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An innovative component of the Federally-sponsored Bingham County career education project is the Programed Activities for Career Exploration (PACE) Center, a mobile unit offering programed student activities to assist individual students in career planning. The mobile center visits each high school in the county; the sophomore year is selected as the target grade for the career exploration activities, which are limited in size to groups of 12. A variety of media formats geared to a wide range of academic capabilities (sound filmstrips, taped interviews, microfilm, books, and pamphlet files) are available to students in separate learning stations. The program consists of six components: (1) interest identification (Kuder E General Interest Survey), (2) exploration activities (exploration of 15-20 occupations), (3) self-appraisel activity, (4) decision-making activities (identification of the career that is of most interest to the individual), (5) career planning (in the PACE center or in small groups), and (6) career guidance (continuing contact between student and counselor). The report also discusses administrational details of the program such as scheduling, staff, budget, and physical facilities. More than two-thirds of the document consists of supplementary exhibits within the appendixes--information and worksheets, PACE questionnaire, facility layouts, equipment, and instructional materials. (EA)

Requests for evaluation instruments measuring program quality rather than program content have required the development of new measuring procedures. Two sets of materials are presented in this report--the first to identify objectives and expected outcomes for school programs and persons in the school, and the second to identify the actual climate and learning opportunities provided by the school and the resultant school and student growth. Forms in Set I are: (1) Form for Relating Mission to School Program; (2) Form for Relating Objectives to Outcomes; and (3) Form for Describing Program. Set II contains four evaluation instruments: (1) Report of Program Offering; (2) Classroom Observation Schedule; (3) Form for Rating Students and School on Key Dimensions; and (4) Form for Community Rating. (MB)

This study examines the effects that cooperative, competitive, and self-evaluative-individualistic learning environments had on subsequent spontaneous self- and other-enhancement behavior of children. One hundred and eighty Caucasians (90 boys and 90 girls) aged 8-10 participated in the study. The pattern of results indicate that enhancement of self at the expense of others is learned in competitive environments; enhancement of self and others is learned in cooperative environments; and enhancement of self with neither enhancement nor abuse of others is learned in a self-evaluative-individualistic learning environment. No sex differences were found. (Author)

Studies of social comparison choice have utilized a paradigm which fails to distinguish comparison motives from more general information search motives. In the present study subjects were either exposed to the standard social comparison manipulation or asked to determine the distribution of a set of unknown random variables arranged in rank order. In each case, subjects were run under either range or nonrange conditions. It was found that the social comparison nonrange choice pattern was indistinguishable from the number nonrange choice pattern. The social comparison range choice pattern, however, was quite distinct from the number range choice pattern. It appears that knowledge of the range of scores is crucial to the emergence of the social comparison process. (Author)

In early l976, the Maryland State Board for Community Colleges (MSBCC) undertook a self-examination of their operations, including: goals and legal responsibilities, organization/administration, planning and research, finances, state/national external influences and relations, relations with constituent institutions (program review and approval, student affairs, rules and regulations), and management information systems. In August 1976, an outside team of experts evaluated the MSBCC's self-study and made recommendations in each study area. Numerous positive accomplishments of the Board were noted. Among the recommendations were: continued major responsibility for community college planning, intensification of leadership in developing regional/statewide activities, expanded utilization of computers, development of a comprehensive management information system, publicizing of alternative funding means, clarification of the community college role in the context of the continuing education function, development of expanded leadership in the area of student placement, renewal of effort in regard to student personnel services, leadership efforts in terms of legal issues and community services, and continued leadership and coordination of the community college sector. (JDS)

The position taken in this paper is that the distinction usually made between faculty evaluation and faculty development is not altogether valid. In most cases, these two programs share the goal of the improvement of college teaching, as well as sharing many programming elements, policies, and procedures. This research focuses on the extent to which currently proposed models of faculty development and evaluation have been implemented in higher education. It also reviews some of the current research on student, colleague, administrator, and self-evaluation of college teachers. Four faculty development and three faculty evaluation programs illustrate the dynamic nature of current programs, and one program attempts to combine the two concepts into "growth contracting." (Author/MSE)

