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TO IMPROVE COMPATIBILITY BETWEEN ACADEMIC CURRICULUMS OFFERED IN CHILD CARE AND THE ACTUAL WORLD OF WORK IN THAT FIELD, A SPECIAL RESEARCH TEAM DEVELOPED AND FIELD TESTED A SURVEY INSTRUMENT DESIGNED TO OBTAIN UP-TO-DATE FACTS ABOUT MAJOR TYPES AND COMBINATIONS OF TASKS PERFORMED BY CHILD CARE WORKERS. FIELD TESTING WAS DONE WITH EMPLOYEES OF A PLAYSCHOOL AND A DAY NURSERY ASSOCIATION. SUBJECTS WERE ASKED TO INDICATE TASKS THEY PERFORMED IN THE FOLLOWING AREAS--(1) HOUSEKEEPING, (2) FOOD PREPARATION, (3) ASSISTING CHILDREN WITH ROUTINES, (4) MATERIAL PREPARATION, (5) CLERICAL AND SECRETARIAL WORK, (6) DIRECTING OR ASSISTING WITH ACTIVITIES, (7) PLANNING ACTIVITIES OR PROGRAMS, (8) PURCHASING, (9) WORKING WITH PARENTS, AND (10) GENERAL ADMINISTRATION. A COPY OF THE COMPLETED INSTRUMENT WAS PRESENTED. THIS VOLUME REPRESENTS PART 10 OF A 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)

AS AN INITIAL STEP TOWARD IMPROVING VOCATIONAL CURRICULUMS IN FOOD SERVICING, A SPECIAL RESEARCH TEAM DEVELOPED AND FIELD TESTED A SURVEY INSTRUMENT FOR OBTAINING UP-TO-DATE INFORMATION ABOUT MAJOR TYPES AND COMBINATIONS OF TASKS PERFORMED BY FOOD SERVICE WORKERS. THE INSTRUMENT COVERED THE FOLLOWING BASIC TASKS OF FOOD SERVICING--(1) FOOD PREPARATION, (2) MANAGEMENT AND SUPERVISION OF COMMERCIAL AND INSTITUTIONAL FOOD SERVICE ESTABLISHMENTS, (3) MISCELLANEOUS TASKS OF FOOD SERVICE ESTABLISHMENTS, INCLUDING MAINTENANCE, CASHIERING, AND CLERICAL AND SECRETARIAL SUPPORT, (4) FOOD PURCHASING, AND (5) FOOD SERVING AND MENU PLANNING. FIELD TESTING WAS DONE WITH FOOD SERVICE EMPLOYEES OF A MODERN HOSPITAL AND HOTEL, UNIVERSITY DINING HALLS, AND THREE HIGHWAY RESTAURANTS. A COPY OF THE COMPLETED INSTRUMENT WAS PRESENTED. THIS VOLUME REPRESENTS PART 9 OF A 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)

AN EFFORT WAS MADE TO IDENTIFY SPECIFIC KNOWLEDGES AND CLUSTERS OF KNOWLEDGES MOST WIDELY USEFUL IN MAJOR TYPES OF WORK COMMONLY DONE BY ELECTRONIC TECHNICIANS. PRINCIPAL TASKS OF TECHNICIANS WERE CLASSIFIED AS (1) DIAGNOSING TROUBLE IN SYSTEMS, (2) ADJUSTING AND OPERATING, (3) SERVICING, (4) ASSEMBLING, (5) INSTALLING, (6) DESIGNING AND COMPUTING, (7) APPLICATION, DISTRIBUTION, AND SALES IN ELECTRONICS, AND (8) QUALITY CONTROL AND TESTING. A QUESTIONNAIRE LISTING 643 KNOWLEDGES EXTRACTED FROM TEXTBOOKS, CURRICULUM GUIDES, AND COURSES OF STUDY WAS ADMINISTERED TO A SAMPLE OF WORKERS IN 64 ESTABLISHMENTS BROADLY REPRESENTATIVE OF THE NATIONAL PATTERN OF ELECTRONIC TECHNICIANS' WORK. THESE WORKERS DEEMED 84 OF THE 643 KNOWLEDGES ESSENTIAL FOR PERFORMANCE OF SIX OF THE EIGHT PRINCIPAL TASKS, AND 154 ESSENTIAL FOR PERFORMANCE OF THREE TO FIVE PRINCIPAL TASKS. THESE DATA WERE PROVIDED BY 154 USABLE QUESTIONNAIRES. THIS VOLUME REPRESENTS PART 4 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED REPORTS ARE ED 010 652 THROUGH ED 010 664. (JH)

