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Two experiments examined the effect of haptic exploration on visual recognition of nonsense forms by 4- to 7-year-old children. In Experiment 1, haptic activity was optional for S. The amount and type of activity was rated. Those Ss who voluntarily produced haptic activity reached criterion in a repeated exposure-test recognition task in fewer trials than Ss who produced no activity. There was a tendency for the effect of haptic activity to decrease with age. In Experiment 2, 4-year olds were trained in haptic exploration and then assigned to predetermined experimental conditions defined by the presence or absence of haptic activity. Again, visual recognition was enhanced by haptic exploration. These experiments are compared with previous studies which failed to demonstrate haptic facilitation of visual recognition, and possible explanations for haptic facilitation are discussed. (Author)

Interviews were conducted with 18 key management decision makers at the national level of the Parent and Child Center (PCC) program, and a wide variety of relevant providers and consumers of management information of the local level of the program. The purpose of the study was to develop recommendations for a management information system (MIS) for the PCC program. The study is presented in the following chapters: 1. Summary of Recommendations; 2. Study Objectives and Approach; 3. Guidelines for a Workable Management Information System for Parent and Child Centers; 4. The Basic Elements of the Recommended Management Information System Design; 5. PCC Management Information System Implementation; 6. (Appendix) Field Work: Findings and Related Recommendations. (DB)

The Occupational Learning Center Program is an alternative high school experience for young people who are academically or socially unable to cope with the regular high school program. The curriculum includes development of basic skills, vocational development, personal and vocational counseling, and job placement and follow-up. Each student works at his or her own pace on individual assignments to complete the requirements of the program, which include successful performance on a job. The programs allows students to complete high school and develop career-related skills, thus preparing them for further education or for the world of work. Other documents in this series are CG 008 165 through CG 008 175. (Author)

The role of motor activity in children's formation of dynamic mental imagery was investigated in two experiments using a paired-associate recognition task. From the recognition data, it was inferred that (2) the child's ability to form dynamic images relating two objects undergoes its most rapid development between the ages of five and eight; and (b) the preimagery child can generate dynamic mental imagery in which two objects interact if he concurrently engages in overt manipulation of the objects. This is true even when the child has no visual access to his movements or to the objects being manipulated. These results offer strong support for Piaget's theoretical ideas concerning the role of overt and covert activity in the production of mental imagery. (Author/DB)

The generation of dynamic mental imagery is known to facilitate paired associate (PA) learning in older subjects. Wolff and Levin (in press) have reported that children who were apparently too young to generate mental imagery of this kind did benefit from self-generated motoric interactions involving pairs of toys. Since the result was obtained whether or not the child could see the objects he was manipulating, it was interpreted as supporting Piaget's contention that imagery production in the pre-imagery child requires the internalization of motor actions. In the present study, we examined the child's ability to generate memory-enhancing interactions between object pairs when either visual contact with the objects, tactual contact, or both were absent. The PA performance of each of these activity groups (Visual-tactual, Visual-No Tactual, No Visual-Tactual, and No Visual-No Tactual) was compared with corresponding control groups which received imagery instructions, but had no opportunity to manipulate the object pairs. Rated quality of overt manipulation was lowered by the absence of tactual contact with the objects, but not by the absence of visual contact. Quality of manipulation was positively related to amount of facilitation of PA performance. These results support the involvement of overt activity in the young child's imagery production and learning, and also demonstrate the kindergarten child's inability to produce ongoing thematic activity when this activity is physically separated from the objects involved. (Author)

Several studies have indicated that children have difficulty differentiating mirror-image stimuli. In the present study adults were required to classify pairs of horseshoe stimuli as same or different. Response times were compared for stimulus pairs that varied in orientation (left-right vs up-down) and spatial plane of the pair (horizontal vs. vertical). Stimulus pairs in which the orientation matched the spatial plane of the pair (i.e., horizontal and left-right or vertical and up-down) took longer to classify than stimulus pairs in which these two variables were crossed. These results are interpreted as reflecting the necessity of synthesizing two sources of information in order to compare the former pair types--temporally encoded visual information and directional information from the motor scanning process. Implication for the source of children's difficulty with mirror-image stimuli of this type are discussed. (Author)

