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Describes a literacy program for three- and four-year-old children established in a university setting to provide teacher education students an opportunity to read with the children while emphasizing concepts about print. Finds a slight increase in the children's concepts about print and in their familiarity with books. (SR)

Describes a fourth-grade project at Malcom Price Lab School at the University of Northern Iowa in which students write and produce a community brochure about their hometown, Cedar Falls, Iowa. The brochure provides a "kid's eye-view" of Cedar Falls' history, cultural events, and recreational activities and is distributed by local organizations. (MDM)

Discusses the practice at Price Laboratory School at the University of Northern Iowa in Cedar Falls of conducting parent-teacher conferences at the beginning of the school year, before discipline or other problems arise that might lead to parent-teacher discord. Includes lists of questions asked of parents at these meetings. (MDM)

Designed for parents whose children attend the laboratory nursery school of the University of Minnesota, this handbook contains information regarding the nursery school's goals, operation, and policies. Specifically, the booklet discusses program philosophy and content as they relate to training new teachers and conducting research, specifying enrollment and tuition policies, and outlining policies regarding parent involvement and health services. General policy information on details such as food programs, clothing, the lounge area, field trips, and child/staff insurance are provided. The bylaws of the Parent Advisory Board are also appended. (MP)

At the Louisiana State University Laboratory School, the 4-year course sequences in French and Spanish use American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines as a basis for planning for language skill development. In listening proficiency, the course sequence integrates teaching of listening skills with other language skills, followed by practice in listening, for both specific skill development and global understanding. For all listening activities, students should be required to do some speaking or writing in response, and should be prepared for responding. The curriculum sequence evolved in three stages: (1) high school years of study were coordinated with the ACTFL guidelines for listening, based on language functions designated for mastery; (2) course content at each level was reviewed for phonetic and structural content needed for listening skills; and (3) sequenced activities were structured for teaching and practicing effective listening. The last stage involved division of instruction and practice activities into three categories (mechanical, contrived language practice, and unadapted native speech) and the amount of time to be devoted to each was determined. Sequential listening training enhances language proficiency and student confidence. Sources of Spanish and French materials and a brief bibliography are appended. (MSE)

A survey of the accredited teacher education centers in the Region VII states of Iowa, Kansas, Missouri, and Nebraska was conducted to answer four questions: (1) What attention has been given to the preparation of educators for the rural and non-urban schools in recent times? (2) Where are the colleges and universities located which are preparing future teachers? (3) Are the present Laboratory Schools experimenting with curricula, teaching materials, and teaching methods, located in rural, non-urban, or in metropolitan places? and (4) What kinds of special programs are available from AACTE member colleges for educators who wish to work in non-urban or urban schools? The survey revealed that: 41% of the 92 AACTE member institutions in these 4 states were located in cities of 50,000 or more people; about 1 out of 7 were in rural non-farm places of less than 2,500; 45% of the NCA (North Central Association of Schools) accredited high schools were located in a rural area and in towns of under 5,000; 4 institutions had a required course or program to prepare teachers for working in the rural areas and small towns while 7 had a required course or program in Urban Education; and 3 had a graduate program for rural areas. The appendices include a listing of specific electives, required courses, or programs to prepare teachers for urban areas and for rural areas, and the letter-questionnaire used in the survey. (NQ)

The French Language Immersion Program (FLIP) at Plattsburgh State University College, is described in terms of its origin, implementation, operation, research, long-range plans, and social implications. As a research and demonstration program at the laboratory school of the State University College of New York at Plattsburgh, the class consisted of 18 five and six year old children whose native language was English. Although the class was conducted entirely in French, the children were free to speak English among themselves. The FLIP program is bilingual education undertaken primarily for cultural enrichment by monolinguals. The early and full immersion program is structured and led by an experienced French individual. The program has high administrative support, high community visibility, and high parental interest, and children are voluntarily enrolled in the program. FLIP has been the subject of extensive research conducted by an interdisciplinary research team of faculty members. The following set of abilities are thought to be related to language competence: auditory discrimination skills, receptive language ability, expressive language skills, intellectual aptitude, academic achievement, self concept, cultural attitudes, and school attitudes. The tests that were used to assess these and more specific English language skills are listed. Initial research hypotheses based on the administration of the tests are briefly outlined. (SW)

Reviewed in this document are the University of Hawaii's reorganization of its Laboratory School and the resulting program which focuses on curriculum research and development rather than preservice teacher training. The history behind the change, and specific changes in school organization, size and composition of school population, faculty organization and staff roles, and school curriculum and scheduling, are reviewed. The result of the restructuring--a special-purpose comprehensive school for preschool through grade 12 students offering an experimental program of study enriched by new curricula--and the new functions of the program are examined. (DS)

