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Examined was the relative effectiveness of four Ontario programs in integrating 195 hearing impaired elementary and secondary students into regular classrooms. Ss in settings classified as full integration, integration with itinerant help, partial integration, and partial segregation were given tests of hearing threshold, aural and oral functioning, intelligence, achievement, self concept, and speech intelligibility. Teachers were asked to provide data in six areas, including the student's social adjustment in school and the teacher's knowledge of hearing impairment, and parents were interviewed about such aspects as the child's hearing aid use at home. Ss in different programs were found to differ in terms of hearing level; there was a general decrease in hearing level from settings of more to less integration. Among other findings were that regular teachers who were in contact with an itinerant teacher knew more about hearing problems than those who were not; that Ss who were fully integrated has higher reading, language, and speech intelligibility scores than elementary segregated or secondary partially integrated Ss; that fully integrated Ss at the elementary level were better adjusted than Ss in itinerant-integration settings, while the self concept of itinerant-integrated and fully integrated secondary Ss declined the longer they were integrated. A comparison of successful and unsuccessful Ss was used to develop guidelines for integrating into regular classroom students with moderate and severe hearing losses. (CL)

Provided is the description of a program planning and assessment process model which is technically based on multi-variate analysis and can be used to evaluate special education programs. The model is noted to be divided into four sections: (1) specification of program objectives, (2) pre-assessment procedures, (3) evaluation methodology, and (4) post-assessment procedures. It is concluded that such a system would provide the necessary information required to appropriately plan and assess special education programs. (Author/IM)

The report summarizes the development, operation, and evaluation of a model for providing educational services to 2,274 students (grades k-12) with special educational needs in six New York school districts. It is explained that the Comprehensive Support Services Program focuses on early identification of students with special needs, detailed evaluation of learning needs, and intervention through direct student support and teacher consultation. The role of the support team, led by a learning specialist, is seen to involve maintaining students in the regular classroom by adapting the curriculum and providing teachers with practical help. Analyzed are data from the Peabody Individual Achievement Test subtests of math, word recognition, and comprehension administered to 824 students in the Fall of 1974 and readministered 5 months later. Discussed among findings is the highly significant improvement in achievement scores for Ss receiving services from the Comprehensive Support Services Program. It is also reported that gains were significantly higher than the expected scores computed with a historical regression formula. Four appendixes are provided, including a list of kindergarten screening tests and a sample pupil personnel referral form. (CL)

This report chronicles the East Hartford, Connecticut, Parents' Choice Project--an education voucher plan. The plan was intended to dovetail with the school system's already-existing open enrollment policy and was to include the area's private and parochial schools, as well as all the public schools. The feasibility and implementation studies investigated the community's attitudes toward a voucher plan, specified the kind of plan most appropriate for East Hartford, examined student transportation systems, and distributed information to parents about the plan. Even though the board of education finally failed to approve the project, the East Hartford school system was provided with improved budgeting, transportation, and student management systems as a result of the feasibility and implementation studies. Volume I of this document provides a general overview of the study, and Volume II presents the organizational and technical systems developed for the implementation of a voucher system. (Author/DS)

The adoption of educational innovations by secondary schools, their abandonment, and the causes for abandonment are the subjects of this study. The researchers surveyed 3,271 high schools accredited by the North Central Association, including both public and private schools. School administrators were questioned about the history in their schools of 33 educational innovations relating to curriculum, technology, and organization. The majority of the schools responding to the questionnaires were larger, moderately to well financed, public schools located mainly in communities other than small towns or rural areas. The innovation adoption average for these schools was 9.7, while abandonment averaged .76. The innovations most frequently abandoned were those that were complex, expensive, and difficult to administer, such as flexible scheduling, programmed instruction, and team teaching. The innovations most frequently retained were simpler, less expensive, and easier to administer, such as simulation and gaming, independent study, and ethnic studies. When abandonment did occur, it usually came primarily as a result of factors within the schools related to personnel (specifically, teacher resistance) and pupil outcomes. Statistical tables contain data on each of the 33 innovations, as well as data concerning school characteristics. (Author/DS)

