Quantitative versus Qualitative Data (measurement that interferes with verbal feedback and interaction should be avoided), (6) Norm-, Criterion-, or Objectives Referenced Performance Data (for measurement of affective outcomes, objectives referenced measurement is preferred to criterion-referenced measurement), (7) Program and Curriculum Evaluation, (8) Instruments and Measurement Techniques, and (9) Problems and Constraints. Appendixes present Definition of Terms; Examples of Organizing Systems, Attributes, and Behaviors; and An Outline of Affective Goals of Education. (For related documents, see TM 002 184-186.) (DB)

The purpose of this paper is to call attention to the need for offering a vital program of career development education during the formative years of schooling and to describe a practical schema for building such a program in elementary schools. Many elementary educators lack the knowledge, attitudes, and skills needed to make career education a concrete reality in local schools. To provide guidelines for educators in developing career education curriculums, a schema was devised and articulated by administrators and teachers who took part in two career development institutes sponsored by the University of Georgia during the summer of 1970. This schema arranged key questions, concepts, and procedures in a systematic framework for dissemination to elementary school faculties. The following seven major categories were proposed: (1) goals, (2) organizational elements, (3) student needs, (4) instructional units, (5) correlation patterns, (6) resource materials, and (7) evaluative criteria. As an instrument for involving local educators in an ongoing process of developing programs and units in career education, this proposed schema should guide them in constructing more relevant patterns of elementary schooling. (Author/AG)

The purpose of this research was to determine the optimum means of identifying personnel qualified to perform Aviation 3M Data Analysis. Resolution of this objective involved the identification of numerous problem areas contributing to the instability of the Data Analysis work force and the scarcity of personnel in that work force. The approach involved technical conferences and discussions with Maintenance Officers and Aviation 3M Data Analysis Officers as well as a number of occupational analysis interviews with enlisted personnel assigned to Aviation 3M Data Analysis billets at 33 east and west coast commands, staffs, and offices. Based upon these preliminary visits, two questionnaires were developed. The first was a Command Questionnaire, designed to elicit information regarding problems experienced by the command. The individual Questionnaire was administered only to qualified Aviation 3M Data Analysts and was designed to obtain information concerning the type of work performed, school background, and similar information. Conclusions reached indicate that the Aviation 3M Data Analysis function is closely allied to the Aviation Maintenance Administrationman (AZ) rating and that input into the Aviation 3M Data Analysis field should be from the AZ rating. (Author)

This report describes the pilot year operation of the Tucson Early Education Psychological Services (TEEPS) program, which is based on the position that the quality of psychological services in the public schools can be increased by establishing educational systems in which the functions of psychology in education are embodied in system components rather than in individual practitioners. TEEPS is designed not only to deal with deviant behaviors, but also to facilitate the development of intellectual skills, leadership skills, social skills, and creativity in children. The program has three components: (1) research and development; (2) consultation; and (3) evaluation. Current thinking on the consultation process, which utilizes behavior modification techniques, is discussed extensively. Its success demonstrates that: (1) a psychologist and teacher working together can define problems operationally; (2) they can formulate concrete intervention plans; and (3) they can measure what they have accomplished. Data further indicate that such consultation teams are highly effective, reasonably efficient, and that consultation as a service can attain a high level of acceptance in schools. (TL)

The annual report covers the sixth year of full scale operation of the Institute of Library Research. It covers the activities of the Institute including the completion of several projects, the initiation of other projects, and the first full year of the Library Systems Development Program. The major thrust of the Institute during this period has been three-fold: first, to continue to explore and search for a better understanding of how the needs for information can be met through better library service; secondly, to help the libraries of the University of California apply such knowledge to their operational environment; and third, to continue to meet the obligations and operational goals of the Institute during a period of growing financial uncertainty and unfilled management positions. (Author)