IDENTIFICATIONS WERE MADE OF THE MATHEMATICAL KNOWLEDGES COMMONLY USED IN OCCUPATIONS MOST READILY SUITABLE FOR NONCOLLEGE-BOUND YOUTH. TASK ITEMS FROM QUESTIONNAIRES USED IN OFFICE OCCUPATIONS, GENERAL MERCHANDISING, BUILDING TRADES, ELECTRONICS, FOOD SERVICE, CHILD CARE, AND AGRICULTURE STUDIES WERE EXAMINED FOR MATHEMATICAL KNOWLEDGE CONTENT. FIVE CLUSTERS OF MATHEMATICS KNOWLEDGES WERE FOUND TO BE USEFUL IN ALL THE JOB AREAS STUDIED. THESE CLUSTERS WERE (1) OPERATIONS WITH FRACTIONS, (2) OPERATIONS WITH DECIMALS, (3) CONVERSION OF FRACTIONS TO DECIMALS, (4) CONCEPT OF PERCENTAGE, AND (5) RATIO AND PROPORTION. STUDY RESULTS WERE CONSIDERED TENTATIVE. THIS VOLUME REPRESENTS PART 8 OF THE 13-PART FINAL REPORT ON THE VOCATIONAL-TECHNICAL EDUCATION RESEARCH AND DEVELOPMENT PROJECT OF WASHINGTON STATE UNIVERSITY. RELATED VOLUMES ARE ED 010 652 THROUGH ED 010 664. (JH)

A transition program at the American College of Life Underwriters which is moving into criterion-referenced measurement, but is also maintaining some of the desirable aspects of norm-referenced measurement, is discussed. Two programs that have moved into the criterion-referenced measurement area are the Cassette/Review Program of the Zimmerman Adult Learning Laboratory and the Mathematics of Life Insurance portion of one of the C.L.U. courses. (Author/DB)

The Program for Learning in Accordance with Needs (PLAN) was devised to be self-improving through a system of computer analysis of student performance data. The PLAN instructional program consists of teaching-learning units in various subject areas, such as reading and science, which are composed of self-paced alternative learning activities, objectives, and criterion tests. Two types of student performance data related to specific objectives (derived from statistics for the number of students selecting each option on tests, frequency distributions of student scores on an objective by objective basis, and on a unit by unit basis, and cross validation data on parallel items) and subjective teacher and student judgements. Examination and analysis of these data by computer reveal whether a unit needs refinement or not; if it does, the data can reveal the difficulty, whether it is a lack of consistency in activities and objectives between learning, a poorly stated problem, inappropriate sequencing of learning activities, or lack of student understanding of the presentation format. (SP)

The educational implications of the research, "A Survey and Analysis of Major Tasks, Knowledges Associated with Work and Child Care Occupations," (ED 021 066) are examined. A proposed framework for curriculum development and child care contains task analysis, knowledge derivation, behavioral objective development, and organization of objectives into the curriculum. The knowledge required for the performance of many given tasks may transfer to the performance of others. General sets of capabilities increase the occupational opportunity and choice of individual students. To be useful as a component in vocational curriculum building, functional definitions of the characteristics and capabilities of a person who has attained an educational objective are needed. A behavioral objective states what the student can do, but it does not in any way state how the behavior must be learned. Teaching then becomes an act designed to facilitate learning, not an act having relevance in itself. A curriculum in child care should be a meaningful collection of behavior objectives which enables the learner to perform certain tasks and assume more responsibility for his own education. By beginning with knowledges and developing a curriculum of behavioral objectives, one exposes the communality of tasks and opens up a large potential for further generality. (FP)

