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Textbooks used for the first time in a large introductory, and in an advanced, psychology course were systematically examined, using different methods for each text, to measure the amount of individual student underlining. This amount was then correlated, in each course, to the students' performance, with each student's general academic ability being considered as a control variable in the introductory course. Results indicate: (1) a high degree of reliability in measuring the amount of underlining was obtained, using a small number of randomly related pages of a text; (2) underlining was used more frequently by students of lower academic ability; and (3) it was not clear that underlining facilitated achievement. It is concluded that underlining would not serve too well as an index of identification of relevant content due to the large proportion of students (about 50%) who did not underline to any measurable extent in their text. (Author/TL)

This project was initiated (1) to determine the effects of three experimental "modern" programs in secondary mathematics--the Ball State, University of Illinois Committee on School Mathematics (UICSM), and the School Mathematics Study Group programs--on the attitudes and interests pupils develop toward mathematics and (2) to examine factors and conditions related to these effects. The project consisted of a number of separate studies which involved 126 pairs of secondary mathematics ninth grade classes in school districts from a five-state area--Minnesota, Wisconsin, Iowa, and North and South Dakota. The results of the investigation revealed (1) the experimental programs had little differential effect, in comparison to conventional programs, on the attitudes and interests pupils developed toward mathematics, (2) information obtained from the self-report indices indicated that pupils instructed with the Ball State program tended to develop less positive attitudes and interest toward mathematics than those instructed with conventional programs, and (3) there was evidence that the UICSM program, according to the behavioral indices, may have contributed to the development of more positive attitudes and interests than the conventional program. (RP)

THE JUDGMENTS OF TEACHERS AND THEIR REACTIONS TO THE EXPERIMENTAL MATHEMATICS PROGRAMS THEY WERE TEACHING IN CONNECTION WITH A PROJECT WHICH EVALUATED SEVERAL RECENTLY DEVELOPED PROGRAMS WERE OBTAINED AND ANALYZED. OBSERVATIONS AND JUDGMENTS ABOUT THESE PROGRAMS WERE OBTAINED THROUGH A QUESTIONNAIRE SENT TO TEACHERS WHO PARTICIPATED IN ONE OF THE SEVERAL EXPERIMENTAL PROGRAMS FOR THE 7TH THROUGH 11TH GRADES DURING THE 1964-1965 SCHOOL YEAR. THE SPECIALLY CONSTRUCTED QUESTIONNAIRE, WHICH IS ATTACHED TO THE REPORT, WAS DESIGNED TO ELICIT TEACHER REACTIONS TO THE COMPARATIVE EFFECTIVENESS OF THE EXPERIMENTAL PROGRAMS OVER THE CONVENTIONAL PROGRAMS IN RELATION TO THE FOLLOWING FACTORS--(1) INSTRUCTIONAL EFFECTIVENESS, (2) PREFERENCE FOR INSTRUCTIONAL USE, (3) INSTRUCTIONAL INPUT DIFFERENCES, (4) PUPIL, PARENT AND OTHER TEACHER EVALUATIONS, AND (5) JUDGMENTS CONSIDERING DIFFERENT LEVELS OF PUPIL ABILITY. THE TEACHERS' JUDGMENTS OF THE INSTRUCTIONAL EFFECTIVENESS OF THE EXPERIMENTAL PROGRAMS WERE GENERALLY QUITE POSITIVE, AND A MUCH MORE FAVORABLE RESPONSE WAS MADE FOR THE EXPERIMENTAL MATERIALS IN CONTRAST TO THE CONVENTIONAL MATERIALS. A HIGH PROPORTION OF THE TEACHERS QUESTIONED PERCEIVED HIGHER ABILITY STUDENTS AS RESPONDING MORE FAVORABLY TO THE EXPERIMENTAL MATERIALS AND THE LOWER ABILITY STUDENTS AS RESPONDING MORE FAVORABLY TO THE CONVENTIONAL MATERIALS. A RELATED REPORT IS AA 000 058. (GD)

