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A 20 percent random sample of first-time enrolled freshman students at Fort Hays Kansas State College were requested to respond to a three-part questionnaire. Fifty-six items were evaluated regarding the efficiency and influence of the institutions services available to incoming students. Replies were received from 66 percent of the sample. The analysis of the survey indicates that pre-admission contacts with the financial aid office played an important role in influencing students to attend Fort Hays. The pre-admission contacts with the admission/registrar and housing offices played relatively minor roles, while the field service offices had a less positive influence on college choice. More than half of the students indicated that they were very pleased with Fort Hays while less than 2 percent indicated disappointment with Fort Hays Kansas State College. (MJM)

The study tried to identify assumptions and intentions that Anglo teachers, children, and parents, and Chicano children and parents hold of each other, their perceptions of each other, the extent to which these perceptions are realistic, and the implications of cultural differences and similarities in the education of Chicanos. The sample used for the elicitation of critical incidents in Phase I consisted of 24 Chicano parents, 31 Chicano children, and 14 Anglo teachers. The retest sample in Phase II (attribution and intention) consisted of the original 24 Chicano parents, added 13 Anglo parents and 20 Anglo children. The final sample was composed of 12 Anglo teachers, 10 Chicano parents, 10 Chicano children, 10 Anglo parents, and 10 Anglo children. Seven results were drawn from this study, such as (1) Anglo and Chicanos were more similar in their use of attributes than they were similar in their use of intentions; and (2) there were no clear, uncomplicated differences between how Anglos and Chicanos deal with children in a classroom context. On the basis of the study results, 6 assertations and implications for the education of Chicano children are made--e.g., in developing educational programs for Chicano children, educators cannot seek simplistic solutions, such as bilingual programs. (FF)

This report describes organic curriculum development, the redefinition of goals, and the overhaul of the educational process in the public schools of Quincy, Massachusetts. Superintendent of 15 school districts met in Florida in May 1967 to establish the initial network of the program entitled Educational System for the Seventies (ES '70). The first of three sections deals with accomplishments of project objectives, outlining steps taken to design a learner responsive school system. The second deals with efforts of the Quincy Public Schools in concert with other ES '70 systems. This includes activities outside the regular network meetings. The final section deals with recommendations for the next steps in order to produce a learner responsive school system. The cooperative development and dissemination scheduled to take place within the network structure has failed to a degree for the lack of a management system. A highly structured system was needed to generate specific procedures to produce replicability and applicability in other cooperating school systems. Appendixes include documentary evidence to support the text. (Related documents SP 005 657 and SP 005 658 are ES'70 developments in other schools.) (MJM)

THE EFFECTS OF SPECIFIC OPERANT AND MODELING PRINCIPLES ON INCREASING ATTENTIVE (TASK-ORIENTED) CLASSROOM BEHAVIOR OF HYPERACTIVE CHILDREN WERE STUDIED. THE METHODS OF BEHAVIORAL MODIFICATION USED IN THE STUDY WERE DISCRIMINATION-MODELING AND OPERANT CONDITIONING. SUBJECTS WERE 24 STUDENTS FROM GRADES 1 THROUGH 4 WHO WERE JUDGED HYPERACTIVE BY TEACHERS AND BY OBSERVERS. DISCRIMINATION-MODELING WAS AN OUT-OF-CLASSROOM PROCEDURE IN WHICH SUBJECTS, WHILE VIEWING A MOTION PICTURE, WERE ASKED TO DISCRIMINATE BETWEEN HYPERACTIVE AND TASK-ORIENTED BEHAVIOR. APPROPRIATE IDENTIFICATIONS OF TASK-ORIENTED BEHAVIOR WERE MATERIALLY AND VERBALLY REINFORCED, WHILE IDENTIFICATIONS OF HYPERACTIVE BEHAVIOR WERE MERELY VERBALLY AFFIRMED. OPERANT CONDITIONING WAS REINFORCEMENT IN THE CLASSROOM AFTER A GIVEN BEHAVIOR HAD OCCURRED. THE SUBJECTS WERE PRETESTED AND RANDOMLY DIVIDED IN FOUR TREATMENT GROUPS--(1) EXPOSURE TO DISCRIMINATION-MODELING SESSIONS, AND OPERANT CONDITIONING WITH TASK-ORIENTED BEHAVIOR, (2) EXPOSURE TO DISCRIMINATION-MODELING SESSIONS, AND OPERANT CONDITIONING WITH NONTASK-ORIENTED BEHAVIOR, (3) EXPOSURE ONLY TO OPERANT CONDITIONING WITH TASK-ORIENTED BEHAVIOR, AND (4) NO EXPOSURE TO TREATMENT PROCEDURES. AFTER TREATMENTS WERE COMPLETED, ALL SUBJECTS WERE POST-TESTED. THE RESULTS INDICATED THAT NEITHER THE USE OF OPERANT CONDITIONING ALONE NOR ITS USE WITH DISCRIMINATION-MODELING PRODUCED STATISTICALLY SIGNIFICANT CHANGES IN THE DIRECTION OF HIGHER TASK-ORIENTATION. POSSIBLE EXPLANATIONS FOR THIS LACK OF SIGNIFICANCE WERE GIVEN. (JH) SIGNIFICANCE WERE GIVEN. (JH)