Forecasts of the opportunities and requirements that will face the American labor force are presented and discussed. The emphasis is on exploring the distribution of skills, temperaments and other individual characteristics of the labor force in 1960 and to systematically, as contrasted to subjectively and impressionistically, forecast their distribution for 1975. Two primary sources of data are analyzed: (1) a draft version of Tomorrow's Manpower Needs, a publication of the Bureau of Labor Statistics; and (2) a magnetic tape containing information (for 13,755 occupational titles) about aptitudes, physical demands, and working conditions associated with these occupations. How this information was treated, and why, comprise part of the content. (TL)

This paper deals with a stochastic process for the approximation of the root of a regression equation. This process was first suggested by Robbins and Monro. The main result here is a necessary and sufficient condition on the iteration coefficients for convergence of the process (convergence with probability one and convergence in the quadratic mean). (Author)

Stochastic approximation algorithms for least square error approximation to density and distribution functions are considered. The main results are necessary and sufficient parameter conditions for the convergence of the approximation processes and a generalization to some time-dependent density and distribution functions. (Author)

In the serial position memory task, a series of stimulus cards are placed face down in a row in front of the subject. A card identical to the stimulus card is then shown to the subject, who is required to indicate the position of this card in the stimulus array. The present three studies investigated the possibility that the labeling effect found with children is at least in part a modality effect similar to that found with adult subjects. As in previous research with subject-produced labels: (1) addition of the label facilitated performance only for the recency portion of the list; (2) this effect did not vary systematically with age; (3) memory for the first serial position improved markedly between the ages of 5 1/2 and 6 1/2; (4) labels alone were superior to pictures at the end of the list, but pictures were superior to labels at the beginning; and (5) combined picture and label presentation appeared to follow the curve for pictures at the beginning of the list and that for labels at the end. The results are discussed in terms of modality and mediation effects in children's short-term memory. (Author)

Recent theories of verbal memory have hypothesized that memory for a stimulus is not represented by a unitary memory trace, but rather by a coding on several attributes of the event. The present experiment tested the differential forgetting hypothesis in a unique way. Words were presented either visually (V) or auditorally (A) in a continuous recognition memory task. Each word occurred twice, with equal numbers of item pairs in each of the four possible modality combinations (A-A, V-V, A-V, and V-A). The first and second occurrence of a word were separated by 12, 24, 48, and 96 intervening items. Two lists, common and rare nouns, were used. Averaging data from the two lists, a greater number of misses occurred on mixed-modality than same-modality pairs at the first three intervals. At the 96-item interval mixed-modality was superior to same-modality presentation for the rare list only. The results are discussed in terms of Underwood's multi-attribute theory of memory. (Author)

The subject of the content of medicinal chemical journals is briefly discussed as an aid for medicinal chemists who require information from clinical, health science, pharmaceutical science and chemical science areas to carry out their work. Some future changes in the present journal concept are considered. (Author/AB)

Sixty-three randomly selected department heads at colleges and universities in 36 states responded to two composite questions concerning the use of student evaluations by their departments. Resulting data indicated that nearly 90 percent of the college and university speech departments surveyed utilize student evaluations, approximately 87 percent of the chairmen personally direct student evaluation of courses and faculty, about 75 percent of the chairmen administer student evaluations during each term, and nearly 96 percent of the responding chairmen utilize the evaluation results. The report includes the University of Dayton Teacher and Course Evaluation Questionnaire developed by the Department of Communication Arts at the University of Dayton and administered first in April 1971. (EE)

At present, the section of Buffalo in which the majority of the residents are white carries most of the burden of the K-8 schools with their extremely limited seventh and eight grade offerings. The sections of the community in which the majority of the residents are black now carry the heavy burdens of teacher shortage and teacher turnover that result in lower educational achievement. All the schools suffer from lack of even the most fundamental equipment such as books, dictionaries, globes, and maps. The Middle School Complexes can provide a solution that will cost substantially less than simply replacing the existing old buildings at their present locations. The Complex concept also opens up a new potential for a much higher quality of education available to all children on the basis of real equality and without segregation. Each Complex would belong to a larger community as a whole, responsive to and responsible to that total community. This study attempts to plan locations, attendance areas, and organizations for middle schools to make it feasible for the Board of Education in Buffalo to eliminate racial imbalance, progressively, at least from the fifth grade on. Ways to meet this goal are described within the context of the severe plant obsolescence problem and the urgent need to provide ways of improving the quality of schooling at every grade level for every pupil. (Author)

