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A technique was developed for providing transfer-of-training from a form of audiovisual pretraining to an instrument flight task. The continuous flight task was broken into discrete categories of flight; each category combined an instrument configuration with a return-to-criterion aircraft control response. Three methods of sequencing categories during pretraining were compared. One group was pretrained by the presentation of categories in a natural task sequence; the second group was pretrained on categories presented in random order; the third group received no category pretraining. Significant positive transfer was found for both the sequenced and random forms of pretaining relative to the control group. Transfer percentages ranged from 7% to 48% throughout transfer practice. (Author)

In this study it was found that teaching seems to be most effective when it allows a close, friendly relationship with students over a substantial period of time. The most significant faculty-student relationships were seldom described by faculty as impersonal, and almost all such relationships were associated with continuing faculty-student interaction. Teachers who were more accessible and more interactive with students were not merely being friendly or gregarious; they had considerable intellectual impact on students. Most students described the faculty members who contributed most to them as having stimulated them intellectually, demanded high quality work of them, made them feel confident about their abilities, and interested them in the teacher's field. These interactive factors were also characteristic of faculty denoted as intellectually influential by students who became more intellectually oriented over the 4 years. (Author)

Documented are staff training programs at the Rutland Center, a community-based mental health facility combining professional mental health and special education personnel in a cooperative program of psychoeducational service to seriously emotionally disturbed or behaviorally disordered children. The report describes the process of planning and the actual activities conducted during the planning year in five specific areas of training: staff training, college student training, volunteer training, paraprofessional training, and parent training. Schedules, forms, or other supplementary materials used in training are included for each area. (KW)

A conference on research relating to how children acquire their systems of values and morality was held with the overall objective toward improving the quality of human life through greater scientific understanding of the developmental processes and the support of research on these complex problems. Participants stressed that many child-rearing practices, educational methods, and social work practices are predicated on unsupported assumptions about how people evolve their moral values and ethical standards. The discussions were intended to provide an interdisciplinary effort to digest and absorb what is known about moral development and the acquisition of values and to construct a variety of working concepts of morality on the basis of the most reliable scientific and philosophical evidence now available. A single theme predominated--values can only be meaningful when examined in the full light of their psychological, social, and historical context. Numerous theories were advanced: the influence of social attitudes, kinship relationships, behavior conditioning, attitude consistency from generation to generation, rapid social change and resulting psychological experimentation in a search for stability. Lack of universal definitions is a major handicap--terms relating to values or morality are surcharged with emotion and no adequate scientific model for study exists. (JMB)

This dissertation address concerns the distribution of influence in decision-making groups. One general hypothesis of the study was that influence perceptions of group members depend upon the phases of decision-making in which they participate. Another was that the effects of participation would vary with the nature of the decision task or with issues to be resolved. Referencing the size of the "influence pie", total intragroup influence was predicted to be greater in facilitative than in contrastive conditions. Finally, the relationships between perceived influence and satisfaction, and between participation and satisfaction, were seen to be dependent on individual differences in power and affiliation motivation. The summary includes that (1) a viable theory of power in organizations must take into account differences in organizational situations and the characteristics of individuals who perform organizational roles. For example, sex was found to determine perceptions of influence in varying participative settings; and (2) interpersonal power in a group or organizational setting is conceived of as an intervening process outcome, rather than a structural given or a terminal effect. (TA)

The effectiveness of employing educationally advanced inmates as one-to-one basic education tutors for inmate students was evaluated. In conjunction with this evaluation, an experimental study of the most efficient material presentation and testing techniques using this manpower resource was conducted. Three different modes of presenting programmed material and two modes of testing both immediate and long-term retention were used, and the effectiveness of these modes was assessed in terms of accuracy and response rate. One mode of presentation involved the use of the programmed text in the usual manner, with no specification of response to topography. For the second mode, the course was cut into frames for use with a specially developed "teaching machine," requiring a written response to each frame. In the third mode, frames were pasted to index cards with the answers on the reverse side. Tutors presented questions, acknowledged responses, indicated correct and incorrect answers, and discussed errors following each learning session. In this mode, "Precision Teaching," a verbal response and interpersonal contact were required. Testing consisted of either the traditional fill-in-the blank procedure or a personalized technique in which the tutors presented the test items directly to the students. Precision teaching was shown to generate higher rates of emission of correct responses on criterion tests than the teaching machine, which in turn exceeded the rate generated by the textbook alone. (Author/CK)

