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Discussed is a comptency-based program (CBP) for certifying teachers of gifted and talented students in North Carolina by 1977. It is explained that the CBP offers an alternative to required graduate study and involves a visiting team's evaluation of the teacher's knowledge of the gifted and ability to develop and implement a comprehensive instructional plan. Described are criteria for evaluating teacher knowledge (including teaching methods and selection of instructional materials), ability to develop instructional plans (including performance objectives and evaluation procedures), and performance (including student involvement and use of materials). A major portion of the document consists of the following appendixes: a description of state program areas for exceptional children; a checklist of desirable teacher characteristics, classroom environmental factors, and student attitudes; examples of instructional strategies such as problem solving and brainstorming; a sample instructional plan for a creative writing course; a bibliography of approximately 25 books; and sample evaluation report forms for use by the visitation committee and by students. (LH)

The primary aim of the creative dramatics program detailed in this handbook is to give teachers a new teaching tool. Participants in the 45 staff development workshops during eight years have been classroom teachers, reading teachers, teachers from Head Start, teachers of special education and mathematics, resource teachers, librarians, and paraprofessionals. Sections outlined in the handbook focus on the philosophy and objectives of the program; basic definitions, suggestions, and general rules for improvisation in the program; program sequence and techniques for covering sense memory, feeling, hearing, seeing, tasting, smelling, multisensory exercises, emotions, characterization, dialogue, and story dramatization; simple and advanced activities; the subject areas of the language arts, mathematics, social studies, and Afro-American history; creative dramatics and the exceptional child; community and recreation/creative dramatics classes; and music and games. A bibliography is included. (JM)

The Statewide study assesses the impact of career education in Illinois since 1970 and presents an analysis of information gathered about various career education programs and activities supported by the Illinois Divison of Vocational and Technical Education (DVTE). The initial chapter provides background information and describes the characteristics of the various information sources. Chapter 2 summarizes findings, recommendations, and responses. Chapter 3 provides information obtained from on-site visits, interviews, and written surveys determining which students have been affected by career education efforts. Chapter 4 summarizes the Elementary Occupational Information Programs (EOIP) study findings regarding local districts use of DVTE resources. Chapter 5 presents survey results indicating the needs of local districts for DVTE consultant services. Chapter 6 reviews career education projects funded by the U. S. Office of Education, the National Institute for Education, and the DVTE. Also included is information regarding future funding sources and the establishment of career education priorities in Illinois. The study concludes that the impact of EOIP funding and DVTE specially funded projects since 1970 has established the groundwork necessary for creating awareness of career education among State educators. Survey instruments, cover letters, and data summaries are appended. (MW)

Background information and an overview of the program of the national conference are followed by summaries of the daily proceedings. Presentations were made on the following topics: A Case for Change, Arthur A. Fletcher; The Career Opportunities Program (COP) Thrust, Samuel Proctor; and COP as Career Education, Kenneth Hoyt. Discussion sessions covered: What COP Has Done and Meant, Strategies for the Continuation of COP, and How COP Practices Can Be Related to Local Education Agency Goals. Simultaneous problem workshop sessions focused on: career lattices, field-based teacher education, the hiring of graduates, bilingual education, veterans, evaluation, working with the community, and concerns of rural and urban projects. The full text is included of an address by G. Robert Bowers, Teacher Education Redesign, followed by a summary of a panel session on fiscal linkages. The final conference resolution is appended, as are the detailed reports from four workshops which discussed strategies for the continuation of COP. Reprints from COP Notes, the conference agenda, and a list of conference participants are also appended. (SA)

The preliminary study explores the feasibility of a voucher system for purchase of skill training by participants in the Work Incentive Program (WIN) and describes the Portland, Oregon voucher system. Time limits on vouchers, voucherable occupations, dollar limits on vouchers, eligibility of clients, eligibility of vendors, timing and financial assistance for voucher decisions, and client and counselor role content are discussed. Data on personal characteristics of 167 voucher clients (about one-third of those enrolled in the 1974 local WIN program) are compared to data on 161 clients who had taken regular WIN training in Portland in 1973. This section contains tables and discussion comparing the two groups with reference to occupations and the schools, the training occupations, the training institutions, length and costs of training, and counselor experience with the voucher programs. Conclusions deal with attractiveness of the program, clients' decisions and levels of occupational choice, preference of training schools, use of allowable time and money, and cost comparison. Conclusions point generally to administrative feasibility, and plans are outlined briefly for followup studies. (MDW)

