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Studies conducted at Stanford University and the University of Chicago in the use of student feedback in the training of beginning teachers are reported, compared, and discussed. In the Stanford study 80 subjects were divided into three treatment groups and one control group, and each subject was videotaped four times. Students of the subjects completed feedback forms which were transmitted to the subjects in one of three ways: a) teachers were given the forms and told to read them; b) a supervisor summarized the contents of the forms and rendered them as his own opinion; and c) the forms were given to the subjects with the supervisor's comments. The results of the experiment show no significant difference in the behavior of any of the groups and negate the hypothesis that student feedback is effective in promoting change in the behavior of beginning teachers. The University of Chicago study, while similar to the one conducted at Stanford, was specifically designed to strengthen the treatment and eliminate some of the difficulties of the Stanford study. Sixty-nine subjects were divided into four experimental groups. The results of the second study support the finding of the first, that is, student feedback does not promote positive change in teaching behavior on the part of beginning teachers. (HMD)

Research on the first year of teaching reveals consistent experience with particular problems which can be organized into the following categories: culture shock, instruction, students, parents, administrators, fellow teachers, and extensive isolation. The beginning teacher's insecurity about himself and his professional ability serve only to compound the original problems he encounters during his first year. The effects of inadequate introduction to the profession and insufficient support for beginning teachers are that a) 30 percent of personnel trained for teaching never enter the field; b) one out of five beginning teachers reports that he or she does not anticipate teaching five years later; and c) 12 percent of trained teachers leave the profession each year. Suggestions for improvement of this situation include the following: a) teachers and their organizations should consider the inadequate introduction to teaching a priority problem; b) teachers should study the problem and explore various solutions; c) teachers should establish policies and make them part of contract negotiations; and d) plans for the introduction of new teachers to the profession and continuing support throughout their first years should be developed and implemented at the local level. (HMD)

Summarizing recent research on evaluative reactions toward Mexican American speech varieties, the paper obtained contrasting evaluative reactions for standard English versus standard Spanish, for standard English versus highly accented English, and for varying degrees of accented English. Anglo and Mexican American adolescents from a Chicago high school rated the personalities of 16 speakers representing 4 "context x language" categories: English-Home, Spanish-Home, English-School, and Spanish-School. For both groups, there was a definite preference for English in school, and slight preference for Spanish in the home. The important effect of the contextual domain on evaluative reactions toward English and Spanish speakers suggested that the subject takes into account the appropriateness of the speaker's behavior as well as his ethnicity. In eliciting reactions toward standard and accented English, standard speakers received more favorable reactions in every case. The relationship between the amount of accentedness heard and the attributed characteristics of the speaker was also investigated. High correlations between accentedness rating and each of the other ratings indicated that small increments in accentedness are associated with gradually less favorable impressions of the speaker. Overall, the investigations established the effects of context and degree of accent, indicating that group membership is only one factor underlying the reactions. It was also noted that, since the studies were conducted solely in the Chicago area, they revealed only one dimension of the Mexican American adolescent experience. (KM)

This document presents the working papers of nine educators participating in the Gresham Teacher Challenge Conference conducted by NEPTE (New England Program for Teacher Education) in January 1972. The papers concern the following areas: intellectual and behavioral growth of teachers, the role of Congress and federal legislation in determining the teacher's role in 1984, the relationship between the community and education, qualities of the teacher needed in 1984, student learning-teacher training 1984, open curriculum, international aspects of the role of teachers in 1984, the concept of the $100,000 teacher, and the reality of futuristic teacher preparation programs. (MJM)

Part of a larger study entitled "The Church's Expanding Role in Adult Education," this paper is concerned with the Roman Catholic Church's efforts in the adult education movement. Divided into 3 parts, this background study begins with an historical review of the church's and church-related institutions' contributions to the adult education movement in the United States. The central section of the paper identifies and analyzes current efforts of the church in adult education. Initiatives at the papal, national, and diocesan level are discussed. Part III contains a comment on the current trend toward the use of Directors of Religious Education at the parish level and its implications for adult education. (Author/RS)

The results of the National Work Conference on Goals of Adult Basic Education in Corrections are presented in this monograph. The conference met in an attempt to determine national goals for adult basic education in corrections. This publication contains the conference's program, papers offered, theme presentations, and the preview of a model designed to provide adult basic education in corrections. Appendices include conference and participant rosters, position papers, task group summaries, and a conference evaluation. (RS)

