Search

This study used the Value Inventory for Children (VIC), a 60-item pictorial instrument designed to measure seven hypothesized dimensions of value. These seven orthogonal factors are (1) me first, (2) masculinity, (3) asocial, (4) academic, (5) adult closeness, (6) sociability, and (7) social conformity. The primary question to which the symposium addressed itself was: "What is a value?" Subjects of the study were 611 children from grades one through three. They were tested in the fall of 1970 and retested in the spring of 1971. Two categories of criteria were employed in an attempt to validate factor scores derived from the VIC. Results were reported in terms of (1) sex comparisons, (2) grade comparisons, (3) ethnic comparisons, (4) predictor criterion relationships and, (5) interclass comparisons with respect to teacher-class congruities. The overall conclusions was that values do play a part in the adjustment of the child to school and in his achievement, although it is impossible to determine exactly to what extent they contribute over and above the child's ability since no precise measure of ability is available. (BW/Author)

Research was performed to determine whether: (1) highly creative subjects would obtain higher scores on tests of crativity in an enriched environment, (2) subjects who are poor in creativity will not obtain higher scores because of low perceptual curiosity, and (3) high- and low-intelligence subjects would score equally well on creativity. The population for the research consisted of grade five students. These students answered a peer nomination questionnaire and the Canadian Lorge Thorndike Intelligence Test, Form 1, Level C. Their teacher also completed the teacher nomination questionnaire. On the basis of these measures, 64 subjects were selected. The results are tabulated and discussed. The most important of the educational implications of the findings is that both low- and high-creative subjects are able to utilize appropriate cues from the physical environment while answering Torrance Tests of Creativity, demonstrating the value of enriched and varied environment. The same does not apply to above and below average IQ groups of subjects. Appendixes provide the Peer Nomination Questionnaire and the Teacher Nomination Questionnaire. (DB)

Abstracts of 159 journal articles, reports, and related items published in India from 1956 to 1969, are arranged under 36 headings, as follows: Academic achievement, administration and organization, adult education, basic education, courses of study (higher education), curriculum, education (general), educational psychology, educational research, educational sociology, examination and evaluation, guidance and counselling, health care, higher education, instructional material and aids, language problem, literacy, physical education, policy and planning, preschool education, primary education, reading, school building, single teacher school, special education, statistics, student indiscipline, student politics, student selection, teacher education, teacher organizations, teachers, teaching methods, tests and measurements, vocational and technical education, and women's education. A special section contains 43 abstracts of similarly published items related to science education. [Not available in hard copy due to marginal legibility of original copy.] (JK)

This 185-item bibliography with English abstracts of books and articles of recent years on various aspects of Indian education includes a special section on women's education. Emphasis is placed on educational psychology, examination and evaluation (teacher and student), policy and planning, teaching methods, and special education. Less extensive sections deal with: (1) student related issues, (2) the "brain drain", (3) various levels of education in India, (4) vocational and technical schools, and (5) educational management. A list of the periodicals abstracted is included. For related documents see ED 016 168, ED 025 973, and FL 001 502. (RL)

This two volume, 399-item bibliography with English abstracts of books and articles largely from 1967 and 1968 on various aspects of Indian education includes sections on the Indian "brain drain" and on examination and evaluation. Emphasis is placed on sections dealing with educational psychology, policy and planning, teacher education, tests and measurements, vocational and technical education, course study, general education, and programed instruction. Less extensive sections deal with: (1) educational administration, organization, curriculum, research, sociology, finance, materials and aids, statistics, waste and stagnation; (2) adult, general, elementary, moral, physical, preschool, science, women's and workers' education; and (3) academic achievement, correspondence courses, guidance and counseling, health care, history, literacy, types of schools, student discipline, student selection, student welfare, teachers, and teacher organization. A list of abstracted periodicals and newspapers is included. For a companion document see ED 025 973. (RL)

Forty preschool Negro children took part in a study to test the effect of oral response versus listening in improving the spoken language of disadvantaged children. It was hypothesized that children who echo and produce sentences in response to an instruction to select the appropriate picture to match a spoken sentence would show greater verbal skill than those children who only listened to the correct response. Transfer and retention of this verbal learning pattern (as well as the effect of structured teaching) was also tested in the study. A pretest-posttest design was used. As predicted, the 20 subjects in the verbal group scored higher on the posttest than the children in the listening group. Transfer of learning and rentention (as tested 5 weeks later) was also higher in the verbal group. IQ, measured by the Peabody Picture Vocabulary Test, also showed gains in this group. The structured program appeared to be a successful mode of instruction in increasing verbal learning. (MS)

