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The history of education in America reflects the dominant institutions in American society. The educational system has been dominated by institutions which education traditionally has existed to serve. Therefore, the influences of religion, the family, business, and the State have been and will continue to be evident in the classroom. (LLR)

THIS MANUAL DESCRIBES PROPOSED SCORING PROCEDURES FOR THE MINNESOTA TEST OF CREATIVE THINKING AND WRITING. TEST FORMS FOR SIX VERBAL TASKS AND THREE NONVERBAL TASKS ARE PRESENTED. FOR MOST TASKS, THIS SCORING MANUAL HAS EXTRACTED FROM THE TEST PROTOCOLS FOUR SCORES TO REPRESENT FOUR ABILITIES OF CREATIVE THINKING-- FLUENCY, FLEXIBILITY, ORIGINALITY, AND ELABORATION. THE DETAILED SCORING INSTRUCTIONS INCLUDE EXPLANATIONS OF SCORING PROCEDURES A AND SCORED SAMPLE RESPONSES. DATA ON INTERSCORER RELIABILITIES, TEST-RETEST RELIABILITY, INTERCORRELATIONS AMONG SCORES, VALIDITY, NORMS, AND CORRELATIONS WITH SCORES FROM EARLIER MEASURES, ARE BASED ON SUBJECTS IN GRADE 5, GRADE 10, AND COLLEGE, AND ARE PRESENTED IN 20 TABLES. A FIRST REVISED EDITION OF A SCORING MANUAL FOR IMAGINATIVE STORIES, GRADES 3 THROUGH 6, IS PRESENTED. FOR EACH OF TWO FORMS, SUBJECTS WRITE A STORY ON ONE TOPIC CHOSEN FROM THE LIST OF 10 TOPICS. THE SCORING SCHEME EMPLOYS FIVE SUBDIVISIONS UNDER THESE SIX CATEGORIES--ORGANIZATION, SENSITIVITY, ORIGINALITY, IMAGINATION, PSYCHOLOGICAL INSIGHT, AND RICHNESS. A SUPPLEMENTARY SCORING GUIDE EVALUATES ORIGINALITY (NINE SUBDIVISIONS) AND INTEREST (NINE SUBDIVISIONS). FOR BOTH SCORING SCHEMES ON IMAGINATIVE STORIES, SCORING PROCEDURES ARE DESCRIBED AND EXAMPLES OF SCORED RESPONSES ARE INCLUDED. PRELIMINARY NORMS AND SOME DATA ON RELIABILITY OF SCORING ARE PRESENTED. A REFERENCE LIST OF 17 ITEMS IS INCLUDED. (JA)

THE PEER-CONFORMING BEHAVIOR OF HIGH CREATIVE FIFTH-GRADE PUPILS GROUPS DEVIATED LEAST WITH NEUTRALS. INFORMATION SCORES SHOWED CONTROLLED, SMALL-GROUP SITUATION, IN RELATIONSHIP TO THE NATURE OF THE TASK PRESENTED, THE SOCIOMETRIC COMPOSITION OF THE GROUP, AND ANY INTERACTION OF THESE VARIABLES. SUBJECTS OF THE STUDY WERE FIFTH-GRADE PUPILS IN A LARGE, SUBURBAN, PUBLIC SCHOOL DISTRICT. THEY WERE GIVEN TESTS OF CREATIVE THINKING AND INTELLIGENCE. THEY WERE ALSO GIVEN A SOCIOMETRIC NOMINATION FORM. ON THE BASIS OF THEIR SCORES ON THE CREATIVITY TESTS, TWO GROUPS OF TARGET SUBJECTS WERE IDENTIFIED. THESE SUBJECTS BELONGED TO THE TOP AND BOTTOM TENTHS ON CREATIVE THINKING. WITHIN EACH LEVEL OF CREATIVE THINKING, EXPERIMENTAL TARGET SUBJECTS WERE RANDOMLY ASSIGNED TO SIX COMBINATIONS OF THE TWO VARIABLES WHICH WERE--VISUAL PERCEPTION AND INFORMATION TASKS, AND FRIEND, NEUTRAL, AND NON-FRIEND GROUP COMPOSITIONS. EXPERIMENTAL SUBJECTS REPONDED UNDER A GROUP PRESSURE SITUATION. CONTROL TARGET SUBJECTS RESPONDED TO THE SAME TASKS WITHOUT GROUP PRESSURE. THE EVIDENCE INDICATED THAT THE CREATIVITY LEVEL OF THE CHILDREN, THE SOCIOMETRIC COMPOSITION OF THE TEST GROUP, AND THE TYPE OF TASKS WERE ASSOCIATED WITH FIFTH-GRADERS' PEER-CONFORMING BEHAVIORS IN A SMALL GROUP SITUATION WHEN THESE VARIABLES WERE LOOKED AT IN THEIR INTERACTION. PUPILS' SCORE ON PERCEPTION TASKS INDICATED THAT THE CREATIVITY BY GROUP COMPOSTION EFFECTS WERE SIGNIFICANT. HIGH CREATIVE SUBJECTS DEVIATED MOST WHEN THEY WERE WITH NON-FRIENDS, LOW CREATIVE SUBJECTS DEVIATED MOST WHEN THEY WERE WITH FRIENDS. BOTH GROUPS DEVEIATED LEAST WITH NEUTRALS. INFORMATION SCORES SHOWED THAT HIGH CREATIVE SUBJECTS DEVIATED MORE THAN LOW CREATIVE SUBJECTS.

The concept of mental health was re-examined, and it was argued that consensual identification of healthy individuals is quite feasible. To facilitate student growth in this direction, both verticle and lateral modes of education need careful examination, development, and coordination. (Author)

Attitudes toward deviant appearance and behavior are described in the context of labeling and social controls by society. There is created in the disabled a learned deviant role which creates more social exclusion. Professionals are challenged to examine their efforts to change the status of disabled individuals. (Authors)

Article discusses the importance of the development and change in philosophy of teacher preparation programs. (MM)

Education students classified themselves as vocational, academic, nonconformist or collegiate and responded to a semantic differential on curricula and personnel. This article describes the study and its results. (Authors/JB)

Describes some of the pitfalls of school counseling today, mainly because of guidance". (AN)

The overall order of preference was Teacher--Socialite--Researcher--Administrator (the least preferred). This was in contrast to earlier findings on university students who placed Researcher ahead of Socialite. Female professors were consistently less preferred to male professors by college students of both sexes. (Authors)