Four studies with infants and preschool-age children examined various pattern perception tasks considered to be related to the perceptual basis of the development of reading skills. Study 1 used 28 neonates to test the hypothesis that supplemental stimulation (rocking, patting, holding) has measurable effects upon attention to visual patterns. Results supported the hypothesis. Study 2 used 24 neonates to test the hypothesis that kinesthetic stimulation (rocking) effects attention to visual patterns. Results showed no significant effects of supplemental stimulation upon visual attention; however, there was a significant effect of target complexity upon attention. Study 3 used 32 3- and 4-year-olds to test the hypothesis that preference for complexity of stimuli increases with age. Results confirmed the hypothesis, but there was also evidence that children were not responding solely to stimuli complexity. Results of Study 4 with 10 3- and 4-year-olds showed that (1) mirror-image reversal discrimination is difficult, and subjects were sensitive to complexity differences and (2) data were ambiguous in regard to whether children process multivariate stimuli differences simultaneously. Tables and references are included. (VJ)

Empirical work in industrial research organizations has provided data to describe researcher behavior during innovation. Based on these data, the role of information during idea creation and submission is described. A model of a management information system, consistent with and supportive of researcher behavior, is structured to include technical planning, project selection, and manpower planning. The critical problems of information search and dissemination are examined. (Author/RA)

This demonstration project was designed to prepare disadvantaged youth from the inner city to meet the requirements for, and perform effectively in, the apprenticeable construction trades in the District of Columbia. Of 160 trainees who were prepared for apprenticeship in two 24-week cycles, there were 143 graduates, of whom 120 were placed in apprenticeship. The report emphasizes the need for a comprehensive program of remedial education, work orientation, and skill training to prepare the individual for apprenticeship. Individual counseling and careful followup are also considered to be of major importance. (BH)

The proceedings of this first annual symposium on population growth considers the consequences of this growth, along with possible means of regulation. Topics of speeches include: Population Outlook in Asia (Irene Taeuber); Malnutrition is a Problem of Ecology (Paul Gyorgy); The Leisure Explosion (E. H. Storey); Effects of Pollution on Population Growth (Dean Abrahamson); Fertility Reduction...(Robert McLaughlin); The Role of the Federal Government in Population Research (Jerry Combs, Jr.); and, Pregnancy Detection and Community Outreach (Ronald Pion). Two panel discussions, involving the speakers and audience, concern: the effects of pollution on humans, their quality of life, and the earth; levels of population capable of being sustained, and at what cost; future food supply; voluntary vs. legally prescribed population control, etc. A list of selected references conclude the report. The proceedings of the second annual symposium are reported in SO 001 170. (JLB)

Two speeches on residential adult education were given on the occasion of the dedication of The Continuing Education Center at Rutgers University on June 1, 1970. After a brief review of the development of residential education, the first speech discussed the challenges presented to those responsible for the functions to be planned for the building. The second argues for greatly enriched and flexible programs of adult education and a commitment on the part of universities and the public in general to public service. (EB)

This report presents some of the proceedings of a workshop on communications in family planning programs held in Teheran, Iran. A total of 82 participants from 15 Mid-Eastern and African countries attended. The purpose of the workshop was to assist each country to prepare a work plan for information and education activities related to population programs. A major feature of the workshop was the development and use of two simulation exercises. The first exercise describes a country called "Arcadia," which had no population policy and no real interest in developing a population program. With the help of resource advisors, country teams were systematically lead through the educational problem: setting clear objectives and deciding program strategy for achieving objectives. The second exercise described a country called "Valhalla," which had a stated policy to reduce population growth rates and a large number of established clinics, largely unused. Again, conference participants worked at solving the problem of information dissemination and changing attitudes. After the completion of the two simulation exercises, country work plans were developed with the help of a questionnaire completed by the delegates prior to their arrival in Teheran. (Author/CK)

Elementary school students in the third, fourth, and fifth grades were asked to do three different tasks in an attempt to determine how frequently children at these various ages use figurative language. Results for a Composition Task showed that children tend to produce a greater number of frozen than novel figures, and that the absolute level of such usage decreased over the three grades. Results for a Multiple Uses Task revealed that children tended to produce more frozen than novel figures and that both types of figures showed a marked increase over grade. Results for a Comparison Task also indicated that the use of figurative language increased over grade level and that under the conditions of this task, children used more novel than frozen figures. All in all, present results were taken to mean that the Composition Task is not a particularly good one for assessing developmental trends in figurative language usage. In addition, these results show that children as early as the third grade are able to use figurative language effectively, and that a Comparison Task represents one good way in which to encourage children to use novel figurative language. (Author/CS)