THE FIELD OF SCHOOL PLANT PLANNING RESEARCH WAS SURVEYED TO DETERMINE THE SOURCES OF RESEARCH MATERIALS. THE SOURCES INCLUDED (1) DOCTORAL DISSERTATIONS, (2) LIBRARIES AND COLLECTIONS, AND (3) PERIODICAL LITERATURE. THE STUDY FOCUSED ON SCHOOL FACILITIES AS THEY RELATE TO THE LEARNING PROCESS. SINCE LIBRARY COLLECTIONS WERE FOUND INADEQUATE, IT WAS DECIDED TO SEARCH PERIODICAL LITERATURE AND DISSERTATION ABSTRACTS. PERIODICAL ARTICLES LISTED IN THE "EDUCATION INDEX" AND THE "ART INDEX" WERE SURVEYED. ALL ARTICLES SELECTED WERE COMBINED INTO AN EXTENSIVE BIBLIOGRAPHY OF 2,188 ENTRIES. THE LITERATURE WAS SORTED, REPORTED FOR EACH DISCIPLINE, AND DISPLAYED ON A BAR GRAPH. THERE WAS A TREND FOR SCHOOL PLANT ARCHITECTS TO WRITE ARTICLES FOR EDUCATIONAL PERIODICALS. ONE OF THE RECOMMENDATIONS WAS THAT MORE DISSERTATIONS AND GRADUATE DESIGN PROJECTS BE PUBLISHED IN PROFESSIONAL JOURNALS OF BOTH FIELDS. (RS)

This document presents the papers and seminar discussions of the Forum. Thirty-eight papers were presented covering (1) the relationship of institutional research to general issues of policy formulation, (2) academic policy formulation, (3) administrative policy formulation, (4) enrollment policy formulation, and (5) special interest groups. The proceedings of 18 seminar and workshop sessions accompany the papers. (RA)

In this research competition is examined conceptually in order to develop a functional definition that will facilitate systematic research on the process. Competitive behavior is defined as behavior that is a positive function of a comparison of the results of one person's behavior with the results of another's behavior. Comparisons, in turn, can be identified operationally when a person looks at the results of his own performance and at the results of another's performance. In the research, the effects of competitive contingencies (rewards for a comparison outcome) on social comparisons, academic performance and competition were investigated. In general, the amount of competitive contingent reward accounted for changes in the three variables. Limitations of this finding were discussed in light of data from one subject whose competitive behavior did not maintain during competitive contingencies. (Author)

Written as a guide for conducting a successful second institute, this manual included the objectives which should be transmitted to the teachers of the second institute and suggested methods for planning and conducting the institute and in-service training centers. In order to familiarize teachers with the Southwestern Cooperative Educational Laboratory's (SWCEL) Integrated Plan (a program in language development for 5- to 7-year-old children from different cultures), a 2-week, first generation institute for a team of selected teachers from cooperating school districts was planned. Upon returning to their home school districts, these teams were to undertake the planning, administration, and instruction of a 1-week, second generation institute for 20 teachers to convey to the teachers the objectives and techniques of the SWCEL Plan. Instructional materials presented in the first institute were to be adapted to fit the needs of the local district. According to this plan, at the end of the second institute, 24 teachers would be able to use the specialized instructional materials, new teaching techniques, and cultural sensitivity training in the classroom. A series of bimonthly in-service training and reaction centers in the local district were to be conducted by these 24 teachers. Interaction, reaction, review, and criticism of the Integrated Plan for evaluation and revision purposes were to be provided by the teachers. (NQ)

Nine selected proceedings from a study institute discuss program alternatives for the education of deaf mentally retarded (MR) children along with such related issues as identification, size and scope of the problem, instructional approaches, curricular planning, instructional media, program funding sources, and vocational rehabilitation. The discussion of identification of deaf MR children is concerned with the basic behavioral characteristics of the population, with what standardized tests can be used for evaluation purposes and by whom, and with constructive action following identification. The size and scope of the problem with MR deaf persons in New York is treated in two articles. Reviewed are programs for MR deaf children in New York state schools for the deaf. Educational programing for MR deaf children is said to begin with gross communication defined as isolated gestures with predetermined meaning. The instructional media services and captioned films branch of the Division of Educational Services from the Bureau of Education for the Handicapped are explained. Two papers treat program funding. State and federal programs for vocational rehabilitation are explained. (GW)

