Search

This document represents a complete compilation of instruments used by the University of Georgia Project R.O.M.E. (Results Oriented Management in Education) staff to field test the Georgia Principal Assessment System in order to validate high priority principal competencies and performance indicators during the 1974-75 project year. The seven sections are "The My School Inventory and Principal Performance Description Survey--Student Form ('How Often' and 'How Well') Administered to Elementary Students,""The Learning Environment Inventory and Principal Performance Description Survey--Student Form ('How Ofter' and 'How Well') Administered to Secondary Students,""The School Survey and Principal Performance Description Survey--Teacher Form (Frequency and Effectiveness Scales) Administered to Elementary and Secondary Teachers,""The Principal Performance Description Survey--External Observer Form Administered to All Elementary and Secondary Principals,""The Principal Performance Description Survey--Principal Form (Frequency and Effectiveness Scales) Administered to All Elementary and Secondary Principals,""The Principal Performance Description Survey--Central Office Form" and "The Principal Effectiveness Rating Scale Form for Superintendents." (Author/IRT)

Pupil perceptions of significant aspects of the instruction of student teachers of English and the indication of ways in which these perceptions may be used in evaluation are presented in this study. Data were obtained at the University of Georgia for student teachers of English who student taught during the winter and fall quarter 1969 and the winter quarter 1971. The class each student teacher had taught the most was tested one week after the student teacher had left. Pupils were asked to respond to a 74-item Inventory of Student Perceptions of Instruction (ISPI). The frame of reference was the instruction carried out by the student teacher. The ISPI was concerned with six aspects of student perception: instructional objectives, classroom human relations, use of instructional resources, student motivation for learning, meaningfulness of learning, and measurement and evaluation. Students were asked to read each item on the ISPI carefully and express a degree of agreement or disagreement. Results of the inventory indicate four evaluation uses: student teacher self-evaluation, cooperative student teacher evaluation participated in by the student teacher, supervising teacher selection, and appraisal of the program to prepare student teachers. A five-item bibliography, figures and appendixes with inventories are included. (MJM)

This proficiency module (PM), developed by the University of Georgia, is a self-instructional set of learning materials. It is designed to help persons in teacher education learn how to prepare a theoretical viewpoint to use in developing a competency-based teacher education program. The three segments of the module specify assumptions, goals and objectives for teacher education; provide a study guide for this PM; and provide a self-assessment guide for the PM. The first part serves as the sole source of content for this PM. Emphasis is placed on the need for theoretical foundations; the nature of assumptions, goals, and objectives; and the management system for specifying goals and objectives. The study guide for the PM presents a set of learning activities designed to help the learner acquire competencies in areas of the PM where he is deficient. The self-assessment guide for the PM presents a set of tests to help the learner know the extent of his competence in the performances this PM proposes to help him acquire. This information helps guide the learner in selecting learning activities. Answer sheets are provided to help the learner diagnose his level of performance and determine the areas in which he should concentrate his efforts. (MJM)

Two papers concerned with the ethics of testing and one paper that is a proposal for alternatives to psychological testing, presented at Session II of the Invitational Conference on Measurement in Education, are provided. The papers and their authors are: "Ethical Issues and Questions about Testing Confronting Test Publishers" by Thomas J. Fitzgibbon, "Ethical Issues in the Use of Humans for Research" by W. L. Bashaw, and "Alternatives to Psychological Testing" by Donald N. Bersoff. (For related documents, see TM 002 522-539, 541, 543-549.) (DB)

