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This paper provides documentation of the Elementary and Secondary Education Act Title IV-supported fellowship program for educational research methodologists developed at Cornell University. The program was characterized as interdisciplinary in nature with few course restrictions. This resulted in great diversity among the programs of the individual students; about two-thirds of the course work was elected outside the department of education. The modal grade earned was A. Twelve students of outstanding ability and prior achievement received support. Two dropped out of the program. Although only three students have received their Ph.D.'s under the program to date, the majority of the trainees are presently employed in research and research-related occupations. This document contains procedures for setting up the program; results, including data on the students; and conclusions. Appended are a pamphlet containing basic information for the students on the Cornell Title IV research training programs, a description of the research methodology program, the advertisement used for recruiting students to the program, the major practicum experiences of trainees, student reactions to the three Cornell training programs, and addresses and occupations of the students in the research methodology training program. (Author/DDO)

A questionnaire measuring (1) the perceived evaluation of 23 student personnel services, (2) estimates of the relative frequency of selected student problems, and (3) opinions about counseling was administered to randomly selected samples of public two-year college faculty, students, and counselors. An instrument to measure the performance of specific counseling activities was administered to counselors, and data pertaining to work experience, educational background, and present professional duties were collected. Information about participating two-year colleges was also collected. The amount of student personnel services and the amount of counseling services available, measured by a ratio of staff to students, does have a strong positive effect on the proportion of students completing a program of study. Reasons for the high attrition rates of two-year college students were noted. These were largely problems which could be alleviated by adequate counseling and student personnel services. (Author)

THE FIVE CLASSROOM PERIODICALS WITH THE LARGEST CIRCULATION IN THE NEW YORK AREA ARE COMPARED WITH THE THREE BEST SELLING ADULT NEWS PUBLICATIONS, THE BEST SELLING CONSERVATIVE JOURNAL OF OPINION, AND THE BEST SELLING LIBERAL JOURNAL OF OPINION TO DETERMINE IF THE USE OF CLASSROOM PERIODICALS IN HIGH SCHOOL SOCIAL SCIENCE COURSES IS JUSTIFIED ON THE BASIS OF THEIR GREATER OBJECTIVITY AND FREEDOM FROM BIAS. A PANEL OF KNOWLEDGEABLE SOCIAL SCIENCE AND HISTORY TEACHER-SCHOLARS WERE ASKED TO RATE AND RANK VARIOUS TREATMENTS OF THE SAME TOPIC IN TERMS OF THE OBJECTIVITY AND CONSERVATISM OF THE PRESENTATION, USING INSTRUMENTS PREPARED BY THE RESEARCHERS. HYPOTHESIS ONE, THE FIVE CLASSROOM PERIODICALS ARE LESS OBJECTIVE THAN THE ADULT PUBLICATIONS, WAS NOT SUPPORTED BY THE DATA. HYPOTHESIS TWO, CLASSROOM PERIODICALS ARE MORE CONSERVATIVE AS MEASURED BY RANKING THEM ON A CONSERVATIVE-LIBERAL CONTINUUM THAN ARE THE ADULT PUBLICATIONS, WAS REJECTED. HYPOTHESIS THREE, CLASSROOM PERIODICALS DO NOT SIGNIFICANTLY DIFFER FROM EACH OTHER IN TERMS OF OBJECTIVITY, WAS REJECTED. HYPOTHESIS FOUR, EACH OF THE CLASSROOM PERIODICALS IS INCONSISTENT IN TERMS OF ITS CONSERVATISM OR LIBERALITY, WAS SUPPORTED BY THE DATA. (HM)

THE PROCEEDINGS OF TWO RELATED CONFERENCES WHICH BROUGHT TOGETHER EDUCATORS, PSYCHOLOGISTS, AND SUBJECT-MATTER SPECIALISTS TO DELIBERATE ON THE RELATIONSHIP OF COGNITIVE STUDIES AND CURRICULUM DEVELOPMENT ARE REPORTED. PROFESSOR JEAN PIAGET, (A GREAT SWISS SCIENTIST AND EDUCATOR) SERVED AS CHIEF CONSULTANT AT THE CONFERENCES. THE FIRST PART CONSISTS OF TRANSLATIONS OF PROFESSOR PIAGET'S FOUR MAJOR ADDRESSES ON THE COGNITIVE DEVELOPMENT OF CHILDREN. THIS SAME AREA OF COGNITIVE STUDIES IS DISCUSSED IN PART II IN THE INDIVIDUAL REPORTS OF VARIOUS PSYCHOLOGISTS. PART III CONSISTS OF PRESENTATIONS BY REPRESENTATIVES OF 11 CURRICULUM PROJECTS. ALL OF THESE REPORTS DISCUSS THE BASIC COGNITIVE PROCESS AS IT IS SEEN IN EACH FIELD. THE FIELDS REPRESENTED ARE BIOLOGY, MATHEMATICS, ENGLISH, SOCIAL STUDIES, ELEMENTARY SCIENCE, AND PSYCHOLOGY.

GOALS OF FARM FAMILIES WERE ANALYZED AND FACTORS ASSOCIATED WITH THEIR ACCOMPLISHMENT STUDIED. DATA ON FARM GOALS, FARM AND HOME RESOURCES, AND INCOME WERE OBTAINED FROM 112 FAMILIES IN 18 MISSISSIPPI COUNTIES, IN WHICH THERE WERE THREE DIFFERENT COUNTY EXTENSION STAFFING PLANS. GOALS WERE CLASSIFIED IN GOUPS SUCH AS HOME AND GROUNDS, HOME FURNISHINGS, FAMILY LIVING, FARM LIVING, FARM MANAGEMENT, PRODUCTION PRACTICES, FARM BUILDINGS AND FENCES, FARM EQUIPMENT, AND LAND RECLAMATION. GOALS RELATED TO THE HOME AND FAMILY LIVING ACCOUNTED FOR 44 PERCENT OF THE TOTAL, AND WERE PREVALENT AMONG FAMILIES WHERE THERE WERE BOTH MEN AND WOMEN EXTENSION AGENTS WORKING WITH THEM. GOALS RELATED TO THE FARM ACCOUNTED FOR 56 PERCENT OF ALL GOALS AND ALMOST HALF OF THESE WERE FARM MANAGEMENT. AMONG IMPLICATIONS WERE (1) EXTENSION WORKERS SHOULD BE COGNIZANT OF THE NATURE OF FAMILY GOALS WITH RESPECT TO BOTH TIME AND COST, (2) THE SHORT-RUN AND LONG-RUN IMPLICATIONS OF FARM FAMILY GOALS SHOULD BE CONSIDERED IN MAKING FARM AND HOME PLANS, AND (3) AGE OF THE FARMER, EDUCATIONAL ACHIEVEMENT, AND NUMBER AND AGE OF CHILDREN, INFLUENCE THE PRIORITIES OF GIVEN GOALS. THIS DOCUMENT IS AVAILABLE FROM UNIVERSITY MICROFILMS, ANN ARBOR, MICH. L. C. CARD NO. MIC 60-2257. MICROFILM $2.50. XEROX $8.20. 177 PAGES. (AUTHOR/PT)