Instructional television played a significant role in El Salvador's efforts to reform grades 7, 8 and 9 of its educational system. The goals of the reform were to increase enrollments, eliminate tuition in public schools, lower failure rates, retrain teachers, improve the curriculum, and train students for service and technical careers. Changes in the system at least partially attributable to the use of instructional television (ITV) included a tripling of public school enrollments, increased student achievement, the development of positive attitudes toward education and technology, the improvement of teaching, and the general raising of educational aspirations. Other developing nations seeking educational reform can profit by following El Salvador's example regarding strong leadership and the use of a system approach, but should be cognizant of several attendant problems. These include: 1) the difficulty of providing personnel and facilities to produce ITV programing; 2) the need to uncover better ways of implementing change in traditional societies; 3) rising absolute costs, even when the system is cost-effective; and 4) the tendency of students to maintain unrealistic educational aspirations and to adhere to an outmoded but prestigious academic curriculum. (LB)

Part I of this report surveys current plans for educational park development, i.e., a cluster of schools in a campus-like setting sharing a central administration and some common facilities. Information, gleaned from State Commissioners of Education, State Commissioners by regions, superintendents, researchers and planners, showed that there are 35 cities and smaller communities committed to the educational park concept. The report reviews the various stages of planning and construction of the park concept in these cities categorized according to size. Part II includes feasibility studies and reports made by school boards of education, information on funding under Title III of the Elementary and Secondary Education Act, and references to books, pamphlets, independent studies, magazine articles, newspaper items, conference reports, statements, and speeches. Appendixes give alternative labels for the respective location of these projects in the educational park concept, publications by the Center for Urban Education, and an index of cities and county school districts reported in the survey. (KG)

This book analyzes and discusses the various aspects of the "Educational Park," the concept of which was originated as an approach to the present-day crisis of the inner city and its public school system. Basically, the Educational Park is conceived as a large clustering of educational facilities serving all the schools on a campus, so as to bring together the school population of many small neighborhoods and thereby providing for the children and all the citizens of an entire larger urban community; within this fundamental notion, tremendous variation is envisaged. The content of the book focuses on: the internal space environment, economic impact of the Park, architectural design, administrative problems, educational programs, development site selection, transportation system, use of air rights, community participation, cost considerations, and sociological conditions for and consequences of the Park for the community; guidelines are suggested for the implementation of such a Park project with reference to each of the areas discussed. Concluding remarks also emphasize that the Park proposal is no panacea, but that it is an opportunity within which each community must find its own way of applying the overall idea to their particular time and place. (RJ)

A study was undertaken at the West Virginia School for the Deaf to test the assumption that the modes of thought of deaf children could be improved, and that improvement in concept formation would result in improvement in testable areas. Sixteen primary school children of approximately equal ability were selected and paired to form the control and experimental groups and attend one-half hour daily labs. The control lab provided intensive language training in an informal situation, and attempted to motivate children through experience. The experimental or thinking lab, which was non-verbal, worked in the preoperational and concrete operational stages of development. The child's experiences were used as foundations of all logical thought and concept building with various thought games being employed (e.g. Concentration). Children in both groups were tested in September and May of the school year and will be retested. A careful comparison of test results should provide much information about deaf thinking, and hopefully, a new method of teaching. (GD)

This 1962 report analyzes trends in population changes in New Jersey cities and the effect on the community of the rise in school segregation, trends in industry and automation, patterns in the containment of minority-group housing, and financing in city budgets. Tables and graphs present relevant statistical data. Conclusions and some areas in need of further research are discussed. (BD)