Nine hypotheses dealing with the effect of four modes of student evaluative feedback on eight measures of teacher and student attitudes and ratings were tested. Five ancillary questions were investigated to assess the effect of teacher and student demographic variables, group processes variables, the application of attitude change theory, and the interrelationship of measures. A consistent pattern was found on all comparisons of the effects of treatment on eight posttest measures. A number of teacher and student demographic variables, selected group processes variables, and level of teacher-student rating discrepancy were found to significantly influence attitude and rating scores. Suggestions for the improvement of teaching behaviors, student behaviors, and learning environments were offered. Implications for teacher education were presented. (Author)

Provided are 11 case studies of gifted students based on materials from the 4 years the student participated in a special program for superior high school students, followup questionnaires from 1, 4, 6, and 10 years after high school graduation, and a personal interview. The studies, organized longitudinally on the basis of a career development model, are presented to show the influences and significant factors in career development as perceived by the student. Data are given in the areas of awareness, orientation, exploration, selective formulation, and action in regard to self, social relations, and resources. Some studies include a test record; and all include a comprehensive summary and conclusions section with demographic, family, and other personal data. It is noted that these case studies have been used as a part of in-service workshops for counselors and teachers. (IM)

This study compared external proctoring and student self-grading in a personalized child development course. The experiment used a counterbalanced experimental design and two traditional control groups. Survey data and objective preferences indicated that students preferred self-grading to proctor-grading. However, students reported that proctor-grading prepared them better for major review exams. Although this belief was not supported by hour exam data from the two counterbalanced groups, results from the traditional control groups indicated that self-grading produced performance that was 10 percentage points lower than proctor-grading. These results are discussed in terms of the use of self-grading procedures in self-paced, individualized courses. (Author)

This paper explores the relationship between self-esteem, measured five times during a span of eight years, and the educational and occupational attainments of a nationwide sample of over 1600 young men. An overall increase in self-esteem was observed between the start of 10th grade (1966) and a point five years after high school (1974). Surprisingly, 10th grade self-esteem correlated better with eventual educational attainment (as of 1974) than did 1974 self-esteem. Longitudinal multivariate analysis led to the conclusion that factors associated with educational success become less central to self-evaluations during high school and the following years. (Author)

This document presents a model for a program to guide teachers in effective self-evaluation. In this structured program, the teacher is expected to write course, unit, and daily lesson plans incorporating behaviorally stated objectives, which communicate his or her instructional intent. With the help of a trained observer-evaluator, the teacher is able, after the instruction period, to examine the results achieved and evaluate his/her own strengths and weaknesses in accomplishing the stated goals. Practice in this model program of inservice teaching should enable teachers to become proficient in evaluating their own performance in the classroom and improve their teaching skills. (JD)

Data collected and analyzed in this study over a three-year period lend credence to the notion that professional judgment is a reliable and stable criterion variable for teacher education research. Participants included 209 student teachers, 131 classroom teachers, and 27 university teacher trainers. Student teachers were ranked according to their teaching effectiveness by their supervising teachers, their university methods instructors and supervisors, their fellow student teachers, and by a self-rating procedure. Fourteen of fifteen correlations among the various effectiveness rankings were positive and statistically significant at the .01 level. The remaining correlation was positive and significant at the .04 level. Student teachers ranked as the most effective professionally tended to be the most satisfied with their field-based teacher preparation program. Student teacher satisfaction with their training program was measured through use of the Purdue Student Teacher Opinionaire (PSTO). Supervising teachers expressed their perception of student teacher satisfaction by completing a Modified PSTO. There was considerable congruence between student teacher expressed satisfaction and teacher perception of the degree of student teacher satisfaction. (Author/MM)

