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THE EIGHTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FIFTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE AUGMENTED AND REVISED AS THE NEED ARISES. THE FIFTH GRADE SUPPLEMENT IS IN TWO PARTS. CONTAINED IN 5A ARE THE INTRODUCTORY MATERIAL, THE CONCEPTS SECTION, AND THE RESOURCE UNITS SECTION. RESOURCE UNITS ARE INCLUDED FOR HEAT AND THE UNIVERSE. THIS VOLUME, 5B, CONTAINS THE SECTIONS ENTITLED (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. (DH)

THE TENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS VOLUME, 6B, IS ONE OF THE THREE COMPRISING THE SIXTH GRADE SUPPLEMENT, AND CONTAINS A RESOURCE UNIT ON SPACE TRAVEL. VOLUME 6C CONTAINS RELATED SECTIONS FOR SIXTH GRADE MATERIALS ENTITLED (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. (DH)

THE SIXTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FOURTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS FOURTH GRADE SUPPLEMENT IS IN TWO PARTS. PART 4A CONTAINS THE INTRODUCTORY MATERIAL, THE CONCEPTS SECTION AND THE RESOURCE UNITS SECTION. RESOURCE UNITS FOR GRADE 4 INCLUDE (1) AIR, (2) LIVING THINGS--ECOLOGY, AND (3) ROCKS. THIS VOLUME, 4B, CONTAINS THE SECTIONS ENTITLED (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. (DH)

THE ELEVENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS VOLUME, 6C, IS ONE OF THREE COMPRISING THE SIXTH GRADE SUPPLEMENT, AND CONTAINS THE SECTIONS ON (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. VOLUME 6A CONTAINS A RESOURCE UNIT RELATED TO CHEMISTRY, AND VOLUME 6B A RESOURCE UNIT FOR SPACE TRAVEL. (DH)

THE THIRTEENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SEVENTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS SECOND VOLUME 7B, THE SEVENTH GRADE SUPPLEMENT, CONTAINS THE FOLLOWING SECTIONS--(1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, (3) BIBLIOGRAPHY, FILMSTRIPS, AND (4) EQUIPMENT AND SUPPLIES. VOLUME 7A INCLUDES LEARNING EXPERIENCES RELATED TO SCIENTIFIC ATTITUDES AND THE USE OF THE MICROSCOPE. (DH)

The mobile audiovisual instructional laboratory has been an effective instrument in bringing audiovisual materials into the inner-city schools of Minneapolis, Minn. In 1969-70, a total of 535 classroom teachers in elementary, secondary, and parochial schools received individual instruction in the production and utilization of audiovisual materials. The aim of the project was to provide materials which would improve communication with educationally disadvantaged children. Each day, two reserve teachers were assigned to the school building being serviced by the mobile van, allowing four teachers to receive instruction in the laboratory. The annual budget of $23,910 was provided by Title I funds. Although the project has not been formally evaluated, response from the teachers has been enthusiastic. It was recommended that a centrally-located audiovisual station be established to provide supplies and further instruction for teachers to make use of on their own time. For related document, see EM 010 413. (Author/JK)

The goal of the cassette pilot center at Clinton Elementary School, Minneapolis, Minn., is to develop a tape library that will improve instruction for children who learn better by simultaneous listening and viewing than by reading. To assess effects of the cassette program, two classes at Clinton which received considerable assistance with cassettes were compared with two classes at a nearby school (also Title I) which did not use cassettes. Groups were compared on reading vocabulary and spelling following eight weeks of instruction. Although neither group gained in spelling, the Clinton group made a significant gain in reading vocabulary. Over 90% of the Clinton children gained in vocabulary during the period--which was interrupted by a two-week teacher strike--while only 39% of the control group did. For related documents, see EM 010 403 and EM 010 415. (Author/JK)

Results of a survey showed that 95% of Minneapolis, Minn., elementary school children are exposed to educational television (ETV) lessons. The typical classroom teacher used ETV in three or four subject areas. More than nine out of 10 teachers reported satisfaction with the programs used. More than 80% of the teachers were satisfied with programing for all subject matter areas. Least satisfaction was reported for mathematics (83%) and most for language arts (96%). About half the teachers made recommendations for improvement. Most of these focused on improved scheduling, a need for more films, the need for more TV sets and better equipment maintenance. Of these, improved scheduling was the most frequently mentioned need. The 344 teachers who responded represented 89% of the teachers polled and 29% of all elementary teachers in the system. (Author/JK)

