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A PILOT PROJECT FOR TEACHING OBSERVATIONAL SKILLS WAS CONDUCTED, USING FOUR PLANS OF OBSERVATION--DIRECT CLASSROOM OBSERVATION ("DO") ONLY, VIDEOTAPE TELEVIEWING ("TV") ONLY, "DO" FOLLOWED BY "TV," AND "TV" FOLLOWED BY "DO." COLLEGE STUDENTS ENROLLED IN A TEACHER EDUCATION COURSE WERE RANDOMLY ASSIGNED TO COMPARISON GROUPS, USING THE DIFFERENT OBSERVATIONAL METHODS, ALL STUDENTS WERE PRETESTED ON VARIOUS MEASURES. POST-TESTS WERE ADMINISTERED ON COMPLETION OF OBSERVATIONS. OF THE COMPARATIVE MEASURES USED, THE ONLY ONE WHICH IDENTIFIED ANY SIGNIFICANT GROUP DIFFERENCES WAS THE COMPARISON OF STUDENT OBSERVER REACTIONS WITH CHILDREN'S RESPONSES TO SOCIOGRAMS. THIS COMPARISON SHOWED THAT THE SEQUENCE OF "DO" FOLLOWED BY "TV" PRODUCED MORE AGREEMENT BETWEEN THE STUDENT OBSERVERS AND THE OBSERVED CHILDREN THAN DID "TV" FOLLOWED BY "DO." STUDENT EVALUATIONS INDICATED THAT MOST STUDENTS PREFERRED THAT TYPE OF OBSERVATION AND OBSERVATIONAL SEQUENCE WHICH THEY INDIVIDUALLY EXPERIENCED. (RS)

CERTAIN TYPES OF INTELLECTUAL ABILITIES WHICH DEFINE THE MATHEMATICAL APTITUDES OF NINTH-GRADE STUDENTS AND WHICH RELATE TO ACHIEVEMENT IN SPECIFIC MATHEMATICS COURSES WERE DEFINED AND EVALUATED. ANALYSES OF VARIANCE AND COVARIANCE INDICATED THE RANGE OF VARIATION IN EIGHT TEST SCORE DISTRIBUTIONS OF VERBAL AND MATHEMATICAL APTITUDES AMONG FIVE SEPARATE GROUPS OF NINTH-GRADE STUDENTS. FACTOR ANALYSES SUPPORTED THE MAIN HYPOTHESIS THAT MATHEMATICAL ABILITY IS COMPRISED OF A NUMBER OF APTITUDES AND NOT SIMPLY A UNITARY TRAIT. FINDINGS SHOWED THAT THE NATURE OF MATHEMATICAL APTITUDES AS SPECIFIC AND INDEPENDENT TRAITS OR AS CORRELATED TRAITS WAS STILL UNDETERMINED AND WOULD REQUIRE FURTHER RESEARCH. (GD)

This study of the Basic Skills Program (to prepare the student for enrollment in a regular course) was undertaken by the Student Service Center at the request of the Language Arts and Mathematics Departments. Its objectives were to examine (1) performance of students in the program, (2) student-measured achievement after one semester, and (3) placement criteria. The program was then evaluated for continuation or modification. The conclusions drawn were: (1) inadequate student records handicapped curriculum study and the conduct of needed research, (2) curriculum choice of low-ability students was unrealistic, indicating a need for better counseling, (3) foreign students require long-term remediation in communication skills, (4) the program did not prepare many students for regular course work, as their deficiencies were too long-standing for such a brief period of remedial instruction, (5) since the program was of doubtful value both educationally and financially, resources could be diverted to clinical analysis, more individual instruction, consultation, and assistance to occupational instructors, (6) placement criteria were valid, (7) for many students short-term vocation-technical courses were needed, requiring minimum language and mathematical skills, (8) students who benefited from the program were encouraged to transfer into suitable curriculums, and (9) curriculum study should be continuous for better use of educational and financial resources. (HH)