Descriptions of special programs and research efforts in the schools of India during the period July-September, 1967 are presented in this bibliography of over 200 items with abstracts. Materials cover different levels of education: adult, basic, higher, general, elementary, secondary, part-time, rural, and special education. Also treated are student-related concerns (disciplinary problems, student selection, and study abroad) and teacher education (status and method). Such administrative problems as curriculum, economics and finance, evaluation, planning and policy, school forms, instructional materials, statistics, testing, and socioeconomic status are discussed. Attention is given to educational psychology, research, and academic achievement and to the subject fields of reading, science, social education, vocational education, guidance, and health. There is a special section on Indian language problems and education and a list of the periodicals and newspapers abstracted. For a related document see ED 016 168. (DS)

THIS ANNOATED BIBLIOGRAPHY WAS COMPILED AND PUBLISHED FOR THE OFFICE OF EDUCATION IN ACCORDANCE WITH AN AGREEMENT WITH THE NATIONAL SCIENCE FOUNDATION. IT CONTAINS OVER 200 ITEMS PUBLISHED IN INDIA DURING THE 1966 AND EARLY 1967. CERTAIN ASPECTS OF THE EDUCATIONAL STRUCTURE ARE HEAVILY REPRESENTED--UNIVERSITY LEVEL COURSES, EDUCATIONAL PSYCHOLOGY, EXAMINATIONS AND STUDENT EVALUATION, HIGHER EDUCATION, EDUCATIONAL PLANNING AND POLICY, CAUSES AND PATTERNS OF STUDENT UNREST, TEACHING METHODS AND TEACHNIQUES (INCLUDING INSTRUCTIONAL MATERIALS, AUDIOVISUAL AIDS, AND PROGRAMED INSTRUCTION), GUIDANCE AND COUNSELING, TEACHER EDUCATION, AND FACETS OF ADMINISTRATION AND ORGANIZATION. ITEMS ARE ALSO INCLUDED ON CURRICULUM PLANNING, EDUCATIONAL SOCIOLOGY, RESEARCH METHODOLOGY, ACADEMIC STANDARDS, HEALTH CARE, PUBLIC SCHOOLS, ADULT EDUCATION, VOCATIONAL EDUCATION, AND USE OF REGIONAL LANGUAGES AS A MEDIUM OF INSTRUCTION. THERE IS A LIST OF THE PERIODICALS ABSTRACTED. (LY)

SINCE LINGUISTS HAVE ONLY RECENTLY TURNED FROM GRAMMATICAL ANALYSIS TO CONSIDER THE ROLE OF LANGUAGE IN SOCIETY, THE STUDY OF MODERNIZATION HAS BEEN LEFT LARGELY TO SOCIAL SCIENTISTS WHO CAN HARDLY BE EXPECTED TO DEAL WITH LINGUISTIC QUESTIONS. LANGUAGE PROBLEMS, HOWEVER, ARE KNOWN TO PLAGUE DEVELOPING SOCIETIES. IN POST-INDEPENDENCE INDIA, NATIONAL LANGUAGE, THE LINGUISTIC STATES ISSUE, PROBLEMS OF SCRIPT, AND MINORITY GROUP CLAIMS FOR LINGUISTIC AUTONOMY HAVE LONG PLAYED A DOMINANT PART IN PUBLIC LIFE. SO FAR SUCH PROBLEMS TEND TO BE TREATED PRIMARILY AS CULTURAL OR POLITICAL ISSUES. FEW ATTEMPTS HAVE BEEN MADE TO EXAMINE THEIR RELATION TO MASS COMMUNICATION, SOCIAL MOBILITY, SOCIAL CONTROL, AND OTHER ASPECTS OF SOCIOECONOMIC DEVELOPMENT. THE PRESENT PAPER EXPLORES THIS PROBLEM BY EXAMINING THE LINGUISTIC POLICIES AND PRACTICES OF TWENTIETH CENTURY LANGUAGE SOCIETIES IN THE NORTH INDIAN STATE OF UTTAR PRADESH. THE AUTHORS ATTEMPT TO DEMONSTRATE THE CLOSE INTERDEPENDENCE BETWEEN COMMUNICATION AND POLITICAL PROCESSES BY SHOWING HOW THE POLICIES AND ACTIVITIES OF THESE INTEREST GROUPS BOTH AFFECT INTERNAL COMMUNICATION CHANNELS AND ARE IN TURN AFFECTED BY THEM. (AUTHOR/AMM)