Four experiments focused on ways children could be trained to imitate others in imposing on themselves higher performance standards in game situations. The study also attempted to determine whether this internal achievement motivation behavior would be transferred by the children to situations such as learning in a classroom. The subjects were 122 male and 119 female elementary school children in grades two through six. The experiments involved children observing a peer model exhibiting high or low standards of self-reward in a novel game after which the subjects played the game, or subjects observing peer models choosing either difficult or easy goals in a novel athletic game after which the subjects played the same game, and, finally, subjects being given training in self-monitoring and simple goal-setting. Substantial persistence of the effects of exposure to the models and generalization of these effects to a new game was demonstrated. Subjects who had seen a model prefer more difficult goals had, themselves, chosen more difficult goals. Exposure to self-monitoring training produced an interest in achievement, although the goal-setting procedures had no effect on either study behavior or achievement. The study suggests that even relatively brief systematic attempts to affect children's goal-setting and self-monitoring behavior have significant beneficial effects, and that investigation into the adaptation of such techniques to educational contexts seems highly worthy of further pursuit.(Author/MS)

The relationship between attribution processes and academic self-concept is studied among students from four ethnic groups in inner-city high schools, and an explanation as to why low achieving minority students do not report low academic self-concepts is sought in this paper. Questionnaires eliciting self-conceptions and responses to hypothetical feedback are administered to 772 students, a five percent random sample from the eight comprehensive and academic high schools in a large city. Using a symbolic interactionist approach, internalization and externalization of feedback are studied to test hypotheses derived from assumptions about self-enhancement, self-consistency, and distinctiveness of feedback. Results indicate that self-consistency has more impact than self-enhancement on the attribution of causality for evaluations in school. Hypotheses based on a tendency toward self-enhancement are more successful in predicting attributions to ability -- and internal attributions in general -- than are hypotheses based on self-consistency. Academic self-concept is affected by the social context of the school. Students in low achieving minority groups or in low achievement schools are less likely to attribute low grades to lack of ability than are students in high achievement schools, for whom low grades are distinctive. These results are said to help to explain why more students from low achieving groups believe they are average in ability than would be expected on the basis of their grades. (Author/AM)

As part of a follow-up study of 1971 entrants to Suffolk County Community College, a questionnaire was sent to 717 former full- and part-time students matriculated in associate degree programs to determine whether the students' objectives in attending the college had been achieved. Of those surveyed, 370 responded. Analysis of data obtained from the survey revealed that only 4.5% of the respondents felt that they had achieved their objectives (which they were asked to state in their own words) while enrolled. However, nearly 90% expected to graduate. Notably, those who reported they had achieved their objectives were able to state them with precision, while those who reported they had not achieved their objectives were either unable to state their objectives or provided a nebulous response. Of the students who did not feel they had attained their objectives, the majority cited financial and family reasons as being the cause of their failure to do so. Overall, the data showed that the college met the educational and employment needs of its student body and that the institution's goals were consistent with most student objectives. It was concluded that personal factors, principally those that were financial and familial, had the greatest influence on objective achievement by students. Tabular data are presented throughout the report. (JDS)

The What I Am Like (WIAL) student self-report scale was developed to identify students' motive patterns on a need/achievement to need/affiliation continuum. This instrument was developed from a previous teacher-rating inventory, the Motivational Needs Inventory (MNI). twenty-eight items obtained from descriptions of need/achievers and need/affiliates were administered to approximately 490 seventh through twelfth grade students. Raw score response were used to obtain a six-factor oblique primary solution that yielded factors very similar to the ones obtained for the MNI. The WIAL reflects the MNI and both identify students as need/achievers or need/affiliates. (Author/BW)

This paper describes recent research on causal attribution (ways people construe the events in their lives) and how knowledge of this psychological phenomena can be used to aid students in developing attributional processes that will enhance motivational factors and have positive effects on academic achievement. Four specific suggestions are made with this goal in mind for development of a curriculum: (1) Instructional activities should be constructed to emphasize the role of effort in successful performance; (2) Students should be helped to make accurate attributions by attending to potential areas of "misattribution"; (3) Instructional environments should minimize the threat of failure; (4) Students should be informed of their progress in instruction as it relates to their past performance and the performance of their peers. (JD)