Recent investigations of the effects on group output of competitive contingencies, reward deliveries to group members contingent upon achieving a higher or lower task rate than another group, have suggested that competitive contingencies are a positive function of group output. When rewards are contingent upon a higher comparison outcome, group task rates increase, and when rewards are contingent upon a lower comparison outcome, the rates decrease. The present investigations examine the effects on group output of reward magnitude during competitive contingencies. The studies, conducted in a special education classroom of a junior high school, demonstrated that the greater the competitive contingent reward, the more likely that group output will increase or decrease according to the competitive contingency in effect, a reward to group members for a higher or lower task output than another group. The procedure employed that was designed to promote organized participation on "teacher directed activities" was the presentation of a "button press" task. (Author/BW)

This presentation discusses information that resulted from a conference on school record keeping. Several of the principles recommended by the conference report are: (1) no information should be collected about students without the informed consent of parents and, in some cases, the student; (2) only the highly stable information collected should appear on the permanent record card; (3) schools should establish procedures to verify the accuracy of all data maintained in their student records; (4) parents should have full access to and the right to challenge the accuracy of data on their children; and (5) no agency or persons other than the parent or school personnel who deal directly with the student concerned should have access to student data without parental or pupil permission, except in the case of a subpoena. This paper discusses some of the reasons why these principles were thought necessary, with one general reason being that counselors wanted and needed both a codification of the knowledge base of their profession and an aid to ethical practice. (TA)

These findings suggest that the relative effect of the main therapeutic procedure and expectancy (defined by the presence or absence of a therapeutic rationale and instructions suggesting a positive outcome from treatment) varies with different behavioral therapies. With reinforced practice and covert sensitization the main therapeutic procedure had far more effect than therapeutic instructions. For desensitization, it is concluded that the critical procedure only facilitates imaginal approach to feared or phobic situations. Most of the therapeutic effect is due to expectancy. The degree of the effect of expectancy varies with different experiments, and it is suggested that the more disabling the disorder the less the effect of therapeutic instructions. It is further questioned how the giving of therapeutic instructions and a believable rationale, influences behavior change in neurotic conditions. With phobia it appears that desensitization facilitates imaginal approach to the feared situation. This may lead the patient to try to approach the situation in reality, which in turn may be responsible for the demonstrated superiority of desensitization to other forms of the therapy. However, including exposure to the feared situation greatly adds to the efficacy of desensitization, and is beneficial in its own right. (MA)

The unknowns about nonmetropolitan Southern poverty are systematically addressed by this monograph. The methodology employed isolates and gives equal treatment to 5 causal explanations. The 5 are genetic, culture of poverty, opportunity, maldistribution, and scarce resource explanations. Comprehensive materials are then organized around these explanations as they contribute to nonmetropolitan Southern poverty. It is concluded that nonmetropolitan poverty in the South is not monolithic in nature nor subject to explanation by a single causal thesis. State by state, locality by locality, the data reveal substantial differences in social and age structure, racial composition, employability potential, availability of resources, political climate, and the similarities among and between groups of regional residents living in poverty. This study implies that if planning, program, and research efforts are to be aimed at resolving nonmetropolitan poverty in the South, the urban ghetto mentality of poverty theorists and planners must be brought to an end, that the view that poverty is the result of simultaneously interacting multiple factors must be challenged, and that the implementation of uniform program packages must be supplanted by programming, research, and evaluation uniquely tailored to the assessed characteristics of target localities. (HBC)

The purpose of this investigation was to assess the effectiveness of three different short-term treatment interventions with college males characterized by little or no dating behavior and fears about dating. The treatments were designed to produce evidence concerning the effectiveness of: (1) lay versus professional action interventions, (2) action versus talking-relationship treatment using professional helpers and, (3) male versus female helpers in working with college males who desired to increase their dating frequency. Subjects consisted of thirty-eight college men under 30 who dated rarely or not at all, who were motivated to date and who volunteered to participate in a program designed to increase dating behavior. Two design paradigms were formulated which permitted; (A) testing for effects of sex, treatments, and interaction; and (B) testing for differences between the experimental treatments and a wait-control group. Male and female helpers were used in a controlled fashion in the three experimental treatments. (Author/BW)

Designed by a committee of the Speech Communication Association to assist in planning a conference in intercultural communication, this outline defines the field, delineates topics for presentation, and furnishes a general outline for a volume which will be considered the final product. Cultural objectivity is established by insuring participation of representatives of various societies rather than by a culturally impartial organization of topics and conferences. Contents of the outline represent a theoretical analysis of intercultural communication, a review of its empirical accomplishments, and a forecast of the future. Each section begins with a review of the central issue of the section, proceeds with a general definition of the level of theory involved, and concludes with a miscellany of topics passed over as systematic points. (EE)