A SURVEY OF POLICIES AND PROGRAMS AT THE UNIVERSITY OF HAWAII'S MANOA AND HILO CAMPUS IS USED AS THE BASIS OF A DEVELOPMENT PLAN. THE SURVEY DISCUSSES PROGRAMS AND FACILITY NEEDS IN RELATION TO THE OBJECTIVES OF INSTRUCTION, RESEARCH AND PUBLIC SERVICE. IMPLEMENTATION OF THE DEVELOPMENT PLAN INCLUDES DISCUSSION OF OPERATING BUDGET, CURRENT EXPENSES, EQUIPMENT AND PERSONNEL SERVICES, CAPITAL IMPROVEMENTS, PRESENT SPACE UTILIZATION, PROJECTED ACADEMIC, HOUSING, ATHLETIC AND UTILITY NEEDS, AND FINANCING OF HIGHER EDUCATION FROM LOCAL, STATE AND FEDERAL SOURCES. RECOMMENDATIONS SUGGEST REPLACING TEMPORARY AND OBSOLESCENT BUILDINGS, AND PLANNING TO PROVIDE NEEDED SPACE AND FUNDS FOR FUTURE NEEDS--ACADEMIC, OFFICE, ATHLETIC, PARKING. TWO SUPPLEMENTS ARE PROVIDED FOR 1966 AND 1967 WHICH DESCRIBE THE PROGRESS OF THE PLAN OF 1964 AND WHICH DISCUSS FURTHER OPPORTUNITIES TO IMPROVE THE PLAN. (HH)

INITIAL ENROLLMENT FOR THE LEEWARD OAHU CAMPUS IS EXPECTED TO BE 2,000 WITH AN ULTIMATE ENROLLMENT OF ABOUT 5,000. THE PROPOSALS SUBMITTED IN THE PLANNING REPORT CONTAIN MOST OF THE NECESSARY INFORMATION ON EDUCATIONAL PROGRAMS AND FACILITY REQUIREMENTS TO ENABLE THE COMMUNITY COLLEGE STAFF AND THE ARCHITECTS TO PROCEED WITH THE CAMPUS MASTER PLANNING, CONCEPTUAL DESIGN, AND THE SCHEMATIC DRAWINGS AND BUILDINGS. PLANNING SPECIFICATIONS FOR THE VARIOUS TYPES OF CLASSROOMS AND SPECIAL FACILITIES MAKE UP THE BULK OF THE REPORT. THESE ARE PRECEDED BY A LIST OF PLANNING ASSUMPTIONS, A SUGGESTED CURRICULUM, A STAFFING PLAN, A PROPOSED BUILDING SCHEDULE RUNNING THROUGH 1972, A SUMMARY OF SPACE ALLOCATIONS FOR THE VARIOUS BUILDINGS IN THE INITIAL CONSTRUCTION PROJECT, AND A CAPACITY ANALYSIS. THE CAMPUS IS DESIGNED TO OPERATE YEAR ROUND, BOTH DAY AND EVENING. THE RATIO OF PROFESSIONAL STAFF TO STUDENTS WILL BE 1 TO 25. THE TEACHING LOAD WILL BE 15 TO 25 HOURS PER WEEK. PROGRAMS IN THE INITIAL CURRICULUM WILL INCLUDE LANGUAGES, BUSINESS, FINE ARTS, SCIENCES, SOCIAL SCIENCES, HEALTH AND PHYSICAL EDUCATION, AND A LIMITED VOCATIONAL PROGRAM. (HS)