This document outlines the operation of the Monte Carlo Integration Computer (MCIC), which is capable of simulating several types of chemical processes. Some data obtained through the MCIC simulation of physical processes are presented in graphs. After giving reasons for not using the initially contemplated summative research procedures for evaluation of the MCIC as a teaching aid, the author chooses to use a diagnostic or formative evaluation. Evaluation occurred over three lecture/demonstrations of the MCIC to high school chemistry students in Philadelphia. Sample findings from one problem area - understanding the presentation of the MCIC - were presented to illustrate that formative evaluation of instructional materials might be more profitable than more traditional evaluations. (JM)

Described in this document is a five-stage curriculum model for the training of nurse practitioners which was developed through the Allied Health Professions Project (AHPP). Based on a national survey of nursing occupations, stage I of the curriculum model includes the 60 percent of activities common to all practitioners, and stage II includes the remaining or more complex skills. Stage III is designed to prepare teachers, administrators, or consultants for beginning faculty positions for stages I and II. Stage IV curriculum prepares teachers for faculty positions for stages II and III and administrators for large health agencies. Stage V prepares the nurse researcher at the doctoral level. This five-stage model can be used to increase competence in nursing practice, decision-making, and administrative and communications skills. (JS)

Higher education institutions have the potential for creating and advancing programs for the betterment of society, but the programs should not be chosen haphazardly and without great thought. Universities, more specifically, can be involved in the areas of production of knowledge and research in domestic affairs, urban and environmental problems, issues of population growth and migration, poverty, and racism. Some guidelines for participating in such programs include: (1) universities should not enter into local political activities in such a way as to upset local power constellations; (2) user agencies and universities should hold each other accountable for the maintenance of high standards of performance; (3) universities should develop more imaginative approaches to the utilization of personnel; (4) universities should emphasize interdisciplinary research and interinstitutional collaboration; (5) universities should utilize discretion in the selection of affiliating user agencies; and (6) universities should readily accept those tasks that relate them symbiotically to their local and national communities. (HS)

The kinds of impact a consortium might have on the operations of its member institutions are presented following an overview of the consortium's challenge to institutional autonomy. Ten attitudinal forms of consortium impact challenging autonomy include: (1) the rest are going ahead so do it anyway, (2) infiltration and multiple loyalities of faculty and staff, (3) if it becomes funded, then participate, (4) modification of personal adjustments required of individuals in their role expectations, (5) a family member has special obligations, (6) don't talk about us when we are absent, (7) we want to be the way we are now, (8) it is expensive to participate but we can't afford to pullout, (9) more than one consortium wants us, and (10) united we stand, divided we fall. (Author/MJM)

An analysis of a student attitude questionnaire administered in the spring of 1970 to students in 39 secondary schools in the state of Utah reflects attitudes which students bring to foreign language classrooms. Results of the survey indicate that students share positive attitudes toward language study both before and after enrollment in a language program. Loss of interest in the subject is noted to be the primary cause of student dropouts. The contents of the paper include: (1) nature of the survey, (2) review of the literature, (3) the student foreign language attitude questionnaire, (4) results of the study, and (5) conclusions and recommendations. Appendixes contain the foreign language attitude questionnaires and other pertinent data. A selected bibliography is included. (RL)

Conclusions based on the replies of 22 schools in Kentucky as to course requirements in the training of secondary teachers of English are presented. The conclusions are: (1) 17 of the 22 schools require 36 or more semester hours for a major; (2) a 6-hour requirement in Freshman English is almost universal; (3) a requirement in Introduction to Literature varies from 0 to 6 hours, with 3 hours being most common; (4) about half of the schools require one speech course; (5) most schools require 6-12 hours of foreign language; (6) there is a variation of from 0 to 15 hours required in additional humanities courses; (7) the requirement in world literature varies from 0 to 6 hours; (8) two courses in American literature are the usual requirement, and the same is true of English literature; (9) five schools require an advanced course in rhetoric or composition; (10) advanced grammar is usually a 3-hour required course; (11) seven schools require a course in history of the language, and most of the others offer it as an option with either linguistics or advanced composition; (12) four schools reported a required course in literary criticism; (13) Shakespeare is the only specific author course required to a noticable extent; (14) most schools reported options dealing with author and/or period courses; (15) four schools required genre courses; (16) only 8 schools reported a methods course specifically for English majors; (17) one school required a course in methods of teaching reading; (18) 21 schools required practice teaching. (DB)