Industrial arts programs in Pennsylvania public schools are distributed throughout all levels. Senior high programs are present in 96 percent of the school districts; junior high, 86 percent; adult classes, 22 percent; middle schools, 15 percent; and elementary schools, 2 percent. Instruction is offered in industrial materials (wood, metals, and plastic ranking as the top three), power, and visual communications (drafting offered most frequently, followed by graphic arts). Class size usually is in the 11-16 student range or the 17-21 student range. 1970-71 enrollment of girls in the programs was about 5 percent, but that is expected to change. Overhead projectors are the most frequently-used supporting instructional device. A consensus prevails that industrial arts relates more closely to math and science and fine arts than to any other disciplines. Career information and information pertaining to local industry is most often conveyed through regular classes. An increase in the need for additional industrial arts teachers was estimated, and the areas of greatest need were specified. Six specific industrial art objectives are itemized in the report with an indication of priority rating for each grade level. (AG)

The modular curriculum for agricultural education was developed and refined by teachers and consultants to meet student needs for a more flexible type of curriculum in which the student's occupational goals would form the basis for program planning. The module--a unit of curriculum based on the development of entry level competencies--contains the following characteristics: 30 hours of instruction, student oriented, immediate goal attainment, free standing, body of related content, and continuous revision. The modular design program, for 16-18 year olds, is characterized by its greater subject matter choice, open door policy, seasonality, free flow of student movement, secondary or continuing education levels, individualization, and enrichment. A step-by-step procedure is offered to help establish such a program, including a list of personnel responsibilities and duties. Conducting the program involves preparation, module introduction, work experience programs, and youth leadership development activities. Different methods for program evaluation are proposed; forms for both a student and a teacher evaluation are included. The classification system for modules is a 16-page concluding section providing an explanation of the classification system, a description of the types of modules, and an index of over 200 modules prepared to date. (AG)

Because of its own concern about the effectiveness of public education in New Brunswick and in response to a similar concern expressed by different community groups, the New Brunswick Board of Education engaged the Institute of Field Studies of Teachers College, Columbia University to study its educational system and directed it to examine the following educational areas: (1) The general nature and quality of education in New Brunswick's public schools. (2) The educational process and its effectiveness in meeting the educational objectives as defined by the school system and its communities. (3) The effectiveness of current innovative and experimental efforts in raising the quality of student life and achievement. (4) The appropriateness of existing educational programs as they relate to the specific needs of black and Puerto Rican students. (5) The educational development of ethnic minorities within the New Brunswick school system. (6) Human relations within the schools and the educational environment. (7) Changes in the school system that may provide a basis from which the educational needs of Black and Puerto Rican students can be more effectively met. There were several methodological aspects of the study. All of them had some relationship to either data collection, instrumentation, sample selection, or data treatment and presentation. (Author/JM)

The Early Childhood Education Program (ECE) is an attempt to restructure public elementary education in California. One of the requirements of the program is that it be evaluated during its stages of growth rather than upon completion. One report must be submitted to the Department of Education dealing with the degree and success of program implementation, estimate of public progress and budget. This document was prepared by the Center for the Study of Evaluation (CSE) and is a summary and critique of the evaluation report. The review is not an evaluation of the ECE Program, but rather it focuses on the content of the evaluation report or those aspects of the report that were selected as a comprehensive representation of the conclusions reached about ECE and the methods used to reach them. (Author/DEP)

This three-part document examines Project Change, an early childhood and developmental education graduate program funded by the U. S. Office of Education. Purposes of the project were to develop a Master's program for teachers of young children ages 3-10 and to work with teachers and schools in central New York to develop good educational programs. According to the introduction, Project Change approaches both teacher education and change in the schools through (a) developmental methods, (b) efforts aimed at instilling teachers with a feeling of control over their own destiny, and (c) stressing the idea that performance-based teacher education must be person-centered. Part one describes the history of the project, rationale for its development, and its evaluation. Part two examines the continuation of the project through the degree program, summer and fall institutes, self-instructional modules, field-based courses, and a teacher advisory service. Other support systems include: (a) teacher-parent resource center; (b) target schools for long-term inservice development; (c) demonstration programs for children; and (d) dissemination methods. Part three presents evidence regarding the completion of training developments. (JS)