Eleven papers presented at Session I of the 11th Invitational Conference on Measurement in Education are provided. This session focused on special education subgroups, especially the disadvantaged. Particular emphasis was placed on mental retardation, American Indian education, school desegregation, and the gifted disadvantaged black. The eleven papers are: "Hazards in Research Involving Minorities" by Junius A. Davis, "The Self Concept of Mental Retardates: Some Problems of Assessment" by John L. Shultz, "Non-Cognitive Development of Mentally Retarded Children" by Bert O. Richmond, "Assessment of Motor Learning Through Mathematical Analysis" by Ernest L. Bundschuh and Susan J. Gooch, "Evaluating Achievement of the Mentally Retarded: A Comprehensive Process" by Andrew L. Shotick,"Measurement and Testing Considerations for Native American Education" by Joseph D. Blanchard, "School Desegregation - The Problem" by Milton Hill, "Perspectives of School Desegregation in the Southeast" by Morill M. Hall and Harry B. Williams, "Identification of Gifted and Creative Children and Youth Among Black Disadvantaged Groups" a symposium, "The Prediction of Achievement Means of Schools from Non-School Factors Through Criterion Scaling" by Tom C. Innes, and "Information Feedback Systems (IFS) and Educational Goals" by William F. White. (For related documents, see TM 002 522-525, 527-547.) (KM)

Three papers presented at the pre-session to the 11th Invitational Conference on Measurement in Education are provided. These papers are: "Public Schools in Transition. . . One Student Body, Its Needs and Directions" by George R. Rhodes, Jr., "Man to Mankind: The International Dimension of Teacher Education" by David G. Imig, and "Measurement for the Purpose of Evaluation" by D. E. Hinkle. (For related documents, see TM 002 523-539, 541-547. (DB)

The study compared the facilitative effects of pre- and post-organizers on the learning of structured anthropology materials in the third and sixth grades. Investigator-prepared student texts were published in three formats: pre-organizers, post-organizers, and no-organizers. Two investigator-constructed norm-referenced Anthropology Achievement Tests were administered at each grade level. A one-way fixed-effects analysis of covariance, with reading as covariate, used the class mean scores of the three treatment groups on Anthropology Achievement Test One and Two at each grade level to determine if the adjusted mean scores differed significantly (p .15) across treatment groups. Computed F ratios were non-significant at both grade levels when class means were used as the unit of statistical analysis with reading as covariate. When class means were used as the unit of statistical analysis, the findings of the main treatment effect were consistent. The data did not produce evidence that pre- or post-organizers facilitate learning of structured anthropology materials at either the third or sixth grade. (Author)

The first part of this paper deals with the portal school as conceptually conceived in the Georgia Educational Model and defined as a group of schools which maintain close working relationships with a university and desire to participate in an exemplary teacher education program. The function of the school is to provide transition from the university preservice teacher education phases to full-service teaching in the in-service phase in school situations that operate in harmony with the program model. The second part of the paper describes the portal schools in operation at the University of Georgia as of July 1, 1971. Twelve schools have been set up, each with a university faculty member to serve as center coordinator. Each student spends four quarters in these schools, one each at sophomore and junior level and two at senior level. In the first quarter the assignments are generally non-instructional in the public school classroom and involve assisting individual children on small groups in practice activities. In the second quarter students are encouraged to observe, record, and react to individual pupil behaviors, classroom interaction, and the learning climate of the classroom. In the third quarter students are given opportunities to develop a variety of classroom strategies, and in the fourth they work as student teachers under the supervision of a master teacher and the university coordinator. (MBM)

This publication makes available to adult basic education teachers and supporting personnel a guide to the literature which can develop deeper appreciation and understanding of their clientele--the disadvantaged. This annotated bibliography of works on poverty and matters relating to poverty contains 205 entries. It is divided into the following sections: Face of Poverty, People of Poverty, Psychology of Poverty, Dynamics of Poverty, Urbanization of Poverty, Abolition of Poverty, and Appendix. (Author/CK)

The Universities of Tennessee and Georgia, as one of four regional data collection teams, cooperated in defining a comprehensive set of behavioral objectives for business and office education, derived from analysis of task performance requirements and of social roles in office occupations. A pilot study developed and tested instrumentation and interview techniques prior to collecting 252 interviews of typical office workers. In a random sample of 305 interviews representing the four regions, 91 items of hardware, divided into 11 categories, were found to be used by beginning office workers. Typewriter keyboard machines, communicating machines, and adding-calculating machines accounted for 60 percent of hardware usage. Of the changing tasks reported, 52 percent were represented by computers and data processing, and 94 percent were found in large metropolitan areas. A national survey of office supervisors, covering both effective and ineffective behaviors of office workers, yielded 829 usable social interaction critical incidents, which usually involved the worker's use of social sensitivity in dealing with customers, peers, and superiors. A classification scheme was developed, based on the worker's perception of social role expectations within the system. (Author/AG)