The present investigation is the first of a series intended to study the process of vocational development among Indian boys and girls while they are in school. (Author)

A network model is developed to determine the optimum number of shelf heights to use which will minimize the shelving cost for a given collection of books. (Author)

The Interdiciplinary Doctoral Program in Information Science at the University of Pittsburgh conducted a survey of the need for professionals in information science at the B.S., M.S. and Ph.D. levels. (JB)

The 155 abstracts contained in this annotated bibliography cover the period from July to September 1968 and include the following categories: Academic Achievement; Administration and Organization; Adult and Basic Education; Brain Drain; CASTASIA; Correspondence and Other Courses of Study; Curriculum; Education (Economics, Elementary, Higher, Moral, Rural, Science, Teacher, Vocational and Technical); Educational Psychology, Research, and Sociology; Examination and Evaluation; Finance; Guidance and Counselling; Health Care; History; Language Problems; Literacy; Policy and Planning; School Forms; Scientific Research; Student Indiscipline and Problems; Teacher Organizations and Methods; Teachers; Tests and Measurements; and Wastage and Stagnation. A special section on Education of the Backward Classes containing 37 abstracts is appended. Also listed are the periodicals and newspaper sources with volume and issue numbers indicated. All entries and abstracts appear in English only. See related documents ED 016 168 and ED 025 973. (AMM)

THIS PROJECT INVESTIGATED TWO PROBLEMS RELATED TO THE DEVELOPMENT OF CREATIVE THINKING ABILITIES AT THE FOURTH-GRADE LEVEL--(1) THE DIFFICULTIES TEACHERS EXPERIENCE IN ENCOURAGING AND GUIDING CREATIVE EXPERIENCES IN THE CLASSROOM AND RELATING THEM TO CURRICULAR CONTENT AND (2) THE DEVELOPMENT OF WAYS FOR COUNTERACTING THE NUMEROUS INFLUENCES WHICH BRING ABOUT A SLUMP IN CREATIVE THINKING ABILITIES, MOTIVATIONS, AND ACTIVITIES AT ABOUT THE FOURTH-GRADE LEVEL. SUBJECTS OF THE STUDY INCLUDED 30 FOURTH-GRADE CLASSES FROM 3 STATES. TEACHERS IN THE PROJECT EXPERIMENTAL GROUPS AGREED TO USE EXPERIMENTAL AUDIOTAPES, AND THOSE IN THE CONTROL GROUPS WERE INSTRUCTED TO USE CONVENTIONAL INSTRUCTION. BEFORE THE EXPERIMENTAL MATERIALS WERE INTRODUCED, A NUMBER OF ASSESSMENT DEVICES WERE ADMINISTERED TO PARTICIPATING STUDENTS. NEAR THE END OF THE SCHOOL TERM AND UPON COMPLETION OF THE EXPERIMENTAL PROGRAM, ALL CLASSES WERE READMINISTERED THE CREATIVITY ASSESSMENT DEVICES. IN SPITE OF THE FACT THAT MANY OF THE TEACHERS IN THE CONTROL GROUPS USED A VARIETY OF DELIBERATE METHODS TO ENCOURAGE CREATIVITY AND THAT SOME OF THE EXPERIMENTAL CLASSES DID NOT PROPERLY USE THE EXPERIMENTAL MATERIALS, THE EVIDENCE WAS IN FAVOR OF THE EXPERIMENTAL PROCEDURES. (JC)

Paper presented at the Annual Meeting of the American Educational Association, Los Angeles, February 1969. Research supported by the U.S. Office of Education.

Study results cast doubt on the validity of a currently popular notion that ghetto children learn more readily when instruction is presented in familiar dialect. More study is needed before accepting Dialect as a language of instruction for black children. (Author)

Specific suggestions on improving adult literacy programs, based on the author's observations in India. (SP)

A technical description of television switches. (HB)

Project's goal is to teach illiterates and also to offer agricultural and health advice, provide training and practical demonstrations on all community needs. (DS)