PLAN is an ungraded, computer supported, individualized program of education. This paper discusses the development of this program year by year. The first two years were limited, both in curriculum and content pacing. The third year was much more comprehensive. The fourth year will involve all grades, and will have lessons which are behaviorally and discretely defined, information about students, and rules for the use of this information. A program of study is developed by checking state and local school system requirements, the students academic history, and the students academic foundations. A core content of the students program is then set up. At the secondary level, this program is aimed at providing the student with preparation for at least two major long term goals which have been decided upon by him and his parents. The examples given in the second booklet on using student performance data show the data upon which revisions of PLAN modules were made as well as student performance on the revised materials. By first examining summary results for all items for an objective, it is possible to determine whether or not the general level of performance if acceptable, and further whether results indicate general misconceptions or errors in the instructional material itself. (SJ)

A mode of operation that is currently being utilized for research and development activities in a nontraditional college environment is presented. The program described is in the content area of mathematics of life insurance. The students for whom the materials were developed are adults in insurance and related professions who are engaged in full-time work activities at the same time they are continuing their education. The design and evaluation of the program took into account cognitive, affective, and operational variables. The program is the Chartered Life Underwriter Diploma Program (C.L.U. Diploma Program) of the American College, which consists of 10 semester-length courses each of which culminates in an examination. Two data bases were used--one from biographical data and one from test data. As a result of context and input evaluations, it was decided to develop an individualized learning experience with the following key structural elements: specifically stated behavioral objectives, criterion referenced test items, guidance information and learning activities designed to elicit performance of objectives. The new mathematics of life insurance modular learning experience is designed to supplement existing study aids from the American College. The program consists of seven booklets, one for each of the seven assignments in the mathematics of life insurance section of C.L.U. Course 1, and one specially indexed audio tape. The test used for evaluation of the program consisted of two forms of an examination prepared by the program developers, and the California Multiple Aptitude Test in Numerical Reasoning. (DB)

Growing bodies of research demonstrate that the quality of human perceptions, goals, and relationships depend largely on educational programs that prepare mothers and child care workers to foster children's full intellectual physical, and emotional development. A study was conducted to identify knowledge and competency clusters associated with non-professional child care occupations for use in occupational curriculums, or family life educational programs. A total of 255 persons employed in 96 day care centers, nurseries, Head Start projects, and migrant worker day care centers responded to a questionnaire to determine their major tasks. The tasks were analyzed to ascertain the knowledges necessary for their performance, and these were classified into child development, materials and equipment, physical arrangements, and management knowledges. No relationship was found between the worker educational level and the tasks performed. Different work categories involve different levels of knowledge. All childcare workers needed knowledge at the lowest level while fewer would be expected to possess knowledge, at the highest level. Child care worker education could be expedited by the development of a knowledge taxonomy as a basis for a spiral curriculum whereby the various levels of knowledge could be taught at their appropriate place to prepare students for entry level jobs and occupational mobility. Basic child care knowledges probably should be taught and desirable personal characteristics developed in high school. A tentative taxonomy of levels derived from Blooms,"Concept of the Cognitive Domain." A list of personal characteristics required to work effectively with children, references, research data, and the questionnaire are included. (FP)