To verify the assumption that research activities do not interfere with the normal instruction given to students in the demonstration school of the Kamehameha Early Education Program (KEEP), each class's educational and intellectual achievement was assessed, and comparisons were made with other classes in Hawaii. This report compares the results of standardized IQ and achievement tests given to KEEP Classes I, II, and III with results from a school in a rural area of a neighbor island and a school in a middle-class suburb of Honolulu. The results are presented for administrations of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the California Test of Mental Maturity (CTMM), the Metropolitan Readiness Test (MRT), and the Gates-MacGinitie Reading Test. The data indicate that KEEP is meeting its educational responsibilities for its three classes in terms of academic readiness and general intellectual achievement, both in comparison to national norms and to relatively comparable schools. (Author/JMB)

A field test of the Automated Instruction Shorthand System (Random House) was conducted at the University of Northern Colorado Laboratory School to determine its suitability for future implementation in Colorado schools. The multisensory instructional program conditions the rapid recall of Gregg symbols through use of animated sound color films and audio/tutorial cassettes and allows for individualization of instruction. Students in the shorthand class at the laboratory school were the experimental group (taught with the new system); those at Windsor High School were the control group (taught with traditional methods). Classes were of similar size and nearly matched in grade level and length of class period. All students were tested for retention of theory, speed and accuracy, and attitude toward the course. Neither group achieved the minimum performance of eighty words per minute with 95% accuracy. Overall performance on speed and accuracy for the control group was better than that of the experimental group. Definite conclusions were not reached because of the limited sample and numerous uncontrolled variables. Perceptions of the students and teacher involved with the new system suggest that its strengths include its individualization, visual stimuli, and the availability of theory instruction for remediation and review. Its major weakness is the lack of supplementary materials (exercises and tests). Implementation will require teacher training in individualized methods and their adaptation. Positive student attitudes and inconclusive evidence have determined the continued use and refinement of the system within the laboratory school. (JT)

The history of teacher education and the evolution of student or practice teaching in the United States during the last two centuries can be traced through three periods: (1) Normal School Period (1825-1900); (2) Teacher College Pariod (1900-1948); and (3) Field-Based Period (post World War II). Normal schools emerged as a more formalized system for training teachers than the practice of older students tutoring younger students. The normal school period was dominated by the establishment of student teaching. The transformation of normal schools into teachers' colleges and liberal arts universities involved the increased professionalism of teacher educators and the emergence of public school-teacher training institution cooperation. Professionalization of student teaching, through legislation and the establishment of professional organizations for teacher educators, characterized the teachers' college period. Expansion of the opportunities and conception of student teaching has been the central notion of the most recent field-based era. Regardless of the historical period, the most effective type of student teaching experience has been a matter of great concern. The roles and responsibilities of the university supervisor and the cooperating teacher still remain important matters, as they were in the earliest days of formal teacher education. (JD)

Background information is provided on child development programs and services in California community colleges. First, the report outlines the current status of child development centers and the three kinds of centers currently operated (i.e., lab schools, child care programs, and combination programs); the number and types of centers in operation; the children and families served by the centers; and the characteristics and adequacy of the centers. Next, a discussion of the status of child development instruction programs includes a definition of these programs and examines the relationship between child development instruction and services, the certificate/degree options, the number of colleges offering programs, and student enrollment levels. Then, a rationale is provided for the continued development of programs and services based on a recent court case mandating such services; the need to promote gender equity and to create programs for displaced homemakers and women re-entry students; the role of such services in promoting affirmative action and equal educational opportunities for minority students; and the practical opportunities provided to child development students, faculty, and staff. Following a discussion of funding sources, the roles of three state agencies in child development programs and services are considered. Finally, the charge of the Child Development Task Force in making policy recommendations is presented. (HB)

Environmental education is a year-long process at the University of Wyoming's laboratory school (or Prep as it is popularly called). Whether an activity takes place in a science classroom or at a remote campsite, the objective remains the same--generating in students a love for the land. The school's environmental and outdoor education programs include regular classes in the natural sciences in which students learn about the natural world through such traditional methods as textbooks, lectures, models, experiments, live animals, and audiovisual materials. Students also make regular field trips designed to illuminate particular apsects of the curriculum. During these trips (including one to an alpine lake), students engage in such scientific activities as observing, measuring, and interpreting. Other activities include camping, hiking, fishing, studying water, taking part in a scavenger hunt, and (for ninth graders) joining an extracurricular science club. One major activity of the club is a 10-day excursion each spring to national parks, monuments, and historic sites throughout the Rocky Mountains. (JN)

