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A central problem in teacher education is the lack of curriculum integration in both competency-based and traditional teacher preparation programs. Curriculum integration is achieved when students are able to perceive a meaningful relationship between what they have learned in the different educational experiences in the program, and between those learnings and their subsequent performance as classroom teachers. These two relationships suggest two dimensions of curriculum integration: (1) integrating instructional experiences; and (2) integrating instructional objectives. Instructional experiences can be integrated in two ways--horizontally and longitudinally. A horizontal integration can be achieved by organizing the courses and the activities around unifying threads that provide a basis for the students to perceive relationships. A longitudinal integration can be achieved by designing the experiences in a way that facilitates transfer of learning from an earlier experience to a new, but similar, situation. Instructional objectives are satisfactorily integrated when students are able to perceive a relationship between what they learn in a preparation program and what they do on the job as teachers. Integration of instructional objectives can be achieved through (1) utilitarian integration of instructional objectives (identifying as objectives only those behaviors that have a high likelihood of being useful in teaching) and (2) generalizable integration of objectives (designing program objectives so that they can be widely applied in classroom teaching). (MM)

Information gathered in the 1974 statewide survey of Tennesseeans' opinions on higher education is compared with similar information gathered in other states. Questions asked concerned confidence in institutions, freedom to teach, quality of education and college type, favorability to increased spending, favorability to institutional expansion, university budget information, public services performed by institutions, kinds of contact with institutions, sources of institutional information, and preferred sources of additional funds. Comparisons are made with studies in Washington, Wisconsin, and Michigan, and with two national studies made in 1964 and 1974. (MSE)

Current classroom problems affecting teachers within the potential teacher education population of Indiana University Northwest (IUN) were studied as part of a continuing effort to update the state of the art as it relates to the changing problems of teachers in the classroom. A review of past research suggests seven problem areas to be studied: class size; insufficent time for rest and preparation; insufficient clerical help; finding time for individualized work with students; inadequate instructional materials; discipline; and problems with parents. In order to assess the status of these classroom problems, 246 questionnaires were distributed to graduates of IUN (104 were returned) with instructions to rate these seven problems as "major,""minor," or "no problem". The questionnaire included an open response section that requested teachers to list three other problems they encountered not listed in the above seven. Teachers were also asked to rate their confidence in seven instructional areas: mathematics, language arts, science, social studies, music, art, and physical education. Selected demographic information was also collected. According to the results, major problems facing teachers relate to time and interpersonal relations. The information collected regarding confidence revealed they did not feel confident to provide adequate instruction in science. The majority of teachers focused their attention on the problem of finding time for individualized work with students; however, analysis of their suggestions indicated that the teachers have no better ideas for solving the problem than anyone else. (A sample questionnaire is included.) (MM)

The purpose of this study was to determine how many of the Junior Division students at the Baton Rouge Campus of Louisiana State University who had expressed an interest in majoring in education in 1975 had actually begun studies in 1976, had switched to other majors, or had not continued beyond the first year. Comparisons were made (1) between the American College Test (ACT) scores of students in the Junior Division in 1975 opting for education and the ACT scores of the Junior Division total population; (2) between the ACT scores of those who actually had enrolled in the College of Education and those who enrolled in other curriculum areas; and (3) between the ACT scores of students in various curriculum areas within the College of Education. Data from the study indicate that education majors enrolled in the Junior Division in fall 1975 who subsequently enrolled in the College of Education by fall 1976 had a mean ACT score (19.3) of 0.6 of a point above the 1975 national mean and 2.0 above the 1975 state mean. (MB)

This monograph is part of a study to collect "benchmark" data on the teaching of science that could serve as a basis of comparison for trend analysis. The information obtained in this survey provides a description of science teaching practices and selected teacher characteristics in the United States. The purpose of this study was to obtain information about procedures, practices, policies and conditions related to the teaching of science in the public elementary schools of the United States in 1971. This monograph provides results of correlation and multiple regression analyses of selected elementary school and teacher variables. (BT)

The Centre for Advancement of Teaching at Macquarie University in Australia serves as an agency through which the University makes a contribution to increasing the effectiveness of teaching and learning at all levels: primary, secondary, and tertiary. To this end the Centre seeks to develop cooperation with the academic staff of the University, with teachers in primary and secondary schools, and with appropriate officers of the State Departments of Education and of Technical Education and of other appropriate agencies. The activities of the Centre include: (1) research into curriculum construction and teaching procedures at all levels; (2) the preparation of teaching materials of high quality; (3) the provision for teachers of the opportunity to extend their knowledge of the content and methodology of the subjects they teach; (4) contributions to the pre-service training of teachers; and (5) the dissemination of information on these matters that is available from other agencies in Australia and overseas. This report summarizes some of the achievements and activities of the Centre from January 1967 to June 1969, including the establishment of the new audiovisual centre. (Author/PG)

The position behind this study is that the college faculty member can improve his teaching, even if he is already a master teacher, by scientifically identifying some of the key variables that have a major impact on student learning in his classes. Two studies have attempted to answer the following question: Is there any evidence that a college student's personality is related to his preference for various instructional experiences? Jungian personality types were used. The first study found that the students tested held predictable views for and against self-paced instruction: intuitive students preferred self-paced instruction to more traditional group-paced teaching methods; sensing types liked more traditional methods of instruction. The present study sought to find if associations made in the first study still held up and to determine what relationships, if any, existed between student types and each of the self-paced course modules. The instrument of study was a five-credit, self-paced course of 54 students in thermodynamics. It consisted of 20 self-paced instructional modules (packages). Three types of data-gathering instruments were employed: (a) a course evaluation form, (b) a module evaluation form, and (c) the Myers-Briggs Type Indicator which measures the differences in student personality and learning types. (Findings, conclusions, a summary, and recommendations are presented for this study.) (JA)

This demonstration aims at eliminating major obstacles blocking career advancement of human service paraprofessionals. It seeks to develop new options for upgrading workers in four occupations: addiction services, child development, occupational therapy, and teaching. The policies and practices of educational institutions, employers, unions, professional associations, credentialling bodies, et al., which hinder upgrading of lowlevel employees, are investigated and, where possible, altered. The major thrusts are to make credentials more relevant to job duties; give greater credit for work and life experience; foster mobility among human service occupations; and make it possible for paraprofessionals to obtain education and training while fully employed. (Included is an appendix of occupations considered but not selected.) (Author)

This report discusses the attractive reputation of the physical education teacher and why many instructors lack job satisfaction. Long vacations, high job security, and a pleasant work environment are only several aspects of the profession which reinforce high expectations in students becoming gym teachers. However, little has been stressed in education classes concerning the mundane day-to-day routine of the elementary or secondary physical education teacher. According to the report, incidents that may lead to employment dissatisfaction are: (a) inadequate preparation for the daily routine of being a gym teacher, (b) lack of inservice training until internship, and (c) the discovery that only a small segment of time is devoted to instruction. The author then describes, through impressions of one observer, how physical education teachers feel about their work. The difficulties faced by teachers include (a) large classes, (b) diversity in students, (c) the nature of the subject matter, (d) time constraints, (e) lack of direct rewards of teaching, (f) psychological isolation from adults, and (g) bordeom with routine. The author concludes that good teachers will not be driven off by close examination of the teaching role. Rewards are genuine and powerful--but realistic expectations are a necessity. (JS)

This report of a study of Canadian literature in Canada's secondary schools is divided into four major sections. The first section describes the collection, processing, and analysis of information for the study. A four page survey was mailed to the chairpersons of English departments in 20 percent of Canada's public and Catholic secondary schools. The second section explains that French schools are not included in this survey because so few French schools replied to the survey. The third section charts the results from the survey of English schools. From an analysis of these figures, it is concluded that outside of Ontario 89 percent of the schools offered either no Canadian literature or only a minimal amount. Based on these same charts, however, it appears Canadian literature will be taught to a greater extent in these secondary schools in the future. Section 4 is a teacher's directory, listing the names and addresses of teachers who have developed courses in Canadian literature and who are willing to share information with others. (TS)

Earlier research by the authors in the design and use of computer-assisted instructional systems and curricula for teaching mathematical logic to gifted elementary school students has been extended to the teaching of university-level courses. This report is a description of the curriculum and problem types of a computer-based course offered at Stanford University, Introduction to Symbolic Logic. The data on which the report is based are from the spring and fall quarters of 1973, during which time 79 students enrolled in the course. The instructional program was written in LISP 1.5 for the DEC PDP-10 computer at the Stanford Institute for Mathematical Studies in the Social Sciences. Included in the report are examples of lesson routines, data on student effort and responses related to the course, and profiles of two students who took the course. (DGC)

An educationally healthy community provides resident social groups with a body of learning that supports a balance between order and disorder. Educationally healthy individuals cannot live in isolation from some subgroup and the larger society, nor can a healthy larger society be isolated from different subgroups which accept some basic value orientations and challenge others. These basic assumptions about communal human needs can be related to educational goals. Three levels of learning are required for the individual to fit into society: (a) values allowing participation in some subgroup, (b) values allowing participation in the larger society, and (c) individual development which enhances the total range of human potentialities. These learning levels are evaluated in terms of the following criteria: (a) indications of what transpired during the acts of teaching and learning, (b) examination of outcomes, (c) actual applications of knowledge, and (d) indirect measures when it can be inferred that learning did or will transpire. To assess indicators and norms of individual educational health, a manageable survey instrument could measure the following factors: (a) student sense of control over the environment, (b) relevance of the school system to a particular subgroup, and (c) growth that does not make any direct or clear contribution to the social order. (Criteria for assessing educational programs are derived from a theoretical model of educational health. Figures illustrating levels and indicators are included.) (JS)

The annual report for the University System of Georgia for the 1974-75 fiscal year reflects, in summary form, a 12-month period of progress in instruction, research, and public service. Covered is: (1) enrollment; (2) graduates; (3) research; (4) faculties; (5) libraries; (6) changes in academic units; (7) construction; and (8) finance. The appendix contains statistical data. Topics include: interinstitutional programs; joint programs; health care education; teacher education; research expenditures and proposals; public service; scholarships; antidiscrimination actions; university systemwide desegregation plan; and equal employment opportunities. (Author/KE)

An examination of the nine institutions that comprise the State University System of Florida attempted to: (1) determine the instructional and instructional-related productivity and the overall utilization of faculty resources as influenced by the size, mission, and complexity of individual institutions, and by the level and discipline of the instructional activity; (2) examine the size of classes as related to the productivity of faculty resources among the institutions, disciplines, and levels; (3) investigate some of the significant characteristics of the "production function" for instructional and related activities; (4) test the utility of the HEGIS discipline classifications as the basis for measuring and comparing faculty productivity, and for the allocation of resources; (5) determine the longer-term changes in faculty productivity, and the differential shifts between disciplines and institutions; (6) evaluate the resource allocation model currently employed in the State University System; and (7) provide the basis for interpreting and assessing the cost, or expenditure, approach to the measurement of resource utilization that is currently being developed for the system. (Author)

What is the relationship between salaries and the functioning of the academic marketplace? Are the salaries of faculty members determined to a substantial degree by market valuation of their skills. The skills market, however, may differ across disciplines and sexes, and therefore the reward for a given skill may differ correspondingly. Findings indicate that (1) faculty salaries do differ by discipline and sex; (2) women earn less than men with like characteristics; (3) teaching and public service yields low compensation; (4) publishing and administration carry much larger returns. (Author/KE)

The purpose of this paper is to summarize and evaluate experiments which examined the effects of teacher questions on student achievement. The studies reviewed are of two types: (a) training experiments, in which the independent variable is teacher training; and (b) skills experiments, in which the frequency and manner of use of a teaching skill is prescribed by the experimenter. The first section of this paper presents brief overviews of both training and skills experiments. Each overview lists (a) grade, (b) subject, (c) independent variable, (d) dependent measure, (e) teaching time, (f) analysis and results, (g) comments, and (h) conclusions. The second section discusses the experiments and presents suggestions for improving the quality of research on teaching. These suggestions include the following areas: (a) reporting the study, (b) design, (c) analysis, (d) dependent measures, and (e) general questions of method. The last section presents conclusions gathered from the studies reviewed and warns of misleading research supported by superficial claims of valid methodology. (PB)

The Radio Mathematics Project was funded by the Agency for International Development to design, implement, and evaluate, in conjunction with personnel of a developing country, a system for teaching primary-grade mathematics by radio. In July 1974, a project in Nicaragua began with a series of radio presentations, each followed by 20 minutes of teacher-directed activities. No textbooks were used; a worksheet was followed during the broadcast and oral and physical responses were given. Songs and games were included in the programs for a change of pace, but unembellished mathematical work also kept the children's attention. Provisions were also made for initial and continuing teacher training, testing and evaluation, and revision of the program. (DS/LS)

A computer-assisted simulation of the "chart method" of teaching has been developed and was used to provide instruction in clinical decision-making in the diagnosis and treatment of pulmonary diseases. The course requires a student to reach and defend a diagnosis and to provide appropriate treatment for each of 10 simulated cases. Evaluation of performance and immediate feedback and correction of errors of commission and omission are an integral part of the course. The course provides a model for development of additional programs in other subject areas. (Author)

What are the primary functions of graduate education and research in the United States, and how can these functions best be performed? Areas of concern shared by all the major universities offering doctoral programs include: (1) the general assessment of the Association of Graduate Schools of the status of graduate education and the proper direction of change; (2) the prospective supply, demand, and manpower forecast for Ph.D.'s; (3) the modification of graduate education; (4) effective responses to urgent national problems through graduate education; (5) the allocation of resources to graduate education by universities, state, and federal governments; (6) the support of graduate students; (7) the resources required for high-quality graduate education; (8) the contribution of graduate education and research to the teaching of undergraduates; (9) the role of the Association of Graduate Schools in confronting the problems of graduate education; and (10) the AAU posture with respect to equal access to graduate education. (Author/KE)

A possible analysis of the functions of the university is that it is both a cultural and an institutional function. The cultural function centers on the pursuit of meaning, the institutional function on the acquisition of the material resources needed for this pursuit. Moreover, a great many future possibilities are open to the university once it is realized that its cultural function is not limited to the pursuit of knowledge but encompasses the full range of meaning. On the basis of this analysis, current developments in the university can be interpreted. Teaching and research contribute to both these functions, and this gives rise to an enduring tension in the university. This tension is not likely to be dissolved by the elimination of either the cultural or the institutional function, nor is the performance of the institutional function likely to be effortless in the foreseeable future. Even though some aspects of this tension will be reduced by the growth of alternate forms of postsecondary education, coping with functional tension, especially in the activities of teaching and research, will continue to be a necessary task for those engaged in university work. (Author)