Questionable white dialects are discussed from the viewpoints of various authorities, and the dialects of the Southern states are used as examples of the complexity associated with attempting to designate a set of usages as being questionable. Suggestions of ways in which English teachers may cope with the problem of dialects and jargons are given. (DB)

This supplement is intended to present the idea behind and the characteristics of the Open School in greater detail than in the preliminary report. The Open School was conceived to meet several important needs in Wisconsin education: (1) to enable more people of all ages to enroll in formal and informal programs of education on a continuing basis; (2) to guide and accelerate the use of mediated instruction, and to provide a Statewide laboratory for testing and evaluating educational media and technology; and (3) to realize the economies and efficiencies possible through coordinated planning, program development, and Statewide media utilization and access systems. The Open School is characterized by open admissions; open communications (no walls, uses communications media only); open ideas/curricula; open access (homes, jobs, communities); open participation, accreditation, and cooperation; and open staff sharing (between regular and open schools, libraries, public and private schools, business, and industry). A related document is EA 003 570. (Author)

This study examined the concept of the nature and processes of science held by college students in both elementary and secondary education as measured by the Wisconsin Inventory of Science Processes (WISP). Secondary science education students scored significantly higher than students enrolled in primary or intermediate education. The difference between the means of the secondary science students and the primary and intermediate groups was statistically significant at greater than 0.01, supporting the premise that secondary education students majoring in science do possess more understanding of the nature and processes of science, as measured by the WISP. Little relationship was identified between sex, number of university science courses and years of high school science and knowledge of the nature and processes of science. A relationship between the average grade of science courses taken at the university level and the WISP score was significant at the .01 level. Three areas (scientific observations, experimentation, and communication of scientific knowledge) seemed to be well understood by over 90 per cent of the students. (BB)

This report describes an experiment concerned with a possible relationship between the inability to learn basic educational skills, such as reading and writing, and the inability to organize incoming stimuli for communication purposes, in spite of adequate intellectual potential. The study had three main tasks. The first problem was to develop a battery of test items that would be subject to varying degrees of interference and that would be sensitive to a wide range of responses of children between three and six. The second task was to compare the responses of two groups of children, one with expected low language proficiency and one with expected high language proficiency, on the newly devised tests and on a battery of standard tests designed to measure language proficiency. The third step was to study the data and discover the implications for improved educational methods for children with language learning problems, especially those from minority groups. Included are details on personnel, test administration, experimental and standard tests, analysis of the data, conclusions, and implications for further studies. Tables give the statistical results; examples of the experimental test items are provided along with administrative details and references. (VM)

This collection of papers explores the development of education in Nepal during the last twenty years. Frances Dart discusses the cultural conflict between American and underdeveloped countries--conflict which occurs when one group prizes the achievements or possessions of another on a mostly non-reciprocal basis. This is followed by an examination of some of the agents which brought about, in a centuries-old, largely dormant culture, a craving for education and development. The third paper reveals some of the pitfalls of trying to borrow another culture's educational system, or make-do with an imposed foreign system, and illustrates the necessity and process for relating curriculum content in science education to the indigenous characteristics of the culture. The final paper provides examples and suggestions in the field of art education. (Author/SHM)

A study was devised to develop a method for describing a continuous, complex perceptual-motor task in descrete categories by which subjects could be pretrained through the use of static, programed, audiovisual techniques; to construct an audiovisual training device to provide realistic, programed practice in the stimulus-response events selected for pretraining; and to conduct an experimental study to determine the relative levels of transfer-or-training between three pretraining treatments and a transfer task. Subjects were 45 males who were randomly assigned to one of three groups: one group was pretrained by presenting categories in a natural task sequence, a second group was pretrained on categories presented in random order, and a baseline group received no category pretraining. Significant positive transfer was found for both the sequenced and random forms of pretraining relative to the baseline group, although these two experimental groups did not differ from each other. (Author/SH)