This programed mathematics textbook (Volume I) is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know that a number X having an exponent n means that X is multiplied by itself n times and be able to perform addition, subtraction, multiplication, and division with numbers containing exponents, convert any number into standard scientific notation, convert a number from standard notation into standard decimal notation, and perform addition, subtraction, multiplication, and division using scientific notation. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to perform the division operation when the divisor is a decimal fraction. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know that a number X having an exponent n means that X is multiplied by itself n times and be able to perform addition, subtraction, multiplication, and division with numbers containing exponents, convert any number into standard scientific notation, convert a number from standard notation into standard decimal notation, and perform addition, subtraction, multiplication, and division using scientific notation. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to distinguish between correct and incorrect proportions, solve a proportion for one unknown quantity when given values for the other three, and solve specific problems involving proportions. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to write the reciprocal of an integer or a fraction; add the reciprocals of integers; and solve the equation 1/Rt=1/R1+1/R2+1/Rn for Rt. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook (Volume II) is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) convert to a percentage from a fraction of the form a/b, where 0 is less than (a,b) and these are less than 1,000, (2) convert from a percent to a fraction, (3) convert from a decimal to a percentage, (4) convert from a percent to a decimal, and (5) solve percentage problems of the form A=% x Base for A, %, or Base given the other two factors. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to correctly use the commutative law of addition and multiplication and should know that it does not hold for subtraction and division. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) convert to a percentage from a fraction of the form a/b, where 0 is less than (a,b) and these are less than 1,000, (2) convert from a percent to a fraction, (3) convert from a decimal to a percentage, (4) convert from a percent to a decimal, and (5) solve percentage problems of the form A=% x Base for A, %, or Base given the other two factors. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 822-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to change simple fractions into decimals by writing them as equivalent fractions with their denominator a power of 10 and fractions into decimals by dividing the numerator by the denominator. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to correctly divide decimal fractions. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational cl"sters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know that "quotient" indicates division and be able to: (1) divide a fraction of the form a/b, where 0 is less than (a,b) and these are less than 100, by a positive integer less than 100, (2) divide a fraction of the form a/b by a fraction of the form c/d, where 0 is less than (a,b,c,d) and these are less than 100, (3) divide mixed numbers by mixed numbers of the form Xa/b, where 0 is less than (X,a,b) and these are less than 100, (4) divide literal fractions, and (5) divide any combination of the letters, fractions, integers, and mixed numbers listed above. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to count decimal places, multiply any two decimal fractions, and round off a product to a given number of decimal places. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to add and subtract decimal numbers to other decimal numbers and to integers. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) know that "difference" indicates the operation of subtraction, (2) order any set of fractions, (3) subtract a small fraction of the form a/b where 0 is less than (a,b) when these are less than 100 from a larger fraction with the same denominator, (4) subtract a small fraction of the form a/b, where 0 is less than (a,b) and these are less than 100, from a larger fraction of the same form with unlike denominators, (5) subtract two literal fractions with common denominators, (6) subtract two literal fractions with unlike denominators, and (7) subtract a small mixed number from a larger one of the form Xa/b where 0 is less than (X,a,b) when these are less than 100. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) know that "sum" indicates the operation of addition, (2) add two or three numeric fractions of the form a/b where 0 is less than a/b and when a/b is less than 100, (3) add two or three fractions of the form k/y, where 0 is less than k when k is less than 100 and y is the same literal denominator for all fractions, (4) add two or three literal fractions with the same denominators, and (5) add mixed fractions of the form Xa/b, where 0 is less than (X,a, and b) and these are less than 100. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook (Volume I) is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) know that "sum" indicates the operation of addition, (2) add two or three numeric fractions of the form a/b where 0 is less than a/b and when a/b is less than 100, (3) add two or three fractions of the form k/y, where 0 is less than k when k is less than 100 and y is the same literal denominator for all fractions, (4) add two or three literal fractions with the same denominators, and (5) add mixed fractions of the form Xa/b, where 0 is less than (X,a, and b) and these are less than 100. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) change integers into equivalent forms, (2) change fractions into equivalent forms, (3) recognize prime numbers up to 20, (4) factor the number 100 into primes, and (5) reduce literal or numeric fractions. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 882-VT 006 909, and VT 006 975. (EM)