This publication is intended to provide readers with a broad perspective on education in Israel, based on the findings of participants in a two-week study mission to Israel. Part 1 consists of 17 short reports on various topics related to Israeli education. The majority of these reports deal with educational planning, policy, evaluation, and research; other reports focus on community and parent involvement, language policy, Arab education, instructional television, Sephardic-Ashkenazi differences, and women's status. Part 2 contains 18 brief reports by members of the study group on selected site visits in Israel and meetings with Israeli government officials and educational leaders. A copy of the study group's itinerary is also included. (Author/JG)

Concern about the discrepancy between the reading ability of naval personnel and the level of reading material they must deal with in a naval career prompted the study summarized in this report. Focusing on literacy standards and on meeting the standards of reading difficulty and reading ability, the report discusses short-range research and development (R&D) requirements, mid- and long-range R&D recommendations, R&D program delimitation, comprehensibility factors, adjunctives and alternatives to written text, training programs, an overview of needed research on the reading process, a basic reading program, and prospects and requirements for the future. A list of references is included. (JM)

Project PRICE (Programing Retarded in Career Education) is a three year project funded by the USOE's Bureau of Education for the Handicapped. The overall goal of Project PRICE is to develop a methodology by which school systems can educate school personnel, communities and families to provide more relevant career education instruction and supportive services to educable retarded students. The purpose of this particular study is to report the results of the Needs Assessment Study conducted in the six cooperating school districts during the first project year. The study sought to ascertain the major competencies needed by educable retarded students, personnel most appropriate to teach them, integration barriers, materials needed, inservice training needs, and special educator assistance needed by school personnel. Limitations and implications of the study are suggested. (KS)

The effects of two forms of presentation of the Army Racial Awareness Program (RAP) on the personal values of equality and freedom were assessed. Subjects were Army personnel assigned to RAP at Fort Meade, Md. The research instrument was the Rokeach Value Survey, in pretest-posttest administrations. Results suggested that the official RAP presentation version--lecture and discussion--was more effective than a lecture-only version in changing personal values. Importance attached to equality was increased among RAP participants but not among lecture-only subjects. Importance attached to freedom was relatively unaffected in both groups. The size and statistical significance of value change among RAP participants varied according to characteristics such as age, race, rank, and education. Such differences were not found among lecture-only subjects. Subjects indicated approval of the RAP program and its continuance for all Army personnel.

This is a general evaluation and description of a museum for children ages two through 12 that was begun by a group of citizens in Denver, Colorado. The evaluation shows that the museum is serving the community successfully and has met its broad goal of giving children an opportunity to develop positive self-concepts and to grow cognitively through manipulation of a responsive environment. The museum has developed high involvement activities that need low supervision. The activities have been most successful with children ages three through eight. In an ethnic kitchen children learn to measure ingredients, churn butter, and use similar ingredients to produce a variety of breads from different cultures. They are involved in role play and language development through the use of hand puppets and a grandmother's attic exhibit. Other exhibits include a stream table, where children build terraces and dams, and a wildlife exhibit of stuffed animals, which allows the children to touch and feel the animals that live in Colorado. Children play games on a computer terminal, look at familiar objects with microscopes, and "see their voice" with oscilloscopes. The museum schedules time for Denver public school students to visit the exhibits and, through its outreach program, places exhibits in places such as Day Care and Head Start centers for a week or two at a time. The museum serves as a training facility for people interested in pursuing child development as a career by working with education departments of nearby universities and with high school students. It also offers parenting workshops. (Author/RM)

This publication reports on the effectiveness of The World Is Your Museum Project in developing and implementing an art education model for elementary school children in the District of Columbia. Over the past three years, approximately 44 teachers and more than 1,000 students have made field trips into their community, visited museums, been involved in creative art projects, and used project-developed learning packages containing art and museum-related films, tapes, and teacher guides. This evaluation report provides information on two basic questions: (1) did the project accomplish its respective program objectives, and (2) how were the respective objectives accomplished? Six instruments were designed to collect information from students, parents, teachers, administrators, museum educators, and the project director. Evaluation findings show that 55% of participating students want to take part in the program next year; parents observe more interest in art on the part of their children as well as improved attitudes toward school and museums; students show an improvement in verbal, writing, and affective self-development skills; and the learning packages developed have been received well by both students and teachers. Appendices include a description of the program, including the kits and media developed and the evaluation instruments. (Author/RM)