The purpose of this study was to determine methods that secondary school teachers could use to become more effective in the area of student motivation. A brief summary of previous research and writing of educators is presented, followed by a listing of characteristics exhibited by teachers who are superior in encouraging motivation and learning in all types of students. Using this set of positive values as a standard, 84 secondary school teachers who had taught at least four years and been recommended by either their principal, superintendent, or a supervisor were interviewed. Teachers were asked to state the most promising approaches or methods they would employ in motivating their students. The survey of literature on motivating students and the results of interviews and responses to the questionnaire used in this study indicate that: (1) Literature on the topic definitely indicates the secondary school teacher has responsibilities in the area of student motivation; (2) The secondary school teachers who participated in this study all indicated that the motivation of students should be an area of concern for teachers. In conclusion, capable and experienced teachers have many similar traits, characteristics, and approaches to motivating their pupils. (JD)

This document is an institutional self-study prepared by the Community College of Vermont, a statewide noncampus institution which operates within local communities, providing educational opportunities to all Vermonters regardless of age, finances, geographic location, or previous educational experience. The college operates wholly out of community facilities. Its faculty are community members serving part time. Curriculum design begins with the student: through consultation with local site staff, students draw up "contracts" setting goals and identifying appropriate competencies. Contracts are evaluated through local Review Committees, and degrees are awarded based on skills and knowledge accumulated (including those gained from past work and life experience) rather than on courses taken. Included in this report are sections on the college's past, present and future; students; educational philosophy and learning delivery processes, including contracting and review and assessment of experiential learning; library, physical, and faculty resources; organization and control of the college; finances; and internal and external research and evaluation studies conducted by the college and other agencies. (JDS)

Studied with 12 teachers of educable mentally retarded students in intermediate and junior high self-contained classrooms and remedial reading students receiving extra reading instruction were the effects of teacher instructions during oral reading on pupil reading strategies. Teachers were given a self-instructional module on prompting skills for responding to pupil miscues during oral reading. Among findings were that the teachers rated the training as very helpful although they were not able to increase the success rate of their prompts, that many were unable to discriminate between different kinds of prompts, and that there were no differences between variations of the prompting module used. (IM)

The study investigated the interrelationships of student ratings of teaching, course outcome and self ratings within a multiple instructor course mode, and the appropriateness of these variables for predicting overall instructor and course evaluations. Student rating of teaching and course related items and student self ratings were gleaned from a twenty item questionnaire. One hundred fifty-nine students in two courses responded to the questionnaire at the end of the spring 1975 semester. Students rated themselves, the four instructors in each course, and the course itself. Regression analyses indicated a very strong halo effect of instructor ratings over course ratings; student self ratings appeared not to bear any relationship to course ratings; and it was found that many of the variables that are often implicitly and explicitly criticized by students as having an effect on their educational experience (e.g. the quality of exam questions, course level, utility of textbooks, reasonableness of assignments) did not predict their rating of that experience very well. On the other hand, nearly every item that was concerned with teacher behavior accounted for a significant amount of variation in the instructors' overall evaluation. (Author)

This research tested the proposition that self-concept is unidimensional. Joreskog's Unrestricted Maximum Likelihood Factor Analysis applied to 402 fifth-graders' responses to the Sears Self-Concept Inventory, indicated a twelve factor pattern adequately accounted for variance. Restricted Maximum Likelihood Factor Analysis was than applied to examine structure of factors. A factor pattern corresponding to twelve of the thirteen inventory subscales provided appropriate fit. Interpretation of multidimensional self-concept construct containing twelve dimensions aligned with inventory structure is consistent with data. Interpretation of unidimensional self-concept construct is inconsistent with data. (Author/BW)

In placing the issue of the ethics of using anthropological methods for educational evaluation in the context of scientism, anthropology and other social sciences are viewed as being in part either qualitative or quantitative. Furthermore, the difference between research and evaluation places the ethnographer in another position in relationship to those studied. Two basic categories of ethical considerations are discussed: data gathering, including loyalty and employment of the field worker, methodology, and confidentiality; and the results of data collection, including the right of review, dissemination of findings, and impact of the data. In Section B, entitled "The Interaction of Ethnics and Method," some of the ethical issues involved in designing a research methodology are dealt with. Comments are based on the experience of studying Project Follow Through using a group interview technique. (BW)