This paper develops a rationale for using a systems approach for inmate welfare, and defines personnel training and model implementation as two basic elements for an affective corrections system. The problem of inmate welfare is conceptualized, and the systems approach is defined. A process for producing a model and the process of producing and implementing a system are described. The Adult Basic Education in Corrections System is defined in terms of its two basic elements: personnel training and model implementation. The adult basic education in corrections conceptual model is presented. The implementation of the conceptual model in 115 delivery systems is described. The need for personnel training at regional and national levels as well as preservice and inservice training in institutions and agencies is stressed. The need for continued use of the conceptual model in creating delivery system designs and the concommitant need for initiation and operation of the systems in correctional institutions are emphasized. (Author)

The Adult Basic Education in Corrections Program discussed in this paper is a model for redirection in corrections; it is an acknowledgement of the need to provide educational programs to meet the special needs of adult offenders. Three outcomes have been realized from the program thus far: analysis of the situation, synthesis of a conceptual model of adult basic education in corrections; and design of 66 models for delivery systems of adult education in corrections. The program also provides a training component. Among the functions of the model are conceptualizing the system, processing information, establishing a philosophy and assessing needs, defining goals, formulating plans, implementing programs, and measuring outcomes. A bibliography and model charts are included. (RS)

The four sub-problems of this dissertation were 1) to determine the present administrative goals and patterns of existing diocesan television centers; 2) to identify specific areas where a coordinated administrative design could facilitate television operations; 3) to determine the nature and function of an agency that could support and coordinate inter-diocesan cooperation; and 4) to prepare an administrative design that would guide, rather than dictate, policy with regard to instructional television at the diocesan level. After surveying the goals and needs of the nine diocesan television systems in the United States, an administrative design is proposed to coordinate the two national-level agencies interested in television and Roman Catholic education. The design, based on system theory and a process of system linkage, should be applicable to any pair of systems with common goals who wish to coordinate their activities without losing any of their autonomy. (RH)

This paper presents the findings of part of a larger study entitled "A Study of the Church's Expanding Role in Adult Education." The study has four parts: background and history of Roman Catholic Adult Education in the United States; demonstration research projects; feasibility study of central support services; and identification of diocesan needs and priorities in adult education with development and evaluation of diocesan proposals for implementation. Three papers present the background and history. This background paper presents a current survey of Adult Interest, Program Offerings, Adult Participation, and Adult Motivations for Programs in Religion, Morality or Ethics, together with a Historical Review of the Contributions of Protestant Churches, Jewish Synagogues and the Roman Catholic Church to the Adult Education Movement in the United States from 1600 to 1960. The findings of this paper are presented in two parts: 1. Adult Education: Interest, Programs, Participation and Motivations--Attendance trends are discussed in the context of types of courses chosen, reason for attendance, nature of sponsoring institutions, and research available related to these factors; and II. The Adult Education Movement and the Role of Churches and Synagogues in American Adult Education--Summary sketch of the history of Jewish, Protestant, and Catholic efforts in adult education, with an overview of major trends and the reasons for the trends. (For related document, see AC 014 061.) (Author/DB)

A course in music which emphasizes harmony is presented. The approach used is a laboratory one in which pupils will develop skill in playing orchestral string instruments, sing, listen to, read and compose music with emphasis on elementary concepts of harmony. Course objectives include: (1) The student will select the title of a familiar melody heard from a list provided; (2) The student will identify the type of instrumental ensemble heard using a list provided; (3) The student will determine by ear whether an example is in major, minor, or major and minor mode; (4) The student will identify simple musical forms by ear and by eye; (5) The student will exhibit proper position and maintenance of his instrument and bow; (6) The student will play from notation rhythmic passages using whole, half, dotted half, quarter, dotted quarter, eighth, dotted eight, and sixteenth notes; and, (7) The student will play passages which will utilize several bowing techniques. Course content is focused on: (1) development of performance skills, (2) Chromatic Scale, (3) Major Scales and Chords, and (4) Minor Scales and Chords. (Author/CK)

Using survey research methodology in rating "believability" of computers, this study concludes that English Canadians tend to find computers more credible than do French Canadians. The two variables that affected the subjects' attitudes were an affectively positive awareness of the computer's pragmatic abilities and an affectively negative fear of potential computer misuse. Demographic variables such as social class, age, sex, and language mediate the computer credibility phenomenon. (CH)

This instructional guide for integrated career education activities at the elementary level includes a rationale for career development, various models for career development, sample lesson plans, information on leisure activities as related to career development, and a summary of teaching suggestions for career education programs. This document was developed at a teacher workshop by its supervisor, an associate professor of education. Intended for guidelines for teachers and guidance counselors, these instructional outlines will also prove useful for local education agencies and teacher training institutions. These federally funded materials, focusing on language arts communication skills, present extensive sample lesson plans, each with general and specific behavioral objectives, learning activities, and evaluation procedures. Included are extensive appended resource ideas and materials and a bibliography. (AG)