This report contains the evaluation and assessment of the impact of six experimental projects funded by the National Science Foundation in 1974 and 1975 to increase the number of women pursuing science-related careers. The projects are assessed both individually and as a whole. The projects were conducted at the following institutions: University of Kansas; Policy Studies in Education; Queensborough College; University of Missouri at Kansas City; Rosemont College; and Massachusetts Institute of Technology. Chapter 1 describes the evaluation methodology, including assessment of project documents, site visits, and a participant impact survey. Chapter 2 contains a synopsis of each of the projects, and Chapter 3 contains the interim program recommendations. Chapter 4 discusses the psychological, sociological, and institutional barriers to the participation of women in science-related careers. Possible interventions or treatments that might be used are proposed and categorized by educational level. The appendices contain samples of the evaluation collection sheet used, and the participant impact survey. Also included are a bibliography of selected programs similar to the NSF projects, a film bibliography, and a selected annotated bibliography of the literature. (Author/MH)

Extensive appendices constitute the major portion of this document detailing the organizational history of the Central Office of the Bureau of Indian Affairs (BIA) and its Office of Indian Education Programs during the reorganizational period of 1966-74. A brief summary of this period in the BIA includes the following major points: the Headquarters organization has been unstable for five years; was studied extensively; and the ultimate structure carefully reviewed; Central Office was to have fewer employees and was to perform a policy development and fiscal role, transferring all operational functions to Area Offices and engaging in reduction-in-force; the Office of Indian Education Programs was organizationally confused with overlapping functions and involvement in operations; the Commissioner stated that Indian services superceded organizational structure among BIA priorities. The appendices include: Memos Re: Department Manual 130 DM 2-8, Revised Functional Statements, Justification for Over-Ceiling Positions-Education; Meeting of Special Committee for Realignment of Central Office; Central Office Realignment 1973 and 1974; and Policy Statements Relating to the Development of Realignment; Office of Indian Education Programs; Central Office Education Functions/Organization; Central Office Preliminary Proposal; Central Office Education and the Indian Education Resources Center; "The Field Location of Central Office Personnel of the BIA Office of Education Programs". (JC)

This document presents the summative evaluation of the offender assistance program coordinated by the American Association of Community and Junior Colleges (AACJC) as well as the final evaluation reports of the three pilot programs for convicted parolees operated by participating community colleges. The local-level evaluations include detailed analyses of site programs, while the national office evaluation presents an aggregated analysis. Among the overall findings are: (1) 75% of the program participants were male, the majority were single, and less than one-third had completed high school; (2) unarmed property offenses were the dominant crimes committed by program participants prior to enrollment, with drug-related offenses second most common; (3) 18% of the program participants enrolled in Adult Basic Education, 32% in General Educational Development courses, 23% in academic curricula, 20% in occupational courses, and 5.8% in other areas; (4) recidivism in the target population was 6.1%; (5) program termination by participants appeared comparable to that of the whole college populations; (6) 55.5% of the participants received some form of financial assistance; and (7) per student costs for the target population was $467. Operational problems in the conduct of offender assistance programs are identified, along with potential solutions. (JDS)

This document reports the results of an 18 month demonstration program conducted by the American Association of Community and Junior Colleges (AACJC) to show that the community college is uniquely suited as a resource for offenders. Pilot programs were established at three community colleges--Central Piedmont Community College in North Carolina, Florida Junior College at Jacksonville, and Community College of Denver. Each college was free to establish its own model program, consistent with the overall AACJC project objectives. Goals of the program included provision of educational and human service assistance to offenders, development of collaborative relationships between the college and criminal justice and public service agencies, and development of nationally appropriate program models. The target population was first-time convicted felons who were on probation; non-target offenders were accomodated at the request of justice officials. Of 712 offenders served by the program, 445 were target offenders. Per student costs for the total group and for the target group only were $292 and $467, respectively. Approximately 25% of the target group enrolled in Adult Basic Education, 20% in General Educational Development courses, 27% in academic curricula, 20% in occupational courses, and 8% in other areas. Of the target population, 27 (6.1%) were charged with new offenses, a far lower rate than the national average. Evaluation reports by each of the three participant colleges and other related project material is appended. (Author/JDS)