The Georgia Governor's Honors Program (GHP), an intense 8-week summer program for academically and artistically gifted incoming high school juniors and seniors, was evaluated. Areas of the program investigated were: (1) nature and effectiveness of the instructional experiences, (2) post-program behavior for both faculty and students, which were judged related to the summer experience, and (3) personality and life-history characteristics of attendees. Four major types of evaluation studies were undertaken: Context Evaluation, Input Evaluation, Process Evaluation, and Product Evaluation. The bulk of the report discusses the four evaluation studies. The 21 conclusions reached as a result of the studies are provided. In general, it is believed that the general thrust of the program has successfully aimed at providing an enriching experience for talented adolescents. It is felt, however, that the program has been less successful in (1) providing innovative impetus toward the local development of methods and materials for the gifted, (2) offering a training ground for prospective teachers and counselors of the gifted, and (3) undertaking a meaningful and continuous program of relevant research. Staff recommendations concerning student selection and the program and student program recommendations, comments and suggestions are provided. Fifty tables provide the evaluation data and instructional objectives. In addition, there are 11 appendixes to the report. (For related documents, see TM 002 392-399.) (DB)

The major hypothesis of this study was that homemakers who have been enrolled in a home economics program designed to prepare for the vocation of homemaking perceive themselves as more effective homemakers and/or as full time employees than those who have not been enrolled in such a program. To conduct the study, the Duncan's New Multiple Range Test was used to analyze questionnaire data collected for the two samples of homemakers which were taken from four states. One questionnaire was completed by full time homemakers and a shorter questionnaire was completed by employed homemakers. A low score on the instruments designated that the homemaker had a positive perception of her own homemaking abilities. These perceptions were analyzed in terms of variables such as: (1) the husbands' occupation for the full-time homemaker and wife's own occupation for the employed homemaker, (2) years of high school home economics enrollment, and (3) geographic location. Based on these variables it was concluded that the perceived effectiveness of full-time homemakers increased with enrollment in high school home economics classes, with years of participation in homemaker's clubs, and with amount of time spent in homemaking tasks under parental supervision. (Author/JS)

The presentations of 3 top people in the field of family counseling and therapy were transcribed and slightly edited for this booklet. Three different but popular approaches are represented. Virginia Satir discusses and demonstrates the Conjoint Family Therapy approach which she pioneered. Dr. Oscar Christensen, a recognized leader in Adlerian counseling, presents the Adlerian rationale for working with families and also demonstrates the procedure with a pre-selected family. Finally, Dr. Haim Ginott, noted for his group work with children and families, presents his rationale for assisting adults who work with children. The reactions of a panel of experts to these 3 presentations concludes the Proceedings. (Author/TL)

The history of ability grouping, especially since 1920, is reviewed and three recent surveys on its use are described. Current data was collected from school officials in all states concerning: the grade levels at which grouping is used; the length of time it has been used; the bases on which students are assigned to groups; the number of students involved; the percentage of these students from low socioeconomic backgrounds; the percentage of these students who are non-white; and what the respondee considers are the advantages and disadvantages of grouping. Teacher preferences are summarized. The data is reported in detail and the questionnaire employed is included. See TM 000 502-504 for descriptions of Parts 2-4 of the study. (PR)

Problems in the interpretation of standardized tests used to group children of limited backgrounds, cultural bias in tests, and the misuse of tests are considered. Reports on the use of specific tests with disadvantaged students are reviewed and some of the efforts being made to provide better interpretive data are discussed. Alternative strategies to homogeneous and heterogeneous ability grouping are suggested and described in some detail. The mutually compatible strategies include: individualized instruction, stratified heterogeneous grouping, student tutoring, team teaching, and early childhood education. An extensive bibliography and a list of test references are provided. See TM 000 501, 502, and 504 for other sections of this report. (PR)