The large-scale development of Time-Shared, Interactive, Computer-Controlled, Information Television (TICCIT) at Brigham Young University is described in this paper. The TICCIT project was designed to provide a market success example for computer-assisted instruction, particularly for junior or community colleges. The project incorporated a combination of computer terminals and television consoles that were able to provide the learner with a complete instructional system. This paper discusses the relationships between the general elements of the system: design, training, courseware, and management. The system is unique because it incorporates industrial techniques to a large instructional system. (MC)

A summary is presented of data gathered for a survey of information center services in the form of statistics for a hypothetical typical information center. The extent of information transfer on national and international levels among the responding centers is discussed. (Author)

Twelve papers were presented at the first student summer conference of the ICA. The introductory paper reviews contemporary approaches to teaching communication theory and research and its application. The papers in Part I, "New Directions in Theory and Research," focus on the following topics: (1) redirection of the focus of communication education, (2) definition of the scope of the communication field as a discipline, (3) relevance of small group research to the study of group communication, (4) application of theoretical research to real-life communication situations, and (5) expansion of the focus of interpersonal communication research to achieve conceptual and theoretical unification. Part II, "New Directions in Applied Communicology," includes papers on the following topics: approaches to management change and organizational communication, a proposal for the use of the staff-line-service model for organizational research, improvement of communication skills for the socioeconomically different student, complementary research methodologies for the study of music lyrics and drug use, information needs of the university community, and consequences of public access to mass media. (LG)

Individual Conferences to Promote Independent Reading is one of four classroom activities in the system of Individually Guided Motivation. A package of teacher-education materials designed to allow schools to implement the program of individual conferences was evaluted in six different school settings. Objectives were identified for both the conference leaders (direct target group) and the pupils participating in conferences (indirect target group). The conference leaders, after using film, handbook, and user's manual included in the package, were assessed both by a paper-and-pencil test and by observation during the conferences. In all but one school, conference leaders were considered to have achieved an adequate level of knowledge and skill in conducting conferences. Conference leaders' responses to a questionnaire and their extension of the conference technique to other subject-matter areas indicated that they perceived the program as usable and effective. Students in Grades 2-6 participated in the conferences. Significant gains in number of books read during an eight-week period were observed at all grades. A positive change in attitude toward reading was observed at all grades, with a significant change in Grades 4-6. Children participating in the conferences showed significant gains in reading skills. (Author)

A Performance Indicators in Education program has been developed in New York to serve both local and State needs. The performance of a school or school district may be defined as the difference between its actual output and its expected output. To obtain an equation for computing expected output, the academic status of students and a number of nonschool variables are analyzed. By entering a particular district's data on the variables used in the equation, an expected score is computed. If a district's actual score is higher than its expected score, the district is doing better than expected with the students it has and the conditions under which it operates. If a district's actual score is lower than its expected score, it is doing less well than expected. Using this rationale, performance scores for reading and arithmetic at the elementary school level were computed for 630 school districts in New York State. The results, along with various kinds of descriptive data, are reported on a set of tables showing the district's percentile rank on each variable and the relation between actual and expected scores on eight output measures. (Author/DJ)

During the 1960's the field of cross-cultural studies matured. With the recession of behaviorism and with the resurgence of cognitive psychology the discipline became known as Intercultural Communication. Rather than emphasizing the similarities between cultures, a principle previously advocated, the content of the field of intercultural communication focuses on the premise that people do differ in very fundamental ways because of their backgrounds and cultures. As a result of this trend, the study of values and reasoning as effective commodities of instruction in intercultural communication courses has emerged. Cultural differences in the dimensions of perceptions, patterns of thinking, language and values are of relevance to the student. (EE)

The methodological soundness of a number of communicational models is tested for relevance to communicative disorders. Existing models lack isomorphism in relating environment to language structure. A new model, useful in classification of communicative disorders, is proposed, tested, and found to encompass (1) an indication that language is a tool for human adjustment, (2) an accounting for the variables that work together in the process of symbolizing, (3) feedback, (4) an explanation for disordered communication, (5) a provision for all the receptive-Expressive and central processes, and (6) a means of harmonizing interdisciplinary research in communication. (CH)

A study was conducted to obtain some data on the opinions of college students about statements in the area of parent/child and parent/young people relationships, aspects of family life, and individual needs and values. Students in a research seminar prepared a scale of 25 opinion items. Students in 7 diverse undergraduate classes marked responses (agree, no opinion, disagree). Responses were analyzed in terms of sex, class standing, and major field of study. Responses to most of the items reflected a high degree of consensus among the entire sample. Analysis of the three personal variables showed that the subgroups did not differ appreciably in their responses. [Not available in hard copy due to marginal legibility of original document.] (KM)