Using the coorientational framework developed by McLeod and Chaffee, this study tested Bem's theory that an individual performing a behavior (speaker) and an individual observing the behavior (listener) use the same evidence when evaluating the performer's attitudes. Participants included 96 undergraduate students at the University of Kentucky--half of whom served as subjects and half as observers. Findings supported Bem's theory and showed that (1) highest accuracy was obtained when both subject and observer were able to view the subject's speech; (2) the high inaccuracy occurring under conditions of evaluative feedback could only be interpreted as resulting from the imbalance of information held by subject and observer; and (3) subjects had a considerable edge in knowing a great deal about their behavior when presenting their speech. It was also found that accuracy decreased when inconsistency (evaluative feedback) was introduced. (HOD)

This study sought (1) to discover ways to teach kindergarten children to listen to a rule that defines a concept and then to apply it, and (2) to learn if rule-learning is facilitated when the pupil is required to verbalize the rule while using it. The task used in the study (1) involves deductive reasoning, (2) requires rule utilization rather than rule verification, (3) requires the learning of four rules (negation, conjunction, disjunction, and joint denial) that were found to be appropriate for this population, (4) requires an understanding of certain function words, and (5) was presented at a level of complexity above that used in laboratory experiments. The subjects, 5-year-old Negro children, were divided into three groups: one group who received instruction in the rules that required them to verbalize the rules themselves (N=6), one which received no instruction (N=6), and one group which received instruction in the rules but who were not required to verbalize the rules themselves (N=8). The oral group scored significantly higher than the control group, but there was no significant difference between the Oral experimental group and the non-Oral experimental group. There was no reliable evidence that self-verbalization is superior to normal instruction. (MH)

A basic requirement in curriculum design and development is that curriculum objectives be stated in terms of observable human behavior. This project developed a technique for evaluating curriculum objectives based upon the analysis of behavioral objectives as classified into three components--action word, context, and criterion. In order to determine whether a person trained to evaluate curriculum objectives in terms of specified criteria could do so consistently, a group of public school teachers used the criterion instrument to analyze a stated objective. The results of a study of their efforts are reported. The extent to which the objectives of the mathematics continuum used in Individually Prescribed Instruction (IPI) conform to the stated goal is also discussed. The material used to collect information is appended, along with some of the raw data. (JY)

The origins and careers of junior college presidents were studied to identify the leaders and what they feel are the crucial issues of the next decade, the form of their career patterns as they moved up, and their reasons for choosing careers in administration. Of 963 subjects questioned, 662 replied. Examined were such items as age, background according to fathers' occupation, academic doctorates, major fields of study, career paths from teaching or other careers to the presidency over a 20-year span, the position held just before the presidency, and the social factors affecting formal career movements. The respondents also stated why they are in their present job, how they interpret their move to leadership, and why they chose or were chosen for the position. Replies included: to contribute to society, meet a challenge, or achieve personal satisfaction. The most critical issues they foresaw were (1) funds to handle growing enrollments and new faculty; (2) achieving a balance between occupational and transfer curricula and doing research on how best to serve society, the community, and the individual; (3) the quantity and quality of staffing; (4) establishing the proper role of the junior college. Those most experienced with the junior college, as administrators or teachers, should increase communication with all educational leadership, national and international. [Not available in hard copy due to marginal legibility of original document.] (HH)

To examine the relationship between the vocabulary teachers use in the classroom and the percentage of that vocabulary understood by the students, 16 volunteer teachers were tape recorded for an hour and a half during a normal day's activities. Half the teachers were from lower or lower middle class families; the other half were from middle and upper class families. From the tapes a word list was compiled for the first grade teachers and another for the kindergarten teachers. Vocabulary tests of 50 words each were then derived from the word lists and given to the children. A maximum effort was made to draw out the knowledge of word meanings. Analysis of the data indicated that the percentage of words used by the teachers and known by the students was generally quite high indicating that teachers might use more difficult words to build vocabulary. Social class, race, and grade breakdowns sometimes resulted in samples too small to be significant, and trends were not always substantial but the percentage of teachers' words known to youngsters seems to vary with social class, race, and grade. The effect of the experimental situation on the teachers' vocabularies was not calculated. (MH)