The Sliding Person Test (SPERT) is a nonverbal measure of self-ideal discrepancy. The original test was a wooden manipulative which Joseph S. Karmos designed in order to pursue the 1962 conclusions of John Shlien, that even at a high level of abstraction, self-esteem is not without and it is more related to the unique and personal items which an individual consciously uses to describe himself than to the conventional concrete items which are usually intended for groups of people. Informal use in classrooms from kindergarten to high school levels indicated its potential value as a counseling tool. Evidence of convergent and discriminant validity of a pencil and paper version of SPERT was found in a study of 200 college students. Contrary to expectations, a U-shaped relationship was found between SPERT discrepancy and emotional adjustment. Highly self-accepting individuals with large self-ideal self discrepancies scored higher on measures of adjustment and social desirability, lower on a measure of anxiety than did less highly self-accepting individuals with large discrepancies. (Author/BW)

Two hundred seven parents of patients at the St. Louis University Orthodontic Clinic chose ideal male and female profiles from groups of five profile drawings ranging from severely retregnathic to severely prognathic. In addition, they completed a self concept questionnaire (Bills Index of Adjustment) and picked from the profile drawings of the profile they felt most closely resembled their own. A silhouette photograph of each subject provided an objective profile. Fifty-six percent of the subjects were able to correctly classify their own profile and 93% of the subjects agreed with the orthodontic conception of the ideal profile. Of the subjects who misperceived their profiles those in the high self esteem group judged their profiles to be less ideal than they actually were. Since there were equal percentages of subjects with ideal profiles in each self esteem group, self concept does not appear to be appreciably influenced by objective appearance. Rather, in most cases it seems that a person's perception of his facial profile is determined by his psychological self satisfaction rather than by his objective appearance. (Author)

Self-management procedures can be usefully employed in counselor training. A technique for using these procedures in counselor training is described. Student counselors select some aspect of their counseling behavior for modification. The behavior is analyzed, a goal is defined, a strategy is outlined and implemented, and an evaluation is made to determine if the goal has been attained. Strategies for the self-management of counseling behaviors are divided into the categories of self scrutinizing, changing cues, regulating rewards, observing others, and tailoring thoughts. Several benefits are derived when student counselors learn self-management procedures. They go through an intensive review of the counseling process when dealing with their own problems. An opportunity is provided to personally experience some counseling strategy. An interesting aspect of the project is that it encourages the counseling student to learn about N=1 research designs. Two projects that have been completed are described. In one case, the counselor wanted to ask more open questions and fewer closed questions. The second example deals with making more empathic responses. Graphs are presented which illustrate the results of the projects. (Author)

A social scenario approach was used to test hypotheses about the order of disclosure in same-sex and mixed-sex developing friendships of four types of statements: positive intrapersonal, negative intrapersonal, positive interpersonal, negative interpersonal. Results indicated that, as predicted, disclosures about the self precede disclosures of reactions to the other. Positively valenced disclosures occurred before negative ones. Negative interpersonal statements were consistently disclosed last. Intimacy level, the conventional predictor of timing of disclosure, was controlled for. A replication of this study which changed the content of statements within the framework of the typology strongly supports these findings. (Author)

This handbook provides detailed guidelines for conducting the exercise described in SO 009 457 as a workshop on intercultural communication. The objective of the workshop is to improve participant skill in intercultural communication by increasing the ability to recognize cultural influences in participants' own thinking. Aspects of conducting the workshop that are described in the handbook include (1) knowing participants' backgrounds, (2) explaining the objective of the workshop, (3) describing the workshop exercise to participants, (4) preparing participants for the exercise, (5) following instructional procedure during the exercise, and (6) handling participant resistance to the learning process. A guide to the scripts of the videotaped dialogs used in the workshop exercise indicates specific aspects of an American's utterances that reflect cultural influence which is common to all excerpts in a sequence, clues about utterances of the foreign culture, and examples of how cultural influences manifest themselves in most sequences. Also provided in the handbook are methods for evaluating the workshop, such as a cultural self-awareness test designed to measure ability to recognize cultural influences in one's own thinking. Data obtained from an evaluation of an abbreviated version of the workshop are included for comparison. (Author/ND)