This paper describes some of the systematic efforts used in the last decade for disseminating the products of research and development in vocational education and provides suggestions for dealing with problems and issues to facilitate the movement of information resources from producers to consumers. The paper: (1) Traces the history and role of the Educational Resources Information Center (ERIC) in the dissemination of information in vocational education; (2) reviews the efforts and activities of the Center for Vocational Education (CVE) at The Ohio State University in operating the ERIC Clearinghouse; and (3) describes the scope and purposes of the ERIC Clearinghouse on Career Education along with some recent observations on the Center's operation while at Northern Illinois University. The role of AIM/ARM (Abstracts of Instructional Materials/Abstracts of Research Materials) in vocational education information dissemination is described, including the history, goals, funding, and accomplishments of its decade of operation. The state dissemination systems of Tennessee and Pennsylvania are described in detail. Also included are a discussion of the utilization of research and development products and results, a sampling of current projects funded under Parts C, D, and I of the Vocational Education Amendments, and suggestions for more systematic ways to assess the impact of research and development efforts. (NJ)

This document presents the negative effect on many adolescents of the typical secondary school program and outlines a proposed curriculum for education majors. The problem dealt with is the departmentalized structure of high schools, which results in fragmenting the student's life at school into a series of subject-matter-centered meetings. The curriculum is devised to prepare teachers for interdisciplinary teaching, thus enabling them to spend more time with one unified group of students. Broad training and certification would make teachers qualified to teach in one major area, plus one or more minor areas. The graduates from this teacher education curriculum would be expected to work in high school programs where greater attention would be paid to interdisciplinary coordination and to stimulating cooperative activities among students and teachers. Presumably, such cooperative activities would serve to diminish student isolation and assist in realigning subject area responsibilities among high school faculty. The ultimate goal of the program is to improve the school experience of the high school students by improving the quality of contact with teachers and other students. The curriculum is outlined, using the subjects of art design, history, physical education, english, and education courses as examples of how different disciplines may be coordinated. Proposed high school programs for the student teacher are described. (JD)

During the 1975-76 academic year, the California Mini-Corps, a component of the California Plan for the Education of Migrant Children, consisted of a summer and a school-year Teacher Assistant Program, the Medi-Corps Paramedical Program, a Teacher Intern Program, and an Administrative Trainee Program. Methodological approaches used to directly evaluate these five components were student examinations, professional ratings of job performance, field observations, self-analysis and appraisal techniques, quantification and validation of job activities, follow-up studies, measurement of client benefit, and management studies and reports. In general, the Teacher Assistant Programs were the most highly successful. The Medi-Corps Program showed great improvement over the 1975 programs, i.e., workload relevancy, importance of supervisorial services, and growing excellence of the preservice workshop courses. The Intern and Trainee programs needed professional, full-time supervision, separate sets of performance objectives, and a readjustment of workloads to better reflect the aspirations and abilities of the graduate students. This report also includes the followup study of ethnic background, migrancy, and careers of former students; student academic profile for active students; and a summary of the recommendations. (NQ)

Covering the 1976 fiscal year and the one-time transition quarter of July 1, 1976 through September 30, 1976, this annual report on the Appalachian Regional Commission (ARC) presents narrative and tabular data re: (1) A Year of Strengthening the Partnership (highlights on the Federal, state, and local partnership which constitutes ARC); (2) Growth (transportation, housing and community development, and enterprise development); (3) Human Services (health, education, and child development); (4) The Land (energy, environment, and natural resources); (5) Development at the Local Level; (6) Finances; (7) Appendices (project totals approved; population, labor force, unemployment, and income statistics; and local development district list and map). Among the 1976 highlights reported here are: the strengthening of the development and planning process via more tightly controlled state planning, increased local participation, and preparation for development of a regional plan; extension of the nonhighway programs through fiscal year 1979 and the highway programs through fiscal year 1981; development of areawide action programs among 50% of the local development districts; preparation of "Questions for Appalachia", a preliminary document re the regional plan that identifies conditions and issues; a resolution coming out of the energy symposium to accelerate roadway construction essential to energy resource transportation. (JC)