POPULATION GROWTH, ECONOMIC FACTORS, AND EDUCATIONAL NEEDS PROVIDE JUSTIFICATION FOR A COMMUNITY COLLEGE SYSTEM AS THE MOST EFFECTIVE MEANS OF MEETING HAWAII'S NEEDS IN POSTSECONDARY EDUCATION. THE COORDINATED COMMUNITY COLLEGE SYSTEM WILL ATTEMPT TO MEET NEEDS ON A STATEWIDE RATHER THAN ON A LOCAL BASIS. ALTHOUGH FINANCED FROM STATE SOURCES AND UNDER THE DIRECTION OF A STATE-LEVEL BOARD, THE COLLEGES WILL NOT ALL BE ALIKE, ESPECIALLY IN TERMS OF NUMBER AND VARIETY OF PROGRAMS. ADMINISTRATIVELY, THE SYSTEM SHOULD BE PLACED UNDER THE BOARD OF REGENTS OF THE UNIVERSITY OF HAWAII. TWO ALTERNATIVES ARE GIVEN--SUPERVISION BY THE STATE BOARD OF EDUCATION OR BY A NEWLY CREATED BOARD FOR COMMUNITY COLLEGES. PUBLIC TECHNICAL SCHOOLS SHOULD BE CONVERTED INTO COMMUNITY COLLEGES. A COMPREHENSIVE CURRICULUM WILL OFFER TRANSFER, TECHNICAL-VOCATIONAL, CONTINUING, AND GENERAL EDUCATION PROGRAMS. IDEALLY, THE COMMUNITY COLLEGE SHOULD BE TUITION-FREE. HOWEVER, IN VIEW OF THE STATE'S ECONOMY AND THE COSTS OF ESTABLISHING COMMUNITY COLLEGES, INITIAL TUITION WILL BE SET AT $130 A YEAR. DETAILED STATISTICAL INFORMATION IS PROVIDED. (HS)

THIS REPORT OF THE COLLEGE'S EDUCATIONAL DEVELOPMENT PLAN COMMITTEE COVERS IN DETAIL PRESENT CURRICULUMS AND FACILITIES FOR COURSES IN BUSINESS EDUCATION, DENTAL ASSISTING, HOTEL AND RESTAURANT SERVICE, LANGUAGE ARTS, AND PRACTICAL NURSING, AS WELL AS THE PROPOSED DEVELOPMENT OF PROGRAMS FOR GENERAL EDUCATION, TRANSFER, OCCUPATIONAL AND CONTINUING EDUCATION, AND A SPECIAL COURSE FOR MEETING THE NEEDS OF SPECIAL STUDENTS. THE REPORT DESCRIBES THE PRESENT STATUS OF THE COLLEGE (INSTRUCTIONAL AND SUPPORTIVE STAFF, LIBRARY SERVICE, STUDENT SERVICES, ADMINISTRATIVE STAFF, AND PHYSICAL FACILITIES), LISTS ITS IMMEDIATE NEEDS, AND MAKES MAJOR RECOMMENDATIONS FOR LONG-RANGE EXPANSION OF PROGRAMS AND STAFF. (HH)

A PILOT STUDY WAS REPORTED ON THE USE OF A COMBINED TELEVISION-CLASSROOM GROUP PROGRAM IN REMEDIAL SPEECH INSTRUCTION. THE SAMPLE CONSISTED OF 535 PUPILS FROM THE ELEMENTARY SCHOOLS OF HAWAII WHO WERE DIVIDED INTO THREE GROUPS (1) TELEVISION-CLASSROOM INSTRUCTION, (2) NON-TELEVISION-CLASSROOM INSTRUCTION, AND (3) NORMAL THIRD-GRADE INSTRUCTION IN THE LANGUAGE ARTS. A WORKSHOP WAS HELD AT THE CONCLUSION OF THE PROGRAM FOR THE EXPERIMENTAL TEACHERS. THE SUBJECTS WERE PRE- AND POST-TESTED BY VARIOUS MEASURES. THE IMPROVEMENT SCORES OF THE TELEVISION CLASSROOM INSTRUCTION GROUP WERE SIGNIFICANTLY HIGHER THAN THE SCORES OF THE NORMAL CLASSROOM INSTRUCTION GROUP BUT WERE NOT SIGNIFICANTLY HIGHER THAN SCORES OF THE NONTELEVISION-CLASSROOM GROUP. MATERIALS THAT ARE PERTINENT TO THE SUBJECT'S PROBLEMS AND TEACHER AWARENESS OF PROPER SPEECH CORRECTION TECHNIQUES WERE FOUND TO BE MORE IMPORTANT FACTORS THAN TELEVISION PRESENTATIONS IN THIS SPEECH IMPROVEMENT PROGRAM. (RS)