A LANGUAGE ARTS CURRICULUM GUIDE WAS DEVELOPED BY THE READING SCHOOL STAFF FOR THE MODEL DEVELOPMENTAL READING SCHOOL, A TITLE III ESEA PROJECT, SPONSORED BY THE PIEDMONT ASSOCIATION FOR SCHOOL STUDIES AND SERVICES, GREENSBORO, NORTH CAROLINA. SINCE READING SHOULD BE TAUGHT IN THE COURSE OF DEVELOPING A WELL-ROUNDED LANGUAGE ARTS PROGRAM, THIS CURRICULUM GUIDE CONTAINS THE ESSENTIAL ELEMENTS OF A LANGUAGE ARTS PROGRAM -- LISTENING, SPEAKING, READING, AND WRITTEN EXPRESSION. A BRIEF RESUME OF EACH AREA IS GIVEN. HOWEVER, SINCE THE MAIN OBJECTIVE OF THE PROJECT IS TO IMPROVE READING INSTRUCTION, READING IS TREATED MORE EXTENSIVELY THAN THE OTHER AREAS. ACTIVITIES AND PROCEDURES FOR DEVELOPING WORD RECOGNITION SKILLS, COMPREHENSION SKILLS, STUDY SKILLS, AND RATE OF READING ARE PRESENTED. TO PROVIDE FOR INDIVIDUAL NEEDS, A NONGRADED, DEVELOPMENTAL APPROACH IS USED. THE SKILLS, UNDERSTANDINGS, AND ACTIVITIES PROCEED FROM SIMPLE TO COMPLEX RATHER THAN BY GRADE LEVELS. A BIBLIOGRAPHY OF REFERENCES IS INCLUDED. (NS)

The applicability of Piaget's cognitive processes of assimilation and accommodation to the learning of verbal nonsense syllables (ten low association value consonant-vowel-consonant trigrams) was tested experimentally. Twenty-two undergraduates (ten female and 12 male) at the University of Michigan served as subjects. It was hypothesized that learning rate should be a function of the amount of cognitive adjustment the subject had to make to the stimulus material measured by changes in semantic differential ratings of the stimuli before and after they were learned. Results showed two groups of fast learners, one of which made significantly less changes than the slow learners, and one significantly more. Systematic directional shift on the evaluative, potency, and activity dimensions of the semantic differential were also found. The author feels that these findings lend considerable support for the applicability of Piaget's processes of assimilation and accommodation to the learning process and that identification and investigation of internal processes of this type will be necessary before the learning function of the human organism is understood. This paper comprises a report in "Development of Language Functions, A Research Program-Project." (DO)

A survey of all U.S. cities having populations greater than 50,000 and of 125 cities having populations between 20,000 and 50,000 shows that the adoption or planning of educational parks is becoming widespread throughout the country. The survey used three sources to obtain data on current educational park development: (1) Questionnaires to State commissioners of education and superintendents of schools, (2) a national newspaper clipping service, and (3) published reports, correspondence, and inquiries addressed to the educational park office at the Center for Urban Education. Findings indicate generally that the educational park is being used in the larger cities to achieve a high quality of integrated education and in the smaller cities to promote a better quality of education and regional development through consolidation and to solve the problem of rebuilding obsolescent school systems. Many existing and proposed parks are described. (HW)

Previous experiments with nursery school children have suggested that (1) subjects of preschool age do not verbalize during transfer learning or that (2) for these subjects, self-produced verbal cues have little influence on the learning process. To investigate the relative merits of these alternative positions, research was conducted among 80 nursery school children in Champaign and Urbana, Illinois. The subjects were assigned discrimination tasks with stimuli varying in either brightness or size. Half of the subjects were required to verbalize their choices. The others responded throughout the experiment without speaking. Confirmation was found for the preliminary postulates that verbalization would cause most subjects to use brightness labels to describe the stimulus regardless of the dimension and that verbalization would significantly facilitate performance on the brightness dimension. Contrary to prediction, however, verbalization did not interfere with performance on the size dimension. The results of this research suggest that, for nursery school children, size discrimination is determined by proprioceptive feedback and is not, therefore, greatly influenced by verbalization. Detailed methodological and theoretical discussions are included in this research report and statistics are reported in five tables. (JS)

"Beginning Indonesian" is a five-volume series designed to provide language instruction for a three-semester intensive college course or a six-semester non-intensive course. The format throughout the series consists of lesson units containing sections of basic sentences presented in dialog form, reading selections, and grammar, each followed by exercises and pattern practices. The basic sentences present "various coloquial informal ways of speaking--the earlier lessons illustrate the type of language commonly used in Java, and later lessons reflect Sumatran usages." While representing a variety of spoken and written styles, "intimate slang" and "bookish language" have been avoided. The reading selections range from prewar to current times in a variety of styles and on a variety of subject matters. Upon completion of this course the student should be able to read with the aid of a dictionary many modern types of Malay or Indonesian prose, and should also be able to understand most of the Malay or Indonesian spoken by educated native speakers. Tapes of all basic sentences, exercises and pattern practices have been prepared. These materials are in the process of being revised for publication. (AMM)