This review makes use of studies evaluating teacher education graduates against internal criteria, i.e., objectives specified in the program, and external criteria or evidence of pupil change. The Recommended Standards (see SP 003 720) of the AACTE indicate that such studies are necessary for meaningful evaluation. The literature search, principally through ERIC and "Psychological Abstracts," produced some 200 references. There appear to be no large-scale studies of the extent to which graduates acquired the characteristics intended by the program, but this may be remedied by the USOE-sponsored Elementary Teacher Education Programs. The University of Missouri published a report in 1967 devoted largely to evaluation, but this gave no evidence that graduates reflected the objective criteria of the program in their teaching. An experimental program by Sandefur et al (1967) showed significant behavioral differences, while a similar study by Corle (1967) of inservice training by means of a 15-week ETV program showed little significant difference between the experimental and control groups. No studies could be found evaluating the teacher preparation program against pupil achievement. The question of whether we have the means and techniques to evaluate teacher preparation programs needs to be answered, and the parameters of teacher effectiveness must be defined, possibly by means of numerous small studies which would increase the fund of information needed for a major survey. (MBM)

The need for adequate knowledge of the personality patterns associated with professional competence, especially that of women professionals, spurred the authors to study this relationship, using 221 professional woman as subjects. The subjects, professionals from nine different occupations, were administered the Wechsler Adult Intelligence Scale (WAIS) from which the patterning of subtest scores provides the basis for the Gittinger Personality Assessment System (PAS). Primary emphasis was placed on the development of stable reference groups based on the complex interaction of PAS variables. A "good" reference group is defined as a set of individuals subject to similar psychodynamic mechanisms which encompasses a large number of persons within its defined limits. But it must be narrow enough to allow prediction of behavior on a within-group basis. Of the sampled professions, only realtors and social workers failed to contribute any members to the three established reference groups. Meaningful reference groups within these two professions were found, however. It is suggested that the pattern derived from the largest reference group, the Professional Generalists, could prove advantageous in university career counseling for women. (TL)

This book (paperback), developed for preservice teachers in pre-student teaching laboratory experiences at Southern Illinois University, is intended also for wider use. The first half (text section) has three parts. Part 1 includes rationale for educational laboratory experiences and discussion of student, administrator, and classroom teacher roles. Part 2 deals with methods, models, and techniques. Its main chapter advances an instructional model of seven main components: social system, entering behavior assessment, specification of behavioral objectives, learning unit and procedures, presenting learning units, student performance, and feedback and assessment. Other chapters offer suggestions for ways trainees may use the models for data collection and information gathering and discuss guidelines for critical assessment of teaching behavior. The five chapters in Part 3 describe types of experiences for moving trainees into direct contact with teaching-learning situations: September Experience, Teacher Aide Experience, Elementary Block Program, Secondary Laboratory Experiences. The second half (appendixes--perforated for easy removal) contains guides for assessing and practicing appropriate teaching behavior. Included are observation guides, checklists, and evaluation forms for each type of laboratory experience and for instructional analysis and planning, e.g., interaction analysis tally sheet and matrixes, lesson plan outlines, Laboratory Experience Rating Scale. (JS)

The failure of teachers to comprehend basic curriculum objectives and their unwillingness or inability to act in accordance with these objectives are severe impediments to the successful use of new materials, according to the authors. They discuss these impediments and conventional solutions as an introduction to their suggested approach: teacher workshops incorporating actual practice with new materials. The three components of the workshops are: examination of assumptions and planning for teaching, practice teaching, and analysis of teaching. Also discussed are the role of the workshop director, equipment and facilities, recruitment of teachers, and evaluation of the St. Louis teacher workshops. A ten-item bibliography is included. (DJB)

An interest in student behavior is the principal reason for assessing attitudes, since definitions of attitude generally tie attitude to behavior by conceptualizing attitude, in part, as a predisposition to respond. This paper describes a systematic procedure for assessing student attitudes and attitude changes by constructing and administering a scale for attitude measurement. The four steps in constructing such a scale (the determination of a referent and a population, the collection of possible items, the screening of items, and the selection of screened items for the final scale) are described in detail, and the use of the scale is explained. Remedial students and classes are used as examples, but the procedure is applicable to the attitudes of vocational students, the total student body, teachers, parents, etc. toward admission policies, student personnel services, curricula, and other referents. (MC)