In this comprehensive review, important studies from the literature relevant to the impact of ability grouping on students are summarized. The following are considered: the effect of heterogeneous and homogeneous grouping practices on academic achievement and affective development; the tendency of ability grouping to produce separation of students along ethnic and socioeconomic dimensions; and the relationship between these dimensions and achievement on tests used to classify children. It is concluded that grouping practices based on standardized tests not only tend to restrict the quality of the instructional experiences of children with respect to academic and social learning, but also, as a result of ethnic and socioeconomic separation, tend to restrict the overall range of experiences and learning opportunities available in the classroom. The report concludes that ability grouping per se is generally ineffectual in improving academic achievement. An extensive bibliography is provided. See TM 000 501, 503, and 504 for other parts of this report. (PR)

This paper synthesizes the three substantive reports on ability grouping described in TM 000 501-503. It lists the characteristics of ability grouping as practised in American school systems. Extensive conclusions and recommendations, generally unfavorable to ability grouping are given. Alternative educational strategies for improvement of instruction are recommended. (PR)

Reported on here is a study that was concerned with the impact of the development of a middle-school program on the long-range need for educational facilities in the Atlanta Public Schools. The decision was made by the Atlanta Board of Education to implement a middle-school program, and several new middle-school facilities have been planned and constructed. It became obvious that this shift in school organization would have significant effects on the nature of program offerings and the facilities required at both the elementary and secondary levels of school organization within the school system. The purpose of this study has been to determine the need for middle-school facilities throughout the school system and to make recommendations for housing the middle-school program. Additionally, as the middle-school program is implemented, changes required for meeting the needs of lower elementary and high school education have also been recommended. This report is intended to provide the school staff and school board with information and recommendations to guide their decisions and actions regarding facilities development over the next decade. The long-range plan produced herein can and should serve as the means for decisionmakers of the school system to make more effective decisions regarding educational facilities. (Author/MLF)

A 3-day institute was held to assist 30 school superintendents in acquiring information and an understanding essential for planning, implementing, and administering more adequate vocational education programs in their schools. Major presentations were: (1) "The Role and Responsibility of the Superintendent for Vocational Education" by J.W. Letson, (2) "The Essential Elements of a Developmental Program of Occupational Education" by G. Bottoms, (3) "Emerging Trends in Vocational Education: Programs and Finance" by G. O'Kelley, (4) "The Emerging Needs for Occupational Education in Georgia" by C. McDaniel, (5) "Innovations in Occupational Education" by J. Nix, (6) "Accountability: The State of the Art in Occupational Education" by R. Luckie, (7) "Occupational Education in Cobb County" by A.C. Crews, and (8) "A Comprehensive High School Program" by R.T. Guillebeau. In addition to the individual speeches, a symposium concerning several vocational and career education programs and the cluster concept was presented by P. Rutland, J. Pevey, N. Frantz, D. Kingsley, and J. Smith. Responses to an evaluation of the institute are included. (SB)

To assist principals in developing a better understanding of their role in improving the quality of vocational education in their schools, 85 principals attended a 5-day institute during which they considered ways and means of successfully implementing vocational education as an integral part of the total school program. Major presentations were: (1) "The Emerging Needs for Vocational Education" by H. Dye, (2) "The Essential Elements of a Developmental Program of Occupational Education" by G. Bottoms, (3) "Emerging Curriculum Patterns of Career Education in the Elementary and Middle Schools" by J. Smith, (4) "Emerging Curriculum Patterns of Career Education in the Secondary Grades" by E. Word, (5) "Problems and Issues in Developing a Career Curriculum" by H.T. Singletary, Jr., (6) "Patterns for Interlocking the Occupational and Academic Curriculums" by I. Dickerson, (7) "An Interlocked Curricular Approach to Education" by N.R. Frantz, Jr., (8) "Project Management: The Principal's Role and Responsibility" by D. Hogan, (9) "Alternative Patterns of Scheduling" by R. T. Guillebeau, (10) "Accountability: Management by Objectives" by R. Luckie, and (11) "A Management Strategy for Producing Curriculum Change" by D.J. Mullen. Responses to an evaluation of the institute are included. (SB)