In order to develop teacher and administrator evaluation systems based on specific measurable criteria, a research population of three groups (full-time students, teachers, and administrators) was drawn from the 57 North Carolina technical institutes and community colleges. Random samples selected from 16 institutions were surveyed, with findings based on responses from 181 students, 150 teachers, and 92 administrators. From field testing of the evaluation instruments at six institutions it was concluded that the evaluation criteria developed were valid. Survey results indicated that generally attitudes of all three groups toward evaluation were not favorable. Teachers held the lowest attitude while administrator attitude was the most favorable. It was felt that the low level of attitude was due to the evaluation systems currently in use. Each group felt that evaluation of a teacher's or an administrator's effectiveness should be based on a combination of information sources. Teachers and administrators agreed on how often evaluation should be conducted and that the time should be determined by the institution. They also responded positively to all the criteria listed for both groups and were fairly close in their rankings of both sets of criteria. Included in the report are literature reviews on both teacher and administrator evaluation and the teacher and administrator evaluation forms developed. Detailed responses are presented in narrative and tabular form. Appended are the 11 evaluation forms used in the study including the survey instrument, teacher and administrator opinionnaire, student evaluation forms, teacher and administrator self-evaluation forms, and evaluation forms for chairman, peer, and staff. (MF)

Observations by trained observers using the Descriptive Observation Record of Individualized Instruction were compiled on 335 teachers, who also completed a self-report of the Individualization of Instruction Inventory. Both inventory results were then examined with the purpose of determining the relationship between self-reports of the teachers and reports made by the trained observers, with this relationship having implications for inservice programs. The teachers' group was composed of 200 academic, 86 vocational, and 49 special education teachers from 20 school districts located near Austin, Texas. Major findings showed that (1) teachers' self-reports yielded higher scores than observer recorded scores; (2) discrepancies between scores derived from teachers' self-reports and observer-reported scores increased as the degree of individualization of instruction, reflected from observations, decreased; (3) scores derived from teachers' self-reports varied in a systematic way from observer-reported scores, which permitted the conversion of teacher self-reports into scores that were reasonable predictors of observer reported scores; (4) teachers who were observed to be individualizing instruction more tended to have more realistic perceptions than did teachers who were observed to be individualizing instruction less, and (5) teachers who were from districts which had offered inservice education in individualization in instruction seemed more enthusiastic as evidenced by invitations to view materials and student work. (TA)

When faced with the task of creating discipline in a junior high school where he was made principal, the author isolated the students and faculty who were involved in the most discipline referrals. He created a program that grouped the students with the most referrals with the teachers who made the most referrals in an interdisciplinary cluster. The program's performance objectives for both the students and the teachers are presented along with the teacher development program and the students' curriculum. The teacher development program focused on self-evaluation and teaching methods that take into consideration student attitudes and abilities. (IRT)

A model is presented and interpreted by which college and university boards of trustees periodically assess and evaluate key academic administrators, including presidents, vice presidents, and deans. Evaluation is defined as a process of review to assess the performance of academic administrators and to make a value judgment concerning this assessment. Such review involves the assessment of actual performance, management activity, quality of leadership, and other activities and attributes. The model makes use of an ad hoc evaluation committee that prepares an assessment portfolio. This portfolio contains a self-evaluation statement by the person under review, descriptive and evaluative statements representing the valid interests of various constituencies, and a consensus statement as well as a dissenting or minority statement if any. The board of trustees reviews the assessment portfolio and makes its own definitive evaluation. The review is qualitative and judgmental, based on specific criteria. It deals with any special limitations or great strengths of the administrator that appear critical to a college or university's welfare. (LBH)