The mobile laboratory is a self-contained van with the equipment and production facilities necessary to provide a wide variety of instructional media for classroom use. The van brings in-service training in the production and use of audiovisual equipment to staff members in the "target area" schools of Minneapolis, Minn. During 1970-71, all teachers new to these schools received up to a half-day of instruction while reserve teachers taught their classes. A total of 410 classroom teachers and 105 aides from 21 elementary, four secondary, and three nonpublic schools were trained. Instruction was also provided at 18 faculty meetings, two all-day faculty workshops, and 11 audiovisual service days. Teachers appeared most interested in developing materials of immediate value in their classrooms. A list of equipment in the laboratory is appended. See also EM 010 414. (Author/JK)

The Clinton Cassette Project was begun during 1969-70 to find out if children with reading problems could learn their lessons by listening to them on cassette tapes. This project was the first to include setups for individual and group listening in every classroom in an elementary school. Many tapes were produced and duplicated at Clinton School, Minneapolis, Minn. Goals for 1970-71 were 1) to create a library of cassette tapes that elementary teachers would consider meaningful and useful and 2) to get the tapes into daily use. During the year staff members built a library of 884 tapes, mostly in language arts, literature, mathematics, social studies, and science. The tapes were used primarily by the 148 children at the school classified as educationally disadvantaged. They used the tapes 8,155 times during 1970-71. In 1971-72, the task of individual prescription will be stressed. This report includes a description of how the prescription process works, as well as recommendations about expanding the project into all Title I schools in the district. Teachers' replies to a questionnaire showed they were enthusiastic about the project. For related documents, see EM 010 411 and EM 010 403. (JK)

Fourteen elementary teachers evaluated the quality and usefulness of 146 tapes produced by the Clinton Pilot Cassette Center, Minneapolis, Minn. Teachers' opinions, rather than tests on students, were the basis of the ratings. Judging from the ratings, most of the cassettes appear suitable for use with educationally disadvantaged youth and were in keeping with the intent of Title I guidelines. Also the general quality and content of the tapes were rated good. Cassette tapes recorded from radio broadcasts or purchased from other school districts were not as good for use with poor readers as those tapes purchased from commercial sources or produced at the cassette center. Commercial tapes were better technically, but center tapes were better for use with poor readers and also provided more "settling down" time for students at the start of the tapes. Since two-thirds of the tapes were rated more suitable for intermediate than primary grade children, more emphasis may need to be placed on making tapes for the lower grades. Cassette materials were judged by 70% of the raters to be more effective than other instructional materials for teaching the subject to disabled readers. A list of rated tapes, along with recommendations and evaluations, is included. (Author/JK)

THE FIFTEENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE NINTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MENNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A BRIEF SUMMARY OF SUBJECT MATTER CONTENT FOR GRADE 9, AND A CHART OF GRADE CONTENT ASSIGNMENTS FOR THE ENTIRE K-12 PROGRAM IN EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH THE PROGRAM IS DESIGNED--(1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. THIS VOLUME ALSO CONTAINS THESE SECTIONS--(1) CONCEPTS, (2) LEARNING EXPERIENCES, (3) BIBLIOGRAPHY, BOOKS, (4) BIBLIOGRAPHY, FILMS, (5) BIBLIOGRAPHY, FILMSTRIPS, AND (6) EQUIPMENT AND SUPPLIES. THE LEARNING EXPERIENCES SECTION EMPHASIZES REGULARITIES IN THE WEIGHTS OF COINS, AND A SCIENTIFIC ATTITUDES CHECKLIST. (DH)

THE SECOND IN A SERIES OF17 VOLUMES, THIS VOLUME PROVIDES THE FIRST GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPT TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM IS DESIGNED. THE AREAS ARE (1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. AT PRESENT THE RESOURCE UNITS SECTION OF THE SUPPLEMENT CONTAINS A UNIT ON ENERGY. OTHERS WILL BE ADDED AS THEY BECOME AVAILABLE. COURSE CONTENT FOR K-12 IS GIVEN IN CHART FORM. IN ADDITION TO THE INTRODUCTORY MATERIAL, SECTIONS OF THE SUPPLEMENT ARE (1) CONCEPTS, (2) RESOURCE UNITS, (3) ANNOTATED BIBLIOGRAPHY, BOOKS, (4) ANNOTATED BIBLIOGRAPHY, FILMS, AND (5) EQUIPMENT AND SUPPLIES. (DH)