Designed to measure the acceptability of foreign accents, this study describes the parameters of the stereotypes and credibility that Southwest American listeners attribute to French and Spanish accented English Speech. The paper is divided into four main sections--a review of the literature pertinent to the study topic, a description of the methodology of the study, the results of the data analysis, and a discussion of the results. Two hypotheses were tested: (1) Southwestern American listeners will attribute stereotypes of a more positive nature to standard English speakers than to French or Spanish accented speakers; and (2) Southwest American listeners will attribute greater credibility to standard English speakers than to French or Spanish accented speakers. Neither hypothesis was supported by the results, and, in rejecting the two research hypotheses, the author questions both the theory and research upon which the hypotheses were based and further examines the implications of the study. (Author/LG)

The hypothesis of this Canadian study was that attitudes toward authority of French-English bilinguals would differ from the attitudes of French and English unilinguals toward authority. Student subjects responded to questionnaires using Likert scales to measure hostility, acceptance, anxiety, and neutrality toward authority. Analysis of variance indicates that French Canadians hold attitudes which are more hostile toward authority than English Canadians, while English Canadians tend to hold attitudes which are more anxious toward authority than French Canadians. Results also lend partial support to the research hypothesis which predicted that the attitudes of bilinguals toward authority would differ from those of both the French Canadian and English Canadian unilinguals. (Author/RN)

Development of the Northwest Environmental Education Center (NEEC) is described in this two-part narration. Part One outlines its 13 year history, starting with the need for setting aside a 600-acre site as an educational reserve on Whidbey Island in the Puget Sound, Washington. Procedures followed and resulting problems associated with fund raising, state and private organization endorsements, eventual state and federal funding, development of proposals, and interdisciplinary planning of site, facilities, and programs are recounted. Part Two enumerates the program, its evolution, and its present status. Philosophical objectives of environmental education are described together with their position in the NEEC program. Major outcomes occuring in the areas of in-service teacher training, pre-service education, learning packages focusing on environmental encounters, identification of regional sites suitable for examination of specific problems and criteria for their selection, study of the impact of man on the natural scene within a geographic area summarized from an historical perspective, and future plans for administrators, teachers, and students are delineated and program activities indicated. (BL)

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)

In a project designed to improve the recruitment, training and utilization of undergraduate social welfare workers in fourteen of the Southern states an attempt was made to arrive at a better understanding of just what the baccalaureate level social worker was to be. The definition was needed both for setting college curriculum objectives and for writing appropriate job descriptions and patterns of utilization in social welfare agencies. This publication is an attempt to define a more specific core of competence that is needed beyond the broad roles and functions of the social worker. Included are guidelines concerning conceptual issues, knowledge, skills, values and attitudes. Additional chapters describe curricular implications of this core of competence. Some of the issues involved in implementing an undergraduate social welfare program that has a generalist orientation and a goal of producing professional practitioners are explored. (SHM)

Several potential "problem areas" in the science news coverage process were identified through analysis of comments written by 193 scientists who were asked to assess the accuracy of science news stories in which they were cited as the major source. The analysis led to a number of recommendations for improving the objective reporting of science news. To verify their stories, reporters should not rely solely on interviews with scientists or on publicity handouts but should also use journal articles and published reports. In writing their stories, reporters should attempt to find the angle of the stofy, avoid oversimplifying or exaggerating the lead sentence to attract reader interest, quote accurately and in context, use language and terminology accurately, and interpret technical conclusions properly. A special problem in science news coverage which must be overcome by reporters is sensationalizing information. The words "cure" and "breakthrough" should not be used unless the scientist himself approves the words in describing his work. Information sources might also be given an opportunity to review articles for accuracy before publication. Finally, it is important for editors to realize that the practice of cutting news stories from the bottom to fit available space may not apply to science stories, which often need to be reported completely to make sense. (EE)

The term "risky shift" is used to describe the tendency of groups to make a collective decision that is less conservative than the members might make as individuals. Previous research on this subject has been based on three analytical categories: demographic makeup of groups, group familiarity with the task and information, or individual personalities. The amount of time allotted to a discussion has been considered as a factor that might determine whether one group might demonstrate more risky shift than another. One study tested the hypothesis that groups with very short discussion time would be more likely to reveal risky shift in their decisions than those who had more time for discussion. Results of questionnaires that evoked individual choices on certain dilemmas do not, however, support the hypothesis and, further, give rise to questions about the significance of the risky shift phenomenon. (RN)