AN INVESTIGATION WAS MADE INTO THE DETERMINATION OF THE EDUCATIONAL AND VOCATIONAL CHOICES OF PUBLIC SCHOOL AND UNIVERSITY STUDENTS. SIX INDIVIDUAL STUDIES WERE CONDUCTED, EACH DEVOTED TO SPECIFIC QUESTIONS INVOLVING DETAILED OBJECTIVES, PROCEDURES, ANALYSES, FINDINGS, AND SPECIFIC IMPLICATIONS. THE QUESTIONS WERE--(1) HOW STABLE ARE VARIOUS REPORTED DETERMINANTS OF COLLEGE ATTENDANCE AS MEASURED IN THE FRESHMAN YEAR AND IN THE SENIOR YEAR, (2) HOW STABLE ARE VARIOUS REPORTED DETERMINANTS OF HIGH SCHOOL STUDY SPECIALIZATION AS MEASURED PROSPECTIVELY IN GRADE 9 AND RETROSPECTIVELY IN GRADE 11, (3) WHAT ARE SOME OF THE MAJOR FACTORS WHICH ACCOUNT FOR THE DECISION TO ATTEND COLLEGE, (4) HOW DO STUDENTS WHO WILL NOT GRADUATE IN 4 YEARS FROM THE COLLEGE THEY ENTERED AS FRESHMAN COMPARE ON MAJOR FACTORS IN COLLEGE ATTENDANCE WITH THOSE WHO REMAINED IN THE SAME UNDERGRADUATE COLLEGE TO SENIOR STATUS. SUBJECTS WERE DRAWN FROM 1,627 PUBLIC SCHOOL PUPILS WHO WERE IN GRADE 9 IN THE SPRING OF 1960 AND 1,596 STUDENTS WHO WERE STATE UNIVERSITY FRESHMEN DURING 1960. STUDIES CONDUCTED WERE DESCRIPTIVE, LONGITUDINAL, AND COMPARATIVE. CRITERIA OF EDUCATIONAL-OCCUPATIONAL STATUS ON FOLLOWUP AS COMPARED TO EDUCATIONAL STATUS 3 YEARS EARLIER DETERMINED ASSIGNMENT TO CONTROL AND EXPERIMENTAL GROUPS. DEPENDENT MEASURES INCLUDED REPORTED DETERMINANTS, MEASURED ABILITY, EDUCATIONAL-OCCUPATIONAL PLANS, AND SELECTED SOCIAL-PERSONAL CHARACTERISTICS. DIFFERENCES BETWEEN INCONSISTENT AND CONSISTENT GROUPS WERE TESTED FOR SIGNIFICANCE. THE STABILITY OF EACH ITEM WAS MEASURED BY INDICES OF RELATIONSHIPS AND ITEMS, AND SCALES WERE CORRELATED WITH EDUCATIONAL-OCCUPATIONAL STATUS IN THE FOLLOWUP. (HB)