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

THE SIXTEENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE BIOLOGY TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. VOLUME 10A CONTAINS THE INTRODUCTORY MATERIAL, AND THE SECTIONS (1) CONCEPTS, (2) REFERENCES, (3) LOOKING FOR AN IDEA, AND (4) IMPROVING INSTRUCTION. VOLUME 10B CONTAINS RELATED SECTIONS ON (1) FILMS, (2) FILMSTRIPS, (3) EQUIPMENT, AND (4) ORDERING AND REPAIRING. (DH)

THIS VOLUME PROVIDES THE KINDERGARTEN TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM IS DESIGNED. THE AREAS ARE (1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. AT THE PRESENT TIME THE SUPPLEMENT CONTAINS MATERIAL FOR THE EARTH AND THE UNIVERSE. OTHER AREAS WILL BE ADDED AS THEY BECOME AVAILABLE. COURSE CONTENT FOR THE VARIOUS GRADES OF THE ENTIRE K-12 PROGRAM ARE ALSO GIVEN IN CHART FORM. IN ADDITION TO THE INTRODUCTORY MATERIAL, SECTIONS OF THE SUPPLEMENT ARE (1) CONCEPTS, (2) RESOURCE UNITS, (3) ANNOTATED BIBLIOGRAPHY, BOOKS, (4) ANNOTATED BIBLIOGRAPHY, FILMS, AND (5) EQUIPMENT AND SUPPLIES. (DH)

THE THIRD IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SECOND GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3, IN EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM IS ORGANIZED. THE AREAS ARE (1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. AT PRESENT THE RESOURCE UNITS SECTION OF THE SUPPLEMENT INCLUDES A UNIT ON ENERGY. OTHERS WILL BE ADDED AS THEY BECOME AVAILABLE. COURSE CONTENT FOR K-12 IS GIVEN IN CHART FORM. IN ADDITION TO THE INTRODUCTORY MATERIAL, SECTIONS OF THE SUPPLEMENT ARE (1) CONCEPTS, (2) RESOURCE UNITS, (3) ANNOTATED BIBLIOGRAPHY, BOOKS, (4) ANNOTATED BIBLIOGRAPHY, FILMS, AND (5) EQUIPMENT AND SUPPLIES. (DH)

THE FOURTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE THIRD GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM IS DESIGNED. THESE AREAS ARE (1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. AT PRESENT THE RESOURCE UNITS SECTION OF THE SUPPLEMENT INCLUDES ONLY AN INTRODUCTORY SECTION ON "METHODS OF SCIENCE"--OTHER UNITS WILL BE ADDED AS THEY ARE DEVELOPED. COURSE CONTENT ASSIGNMENTS FOR K-12 ARE GIVEN IN CHART FORM. IN ADDITION TO THE INTRODUCTORY MATERIAL, SECTIONS OF THE SUPPLEMENT ARE (1) CONCEPTS, (2) RESOURCE UNITS, (3) ANNOTATED BIBLIOGRAPHY, BOOKS, (4) ANNOTATED BIBLIOGRAPHY, FILMS, AND (5) EQUIPMENT AND SUPPLIES. (DH)

THE FIFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FOURTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A DETAILED OUTLINE OF THE CONTENT FOR GRADE 4 FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH THE CURRICULUM IS DESIGNED--(1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. A CHART INDICATES CONTENT FOR THE ENTIRE K-12 PROGRAM. THE FOURTH GRADE SUPPLEMENT IS IN TWO VOLUMES, 4A CONTAINS SECTIONS ON (1) CONCEPTS, AND (2) RESOURCE UNITS, AND 4B CONTAINS BIBLIOGRAPHIES AND EQUIPMENT AND SUPPLIES SECTIONS. RESOURCE UNITS ARE (1) AIR, (2) LIVING THINGS--ECOLOGY, AND (3) ROCKS. (DH)