In order to provide services in a manner that will keep the attention and confidence of their consumers, new efforts must be made and ways found to involve the public in the decisions and operations of individual public education institutions. Some ways in which public education may generate more involvement by individual consumers are examined here. Arguments behind moves to reform educational institutions are presented and preliminary findings of a study of private, non-religious schools are reported to indicate why middle class parents leave public school systems and remain in independent schools. The parameters of this choice are defined by differentiating between the actual processes for producing and allocating public services and ideal conditions of markets and bureaucracies. To understand the problem of more satisfactory delivery of educational services, three questions were asked of four non-religious, independent, nonpublic schools in the Washington D. C. area: 1) what caused parents to reach dissatisfaction with public schools? 2) how do these alternative schools satisfy them? 3) do these schools provide models to apply to public schools? Data revealed seven substantial reasons for leaving public schools and six factors of parent satisfaction with alternative schools. (Author/KSM)

Background information and teaching suggestions are offered in this guide for implementing human rights ideas in existing social studies curriculum at the elementary and secondary grade levels in the United States. Emphasis is upon equal universal rights for every person as a concern of education and action. The introduction presents an address by Chief Justice Warren entitled "Continuing Action for Human Rights." The remainder of the guide is arranged into four chapters. Chapter one briefly traces the history of human rights from Hammurabi's Code up to 1945. Chapters two and three deal with man's continuing struggle for human rights after 1945 through agencies of the United Nations. These chapters focus on discussion of specific human rights documents; formation of human rights documents; conventions; the basis of, implementation problems of, and future development of human rights. In chapter four twenty strategies are suggested, ranging in scope from role playing activities to establishing a United Nations day to referral to Centers. An appendix contains twelve human rights documents. A selected human rights bibliography includes forty-six annotated book citations and lists filmstrips, phonograph records, tapes, and transparencies. (SJM)

This content analysis schedule for the Chinese Bilingual Pilot Program of the San Francisco Unified School District presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule has been verified by the project. (SK)

Three Intensive Reading Instructional Teams (IRIT's) provided a comprehensive half-day program of reading instruction for a period of approximately 11 weeks for 405 third and fourth grade pupils who were in Hartford's validated schools and not achieving up to expectancy. A fourth team, funded by the general budget, provided special reading instruction for 141 students from the nonvalidated schools. The IRIT program has been in operation since 1965. The IRIT Centers for the 1972-1973 school year operated from a base of two types of objectives--behavioral objectives, based mainly on thecognitive skills, measurable and visible and also objectives based on the affective domain. The general objectives of the program were: (1) to raise the level of achievement of pupils who are deficient in the basic skills of language and reading; (2) to improve the self-image of the pupils through approval for any achievement and to provide an atmosphere of mutual self-respect; (3) to investigate techniques and materials which will assist teachers in more effective teaching of reading; (4) to create materials and operate a model demonstration center for the teachers of Hartford; (5) to provide a flexible environment that promotes individualized instruction geared to the learning styles of each pupil; and, (6) to promote an interest on the part of parents in the importance of school-home relationships. (Author/JM)

This is a collection of articles on the Rutland Center Model for Treating Emotionally Disturbed Children. The 2-year demonstration program, which became the prototype for a statewide network, was a cooperative effort to establish a system that could offer significant service to any seriously emotionally or behaviorally disturbed child, anywhere in Georgia. The document contains the following essays describing the center: "Rutland Center: A Community Psychoeducational Center for Emotionally Disturbed Children"; b) "The Rutland Center Evaluation System"; c) "Referral and Intake Procedures"; d) "Developmental Therapy"; e) "Implementing the Treatment Model"; f) "Field Services and Community Liaison"; g) "Services to Parents"; and h) "The Georgia Psychoeducational Center Network." Included are appendixes that contain questionnaires and information and evaluation forms. (Related document is SP 007 580.) (JA)

This presentation is rooted in several years of multidimensional research into the behavior of teacher and pupils; that is, more than a single technique is used simultaneously, each assessing a different dimension of the interaction. One promising outcome of findings is the possibility of measuring pupil growth by means of observational systems. Not only does this technique reduce the amount of reliance placed on paper-pencil instruments, but is far more descriptive since it assesses pupil behavior (growth) during the learning process, over a longer duration of time, and at several subsequent intervals rather than during a single assessment. Furthermore, the notion of systematic observation tends to open up the parameters of growth measurement. Pupils can be observed/assessed as they behave and interact in a natural, relatively threat-free situation. Finally, techniques of this sort complement the spirit of self-evaluation and self-improvement as they relate to teacher competence and accountability, since the teacher is given "handles" for controlling his behavior. (Author)