A SUMMER PROGRAM FOR TESTING AND EVALUATING MATERIALS DEVELOPED AT THE HAWAII CURRICULUM CENTER WAS CARRIED OUT IN JUNE AND JULY, 1967, AT THE UNIVERSITY LABORATORY SCHOOL IN HONOLULU. THE PRIMARY GRADES LANGUAGE CLASS, USING FIRST-YEAR LANGUAGE MATERIALS WHICH STRESSED AURAL-ORAL SKILLS, READING, AND WRITING, ALSO TRIED OUT NEW METHODS IN CLASSROOM ORGANIZATION. THESE PROVIDED FOR A SMALL NUMBER OF CHILDREN BEING TAUGHT THE USE OF SPECIAL LANGUAGE ARTS MATERIALS BY AN ADULT. THE CLASS WAS SELF-PACED. THE TRANSFORMATIONAL GRAMMAR CLASS OF 10TH-, 11TH-, AND 12TH-GRADE STUDENTS, ALREADY FAMILIAR WITH SET THEORY IN NEW MATH, BEGAN WITH AN ANALYSIS OF THE LOGICAL PROPERTIES OF ALL NATURAL LANGUAGES, STUDIED SEVERAL LOGICALLY-BASED ENGLISH GRAMMARS, AND WROTE THEIR OWN GRAMMARS OF ENGLISH. THE INVESTIGATIONS IN LANGUAGE CLASS OF 8TH-, 9TH-, AND 10TH-GRADERS STUDIED ENGLISH STRUCTURE FROM THE POINT OF VIEW OF BOTH STRUCTURAL AND GENERATIVE GRAMMARIANS. THE INTENSIVE BEGINNING JAPANESE COURSE PRESENTED LANGUAGE MATERIALS IN AN AUDIO-LINGUAL APPROACH, AS WELL AS AN INTRODUCTION TO JAPANESE CULTURAL PATTERNS. A BRIEF DESCRIPTION OF THESE AND OTHER CLASSES IN THE PROGRAM IS PRESENTED IN THIS REPORT, PUBLISHED BY THE HAWAII CURRICULUM CENTER, 1625 WIST PLACE, HONOLULU, HAWAII 96822. (AMM)

THIS STUDY INVESTIGATED THE ROLE OF VALUES IN THE SELECTION OF AN EDUCATIONAL PROGRAM BY PUBLIC SCHOOL AND UNIVERSITY STUDENTS. A QUESTIONNAIRE WAS ADMINISTERED TO A SAMPLE OF 25 PERCENT OF ALL SIXTH-GRADE STUDENTS, 75 PERCENT OF THE STUDENTS IN GRADES 9 AND 12, AND 75 PERCENT OF THOSE ENROLLED IN ADULT EDUCATION CLASSES IN THE PUBLIC SCHOOLS. ALSO, FRESHMEN AND SENIORS AT LAND-GRANT UNIVERSITIES WERE INCLUDED IN THE SAMPLE. DATA WERE COLLECTED ON EACH STUDENT'S BACKGROUND, PERSONAL CHARACTERISTICS, AND RESPONSES TO THREE CHECKLIST QUESTIONS CONCERNING VALUES, EXTERNAL INFLUENCES, AND INTERESTS WHICH HELPED TO DETERMINE EDUCATIONAL AND POST-EDUCATIONAL CHOICES. THE PRESENT STUDY SUGGESTS THE IMPORTANCE OF PROVIDING SPECIFICALLY FOR THE UNCERTAIN STUDENT AT ALL LEVELS IN DESIGNING CURRICULUMS, PROGRAMS, AND COLLEGES. PERHAPS SO-CALLED EXPLORATORY PROGRAMS ARE THE ANSWER, PROVIDING FOR RELATIVELY EASY TRANSITION TO PROGRAMS WITH NECESSARILY RIGID SEQUENCES. ARRANGEMENTS FOR RAPID RETREADING MIGHT BE DESIRABLE FOR THE SOPHOMORE WHO WANTS TO TRANSFER FROM ENGLISH TO CIVIL ENGINEERING OR FOR THE HIGH SCHOOL SENIOR WHO SHIFTS HIS OBJECTIVES FROM APPRENTICESHIP TO COLLEGE. UNFORTUNATELY, THE APPARENT DESIRABILITY OF EDUCATIONAL REVERSIBILITY SEEMS TO BE COUNTERBALANCED BY AN INCREASING RIGIDITY IN ENTRANCE REQUIREMENTS. IT WAS CONCLUDED THAT A MORE TIGHTLY CONSTRUCTED THEORY WOULD BE HIGHLY DESIRABLE IN CONTROLLING AND UNDERSTANDING EDUCATIONAL CHOICE AND IN CONTRIBUTING TO KNOWLEDGE OF THE GENERAL PRINCIPLES OF DECISION MAKING. (JL)