THE TWELFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SEVENTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SEVENTH GRADE SUPPLEMENT IS IN TWO VOLUMES. VOLUME 7A CONTAINS INTRODUCTORY MATERIAL, A BRIEF SUMMARY OF SUBJECT MATTER CONTENT FOR GRADE 7, AND A CHART WHICH SHOWS THE GRADE CONTENT FOR THE ENTIRE K-12 PROGRAM, FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH THE CURRICULUM WAS DEVELOPED--(1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. THIS TEACHER'S SUPPLEMENT ALSO CONTAINS THE SECTIONS (1) CONCEPTS, AND (2) LEARNING EXPERIENCES. THE LEARNING EXPERIENCES SECTION DEALS WITH (1) THE USE OF THE MICROSCOPE, AND (2) SCIENTIFIC ATTITUDES. VOLUME 7B CONTAINS THE FOLLOWING SECTIONS--(1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, (3) BIBLIOGRAPHY, FILMSTRIPS, AND (4) EQUIPMENT AND SUPPLIES. (DH)

THE NINTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SIXTH GRADE SUPPLEMENT IS IN THREE VOLUMES. VOLUME 6A HAS A DETAILED OUTLINE OF THE SUBJECT MATTER FOR GRADE 6 IN EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH THE CURRICULUM IS DESIGNED--(1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. A CHART INDICATES GRADE CONTENT FOR THE ENTIRE K-12 PROGRAM. VOLUME 6A INCLUDES INTRODUCTORY MATERIAL AND SECTIONS CONCERNING (1) CONCEPTS, AND (2) RESOURCE UNITS, CHEMICAL ENERGY. VOLUME 6B CONTAINS A RESOURCE UNIT ON SPACE TRAVEL, AND VOLUME 6C CONTAINS RELATED SECTIONS FOR SIXTH GRADE MATERIALS ENTITLED (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. (DH)

This report of the Teacher Aide Program in the Minneapolis, Minn., Public Schools, funded under Title I of the Elementary and Secondary Education Act, is divided into four sections. The first section is "An Overview of the Evaluation of the Teacher Aide Program, Academic Year, 1966-67." The next two sections summarize questionnaire responses of the 254 aides who participated in the evaluation; a description of the aides and an analysis of duties they performed is provided. The fourth section reports an experiment conducted during the second semester of 1967 to assess whether teacher aides could be used effectively to help develop reading readiness in kindergarten children. (SG)

THIS REPORT CONTAINS EVALUATIONS OF 22 TITLE I PROJECTS IN THE MINNEAPOLIS, MINNESOTA, PUBLIC SCHOOLS. THERE WERE PROGRAMS IN SIX AREAS--(1) SUMMER AND AFTER-SCHOOL COMPENSATORY EDUCATION WHICH PROVIDED ENRICHMENT AND SKILL DEVELOPMENT, (2) CURRICULUM DEVELOPMENT AND EXPERIMENTATION, (3) HEALTH AND WELFARE, (4) SPECIAL EDUCATION FOR PHYSICALLY HANDICAPPED OR EMOTIONALLY DISTURBED CHILDREN, (5) INCREASED PERSONNEL FOR HOME VISITS, TEACHER AIDES, AND TUTORIAL AIDES, AND (6) INSERVICE TRAINING IN SPECIAL METHODS FOR TEACHING DISADVANTAGED CHILDREN. THE PURPOSE, DURATION, ALLOCATION, AND EVALUATION OF EACH OF THE PROJECTS ARE PRESENTED. THERE WERE TITLE I ACTIVITIES IN 25 ELEMENTARY SCHOOLS, FIVE JUNIOR HIGH SCHOOLS, AND THREE SENIOR HIGH SCHOOLS. (DK)

THIS EVALUATION OF AN EXPERIMENTAL JUNIOR HIGH SCHOOL PROGRAM IN MINNEAPOLIS PRESENTS DATA DERIVED FROM TWO YEARS OF OPERATION. THIS SCHOOL WAS ESTABLISHED TO EXPLORE METHODS OF GIVING MEANINGFUL EDUCATION TO 45 DISADVANTAGED STUDENTS. IT WAS LOCATED IN A SEPARATE FACILITY AND, DURING THE FIRST YEAR, STAFFED BY EIGHT TEACHERS. THIS EXPERIMENTAL GROUP WAS MATCHED WITH A CONTROL GROUP WHO REMAINED AT THE PARENT SCHOOL. THE REPORT FOCUSES ON THE EXPERIMENTAL EVALUATION DESIGN AND ON THE MEASURING INSTRUMENTS. IT INCLUDES INFORMATION ON THE FIRST-YEAR EVALUATION PROGRAM, STAFF CHARACTERISTICS, SELECTION OF STUDENTS, AND BASELINE DATA. FOR THE SECOND YEAR IT PRESENTS DATA ON MEASURES OF ACHIEVEMENT AND ATTITUDES, TEACHER AND PARENT OPINIONS, AND ATTENDANCE. THE DATA FROM THE FIRST YEAR SHOWED THAT THE EXPERIMENTAL AND CONTROL GROUPS WERE WELL-MATCHED, AND ALTHOUGH NOT STATISTICALLY SIGNIFICANT, THE FINDINGS OF THE EVALUATION REVEALED A "CONSISTENT TENDENCY" FOR EXPERIMENTAL STUDENTS TO SCORE BETTER THAN THE CONTROLS. RECOMMENDATIONS FOR FUTURE EVALUATION OF THIS JUNIOR HIGH SCHOOL ARE INCLUDED. (NH)