This paper advances answers to two questions: (1) Where do we stand now in terms of the contributions of physiology to the study of language? The answer to the first question is provided in the form of twelve propositions which review the contributions of physiology to the species specificity of language question, the neurological components of language question, the language development question, the language process question, and the language disorders question. The answer to the second question assumes the form of three propositions which predict that physiologists will adopt a language perspective, that the interdisciplinary nature of speech communication recommends the marriage of speech communication and physiology, and that physiology will characterize future language research. A 57-item bibliography is provided. (HOD)

Predicting that Italian Canadians would hold attitudes of greater hostility and anxiety toward authority than Slavic Canadians, this study, using 58 part-time summer students (29 Italians and 29 Slavs) at three universities in Canada, analyzed the subjects' responses to the five-response option Likert type scale. Results confirmed the early predictions. When compared to the attitudinal positions of French and English Canadians on the same scale, the results revealed that Italian Canadians shared with the French Canadian majority in Quebec a high level of hostility toward authority, while the Slavic Canadians shared with English Canadians, the majority Canadian language group, a low level of hostility toward authority. It was also noted that Italian Canadians shared with English Canadians high scores on attitudes of anxiety toward authroity. (HOD)

This study investigated the credibility dimensions underlying standard and nonstandard speech in respect to concept-scale interaction, even though the findings suggest that the factors underlying reactions to nonstandard speech might differ from those underlying reactions to standard speech. The subjects, thirty-two college students enrolled in an introductory speech course, received four randomized treatments. Each treatment consisted of four 40-second tapes. Two modern language instructors read a passage from Aristotle, first in standard English and then in foreign accented English. This process yielded two standard English passages, one Spanish-accented English passage, and one French-accented English passage. The subjects listened to the tapes in varying orders depending upon their treatment groups and then responded to a credibility scale. The results indicated that concept-scale interactions exist even when the concept is operationalized as variations in accent. The dynamism factor disappeared and the authoritativeness factor gained a negative valence when the first speaker switched from standard English to Spanish-accented English. The authoritativeness factor adopted a negative sign and the character factor a positive when switching from standard English to French-accented English. (WR)

Approximately six hundred respondents drawn from a population of undergraduate summer school students in the Montreal area were used to test two hypotheses: (1) French Canadians will hold attitudes of greater hostility toward authority than English Canadians; and (2) English speaking Canadians will hold attitudes of greater anxiety toward authority than will French Canadians. Each respondent completed a 24-item Likert type scale in his native language which measured four affective dimensions of attitudes toward authority: hostility, acceptance, anxiety, and neutrality. Ninety respondents were also given two sets of developmental questionnaires. The results of the study supported the hypotheses. There were no significant differences between French and English Canadians on attitudes of neutrality toward authority. It was concluded that language may serve as a tag to identify attitudes between cultural groups. (HOD)

This is the final report of a study conducted to investigate the influence of values on the educational process. The purpose was to determine the extent of congruence in values of parents, school personnel, and children, and to determine relationships between value congruence and ethnic, socioeconomic, and occupational class variables. A values inventory was developed and administered to a sample of 3,919 sixth-grade children, parents, and school personnel in the state of Hawaii. Results of analyses of variance revealed significant differences in values of children, parents, and school personnel. Children's values significantly reflected positive moral virtues; material success and status; and a humanistic approach to life, religion and family. Parent's values were loaded on conformity, moral virtues, social relations, and discipline. Values of school personnel were loaded on material success, status, moral virtues, conformity, and social relations. Results suggest that some differences between parents and children were a function of socioeconomic status or ethnic background. Sex was not a significant variable in relation to value differences across groups. (Author)

A historical review of the background of the theories and observations of Marshall McLuhan demonstrates that these ideas arose from or were first articulated by several antecedent social scientists. Some of McLuhan's ideas arise directly from the linguistic observations of Benjamin Lee Whorf. Other ideas show signs of having been influenced by Buckminster Fuller and Walter Ong in the area of the extension of human sensory systems through the use of machines and electronic media. Most especially, however, McLuhan's postulations are rooted in other social scientists such as Cooley, Mead, and Simmel. Along with McLuhan, these scholars have regarded communication as the integral aspect in man's adaptation to social change. This theoretical communicational base, along with his variations and refinements of earlier work, are what make McLuhan's work so important to those who seek to understand social, symbol-making man. (CH)