The third volume of the Georgia feasibility study on elementary teacher education provides information on the kinds of personnel required to develop and operate the model program. Detailed job descriptions are provided for 21 key positions and for 72 supporting positions. These should not be regarded as complete, but will require further development as the program is implemented. Related documents are SP 004 171, the general report, and SP 004 181, detailed technical reports. (MBM)

This document summarizes the report of an investigation (SP 004 171) which established the feasibility of developing and operating the Georgia model program for the preparation of elementary school teachers (ED 025 491). The three objectives are listed: to determine feasibility of the model in projected sustained operation, to develop a strategy for implementation, and to provide cost estimates for development and implementation. Procedures for the investigation are outlined: selection, orientation, and training of staff; examination of the theoretical, technical, and socio-psychological feasibility of each component; etc. The 5-year strategy for development and implementation is described briefly--a six-stage plan of sequential induction of instructional phases leading from preparation and planning of the preprofessional phase to sustained operation of all three phases (preprofessional, professional, and specialist) by July 1975. Estimated costs are summarized (e.g., $18,370,000 for the entire 5 years of program development and operation and $4,035 for each of 1200 students during the first year of sustained operation.) Estimated costs are also compared to costs of continuing the present program (at the University of Georgia). The conclusions, 30 generalized findings which summarize the highlights of the feasibility study, are listed under the same headings used to describe the model program subsystems: Development, Instruction, Evaluation, Management, and Cost. (JS)

A computer-oriented filing system is considered necessary to handle the approximately 1,500 students likely to be enrolled in the Georgia model program to train elementary teachers (ED 025 491) by the time it reaches sustained operation. The system of individualized scheduling involves establishing and maintaining a computer storage filing system on the progress of each student, the status and capabilities of faculty and staff, and the status of physical space and equipment. Since students will be handled on a distributed basis, the filing system must be capable of continuous daily updating and access. The system can be implemented at the University of Georgia using existing hardware (IBM 360/65 computer with remote terminals--also on Univak 9200) and software to be developed. Six basic programs will be required: 1) file maintenance (one for each file program), 2) testing program, 3) evaluation program, 4) scheduling program, 5) miscellaneous reporting programs, and 6) master internal central program. The filing system will require eight basic files each with two types of basic information: 1) identification, background, and performance history data, and 2) current status data. The eight files are student record file, testing decision tables, evaluation decision tables, scheduling decision tables, faculty and staff file, space and equipment file, accounting files, and internal central files and program. (JS)

An expressed purpose of the Teacher Corps program is to encourage and assist changes in teacher education directed toward better ways to prepare teachers for work in areas of concentration of low-income families. Too often community involvement in such programs takes place after most decisions and plans have been made. As the 1970-72 Teacher Corps Guidelines are followed, most of the new proposals for training interns will reflect the movement toward competency-based programs. And since the Model Elementary Teacher Education Programs meet this condition, there will be a close cooperation between the Models and Teacher Corps. The effective preparation of Teacher Corps interns requires participation by the local community in the planning of that prepatation. The Model Programs, through their various provisions for local responsiveness, provide an excellent vehicle for accomplishing these desired outcomes. As one example, the Georgia Educational Model allocates a segment of the continuing inservice education of the teacher to cooperative planning by the local community, the teacher and the school system. All three of these would also share in the implementation of the proficiency modules, and university credit is designated for these "local-conditions" modules. The past has shown that community participation is vital. The present indicates that exciting new models can effectively facilitate that participation. (JS)

This document is a draft of a design for a learning tool which is an integral part of the Georgia Educational Model for the Prepartaion of Elementary Teachers (ED 025 491). (The introduction notes that specifications for the model require that all instruction be related to teacher performance behaviors and utilize the proficiency module (PM) as the vehicle for organizing and presenting learning activities and materials. This prototype is representative of only one kind of module envisioned. It is designed to reveal the kinds of learning experiences that might be available in a PM for one small part of a professional sequence.) Titled "Graphics Representation in Social Studies Instruction," this prototype PM includes 1) general directions to the student; 2) lists of prerequisites (other PM's); 3) instructions for "preassessment" to determine the extent to which the student has already acquired the behaviors assigned in this PM; 4) lists of the nine general performance specifications for this PM and of 30 supplementary behaviors which the student must be able to demonstrate proficiency in; 5) instructions for making a learning procedures plan for acquiring the behaviors; and 6) lists of learning resources for each of five different groups of the 30 behaviors. The lists of resources (some items fictitious) include books, filmstrips, sound motion pictures, videotape series, programed materials, small group discussion sessions, and other group activities. (Author/JS)

This bulletin is a supplement of Chapter 7 of Volume 1 of the final report entitled "The Feasibility of the Georgia Educational Model for Teacher Preparation--Elementary" (Johnson and Shearron, 1970) (SP 004 171). The aforementioned chapter summarizes cost data in four categories: materials, equipment, key personnel, and supporting personnel. This bulletin summarizes costs into those categories about which more information may be requested: technical supporting personnel, secretarial and clerical, equipment, materials, computer, travel and communications, professional instruction personnel, professional service personnel, administrative personnel, graduate assistants, consultatns. The information is presented in 10 tables, each containing cost estimates for each of the 12 categories for each fiscal year (1970 through 1976). Breakdown into tables is in terms of combined costs for development and operation and separate costs for development and for operation of 1) the total program, 2) the preprofessional phase, 3) the professional phase, and 4) the specialist phase. Costs for facilities and capital are not included. (JS)

A second study was conducted to test further the feasibility of the proficiency module (PM) "Magnetism, Electricity, Heat, and Microscopic Viewing in Science Instruction" constructed for use in an elementary science methods course. (The first study of this PM, SP003965, demonstrated the psychological feasibility of this mode of instruction.) This second study was designed to determine statistically whether significant learning occurs through use of the PM and to further investigate student reactions including types of learning activities each selected. Pretests were administered to the sample, 20 senior women enrolled in Elementary Science Methods. Each was responsible for acquiring each performance behavior (competency) specified in the PM by selecting the learning activities or combination of activities described in the PM which would help him acquire the behavior. Learning activities identified included laboratory activities, reading, small group instruction sessions, and individual help sessions. Posttests were conducted after the 3-weeks' time alloted for the PM. Test results, analyzed using the t test for correlated data, revealed significant change in student performance. Other conclusions: Most students reacted positively to the mode of instruction. The laboratory practicum was selected as the primary learning activity. When given the opportunity, students will select different combinations of learning activities to achieve the same objectives. (JS)

This document contains a four-part checklist designed for use to determine the extent to which elementary school teaching personnel at various levels (teacher, assistant, and aide) have acquired particular competencies. The introduction notes that it is considered a prototype rather than a finished instrument totally inclusive of all competencies. The guide is suggested for use by each of several specialists, each working on-the-job with the teacher at different times. Part 1, "General Behaviors, Qualities and Competencies Characteristic of Teachers in Early Childhood and Elementary Schools," contains 19 items each of which includes three possible descriptive responses. (Sample question: Does the person show sufficient patience and understanding with children?) Part 2, "Specific Behaviors Performed by Certified Teachers in Early Childhood and Elementary Schools," contains 84 items with four possible responses ranging from "Performs this behavior with a high measure of skill and efficiency" to "Not applicable or no basis for judgement." (Sample item: Helps pupils use a teaching machine. Prepares daily activity plans.) Part 3, "Specific Behaviors Performed by Teaching Assistants in Early Childhood and Elementary Schools," and Part 4, "Specific Behaviors Performed by Aides in Early Childhood and Elementary Schools," contain 37 and 31 items respectively and provide for the same choice of four responses as Part 2. (JS)

An investigation was conducted to determine the feasibility of providing laboratory and internship experience for students enrolled in the Georgia Model program for the preparation of elementary teachers as specified in the final report of the Georgia Educational Model program (ED 025 491). Specifications require each student to complete five 5-week practical laboratory experiences (including two paraprofessional labs in the preprofessional phase) and a 10-week preservice internship. Since 1,380 students are expected to be enrolled when the program reaches sustained operational level in 1975-76, a minimum of 362 classrooms would be needed during the year. Findings resulting from a survey of 20 school systems in Georgia that cooperated with the University of Georgia in the 1968-69 school year indicate that such a laboratory program is feasible. There are a sufficient number of schools within reasonable distance willing and able to provide such activities. The majority conduct kindergarten and Headstart programs and many plan summer school programs. They include both urban and rural areas with potential for providing experiences with children from diverse socioeconomic and ethnic backgrounds. (JS)

Designed to examine the cultural influences on creative development, the study analyzed imaginative stories by students from a segregated Negro school in Georgia and from a middle class white school in Minnesota. The stories were evaluated in terms of originality, interest, style, and pressures of divergency and conformity. The students were further compared by teacher ratings and by performances on the Verbal Creative Thinking Task. Statistical data is provided for the results showing poorer creative ability among the Negro students, and implications regarding cultural causation are indicated. (RD)

The University of Georgia Office of Professional Laboratory Experiences has developed several different programs to provide practical experience for future teachers. The School Practicum is a program in which students spend several weeks in the beginning of the school year observing and participating in a local public school prior to the opening of the college's fall quarter. The Work-Study Program for Elementary Teachers provides full-time employment as teacher aides for students during one quarter of their sophomore and junior years. The Athens Unit of the Georgia Retardation Center provides clinical experiences for students in 15 disciplines in the field of mental retardation. The Adult Education Program for Prison Inmates utilizes a Georgia state prison as a laboratory facility for graduate students training as student teachers. The Teacher Corps Program uses community involvement to help interns gain experience in teaching the disadvantaged. The development of Professional Laboratory Experience Centers is a cooperative effort with other colleges and the Atlanta school systems to provide more flexible and intensive practical experiences for education students. The Tutorial Enrichment Program is designed to provide early exposure to the realities of teaching. The Supervising Teacher Program is a series of three inservice courses which has now been recognized by the State Department of Education as a requirement for supervising teachers. (RT)

This bulletin is one of four containing reprints of working papers used in developing the teacher performance specifications for the Georgia educational model for the preparation of elementary school teachers (ED 025 491). "Teacher performance specifications" are defined as descriptions of behaviors regarded by the Georgia study as essential characteristics (skills, attitudes, knowledge, etc.) for teachers if they are to adequately fulfill their professional obligation. An introductory section describes procedures which were used to obtain the specifications from three sources: desired pupil behaviors, established educational principles, and observation of teachers on-the-job. The worksheets for cognitive processes and affective behaviors include 12 objectives of the elementary school instructional program in cognitive processes and 11 objectives for the program in affective learnings. Listed under each of the 23 objectives are several pupil learning behaviors, teaching behaviors, and the suggested specifications for a teacher education program. (JS)

This bulletin is one of four containing reprints of working papers used in developing the teacher performance specifications for the Georgia educational model for the preparation of elementary school teachers (ED 025 491). "Teacher performance specifications" are defined as descriptions of behaviors regarded by the Georgia study as essential characteristics (skills, attitudes, knowledges, etc.) for teachers if they are to adequately fulfill their professional obligation. An introductory section describes procedures which were used to obtain the specifications from three sources: desired pupil behaviors, established educational principles, and observation of teachers on-the-job. The worksheets for behaviors in arts and sciences include nine objectives for the elementary school natural science program, 13 for the mathematics program, 11 for the social studies program, eight for the art program, and 11 for the music program. Listed under each of the 52 objectives are several pupil learning behaviors, teaching behaviors, and the suggested specifications for a teacher education program. (JS)

This bibliography lists 69 books published since 1960, and 182 journal articles published since 1965, on the subject of applications of systems technology in education. (JS)