A REPORT IS GIVEN OF THE FIRST 3 YEARS OF A FIELD STUDY CONDUCTED TO DETERMINE THE EFFECTIVENESS OF SEVERAL PROTOTYPE, SECONDARY MATHEMATICS PROGRAMS THAT WERE PRODUCED BY DIFFERENT CURRICULUM DEVELOPMENT GROUPS. MATHEMATICS TEACHERS WHO HAD NO PREVIOUS EXPERIENCE WITH "MODERN" OR EXPERIMENTAL APPROACHES TO MATHEMATICS TAUGHT A SELECTED GRADE-LEVEL CLASS WITH CONVENTIONAL MATERIALS FOR 1 YEAR, AND IN THE FOLLOWING YEAR TAUGHT TWO CLASSES OF THE SAME GRADE LEVEL, ONE WITH THE CONVENTIONAL METHODS, AND ONE WITH AN EXPERIMENTAL CURRICULUM SELECTED BY THE TEACHER FROM THOSE AVAILABLE. SOME TEACHERS TAUGHT A CONVENTIONAL CLASS AND AN EXPERIMENTAL CLASS USING THE SAME EXPERIMENTAL MATERIALS AT THE SAME GRADE LEVEL FOR A 2D YEAR. PUPILS WERE RANDOMLY ASSIGNED TO THE CLASSES. EFFECTIVENESS OF THE EXPERIMENTAL CURRICULUM WAS MEASURED BY A PRE- AND POST-TEST MEASURE GIVEN AT THE START AND END OF THE YEAR OF STUDY AND AGAIN AT THE START OF THE FOLLOWING YEAR AS A MEANS OF MEASURING RETENTION. RESULTS OF THE STUDY SHOWED THERE WERE FEW STATISTICALLY RELIABLE DIFFERENCES WITH RESPECT TO MATHEMATICS ACHIEVEMENT AND RETENTION BETWEEN STUDENTS INSTRUCTED WITH EACH OF THE EXPERIMENTAL PROGRAMS. SIGNIFICANT TEACHER DIFFERENCES OCCURRED FOR ALL CURRICULUMS. INITIAL PUPIL ABILITY WAS, BY FAR, THE MOST SIGNIFICANT FACTOR INVOLVED IN EITHER THE ACHIEVEMENT OR THE RETENTION STUDIES. (AL)

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

AN INCREASING NUMBER OF SPANISH PROFESSORS, ASKED TO ESTABLISH A FOREIGN LANGUAGE DEPARTMENT IN A NEW COLLEGE OR UNIVERSITY, ARE SERIOUSLY APPRAISING THE AIMS AND FUNCTIONS OF THEIR DEPARTMENTS. IT IS IMPORTANT TO MAINTAIN A BALANCE BUT NOT A SEPARATION BETWEEN TEACHING AND RESEARCH, BETWEEN NATIVE SPANISH SPEAKERS AND NATIVE AMERICANS WITH NEAR-NATIVE FLUENCY IN THE FOREIGN LANGUAGE, BETWEEN LATIN AMERICAN AND SPANISH CULTURE AND LITERATURE, AND BETWEEN LANGUAGE, LINGUISTICS, AND TEACHING METHODS ON THE ONE HAND AND LITERATURE AND SCHOLARLY METHODS ON THE OTHER. EFFECTIVE TEACHER EDUCATION MUST OFFER COURSES IN METHODS, TESTING, TECHNIQUES, AND APPLIED LINGUISTICS WITH TRAINING CONTINUED IN SERVICE UNDER THE SUPERVISION OF MASTER TEACHERS. TO INTEGRATE FURTHER ALL PHASES OF LANGUAGE AND LITERATURE TEACHING, THE FACULTY SHOULD ENCOURAGE DISCUSSION OR TRAINING GROUPS, WHICH WOULD BENEFIT ALL DEPARTMENT MEMBERS FROM THE APPRENTICE TEACHERS TO THE SENIOR MEMBERS DEVOTING CONSIDERABLE TIME TO RESEARCH, AND WHICH MIGHT EVEN BE OPEN TO SPANISH MAJORS WHO PLAN TO TEACH. THIS ARTICLE APPEARED IN "HISPANIA," VOLUME 49, NUMBER 4, DECEMBER 1966, PAGES 808-813. (GJ)