This two-part document explores the person-centered approach to performance-based teacher education as used by Project Change at the State University of New York College at Cortland. Part one discusses the program and its evaluation. Developed as part of a graduate program in early childhood education, the project is characterized by the following features: (a) students direct their own learning; (b) courses are practicum-centered; (c) the program is performance-based; (d) the program is developmental; and (e) the program seeks to develop teachers who are open to change and capable of fostering change in others. Evaluation of the program is conducted by three methods (a) constant process evaluation with feedback from staff and students; (b) comparative evaluation comparing project courses with other education courses at the college. Included in the evaluation are measures of student products and attitudes, and teacher behavior beyond the classroom; and (c) the Open Classroom Observation Inventory which documents the degree of openness in a teacher's classroom. Part two discusses philosophical and operational principles and competencies for a person-centered teacher education program based on a theory of human growth. A chart indicating competency objectives, assessment procedures, and illustrative student performance is included. (JS)

The final report on a program to encourage industry-university interaction in the materials processing industries presents the findings of various proposed activities, establishes some conclusions, and provides suggestions and recommendations for extending the task to the actual design and conduct of the project. The background in which the program was established is discussed in relationship to the problems in productivity and the need for industry-university interaction to provide new technology in the industry. Based on visits to Germany and Japan, it was found that high industrial productivity was the results of industry-university interaction and government support for research. Some characteristics of graduate and undergraduate engineering programs in the United States are discussed and compared with those of Germany and Japan. The status of industry-university interaction is described and brief reports of several symposia conducted for this purpose are presented. A test case of an industrial internship program is briefly described. Conclusions from the study emphasize the importance of industry-university interaction towards increasing productivity and the need for U.S. Government incentives in industry. Eight recommendations are outlined. A list of references is included and materials related to the test case are appended. (Author/EC)

The problem of productivity and its impact on manufacturing engineering is the main focus of a program designed to develop a university-industry relationship that will provide professional training to students and input into the manufacturing industry. The current status of existing university-industry interaction at the foreign and domestic levels and cooperative programs are discussed as well as other tasks to be completed by the program. A paper reviewing the proposed engineering internship program is included with supporting charts. The program centers on industry, student, and university characteristics and their interrelationships. The major part of the document (63 pages) consists of two reports on visits abroad (Germany, and Japan and Korea) to study aspects of university--industry interaction. The report on Germany describes the institutions visited, contacts established, and the types of activities observed. It provides an in-depth description of engineering education and research at the university with emphasis on manufacturing. The report on Japan and Korea is presented in three parts: (1) information on engineering education in Japan, (2) individual reports on specific visits in Japan, and (3) information on technical education and research in Korea. A 45-page section presents three reports on symposia conducted and attended as part of the program. (Author/EC)

The Manpower Information Clearinghouse (MIC) was established in 1972 as a service of Career Information System to provide consultation and interpretation of labor market data to program planners. Clients include planners of educational programs and social services agencies, with priority given to local agencies within Lane County, Oregon. This clearinghouse designed and developed a Manpower Training Information System (MTIS) in order to provide essential information to public officials to facilitate the planning, administration, and evaluation of manpower programs. MTIS incorporates a data bank which acquires information about who is being served and by which manpower program, what services they are receiving, and what happens to them after they are no longer in a manpower program. The final report is a detailed description of the development of the Manpower Information Clearinghouse and the design and operation of the Manpower Training Information System. It is intended to supplement a report entitled "Developing a Career Information System." Contents include: statements of objectives, types of requests and characteristics of clients, sources and utilization of data, and financial considerations of MTIS. detailed appendixes include an occupational report on computer programmers as an example of the kind of information provided by MIC using a variety of data sources. (Author/RG)

A road safety study was conducted by the University of Salford, Great Britain, in order to evaluate the effects of secondary level driver education in reducing the occurrence of accidents. It examines the feasibility of using accidents and traffic offenses as criteria for evaluating courses in driver education. To achieve this objective, 1,800 boys and girls between 16 and 17 years old were recruited and divided into control and experimental groups. The participants were observed over a period of three years on various factors related to driving accidents. The relationship of various factors to driver education is examined based on their effects on accidents and traffic offenses. Driving experience and exposure to risk are important variables in determining the relationship between driver education and accident frequencies. Involvement in accidents by boys and girls were analyzed based on forms of training, driving experience, and interaction with the car. The results of the study reveal that driver education reduced traffic offenses in the short term and was replaced by experience in the long term. It also showed that the cognitive factor is important in determining accident reduction. The discussion is supplemented with extensive tables and charts. A list of references is included. (EC)