AS PART OF THE WORK OF THE YOUTH DEVELOPMENT PROJECT FOR DELINQUENCY PREVENTION, THIS STUDY COMPARED LOW-INCOME AREA (TARGET) AND MIDDLE-INCOME AREA (COMPARISON) SCHOOLS TO EXAMINE THE DIFFERENCES IN THE TEACHING STAFFS AND THE TEACHER RETENTION TURNOVER RATES IN THESE SCHOOLS, AND TO ANALYZE THE DIFFERENTIAL EFFECTS OF THESE RATES. ALL OF THE TEACHERS IN THE 11 TARGET AND 10 COMPARISON SCHOOLS DURING THE PERIOD FROM 1958 TO 1963 WERE INCLUDED IN THE STUDY. SUBSTANTIAL DIFFERENCES IN STAFF COMPOSITION WERE FOUND IN THE ELEMENTARY AND JUNIOR HIGH SCHOOLS BUT NOT IN THE HIGH SCHOOLS. FOR EXAMPLE, THE TEACHERS IN BOTH THE TARGET AND COMPARISON HIGH SCHOOLS TENDED TO HAVE THE SAME SOCIOECONOMIC STATUS. IN GENERAL, HOWEVER, TARGET SCHOOL TEACHERS WERE YOUNGER, HAD LESS EXPERIENCE (TURNOVER-PRONE), AND WERE LIKELY TO BE ACQUIRED DIRECTLY FROM COLLEGE. RETENTION RATE WAS HIGHER IN MIDDLE-INCOME SCHOOLS AT ALL LEVELS, AND WAS FOUND TO BE CORRELATED WITH SCHOOL LEVEL, AGE, EXPERIENCE, SEX, EDUCATION, AND MANNER OF ACCESSION. THE FACTORS RELATED TO RETENTION WERE DIFFERENT IN TARGET AND COMPARISON SCHOOLS. IN GENERAL, IT APPEARED THAT SOCIOECONOMIC FACTORS ARE IN A "SUBORDINATE, BUT CATALYTIC," RELATIONSHIP WITH BROADER "'CAREER EXPECTATIONS'" SUCH AS AGE AND SEX IN AFFECTING TEACHER TURNOVER. (AN APPENDIX CONTAINS A SUMMARY OF PERSONNEL PRACTICES IN THE MINNEAPOLIS SCHOOL SYSTEM. THERE ARE 45 TABLES OF DATA AND A LIST OF REFERENCES.) (EF)

THE SEVENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FIFTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A DETAILED OUTLINE OF SUBJECT MATTER FOR GRADE 5 FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH THE PROGRAM IS DESIGNED--(1) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. A CHART INDICATES GRADE CONTENT FOR THE ENTIRE K-12 PROGRAM. THE FIFTH GRADE SUPPLEMENT IS IN TWO VOLUMES, 5A CONTAINING THE SECTIONS ON (1) CONCEPTS, AND (2) RESOURCE UNITS, AND VOLUME 5B CONTAINING THE BIBLIOGRAPHIES AND EQUIPMENT AND SUPPLIES SECTIONS. THE RESOURCE UNITS INCLUDE DESCRIPTIONS OF UNITS DEALING WITH (1) HEAT AND INFRARED RADIATION, AND (2) THE UNIVERSE. THE LATTER IS DIVIDED INTO THE FOLLOWING SUBSECTIONS--(1) EARTH, (2) MOON, (3) SUN, (4) SOLAR SYSTEM, AND (5) STARS AND GALAXIES. (DH)