EPISODE TEACHING IS THE PRACTICE OF INITIATING STUDENT TEACHERS INTO TEACHING THROUGH THEIR OWN PERFORMANCE OF THE TEACHING ACT AS COPROFESSIONALS RATHER THAN AS DEPENDENTS. AN EPISODE IS DEFINED AS A SELF-CONTAINED EVENT, NOT PART OF AN ONGOING PROGRAM, BUT APPROPRIATE TO THE AGE LEVEL AND GENERAL INTEREST OF THE CHILDREN IN QUESTION. THE STUDENT TEACHER DOES NOT APPEAR IN THE CLASSROOM UNTIL HE IS TO DIRECT AN EPISODE, AT WHICH TIME HE IS INTRODUCED AS A RESOURCE PERSON, WITH THE MASTER TEACHER SERVING AS AN OBSERVER. IN THE EVENT OF FAILURE, THE STUDENT TEACHER'S INITIATION INTO TEACHING CAN BE INTERRUPTED WITHOUT UPSETTING THE ONGOING CLASSROOM PROGRAM, SINCE HIS WORK IS SELF-CONTAINED. IN THE EVENT OF SUCCESS, OTHER EPISODES CAN FOLLOW UNTIL THEIR CUMULATIVE EFFECT IS TO ESTABLISH THE STUDENT TEACHER AS TEACHER OF ONE SUBJECT. THE SEQUENCE IS FROM ENRICHMENT TEACHING AS A RESOURCE PERSON TO FINAL RESPONSIBILITY FOR THE TEACHING IN THAT SUBJECT. ULTIMATELY, THE JUSTIFICATION FOR EPISODE TEACHING AS A WAY OF INDUCTION IS THAT IT CENTERS ALL THE EFFORT AND ATTENTION UPON THE TEACHING ACT. (AF)

IN ORDER TO COMPARE CONCEPTS OF MEANING SIMILARITY OF ENGLISH AND NAVAHO BILINGUALS, AN EXPERIMENT WAS CONDUCTED IN NORTHERN ARIZONA WITH 57 NAVAHO EIGHTH GRADERS. THEY WERE CLASSIFIED AS EITHER "COMPOUND" OR "COORDINATE" BILINGUALS ACCORDING TO WHETHER THEY HAD ASSIMILATED TWO LANGUAGES IN ASSOCIATED CONTEXTS OR IN DISSOCIATED CONTEXTS. THE STUDY WAS DESIGNED TO INVESTIGATE THE SCOPE OF SEMANTIC DISTANCES AMONG MONOLINGUALS, COMPOUND BILINGUALS, AND COORDINATED BILINGUALS, AND TO DETERMINE THE DEGREES OF POLARITY. THE SUBJECTS WERE TESTED AND RATED ON THEIR REACTIONS TO FOUR COMMON CONCEPTS--FATHER, HOME, FOOD, AND ME. ONLY THE SECOND OF TWO PROPOSED HYPOTHESES WAS SUPPORTED, AND FAILURE FOR THE FIRST WAS PERHAPS DUE TO SUBTLE DIFFERENCES IN LANGUAGE PROFICIENCY WHICH THE RESEARCH PROCEDURE DID NOT PICK UP. THE AUTHOR SUGGESTS THAT THIS EXPERIMENT COULD BE A BASIS FOR ADDITIONAL RESEARCH ON THE CORRELATION BETWEEN THE NAVAHO'S LANGUAGE AND HIS CULTURAL ENVIRONMENT. (FB)

The concluding series of a research program designed to validate a battery of task indexes for use in forecasting the effectiveness of training devices is described. Phase I collated 17 task indexes and applied them to sonar training devices, while in Phase II the 17 index battery was validated, using skill acquisition measures as criteria. Training of procedural skill was carried out in a modularized, synthetic sonar trainer. Significant multiple correlation coefficients were obtained for performance time and errors during skill acquisition. Phase III validated the index battery against transfer of training criteria, for the results demonstrated that quantitative variations in task designed related to variations in transfer of training measures. A set of predictive equations was constructed, and it was concluded that these equations could be used to compare trainer prototypes, although additional field validation was recommended. It was also concluded that the battery could be used in research on the interaction of task and other variables. Training method as a function of task complexity was studied, with the results indicating that the effectiveness of dynamic versus static procedural training varied with a change in task parameters. (Author/PB)