This is the fifth chapter of a six chapter report which discusses Chinese research and education in solid state physics, and their relations to technology and the other sciences. This specific chapter concerns the communication of information in the scientific community and the transfer of information to students and practical users (manufacturers). The number of different modes of communication (formal/informal, written/oral) and the number of channels are essentially uninfluenced by international boundaries. However, the roles and characteristics of these channels are quite different in China because of differing goals, conditions, and historical backgrounds. A brief narrative appraisal is provided on the following channels: exchange of personnel, seminars, conferences, research journals, reports, travel and publication outside China, and libraries. The transfer of technology from research to production mainly involves personal contacts rather than reports and publications. The student- faculty groups at factories, student instruction at universities, and university staff product developments bear directly on the transfer of research to factory production. The dependence on person to person contacts for technology transfer works well given the relatively small scientific and technical establishments, and the small amount of information transfer between specialties. (DAG)

This study describes various patterns of peer tutoring and is based on the use of cultural traditions and endogenous methods, on techniques and equipment acquired from other cultures, on problems presented by the adoption of educational technologies, and on methods needing little sophisticated equipment. A dozen peer tutoring systems are documented, primarily, the "Petites Ecoles" in France; the "Learning through Teaching,""Youth Teaching Youth," and "Keller Plan" in the United States; the "Madras System" in India; and the "Media--Activated Learning Groups" program in Denmark. It is concluded that peer tutoring is a flexible method, adaptable to different educational situations and to highly varied socio-cultural environments. It is equally adaptable to every educational level and is able to benefit from the most recent advancements in the field of media and from research findings in psychology and social psychology. It is thought to be a valid solution to certain problems in educational development in the countries of the Third World. (DAG)

The report of a study undertaken for long-range planning and evaluation is in two parts. Part One reviews the institution's academic goals (including an historical overview, statement of educational purpose, and a listing of instructional programs, requirements, and curriculum offerings). Part Two contains five-year projections for curriculum growth in the major academic divisions and services. Some basic student and faculty data are included. (MSE)

The study was designed to collect and analyze data for a needs assessment of the Uptown Community of Chicago. Baseline data about the people residing and/or living in Uptown, their needs, fears, hopes, and expectations, and information regarding the causes and remedies of Uptown problems are given. Participants included persons from virtually every ethnic group, those active in more than 40 agencies and/or organizations in the community, and a cross-section of age groubings from various vocations and professions. The data were analyzed to identify the needs and the educational programs most appropriate for fulfilling them. Three processes were used to collect data: the Nominal Group Process Technique, a survey questionnaire, and personal interviews. Recommendations include a model for a life-centered educational curriculum plan. (Author/MSE)

Presented are the findings of a study involving 1,470 public and non-public school principals and 1,248 teachers to provide a statewide data base that would aid in planning adequate and efficient allocation of resources to meet the educational needs of gifted and talented students in Indiana. Chapter 1 provides an introduction to the study with sections on the study's purpose and objectives, scope and significance, definition and identification of giftedness, method and procedures, and analysis of data. Responses of administrators and teachers are summarized in chapter 2 under the following areas: definition and incidence of giftedness, identification of the gifted and talented, attitudes and programs, essential factors and major difficulties in providing programs for the gifted and talented, support factors, and financial provisions. In chapter 3, study findings are discussed in three areas (identification, programing, and support factors) and include that few schools have adequate identification programs, that there are two major alternatives (acceleration and regular versus special class arrangements) when considering the gifted and talented child's educational needs, and that respondents agreed that the most significant obstacles to development of gifted and talented educational programs were inadequate financial support, lack of trained personnel, and too many other priorities. A final chapter reviews highlights of the study and recommendations. Appendixes include sample questionnaires, tabulated information, and a computer printout summarizing statistical data. (SBH)