The Mutual Agreement Programing (MAP) process, as currently used in corrections, provides for the use of a legally binding contract between the inmate and the Paroling Authority. The contract outlines future inmate performance in the areas of skill training, education, institutional behavior, treatment, and work assignment or employment. It also establishes a definite parole date contingent upon successful completion of the contract terms by the inmate. The concept relies on the philosophical base that the Paroling Authority can relate positive performance in these goal areas as an indication of parole readiness. The manual is intended to provide a practical guide to correctional agencies contemplating using the MAP process. The over-all MAP process is described in detail from orientation, through contract negotiation, and up to parole follow-up. Descriptions of role changes in Parole Boards, Correctins, and inmates are contained as well as the role of the MAP Coordinator. The manual also provides a description of educational voucher services for MAP inmates. Correctional agencies will find useful appendixes containing examples of the MAP model, MAP forms, and MAP/Voucher policy. (Author/LH)

This report offers an assessment of the status of child development programs in Vermont based on information gathered by the Interagency Council on Child Development which was created by the Vermont legislature in 1974. Program descriptions for each state department, division and agency represented on the Council, and several not represented, are included in the report: the human services agency, corrections department, health department, mental health department, social and rehabilitation services department, social welfare department, education department, governor's commission on administration of justice, office of child development and University of Vermont extension service. Research and information meetings resulted in the identification of four generalized categories of findings: positive dynamics, duplication of services, gaps in services, and problem areas. These findings are discussed and Council recommendations are outlined. The appendix includes maps of the agency, department and division geographic boundaries. (ED)

Presented by the North Carolina State Department of Public Instruction are the rules governing programs and services for children (handicapped and gifted) with special needs. Included are guidelines for the following areas: responsibilities and organization of the Division for Exceptional Children; organization and administration of local programs; special education allotments and special funds (such as for facilities and transportation); local equal educational opportunities plans; program areas for children with special needs; program and service alternatives; policies and regulations governing education expense grants for exceptional children; and procedures for referral, screening, assessment and placement. Also outlined are policies governing the organization and administrative structure of the Governor's School of North Carolina, procedures for review (of placement decisions), and a model structure for appeals to the State Superintendent of Public Instruction from decisions of local school boards. (LS)

A study of the benefits of early childhood education for mentally retarded children focuses on preschool services in the Sheffield Metropolitan District of South Yorkshire, England. Reviewed are incidence and etiological statistics along with early detection and multidisciplinary assessment procedures in the district. Educational programs based on individual assessments are described, and agencies and groups serving parents and the profoundly handicapped are considered. Aspects of teacher preparation and inservice training are recounted. Pointed out is the need for such future research as comparative studies of the effectiveness of preschool provisions in various settings and evaluation of the effectiveness of integrating mentally retarded children with regular class preschool children. (CL)

The third and final volume of the Life Skills for the Developmentally Disabled Project is a manual for assessing and training institutionalized clients for deinstitutionalization and community living. Charts for goal setting and objective plans with information on materials, setting, instructional plans, procedures, evaluation and followup methods are provided for the following areas of life skills: community skills (including eating in public and using public transportation); academic skills (such as handling money and budgeting); money and shopping skills (including doing errands and purchasing items); semi-independent living skills (such as preparing food and performing general domestic tasks); work habits (including job performance); and socialization skills (such as assuming responsibility and planning for leisure time). (CL)

The proposed gifted and talented program for grades K-8 of the Kyrene School District (Tempe, Arizona) is described. It is explained that the program is based on a philosophy emphasizing human individual potentialities. The curriculum is said to be personalized, utilizing a seminar-resource center approach. Characteristics of exceptionally talented and gifted pupils are reviewed, and multidimensional screening procedures are suggested. Considered are additional program components, such as enrichment in the regular classes, a centralized resource center, and special counseling for students and their parents. Essential teacher characteristics are listed, as are myths and reality statements concerning talented and gifted students. (CL)

An analysis of the efficacy studies of special education in Sweden leads the author to conclude that many studies are open to criticism and that they have produced an unwarranted attitude of disillusionment. Cited is the need for more discussion on a theoretical basis in order to design constructive research and develop more effective teaching strategies based on examination of optimal learning conditions for handicapped children. Compared are two theories of treatment: the simple integration theory (in which handicapped students are taught together with nonhandicapped pupils), and the intensity theory (in which handicapped students receive individualized teaching in any type of special education arrangement). The author suggests that the indensity theory is the more promising one. (Author/CL)