THE INHABITANTS OF THE OIL RIVERS OR RIVERS SECTION OF SOUTHERN NIGERIA ARE DIVIDED BY HISTORY, GEOGRAPHY, AND LANGUAGE INTO TWO GROUPS--THE COASTAL PEOPLES AND THE HINTERLAND PEOPLES. COASTAL DIALECTS BELONG TO THE IJO GROUP OF LANGUAGES WHILE THE HINTERLAND DIALECTS ARE OF ANOTHER LANGUAGE FAMILY. DURING THE 19TH CENTURY THE HINTERLAND PEOPLES WERE POLITICALLY AND ECONOMICALLY DOMINATED BY THE COASTAL PEOPLE AND THE LANGUAGES SPOKEN BY THE VARIOUS GROUPS DEMONSTRATED (1) A HIGH INCIDENCE OF BILINGUALISM IN THE HINTERLAND NOT PARALLELED BY SIMILAR BILINGUALISM ON THE COAST, (2) A HIGH INCIDENCE OF COASTAL PERSONAL AND PLACE NAMES IN THE HINTERLAND, AND (3) THE FREQUENT USE OF COASTAL LANGUAGES IN EVERYDAY AFFAIRS IN HINTERLAND COMMUNITIES. THE CESSATION OF THE OIL RIVERS TRADE, THE COLONIAL REGIME, AND NIGERIAN NATIONALISM AND INDEPENDENCE HAVE CAUSED NOT ONLY SOCIAL-ECONOMIC CHANGES BUT LINGUISTIC CHANGES AS WELL. A GROWING SENSE OF ETHNIC IDENTITY AMONG THE MINORITY HINTERLAND GROUPS IS SEEN IN A SHIFT AWAY FROM USE OF COASTAL DIALECTS AS SECOND LANGUAGES AND A CONSCIOUS DESIRE TO REPLACE "FOREIGN" USAGE WITH THE VERNACULAR. THE CHANGE IN THE LANGUAGE SITUATION, THEN, ILLUSTRATES THE SOCIAL-ECONOMIC TREND AWAY FROM NATIONAL AND REGIONAL UNITY TOWARD DIVERSITY AND PARTICULARISM. THIS ARTICLE APPEARED IN "ANTHROPOLOGICAL LINGUISTICS," VOL. 9, NO. 1, JAN. 1967. (JD)

CEBUANO-BISAYAN (VISAYAN) IS SPOKEN IN THE CENTRAL AND SOUTHERN PHILIPPINES AND IS THE LANGUAGE WITH THE LARGEST NUMBER OF NATIVE SPEAKERS IN THE PHILIPPINES. THERE IS NO ADEQUATE DICTIONARY FOR THIS LANGUAGE, AND THIS PROJECT HAS PROVIDED A CARD FILE ON THE BASIS OF WHICH A DICTIONARY MAY BE PREPARED. AN ADEQUATE DICTIONARY OF CEBUANO NEEDS TO CONTAIN MORE THAN 30,000 ROOT ENTRIES. THIS FILE SUPPLIES APPROXIMATELY THAT MANY. BECAUSE THE SEMANTIC STRUCTURE OF CEBUANO FOLLOWS QUITE DIFFERENT LINES FROM EUROPEAN LANGUAGES, IT IS NECESSARY TO DEVELOP A DICTIONARY BASED SOLELY ON CEBUANO TEXTS. FURTHER, EXISTING DICTIONARIES COULD NOT BE USED AS A STARTING POINT AS THEY ARE INSUFFICIENT IN SCOPE AND TOO CLOSELY TIED TO ENGLISH OR SPANISH TO ALLOW FOR ACCURATE DEFINITIONS. THIS CARD FILE HAS BEEN PREPARED BY MAKING AN EXHAUSTIVE CONCORDANCE OF EXTENSIVE TEXTS AND THEN READING FURTHER TEXTS AND CHECKING AGAINST THE CONCORDANCE, LISTING ALL NEW ENTRIES OR NEW MEANINGS FOR OLD ENTRIES. FURTHER EXTENSIVE ORAL TEXTS WERE OBTAINED BY TAPE RECORDINGS AND CHECKED AGAINST THE CONCORDANCE. BLANKS HAVE BEEN FILLED IN BY CHECKING WITH SECONDARY SOURCES. THE RESULT OF THIS RESEARCH IS A CARD FILE OF AROUND 160,000 CITATIONS, ENOUGH MATERIAL FOR APPROXIMATELY 30,000 ENTRIES. (AUTHOR/AMM)

KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS (ONE NEGRO, TWO PUERTO RICAN, AND ONE MIXED) IN NEW YORK CITY WERE STUDIED TO DETERMINE WHETHER A POSITIVE DEVELOPMENTAL EFFECT HAD RESULTED FROM A SUMMER HEAD START PROGRAM. THE PERFORMANCE OF 179 FORMER HEAD START CHILDREN WAS MEASURED AGAINST 388 OF THEIR NON-HEAD START CLASSMATES. SEVEN INSTRUMENTS, INCLUDING SIX DEVELOPED FOR THIS STUDY (RANKING ARRAY, COOPERATIVE RATING SCHEDULES, CALDWELL PRE-SCHOOL INVENTORY, TEACHER INTERVIEWS, CLASS OBSERVATIONS, PARENT INTERVIEWS, AND CHILD INTERVIEWS), MEASURED THE EFFECT OF HEAD START ON READINESS TO ENTER FIRST GRADE, ON OVERALL READINESS, ON SOCIAL ADJUSTMENT TO KINDERGARTEN ROUTINES, AND ON EDUCATIONAL ACHIEVEMENT. IMPACT OF THE KINDERGARTEN TEACHER WAS STUDIED, AS WAS THE IMPACT OF HEAD START ON THE KINDERGARTEN CLASS AND ON THE HOME. TEACHER AND PARENT RECOMMENDATIONS FOR HEAD START IMPROVEMENT WERE RECORDED. RESULTS INDICATED THAT ALTHOUGH NO EDUCATIONAL GAINS HAD BEEN MADE, HEAD START CHILDREN SHOW GREATER LEARNING READINESS AND EAGERNESS TO LEARN THAN NON-HEAD START CHILDREN SIX MONTHS LATER. (SEE ALSO PS 000 282, PS 000 293, PS 000 284, PS 000 285, AND PS 000 286.) (LG)

SIX NEW YORK CITY DAY CARE CENTERS WITH PROGRAMS SIMILAR TO HEAD START WERE SELECTED AS STUDY SAMPLES TO DETERMINE WHETHER THERE IS A MEASURABLE LONG-RANGE EFFECT OF PRE-SCHOOLING UPON READING ACHIEVEMENT. EACH CENTER WAS CONSIDERED TO HAVE A GOOD PROGRAM, HAD BEEN OPERATING FOR AT LEAST SIX YEARS, AND HAD RACIALLY MIXED POPULATIONS. DAY CARE CENTER RECORDS WERE USED TO TRACE CHILDREN ORIGINALLY IN THE CENTERS TO PUBLIC ELEMENTARY SCHOOLS WHERE THEY WOULD BE IN THIRD, FOURTH, AND FIFTH GRADES. GRADE-EQUIVALENT SCORES FROM METROPOLITAN ACHIEVEMENT TEST I WERE RECORDED FOR ALL TESTED CHILDREN, INCLUDING DAY CARE CENTER GRADUATES. UNCONTROLLED INFLUENCES AND ERROR INTRODUCED BY THE METHOD USED CREATED DIFFICULTIES IN ISOLATING AND MEASURING THE INFLUENCE OF PRE-SCHOOLING. A GREATER NUMBER OF DAY CARE CENTER GRADUATES SCORED AT OR ABOVE GRADE LEVEL THAN THEIR CLASSMATES, ALTHOUGH THIS NUMBER DECLINES AS GRADE LEVEL RISES. THE EVIDENCE IS INSUFFICIENT TO SUPPORT THE HYPOTHESIS THAT DAY CARE CENTERS WERE THE ONLY OR EVEN THE MAJOR FACTOR IN ACADEMIC SUCCESS, BUT IT IS SUFFICIENT TO WARRANT FURTHER STUDY. (SEE ALSO PS 000 281, PS 000 282, PS 000 284, PS 000 285, PS 000 286.) (LG)