A study was conducted: (1) to compare the popularity of computer stations with nine other activity stations; (2) to determine the differences in the type of play displayed by the children in preschool and note the type of play displayed at the computer stations versus the other activity stations; (3) to determine whether the preschool activities, particularly the computer activities, were teacher directed; (4) to describe the communication interactions; and (5) to determine whether children's choices of computer activities varied by sex. For 2 weeks, four observers gathered data in a classroom for 4-year-olds and a classroom for 5-year-olds. Both classrooms had housekeeping, art, language arts, blocks, cooking, science, and manipulative activities. The classroom for 4-year-olds had an Apple IIe computer, while the classroom for 5-year-olds had a PLATO terminal, a Turtle robot, and an Apple IIe computer. The children were free to choose among a number of software programs. Several measures were taken: (1) frequency counts of the number of children at each station; (2) identification of play behavior (using Parton's Play Classifications); (3) instances of teacher-directed play; (4) verbal interaction (using Flanders' Interaction Analysis Scale); and (5) frequency counts of the number of male and female children at computer stations. Results indicated that, while 4-year-old males used the computer extensively, other children seemed to engage in a wide variety of activities, including computer use. While activities generally were not teacher-directed, teachers did tend to direct the computer activities of the 4-year-olds and to use more praise in those activities. (These effects might have been due to the computer's relative novelty in that classroom.) The computers seemed to encourage both cooperative and independent play. (CB)

The key to successful curriculum reform is a broad-based, systematic decision-making process directed by teachers. Common approaches to curriculum development are haphazard and tend to produce superficial change. An approach that gives teachers a personal and professional stake in its results, however, can generate fundamental and lasting reforms. Following introductory passages, a 3-year curriculum development model based on the above concept is outlined step by step. Important features of the model are three teacher-administrator curriculum committees; advice from teachers at large, the community, and professional consultants; pilot testing by specially trained teachers; formative and summative evaluation; and an unspecified mechanism for sustaining the reforms achieved. A case study traces the application of this model in a laboratory school and reports the results achieved to date. A 14-item bibliography is included. (MCG)

Five major reasons for the high incidence of laboratory school closings are indicated prior to a description of survival strategies applied in the Early Learning Center at Pennsylvania's Kutztown State College's Child Development Laboratory School. Causes of laboratory school closure are the following: (1) financial difficulties; (2) retrenchment; (3) enrollment problems; (4) competition for space; and (5) organizational politics. Strategies facilitating program survival include enlisting parental support, raising tuition, maintaining a waiting list, keeping an active profile on campus and a high visibility off campus, developing and field-testing practical educational ideas, publicizing activities, and rendering the lab school's services indispensable. Positive features of the Early Learning Center are listed, as are indications of changes in its conditions. (RH)

An outline is presented of long-term planning for the improvement of the College of Education at Illinois State University. Focus will be on instruction, research, and service. While a large percentage of effort will be allocated to instruction, a significant portion of personnel resources will be devoted to applied research and direct service to the education community beyond the university. Initial preparation programs will be research based and field oriented. General education, specialty studies, and the professional education components of the program will reflect the standards of learned societies and professional associations as well as the experience of master educators. Students will be expected to study liberally in disciplines which support their professional goals. An elementary school and a high school will serve as laboratories for the development of improved teaching and learning, and will constitute primary sites for efforts to test and apply knowledge about teaching and learning and to disseminate results. The transition from preservice student to teacher will be supported through induction programs. (JD)

In developing a blueprint for a successful laboratory school, the following elements are discussed: (1) governance of the school and its relationship to the university or college of education; (2) organization of the school (responsibilities, priorities, philosophy) and the scope of its program; (3) faculty characteristics and its relationship between faculty and administration; (4) student population and enrollment policies; and (5) school and faculty roles and responsibilities. It is emphasized that the primary function of the laboratory school is to serve as a laboratory for university teacher education programs that prepare educational personnel, and to fullfill other responsiblities which the college or university may have charged to the school. (JD)

This brief contains information on the status of laboratory schools in Florida, as well as information on laboratory schools in general. The brief is organized into five sections: (1) Introduction; (2) Historical Perspective of Laboratory Schools; (3) Status of Laboratory Schools in Florida; (4) Factors Associated with Successful Laboratory Schools; and (5) Laboratory School at the University of North Florida--Is It Feasible? The brief was written to raise issues that should be considered in determining the feasibility of a laboratory school in a given community. Issues that are raised include the mission, role, and function of the laboratory school for the community it serves and in the institution in which it is housed. (Author)

Comparison of the social behaviors of intellectually gifted and typical three-to five-year-olds in a university laboratory school found no difference in the two groups on a social development scale, but found that gifted children exhibited cooperative play to a much greater extent. (MSE)