Discussed is the responsibility of a public school system to provide for the education of gifted children, and evaluated are alternative approaches toward meeting this responsibility. Examined and compared in terms of academic effectiveness, administrative practicability, political acceptability, and economic feasibility are the following approaches: individualized instruction, enrichment, acceleration, separate classes, and separate schools. It is concluded that the homogeneous grouping of gifted children on the basis of their ability in one or more schools for instruction purposes is the optimum approach. (Author/LS)

Topics covered include the definition of giftedness, screening and identification procedures, goals and objectives of programming for the gifted, differentiating the curriculum, preparing the staff, and allocating resources. Ten recommendations are listed including the need for school districts to establish districtwide committees to develop procedures for early screening and identification of the gifted and talented in New York State. (LS)

When parents in Cupertino, California, became dissatisfied with the nontraditional, unstructured education offered in their district's elementary schools, they created the Academics-Plus alternative program. This account of the history of the 3-year-old A+ alternative school is written by one of its original promoters. The elementary level A+ program is a back-to-basics program, utilizing traditional curriculum that emphasizes reading, writing, and other language skills, in addition to math, history, and other standard subjects. The classroom environment is structured, with one teacher in charge of a mixed-abilities group of students. Student conduct and appearance are more stringently controlled than in nontraditional classrooms. Although the program has received strong support from parents and endorsement from the school board, it has encountered criticism and resistance from some teachers and administrators who regard the alternative program as an insult to their professional performance. However, the program's proponents believe that its conventional, basic education approach is only one style of education, not necessarily appropriate for all students, and that the district should continue to offer more than one educational alternative. (DS)

The Substance Abuse Prevention Education (SAPE) program aims at: (1) having a direct impact on young people to prevent substance abuse; (2) working with school teachers, parents, and other citizens to develop specific skills that will facilitate substance abuse prevention; and (3) providing program participants with better understanding of the nature of substance abuse, its causes and its prevention. The SAPE program engaged in the following activities during 1974-75: (1) the introduction of basic substance abuse educational ideas to participant groups; (2) provision of information and consultation to interested schools and citizens; (3) specific training programs geared to school staffs to improve in-school curricula and teaching formats, relative to substance abuse prevention; (4) the setting up of student service centers; (5) the training of a cadre of paraprofessional citizen-trainers; (6) involvement of the entire family in substance abuse prevention; and (7) working with schools and school districts on policies and procedures which facilitate a school climate conducive to substance abuse prevention. The seven program activities received emphasis in the order mentioned as far as percent of staff-time was concerned. Most participants expressed satisfaction and said they felt the program helped them considerably. (Author)

The evaluation report for the 1973-74 project year examines Pennsylvania's four major career education projects. The grade 10-14 component at Edenburg focuses on identifying 20 career areas, identifying behaviorally described skills required for the various occupations, developing the required skills through the use of tasks, modules, and units, and using computer hardware and software to manage the system. The elementary component in Crawford County focuses on integrating career and self-awareness with baskc K-6 academic materials, exposing students to a range of career clusters, individualizing students' learning programs, and using existing computer facilities for storing and retrieving career oriented curricula. The junior high component in Philadelphia focuses on fusing career education concepts, experiences, and resources into existing curricula, providing career exploratory experiences, providing an effective guidance and counseling program, and developing a Career Education Resource Center. The K-12 component in McKeesport focuses on a series of career oriented assumptions: reality-bound assumptions, self-oriented assumptions, and personalized assumptions. In general, each evaluation describes the program and the means of evaluating program objectives, summarizes the evaluation effort, and provides conclusions and recommendations. Appendixes (50 pages) provide additional materials relevant to the respective evaluations. (JR)

The document describes 20 workshops designed and offered by the Research and Training Center at the University of Wisconsin--Stout. These off-campus, short-term modular training programs for vocational evaluators, adjustment specialists, and floor supervisory personnel are intended to be completed on a step-by-step basis. The three modular training tracks focus on: (1) introductory programs (three workshops), (2) vocational evaluation (nine workshops), and (3) adjustment services (eight workshops). The workshops are approximately two and one-half days in length. The body of the document (25 pages) provides complete descriptions of each workshop indicating prerequisite training competencies and schedule of activities. The workshops cover the following topics: the role of the floor supervisor in rehabilitation programs, introduction to vocational evaluation, introduction to adjustment services, the use of the dictionary of occupational titles and job analysis, development and use of occupational information, behavior identification and analysis in rehabilitation facility services, commercial vocational evaluation systems, goal planning and monitoring in adjustment services, interpersonal skills in rehabilitation services, vocational evaluation planning, use of behavior principles in adjustment services, work sample document, and report writing in rehabilitation facility services. (BP)