TO RESOLVE THE QUESTION OF WHY SOME PARENTS SENT ELIGIBLE CHILDREN TO HEAD START AND SOME DID NOT, A STUDY WAS MADE OF SIX HEAD START CENTERS IN NEW YORK CITY. THE STUDY SAMPLE WAS COMPOSED OF THE THREE CENTERS HAVING THE BEST RECRUITMENT RECORD AND THE THREE HAVING THE POOREST. EACH GROUP HAD ONE NEGRO, ONE PUERTO RICAN, AND ONE MIXED SCHOOL. MATCHED SETS OF 150 HEAD START AND 150 NON-HEAD START CHILDREN FROM THESE SCHOOLS WERE CHOSEN. THEIR PARENTS WERE INTERVIEWED BY INTERVIEWERS OF THE MATCHING ETHNIC GROUP. FINDINGS WERE THAT SOME ELIGIBLE FAMILIES HAD THE MEANS TO PROVIDE OTHER SUMMER PROGRAMS AS ALTERNATES AND SO DID NOT ENROLL THEIR CHILDREN. SOME LOW INCOME PARENTS HELD HIGH EDUCATIONAL ASPIRATIONS FOR THEIR CHILDREN AND ENROLLED THEM TO HELP REALIZE THEIR GOALS. INTERVIEWS BY INDIGENOUS PERSONNEL WERE FOUND TO BE MOST EFFECTIVE IN RECRUITING. ETHNIC BACKGROUND AFFECTED PARENTAL REASONS FOR ENROLLMENT. FOR INSTANCE, PUERTO RICAN MOTHERS WANTED THEIR CHILDREN TO BE EXPOSED TO SITUATIONS OUTSIDE THEIR OWN CULTURAL EXPERIENCE. THE MOST COMMON REASON FOR ENROLLMENT WAS THAT HEAD START WOULD HELP CHILDREN ADJUST SOCIALLY TO SCHOOL. SOME PARENTS GAVE EDUCATION, RECREATION, AND CHILD CARE AS REASONS FOR ENROLLMENT. THE MOST COMMON REASON FOR NOT ENROLLING CHILDREN WAS THE LACK OF ENROLLMENT INFORMATION. INTERVIEWS REVEALED ENTHUSIASM FOR HEAD START AND A NEED FOR MORE EFFECTIVE RECRUITMENT. (SEE ALSO PS 000 281, PS 000 283, PS 000 284, PS 000 285, PS 000 286.) (LG)

TO ESTABLISH WHETHER OR NOT COURSES IN THE CLASSICS AID SIGNIFICANTLY IN THE PREPARATION OF HIGH SCHOOL ENGLISH TEACHERS, THE GRADUATE RECORD EXAMINATION ADVANCED TEST ON LITERATURE (GRE) SCORES OF 11 SENIORS WHO HAD TAKEN AT LEAST ONE OF TWO CLASSICS COURSES, AT LOYOLA UNIVERSITY, ON THE THEATRE AND THE EPIC WERE COMPARED WITH THE SCORES OF STUDENTS WHO HAD COMPARABLE CUMULATIVE GRADE POINT AVERAGES. RESULTS INDICATED THAT STUDENTS WHO HAD TAKEN CLASSICS COURSES DID NOT PERFORM EXCEPTIONALLY WELL ON THE GRE, NOR DID THEY GET HIGHER SCORES THAN OTHER STUDENTS WITH COMPARABLE AVERAGES WHO HAD NOT TAKEN A COURSE IN THE CLASSICS. RESPONSES TO A QUESTIONNAIRE SENT TO ALUMNI WHO TEACH ENGLISH IN HIGH SCHOOLS, HOWEVER, WERE UNIFORMLY FAVORABLE TOWARD THE MERITS OF CLASSICS COURSES THEY HAD TAKEN IN PREPARATION FOR TEACHING. THEY REPORTED THAT CLASSICS COURSES HAD SERVED TO INFORM THEM ABOUT ROMAN AND GREEK ANTIQUITY, AND THEIR TEACHING HAD BEEN STRENGTHENED BY A KNOWLEDGE OF CLASSICAL MYTHOLOGY AND BY AN APPRECIATION OF THEIR LITERARY HERITAGE. (AUTHOR/DL)