THIS INTERIM REPORT COVERS ONE PHASE OF A BROADER PROGRAM AIMED AT STUDYING THE EFFECTS OF THREE EXPERIMENTAL MATHEMATICS PROGRAMS IN NINTH-GRADE ALGEBRA--BALL STATE, THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM), AND SCHOOL MATHEMATICS STUDY GROUP (SMSG)--ON THE ATTITUDES AND INTERESTS PUPILS DEVELOP TOWARD MATHEMATICS. THE SAMPLE CONSISTED OF 37 PAIRS OF NINTH-GRADE ALGEBRA CLASSES, EACH PAIR BEING TAUGHT BY THE SAME TEACHER, AND UTILIZING ONE OF THE THREE EXPERIMENTAL PROGRAMS (E), IN ONE CLASS, CONVENTIONAL METHODS (C) IN THE OTHER. TESTS WERE ADMINISTERED AT THE BEGINNING AND AT THE END OF THE SCHOOL YEAR. TWO INSTRUMENTS, PREVIOUSLY DEVELOPED BY OTHERS, WERE USED TO MEASURE INTEREST IN MATHEMATICS. A QUESTIONNAIRE WAS ALSO DEVELOPED TO MEASURE THESE SPECIFIC ATTITUDE AND INTEREST FACTORS--(1) INTRINSIC INTEREST, (2) PERCEIVED KNOWLEDGE, (3) PERCEIVED UTILITY, (4) EXPERIENCED EASE OR DIFFICULTY OF LEARNING, AND (5) ACHIEVEMENT MOTIVATION. OTHER EVALUATION MEASURES THAT WERE USED WERE (1) SEQUENTIAL TESTS OF EDUCATIONAL PROGRESS (STEP) TESTS, (2) EIGHTH-GRADE MATHEMATICS GRADES, AND (3) CONCURRENT YEAR, NINTH-GRADE MATHEMATICS GRADES. RESULTS, IN GENERAL, SHOWED LITTLE DIFFERENTIAL EFFECT IN PUPIL ATTITUDES AND INTERESTS BETWEEN THE INSTRUCTIONAL PROGRAMS. HOWEVER, A CONSISTENT TENDENCY WAS REPORTED FOR PUPILS IN THE BALL STATE PROGRAM TO DEVELOP LESS POSITIVE ATTITUDES, AND THOSE IN THE UICSM PROGRAM TO DEVELOP MORE POSITIVE ATTITUDES THAN STUDENTS IN THE CONVENTIONAL PROGRAM. ALSO, IT WAS INDICATED THAT STUDENTS EXPERIENCED MORE LEARNING DIFFICULTY IN THE E PROGRAMS THAN DID STUDENTS IN THE C PROGRAMS. A LIST OF 12 REFERENCES IS INCLUDED. (DH)

AS PART OF A LARGER EVALUATION PROJECT, THIS RESEARCH EFFORT WAS ORGANIZED TO STUDY THE EFFECTS OF THE NEW MATH PROGRAMS ON HIGH SCHOOL PUPILS' SUBSEQUENT ENROLLMENT AND ACHIEVEMENT IN MATHEMATICS AND SCIENCE COURSES. THE PARTICULAR MATHEMATICS PROGRAMS INCLUDED IN THE STUDY WERE (1) THE BALL STATE TEACHERS COLLEGE PROGRAM, (2) THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM), AND (3) SCHOOL MATHEMATICS STUDY GROUP (SMSG). THE SPECIFIC QUESTION OF THE STUDY CONCERNED DIFFERENCES IN MATHEMATICS AND SCIENCE ENROLLMENTS BETWEEN STUDENTS IN ONE OF THE EXPERIMENTAL MATHEMATICS PROGRAMS AND STUDENTS IN CONVENTIONAL MATHEMATICS PROGRAMS. OTHER FACTORS CONSIDERED IN THE DATA ANALYSIS WERE THE GRADES THE STUDENTS EARNED IN NINTH GRADE MATHEMATICS AND THE PUPIL'S SEX. PUPILS IN A NUMBER OF SCHOOLS WERE ENROLLED IN NINTH GRADE ALGEBRA CLASSES IN WHICH ONE OF THE THREE EXPERIMENTAL PROGRAMS (E) OR A CONVENTIONAL (C) PROGRAM WAS BEING USED IN ALTERNATE CLASSES TAUGHT BY THE SAME TEACHER. INFORMATION WAS REQUESTED CONCERNING NINTH AND TENTH GRADE PUPIL ENROLLMENT AND FINAL GRADES AS WELL AS ELEVENTH GRADE ENROLLMENT IN EACH OF THE FOLLOWING AREAS--(1) MATHEMATICS, (2) LANGUAGE ARTS, (3) SOCIAL STUDIES, AND (4) SCIENCE. SOME EVIDENCE FAVORED THE CONCLUSION THAT THE BALL STATE AND UICSM PROGRAMS LED TO GREATER ENROLLMENTS IN TENTH GRADE MATHEMATICS, BUT NO DIFFERENCES IN SUBSEQUENT MATH AND SCIENCE PERFORMANCE WERE FOUND BETWEEN STUDENTS OF THE E OR C PROGRAMS. (DH)

Courts allow a great deal of discretion to private college officials regarding student press. This liberty should not lull student personnel administrators into censorship and strict control. However the principles guiding a private college's response to its newspaper must be educational as well as legal. A logical alternative would be a university newspaper published by all sectors of the educational community. Educationally this makes more sense, since students would be reunited with teachers in a joint enterprise. (Author/CJ)

Study data suggest that significant variations in many dimenslons of college life are related to types of residence. (Author)