This bulletin is one of four containing reprints of working papers used in developing the teacher performance specifications for the Georgia educational model for the preparation of elementary school teachers (ED 025 491). "Teacher performance specifications" are defined as descriptions of behaviors regarded by the Georgia study as essential characteristics (skills, attitudes, knowledge, etc.) for teachers if they are to adequately fulfill their professional obligation. An introductory section describes procedures which were used to obtain the specifications from three sources: desired pupil behaviors, established educational principles, and observation of teachers on-the-job. The worksheets for behaviors drawn from educational principles include 18 principles of instruction, 13 principles of learning, and five principles of organization. Listed under each of the 36 principles are teacher objective, several teacher teaching behaviors, teacher job description, and several suggested specifications for a teacher educational program. Included also are four objectives for instruction in the media center; listed under each objective are several pupil learning behaviors, teaching behaviors, and the suggested specifications for a teacher education program. (JS)

This bulletin is one of four containing reprints of working papers used in developing the teacher performance specifications for the Georgia educational model for the preparation of elementary school teachers (ED 025 491). "Teacher performance specifications" are defined as descriptions of behaviors regarded by the Georgia study as essential characteristics (skills, attitudes, knowledge, etc.) for teachers if they are to adequately fulfill their professional obligation. An introductory section describes procedures which were used to obtain the specifications from three sources: desired pupil behaviors, established educational principles, and observation of teachers on-the-job. The worksheets for language arts behaviors include 12 basic objectives for the elementary school language listening program, 11 for the oral language program (speech), 11 for the reading program, and ten for the composition program. Listed under each of the 44 objectives are several pupil learning behaviors, teaching behaviors, and the suggested specifications for a teacher education program. (JS)

This bulletin is a reprint of Part 3 of the College of Education, University of Georgia's proposal to the U.S. Department of Health, Education and Welfare, Office of Education (USOE) to undertake a feasibility study of the Georgia educational model (Johnson, 1969). It is a discussion of the theoretical considerations underlying procedures which were proposed to be used to carry out the USOE request for proposal specifications relative to cost estimation. Included are sections on "Control and Cost Estimation Related,""Management Technology," and "Approaches to Cost Estimation." Discussion of the systems approach includes depiction of the major relevant subsystems to be included in estimating and control: organization, communications, value, time, facilities, technology, product, dynamics, legal framework, and ethical and moral behaviors. (Author/JS)

This paper presents guidelines for the evaluation of candidate performance, the basic function of the evaluation component of the Georgia program model for the preparation of elementary school teachers. The three steps in the evaluation procedure are outlined: (1) proficiency module (PM) entry appraisal (pretest); (2) self evaluation and the recording of activities; and (3) PM exit appraisal (posttest). Six basic suggestions for the individual or group developing the PM are listed. They deal with PM prerequisites; appropriate variety, emphasis, and balance among type of evaluation procedures; use of a learning task check list, a means for the candidate to keep records of activities and for the advisor or PM coordinator to verify them; use of goal cards, another vehicle for student self evaluation and advisor verification; and what entry assessment and exit assessment should determine. (JS)

This paper describes the new facilities which the University of Georgia College of Education will move into on January 1, 1971. The two buildings now under construction are described in detail: 1) a seven story building containing teaching and administrative space for all programs of the College of Education except health and physical education, recreation, and industrial arts and 2) a two story building to house the industrial arts program. Tables present such details as 1) a breakdown per floor of the 158,347 square feet of space, 45 percent of which is allocated for graduate instruction and research, 51 percent for undergraduate instruction, and 4 percent for instruction related facilities; 2) a breakdown of the number and type of facilities, student capacity, and total floor space; 3) room-by-room breakdown of the use of each floor, the instruction and related facilities available, and the total assignable floor space for each department and division; 4) construction costs for the $5,000,000 project and description of the building sites. (JS)

This paper contains cost unit tables and instructions for their use in estimating the total cost of evaluating a given instructional objective or group of objectives. Included is a list of analytical procedures to be followed in the development of any device to evaluate student performance, (e.g., a unit exam in child development or an attitude scale relating to instructional methods). Tables for estimating development costs (a dollar cost for ten items) include differential cost factors for the behavioral area sample, the level of complexity, the format of the device, and the stimulus source. Tables for method of administration, method of scoring, method of item and test analysis are also included. A 25-item bibliography contains selected references related to the development of specific types of evaluation devices. (JS)