Presented is the final report of a project designed to examine the nature of educational and socialization programs within 90 institutions serving emotionally disturbed (ED) children (primarily 6-18 years old). In an introductory section, study goals and objectives are noted to include determination of what educational programs are available to institutionalized ED children and youth and identification of particularly innovative and effective model programs. Covered in section 2 on methodology are the following project tasks: literature search, selection of the advisory panel, sampling procedures, respondent categories, instrument development, pretest and Office of Management and Budget clearance, data collection procedures, document editing, coding and keypunching, data analysis, and report preparation. The bulk of the document is devoted to survey results and analysis which are summarized as indicating major problem areas relating to the behavioral and academic problems of the students; the conflict between the clinical and educational staff as to who will control the philosophy and direction of the educational program; lack of funds, staff, and space; and unavailability of special facilities, staff, and electives. Reviewed in section 4 are such model program components as no-fail grading systems, outdoor education, orientation brochures, and family modules. Discussed in section 5 are recommendations made by project staff for research and demonstration activities in teacher training, information dissemination, formation of a professional association, development of community involvement programs, implementation of a vocational education program, and development of assessment instruments. Appended materials include an analysis of the state laws governing educational programs offered by institutions for the emotionally disturbed, sample survey instruments, and an interviewer's manual. (SBH)

Presented are the findings of Project Echo, a research project designed to replicate an earlier study on a supplementary instructional program for secondary level learning disabled students. Brief introductory sections cover the three major project components (the instructional curriculum, the teacher training materials, and the classroom management handbook), the five replication sites in Texas, and the evaluation design. The bulk of the document is organized around 10 elements--academic achievement, student attendance, student dropouts, parent involvement, community information dissemination, teacher training, Project Echo dissemination, activity audit, instructional content mastery, and teacher perception. For each element, a report is provided which outlines the following: evaluation question of interest, instrumentation, design configuration, data analysis model, design implementation, and evaluation findings. The findings are noted to indicate that the effects of Project Echo intervention on secondary learning disabled students was positive and that the development of additional instructional minimodules in more subject areas should be seriously considered. Technical attachments are provided which include a paper on a screening process related to Project Echo; sample data collection forms; information on the methodology used to investigate student achievement, student attendance, and student dropouts. (SBH)

Summative and formative evaluation of the Berkeley Experimental Schools Project (BESP) are summarized in this two-volume document. In Volume I, the evaluators answer the specific evaluative questions posed by the National Institute of Education, the primary funding agency for the alternative schools project. Out of an initial 23 alternative schools, only two programs survived the five years of BESP. The evaluators conclude that this educational alternatives program failed to produce the "comprehensive change" in the Berkeley school district that it was supposed to produce. Although community involvement in the experimental schools project was fairly high at first, in the end the degree of involvement was no higher than in traditional public schools. The experimental schools also failed to achieve the "racial-economic-academic mix for students and staff" that they set out to achieve. In Volume II, the evaluators deal with the larger issues raised by the application of federal research and development to education. They conclude that a lack of coordination between the federal funding agency and the local Berkeley school district, including a difference in definition of educational change, led to what might be described as a $6 million misunderstanding. (Author/DS)

This booklet is the second in a series of annual publications that list and describe a wide array of promising and innovative educational practices in hopes of stimulating the development of alternative educational delivery systems and strategies involving students, teachers, administrators, and parents. Included in the booklet are brief descriptions of approximately 175 promising practices nominated by Michigan teachers and administrators during the 1973-74 school year and selected by a statewide committee. However, no attempt was made to validate the effectiveness of the selected practices. The booklet is organized in separate sections related to the preschool, elementary, intermediate, and high school levels. Within each section, promising practices are listed alphabetically by school district; there is also a separate subject index. A sample of the official format for nominating promising practices for inclusion in future issues of the booklet is also included. (Author/JG)