The purpose of this project was to develop and test a series of programed mathematics textbooks for students who plan to enter clerical, retailing, construction, electronics, food service, child care, or agricultural occupations. Behavioral objectives were derived from an earlier analysis of tasks in these occupational clusters. From these, three mathematicians with aid from workers, supervisors, vocational teachers, and mathematics teachers, identified 21 specific mathematics competencies and constructed a sequential content structure. The structure's major elements were (1) Symbols, (2) Representing Numbers by Letters, (3) Reduction of Fractions, (4) Ratios and Fractions, (5) Addition of Fractions, (6) Subtraction of Fractions, (7) Multiplication of Fractions, (8) Division of Fractions, (9) Concepts of Decimals and Fractions, (10) Addition and Subtraction of Decimals, (11) Multiplication of Decimals, (12) Division of Decimals, (13) Conversion of Fractions into Decimals, (14) Equivalent Forms of A=BC, (15) Solutions of A=BC, (16) Percentage, (17) Commutative Law, (18) Reciprocals, (19) Scientific Notation, (20) Proportions, and (21) Concepts of Number Bases. The 27 programed texts which cover this content are available as VT 006 883-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to correctly use = and not = signs, symbols representing division such as a/b, and symbols representing multiplication as a x b, a . b, ab, a(b), and (a)(b). The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know that a letter can represent a number and that algebraic and arithmetic rules of operations apply to letters and numbers. He should be able to make correct numeric substitutions for general literal expressions and construct general formulas that represent simple relationships. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to demonstrate (1) his recognition of fractions of the form a/b where a and b are letters or positive integers less than 100, (2) knowledge of the terms numerator and denominator, (3) how shaded areas of plane figures can be represented by fractions, (4) knowledge of the relationship between a ratio and a fraction, and (5) that competency has been attained by answering four out of five multiple choice test items covering each objective. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know the place value concept for decimals and be able to convert fractions whose denominations are 10, 100, or 1,000 to decimal form and write equivalent forms of integers and decimals by adding or removing zeros. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This article presents two broad aspects of audio technology: as a developmental tool for gathering information and an instructional tool. Three applications of audio instruction and two innovations (variable speech and audio indexing) are described. (Author/BD)

This programed mathematics textbook (Volume II) is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) recognize a correct equation of the type a=bc, where a, b, c are either letters or positive integers less than 100, (2) recognize equivalent statements of the general equation a=bc, when these statements are obtained by replacement, multiplication, or division, (3) select the correct method (replacement, multiplication, or division) for deriving an equivalent statement from an equation of the form a=bc, (4) demonstrate competency in the previous objectives by correctly answering four out of five multiple choice text items covering each objective. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909. (EM)

This programed mathematics textbook (Volume I) is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) recognize a correct equation of the type a=bc, where a, b, c are either letters or positive integers less than 100, (2) recognize equivalent statements of the general equation a=bc, when these statement are obtained by replacement, multiplication, or division, (3) select the correct method (replacement, multiplication, or division) for deriving an equivalent statement from an equation of the form a=bc, (4) demonstrate competency in the previous objectives by correctly answering four out of five multiple choice test items covering each objective. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to solve equations of the form a=bc for any one letter, given positive integral values for the other two. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know that "quotient" indicates division and be able to: (1) divide a fraction of the form a/b, where 0 is less than (a,b) and these are less than 100, by a positive integer less than 100, (2) divide a fraction of the form a/b by a fraction of the form c/d, where 0 is less than (a, b, c, d) and these are less than 100, (3) divide mixed numbers by mixed numbers where the mixed numbers are of the form Xa/b where 0 is less than (X,a,b) and these are less than 100, (4) divide literal fractions, and (5) divide any combination of letters, fractions, integers, and mixed numbers listed above. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should know that the word "product" indicates multiplication and be able to: (1) multiply two or three numeric fractions of the form a/b, where 0 is less than (a,b) when these are less than 100, (2) multiply a numerical fraction of the form a/b, where 0 is less than (a,b) when these are less than 100, by a fraction containing a letter and a positive integer less than 100, (3) multiply two literal fractions of the form a/b, (4) multiply a numeric fraction of the form a/b, where 0 is less than (a,b) and these are less than 100, and (5) multiply two mixed numbers of the form Xa/b where 0 is less than (X,a,b) and these are less than 100. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)

A look at how mathematics for life insurance courses is currently being used in a nontraditional college environment. (Author/HB)

Individualized lessons, based upon inferred instructional goals of The Roberts English Series," were developed by Program for Learning in Accordance with Needs (PLAN). (RD)

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to: (1) change from exponential form to expanded form and vice versa, (2) write a number in the base 10 system in expanded exponential form, (3) write a number in the base two system in expanded exponential form, and (4) convert numbers from base two and base five to base 10. The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM)