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“Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note-10p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Role, Annotated Bibli ographies, Business, *Business Correspondence, Business English, *Communication Research, *Doctoral Dissertations, Elementary Secondary Education, *Employer Employee Relationship, Feedback, Foreign Countries, Foreign Workers, Higher Education, *Organizational Communica tion, *Research Methodology Identifiers—Canada This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: (1) speaker turns between staff and foreign clients at an employment agency; (2) the communication of norms in an effective organization; (3) industrial strategies and the communication/information sector in Canada; (4) the characteristics of effective written business communication; (5) ideology and power in organizations; (6) communication structure, network roles, and interpersonal orientations of staff members in a middle school setting; (7) the changing image of the Chrysler Corporation in 1979-80; (8) a communication based model for interpreting organizational culture; (9) downward, task-relevant, confidential information disclosure between superiors and subordinates; (10) instructional and support staffs' perceptions of internal communication in a suburban school district; (11) identification in the United States Forest Service; (12) a model of continuous evaluation and feedback in the classroom; and (13) the effect of introducing remedial English usage instruction in collegiate business communication. (FL)
analyzed to determine whether unique combinations of style variables could predict professional females' achievement levels or supervisor and self-evaluations of communications proficiency, and whether there are unique combinations or communication styles that predict the communicator image of female professionals. The results showed that unique combinations of communicator style variables could not be used to predict female achievement levels or supervisory proficiency ratings. However, some unique combinations of communicator style variables did appear to predict female self-proficiency ratings and overall communicator image. (DF) ED 268 607 CS 505 262 Tate, Billy Fawcett, Dick Debate as an Elitist Activity [and] A Response. Pub Date—Aug 85 Note 18p.; Paper presented at the National Foren sic League Conference on the State of Debate (Kansas City, MO, August 8-11, 1985). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—*Competition, *Debate, Educational Philosophy, *Elitism, Higher Education, High Schools, Persuasive Discourse, Public Speaking, Qualifications, Speech Curriculum, Verbal Com munication Identifiers-Debate Coaches, *Debate Tourna ments Debate as an elitist activity can be defined in two ways: it may mean that entry to a tournament is restricted to only a few participants from any one school, or it may mean that although a wide range of students may participate in debate, only the best debaters are allowed to compete in prestigious national tournaments. The restriction on the number of participants from one school that may attend a tournament may be justified by a number of arguments, including the limited number of students that can be covered by any one judge at a tournament. The practice of sending only the finest debaters to national tournaments may also be justified by several arguments, such as the fact that the "star system” provides an incentive for debaters to work hard to become members of the traveling squad. An appropriate response to these rationalizations is that they have both positive and negative aspects and that the term "elite” may be placed in a broader perspective so that an egalitarian approach may be taken. In implementing that approach, debate coaches must take steps to make debate available to as many students as possible. These steps include hosting and attending tournaments that emphasize sound educational practices and staying actively involved in coaching and tournament judging. (DF) ED 268 608 CS 505 264 Theatre and Oral Interpretation: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International," July through De cember 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date-85 Note-8p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, *Doctoral Dissertations, Elementary Education, Higher Education, *Oral Interpretation, Oral Reading, Poetry, Relaxation Training, *Theater Arts, Theaters Identifiers—*Theater History, *Theater Research This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The seven titles deal with the following topics: (1) the effect of relaxation training on anxiety for the poetry recitation tasks among elementary school children; (2) musical theatre in higher education; (3) developing faith communication skills of adults through drama; (4) the Federal Theatre project in San Francisco; (5) the establishment of theatrical activity in a remote Michigan settlement from 1827 to 1862; (6) kinesthetic appeals in the poetic structures of William Stafford, David Wagoner, and Richard Hugo; and (7) the Hearst Greek theatre of the University of California from 1903 to 1984. (HTH)
ED 268 610 CS 505 267 Interpersonal, Nonverbal, and Small Group Com munication: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note=12p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, *Communication (Thought Transfer), Communication Research, *Communication Skills, Conflict, Consultants, Cultural Influences, Discourse Analysis, *Doctoral Dissertations, Females, Foreign Countries, Group Discussion, Group Dynamics, Higher Education, Interaction, Intercultural Communication, *Interpersonal Communication, Interpersonal Competence, Job Satisfaction, Males, *Nonverbal Communication, Secondary Education Identifiers—Communicator Style, Family Commu nication This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with a variety of topics, including the following: (1) ways of conceptualizing and evaluating group discussion; (2) participant observations of communication themes in families facing death; (3) perceptions of power orientations and communicator characteristics; (4) control in the consultant-consultee dyad; (5) the effect of conflict expression styles on quality of outcome and satisfaction in small, task-oriented groups; (6) interpersonal communication through the mass media; (7) client satisfaction and control in the initial attorney-client interview; (8) problem solving constructions in social negotiations; (9) nonverbal components of first impression formation in cross-cultural counseling; (10) the formation of social relationships; (11) verbal and nonverbal aspects of intercultural group conversation; and (12) the relationship between family communication, self-concept and academic achievement of adolescents in Malaysian schools. (FL)
sertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Il. Pub Date—85 Note 18p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, *Advertising, Annotated Bibliographies, Audience Analysis, Behavior Patterns, Content Analysis, *Doctoral Dissertations, Films, Foreign Countries, Imagery, Mass Media, Mass Media Effects, *Media Research, *News Media, Programing (Broadcast), Radio, *Television, Television Research Identifiers-Media Use, Uses and Gratifications Research This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 35 titles deal with a variety of topics, including the following: (1) television and scholastic achievement; (2) press freedom and the new world information order; (3) content analysis of Saturday morning children's television for food and nutrition information; (4) the “700 Club” as religion and as television; (5) alienation, communication, and mass media behavior; (6) sound perspective in motion picture dialogue sequences as a function of interpersonal diegetic space; (7) news media choice and audience gratifications an application of the expectancy-value and lexicographic models; (8) visual complexity in television news; (9) foreign television program viewing and dependency; (10) imagery of family and workplace in television entertainment in the 1970s; (11) Children's uses of television related to the acculturation process; (12) political television advertising objectives; (13) the definition of the audience in the history of television audience research; and (14) a legal and policy analysis of the deregulation of commercial radio. (HOD) ED 268 612 CS 505 269 Rhetoric and Public Address: Abstracts of Doc toral Dissertations Published in “Dissertation Abstracts International,” July through Decem ber 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date 85 Note-11p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Blacks, Content Analysis, *Doctoral Dissertations, Females, Foreign countries, Foreign Policy, *Music, *Persuasive Discourse, *Public Speaking, Religion, *Rhetorical Criticism, *Speech Com munication, Values Identifiers United States (South) This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: (1) the role of public discourse in the soil conservation movement from 1865 to 1935; (2) Dwight D. Eisenhower's public imagery of the Soviet Union and Communist China as presented in selected speeches and news conferences; (3) a computer-assisted rhetorical criticism of the messages of songwriter Harry F. Chapin; (4) Luis Munoz Marin's public persona and the exodus fantasy of the Puerto Rican commonwealth rhetorical vision; (5) rhetorical strategies used by Mary Harris “Mother" Jones within the context of the agitative rhetoric model developed by John Waite Bowers and Donovan J. Ochs; (6) southern clergy and a rhetoric of redemption for the reconstruction South; (7) the rhetorical strategies and tactics of Malcolm X; (8) foreign affairs perspectives toward revolution in B1 Salvador; (9) Booker T. Washington in Atlanta; (10) values expressed in the presidential speeches of John F. Kennedy; (11) women's music and the lesbian-feminist movement; (12) a rhetorical analysis of the Black Muslims; (13) the relationship between Christian conversion and the rhetoric of Malcolm Muggeridge; (14) the function of natural law warrants in the rhetorical discourse of women's suffrage from 1848 to 1920; and (15) the public speaking of progressive party Senator Hiram W. Johnson from 1866 to 1945. (HTH)
ED 268 609 CS 505 266 Business and Organizational Communication: Ab stracts of Doctoral Dissertations Published in
impressions formed of students by others. Speech performance ratings such as these seem to offer the most effective evaluation of the skills learned in a speech communication class. (HOD) ED 268 600 CS 505 252 Jankowski, Gene F. Television and Teachers: Educating Each Other. Pub Date12 Apr 86 Note-13p.; Remarks by the president of CBS/ Broadcast Group presented before the Annual Convention of the Broadcast Education Associa tion (Dallas, TX, April 12, 1986). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MFÒ1/%C01 Plus Postage. Descriptors—*Broadcast Industry, Commercial Television, #Educational Television, Elementary Secondary Education, Higher Education, Journalism Education, Mass Media, *Teachers, Television, Television Curriculum, Television Research, Television Teachers, Television View ing Identifiers—*Broadcast Education Association, *Columbia Broadcasting System To eliminate misunderstandings between the worlds of education and broadcasting, it is necessary to recognize five myths: (1) The major force in educating the young is television itself; (2) the sheer amount of time children spend on television is more important than time spent in school; (3) television and education are the same thing; (4) more money is spent on television than is spent on education; and (5) people are forced to watch television. The fact is that television can be educational but is neither a curriculum nor a school. A number of programs have been instituted by the Columbia Broadcasting System (CBS) network to reach out to educators and assist them in using television to support their activities in the classroom, including the CBS Television Reading program and a "Scholar-In-Residence" program with professors in the humanities. In 1985, over 82,000 college students were enrolled in journalism and mass communication courses, an increase of over 10,000 students in those fields in five years. Because of this rapid expansion, educators should ensure that communications course work be not only popular and abundant, but also profound and excellent. Television and education should be complementary, and to achieve this broadcasters and educators need to work together. (DF)
arts study in its best form provides dynamic opportunities for continued examination of difficult ethical questions. (HTH) ED 268 602 CS 505 255 A Helpful Guide for Teaching Oral Communica tion: A Bibliography, Massachusetts State Dept. of Education, Wellesley. Bureau of Educational Resource. Pub Date—85 Note—5p.; Developed by_a Language Arts Task Force. A product of the Resource Bank Program. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Bibliographies, Dialects, #Educa * tional Resources, Elementary Secondary Education, *Instructional Materials, Language Arts, Language Usage, Learning Disabilities, *Oral Language, *Speech Communication, Speech Evaluation, Teaching Methods Identifiers—Speech Communication Association Developed by a special task force of language arts teachers, this bibliography contains samples of some well-recognized sources to aid teachers oral communication. The citations are categorized as follows: (1) books providing a foundation of oral communication instruction, (2) books dealing with practical classroom application, (3) resources for teaching oral communication, (4) books dealing with assessment, (5) books dealing with diagnosis and remediation, (6) books dealing with special populations, (7) journals and organizations dealing with oral communication, and (8) resources published by the Speech Communication Association and resource banks available at the Massachusetts Department of Education Regional Centers. (EL)
*Teacher Behavior, *Teacher Effectiveness, Teacher Role, *Teacher Student Relationship, * Teaching Methods Identifiers—*Communication Behavior Affective communication behavior is central to the teaching-learning process. A review of literature reveals that the affective domain has been viewed primarily as a teacher property rather than as an interactive variable in the process of student learning. However, there is a need for research that explores how affective behavior is negotiated within the classroom environment and serves in promoting cognitive achievement. Desirable research methods include detailed longitudinal observations, interviews, and stimulated recall. Ultimately, a model of teaching behavior that allows teachers to influence consciously learning outcomes must be developed. (DF) ED 268 605 CS 505 258 Preston, T'wila L. Todd-Mancillas, William R. A Grounded Ethnographic Inquiry into Teacher Oral Feedback. Pub Date—10 Nov 85 Note-29p.; Paper presented at the Annual Meet ing of the Speech Communication Association (71st, Denver, CO, November 7-10, 1985). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Classroom Communication, Com munication Research, *Feedback, Higher Education, *Oral Language, Self Esteem, Speeches, *Speech Instruction, Speech Skills, Student Attitudes, *Student *Student Reaction, Reaction, Teacher Role, *Teacher Student Relationship A study explored (1) the types of teacher oral feedback statements student speakers identify as helpful in improving their speeches, and (2) the types of oral feedback they identify as making them feel either good or bad about their speaking abilities. The student speakers-two female graduate students and a female graduate teaching assistant-were given one week to prepare an informative speech. The speeches were then videotaped, along with the instructor's oral critiques. While viewing the tapes, the students identified statements they perceived as helpful in improving their speaking ability and those that either increased or decreased their self-esteem. Students most frequently identified as helpful the feedback that was directed toward them personally and which focused on specific features of the speeches. They perceived complimentary feedback as promoting good feelings about their speaking abilities, but of limited usefulness in helping them learn how to improve their skills. Critical statements were sometimes perceived as promoting negative feelings; however, in some cases, these statements were perceived as enhancing self-esteem. This was most likely to occur when the critical comments were accompanied by positive nonverbal immediacy behaviors, such as smiles and reassuring gazes. (FL) ED 268 606 CS 505 260 Staley, Constance Courtney Shockley-Zalabak, Pamela A Communication Profile of the Female Profes sional: An Exploratory Study. Pub DateFeb 86 Note-28p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type - Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Communication (Thought Trans fer), Communication Skills, *Females, Interpersonal Communication, Metacognition, Nonverbal Communication, *Organizational Communication, Personnel Evaluation, *Professional Personnel, Self Evaluation (Individuals), Social Cognition, Verbal Communication Identifiers—Communication Behavior, Communi cation Indicators, Communication Patterns, *Communication Styles, *Communicator Style A study investigated the communication style of professional women in the work force. Subjects, 122 female professionals who had previously participated in a university sponsored management development workshop, completed a demographic profile sheet, the 51-question Norton Communicator Style Measure (CSM), and a communication proficiency assessment instrument measuring critical organizational communication skills that had been identified through a review of the literature. Results were then
ED 268 603 CS 505 256 Millar, Dan Pyle The Uneducated Educator. Pub Date Oct 84 Note-11p.; Paper presented at the Annual Con vention of the Indiana Speech Association (West Lafayette, IN, October 25-26, 1984). Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Change, *Educational Responsibility, Higher Education, *Social Change, Speech Communication, Teacher Education, *Teacher Effectiveness, Teacher Qualifications, Teacher Recruitment, Teacher Role, Teacher Supply and Demand, Teaching Methods Although the American work force is generally better educated than ever before, the general productivity of American workers continues to drop. This trend indicates that too many people are unable to cope with the demands placed on them to organize, evaluate, and communicate information to each other. In order to better prepare citizens for life in a fast-paced society, changes in education are necessary. Teaching as a transmission of an organized body of knowledge must be replaced with instruction in the process of organizing knowledge. Since thinking requires language ability, a society shifting from industrial to information production and requiring new educational methods that enhance language ability places a greater burden upon the teacher, both as an instructor and as a model language user. Unfortunately, the most able students on college campuses major in law or engineering or medicine, and many students who prepare to be teachers are not the brightest or the most talented. Whatever the reasons that have been identified as causes for the decline in the quality of students who select teaching as a career, the result is the same: the quality of teaching suffers. (DF) ED 268 604 CS 505 257 Powell, Robert G. Nicholson, James L., III Teacher Affect in the Classroom: Implications and Directions for Future Research. Pub Date-Feb 86 Note-14p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type - Speeches/Meeting Papers (150) — In formation Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Affective Behavior, Behavioral Ob jectives, Classroom Communication, Classroom Environment, Communication Research, Elementary Secondary Education, Learning Processes, Learning Strategies, Literature Reviews, Research Methodology, *Research Needs,
ED 268 601 CS 505 253 Keller, Jo Young Tensions between Training Career Professionals and Educating Persons for Lifelong Learning. Pub Date-17 Apr 86 Note-11p.; Paper presented at the Annual Meet ing of the Central States Speech Association (Cin cinnati, OH, April 17-19, 1986). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Career Planning, Cognitive Ability, *Communication Skills, Comparative Analysis, Critical Thinking, Enrollment Trends, Ethics, Higher Education, Intercultural Communication, *Liberal Arts, Technological Advancement, Vocational Education Despite the immense pressure to redesign academic programs so that they have more vocational training appeal, members of the postsecondary academic community need to assert that a liberal arts education is the best education for all undergraduates, including communication majors. Despite its lack of direct vocational training, a liberal arts education is the best lifelong career preparation for several reasons. First, liberal arts study provides skills and encourages attitudes that are vital to all careers. With emphasis on speaking, writing, analytical and critical thinking, and awareness and examination of assumptions, liberal arts courses prepare all students for the myriad work situations in which they will eventually find themselves. Second, as we live more in an economic "global village,” it is increasingly important to be able to work with understanding and appropriate skills across national and language boundaries. Third, narrow vocational skills become obsolete quickly, but skills in liberal arts, do not become outdated. Fourth, liberal arts study provides students with a broader perspective on problems and decisions, serving them well in their personal and professional lives. Finally, while science and technology are, in a narrow sense, neutral, their application involves profoundly moral issues. Liberal
and quality, testing, and general achievement; (3) achievement and curricular problems; (4) curricular solutions; and (5) teachers, school administration, and school finance. Also included in the manual are a selected bibliography of materials on the intercollegiate debate topic, a guide to information sources, and a list of available government publications on the intercollegiate debate topic. (HTH)
and only 60% of the females changed to the correct forms on the second assignment, compared to 70% for the males. This suggests that women are still likely to stereotype men as generally high in status, and that men are more aware of women's increasing visibility in high status occupations. (Copies of the essay topic and an outline of the sexist language lecture are appended.) (FL)
munication skills, and test and modify their behaviors in contexts outside the classroom. Fourth, team-teaching provides added opportunities to respond promptly and appropriately to student needs, and to practice interpersonal skills in the classroom. Fifth, students gain confidence and proficiency as they comprehend, practice, and improve both interpersonal and composing skills in the varied and difficult tasks they set for themselves. (Author/HTH) ED 268 594 CS 505 233 Johnson, J. David A Model of International Communication Media Appraisal: Phase IV, Generalizing the Model to Film. Pub Date-Nov 85 Note-31p.; Paper presented at the Annual Meet ing of the Speech Communication Association (71st, Denver, CO, November 7-10, 1985). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Audience Analysis, Developing Na tions, *Evaluation Criteria, *Films, Information Utilization, Mass Media, *Media Research, *Models, * Perception, Periodicals Identifiers-Audience Response, Philippines, * *Uses and Gratifications Research A study tested a causal model of international communication media appraisal using audience evaluations of tests of two films conducted in the Philippines. It was the fourth in a series of tests of the model in both developed and developing countries. In general the model posited determinative relationships between three exogenous variables (editorial tone, communication potential, and utility) and appraisal. The two films were documentaries distributed worldwide by the United States Information Agency and intended for showing in informal audience settings and on television. One film was designed to impart the American values of cooperation and teamwork, while the other stressed the mutual interests of all nations. Both films were intended for primarily older, educated male elites. Results showed the following: (1) a good overall fit of the model to the observed system of intercorrelations; (2) a positive relationship between communication potential and appraisal; (3) a positive relationship between utility and appraisal; and (4) positive interrelationships between the variables of editorial tone, communication potential, and utility. As opposed to findings in the other tests of the model, negative rather than positive relationships were found between editorial tone and appraisal. It was concluded that the model, which was previously supported with research on magazines, could be generalized to other media as well. (HOD) ED 268 595 CS 505 246 Should More Rigorous Academic Standards Be Established for All Public Elementary and/or Secondary Schools in the United States? Intercollegiate Debate Topic, 1985-1986, Pursuant to Public Law 88-246. House of Representatives, 99th Congress, First Session. Library of Congress, Washington, D.C. Congressio nal Research Service. Report No.-House-Doc-99-95 Pub Date—86 Note-802p.; Document contains many pages of small print. Pub Type - Reports - Descriptive (141) - Books (010) EDRS Price - MF05/PC33 Plus Postage. Descriptors-Academic Achievement, * Academic Standards, Curriculum Development, *Debate, Educational Assessment, Educational Change, Educational Finance, Educational History, *Educational Improvement, Educational Policy, *Educational Quality, _* Elementary Secondary Education, Higher Education, Persuasive Discourse, Student Evaluation Identifiers—*Intercollegiate Debate Topic Designed to facilitate the research related to the preparation and presentation of arguments for the intercollegiate debate topic, this manual summarizes issues surrounding educational reform and quality control in American elementary and secondary schools. The excerpts from books, periodicals, and other sources not always readily available to public or research libraries included in this manual were selected to provide background information, an overview of the principal issues, and a balance of opposing views. The five sections of the manual focus on the following areas: (1) background and overview of educational reform; (2) school effectiveness
ED 268 598 CS 505 249 Mettee, Dorothy L. Report of a Therapeutic Drama Program in a Federal Prison: Implications for Applied Com munication. Pub Date Nov 83 Note-19p.; Paper presented at the Annual Meet ing of the Speech Communication Association (69th, Washington, DC, November 10-13, 1983). Pub Type Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Acting, *Behavior Modification, Communication (Thought Transfer), *Communication Skills, *Correctional Education, Correctional Institutions, *Correctional Rehabilitation, Credibility, *Drama, Dramatic Play, Dramatics, Rehabilitation, Role Playing, Speech Communication, Theater Arts, *Therapeutic Recreation Identifiers-Penal Reform, *Prison Reform Noting that new approaches must be found to decrease the numbers of inmates returning to United States prisons and to provide means for productive changes that will result in self-improvement and new options for inmates both inside and outside the prison after their release, a drama program was established in 1979 for inmates at the Federal Correctional Institution in Englewood, Colorado. The program at the medium security prison for adult males was sponsored by the prison chaplain and the recreation director and conducted by four outside volunteers once a week for three hours. Although some problems arose initially, most were overcome during the two and a half years the program existed. The program's benefits included teaching such communication behaviors and skills as role theory, credibility, and linguistic codes. Although the program is designed to benefit inmates, there were additional positive results for the prison administration, society, and communication researchers. (DF)
ED 268 596 CS 505 247 Dick, Robert C. How Effectively Can Speech Communication In structors Be Trained to Develop Value Added Skills in Their Students? Pub Date-Apr 86 Note-10p.; Paper presented at the Annual Meet ing of the Central States Speech Association (Cin cinnati, OH, April 17-19, 1986). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Communication Skills, Evaluation Methods, Evaluation Needs, Higher Education, Inservice Teacher Education, Pretests Posttests, Program Effectiveness, *Speech Communication, *Speech Instruction, *Student Evaluation, *Sum mative Evaluation Identifiers—*Value Added Testing To address the issue of how effectively speech communication instructors can be trained to develop longitudinal, “value-added” skills in their students one must first ask if they “should” be trained for such a task. One advantage is that it might be strategic for communication programs to initiate value-added testing so faculty might assume their own accountability and better control the instruments and procedures involved. Value-added testing might also provide more tangible research evidence that speech communication teaching methods produce the skills professed in the discipline. Alleged disadvantages include teachers' fear that poor "talent development" shown by their students might be used in a punitive way. This understandable fear can be offset by chairpersons making it clear that the longitudinal information on students is an integral part of the educational process. A review of the successful programs in Missouri and New York is enough to minimize the argument against misuse of value-added testing. To allay fears and maximize advantages, individual departments initiating value-added testing would be urged to select the instrument that appears most appropriate to their unique departmental mission. The Communication Competency Assessment Instrument, developed as an alternative method of assessing skills, was founded on the principle that assessment should be based on actual speaking and listening behaviors: all responses are either oral or nonverbal. Such an instrument could be administered as a pretest and posttest to undergraduate speech students. (HTH) ED 268 597 CS 505 248 Ivy, Diana K. Who's the Boss?: He, He/She, or They? Pub Date Feb 86 Note-27p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Students, *Communication Research, Comparative Analysis, Females, Higher Education, *Language Usage, Males, *Pronouns, *Sex Bias, *Sex Differences, *Speech Communication, Student Attitudes A study was conducted to examine pronominal usage by college students, with particular reference to the use of the generic "he." Subjects, 25 students in a nonverbal communication class and 30 students in an organizational communication course, completed essays describing the behaviors of a high status individual in response to a question worded in a sex-neutral manner. The essays were then coded for sexist and incorrect pronoun usage. Two weeks after the writing assignment, the students heard a lecture on sexist pronoun usage, then wrote another essay on the same topic. These essay were analyzed for any evidence of linguistic change. Results showed that 69% of the students used incorrect pronoun forms, primarily the generic “he," on the first assignment. After receiving instruction on sexist language, only 35% continued to use the forms on the second assignment, and use of the generic "he" decreased by 50%. On the first assignment, more females than males used the incorrect pronoun forms
ED 268 599 CS 505 250 Carpenter, Edwin C. Measuring Speech Communication Skills. Pub Date-Apr 86 Note-12p.; Paper presented at the Annual Meet ing of the Central States Speech Association (Cin cinnati, OH, April 17-19, 1986). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Accountability, Educational Im provement, *Evaluation Methods, Higher Education, *Interpersonal Competence, *Measurement Techniques, Rating Scales, *Speech Communication, *Speech Skills, *Speech Tests, Student Eval uation, Theory Practice Relationship Identifiers-ACT Speaking Skills Assessment, Communication Competency Assessment Instrument Improving the quality of undergraduate speech communication education depends to a large extent on effectively measuring student achievement in college level communication skills. While formal tests are not as well developed for speaking skills as for other areas of the curriculum, they are available. The two used most frequently are the Communication Competency Assessment Instrument (CCAI) and the Speaking Assessment section of ACT's College Outcome Measures Program. Both of these assessment tools were founded on the premise that impressions of communication competence are based on actual behaviors. The ACT Speaking Skills Assessment consists of three 3-minute speaking assignments, based upon print stimuli material that students usually read in advance to allow preparation time. The speaking assignments are practical in nature and require about 15 minutes to administer. ACT provides the testing institution with rating scales and prescored speaking samples for later training. The CCAI is administered in three sections. The first part involves numerous judgments about students' speaking abilities. Next, the students view a videotaped class lecture, and then they respond to statements about both the videotape and experiences they have had. The CCAI assesses those speech skills that are directly observable in the
contains facts or evaluations offensive to a powerful social group or interest. A historical survey of the political monitoring of those who would give instruction concerning the ethics of social action, with focus on the ethics of communication, indicates a rediscovery after World War I of the importance of the ethical communication practices in democratic politics. The popularity of critical propaganda studies in colleges and universities during the mid-1930s was a short-lived phenomenon, however, and in the increasingly tense political atmosphere of 1939 to 1941, opponents of education who probed social ethics often branded ethical analysis as part of a conspiracy to undermine dominant American institutions. In the 1940s and 1950s, forces opposed to critical social analysis levied charges against educators and textbooks. The place of ethics in present day classrooms is, at best, ambiguous. While the upheavals of the 1960s and 1970s created a renewed acceptance of inquiries into the nature of modern society, the politics of recent years has seen the anti-critical trends continue, although now in the form of pressure from a variety of social groups harboring strong political opinions about what should and should not be taught. (HTH) ED 268 588 CS 505 116 Nadler, Lawrence B. The Graduate Teaching Assistant: How Much Autonomy Should Be Granted in the Basic Interpersonal Communication Course? Pub Date-Nov 85 Note-13p.; Paper presented at the Annual Meet ing of the Speech Communication Association (71st, Denver, CO, November 7-10, 1985). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Decision Making, Graduate Stu dents, Higher Education, Instructional Improvement, *Interpersonal Communication, Personal Autonomy, *Speech Curriculum, *Teaching As sistants Identifiers—*Autonomy A major decision confronting the basic communication course director involves the degree of instructional freedom to grant teaching assistants in regard to lecture/presentational materials, readings, written assignments, examinations, and grading procedures. In making these decisions, certain philosophical and pragmatic implications of possible choices must be considered from the standpoint of all parties involved-undergraduate students, graduate assistants, course directors, and administrators. Careful consideration of three key issues-comparability, support structure, and close coordination-indicates that granting a high degree of autonomy to graduate teaching assistants can maximize the benefit of the instructional process. (EL) ED 268 589 CS 505 133 Haggard, Carrol From Essential Elements to an Essential Curricu lum: A Model. Pub Date—8 Nov 85 Note-26p.; Paper presented at the Annual Meet ing of the Speech Communication Association (71st, Denver, CO, November 7-10, 1985). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Curriculum, Communication (Thought Transfer), Communication Skills, Curriculum Design, Curriculum Development, Higher Education, Models, *Small Colleges, *Speech Communication, *Speech Curriculum The small college communication curriculum must, by necessity, be more limited than that of the university. However, it can still fulfill the needs of its students while responding to external curriculum requirements, such as those of the institution, accrediting agencies, professional societies, and employers. Two approaches to curriculum development involve creating a model curriculum that contains all the courses that any communication department, regardless of its size, should offer and identifying the competencies a curriculum should encompass. However, a nonprescriptive essential curriculum containing only two required courses and offering at least one course in each of seven different communication experience areas could provide a communication major appropriate to students and local needs. (Materials outlining the curriculum suggestions are appended.) (EL)
Rossi, Ana M. Todd-Mancillas, William R. Machismo as a Factor Affecting the Use of Power and Communication in the Managing of Personnel Disputes: Brazilian Versus American Men Managers. Pub Date-Feb 86 Note-29p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrators, *Communication Research, Comparative Analysis, Cultural Influences, Employer Employee Relationship, Foreign Countries, Interpersonal Communication, *Organizational Communication, Peer Relationship, Problem Solving Identifiers—Brazil, Communication Styles, *Ma chismo, *Management Styles Acknowledging that the Latin American cultural concept of "machismo” influences the way in which Brazilian managers tend to use authority rather than communication when resolving disputes with subordinates, a study compared Brazilian and American male managers' self-reported preferences for resolving disputes with employees and peer managers. Forty American and 40 Brazilian males in middle and top management positions each read a packet of four scripts describing various problems that a manager might have with an employee or another manager of equal status. Subjects were then interviewed to determine how they would resolve the problems. Responses were assigned to one of three classifications: communication, organizational power, or mixed approach. Results indicated consistent differences between American and Brazilian managers in their preferred ways of resolving disputes with employees and peer managers. American managers appeared somewhat more flexible as indicated by their greater use of communication strategies, while Brazilian managers appeared much more likely to respond rigidly and authoritatively to real and perceived insubordination. The only instance in which Brazilian managers were likely to use communication was when an employee appeared justifiably reluctant to take on a new task not included in his or her job description. Although it appeared that Brazilian managers are more authoritarian in their treatment of employees than are American managers, it should not be inferred that they are less communicatively competent than American managers. (HTH)
gratify needs. (Tables of data are included.) (HTH) ED 268 592 CS 505 230 McCroskey, James C. McCroskey, Linda L. Self-Report as an Approach to Measuring Commu nication Competence. Pub Date—Apr 86 Note-10p.; Paper presented at the Annual Meet ing of the Central States Speech Association (Cin cinnati, OH, April 17-19, 1986). Pub Type-Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Communication Research, *Com munication Skills, Interpersonal Communication, Public Speaking, Self Concept, *Self Evaluation (Individuals), Test Reliability, *Test Validity Identifiers-Communication Competencies, *Self Report Measures Self-report measures of perceived communication competence used properly can help build understanding of communication behavior, but used as indications of communication performance can only retard such efforts. Not all uses of such instruments are either legitimate or appropriate-for example, using self-report measures to determine an individual's actual communication competence. None of the scales currently used to measure perceptions is appropriate because none asks the subjects to estimate their perceived competence level, each is based on differing definitions of communication competence resulting in dissimilar items on the measures, and most are restricted to either an interpersonal or a public speaking context. In an ongoing research program related to willingness to communicate, it was found that no appropriate measure of self-perceived competence was available. Consequently, the Self-Perceived Communication Competence (SPCC) scale was developed. The SPCC is composed of 12 items chosen to reflect four communication contexts-public speaking, talking in a large meeting, talking in a small group, and talking in a dyad-and three common types of receivers-strangers, acquaintances, and friends. Results of an initial study using the SPCC were compared with those of others completed by the same subjects. The correlations suggest substantial personality influence in individuals' perceptions of communication competence. The strong correlation with willingness to communicate also suggests the potential impact of self-perceived communication competence on actual communication behavior. While the SPCC appears to be a valid measure of self-perceptions, it is not a valid measure of actual communication competence. (HTH) ED 268 593 CS 505 232 Hopp, Jim Composition and Interpersonal Communication: How Tight the Fit? Pub Date Feb 86 Note-19p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication Skills, Higher Edu cation, *Interdisciplinary Approach, *Interpersonal Communication, Skill Development, *Teaching Methods, Team Teaching, *Writing Instruction, Writing Processes, Writing Skills Teaching English composition and interpersonal communication concurrently enhances students' opportunities to learn and apply communication skills. Since many of these skills are common to both courses of study, not only is learning reinforced, but the skills can be presented and practiced in a variety of ways. More important, English composition and interpersonal communication are exceptionally suited to using the strengths while compensating for the limitations of the other course. A team-taught interdisciplinary course can magnify and enhance the learning of communication skills in the following ways. First, interpersonal communication is inherently relevant to students: they possess a lifetime of firsthand knowledge (such as self-concept, emotions, perceptions, and personal relationships). Teaching the process of writing provides students with a method to discover, cultivate, order, and express what they think and feel. Second, "thinking on paper" encourages students to develop a personal and profound understanding of their perceptions, feelings, attitudes, behaviors, and relationships. Third, to complete written assignments, students must selectively apply interpersonal com
ED 268 591 CS 505 227 Miller, Dianna K. The Relationship between Childhood Television Viewing Habits and Adult Viewing Behaviors. Pub Date Feb 86 Note—55p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adults, Attitudes, Childhood Atti tudes, Children, Comparative Analysis, *Habit Formation, Higher Education, Secondary Education, *Television Research, *Television Viewing, *Use Studies A study examined whether a relationship exists between childhood viewing habits and adult viewing behaviors. Questionnaires on childhood and adult viewing behaviors were completed by 557 students in a basic public speaking course, 86 residents of a university family housing unit, 74 vocational students, and 23 members of the local Jaycees organization. Presence of television in the childhood home was compared with presence of television in the adult home and with four of the five adult variables (excluding types): time spent viewing, types of programs watched, general interest levels, television viewing philosophy, and viewing companions. Each of four of the five childhood variables (excluding types) was compared with each of four of the five adult variables (excluding types) and also with presence of television in the adult home. The overall findings indicated that, in many ways, childhood viewing habits are related to adult viewing behavior. The relationship between childhood habits and adult behaviors appears to be especially strong and interrelated in the areas of number of hours spent watching television, general interest level, television viewing philosophy, and types of programs preferred. The results put into question the uses and gratifications argument that people actively view to
Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Business, Business Correspondence, *Cooperation, Group Dynamics, *Industry, *Professional Associations, Technical Writing, Writing Improvement, Writing Instruction, Writing Processes, *Writing Research, Writing Skills, Written Language Identifiers—*Collaborative Writing A study explored collaborative writing practices in six major professional associations: (1) The American Institute of Chemists, (2) the American Consulting Engineers Council, (3) the International City Management Association, (4) the American Psychological Association, (5) the Professional Services Management Association, and (6) the Society for Technical Communication. Two hundred randomly selected members of those associations completed a survey, the results of which indicated that collaborative writing occurs frequently among members of those associations. A second survey was subsequently administered and on-site interviews were conducted. Analysis of those data indicates that there is a general shift toward recognizing the importance of both context and interaction in constructing realities and texts. In addition, even texts produced by one writer are built up or invented collaboratively, and most on-the-job writing is collaborative from beginning to end. The results suggest that perhaps collaborative writing should be encouraged in classrooms, although the tension between those who view collaboration as an enriching, socially constructive act and those who regard it as an abandonment of personal responsibility must first be defused. (DF) ED 268 583 CS 209 731 Bruce, Bertram C. Computers and Language: A Look to the Future. Technical Report No. 371. Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub DateJan 86 Contract-400-81-0030 Note-36p. Pub Type Reports - Research (143) -- Informa tion Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction, Computers, Educational Theories, Educational Trends, Elementary Secondary Education, *Futures (of Society), *Integrated Activities, *Language Arts, Learning Processes, *Theory Practice Relationship Addressing the issue of what role computers should have in the language arts classroom, this paper argues that computers and language are intimately connected and that previous discussions of the issue have failed to consider this connection. Following a brief introduction focusing on the functions of the computer, the paper discusses four aspects of the computer's relation to language derived from an analysis of computer functions. The aspects discussed deal with computers (1) as tools for representing knowledge, (2) as tools for interpreting symbols, (3) as communication devices, and (4) as redefinable tools. The paper next describes a classroom of the future, identifying ways in which current activities might be used to teach reading and writing, emphasizing that it is appropriate to discuss computer use when thinking of language. The paper concludes with a consideration of several questions for research based on this thesis. Five pages of references are included, and an appendix contains copies of articles written by students using computers and electronic mail. (FL)
United States History Identifiers-Depression (Economic 1929), *Jour nalism History, Journalists, *Kent (Frank), National Industrial Recovery Act, *National Policy, News Reporters, Roosevelt (Franklin D) While the typical pantheon of journalism history heroes is made up almost entirely of individuals who campaigned for more governmental regulation and increased social liberalism, there is also an opposing tradition in American journalism, one based on the premise that governmental cures are in most cases worse than the diseases they are designed to control or eradicate. In looking at forgotten conservative journalists, it is important to examine the career of Frank Kent (1877-1958), a Baltimore "Sun" writer and syndicated columnist who gained a reputation for opposition to President Roosevelt's New Deal policies. In 1933 popular support for Roosevelt was so great that even Congressmen who had objections were reluctant to speak them. The combination of economic and social crises with Roosevelt's personal charm made allies of almost every editor and reporter. Frank Kent, influenced by the historical and political science perspective he brought to reporting and writing, was bothered by this uncritical acceptance of the National Industrial Recovery Act and the National Recovery Administration (NRA). Roosevelt and his administration struck back at Kent and other critics, but by 1934, other journalists began to join Kent in opposition to the NRA, and a study by the liberal Brookings Institute did indeed reveal that the economy was not recovering. The NRA system began breaking down in late 1934; by 1935 small businesses were beginning to openly defy the NRA codes; and by the end of 1935, the Supreme Court declared the NRA unconstitutional. Kent was vindicated. Despite Roosevelt's resounding reelection, Kent's journalistic practice provides a different perspective on the current view of some conservatives that the press should support presidential prerogatives. (HTH) ED 268 585 CS 209 748 Salomone, Ronald E., Ed. Teaching Shakespeare, II. Ohio Univ., Chillicothe. Div. of Humanities.; Southeastern Ohio Council of Teachers of En glish. Pub Date-85 Note-93p. Available from FOCUS, Division of Humanities, Ohio University, Chillicothe, OH 45601 ($7.50 for one year subscription (3 issues); make check payable to SOCTE). Journal Cit-FOCUS: Teaching English Language Arts; v12 nl Fall 1985 Pub Type-Guides - Classroom - Teacher (052) Collected Works - Serials (022) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Drama, *English Instruction, Higher Education, *Literature Appreciation, Poetry, Secondary Education, *Teaching Methods Identifiers—*Shakespeare (William) Because of the wide and continuing interest in a previous issue on techniques for teaching works by Shakespeare, this journal issue presents 19 additional articles on a broad range of Shakespeare related topics. Following an introduction, the titles of the articles and their authors are as follows: (1) “Making Changes/Making Sense" (Barbara Hodgdon); (2) "Using the BBC Shakespeare" (Robert G. Johnson); (3) "Shakespeare Anxiety” (Diana Rice); (4) “Teaching Shakespeare to the Undergraduate (Sister Agnes Fleck); (5) "Teaching Critical Thinking through Shakespeare: 'Triumphs through Tragedies" (Judy M. Gesch); (6) "An Innovative, Traditional, Successful Shakespeare Course” (Robert Burkhart); (7) “Need a Shakespeare Escape and Renewal? Visit Stratford, Ontario" (Judith Keck); (8) “Interesting the Uninitiated in Renaissance Love Sonnets” (Veena P. Kasbekar); (9) “It Was Greek to Me: Teaching Shakespeare to General Education Students" (Chris Boone-Grubbs); (10) "Methods and Madness: Why and How to Teach Shakespeare" (James E. Davis); (11) “Helping High School Students Examine the Complexities of 'Hamlet through the Writing Process" (Dawn Holt Anderson and Karolyn Holm Burkett); (12) “Is The Study of 'Macbeth' in the Senior Year à 'Dagger of the Mind'?” (James Christopher Davis); (13) “The Teaching of Shakespeare: An Introductory Approach" (Patricia Scott); Scott); (14) ) “American Students and English Politics: The Case of Shakespeare's 'Henry IV Part I (Hassell B. Sledd); (15) "Trying 'Hamlet-Literally”_(Georgianna Clark); (16) “To Sport Would Be Ås Tedious
As To Work" (Sherry Bevins Darrell); (17) "Syllabus to Independence" (Ruth Ann Gerrard); (18) "Focus on Shakespeare: An Interview with Marye Kesslar" (Sharon Patrick); and (19) “Lesson Number One" (April Kotouch). (HTH) ED 268 586 CS 209 749 Kelly, Patricia P., Ed. Small, Robert C., Jr., Ed. Censorship or Selection? Virginia Association of Teachers of English. Pub Date 86 Note-127p. Journal Cit-Virginia English Bulletin; v36 n1 Spr 1986 Pub Type - Collected Works - Serials (022) Opinion Papers (120) EDŘS Price - MF01/PC06 Plus Postage. Descriptors-Adolescent Literature, Attitude Change, Books, *Censorship, Childrens Literature, Court Litigation, Educational Objectives, Elementary Secondary Education, Literature, *Literature Appreciation, Public Opinion, Pub lishing Industry, Reader Response, *Reading Material Selection, School Community Relationship, Values Education Representing the views of persons from a variety of fields including parents, educators, authors, librarians, and publishers, the papers in this journal issue explore the fine line between censorship (with an eye toward silencing ideas) and selection with the recognition that just as literature can enlighten it can also degrade). Following an introduction by the editors, the article titles and their authors are as follows: (1) “Literature for Youth: Separate but Unequal” (Norma Klein); (2) “Random Notes from a Midnight Censor" (Gayle Greeno); (3) “Much Ado about Textbooks: The Cleansing of the Bard as Seen by a State Board Member” (Margaret Marston); (4) "Censorship: The ******* Solution" (Karla S. Henthorn); (5) “Censorship: Why or Why Not?” (Susan B. McLeskey); (6) “Will the Real Censors Please Stand Up?" (Carolyn Reas); (7) “A Profile in Censorship" (B. G. Raines); (8) “An Encounter with Censorship” (Mary Barnes); (9) "Self-Censorship: A Conservative View” (James D. Black); (10) "Censorship as an Ethical Issue” (Robert C. Hanna); (11) "Restrictions on Novel Could Be Positive” (Brian O'Neill); (12) “Don't Let Your Curriculum Be Hatch-eted” (Paul B. Slayton); (13) “Censorship and the Aim of Education: Some Unanswered Questions” (Onalee McGraw); (14) "Are School Censorship Pressures Increasing?” (Lee Burress); (15) “Sources of Censorship Pressure” (Judith Krug); (16) “Hidden Censorship: Fact or Fiction?" (Janis H. Bruwelheide); (17) “Whose Truth? Bias in Textbooks” (Dan Fleming); (18) “The New Right, Humanism, and 'Dirty Books (June Edwards); (19)”Accuracy in Academia: A New Threat to American Universities" (Ruth Cline); (20) "Being Prepared: Writing Rationales for Frequently Challenged Books" (Herb Thompson); (21) “Rationale for "Bridge to Terabithia" (Mary M. Brittain); (22) passages from "Areopagitica” (John Milton); (23) Teaching A Poem” (Joseph Strzepek); (24) “Creating a Character" (Julia Shields); (25) “Reflecting upon Our Mortality' (Beth Schnell); and (26) "The Censor's Dilemma: Learning by Doing" (Dan Walker). (HTH)
ED 268 584 CS 209 732 Olasky, Marvin N. Scratching the First Teflon Presidency: Frank Kent vs. Franklin Roosevelt. Pub Date-Aug 86 Note—23p.; Paper presented at the Annual Meet ing of the Association for Education in Journalism and Mass Communication (69th, Norman, OK, August 3-6, 1986). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) - Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors Freedom of Speech, *Journalism, Newspapers, *News Reporting, *Press Opinion,
ED 268 587 CS 505 092 Sproule, J. Michael Whose Ethics in the Classroom? On the Politics of Ethics. Spons Agency–National Endowment for the Hu manities (NFAH), Washington, D.C. Pub Date Nov 85 Grant-F-21734-82; FB-21790-83 Note-18p.; Paper presented at the Annual Meet ing of the Speech Communication Association (71st, Denver, CO, November 7-10, 1985). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors–Censorship, Educational History, Ed ucational Trends, *Ethics, Higher Education, *Intellectual Freedom, Learning Processes, Media Selection, *Politics of Education, Secondary Education, Social Change, Speech Communication, Speech Curriculum, *Textbook Selection The issue of whose "facts" and whose perspective will control classroom discussions of social questions tends to surface in one of two related ways: (1) in connection with efforts to mandate the content of the instructional matter, and (2) in connection with attacks on teachers whose instructional material Page 3
tion Skills, Urbana, Ill. Pub Date 85 Note-11p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Authors, Computers, *Doctoral Dissertations, Éditing, Females, Foreign countries, Freedom of Speech, Government Role, Intellectual History, *Journalism, *Journalism Education, Media Research, *Newspapers, *News Reporting, *News Writing, Political Issues, Production Techniques, Reader Response, Rhetoric, Rhetorical Criticism, School Newspapers Identifiers—Brazil, Foreign News Media, India, Media Use, Press Law, Typography This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: (1) the response of the law to visual journalism from 1839 to 1978; (2) woman's image in authoritative Mormon discourse; (3) the depiction of computers and computer-related subjects in newspapers directed toward different social classes; (4) journalists' privilege and congressional investigations in the nineteenth century; (5) the Romanian press and its party-state relationship; (6) the effect of instruction and accuracy in journalism copyediting; (7) the anticommunist press's view of communism from 1945 to 1947; (8) editorial economics; (9) the relationship of newspaper characteristics and types of releases on publications; (10) images of school-press relations as seen by administrators and students; (11) the New York Times' coverage of India from 1973 to 1980; (12) the World War II journalism of Steinbeck, Caldwell, and Hemingway; (13) the typographical design techniques of the arts and crafts movement and Art Nouveau and their identification in the printed works of the Bauhaus; (14) newspaper readers in Brazil; (15) reallocation of advertising funds in changing newspaper markets; and (16) the newspaper editor as public official. (FL)
August 3-6, 1986). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Attitudes, Bias, Editing, Higher Edu cation, Journalism, *Media Research, *Newspapers, News Reporting, Opinions, *Photographs, Photojournalism, Public Opinion, *Reader Re sponse Identifiers—*Mug Shots, *News Stories A study investigated whether newspaper mug shots are perceived by readers as being positive or negative in tone and whether the mug shots that are selected match the roles of their subjects in accompanying stories. Twenty-three news and feature stories with associated mug shots were clipped from seven daily newspapers. Pictures and stories were then separated, and the pictures were distributed to 51 undergraduate students who were asked to indicate whether each photo gave them a positive, negative, or neutral impression of the subject. The stories that had originally accompanied the pictures were distributed to a different group of 66 undergraduates who were also asked to state their impressions of the subjects in stories. Analysis of the results indicated that readers agree significantly on their impressions of subjects in the stories, as did the group who viewed only the mugshots. The fact that the impressions of the subjects were similar whether the story was read or the mugshot alone was viewed indicates that editors may have based their selection of accompanying photos on their subjective impressions of the stories. In the interest of remaining fair and impartial, editors should exercise caution in their selection of mug shots. (Tables of findings are included). (DF) ED 268 577 CS 209 722 Lain, Laurence B. The Funding of Secondary School Newspapers in Ohio. Pub Date-Aug 86 Note-33p.; Paper presented at the Annual Meet ing of the Association for Education in Journalism and Mass Communication (69th, Norman, OK, August 3-6, 1986). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Curriculum Development, *Educa tional Research, Faculty Advisers, *Financial Support, High Schools, Journalism Education, *School Newspapers, School Publications, School Surveys, Student Publications Identifiers—Ohio A study identified the principal ways in which high school newspapers are funded in Ohio, particularly with respect to the public or private nature of the schools, the paper size, frequency of publication, the methods by which papers are printed, and the sorts of staffs that publish them. Of the 1,080 high schools listed for the state, 228 completed the survey, 160 of which reported publishing a newspaper. The results indicated that school size was related to the presence or absence of school newspapers, although there was no clear relationship between community size and publication of a paper. Public schools were more likely to sponsor student newspapers than were private or parochial schools. The most common publication cycle for papers was monthly, but nearly 40% of respondents published less often. Offset printing was the most popular means of reproduction, and the likelihood of using offset increased with the size of the school. Only 8% of the papers were printed in a school or district print shop. Overall, the greatest percentage of the high school newspaper budget came from single copy sales. Advertising and administration grants were also important sources of income, with fund raising, subscription sales, and student activities reported as less important sources. More than half the papers were published by classes receiving academic credit for the work. The results suggest that high school newspapers are not being published frequently enough, due in part to funding. The long-range problem of financing the newspaper will not be solved until journalism takes a more prominent place in the curriculum, thus also attracting advisors trained in journalism. (HTH) ED 268 578 CS 209 723 Teaching of Writing: Abstracts of Doctoral Disser tations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica
tion Skills, Urbana, Ill. Pub Date-85 Note-19p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Attitudes, Annotated Bibliographies, Assignments, Computer Assisted Instruction, Content Analysis, *Doctoral Dissertations, Elementary Secondary Education, Evaluation Criteria, Higher Education, Literacy, Reading Writing Relationship, Revision (Written Composition), Rhetorical Invention, Teacher Response, Word Processing, *Writing Evaluation, *Writing Instruction, *Writing Processes, *Writing Research, Writing Skills This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 38 titles deal with a variety of topics, including the following: (1) how writing centers succeed and fail; (2) the effects of scoring method, topic, and mode on grade 12 students' writing scores; (3) analysis of the peer conferences of upper elementary writers; (4) toward a pedagogy of rewriting; (5) the development of journalistic writing styles; (6) effects of assignment on writing quality and lexical cohesion at four grade levels; (T) attitudes of principals toward written composition research and instructional leadership practices associated with effective writing programs; (8) criteria for evaluating teaching behaviors of college writing instructors; (9) the function of rereading in the writing process; (10) writing stories under time and length constraints; (11) oral and textual composing patterns of beginning writers; (12) effects of teacher-written comments on the revision of description essays by college freshmen; (13) the dimensions of purpose in college writing; (14) the effect of writing upon good and poor writers' learn from prose; and (15) the transactive-developmental writing process as an instructional theory in response to competency testing. (HOD) ED 268 579 CS 209 724 Literature, Literary Response, and the Teaching of Literature: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date-85 Note-12p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adolescent Literature, Annotated Bibliographies, Autobiographies, Bibliotherapy, *Childrens Literature, Content Analysis, Creative Dramatics, *Doctoral Dissertations, *Educational Research, Elementary Secondary Education, Females, Higher Education, *Literature Appreciation, Males, Newspapers, Perception, *Reader Response, Reading Material Selection, Suicide This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with a variety of topics, including the following: (1) effects of creative drama instruction on the story grammar knowledge of field-dependent and field-independent primary grade students; (2) a content assessment of trade books preferred by children in transescence; (3) uses of the daily newspaper in the curriculum of elementary and secondary schools; (4) suicide in books for children age 11 through 14; (5) the treatment of childhood in autobiographies of twentieth century American women; (6) the effectiveness of bibliotherapy on changing fourth, fifth, and sixth grade students' attitudes toward the elderly; (7) children's selection preferences based on the color, size, and thickness of books; (8) young adult novels as television films; (9) the role of the American father as revealed in selected fiction books for children in the elementary grades; (10) native literature in junior and senior high school programs; and (11) children's perceptions of story content as elicited by three modes of presentation-the storyteller, the reader, and the sound slide show. (HOD) ED 268 580 CS 209 725 Journalism and Journalism Education: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica
ED 268 581 CS 209 727 Katstra, Joyce The Effects of Peer Evaluation on Attitude toward Writing and Writing Fluency of Ninth Grade Students. Pub Date-85 Note96p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Attitude Change, Comparative Anal ysis, Grade 9, *Peer Evaluation, Secondary Education, Sex Differences, Teaching Methods, *Writing Apprehension, *Writing Evaluation, Writing Improvement, Writing Instruction, *Writing Research A study examined the effects of peer evaluation on writing fluency and writing attitudes. Subjects, 177 ninth grade students from seven classrooms, were randomly assigned to experimental and control groups. Subjects in both groups wrote a first draft of a paper. Those in the experimental group then received peer evaluation training and rewrote their papers based on assistance from their peer evaluation group. Subjects in the control group rewrote their papers receiving assistance from the teacher only when they asked for help with specific areas. Subjects also completed pretests and posttests that measured their attitudes toward writing. Writing fluency was measured by a word count on the first and last drafts. The results showed a significant overall increase in positive attitudes toward writing in the experimental group, and that females in both groups showed a more positive attitude toward writing than males on both the pretest and the posttest. There was, however, a decrease in word count from the first to the last draft in the experimental group, suggesting that rather than helping the writers to feel more at ease and to expand their writing, peer evaluation might have helped the experimental subjects refine and tighten their writing. (HTH) ED 268 582 CS 209 728 Ede, Lisa S. Lunsford, Andrea A. Collaboration in Writing on the Job: A Research Report. Pub Date-Mar 86 Note-22p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (37th, New Orleans, LA, March 13-15, 1986). For the report on the first survey, see ED 251 086.
written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Chips," the magazine published by Bethesda-Chevy Chase Senior High School, Bethesda, Maryland. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles, (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The Spring 1984 issue of the magazine is appended. (HTH)
ED 268 571 CS 209 716 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Write of Fire.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note—99p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Alameda Senior High School, 1255 South Wadsworth Blvd., Lakewood, CO 80226 (Magazine only-profile not included $6.00 including postage). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Competition, Course Content, Cre ative Writing, Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writ ing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Write of Fire,” the magazine published by Alameda High School, Lakewood, Colorado. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 572 CS 209 717 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Flight.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-102p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from—St. Edward High School, 13500 Detroit Ave., Cleveland, OH 44107 (Magazine only-profile not included-$3.50 including post age). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High
Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Flight,” the magazine published by St. Edward High School, Cleveland, Ohio. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discuss (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 573 CS 209 718 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Literary Harvest." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note—82p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Ogden High School, 2830 Har rison Blvd., Ogden, UT 84403 (Magazine only-profile not included-$2.00 including post age). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of “Literary Harvest," the magazine published by Ogden High School, Ogden, Utah. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The May 1984 issue of the magazine is appended. (HTH) ED 268 574 CS 209 719 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "The Thinking Reed.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-49p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Bethlehem High School, 700 Del aware Ave., Delmar, NY 12054 (Magazine only-profile not included $3.50 including postage)
Pub Type— Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail- able from EDRS. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "The Thinking Reed," the magazine published by Bethlehem Central High School, Delmar, New York. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 575 CS 209 720 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Ragnaroc X." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note49p.; Cover of magazine removed due to poor reproducibility. Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-719. Available from St. Pius X Catholic High School, 2674 Johnson Rd., N.E., Atlanta, GA 30345 (Magazine only-profile not included_$6.00 in cluding postage). Pub Type Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Competition, Course Content, *Cre ative Writing, Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writ ing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Ragnaroc X,” the magazine published by St. Pius X High School, Atlanta, Georgia. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The May 1984 issue of the magazine is appended. (HTH) ED 268 576 CS 209 721 Lain, Laurence B. Reader Perception of Newspaper Mug Shot Sub jects in Photos and in Stories. Pub Date-Aug 86 Note-15p.; Paper presented at the Annual Meet ing of the Association for Education in Journalism and Mass Communication (69th, Norman, OK, scribes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH)
advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 565 CS 209 710 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Phoenix." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-119p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from Harrison Central High School, Route #3, Box 150, Gulfport, MS 39503 (Magazine only-profile not included-$4.75 including postage). Pub Type - Reports - Descriptive (141) EDRS Price - NF01/PC05 Plus Postage. Descriptors—Competition, Course Content, *Cre ative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writ ing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Phoenix," the magazine published by Harrison Central High School, Gulfport, Mississippi. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 566 CS 209 711 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Each Has Spoken." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date— [86] Contract-400-83-0025 Note-56p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Thomas Jefferson High School, 723 Donaldson, San Antonio, TX 78201 (Magazine only-profile not included-$2.50 including postage). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors Competition, Course Content, *Creative Writing, Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writ ing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles а written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Each Has Spoken,” the magazine published by Thomas Jefferson High School, San Antonio, Texas. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine for
mat, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 567 CS 209 712 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Emphasis." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note—72p.; Cover of the magazine removed due to poor reproducibility. Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from—Wayne Valley High School, 551 Valley Rd., Wayne, NJ 07470 (Magazine only-profile not included $3.00 plus postage). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Competition, Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of “Emphasis, the magazine published by Wayne Valley High School, Wayne, New Jersey. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH)
ED 268 569 CS 209 714 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Cinnabar.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, III. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-69p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from—Ward Melville High School, Old Town Rd., Setauket, NY 11733 (Magazine only-profile not included-$3.00 plus postage). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Competition, Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Cinnabar," the magazine published by Ward Melville High School, Setauket, New York. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 570 CS 209 715 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Chips.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-106p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Bethesda-Chevy Chase Senior High School, 4301 East-West Highway, Bethesda, MĎ 20814 (Magazine only-profile not in cluded-$5.10 including postage). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—Exemplars of Excellence, *Literary Magazines, National Council of Teachers of En- glish One of a series of 20 literary magazine profiles
ED 268 568 CS 209 713 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Phoenix." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date — [86] Contract-400-83-0025 Note—74p.; Cover of magazine removed due to poor reproducibility. Photographs may not reporduce well . For other magazine profiles in series, see CS 209 701-720. Available from Scotland Publications, Scotland High School, 1000 West Church St., Laurinburg, NC 28352 (Magazine only-profile not includ ed-$3.50 including postage). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of “Phoenix,” the magazine published by Scotland High School, Laurinburg, North Carolina. The introduction de
ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note—55p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from—Clarkstown High School North, Congers Rd., New City, NY 10956 (Magazine only-profile not included-$3.00 including post
-profile not included-$5.00 including postage). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Bittersweet," the magazine published by Quaker Valley High School, Leetsdale, Pennsylvania. The introduction describes the literary magazine contest (and the criteria), sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-describes (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by the staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The Spring 1984 issue of the magazine is appended. (HTH) ED 268 560 CS 209 705 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Artisan.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note—73p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Raytown South High School, 8211 Sterling, Raytown, MO 64138 (Magazine only -profile not included-$4.00 including postage). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Artisan," the magazine published by Raytown South High School, Raytown, Missouri . The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The Spring 1984 issue of the magazine is appended. (HTH) ED 268 561 CS 209 706 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Inscriptions.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-63p.; Photographs may not reproduce well.
For other magazine profiles in series, see CS 209 701-720. Available from—Bryant Intermediate School, #40 South Eighth East, Salt Lake City, UT 84102 (Magazine only-profile not included-$1.50 including postage). Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors Competition, Creative *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Inscriptions," the magazine published by Bryant Intermediate School, Salt Lake City, Utah. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The May 1984 issue of the magazine is appended. (HTH) ED 268 562 CS 209 707 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Imprints." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-107p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from—Shorewood High School, 17300 Fremont Ave. North, Seattle, WA 98133 (Magazine only-profile not included-$2.65 including postage). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors Competition, Course Content, Cre ative Writing, Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writ ing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Imprints," the magazine published by Shorewood High School, Seattle, Washington. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The Spring 1984 issue of the magazine is appended. (HTH)
Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Et Cetera,” the magazine published by Clarkstown High School, New City, New York. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The Spring 1984 issue of the magazine is appended. (HTH) ED 268 564 CS 209 709 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Chips from the Tree of Knowledge." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, III. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-56p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from—Washington Senior High School, 315 South Main Ave., Sioux Falls, SD 57102 (Magazine only-profile not included $2.00 plus postage). Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Competition, Course Content, *Cre ative Writing, Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writ ing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Chips from the Tree of Knowledge,” the magazine published by Washington Senior High School, Sioux Falls, South Dakota. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the
ED 268 563 CS 209 708 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Et Cetera."
ward movement or was sporadic in nature; (4) whether growth in writing would be evident to raters not trained with prototypes of competency levels; and (5) what criteria raters would develop to evaluate growth in writing ability. Samples of writing were taken from ten students as second graders and again two years later when they entered fourth grade. Ten raters were then asked to read the samples and devise their own evaluation criteria. Results showed that the raters were able to identify a pattern of growth in the writing of the second grade students over a 14-week period, but less able to discern growth in the fourth grade writing samples. The results also indicated that the raters had generated criteria in four areas of information: in text, organization of text, language use, and mechanics of writing. Among the conclusions drawn from the study are that growth in literacy can be established within grade levels, that growth and development in writing ability is not the same for all children, and that student writing can improve without any guidance from teachers. (Examples of student writing and raters' responses are analyzed in numerous figures.) (DF)
Language Arts, *Language Skills, Listening Skills, Literature Appreciation, Reading Instruction, Speech Skills, State Curriculum Guides, State Standards, Study Skills, Writing Skills Identifiers-North Carolina Representing a significant part of the development of a basic education program for North Carolina's public schools, this teacher handbook and integrated competency-based curriculum guide provides recommended goals (broad statements of general direction or purpose), objectives (specific statements of what the student will know or be able to do), and measures (a variety of suggestions for ways in which the student may demonstrate ability to meet the objective) for communication skills for kindergarten through grade twelve. The teacher handbook section provides the background and overview of the curriculum and discusses its philosophy and rationale, thinking skills, programs for exceptional children, and recommendations for those using the curriculum. The curriculum guide section is divided into grade levels with the goals, objectives, and measures defined for each of the following communication skills: listening, speaking, reading/literature, writing, handwriting, viewing, and study skills. (Among the appendixes are North Carolina's Elementary and Secondary School Reform Act of 1984, lists of course requirements for high school graduation and testing requirements, a description of the textbook adoption process, and an organizational chart for instructional services.) (HOD) ED 268 554 CS 209 698 A Guide to Curriculum Planning in English Lan guage Arts. Bulletin No. 6360. Wisconsin State Dept. of Public Instruction, Madi son. Pub Date-86 Note-285p.; Prepared by the Language Arts Task Force. Photographs may not reproduce well. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*Communication Skills, *Curriculum Development, Elementary Secondary Education, * English Curriculum, *Integrated Curriculum, *Language Arts, *Language Skills, Listening, Literature Appreciation, Mass Media, Reading Instruction, Speech Communication, Teaching Methods, Writing Instruction Emphasizing language as a means of communication and as a learning tool, this guide to curriculum planning presents a conceptual framework for a kindergarten through grade twelve language arts program emphasizing the integration of listening, speaking, reading, writing, and media use. The content and skills sections in the guide include a statement of scope and sequence, goals and outcomes, evaluation techniques, suggestions for parents, and exemplars. Following an overview section describing the purpose of the guide, the communication approach to language arts, and the integration of the language arts, and guide discusses the following language skills: language, literature, listening, speaking, reading, writing, using media, curriculum planning, implementation and evaluation, and critical issues. (Appendixes include resources, proposed guidelines for free and responsible student journalism, teacher education program approval standards, workload and the teaching of secondary school English, and guidelines for nonsexist uses of language.) (HOD)
Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Fublication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of “Seed,” the magazine published by Grissom High School, Huntsville, Alabama. The introduction describes the literary magazine contest (and the criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-describes (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure and anticipated changes. The 1984 issue of the magazine is appended. (HTH) ED 268 558 CS 209 703 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Labyrinth." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract—400-83-0025 Note56p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from Little Rock Central High School, 14th and Park Sts., Little Rock, AR 72202 (Magazine only-profile not included $2.35 including postage) Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors Competition, *Creative — *Creative Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Labyrinth," the magazine published by Little Rock Central High School, Little Rock, Arkansas. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile-based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The 1984 issue of the magazine is appended. (HTH)
ED 268 556 CS 209 701 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: "Haggis Baggis. ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Iul. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-65p.; Photographs may not reproduce well. For other magazine profiles in series, see CS 209 702-720. Available from-Miss Porter's School, 60 Main St., Farmington, CT 06032 (Magazine only-profile not included $10.00 including postage). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors Competition, *Creative — Writing, *Evaluation Methods, Faculty Advisers, High Schools, Periodicals, Production Techniques, Student Evaluation, *Student Publications, Teacher Role, Writing Evaluation, Writing for Publication Identifiers—*Exemplars of Excellence, *Literary Magazines, National Council of Teachers of English One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "Haggis/Baggis," the magazine published by Miss Porter's School, Farmington, Connecticut. The introduction describes the literary magazine contest (and criteria), which was sponsored by the National Council of Teachers of English and from which the 20 magazines were chosen. The remainder of the profile -based on telephone interviews with the advisor, the contest entry form, and the two judges' evaluation sheets-discusses (1) the magazine format, including paper and typestyles; (2) selection and qualifications of the students on staff, as well as the role of the advisor in working with them; (3) methods used by staff for acquiring and evaluating student submissions; (4) sources of funding for the magazine, including fund raising activities if applicable, and production costs; and (5) changes and problems occurring during the advisor's tenure, and anticipated changes. The Spring 1984 issue of the magazine is appended. (HTH)
ED 268 555 CS 209 699 Busch, Katharine Mitchell Holistic Writing Evaluation: Patterns of Growth in Literacy of Students in the Second and Fourth Grades. Pub Date—Dec 85 Note—25p.; Paper presented at the Annual Meet ing of the National Reading Conference (35th, San Diego, CA, December 3-7, 1985). Pub Type Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Elementary Education, Evaluation Criteria, Grade 2, Grade 4, *Holistic Evaluation, Interrater Reliability, Longitudinal Studies, *Writing Evaluation, *Writing Improvement, Writing Processes, *Writing Research, Writing Skills A study explored (1) whether children demonstrated growth in writing ability through the experience of writing two or three times a week without direct teacher instruction; (2) what changes could be observed over time in the writing samples of second and fourth graders; (3) whether written language growth was a continuous progression of up
ED 268 557 CS 209 702 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Seed." ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract—400-83-0025 Note—92p.; Photographs may not reproduce well. The poem “Pure and Endless Light” removed due to copyright restrictions. For other magazine pro files in series, see CS 209 701-720. Available from—Grissom High School, 7901 Bailey Cove Rd., Huntsville, AL 35802 (Magazine only-profile not included-$3.00 plus postage). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Competition, *Creative Writing, *Evaluation Methods, Faculty Advisers, High
ED 268 559 CS 209 704 Holbrook, Hilary Taylor, Comp. An Exemplary High School Literary Magazine: “Bittersweet.” ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-83-0025 Note-149p.; Cover of magazine removed due to poor reproducibility. Photographs may not reproduce well. For other magazine profiles in series, see CS 209 701-720. Available from-Quaker Valley High School, Bea ver Rd., Leetsdale, PA 15056 Magazine only Page 4
Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-86 Contract-400-83-0025 Note87p.; TRIP: Theory & Research into Prac tice. Available from National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 52414, $4.00 member, $5.00 non member). Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Computer Assisted Instruction, Computer Software, Lesson Plans, Online Searching, Secondary Education, *Teaching Methods, *Theory Practice Relationship, *Word Processing, *Writing Instruction Identifiers-Journal Writing Intended to help composition teachers take advantage of current advances in word processing technology, this booklet demonstrates how teachers can create computer lesson files for students that incorporate findings from research on effective writing instruction and allow students to develop, shape, and revise their own writing at the computer monitor. The first section of the booklet presents a brief review of current knowledge about how writing may best be taught and how the computer can be used to teach it. The second part of the booklet explores some assumptions about teaching writing with word processors, and then provides practical suggestions for selecting software, teaching word processing while teaching writing, developing computer/writing lesson files, journal writing on the computer, collaborative writing, and using the computer to search databases for research papers. The appendix includes sample lesson files. (HTH) ED 268 548 CS 209 690 Tompkins, Gail E. Yaden, David B., Jr. Answering Students' Questions about Words. ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-86 Contract-400-83-0025 Note86p.; TRIP: Theory & Research into Prac tice. Available from National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 01879, $5.00 member, $6.50 non member) Pub Type-- Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Class Activities, *Diachronic Lin guistics, Elementary Education, *English, *Etymology, Language Patterns, Linguistic Borrowing, Linguistics, Orthographic Symbols, Teaching Methods, Theory Practice Relationship Acknowledging that to study the development of a language is to study the history and culture of people and that English has been influenced by many geographic, political, economic, social, and linguistic forces, this booklet provides a ready reference for elementary and middle school/junior high school teachers confronted with students' questions about the characteristics of the language they speak and are learning to read and write. Since most questions are directed toward words and their spellings, the first section of the booklet emphasizes selected historical aspects of vocabulary growth and orthographic change. The second section of the booklet presents exercises designed around actual student questions, providing not only initial suggestions for vocabulary study activities, but also a rationale for the incongruities of English with an eye toward putting modern usage into a historical perspective. (HTH) ED 268 549 CS 209 691 George Orwell & "Nineteen Eighty-Four": The Man and the Book. A Conference at the Library of Congress, April 30 and May 1, 1984. Library of Congress, Washington, D.C. Report No.-ISBN-0-8444-0487-X Pub Date—85 Note-150p.; Conference presented under the aus pices of the Gertrude Clarke Whittall Poetry and Literature Fund. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402.
Pub Type Collected Works - Proceedings (021) Opinion Papers (120) EDŘS Price - MF01/PC06 Plus Postage. Descriptors—*Authors, Futures (of Society), Liter ary Criticism, *Novels, *Twentieth Century Lit erature Identifiers—1930s, *1984 (Title), *Orwell (George) Proceedings of a conference of international Orwell experts gathered at the Library of Congress are presented in this collection. The collection is divided into four sections, corresponding with the four conference sessions: “What Orwell Really Wrote”; “Orwell: The Man"; “Nineteen Eighty-Four: The Book”; and “Nineteen Eighty-Four': Its Meaning in 1984.” Summaries of the subsequent floor discussions are included at the end of each section. The papers presented and their authors are as follows: (1) “What Orwell Really Wrote" (Peter Davison); (2) "Orwell the Man" (Jenni Calder); (3) "The Englishness of George Orwell” (Peter Stansky); (4) "Nineteen Eighty-Four': Politics and Fable” (Denis Donoghue); (5) "Not One of Us': George Orwell and 'Nineteen Eighty-Four” (Alfred Kazin); (6) “Nineteen Eighty-Four: A Novel of the 1930s” (Jeffrey Meyers); (7) “The Reception of 'Nineteen EightyFour” (Bernard Crick); and (8) "Orwell's Legacy" (Nathan A. Scott, Jr.). (HTH) ED 268 550 CS 209 692 Olson, Carol Booth, Ed. Practical Ideas for Teaching Writing as a Process. California State Dept. of Education, Sacramento. Pub Date—86 Note—203p.; Photographs may not reproduce well. Available from—Publications Sales, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($6.00, plus sales tax for California residents, payment must accom pany order). Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Elementary _ Secondary Education, Evaluation Methods, *Prewriting, Research Papers (Students), *Revision (Written Composition), *Teaching Methods, Training Methods, Vocabulary Development, *Writing Evaluation, Writing Exercises, *Writing Instruction, *Writing Processes Identifiers—*California Writing Project, National Writing Project, University of California Irvine A collaborative effort on the part of teachers from and consultants for the University of California, Irvine/California Writing Project, this guide presents ideas for teaching writing as a process at all levels of the curriculum. Each section of the guide presents an essay introducing the section topic, followed by practical ideas for teaching that technique or stage of the writing process. Also included are applications of writing techniques at particular grade levels, descriptions of ways to modify assignments, new ideas that sprang from an original idea, and variations on a theme. Following an introduction to the California Writing Project, the contents of the guide are divided into the following sections: (1) the writing process; (2) prewriting; (3) prewriting in the elementary school; (4) prewriting in different subjects; (5) showing, not telling (a training program for student writers); (6) writing; (7) domains of writing; (8) writing the saturation report; (9) point of view in writing; (10) writing the I-search paper; (11) sharing/responding; (12) Reading Around Groups (RAGs) for sharing/responding; (13) rewriting/editing; (14) revising for correctness; (15) building vocabularies; (16) evaluation; and (17) evaluation techniques. (HOD) ED 268 551 CS 209 693 Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note-15p.; Pages may be marginally legible. Pub Type - Reference Materials · Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors Behavior Patterns, Case Studies, Cog nitive Processes, Content Area Writing, Discourse Analysis, *Doctoral Dissertations, Elementary Secondary Education, Higher Education, Language Styles, Prewriting, Revision (Written Composition), *Rhetoric, Student Behavior,
*Writing Instruction, *Writing Processes, *Writing Research, *Writing Skills Identifiers-Audience Awareness This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 30 titles deal with a variety of topics, including the following: (1) writing performance and its relationship to the writing attitudes, topic knowledge, and writing goals of college freshmen; (2) representational semantics; (3) the cognitive processes of competent third grade writers; (4) the role of audience in the revision strategies of basic writers; (5) discourse mode, enabling metaphors, and styles of closure in the composing process; (6) assessing the potential syntax development of third and fourth grade writers; (7) perceptions, processes, and productions of the beginning writer; (8) prepositions in the writing of children in grades three through eight; (9) prewriting behaviors of field dependent and field independent remedial writers in a college writing center; (10) rhetorical maturity and Perry's model of intellectual development; (11) the rhetorical design and function of the proposal; (12) the paragraph in academic writing; and (13) the effects of listening and writing skills training on writing performances of business communications students. (HOD) ED 268 552 CS 209 694 English Language Arts Skills and Instruction: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note-16p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Compara tive Analysis, Computer Assisted Instruction, Curriculum Development, *Doctoral Dissertations, *Educational Research, Elementary Secondary Education, English Curriculum, * English Instruction, Integrated Activities, *Language Arts, Language Skills, Listening Comprehension, Newspapers, Reading Comprehension, Reading Instruction, Spelling Instruction, Vocabulary Development, Writing Instruction Identifiers-Story Structure This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 28 titles deal with a variety of topics, including the following: (1) the effects of_superlearning on retention/hypermnesia of rare English words in college students; (2) a Delphi study of American, British, and Canadian English educators' views of the future of secondary English teaching; (3) predicting children's spelling performance; (4) aspects of sophistic pedagogy; (5) the effects of story structure instruction on third graders' concept of story, reading comprehension, response to literature, and written composition; (6) the effect of vocabulary instruction on text comprehension; (7) student engagement and its relationship to student achievement, gender, time of school day, difficulty of course, and type of class activity; (8) a program for the integration of reading and composition in the social studies curriculum in a selected junior high school; (9) use of feedback on microcomputers to teach spelling in elementary school; (10) the effects of a mastery learning/competency-based education instructional approach on facilitating students' retention of achievement in language arts and mathematics; (11) secondary vernacular study and the origins of modern American education; and (12) the effect of a training program in listening on the reading achievement and listening comprehension of second and third grade students. (HOD) ED 268 553 CS 209 697 Teacher Handbook, Communication Skills, Grades K-12. North Carolina Competency-Based Curric ulum, Subject-by-Subject. North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. Pub Date—85 Note-700p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF04/PC28 Plus Postage. Descriptors—*Communication Skills, *Compe tency Based Education, #Educational Objectives, Elementary Secondary Education, English Curriculum, Handwriting, *Integrated Curriculum,
creative expression during independent writing time without direct, formal instruction. However, a writing role model did have positive results on children's writing vocabulary performance. Finally, independent writing time, with or without exposure to a writing role model, did not improve performance significantly in prereading skills. (HTH) ED 268 541 CS 209 662 Samuelson, Janet Empowering the Powerless: Authority in the Writ ing Classroom. Pub Date—Mar 86 Note-11p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (37th, New Orleans, LA, March 13-15, 1986). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Behavior Patterns, Classroom Envi ronment, Prewriting, Revision (Written Composition), Teacher Behavior, Teacher Student Relationship, *Teaching Methods, Writing (Composition), *Writing Instruction, *Writing Processes, Writing Skills Identifiers-Authoritarian Behavior, *Authoritar ian Teaching, Authority, Authority Figures A major problem in many composition classes is the unwillingness of the instructor to relinquish control in the classroom. Because students are excluded from having control in the classroom and control over their own writing, they become disenchanted with the processes of learning and discovery and the power those processes create. Students should be encouraged to develop their thinking and writing skills. A current misconception holds that instead of using their freedom constructively, students will develop a carefree, undisciplined attitude. However, that possibility can be minimized when students are encouraged to express meaning and make discoveries in their writing. Teachers must take responsibility for developing their students' abilities and adopt a noninterventionist teaching approach. Classroom lecture should be reduced and teachers should talk with students instead of at them. In addition, students should be provided with opportunities to learn from each other and occasionally be allowed to take the role of teacher. The teaching of composition demands a democracy in the classroom that is necessary for students' growth in writing, reading, thinking, and learning. (DF) ED 268 542 CS 209 663 DeBacco, R. Using the File Approach in Freshman Composi tion. Pub Date— [83] Note-11p.; Appendices may be marginally legible. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Freshmen, Expository Writ ing, *Freshman Composition, Higher Education, *Information Storage, Resource Materials, *Teaching Methods, Writing (Composition), Writing Improvement, *Writing Instruction, Writing Processes Identifiers—Topic Selection, Writing across the Curriculum Using the file approach in freshman composition gives students experience with the selection and utilization of a range of sources for writing, the awareRess of writing as a learning activity that is by nature a process, and the opportunity to write and read across the curriculum. In this approach students are expected to keep a file of information, ideas, and possible topics for compositions collected from magazines, newspapers, or their own experiences. Students receive a peer evaluation sheet and worksheets designed for organizing file information. Students are encouraged to develop the file based on areas of vocational or avocational interest, since students' interest and achievement tend to improve if they perceive the class and assignments as being of individual importance. This focus also enables students to experience writing as a process of gaining knowledge about a topic. In addition, the conferences and peer evaluation components of the file approach allow students to learn how diverse people think and feel about a topic of importance to the writer, and about its development in an essay. Finally, the file approach reveals the process nature of writing. (Appendixes contain a worksheet for organizing file information, and a peer evaluation sheet.) (EL)
ED 268 543 CS 209 664 Bilingual, Bicultural, and Bidialectal Studies Re lated to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Illi. Pub Date85 Note-6p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavior Patterns, *Biculturalism, *Bidialectalism, *Bilingualism, *Doctoral Dissertations, Elementary Education, English (Second Language), Foreign countries, Higher Education, Mexican Americans, Migrant Children, Oral Reading, Prior Learning, Reading Comprehension, Reading Processes, Vocabulary Develop ment Identifiers—Puerto Rico, Semantic Mapping This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 5 titles deal with the following topics: (1) the influence of background knowledge on non-native students' memory for reading passages, (2) the development of a reading textbook with a teacher's manual for English as a second language students in basic college courses in Puerto Rico, (3) an investigation of the relationships between prior knowledge and vocabulary development using semantic mapping with culturally diverse students, (4) effects of prior aural exposure on the oral reading performance and comprehension of Mexican American migrant children, and (5) a three-year longitudinal study on reading developmental processes and behavior of a bilingual child. (HOD) ED 268 544 CS 209 665 Rhetorical and Communication Theory: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date-85 Note-9p.; Pages may be marginally legible. Pub Type - Reference Materials • Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavior Patterns, Classroom Com munication, Cognitive Processes, *Communication (Thought Transfer), *Communication Research, Comparative Analysis, Courseware, *Discourse Analysis, *Doctoral Dissertations, Foreign countries, Humor, Hyperactivity, Models, Oral History, Pragmatics, Recall (Psychology), *Rhetoric, Social Change, Teacher Student Relationship Identifiers-Great Britain This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) the relational nature of humor, (2) pragmatism and transaction, (3) within-channel redundancy versus between-channel redundancy in instructional material and its association with amount learned, (4) verbal synchrony and the maintenance of rapport between collegiate instructors and their students, (5) a communications model for community renewal by a two-year branch campus in Ohio, (6) the role of communication during the process of social change in Grenada-1979-1983, (7) a study of differences in the communicative patterns of normal and hyperactive children, (8) scholarly communication versus classroom communication: an approach to the research versus teaching question, (9) enhanced conversational recall and reduced conversational interference as a function of cognitive complexity, (10) approaches to communication policy-a comparative study of the British and American examples, (11) oral histories of 10 middle-management women, and (12) communicative features of educational computer software. (HOD) ED 268 545 CS 209 666 Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ili.
Pub Date-85 Note-17p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Black Dia lects, Communication Research, *Doctoral Dissertations, Elementary Education, Higher Education, Language Acquisition, Language Processing, *Language Research, Language Skills, *Language Usage, Learning Processes, Speech Communication, Test Anxiety This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 34 titles deal with a variety of topics, including the following: (1) object conservation and receptive language in day care center infants; (2) the syntactic incorporation of linguistic units; (3) implicit theories of meaning in rhetorical criticism; (4) phonetic structure of fast speech in American English; (5) the relationship between age, sex, and the language of social regulation; (6) the development of word order in early child speech; (7) the relationship between students' sex-role stereotypes and their interpretation of exclusionary and inclusionary nouns; (8) the relationship between the metaphors used by managers and their effectiveness ratings; (9) segmental and suprasegmental features and lip and jaw articulators; (10) a speech act theory based interpretation model for written texts; (11) the role of language in the rational emotive education approach to test-anxiety reduction for sixth grade students; (12) the relationship between pupils' and teachers' ratings and the language achievement of fifth- and sixth-grade pupils; (13) a comparative study of two approaches for analyzing black discourse; (14) vowel intrinsic fundamental frequency in prosodic context; (15) studies in the relationship between distinctive features and acoustic cues; and (16) a description of the variance between the oral and written language patterns of a group of black community college students. (EL) ED 268 546 CS 209 688 Hawisher, Gail E. The Effects of Word Processing on the Revision Strategies of College Students. Pub Date Apr 86 Note31p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type - Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Freshmen, Comparative Analysis, Computer Assisted Instruction, Content Analysis, Higher Education, Revision (Written Composition), *Word Processing, Writing Evaluation, Writing Improvement, Writing Instruction, *Writing Processes, *Writing Research A study explored the effects of word processing on the revision strategies of 20 advanced college freshmen enrolled in a required writing course. Subjects were divided into two groups of 10, each of which alternately wrote a series of four essays on and off the computer. For each essay students submitted three drafts, which were analyzed for revi. sions. Each student produced two essays with word processing and two with pen and typewriter. In addition to undergoing text analysis, the essays were judged by trained raters using an analytical scale, so that the quality of the essays could be related to the number and kinds of revisions. Results of the analysis of 4,048 between-draft revisions of 80 essays indicated that writing on a computer did not lead to increased revision-at least not for these able students. The finding that there was no positive relationship between extensive revision and the quality ratings, however, suggests that manipulating text for the sake of revision has little value for students or their writing. Nor did the students make different kinds of revisions with a computer than they did with pen and typewriter. The essays produced with pen and typewriter, moreover, received ratings comparable in quality to those produced on the computer. (Author/HTH) ED 268 547 CS 209 689 Rodrigues, Dawn Rodrigues, Raymond J. Teaching Writing with a Word Processor, Grades 7-13. ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, Ill.
Research Council of Canada, Ottawa (Ontario). Pub Date-Dec 85 Grant-410-84-0046 Note-15p.; Paper presented at the Annual Meet ing of the National Reading Conference (35th, San Diego, CA, December 3-7, 1985). Pub Type Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Grade 1, Lit eracy, Primary Education, Self Concept, Sequential Approach, *Student Attitudes, *Teaching Methods, Vocabulary Development, Workbooks, *Writing Improvement, *Writing Instruction, *Writing Readiness, *Writing Research Identifiers—*Expressive Writing A study contrasted two first grade writing programs to ascertain changes in the students' regard for writing in a manner that could be measured and compared. One writing program encouraged students to write expressively and find their way into print, while the other program used the more traditional or skill-sequenced approach through preparatory steps. It was hypothesized that students using the expressive writing strategy would show measurable improvement in three aspects: (1) the students' understanding of the function of writing, (2) their attitude toward writing, and (3) their regard for themselves as writers. The pretest and posttest instrument consisted of 24 questions that covered writing function, attitude, self-concept, and technical vocabulary. The writing programs were monitored by collecting samples of work from six randomly chosen students from each of six classrooms. Results showed the expressive writing students improved in their grasp of technical writing terms, and yet the two groups did not appear to differ significantly in their regard for themselves as writers. In addition, the expressive writing classes' positive responses to' writing declined over the course of the year while the skill-sequenced class did not grow appreciably more positive toward writing. (HOD) ED 268 535 CS 209 654 Newell, George E. Recalling Important Information in Text: An Ex amination of Learning While Writing. Pub Date-Apr 85 Note—21p.; Paper presented at the Annual Meet ing of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Essays, Grade 11, High Schools, *Language Processing, *Learning Processes, Notetaking, Reading Comprehension, Reading Writing Relationship, *Recall (Psychology), Study Skills, *Writing (Composition), Writing Processes Recall data from eight eleventh-grade students were analyzed to determine the effects of writing tasks on recall of content and relationship units at three levels of importance in the content structure of 21 prose passages. The data were colelcted as part of an earlier study of the effects of three writing tasks (notetaking, answering study questions, and analytic essay writing) on learning information from prose passages. The results of the two studies showed that the level of importance and the interaction of highest level and essay writing enhanced the recall of those relationship units. An abbreviated prose passage is provided as a sample, as well as examples of prompts and student responses for the three writing tasks. (HTH) ED 268 536 CS 209 656 Presseisen, Barbara Z. Critical Thinking and Thinking Skills: State of the Art Definitions and Practice in Public Schools. Research for Better Schools, Inc., Philadelphia, Pa. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—20 Apr 86 Note-60p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO3 Plus Postage. Descriptors Academic Achievement, *Cognitive Processes, *Critical Thinking, Educational Change, *Educational History, *Educational Im
provement, *Educational Philosophy, Educational Practices, Educational Research, *Educational Trends, Elementary Secondary Education Focusing on the revival of interest in teaching critical thinking as a major goal of schooling in American education, this paper examines why it has recurred, what is being emphasized, and, if there is significant change since the past occurrences, what has made that possible. Among the questions the paper addresses are: (1) what the renewed interest in critical thinking means to educators in elementary and secondary schools, (2) how critical thinking is being approached today compared to orientations advocated over the past 40 years, (3) how critical thinking compares to other kinds of thought processes also being emphasized in current efforts to improve school programs or to strengthen instruction of the nation's youth, and (4) what the results are-in terms of student achievement of introducing critical thinking into the classroom. The paper concludes with an eight-page bibliography, a list of thinking skills meetings and conferences for 1984-1986, and a list of organizations in the Association for Supervision and Curriculum Development's Collaborative on Teaching Thinking. (HOD) ED 268 537 CS 209 657 Braungart, Diane S. Understanding the Writing Process: Introducing Students to Composing. New Jersey State Dept. of Education, Trenton. Div. of General Academic Education. Pub Date—85 Note-79p. Available from New Jersey State Department of Education, 225 West State St., CN500, Trenton, NJ 08625 ($4.50). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Descriptive Writing, Elementary Sec ondary Education, Expository Writing, Language Usage, Narration, Persuasive Discourse, Prewriting, Revision (Written Composition), *Teaching Methods, *Writing (Composition), *Writing Exercises, Writing Improvement, *Writing Instruction, *Writing Processes Noting that effective writing instruction depends on careful planning informed by knowledge of the writing process and its variations in relation to different audiences and purposes, this teacher's guide explains the nature of the writing process and how it relates to instruction. The purposes of the guide are threefold: to highlight current theory and research findings on the composing process and its relation to instruction and student learning, to identify the elements of the composing process and their implications for promoting writing development in the classroom, and to offer instructional strategies to help students master varied types of writing. The sections of the first half of the guide discuss (1) writing as a recursive process; (2) postulates related to the writing process; (3) elements of the composing process using three functions of language (expressive language, transactional language, and poetic language); and (4) five elements of the composing process (prewriting, drafting, revising, editing, and post-writing stages) and their implications for instruction. The second part of the guide presents ideas for instruction within the rhetorical types of writing: narrative, descriptive, expository, and persuasive. The sections for each type of writing are divided into elementary, intermediate, and high school levels, and include a criteria worksheet and a revision checklist. Appended are a bibliography, a glossary, a list of regional curriculum service units in New Jersey, optional vocabulary choices for the revision checklists and a feedback sheet for teachers using the guide. (EL) ED 268 538 CS 209 659 Brown, Alan Starting the High School Writing Center. Pub Date—[85] Note-17p. Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Basic Skills, High Schools, *Peer Teaching, *Program Development, Skill Development, Tutoring, Writing Improvement, *Writing Instruction, *Writing Laboratories The experience of implementing a writing center in a central Illinois high school created several suggestions for other schools considering such a program. Directors should first consider who would benefit from a writing center and what these benefits would be. They must then prove-to themselves
first, and then to the faculty and the administration-that the school situation warrants the creation of a peer tutoring service. Since many high school English departments have barely enough money to cover even the cost of mimeographing or photocopying, the directors must be aware of the bare necessities that a writing center must have in order to function properly. They must be careful not to choose a room with too much space and must also be aware of the danger of signing on too many tutors. The National Honor Society or the counseling department are good places for the director to look for students with English proficiency for tutoring. Directors can use a variety of inducements to encourage students to tutor, including the promise of recommendations for scholarships and extra study time. Finally the idea of using the writing center must be “sold” to the students by means of an inexpensive publicity campaign. (Samples of student record and tutor referral forms are appended.) (HTH) ED 268 539 CS 209 660 Facts about Newspapers '86: A Statistical Sum mary of the Newspaper Business. American Newspaper Publishers Association, Washington, D.C. Pub Date --Apr 86 Note-29p.; For the '85 Facts, see ED 260 411. Pub Type - Numerical/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Advertising, Comparative Analysis, Consumer Economics, Economic Status, *Employment Patterns, *Expenditures, Foreign Countries, Journalism, *Newspapers, *Statistical Distributions, Statistics Identifiers—*Canada, Media Use, *Newspaper Cir culation Attesting to the continuing economic strength and institutional vitality of the newspaper business in 1985, this booklet presents a statistical summary of the industry in the United States and Canada. The statistics cover a wide range of topics, including (1) number of daily newspapers, (2) daily newspaper circulation, (3) daily newspapers by circulation groups, (4) single copy sales prices, (5) daily newspaper advertising volume, (6) newspapers' share of advertising expenditures, (ò) ratio of advertising to total content of daily and sunday newspapers, (8) United States newsprint consumption compared to national economic growth 1970-85, (9) general newspaper prices in the eastern U.S. per metric ton, (10) newspaper employment compared to total U.S. employment 1947-85, (11) employment patterns of journalism school graduates, (12) U.S. weekly newspapers and circulation 1960-86, (13) U.S. daily newspaper circulation of the 20 largest papers in 1985, (14) the 20 largest U.S. newspaper companies in 1985, (15) total number and circulation of Canadian daily newspapers 1946-85, (16) the growth of newspaper advertising and the Canadian economy 1962-85, and (17) comparison of various Canadian advertising media in 1984 and 1985. (HOD) ED 268 540 CS 209 661 Holmes, Julia Goolsby Writing in Kindergarten Classrooms: A Report of an Experimental Study of the Effects of Independent Writing Time and Exposure to a Writing Role Model on Selected Kindergarten Children. Pub Date—[85] Note 18p. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Concept Formation, *Kindergarten, Primary Education, *Reading Readiness, Reading Writing Relationship, Role Models, Vocabulary Development, *Writing (Composition), *Writing Research Identifiers—*Print Awareness A study examined whether there were any differences in the concepts about print, writing vocabulary, and prereading performance of selected kindergarten children who were provided with (1) independent writing time and exposure to a writing model in the school environment, (2) independent writing time without the writing role model, and (3) neither the independent writing nor the writing role model. Subjects, 72 kindergarten students in a school in Jasper, Alabama, were placed randomly in one of the three groups and received one of the three treatments over a six-week period. All subjects were posttested within two weeks following the treatment period using all three measures. The results of the posttest indicated that independent writing time is conducive to children's acquisition of concepts about printed language, which occurred through per concludes with mention of the enthusiastic response to the workshops, and a discussion of two benefits of the program as seen by the instructor. (HTH)
guages, preferably those spoken in the third world, because of their widespread use in this hemisphere. Steps that speech, language, and composition professionals can take in making such a policy a reality include aligning with political progressives in demanding restoration of budget cuts from education and other domestic programs, conducting language awareness campaigns needed to accompany the movement for a language policy, and working with the public schools to develop uniform standards and guidelines for linguistic performance. (DF) ED 268 528 CS 209 647 White, Kathy Teaching about Women and Violence. Pub Date-85 Note-14p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Aggression, Battered Women, Crime, Emotional Response, "Females, Higher Education, *Hostility, *Literature, *Mass Media, Rape, Victims of Crime, *Violence, *Womens Studies A course entitled “Women and Violence in Literature and the Media” extends the definition of violence to include not only physical and emotional abuse but psychological manipulation and destruction as well. The course has two major objectives: to establish that violence against women does occur in our society and is culturally approved of and perpetuated, and to explore the expression in literature and the media of male violence against women, the ways women respond to that violence, and the conditions under which women become violent. In the first part of the course, several documentaries on the subject of women as victims are shown, including “The Fear That Binds Us,” which incorporates personal testimony of women who experienced incest, battering, or rape, and “Why Men Rape,” based on interviews with convicted rapists. In the second part of the course, various pieces of literature are assigned, including Norman Mailer's "The Time of Her Life,” John Fowles's "The Collector," and Judith Rossner's "Looking for Mr. Goodbar." While the course paints a grim picture, the reality is that it is a violent world and women are particularly vulnerable. However, women do not have to resign themselves to being victims. Individually and collectively, women can not only cope with male violence against them but can reduce and, ultimately, stop it. (A list of films and texts used in the course as well as a selected bibliography of materials on violence against women are appended.) (DF) ED 268 529 CS 209 648 Jeske, Jeffrey M. Demystifying the Dissertation. Pub Date [84] Note—23p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Doctoral Dissertations, *Graduate Study, Higher Education, Masters Theses, Peer Evaluation, Program Descriptions, *Workshops, *Writing Instruction, Writing Processes Identifiers University of California Los Angeles Noting that universities seldom provide writing instruction at the dissertation level or, as is too often the case, at any level of graduate education, this paper provides a rationale for dissertation training at the graduate level, and explores the dissertation workshop at a west coast university. The first half of the paper discusses six compelling reasons favoring writing instruction at the dissertation level and refuting the false assumption that graduate students are rhetorically equipped to handle the idiosyncracies of dissertation writing. The resulting clearer thinking during dissertation writing, and long-term improvement in advising are also discussed. The second half of the paper describes the noncredit dissertation workshop offered to the graduate community at the University of California at Los Angeles. The nine three-hour sessions, which combine lecture and practical experience in prose analysis and peer editing, are described as follows: (1) overview (identifying the dissertation writing process and assessing support facilities); (2) research and organization; (3) writing and revising the rough draft; (4) workshop activity (students read and comment on each other's purpose statements using a prepared editing tool); (5) style; (6) workshop activities (students read and comment upon each other's revised drafts, then further revise their own manuscripts); (7) documentation, editing, and publishing; (8) workshop activity (students edit each other's proposals); and (9) final proposal tune-up. The pa
ED 268 530 CS 209 649 Barto, David Teacher as Actor-Henry David Thoreau-From Room One-Eleven to Walden Pond and Beyond. Pub Date Feb 86 Note-11p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (75th, Philadelphia, PA, November 22-27, 1985). Pub Type-Reports - Descriptive (141) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF0i/PC01 Plus Postage. Descriptors-Acting, *Characterization, Dramat ics, English Instruction, High Schools, *Literature Appreciation, *Role Playing, Teaching Methods Identifiers—*Thoreau (Henry David) To help maintain class interest in the important themes addressed in "Walden" and "The Duties of Civil Disobedience," a high school English teacher has presented a dramatic monologue as Henry David Thoreau to his students. After much library research, the teacher used some of the props characteristic of the author, such as a walking stick and a flute, which he played accompanied by a recording of marsh sounds. He typed up lyrics of contemporary songs and introduced the composers as “modern" poets who held Thoreau's beliefs. His first presentation as Thoreau left such an impression on students that they wrote about and discussed it for years afterward. The presentation also had a profound effect on staff members and students' parents as well. The instructor began giving the presentation for other schools, colleges, and community groups in ten different states and in England, as well as for the Thoreau Society during its annual meeting on the anniversary of the author's birth, and each summer at Walden Pond State Reservation in Massachusetts. He has also given presentations as other authors and characters, although none approaches the popularity of Thoreau. Teachers interested in presenting similar “living history" should consider several recommendations: (1) notice any natural talents that can be incorporated into the presentation, (2) be sincerely interested in the character and be lieve that young people can benefit from his or her wisdom, and (3) research carefully the requisite background, behavior, philosophy, dress, and speech. (HTH) ED 268 531 CS 209 650 Carter, Ronnie D. Teaching the Process Approach in Poland. Pub Date-Mar 86 Note-11p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (37th, New Orleans, LA, March 13-15, 1986). Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors Cultural Differences, Educational Theories, *English (Second Language), Foreign Countries, Higher Education, *Language Styles, *Persuasive Discourse, *Teaching Methods, *Writing Instruction, Writing Processes Identifiers—*Poland, *Writing Style Members of the Polish faculty at the English Institute (Poland) primarily use English as a second language (ESL) techniques to teach writing, with grammar and idiom drills, and little writing beyond the sentence level. An American professor, on the other hand, used a process approach to teach writ a ing by providing specific instructions about locating a suitable topic, generating or inventing information, analyzing the audience's and the writer's roles, organizing the material by mode and aim, writing the text, and carefully revising it. The students in the American professor's class performed better than those taught by the Polish faculty. Despite the process approach, the Polish students' writing was distinctively Slavic in style. Rather than favor the linear discourse that American schools promote, Slavic discourse favors a circumvoluted organization and style, which entails turning, coiling, and folding about a central concept. The types of proofs that Polish students used in persuasive prose relied heavily on definition, comparison and contrast, circumstance, relationship, and historical testimony. Polish students also rejected the scientific method and the entire "thesis" orientation to essay composition. The results of the American professor's class indicate that the process approach to writing in
struction can be used successfully with ESL students when they have achieved moderate fluency in the foreign language, and that teachers need not wait until students have achieved near perfect fluency and correctness before requiring greater quantities of second language writing. (HOD) ED 268 532 CS 209 651 Worsham, Antoinette M. Stockton, Anita J. A Model for Teaching Thinking Skills: The Inclu sion Process. Fastback 236. Phi Delta Kappa Educational Foundation, Bloo mington, Ind. Report No.—ISBN-0-87367-236-4 Pub Date-86 Note-43p.; This fastback was sponsored by the North Texas State University / Texas Women's University Chapter of Phi Delta Kappa. Available from Phi Delta Kappa Educational Foundation, Eighth and Union, Box 789, Bloo mington, IN 47402 ($0.75). Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cognitive Processes, Conflict Reso lution, Critical Thinking, Decision Making, Elementary Secondary Education, Logical * Thinking, *Problem Solving, *Teaching Methods Identifiers—*Thinking Skills As a consequence of studies indicating that students' ability to think can be improved through direct instruction, this booklet presents one approach to teaching thinking skills within the context of existing curricula-a model described as the “inclusion process.” The booklet discusses what thinking skills should be taught and how to decide which skills are appropriate. It then describes four approaches for teaching thinking skills: infusion, a separate course, linkage, and inclusion. Next, the booklet describes using the inclusion process and guidelines for teaching thinking skills using focus and application lessons. The booklet concludes by discussing the universality of the inclusion process, evaluating thinking skills instruction, and advocating a focus on process rather than content. (EL) ED 268 533 CS 209 652 Smith, William L. And Others Class Size and English in the Secondary School. ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-0-8141-0692-7 Pub Date—86 Contract-400-83-0025 Note—44p.; Prepared by the NCTE Task Force on Class Size and Workload in Secondary English Instruction. Available from National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 06927, $5.00 member, $6.00 non member) Pub Type - Reports - Research (143) - Informa tion Analyses - ERIC Information Analysis Prod ucts (071) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Classroom Environment, *Class Size, Crowding, *Educational Research, English Instruction, Research Reports, *Teacher Student Ratio Recognizing the contradictory or inconclusive findings on class size in English, this booklet provides a summary and analysis of existing class size research and describes the kinds of research that would shed new light on the question of class size and secondary English. The first section contains the report of the Task Force on Class Size and Workload in Secondary English Instruction for the Executive Committee of the National Council of Teachers of English. It describes charges given to the task force, existing research on the effects of class size, general recommendations for research, and recommended topics for research. The second section, containing a summary of research on class size and English, discusses reviews of the literature, reports of studies on the effect of class size on achievement and on quality, and highlights some particularly comprehensive studies on achievement and quality in different class sizes. A reference list of about four pages is included. (EL)
ED 268 534 CS 209 653 Willinsky, John The Impact of Literacy: Learning to Write. Spons Agency-Social Sciences and Humanities International Reading Association (14th, San An
tonio, TX, January 30-February 1, 1986). Pub Type- Guides - Classroom - Teacher (052) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Basic Skills, Cognitive Processes, *Cognitive Style, Elementary Education, *Learning Strategies, *Neurological Organization, *Relaxation Training, *Teaching Methods, *Visualization Educators are beginning to call attention to the failure to integrate right-brain, intuitive, holistic, visual processes into the curriculum. Approaches to right-brain education have characteristically called for the use of slow music, visual imagery, and relaxation techniques. Suggested principles for teaching basic skills include the facts that some learning best takes place when both the teacher and the children are relaxed, and that if the expected learning can be visualized inside the student's head, it will be better understood and retained. There are a variety of techniques to help students achieve a relaxed state, and a variety of techniques to help students become accustomed to visualizing in their minds. Suggested basic skills activities following relaxation include having the student visualize a blackboard and see each word appear as the teacher recites it or working multiplication problems on this imaginary blackboard as the teacher reads them; having students imagine themselves taking a test and being proud as they see themselves getting the answers correct and others telling them how well they did; and having students imagine what happened in a paragraph they just read from a reader or textbook, paying attention to what the people looked like or to the order in which events occurred. (HTH) ED 268 522 CS 209 182 Dixon, John Stratta, Leslie Character Studies - Changing the Question. Re sponse to Literature Booklet 1. Pub Date—85 Note31p. Available from Southern Regional Examinations Board, Avondale House, 33 Carlton Crescent, Southampton SO9 4YL England (35 pence). Pub Type-- Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Characterization, Educational As sessment, *Essay Tests, Instructional Material Evaluation, *Literature Appreciation, Reader Response, *Test Construction, Testing, Writing Evaluation Noting that the predominant questions about characters in literature exams steer students away from reflection about the characters, this booklet on constructing exam questions analyzes current failures in character studies and reviews existing starting-points for an alternate approach. The firt section-on limiting assumptions in current character questions-discusses how wording misdirects response and the students' choices of the personal and impersonal stance, the informality/formality of the relation with the reader, and the degree of assertiveness/tentativeness. The second section-on emerging alternatives-discusses responses that start from the particulars of the characters, looks at key words and their implications and assumptions, and summarizes the kinds of guidance teachers should offer their students before they write their character sketches, in terms of writing from a personal stance, the role of the teacher as reader, dealing with the general and the particular, and keeping character assessments exploratory and tentative. Finally, the booklet discusses suggestions for working these ideas out in practice. (EL)
ents objectives and guidelines for improving composition quality and instruction. The chapters cover the following topics: (1) the writing process, (2) the relationship between the writing process and competency-based education requirements, (3) writing experiences, (4) writing and cognitive development, (5) developing prompts for writing experiences, (6) evaluating compositions, (7) planning for district-wide evaluation of compositions, (8) grading and reporting to parents, (9) pupil performance objectives and writing experiences, and (10) program evaluation. A nine-page bibliography is included; the appendix contains a self-appraisal checklist for evaluating writing programs. (EL) ED 268 524 CS 209 623 Biocca, Frank The Pursuit of Sound: Aural Media, Perception, and the Composer in the Early Twentieth Cen tury. Pub Date-Aug 85 Note34p.; Paper presented at the Annual Meet ing of the Association for Education in Journalism and Mass Communication (68th, Memphis, TN, August 3-6, 1985). Speeches/Meeting Papers (150) *Communication Research, Intellectual History, Mass Media, Modern History, *Music, Musical Composition, *Radio, *Technological Advance ment Identifiers—*Music Composers From the close of the nineteenth century and into the early part of the twentieth century, three aural technologies-the telephone, the phonograph, and the radio-were rapidly disseminated throughout the United States. These technologies brought to the population more aural information than it had ever experienced and created a new environment of structured and meaningful sound. This environment led to a change in perception of sound by those most sensitive to cultural shifts in aural phenomena: the avant-garde composers. Major composers such as Stokowski, Varese, Chavez, and Taylor articulated significant dimensions of this shift with dramatic expressions of their own changing notions of sound, their personal reactions to the new media, and their hopes for an "aural awakening." They pointed to radio, the “new musical instrument,” as a source of new relations to the world of sound which, suddenly, was "vastly freer." The aural media altered their notions of tonal relation and the very concept of “natural sound." Commentators claimed that the phonograph and radio were inaugurating a social musicalization of sound. With the cooperation of Bell Telephone Laboratories, Varese and Stokowski sought to use radio to extend to the absolute perceptual limit the public's awareness of all aural phenomena. (FL) ED 268 525 CS 209 629 Dunbar, Shirley CAI and English Composition for the Multi-Cul tural/Lingual Student. Pub Date- Oct 85 Note-8p.; Paper presented at the Annual Meeting of the Northeast Regional Conference on English in the Two-Year College (20th, Portland, ME, October 24-26, 1985) and to be presented at the New England Computing Conference (Plymouth, NH, November 2, 1986). Pub Type- Reports • Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, * *English (Second Language), English Instruction, Higher Education, Program Descriptions, *Second Language Learning, Teaching Methods, Two Year Colleges Identifiers—Bunker Hill Community College MA Bunker Hill Community College in Boston, Massachusetts, supports a prodigious English as a Second Language (ESL) program, which attracts large numbers of Hispanics, Asian Americans, and other minority language groups. They are accepted in the program only after they have learned the basic "survival” skills in the various pre-ESL programs around the city. They spend from two to three semesters in the ESL program before they are eligible for entry into a mainstream program, which usually places them in English 101. This program uses computer assisted instruction because it is designed to teach students to like to write and deals with the tedious process of rewriting and editing, an enticing
approach for students who have difficulty learning a new language. Using the available tutorials for the “Volkswriter” word processing software, a series of steps was designed to help students write a few paragraphs on IBM personal computers. Students spend three hours in class work plus two hours in the computer lab each week. Around the fifth week, they are ready to use the computer on their own. They are also required to spend at least one of their computer hours working on developmental software to improve their skill at recognizing sentence errors, improve their vocabulary, and develop reading skills. Time conflicts between students working on programming and the ESL students, as well as frequent "down time” for the IBM programs have been serious problems in the computer lab, but they did not appear to affect enrollment. Twenty new computers, several printers, and different software programs have recently been added to the lab. (HTH) ED 268 526 CS 209 640 Spillman, Carolyn V. And Others Writing via Reading Software: An Empirical Study. Pub Date—Mar 86 Note-22p.; Paper presented at the Annual Meet ing of the Southern Association on Children Un der Six (37th, Orlando, FL, March 5-8, 1986). Pub Type - Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Comparative Analysis, *Computer Assisted Instruction, Computer Software, Language Experience Approach, Primary Education, Program Effectiveness, *Reading Instruction, *Reading Writing Relationship, *Writing Improvement, *Writing Instruction, *Writing Re search Identifiers—*Writing to Read Program A study evaluated the effects of one reading software program on the written language production of kindergarten and first grade students. Subjects were approximately 600 students from six different schools-three using the computerized reading program, Writing to Read, and three comparable in demographics, but not using the program. Stories written on the topics of the children's choice were gathered from all students during a two-week period. The writing samples were evaluated for (1) number of communication units, (2) mean number of words per communication unit, (3) and stages of spelling generalizations. Students in the Writing to Read program also had daily access to an IBM typewriter and daily language experience through writing activities. Control group students had no computers or typewriters and were infrequently exposed to language experience activities. Results of analyses showed that writing samples from the students using the computer program contained twice as many communication units as those of the control group. Additional differences favoring the computer group were found in all measures. (FL) ED 268 527 CS 209 644 Smitherman, Geneva Toward a National Public Policy on Language. Pub Date Mar 86 Note-16p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (37th, New Orleans, LA, March 13-15, 1986). Pub Type - Opinion Papers (120) Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Black Dialects, Elementary Second ary Education, *Language, Language Acquisition, Language Attitudes, Language Maintenance, Language of Instruction, Language Styles, *Language Usage, Nonstandard Dialects, North American English, Oral Language, *Policy, Regional Dialects, Second Languages, Social Dialects, Standard Spoken Usage, Urban Language Identifiers—*National Policy Speech, language, and composition professionals should take a leadership role in working toward a national public policy on language. The declining rates of literacy and educational achievement in AfroAmerican communities serve as evidence that such a policy is needed. However, the policy would govern language teaching and language use throughout the United States and would ultimately be beneficial to all communities. Such a policy would (1) reinforce the need for and teaching of standard American English, (2) promote the legitimacy of mother tongue languages and dialects, and (3) promote the acquisition of one or more foreign lan
ED 268 523 CS 209 601 Developing Writing Competence. Minimum Stan dards Leadership Series 1985. Ohio State Dept. of Education, Columbus. Div. of Elementary and Secondary Education. Pub Date—24 Jan 86 Note-105p. Pub Type-- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors Competency Based Education, En glish Curriculum, Program Development, Program Effectiveness, Program Evaluation, Student Educational Objectives, Teaching Methods, Writing (Composition), *Writing Evaluation, Writing Improvement, *Writing Instruction, *Writing Processes, *Writing Skills Intended as a tool for school district personnel as they develop competency-based education programs for English composition, this document pres Page 5
Pub Type-Reports - Research (143)—Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Comparative Analysis, Elementary Education, Grade 2, Grade 5, Integrated Activities, *Models, *Reading Achievement, *Reading Comprehension, *Reading Research, *Reading Writing Relationship, *Writing Research A study compared and evaluated alternative theoretical models of the relationship of learning to read and learning to write at beginning and advanced levels of reading development. The reading dimensions of the three models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included spelling, vocabulary, sentence structure, and story organization components. The models differed with respect to the sequential orderings of relationships of the dimensions. The interactive model permitted the use of reading knowledge in writing, as well as the reverse. The other models (reading-to-writing and writing-to-reading) allowed knowledge to move only in a single direction. These models were evaluated on their ability to account for the relationships found in an extensive body of reading and writing data collected from 69 beginning (second grade) and 137 proficient (fifth grade) readers. The findings suggested that the nature of the relationships changed as a result of learning, and that the interactive model fit the data better than the other models at both levels of achievement. (Author/FL)
ED 268 516 CS 008 424 Kimmins, Elizabeth J. The Reading Interests of Emotionally Disturbed Boys Ages 11 to 15. Pub Date-May 86 Note34p.; M.A. Thesis, Kean College of New Jer sey. Pub Type - Dissertations/Theses - Masters Theses (042) — Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Adolescents, Comparative Analysis, Elementary Secondary Education, *Emotional Disturbances, Emotional Problems, *Males, Personality Problems, Reader Response, Reading Attitudes, Reading Habits, *Reading Interests, *Reading Material Selection A study investigated whether the reading preferences of emotionally disturbed boys were the same as the interests of boys in the general population. Subjects, 25 boys from a private residential treatment center for emotionally disturbed boys, were interviewed individually, completed a reading interest survey, and selected titles of books they would read. Responses were then tallied to determine the boys' favorite and least favorite books. Results suggest that the reading interests of emotionally disturbed boys, ages 11 to 15 are not the same as those identified by boys in the general population. However, some similarities do exist. The category of sports, which is highly rated by all populations of boys, was the number one interest of emotionally disturbed boys. Science was also a popular interest of all boys, while poetry was rated as being of low interest for all boys. Surprisingly, while adventure was a popular interest of both boys and girls in the general population, it scored very low on the survey of emotionally disturbed boys. Among the implications for teachers is that reading will be more appealing to emotionally disturbed boys if they are offered titles that excite and attract them. Tables, figures, and a three-page reference list are included. (DF)
Vocabulary Skills Identifiers—*Keyword Method (Language Learn ing) A study examined the efficacy of the keyword method of vocabulary instruction by comparing it with five methods designed to increase semantic processing of the definitions of the vocabulary words. Subjects in all five experiments were college students. In the first three experiments, recall of the definitions from the vocabulary words was the critical dependent measure, with the keyword method producing greater learning than any of the semantic-based or control conditions. Also, none of the semantic-based conditions facilitated definition recall, relative to a no-strategy control condition. In the fourth and fifth experiments, the keyword method, two semantic strategies, and the no-strategy control procedure were compared with respect to associative- and response-learning components of vocabulary learning. Results indicated the keyword method enhanced vocabulary/definition (associative) learning, but not definition (response) learning per se. In contrast, the semantic conditions tended to increase nonassociative learning of the definitions. The results support the case that the keyword method is a vocabulary-learning procedure superior to the semantic-based strategies advocated by reading theorists. (HOD) ED 268 518 CS 008 427 Lisi, Peter Waterman The Relationship between Professional Develop ment of Teachers and Student Time-On-Task. Wisconsin Center for Education Research, Madi son. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date -Jun 82 Grant-NIE-G-81-009 Note-151p.; Doctoral Dissertation from the Pro gram on Student Diversity and School Processes, University of Wisconsin. Pub Type- Reports - Research (143) — Disserta tions/Theses - Doctoral Dissertations (041) EDRS Price - MF01/PC07 Plus Postage. Descriptors Classroom Observation Techniques, Elementary Education, Influences, Professional Development, *Reading Research, *Teacher Characteristics, Teacher Education, *Teacher Student Relationship, *Teaching Experience, *Time on Task A study examined (1) whether students whose teachers possess a higher level of professional development exhibit greater time-on-task in reading than students whose teachers exhibit a lower level of professional development, and (2) if any specific aspects of teachers' professional development were related to a significantly greater amount of time-on-task in reading on the part of students. Data describing teachers' professional development were collected from 35 classroom teachers on personal data forms, while time-on-task data were collected by observing 200 individual students in four elementary schools at periodic intervals during the school year. Findings indicated there was no relationship between average student time-on-task in reading and four of the five aspects of teachers' professional development investigated. One variable, possession of a Master's degree, was negatively associated with student time-on-task at a statistically significant level. Finally, a significant negative correlation was found between years of teaching experience and student time-on-task, suggesting that as teachers acquire additional teaching experience their students exhibit a decrease in timeon-task in reading. (Tables of data and a five-page bibliography are included; among the appendixes are the classroom observation form, teacher personal data form, project guidelines, and teacher time allocation form.) (Author/HOD) ED 268 519 CS 008 429 Reading and Study Skills and Instruction: Second ary: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note-17p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Cognitive Processes, Computer Assisted Instruction, *Doc
toral Dissertations, Elementary Secondary Education, *Reading Comprehension, Reading Habits, Reading Improvement, *Reading Instruction, Reading Processes, *Reading Readiness, *Reading Research, Reading Skills, Speed Reading Identifiers-Prereading Activities This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 28 titles deal with a variety of topics, including the following: (1) the usefulness of peer-shared reading information in primary-grade reading groups; (2) development and evaluation of a sustained silent reading program in grade four using self-selected materials; (3) effect of tutoring assistance on students' reading skills mastery in the competency-based curriculum; (4) the effect of advance organizers on children's processing of text; (5) the effectiveness of a computer-assisted videocassette module for reading instruction; (6) the effect of a guidance unit on test-taking strategies on reading test scores of sixth grade students; (7) the relationship of a kindergarten intervention program and reading readiness, language skills, and reading achievement; (8) the nature of good and poor reader prereading lessons; (9) an investigation of the effect of preschool on reading readiness and beginning reading achievement; (10) students' affective awareness of aesthetic form and symmetry through a directed reading lesson approach; (11) a content analysis of reading comprehension instruction in selected social studies teachers' manuals of first, third, and fifth grade; and (12) a model for predicting academic achievement based on temporal aspects of children's item-naming. (EL) ED 268 520 CS 008 431 Brown, Ann L. Campione, Joseph C. Psychological Theory and the Study of Learning Disabilities. Technical Report No. 360. Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. Spons Agency-National Inst. of Child Health and Human Development (NIH), Bethesda, Md.; National Inst. of Education (ED), Washington, DC.; Office of Special Education (ED), Washington, D.C. Pub Date—Dec 85 Contract—400-81-0030 Grant-HD-05951; HD-15808; OEG-0084-00648 Note-45p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cognitive Development, *Cognitive Processes, Cognitive Style, Educational Assessment, Educational Change, Educational Diagnosis, Educational Research, Educational Trends, Elementary Secondary Education, *Learning Disabilities, *Learning Processes, *Learning The ories, Research Needs Identifiers—*Dynamic Assessment Psychological theories have long had a pronounced effect on the diagnosis and instruction of children with learning problems. Traditional theorists emphasized the centrality of global processes assumed to be common to most if not all cognitive tasks. These processes were quite distant from those involved in traditional academic activities, making it difficult to proceed from diagnosis to instruction. In contrast, contemporary theorists concentrate on identifying the specific knowledge and skills underlying performance in academically relevant fields such as reading, writing, mathematics, and science. This trend toward domain specificity has made the task of diagnosis and remediation of school problems more tractable, as the processes thus identified are those needed for successful performance. At the same time, alternative methods of diagnosis, such as dynamic assessment, have been developed to supplement more traditional approaches by assessing domain-specific processes in action, rather than inferring their operation from the products of prior learning. These advances make it easier to specify the processes that need to be the targets of instruction. Furthermore, current attempts to characterize optimal learning environments have fueled the development of a theory of instruction. (An 11-page bibliography is included.) (Author/HOD) ED 268 521 CS 008 432 Hill, Charles H. Using Visualization and Relaxation in Learning Basic Skills. Pub Date—86 Note-11p.; Paper presented at the Annual Meet ing of the Southwest Regional Conference of the
ED 268 517 CS 008 425 Pressley, Michael And Others Mnemonic Versus Nonmnemonic Vocabulary Learning Strategies: Putting “Depth" to Rest. Report from the Project on Studies in Language: Reading and Communication. Working Paper No. 312. Wisconsin Univ., Madison. Research and Develop ment Center for Individualized Schooling. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date-Aug 81 Grant-OB-NIE-G-81-0009 Note-44p. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Associative Learning, Comparative Analysis, Higher Education, Language Processing, Learning Strategies, *Mnemonics, *Reading Research, Recall (Psychology), *Semantics, Teaching Methods, *Vocabulary Development,
predict college English grades and overall college grade point averages, and the variables that affect the test scores. (HOD) ED 268 509 CS 008 409 Ediger, Marlow Reading Readiness and the Learner. Pub Date—86 Note-11p. Pub Type-- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Beginning Reading, Curriculum De velopment, Learning Activities, Learning Experience, Motivation Techniques, Prereading Experience, Primary Education, Reading Achievement, Reading Attitudes, Reading Habits, *Reading Programs, *Reading Readiness, *Sequential Approach, Student Attitudes, *Student Interests, *Student Motivation, *Teacher Role A high quality reading readiness program should be available for each student beginning reading. Such a program should be sequential and should emphasize (1) securing the students' interest in reading, and in achieving reading skills, (2) attaching meaning to content being studied in a reading readiness program, (3) providing for each student's present level of achievement with emphasis on sequential progress in reading, (4) guiding students to perceive reasons for learning to read, (5) developing positive student attitudes toward reading, and (6) using diverse activities to help students learn. (HOD)
ED 268 510 CS 008 412 Kazemek, Francis E. Reading and Moral Development: “From a Femi nine Perspective." Pub Date - Oct 85 Note-23p.; Paper presented at the Annual Meet ing of the Washington Communication Confer ence (Seattle, WA, October 10-12, 1985). Pub Type— Speeches/Meeting Papers (150) Opinion Papers (120) EDŘS Price - MFÒ1/RC01 Plus Postage. Descriptors—*Childrens Literature, Elementary Education, Ethics, Females, *Literature Appreciation, Males, *Moral Development, Moral Issues, *Moral Values, Personality Development, Reading Materials, Role Playing, Sex Differences, Social Cognition, Social Values, Teaching Meth ods Identifiers-Moral Reasoning Literature can be used in an elementary school curriculum to provide sound moral models for children. Through the exploration of moral problems and the adoption of the perspectives of others, children may begin to develop and refine their own morality. A male and a female morality may be identified in literature. The male morality-based on the ability to distance oneself for objectivity-results in moral imperatives, judgment, rights, rules, and hierarchies of values, while the female perspective of morality-grounded in networks of relationships-tends to result in a moral concern for the pain and suffering of others and in a recognition of one's responsibility to others. Although male morality is not necessarily a characteristic of the male sex and female morality is not necessarily a characteristic of the female sex, in American society they do tend to be sex-related. Some children's books that illustrate this female morality are “Charlotte's Web” by E. B. White, “The Girl Who Loved Wild Horses” by Paul Goble, and Mildred Taylor's “Roll of Thunder, Hear My Cry." In using literature to foster moral development in the classroom, teachers can take a number of steps, including (1) using books that offer an alternative to the usual male perspective on morality; (2) helping children compare alternative endings to certain traditional tales; (3) having children act on their reading by trying out possible alternative ways of interpreting a book, scene, situation, or character; and (4) sharing with children real-life role models who manifest in their lives a comprehensive morality. A three-page bibliography is included. (DF) ED 268 511 CS 008 417 Massaro, Dominic W. And Others Frequency, Orthographic Regularity, and Lexical Status in Letter and Word Perception. Technical Report No. 550. Wisconsin Univ., Madison. Research and Develop ment Center for Individualized Schooling. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date-Aug 80
Grant-OB-NIE-G-80-0117 in Language: Reading and Communication. Pub Type Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Cognitive Processes, English, Higher Education, *Letters (Alphabet), *Orthographic Symbols, *Reading Research, Spelling, Visual Learning, Word Frequency, *Word Recognition, Word Study Skills Identifiers—*Orthographic Structure A study assessed the role of orthographic structure in college students' perceptual recognition and judgment of letter strings. Lexical status, word frequency, bigram frequency, log bigram frequency, and regularity of letter sequencing were orthogonally varied across a series of experiments. Six-letter words and their anagrams were used as test stimuli in a target-search task. Results showed that words were recognized better than their corresponding equally well-structured anagrams, but that word frequency had little effect. Orthographically regular anagrams were recognized better than irregular anagrams, whereas log bigram frequency did not have an effect. In contrast, post hoc correlations revealed that log bigram frequency did correlate significantly with individual item performance. In a final experiment, subjects judged which of a pair of letter strings most resembled English in terms of either the frequency or the regularity of letter sequences. Findings revealed an influence of essentially the same dimensions of orthographic structure as that revealed by the perceptual recognition task. The overall results provided evidence for lexical status, regularity of letter sequencing, and frequency of letter sequencing as important dimensions in the psychologically real description of orthographic structure. (Author/FL) ED 268 512 CS 008 418 Pressley, Michael And Others How Does the Keyword Method Affect Vocabulary Comprehension and Usage? Report from the project on Studies in Language: Reading and Communication. Working Paper No. 278. Wisconsin Univ., Madison. Research and Develop ment Center for Individualized Schooling. Spons Agency-National Inst. of Education (DHEW), Washington, D.C. Pub Date-Mar 80 Grant-OB-NIE-G-80-0117 Note-28p. Pub Type Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Context Clues, Higher Education, Language Usage, Mnemonics, *Reading Comprehension, *Reading Research, Recall (Psychology), Sentence Structure, Teaching Methods, *Vocabulary Development, *Vocabulary Skills Identifiers—*Keyword Method (Language Learn ing) Four experiments were conducted to determine how the keyword method of vocabulary instruction affects both subjects' comprehension of words encountered in sentences (experiments 1 and 2), and their ability to use words in appropriate sentences (experiments 3 and 4). In the first two experiments, college students were presented sentences containing previously presented words, and were asked to judge whether the words were correctly used in the sentences. In both experiments, some of the sentences made sense with the words and other sentences did not. In the second two experiments, college students placed the learned words in appropriate sentences. In the third experiment, correct usage was assessed by a modified cloze task, whereas in the fourth experiment it was assessed by subjects' construction of original sentences. Results supported previous research that showed the keyword method effective in facilitating students' recall of definitions, given words. In addition, this method was shown to increase comprehension of English vocabulary in context, as well as use of that vocabulary in a novel context. (HOD) ED 268 513 CS 008 419 White, Sandra Witte, Pauline Improving Comprehension through Repeti tion...Repetition...Repetition. Working Paper No. 276. Wisconsin Univ., Madison. Research and Develop ment Center for Individualized Schooling. Spons Agency-National Inst. of Education (DHEW), Washington, D.C. Pub Date—Dec 79 Grant-OB-NIE-G-80-0117
Note-19p.; A report from the Project on Studies in Language: Reading and Communication. Pub Type - Reports - Descriptive (141) - Guides Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cognitive Processes, Concept Forma tion, Content Area Reading, *Language Processing, Learning Strategies, Memory, *Reading Comprehension, *Study Skills, Teaching Meth ods Identifiers—*Glossing, *Smirnov (A A) Because teachers are asking for specific suggestions to help students apply comprehension skills and read content material, a mechanism that assists students in acquiring and applying specific comprehension skills as they read content texts is being investigated. The mechanism is called marginal gloss because learning activities are placed in the margins of the text. Direction and support for developing marginal gloss have come from numerous areas of related research. One such area is A. A. Smirnov's work in memory development, in which Smirnov emphasized that the active involvement of the learner and active, meaningful, and varied repetition are important in learning from text. In addition, five activities were found to characterize effective learners: (1) developing a plan in which the material is divided into meaningful parts, (2) correlating new content with prior knowledge, (3) relating content from various parts of the text, (4) using imaging as a strategy for remembering, and (5) paraphrasing the content of texts in one's own words. Many students are not able to organize their activity or vary their repetition independently, so marginal gloss may provide a specific technique teachers can use to help students organize their learning and use positive repetition. A four-page list of references is included. (HTH) ED 268 514 CS 008 420 Caron, Thomas A. Developmental Differences in Sentence Construc tivity among School Age Children. Pub Date—Jul 84 Note 89p.; M. Ed. Thesis, Western Washington University. Best copy available. Pub Type-- Reports - Research (143) -- Disserta tions/Theses - Masters Theses (042) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Age Differences, Basal Reading, Child Development, Comparative Analysis, *Developmental Stages, Elementary Education, Grade 2, Grade 4, Grade 6, *Inferences, Learning Processes, Linguistic Theory, *Reading Comprehension, *Reading Processes, *Reading Research, Semantics, *Sentence Structure Identifiers-Blachowicz (CZ) A study examined the existence in elementary school children of (1) sentence constructivity, (2) developmental differences in constructivity, (3) differences in constructivity across performance levels, and (4) differences after a one-or two-day delay. The study was intended as a partial replication of work by Č. Z. Blachowicz (1977-78), which demonstrated the phenomenon of sentence constructivity as part of reading comprehension among children. Subjects were 44 second grade, 54 fourth grade, and 50 sixth grade students from intact classes in a public school in Victoria, British Columbia. The students read a basal story and completed a sentence recognition task. The task required the students to indicate sentences that were literally identical to those in the story, but not those that simply meant the same thing. One or two days later, the recognition task was repeated without access to the story. Results were analyzed for sentence types, grade levels, performance levels, and trials (immediate or delayed). Findings indicated support for constructivity in sentence type analysis, a decrease in errors as grade levels increased, no difference across performance levels, and an increase in constructivity after a delay. The results confirm and extend Blachowicz's findings. A five-page bibliography is provided; appendixes include the story used, the recognition test and the raw data presented in tabular form. (FL) ED 268 515 CS 008 422 Shanahan, Timothy Lomax, Richard G. A Developmental Comparison of Three Theoretical Models of the Reading Writing Relationship. Pub Date-Apr 86 Note33p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986)
"Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note—9p.; Pages may be marginally legible. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Basal Reading, Comparative Analysis, Computer Assisted Instruction, *Doctoral Dissertations, Elementary Education, Inservice Teacher Education, Reading Achievement, *Reading Comprehension, Reading Diagnosis, Reading Difficulties, *Reading Instruction, *Reading Research, Student Attitudes, Student Teachers, Study Skills, Teacher Attitudes This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) influences on beliefs about reading and learning to read and instructional behavior of student teachers, (2) teachers' decisions about basal reading lessons, (3) a study of effective verbal skills usage by student teachers, (4) the development and piloting of a teacher observation instrument to be used to improve reading comprehension instruction, (5) diagnostic agreement between learning specialists in diagnosing students with reading difficulties, (6) selected variables associated with the writing ability of beginning teacher education students, (7) effectiveness of a reading comprehension inservice in grades one through four, (8) a descriptive study of microcomputers and reading, a survey using selected members of the International Reading Association in the state of Maryland, (9) the effects of training experienced teachers in enthusiasm on students' attitudes toward reading, (10) teacher and administrator perceptions of effective teaching of reading/study skills, (11) impact on student achievement of a study skills teacher inservice program, and (12) an observational study of fourth-grade teachers' encouragement of comprehension monitoring strategies among good and poor readers. (HTH) ED 268 504 CS 008 402 Flickinger, Gayle Glidden Language, Literacy, Children's Literature: The Link to Communicative Competency for ESOL Adults. Pub Date-Mar 84 Note—11p.; Paper presented at the Annual Meeting of the Texas State Council of the International Reading Association (12th, Corpus Christi, TX, March 1-3, 1984). Pub Type Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price • MF01/PC01 Plus Postage. Descriptors—*Adult Education, Adult Programs, Adult Students, Annotated Bibliographies, *Childrens Literature, *English (Second Language), *Reading Materials, Second Language Instruction, *Second Language Learning, Second Language Programs Identifiers-Reading Motivation Developing literacy in adults who speak English as a second language (ESL) means more than rote memorization of letters and sounds, because literacy implies a familiarity with the language and culture sufficient for comfortable interaction and communication of ideas to others. Literacy can be defined as (1) a matter of language, (2) having many human dimensions, (3) developmental, (4) something that is learned, (5) a cultural matter, and (6) a complex matter to communicate abstract ideas. Therefore, it seems that developing literacy through the use of well-written literature would be most appropriate. Good children's literature is particularly suitable for use in ESL classes because the expression of ideas is simpler in language and form than in literature written for adults. Works of literature that might be of use include Judith Viorst's “Alexander and the Terrible, Horrible, No Good Very Bad Day," "When Will I Read?” by Miriam Cohen, “A Letter to Amy" by Ezra Jack Keats, and "Mother Lost Her Job Today" by Judy Dalton. The selections have been chosen because they represent well-written literature and have well-developed characters in accurately described settings to give readers insight into language, customs, and culture. (DF)
Crismore, Avon Hunter, Barbara M. Textbooks. Pub Date—Dec 85 Note-38p.; Paper presented at the Annual Meet- ing of the National Reading Conference (35th, San Diego, CA, December 3-7, 1985). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Basal Reading, Cognitive Ability, Content Analysis, Elementary Education, *Graphic Arts, Illustrations, Instructional Materials, Language Skills, *Reading Comprehension, Reading Processes, Reading Research, *Textbooks, Visual Aids A study was conducted to identify, describe, and analyze the visual displays accompanying instructional texts in basal reading series. Specifically, the study reviewed 1,884 displays from the student textbooks, major workbooks, and teachers' editions of six series used from grades four through eight to answer (1) descriptive questions about the location, original data source, specific knowledge domains, types, and formats of the displays; and (2) instructional questions about the purposes for completing a visual display task, the number and types of questions about displays given to students, whether instruction was provided along with the displays, whether characteristics of displays were taught, and whether enrichment activities were offered. The results suggest that while visual displays can be used to enhance higher order comprehension tasks, they most often do not in basal texts. Visual displays were more likely to be used for drill and practice or with specialized skills sections in students' workbooks. There was a paucity of higher level questions that required students to interpret and evaluate displays. (FL) ED 268 506 CS 008 405 Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date-85 Note=13p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Cloze Pro cedure, Cognitive Style, Content Area Reading, Critical Reading, *Doctoral Dissertations, Elementary Secondary Education, Illustrations, Inferences, Memory, Metacognition, *Reading Ability, Reading Comprehension, *Reading Processes, Reading Research, *Reading Strategies, Reading Tests, Schemata (Cognition) This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 19 titles deal with a variety of topics, including the following: (1) the relationship between the use of intonation and reading comprehension; (2) developmental and information processing factors in second and third graders' comprehension of cause-effect relationships; (3) the script schema in children's comprehension and memory; (4) the effect of metacognitive strategy training on critical reading ability; (5) inferencing, script recognition, and short story comprehension; (6) the interaction and influence of the semantic features of text on comprehension; (7) inferential and literal comprehension after oral and silent reading; (8) relationships among three standards of error detection for comprehension of expository test; (9) the relationship between ability to classify and level of reading comprehension; (10) student cognitive processes with respect to selected Algebra I word problems measured by means of a constructed reading test; (11) the effects of illustrations on comprehension and inference by differentially skilled readers; and (12) the use of cumulative cloze procedure to investigate contextual build-up in deaf versus hearing readers. (HOD) ED 268 507 CS 008 406 Reading Achievement: Characteristics Associated with Success and Failure: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill.
Pub Date -85 Note-16p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, Biofeedback, Cognitive Style, Comparative Analysis, Computer Assisted Instruction, *Content Area Reading, *Doctoral Dissertations, Early Reading, Elementary Secondary Education, Illustrations, Locus of Control, Oral Language, Perception, *Reading Ability, *Reading Achievement, *Reading Comprehension, Reading Processes, *Reading Research, Reading Skills, Reading Strategies, Vocabulary Development, Word Recognition This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) the effect of selected biofeedback techniques on reading comprehension in a high school chemistry class; (2) an investigation of volunteer and nonvolunteer parents concerning students' reading achievement and attendance; (3) the relationship of locus of control and specific reading achievement scores of third and fourth grade students; (4) an analysis of first graders' oral language and receptive vocabulary compared with their reading achievement; (5) strategies for comprehension of extended and holistic metaphor/analogies in science textbooks by fourth-grade students; correlates of early reading ability; (7) the relationship between elementary teacher absenteeism and the achievement of elementary pupils in reading and mathematics; (8) the relationship of reading achievement and study orientation among a public high school population, a public alternative high school population, and an identified juvenile delinquent population; (9) factors affecting reading achievement retention over summer vacation; and (10) the influences of gender, work and social habits, and content area on teachers' perceptions of reading abilities and scholarship among middle school students. (HOD) ED 268 508 CS 008 407 Testing and Evaluation in Reading and Communi cation Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date-85 Note=9p.; Pages may be marginally legible. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Basal Reading, *Cloze Procedure, *Content Area Reading, *Doctoral Dissertations, Elementary Secondary Education, Higher Education, Prisoners, * Readability, Reading Ability, *Reading Achievement, *Reading Research, Reading Tests, Student Placement, Textbooks Identifiers-Gesell School Readiness Screening Test, Texas, Text Structure, Washington Precollege Testing Program This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 11 titles deal with the following topics: (1) teacher self-assessment and analysis of feedback to student miscues during oral reading; (2) the humor found in basal readers appropriate to second and fourth grade students; (3) an investigation of the cloze reading inventory as a qualitative and quantitative measure of the reading proficiency of selected suburban school children; (4) using reading ability levels to determine appropriateness of school placement; (5) an investigation of the maze procedure in assessing reading levels of incarcerated adults; (6) an examination of the occurrences of narrative and expository text structures and the instruction for the two text structures in six basal reading series; (7) a study of the relationships of readability among elementary science textbooks adopted by Texas using five measures; (8) a comparison of the subtests of the Gesell School Readiness Screening Test as predictors of reading achievement; (9) the presence and function of illustrative materials in ninth grade social studies and science texts; (10) the validity and reliability of a ten percent random deletion cloze test for assigning students to content area textbooks; and (11) the ability of the Washington Pre-College Test English composite scores and high school grade point average to
Helen Whelan, coordinator and counselor at the Fairfax County Adult and Community Education program; Mrs. Sidney Savage, president of the Literacy Council of Northern Virginia; Representative Robin Tallon of South Carolina; William S. Woodside, chairman of the American Can Company; and Senator Edward Zorinsky of Nebraska. In addition, the report contains prepared statements from a number of witnesses from the business, education, and political communities, as well as supporting materials, including letters, newspaper articles, pamphlets, and journal articles. (FL) ED 268 497 CS 008 391 Dahlgren, Gosta Olsson, Lars-Erik The Child's Conception of Reading. Pub Date-Apr 86 Note-22p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type- Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Beginning Reading, *Childhood At titudes, Cognitive Processes, Concept Formation, Epistemology, Foreign countries, Grade_1, *Metacognition, Preschool Children, Primary Education, Reading Ability, *Reading Attitudes, Reading Instruction, *Reading Readiness, *Reading Research, Teaching Methods, Theory Prac tice Relationship Identifiers-Sweden A study was conducted to describe conceptions of the usefulness of reading (the function or "why" of reading) and conceptions of the reading process (the form or "how" of reading) among preschool and first grade children in Sweden. The research paradigm used-based on the work of Vygotsky and Piaget-was called the "second order perspective" and centered on how people describe different aspects of their surrounding world. Data were drawn from transcribed clinical individual interviews with 80 preschool children and a follow-up study of 53 children at the end of the first grade. The interviews with the first grade children were supplemented with reading rate, word comprehension, and reading comprehension tests. Results showed that the children described the function of reading in two qualitatively different ways: as a possibility (they see reading as useful for themselves) and as a demand (they see reading as something pressed upon them by others). The children described the process of reading in four different categories: contextual, textual, interactive, and body-related. Overall, the study found that children think a great deal about reading well before they have started school and acquired some reading competence. (FL) ED 268 498 CS 008 392 Young, Beverly S. And Others A Study of Visual Efficiency Necessary for Begin ning Reading Pub Date-86 Note—24p.; Paper presented at the Annual Meet ing of the Southwest Regional Conference of the International Reading Association (14th, San An tonio, TX, January 30-February 1, 1986). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Dyslexia, Grade 1, Grade 2, Grouping (Instructional Purposes), Primary Education, *Reading Achievement, Reading Diagnosis, *Reading Difficulties, *Reading Research, Special Education, Testing Problems, *Vision, Vision Tests, *Visual Perception A study was conducted to determine if there were significant differences in vision between beginning readers who learn to read easily and those who learn with difficulty (dyslexics). In addition, the study examined the mean of the high achievers (rather than expert opinion) to discover the degree to which visual efficiency was normally needed for successful reading acquisition. Subjects were 144 students in the first and second grade classes in a Texas public school. Each child was individually tested at the end of the school year on 25 visual factors by an examiner who did not know the child's reading group placement. Results revealed significant differences in visual function between high and low reading achievers across grade, sex, age, and teacher effects. The mean scores of the high achievers were higher than those of the poor achievers on almost all measures, including binocular function (far-point verti
cal alignment, stereopsis, and fusion) and near-point visual acuity. Among the 19 first grade nonreaders, there were 18 cases of binocular problems and 17 cases of inadequate visual acuity-six times the number of visual problems found among the high achievers. The findings indicate that up to 95% of the reading disabled may be mislabeled, and that most of their difficulties could be prevented by a rigorous kindergarten or preschool visual screening and follow-up program. (FL) ED 268 499 CS 008 393 Meckler, Terry Anne Vogler, James D. Addressing and Measuring Reading and Language Arts in the Content Areas. Pub Date Apr 86 Note-13p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EŪRS Price - MF01/PC01 Plus Postage. Descriptors Cognitive Development, Cognitive Processes, Comprehension, Content Area Reading, Critical Thinking, *Grade 8, Inferences, Junior High Schools, Language Arts, *Listening Comprehension, *Reading Comprehension, *Reading Research, *Social Studies A study explored whether teaching the comprehension skills of inference, drawing conclusions, sequencing, and cause and effect would increase student achievement in reading and language while at the same time imparting social science content. Subjects, 197 eighth grade students in the experimental group and 192 eighth grade students in the control group, completed the Basic Skills Inventory (BSI) as a pretest. Teachers in the experimental classrooms were given inservice training in which they learned to infuse instruction in comprehension skills with content area instruction. Although teachers in control classrooms also received inservice training, they were allowed to select content related topics that did not address reading/language skills or instructional planning. All students again completed the BSI as a posttest at the conclusion of the project year. Analysis of the results showed that teachers who received training on teaching reading and language skills learned to prepare better instructional plans and that students in the experimental group achieved significantly higher gains than students in the control group. (DF)
may be concluded that the use of paragraph summaries has a positive effect at some levels of learning. (DF) ED 268 501 CS 008 395 Garcia, Jesus Sadoski, Mark The Treatment of Minorities in Nine Recently Published Basal Series. Pub Date-Apr 86 Note-13p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type - Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-American Indians, *Basal Reading, Blacks, *Content Analysis, Elementary Education, Ethnic Groups, Hispanic Americans, *Minority Groups, Racial Bias, *Reading Materials, Stereotypes, *Textbook Content, Textbook Evaluation, Textbook Research A study was conducted to determine how well-balanced and accurately the largest ethnic minority groups are portrayed in major contemporary basal reader series. The amount of ethnic minority content by group and by basal series was investigated, as were the qualitative aspects of that content: the locale of the story, the socioeconomic class represented, the identities of the characters, the time period in which the story took place, and the life situation depicted. Blacks, Hispanics, and Native Americans were selected for study because they represent the three largest ethnic minorities nationwide. A multiethnic category was included to cover the many stories in basal readers that feature characters from more than one ethnic group. The components for grades one through six of nine major basal reader series published between 1979 and 1981 were chosen for examination, and 3,389 stories were reviewed. Results showed that the total percentage of content devoted to ethnic minority groups among the basal reader series was parallel with an industry-wide figure of about 18%. Qualitatively, the results indicated that the readers present a rather unrealistic picture of ethnic minority groups and race relations. However, basal readers in general have improved a great deal over the years in their treatment of ethnic minority groups. (DF) ED 268 502 CS 008 400 Reading and Writing: Abstracts of Doctoral Dis sertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46, Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note_9p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Literacy, Adults, Amish, An notated Bibliographies, Blacks, *Doctoral Dissertations, Elementary Education, Literacy, Literacy Education, Parent Participation, Reading Aloud to Others, *Reading Research, *Reading Writing Relationship, Sustained Silent Reading, Writing Research This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) reading and writing as a transaction process; (2) a literacy study among the Amish; (3) readers representations of writers' aims in expository, persuasive, and ironic discourse; (4) the effectiveness of sustained silent reading and sustained silent writing on reading and writing achievement and reading attitude; (5) a case study of five illiterate black men in a literate society; (6) the effects of reading aloud to third grade students as reflected in their written composition skills; (7) a parents' curriculum for literacy development; (8) literary interpretation as a composing process; (9) reading and rewriting as component processes; (10) effects on content summary production and verbalization of the process for fifth-grade students; (11) Paulo Freire's literacy program and adult basic education in the United States; and (12) reading, writing, and mutual knowledge. (HTH) ED 268 503 CS 008 401 Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Doctoral Dissertations Published in
ED 268 500 CS 008 394 Annis, Linda Ferrill Student-Generated Paragraph Summaries and the Information-Processing Theory of Prose Learning. Pub Date-Apr 86 Note-11p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type - Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Cognitive Processes, Higher Educa tion," *Learning Processes, Learning Theories, *Paragraphs, Prose, Reading Ability, Reading Comprehension, *Reading Research, Study Skills Identifiers—*Blooms Taxonomy, Prose Learning, *Summarization A study investigated the relationship between high and low reading ability and the study techniques of reading, the usual method of note taking, and student-generated paragraph summaries on the six levels of cognitive learning from textual material as measured by Bloom's "Taxonomy.” Subjects, 84 college students enrolled in an educational psychology course, participated in three experimental sessions. Students took the comprehension section of the Nelson-Denny Reading Test in order to assess their reading during the first session. In the second session, students received a packet of material also containing instructions for the study technique the student was to use, were given 30 minutes to learn the text, and were tested in a third session one week later. Students who wrote paragraph summaries scored higher than students who read or took notes at the application and analysis levels, although students who read or took notes scored higher at the syntheses and evaluation levels. The information-processing theory provides an explanation for this, since questions at the knowledge and comprehension levels require answering information in the same form in which it was provided. Therefore, it
ling were more highly correlated. The best predictors of decoding speed and comprehension in sixth grade were the measures of the same reading skill components in the earlier grades. In addition, reading performance scores in the earlier grades played an important role in determining the level of secondary education for which the child was eligible. (FL)
from transcripts for each subject were categorized into three subject areas: (1) communications and literary arts, (2) business and vocational arts, and (3) science and mathematics. Courses were further classified as core, general, or preparatory, based on state department of education criteria, and a count under classification was recorded for each student. The results did not appear to support the expectation or validate the underlying assumptions. Students with greater reading abilities were overrepresented among those with fewer college preparatory courses to their credit, based on correlational analysis. Since the study did not observe actual performance in courses taken in high school, the relationship between academic performance and reading ability, per se, can be neither confirmed nor rejected. (HTH)
ED 268 491 CS 008 384 Schunk, Dale H. Rice, Jo Mary Comprehension Strategy Importance: Effects on Remedial Readers. Pub Date Apr 86 Note-26p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Intermediate Grades, Metacognition, Reading Achievement, *Reading Comprehension, *Reading Instruction, *Reading Research, *Reading Strategies, *Remedial Reading, Teaching Methods Forty 4th and 5th grade remedial reading students from two schools participated in a study that investigated whether providing remedial readers with information on the value of using a particular strategy would influence their self-efficacy and comprehension. In addition, the study explored the effects of emphasizing the general or the task-specific usefulness of the strategy. As part of a training program on main ideas, students in one condition received information that strategy use would benefit them on that task, students in a second condition were told that the strategy was useful on various reading tasks, and those in a third condition were given both types of information. Students in the controlled condition received the training, but no information about the importance of the strategy. Comparison of pretest and posttest data gathered by comprehension and self-efficacy measures revealed that providing students with both types of information resulted in the highest self-efficacy and skill, but that the treatments did not differentially affect achievement outcomes on a generalized task. Five pages of references conclude the document. (FL) ED 268 492 CS 008 385 Boland, Theodoor Mommers, Martin J. C. Development of Reading Skills in Dutch Primary Schools: Outcomes and Prospects. Pub Date—Apr 86 Note—22p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Child Development, Decoding (Reading), Elementary Education, Foreign Countries, Integrated Activities, Longitudinal Studies, Predictive Validity, Predictor Variables, *Reading Achievement, Reading Comprehension, *Reading Research, *Reading Skills, *Skill Development, Spelling Identifiers— Netherlands From 1979 to 1985, data were gathered from approximately 600 students in 24 Dutch elementary schools to determine changes occurring in the interrelationships among the reading skill components of decoding, reading comprehension, and spelling ability. Information for each student was obtained from reading performance test scores recorded at the end of sixth grade. Results indicated that the decoding speed of students continued to develop over time, and that this reading skill component achieves a more independent status at the end of elementary education. Findings also showed that although the reading skill components were still correlated at the end of elementary school, the causal relationships among decoding speed and reading comprehension and spelling, respectively, seemed to lose a great deal of strength, whereas comprehension and spel
ED 268 493 CS 008 386 Reading and Study Skills and Instruction: College and Adult: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note-7p.; Pages may be marginally legible. Pub Type Reference Materials - Bibliographies ) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Annotated Bibliog raphies, Cognitive Processes, Critical Thinking, Doctoral Dissertations, Higher Education, Nontraditional Students, *Reading Comprehension, *Reading Instruction, Reading Programs, Reading Rate, *Reading Research, *Reading Skills, *Reading Strategies, Sentence Sentence Combining, , *Study Skills, Two Year Colleges This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The seven titles deal with the following topics: (1) the prediction of reading comprehension from critical thinking skills, cognitive thinking skills, and meaning vocabulary with college freshmen; (2) the effects of instruction in comprehension strategies on reading skills of academically underprepared community college students; (3) reading rate and comprehension for readers untrained and trained in rapid reading; (4) reading improvement programs in Wisconsin business and industry; (5) the relationships between reading and personality and WAIS scales at an open door community college; (6) the relationship of cognitive development, cognitive style, and reading ability with academic success of community college students enrolled in a human anatomy and physiology course; and (7) the effects of transformational sentence combining on the reading comprehension of college students. (FL) ED 268 494 CS 008 387 Remedial and Compensatory Reading Instruction: Abstracts of Doctoral Dissertations Published in “Dissertation Abstracts International,” July through December 1985 (Vol. 46 Nos. 1 through 6). ERIC Clearinghouse on Reading and Communica tion Skills, Urbana, Ill. Pub Date—85 Note7p.; Pages may be marginally legible. Pub Type — Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Cloze Procedure, Comparative Anal ysis, Compensatory Education, Doctoral Dissertations, Elementary Education, Federal Programs, Language Skills, Mastery Learning, Mathematics Achievement, Oral Reading, Reading Ability, Reading Comprehension, *Reading Diagnosis, Reading Difficulties, *Reading Instruction, *Reading Research, *Reading Strategies, *Remedial Reading Identifiers—* Elementary Secondary Education Act Title I This collection is part of a continuing series providing information on recent doctoral dissertations. The six titles deal with the following topics: (1) a comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I students in second through sixth grade, (2) induced mental imagery and the comprehension monitoring of poor readers, (3) the reading and mathematics achievement of Title I and non-Title I students in the Archdiocese of San Francisco, (4) the effects of instruction in text lookback strategies on fourth grade poor readers' comprehension ability, (5) training and generalization of oral reading responses of poor readers as functions of prosthetic reinforcement and discourse unit, and (6) using a modified cloze procedure to effect an improvement in reading comprehension in reading disabled children with good oral language skills. (FL)
Teaching Main Idea Comprehension. International Reading Association, Newark, Del. Renort No.-ISBN-0-87207-968-6 Pub Date—86 Note-287p. Available from International Reading Associa- tion, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (Book No. 968, $9.00 member, $13.50 nonmember). Pub Type - Information Analyses (070) - Guides - Classroom - Teacher (052) — Collected Works - General (020) EDRS Price - MF01/PC12 Plus Postage. Descriptors Content Area Reading, Context Clues, Corrective Reading, Elementary Secondary Education, Reader Response, *Reading Comprehension, Reading Difficulties, Reading Improvement, *Reading Instruction, Reading Processes, *Reading Research, *Reading Skills, Reading Strategies, Teaching Methods Identifiers—*Main Idea Intended to help classroom teachers, curriculum developers, and researchers, this book provides current information on theoretical and instructional aspects of main idea comprehension. Titles and authors are as follows: “The Confused World of Main Idea” (James W. Cunningham and David W. Moore); "The Comprehension of Important Information in Written Prose” (Peter N. Winograd and Connie A. Bridge); “What Do Expert Readers Do When the Main Idea Is Not Explicit?” (Peter P. Afflerbach and Peter H. Johnston); “Research and Instructional Development on Main Idea Skills" (Joanna P. Williams); "Actively Teaching Main Idea Skills" (Mark W. Aulls); “The Direct Instruction of Main Idea Comprehension Ability” (James F. Baumann); “Teaching Students Main Idea Comprehension: Alternatives to Repeated Exposures” (Victoria Chou Hare and Adelaide Bates Bingham); “Teaching Middle Grade Students to Summarize Content Textbook Material” (Barbara M. Taylor); "Graphic Organizers: Cuing Devices for Comprehending and Remembering Main Ideas” (Donna E. Alvermann); “Getting the Main Idea of the Main Idea: A Writing/Reading Process" (James Flood and Diane Lapp); and "Main Idea Instruction for Low Performers: A Direct Instruction Analysis" (Edward J. Kameenui). (EL) ED 268 496 CS 008 390 Illiteracy in America. Joint Hearings before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives and the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, Ninety-Ninth Congress, First Session, August 1; October 1, 3, 1985. Congress of the U.S., Washington, D.C. House Committee on Education and Labor.; Congress of the U.S., Washington, DC. Senate Subcommittee on Elementary, Secondary, and Vocational Edu cation. Pub Date-86 Note244p.; Serial No. 99-61. Document contains small, marginally legible print. Pub Type-Opinion Papers (120) - Legal/Legisla tive/Regulatory Materials (090) EDRS Price - MF01/PC10 Plus Postage. Descriptors-Adult Literacy, Community Role, Employer Attitudes, *Government Role, Hearings, *Illiteracy, *Literacy Education, Program Content, Program Development, Reading In struction, School Role, *Social Problems Identifiers-Congress 99th, United States Consisting of testimony and prepared materials presented to a joint session of House and Senate subcommittees, this report deals with the problem of illiteracy in the United States. The report contains statements from Richard C. Anderson, director of the Center for the Study of Reading; Samuel L. Banks, president of the Association for the Study of Afro-American Life and History, Inc.; Herman Brown, professor of psychology at the University of the District of Columbia; Thomas G. Sticht, president of Applied Behavioral and Cognitive Sciences, Inc.; Woodrow Evans, adult education student; David P. Gardner, president of the University of California; Jonathan Kozol, author; Donald A. McCune, California State Department of Education; Renee Poussaint, reporter and volunteer tutor; Mrs. Elliot Richardson and Ruth Graves, representing Reading Is Fundamental; John C. Manning, president of the International Reading Association; Monika Sullivan, adult basic education student, and
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The most difficult words in each exposition were identified. Approximately 300 eighth grade students read one text version and completed a multiple choice test written to be sensitive to small gains in word knowledge. The results indicated that both able and less able readers who read text versions in which key concepts and the relations among them had been explained thoroughly learned significantly more word meanings than did students who read any of the other versions. (Author/FL)
intellectual and physical energy, his humility and his generosity with his time, money, and expertise. T.L. Harris discusses Gray's work in the area of reading research, mentioning his interest in maintaining a close connection between theory and practice, his sense of history, and the seriousness of purpose he brought to the field due to his method ological, objective, and scholarly approach. A. J. Harris comments that Gray influenced many serious students of reading beyond Illinois through his comprehensive scholarship and intellectual leadership. (LLZ) ED 268 485 CS 008 374 Balajthy, Ernest Expert Systems: A Challenge for the Reading Profession. Spons Agency-State Univ. of New York, Geneseo. Coll. at Geneseo. Pub Date-Apr 86 Note-14p.; Paper presented at the Annual Meet ing of the International Reading Association (31st, Philadelphia, PA, April 13-17, 1986). Research also partially funded by the Joint Advisory Council of the New York United University Pro fessions and State University of New York. Pub Type - Speeches/Meeting Papers (150) – Opinion Papers (120) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, Computer Managed Instruction, Computer Software, *Expert Systems, *Reading Diagnosis, *Reading Instruction, Reading Research, Teaching Methods, Technological Advancement The expert systems are designed to imitate the reasoning of a human expert in a content area field. Designed to be advisors, these software systems combine the content area knowledge and decision-making ability of an expert with the user's understanding and knowledge of particular circumstances. The reading diagnosis system, the RD2P System (Reading Difficulties-Diagnosis and Prescription) based on an expert system shell, guides teachers to an understanding of the possible problems underlying a student's reading difficulties and suggests possible instructional methods to solve those problems. Advantages of the expert systems are that they (1) allow an organization to place untrained staff in key decision-making positions, (2) free professionals from information processing overload so that they can provide services that only humans can offer, (3) bring the best and most expensive of expertise to bear on a problem, (4) are designed so as not to overlook remote possibilities, (5) can be easily updated as new knowledge becomes available, (6) can be used for teaching purposes, and (7) raise questions about the field of expertise and can pinpoint areas where additional research is needed. (Teacher observation data are appended.) (EL)
and authority of parent and teacher). The interactive compensatory approach combines both bottom up and top down views and-with its belief in the simultaneous use of phonological information and higher level processing skills-is best represented by the work of Ūta Frith and A. F. Jorm. In their observations of the writing practices of preschoolers, C. Read and C. Chomsky concluded that parental acceptance of children's invented spelling is very important as an initial stage in the developmental process of learning to read and write. In school, wide reading and creative writing experiences are the best preparation for improving spelling skills. Spelling is an integral part of the literacy process and should be taught as such in conjunction with real writing and reading lessons. (EL) ED 268 487 CS 008 379 Karlin, Andrea Bruneau, Odette Child Abuse: Helping Children through Bibliother apy. Pub Date-Mar 85 Note-13p.; Paper presented at the Annual Meet ing of the Texas State Council of the International Reading Association (13th, Dallas, TX, March 14-16, 1985). Pub Type Speeches/Meeting Papers (150) Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors-Adolescent Literature, Behavior De velopment, *Bibliotherapy, *Child Abuse, *Childrens Literature, Elementary Secondary Education, Identification (Psychology), Mental Health, Psychotherapy, Reader Response, *Reading Material Selection, Self Concept, *Sexual Abuse Since children who have been abused much of their lives may be unaware that what is happening is unusual, it may be necessary for teachers to take the initiative in educating young children to recognize that abuse is not normal and to talk with someone if and when they realize they are a victim. This education can take place through the use of carefully selected books or bibliotherapy. Through literature, the child can first identify with the character or situation and by doing so can experience the situation vicariously, letting the child experience a catharsis or emotional release. The result of the identification and catharsis is an insight into the problem. Ideally, such an insight transfers to the child's own special set of circumstances. A teacher can help abused children choose appropriate books for their particular problems. Books can thus be one avenue to help children who are suffering from physical, psychological, and or sexual abuse realize that they are not alone, that someone else has experienced and understands their problem. Bibliotherapy may also alert a child to the fact that he or she is being abused and this does not have to be tolerated. (A four-page bibliography of narrative literature for children and adolescents on child abuse is appended.) (HOD) ED 268 488 CS 008 381 Herman, Patricia A. And Others Incidental Acquisition of Word Meanings from Expositions That Systematically Vary Text Fea tures. Technical Report No. 364. Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date-Dec 85 Contract-400-81-0030 Note-116p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors Cognitive Processes, Comparative Analysis, Grade 8, Junior High Schools, *Language Processing, Learning Processes, *Reader Text Relationship, *Reading Comprehension, Reading Instruction, *Reading Research, *Semantics, Theory Practice Relationship, Vocabulary, *Word Recognition A study investigated how text features influence the amount of vocabulary knowledge students acquired incidentally while reading expositions. Three sets of text features were identified from studies on comprehension: (1) features associated with the macrostructure, (2) features associated with logical and temporal relations in the microstructure, and (3) features associated with explanations of concepts and relations among them. Two natural expositions were revised in three successive, incremental steps, yielding four versions for each exposition.
ED 268 489 CS 008 382 Meyer, Linda A. And Others A Look at Instruction in Kindergarten: Observa tions of Interactions in Three School Districts. Technical Report No. 383. Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date Dec 85 Contract-400-81-0030 Note—91p.; Paper presented at the Annual Meet ing of the National Reading Conference (34th, St. Petersburg, FL, November 28-December 1, 1984). Parts of appendices may not reproduce clearly. Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/P004 Plus Postage. Descriptors—*Beginning Reading, Class Activities, Classroom Environment, Classroom Observation Techniques, Comparative Analysis, Interaction, *Kindergarten, Literacy, Primary Education, Program Effectiveness, Reading Ability, *Reading Programs, *Reading Research, *Teacher Behavior, Teacher Effectiveness, Teacher Student Rela tionship Identifiers—*Full Day Programs, *Half Day Pro grams Kindergarten children in three school districts were observed to measure the variance in their abilities upon entering school as well as the variance in the literacy-related instruction they received. The school districts differed in their early childhood education philosophies, as reflected in their kindergarten programs, their choices of materials, and the ways teachers grouped students. The primary goal of the classroom observation system was to measure the time teachers spent in various activities throughout a typical school day and to record sequentially each teacher-initiated instructional interaction, instructional interaction in terms of to whom it was directed, any feedback teachers gave to student responses, and the praise and corrective statement interactions that teachers initiated to manage their classes. Results showed that teachers of half-day kindergarten programs provided more literacy-related and content area instruction than did teachers of whole-day classes. This suggests that instead of focusing on whether school districts should move to whole-day instead of half-day kindergarten programs, it may be more important to study systematically not only what is actually happening in a variety of programs, but also the long-term effects of various kindergarten programs with an academic focus versus programs that are individualized for teachers and students. (Appendixes include selected pages from the reading materials used.) (HOD) ED 268 490 CS 008 383 Small, Donald R. Chambers, Mary Green Reading Skills and Courses in High School. Pub Date25 Oct 85 Note9p.; Paper presented at the Annual Meeting of the College Reading Association (29th, Pitts burgh, PA, October 24-26, 1985). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, *College Freshmen, *College Preparation, Higher Education, High Schools, Reading Achievement, *Secondary School Curriculum, Vocabulary Development Noting the positive relationships between reading skills and academic performance, a study investigated the relationship between the reading skills of 172 freshmen in developmental reading courses and the number of college preparatory courses completed in high school. It was hypothesized that there would be a significantly positive relationship between comprehension and vocabulary scores and the frequency of college preparatory courses completed in high school. High school course credits
ED 268 486 CS 008 378 Yellin, David Connecting Spelling Instruction to Reading and Writing. Pub Date-86 Note-13p.; Paper presented at the Annual Meet ing of the Southwest Regional Conference of the International Reading Association (14th, San An tonio, TX, January 30-February 1, 1986). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—*Developmental Stages, Educational History, Language Research, Linguistics, Literacy, Reading Readiness, *Reading Skills, Reading Writing Relationship, Spelling, *Spelling Instruction, Teaching Methods, Writing Readiness, *Writing Skills Identifiers—*Invented Spelling Spelling practices, processes, and implications can be analyzed in terms of three conceptual models: the bottom up, the top down, and the interactive compensatory model. Spelling instruction from post-colonial America into the 20th century reveals a preoccupation with the bottom up philosophy, which emphasized rules, word lists, and rote memorization. By the 1950s linguists contended that the majority of words used in writing are regular and consistent in their spelling patterns. Based on the significance of invented spelling, spelling began to be evaluated in developmental stages-prereading, phonetic, orthographic, morphemic_and syntactic-which suggest the top down view. This view represents the psychological shift of control to the child (internal) and away from external controls (print,
Each measure was used as a dependent variable in a separate multiple regression analysis. Results did not support the idea that reading and writing are identical in terms of underlying knowledge. The correlations between the reading and writing variables were significant, but they were much lower than would be expected given the assumptions regarding the relationship between reading and writing. (HOD)
ED 268 478 CS 008 349 Cranney, A. Garr Hollingsworth, Paul The Improving Professionalization of College Adult Reading Pub Date-[86] Note-23p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Basic Education, Adult Edu cation, *Adult Literacy, Adult Reading Programs, Adult Students, College Faculty, Community Colleges, Community Education, Computer Assisted Instruction, Continuing Education, *Professional Development, Program Evaluation, Reading Diagnosis, *Reading Instruction Although college adult developmental reading does not enjoy the status of mainstream academic fields, it has made substantial progress toward that goal in the past three decades. Characteristics differentiating it from academic fields are its generalist orientation, its isolation from other disciplines, and its emphasis on practitioners as helpers, rather than as information specialists. It is apparent that new directions are being explored in the areas of diagnosis, materials development, and computer assisted instruction. To continue this trend, college-adult reading professionals need to develop an interdisciplinary perspective of adult reading and to provide services to their students that will enable them to meet the demand for the increasing literacy requirements of an information society. Six pages of references conclude the report. (LLZ) ED 268 479 CS 008 350 DiSibio, Robert A. Parla, JoAnn Expand Children's Limits in Reading, Integrate REAP: Reading Experiences Associated with Partners. Pub Date-6 Nov 85 Note-10p.; Paper presented at the Annual Confer ence of the New York State Reading Association (19th, Kiamesha Lake, NY, November 5-8 1985). Pub Type-- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Classroom Techniques, *Content Area Reading, Elementary Education, *Individualized Instruction, Mastery Learning, Peer Relationship, Reading Improvement, *Reading Instruction, Sciences, *Teaching Methods Identifiers—*Reading Experiences Associated with Partners The Reading Experiences Associated with Partners (REAP) approach to science combines reading process and product. Students work together sharing their ideas, interests, and knowledge. Results are recorded, and every effort is made to arrange the classrom so that it will aid students in meeting the task objectives. Children can be paired with a peer with whom they like to work, one who possesses similar prerequisite science skills, or one of similar or different ethnic background. Teachers act as guides, stimulators, facilitators, and questioners, as they move smoothly from pair to pair. Paired students select reading activities from a set of approximately ten task cards related to a particular reading concept, and must successfully complete eight of the ten tasks in order to fulfill competency in that area. Each task card contains an aim (give students directive purpose), an activity (a basic reading assignment that all students should successfully complete), and a challenge (an optional enrichment assignment). The REAP approach is fun, effective, inexpensive, and an option for the teacher who is concerned with providing as much individual assistance as possible. (HTH) ED 268 480 CS 008 354 All Aboard the Reading Railroad! A Planning and Activity Guide. Nebraska Library Association, Lincoln.; Nebraska Library Commission, Lincoln. Pub Date-85 Note-157p. Available from-Nebraska Library Commission, 1420 P. St., Lincoln, NE 68508 ($3.00).
Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Activities, Bibliographies, Elemen tary Education, Folk Culture, Library Extension, *Motivation Techniques, *Rail Transportation, Reading Habits, Reading Improvement, *Reading Programs, *Summer Programs, Thematic Approach Noting that coupling stories and trains is an arrangement that appeals to nearly everyone and that building on this foundation provides an excellent theme for summer reading fun, this planning and activity guide offers suggestions to help librarians develop a highly motivating summer reading program. The first section of the guide discusses establishing an effective publicity campaign. The remaining sections of the guide present resources and activities for the program as follows: (1) bibliographies of materials about trains; (2) sources and resources for railroad information and collectibles; (3) railroad stories to tell (including “mad libs,” flannel board stories, and railroad songs); (4) puppets and puppet theatre; (5) bulletin boards and displays; (6) crafts and activities; (7) games and contests; (8) puzzles; and (9) special programs and culminating activities. (HTH) ED 268 481 CS 008 359 Norby, Janet R. And Others Empowering Students through Reading. Pub Date [85] Note-12p. Pub Type-- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Degrees (Academic), *Educational Needs, *Education Majors, Higher Education, Program_Descriptions, *Reading Instruction, Reading Teachers, *Undergraduate Study Reading represents the single most important tool for teaching students "how to learn” across the curriculum, and the time has come to encourage widespread development of undergraduate reading degree programs for future teachers. Ten years ago, Eastern Washington University began offering Reading Education as an undergraduate major for elementary teaching candidates and as a minor for secondary teaching candidates. Reading majors are required to take 37 credit hours in various specialized areas, such as children's literature or reading in the content areas. This coursework, offered sequentially and developmentally, gives teaching candidates the opportunity to learn theory, conduct research, and apply coursework to actual classroom situations. At the end of the three years, students are competent in (1) identifying student abilities, (2) textbook analysis, (3) alternative teaching methods, (4) differentiated assignments, (5) small group activities, and (6) instructional and learning theory. Because their knowledge transcends content areas, elementary teachers prepared to teach reading are also perceived as instructional leaders by many schools and districts. Despite a trend toward district and state guidelines and a requisite loss of teacher authority in the classroom, schools of education should not be dissuaded from considering the development of an undergraduate reading major. (HTH) ED 268 482 CS 008 361 Comprehensive Instructional Management Sys tems, Communication Arts, 1984-85. Final Eval uation Report. New York City Board of Education, Brooklyn. Of fice of Educational Assessment. Pub Date—Mar 86 Note37p.; Prepared by the Instructional Support Evaluation Unit. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Oriented Programs, *Curriculum Development, Elementary Education, Inservice Teacher Education, *Language Arts, *Program Effectiveness, *Program Evaluation, Reading Achievement, Reading Improvement, Teacher Improvement, *Test Construction, Testing, Writing Evaluation, Writing Improve ment Identifiers-New York (New York) The New York City Board of Education's Comprehensive Instructional Management SystemsCommunication Arts (CIMS-CA) project is described in this report. The introductory section provides background information on the project (implemented in 1980), the primary goal of which was to develop a holistic communication arts curriculum for kindergarten through grade eight, a corresponding test component, and a computer
management system. This section also describes the program objectives for 1984-85, including continued implementation of curriculum and staff development, and developing pilot assessment instruments. The remainder of the report describes the 1984-85 evaluation of the CIMS-CA project, to document the level and quality of program implementation and to assess the program's impact on student achievement in reading and writing. The second section describes the program's components, including administration, instrument development, and staff development activities. The third section presents reactions to and perceptions of the program's instructional component, including effectiveness and weaknesses. The fourth section presents the methodology and results of the student reading and writing evaluation, which indicated improvement in both areas over the course of the year. The final section presents several conclusions based on analysis of program data, with recommendations to continue (1) monitoring dissemination efforts of the program for quality control, (2) providing staff development, (3) monitoring and revising tests, and (4) evaluating and revising curricula. (HTH) ED 268 483 CS 008 362 Lee, Valerie National Assessment of Educational Progress Reading Proficiency Catholic School Results and National Averages. 1983-84 Final Report. National Catholic Educational Association, Wash ington, D.C. Pub Date—85 Note-39p. Pub Type Reports - Research (143) EDRS Price - NF01/PCO2 Plus Postage. Descriptors—*Catholic Schools, Comparative Analysis, *Educational Assessment, Elementary Secondary Education, National Competency Tests, National Norms, *Reading Achievement Identifiers—*National Assessment of Educational Progress Intended to enable Catholic educators to evaluate the reading progress of their students compared to the nation as a whole, this report presents reading achievement data for nearly 6,000 Catholic school students out of 20,000 students in grades 4, 8, and 11, assessed in 1983-84 by the National Assessment of Educational Progress (NAEP). The findings are divided into three sections. Each section presents comparisons of Catholic school student performance with the respective national average and focuses on the following characteristics: (1) findings that compare students by subgroupings related to family background and social status; (2) findings that relate to characteristics of the schools (e.g., their locations and certain information about their curricula); and (3) findings that relate to behaviors associated with academic performance (i.e., homework, television watching, student grades, and some course-enrollment information for 11th graders). (HTH)
ED 268 484 CS 008 371 Mavrogenes, Nancy A., Ed. In Memory of William S. Gray: Remarks at the Reading Hall of Fame's Gray Centennial Pro gram, 1985. Pub Date-9 May 85 Note-13p. Pub Type Speeches/Meeting Papers (150) Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors—Biographies, *Reading Instruction, *Reading Research, *Reading Teachers, Teacher Educators Identifiers—Gray (William S), International Read ing Association Four responses to speeches regarding William S. Gray presented at the May 9, 1985, Annual Convention of the International Reading Association (IRA) are presented in this paper. Gray-whose accomplishments include his association with the University of Chicago from 1912 (student) to his death in 1960 (Professor Emeritus); his pioneering work in the use of standardized reading tests, diagnostic theory, and remedial procedures; his promotion of adult reading and content area reading as subspecialties of reading; and the famous Scott Foresman Dick and Jane basal readers-is remembered by Nancy Larrick, Ralph C. Staiger, Theodore L. Harris, and Albert J. Harris. Larrick speaks of her affiliation with Gray during the formative years of the IRA and gratefully acknowledges his sensitive and gracious guidance, without which there would have been no IRA. Staiger mentions Gray's vast hope. Religion provides a supportive social network through a sense of shared beliefs which can aid an elderly person in combating isolation and loneliness. The psychological frameworks of Erik Erikson's developmental stages, Ezra Stotland's psychology of hope, and the recent view of integration of cognitive, social, and psychological factors provide an approach to understanding the role of religion for the elderly adult. A research approach investigating the antecedent relation of religion and related variables to patterns of coping in the elderly is needed. (ABL)
the reality of what they are seeing. Content judged unreal may have less influence on viewers than does content judged real. This study examines children's reality judgments about television series featuring families with children. Participants included twenty-seven 7-year-olds, nineteen 11-year-olds, and nineteen 15-year-olds, with somewhat more girls than boys at each age. Measurement instruments included the Realism, Uses and Gratifications, Match Actual, Match Aspired, Television Literacy, and Viewing Frequency instruments. The children defined reality in reference to frequency among real-life American families so that characteristics of television families were judged more realistic when they were believed to be more common among real-life families. Children correctly recognized demographic differences among families and the lack of differences in portrayed feelings, actions, and general realism. Age of the child alone was never a determinant of adjudged reality. The lack of consistent, strong age effects may be due to the measures and methods employed. Further research should examine the mediating function of perceived realism in the television effects process. Four pages of references, five tables, and two figures are included. (ABL) ED 268 472 CG 019 031 Zimmer, Marc A. Anorexia and Bulimia: An Inventory of Public Awareness and Popular Questions. Pub Date [84] Note-17p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Anorexia Nervosa, *Bulimia, Eating Habits, Emotional Disturbances, *Health Materials, High Risk Persons, *Information Needs, *Needs Assessment, *Public Opinion, *Resource Materials Prevention and early intervention in cases of anorexia and bulimia require that both professionals and the general public have knowledge about these eating disorders. A study was conducted to identify the questions about these disorders most often asked by the general public and to develop a guide to answer those questions for individuals of different ages and educational levels. The Eating Disorders Question Inventory, developed to allow respondents to ask questions in 11 categories, was completed by 147 females and 63 males. In general, the respondents were well-educated, professional, either Catholic or Jewish, and very interested in acquiring specific information about the nature, etiology, effects, and prevention of anorexia nervosa and bulimia. The results indicated that respondents repeatedly asked questions about social, psychological, cultural, and economic pressures on families and individuals, and how those pressures might make certain groups or individuals more susceptible to the onset of anorexia, bulimia, or related eating disorders. This study culminated in the development of a guide, based on a set of working definitions of anorexia nervosa and bulimia detailed in the Diagnostic Statistical Manual of Mental Disorders III. A list of the 30 most frequently asked questions from the survey is included. (NB) ED 268 473 CG 019 032 Van Blerkom, Malcolm L. Mathematical Ability in College Students: A Cau sal Analysis. Pub Date-Aug 86 Note-9p.; Paper presented at the Annual Conven tion of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type-Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. | Descriptors—*Cognitive Processes, *Cognitive Style, College Students, *Field Dependence Independence, Higher Education, Individual Differences, Intelligence, *Mathematics Education, *Mathematics Skills, Sex Differences, *Sex Role Identifiers—*Mathematical Aptitude Psychologists and educators interested in factors that might influence mathematical ability have examined intelligence, motivation, and attitudes toward mathematics. More recently, sex role and cognitive style have entered the picture. The relationships among intelligence, field dependence, sex role, mathematics background, and mathematical ability were investigated in 66 male and 66 female college students. Subjects completed the Embedded Figures Test, the Bem Sex Role Inventory, and the Slosson Intelligence Test. Subjects were also admin
istered a modified version of a mathematics test measuring ability with basic mathematics facts and word problems, ranging from simple addition and subtraction to first-level algebra. Subjects reported all mathematics and related courses taken since ninth grade. Although the number of mathematics courses previously taken and intelligence were found to be the two best predictors of mathematical ability, other variables were found to have indirect contributions. The results revealed that field dependence and sex role indirectly affected mathematical ability by influencing the number of mathematics courses taken. For both males and females, higher scores on the Bem femininity scale were associated with lower scores on the mathematics test and a fewer number of mathematics courses taken. Field-dependent students tended to have taken fewer elected mathematics courses than did field-independent students. These findings suggest that there are personality variables that lead students to avoid mathematics courses. (Author/NB) ED 268 474 CG 019 033 Van Blerkom, Malcolm L. Cognitive Style Correlates of Mathematical Abil ity among College Students. Pub Date-Aug 85 Note-10p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Style, College Students, *Field Dependence Independence, Higher Education, Individual Differences, *Intelligence Quotient, *Mathematics Skills, *Sex Differences, *Sex Role Identifiers—*Mathematical Aptitude The field dependent-independent cognitive style has been noted by researchers to be related to mathematical achievement. Researchers have also noted a relationship between field dependence and measures of intelligence, and between sex and mathematical achievement. A multiple regression framework was used to examine the effects of field dependence, intelligence quotient (IQ), sex, and sex role on several types of mathematical ability for 33 female and 35 male college students. Subjects completed the Harris Test of Lateral Dominance, the Embedded Figures Test, Bem Sex Role Inventory, and the Slosson Intelligence Test. Subjects were also administered a mathematics test measuring ability with basic mathematics facts and word problems, ranging from simple addition and subtraction to first-level algebra. Field dependence was found to correlate significantly with both IQ and some mathematical abilities. Regression analyses revealed that although IQ was the single best predictor of mathematical ability, field dependence and self-reported masculine sex role were also significant predictors. Males and females did not differ in mathematical ability. These findings suggest that biological sex may not be as predictive of mathematical ability as perceived sex role. Based on results of this study, it would appear that classroom practices designed to match mathematics instruction to students' cognitive styles may prove useful. (NB) ED 268 475 CG 019 034 McCabe, Sheridan P. Religion and Aging. Pub Date 25 Aug 85 Note-15p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type— Opinion Papers (120) Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Aging (Individuals), *Coping, *Counseling Theories, *Older Adults, *Religion, Self Concept, Social Networks, Social Support Groups Counseling psychology has neglected elderly adults. Developmental transitions from gainful employment to retirement or from active parenthood to former parenthood can be difficult. For older adults, religion can be a useful means for organizing the self-concept and developing a context of meaning for one's life in an effective way. Religion can contribute a framework for understanding one's life pattern and present situation. Religion entails a set of goals toward which the elderly person can continue to move and from which he or she can derive
ED 268 476 CS 008 262 Secondary Reading in Wichita: Guidebook. Re vised. Wichita Public Schools, KS. Curriculum Services Div. Pub Date -85 Note-177p.; Prepared by the Committee of Sec ondary Reading Specalists. Available from Wichita School District #259, Community Education Center, 1847 North Chau tauqua, Wichita, KS 67214 ($7.00). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Administrator Role, *Content Area Reading, Course Content, Course Descriptions, *Educational Media, Educational Objectives, Program Descriptions, Reading Comprehension, Reading Improvement, *Reading Instruction, Secondary Education, Student Role, Teacher Role, Vocabulary Development In response to the need for improvement of reading instruction, a committee of secondary reading specialists developed this guidebook, which allows for three distinct levels of usage: as a curriculum guide for administrators and counselors, offering expanded course descriptions of all reading classes offered at the secondary level; as a reference and resource guide for reading specialists; and as a guidebook for content area teachers. The guidebook is divided into the following sections: (1) what is known about secondary reading; (2) goals and objectives of secondary reading; (3) parameters of the secondary reading program; (4) secondary reading course descriptions; (5) roles of the administrator, student, parent, and secondary reading specialist; (6) aids for the secondary reading specialist, such as class record sheet and prospective student forms; (7) content area reading-reading achievement levels, assessment, directed reading lesson, vocabulary development, reading comprehension, and study skills; (8) aids for the content area teacher, such as reading inventories, class profiles, and questioning techniques; and (9) aids for the student, such as test taking skills. A five-page bibliography is included, and appendixes contain the San Diego Quick Assessment, the Fry readability graph, and the cloze procedure. (HOD)
ED 268 477 CS 008 333 Shanahan, Timothy The Shared Knowledge of Reading and Writing. Pub Date(84) Note-14p. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Processes, Educational Research, Elementary Education, Grade 2, Grade 5, *Knowledge Level, *Measures (Individuals), Memory, *Metacognition, Phonics, Reading Comprehension, *Reading Writing Relationship, Sentence Structure, Syntax, Vocabulary Development To determine whether reading and writing are as closely related as commonly supposed, a study estimated the amount of overlap that exists between several components of reading and writing knowledge. Data were obtained from 256 second graders and 251 fifth graders. Reading measures included tests of phonics (word knowledge), vocabulary (lexical knowledge), sentence comprehension (syntactic knowledge), and passage comprehension (organizational or structural knowledge). Writing measures included assessments of spelling ability (word knowledge), vocabulary diversity (lexical knowledge), sentence structure complexity (syntactic knowledge), and story grammar structure (organizational or structural knowledge). In all, there were eight writing measures and four reading measures. Thirteen tables and eight figures are included throughout the text. (Author/NB)
Identifiers-Florida, Juvenile Justice This document is a 1983 assessment of the Florida Juvenile Justice System based on an extensive analysis of the most recent statistical data and literature produced in Florida and several other states. The purpose of the report is to provide a preliminary overview of the impact of changes within the juvenile justice system and its relationship with other institutions and agencies. Policy recommendations are described in hopes of stimulating and focusing discussion on the course of the juvenile justice system. Cost effectiveness of juvenile justice programs including diversion, detention rates, and commitment programs are discussed. The juvenile population in the Department of Corrections is described. Conclusions and recommendations in the following areas are presented: (1) detention; (2) formal handling and diversion; (3) community programs and institutions; (4) serious offenders; (5) juvenile justice and the public schools; (6) employment, education, and training strategies for delinquent youth; (7) juveniles in the Department of Corrections; and (8) juvenile justice and the judicial process. Discussion is supported by statistical tables. Twenty-seven references are included. (ABL)
Gramm-Rudman-Hollings Amendment jeopardize health programs for the young, the old, and the poor. A committee analysis of the impact of the Gramm-Rudman-Hollings Amendment on programs for the aged, children, and poor, and a report on multi-generational equity being prepared by the Gerontological Society of America are appended. (NB) ED 268 465 CG 019 024 Consumer's Choices to Funeral Planning. A Con sumer Publication by the Chairman of the Select Committee on Aging. House of Representatives, Ninety-Ninth Congress, Second Session. Congress of the U.S., Washington, D.C. House Se lect Committee on Aging. Report No.-House-Comm-Pub-99-541 Pub Date—Feb 86 Note 43p. Pub Type Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Consumer Education, *Consumer Protection, Costs, *Death, *Guidelines Identifiers-Congress 99th, *Funerals This Congressional consumer publication, done in conjunction with the Continental Association of Funeral and Memorial Societies, was written to help consumers have the type of funeral they want at a cost they can afford. Guidelines are provided which will educate the funeral consumer before and during funeral planning. Also included in this guide are the major provisions of the Federal Trade Commission (FTC) Funeral Industry Practices Trade Regulation Rule which was enacted to enable consumers to obtain itemized information when making funeral arrangements. Chapters deal with: (1) the importance of preplanning; (2) the FTC Funeral Rule; (3) consumer choices for funerals, direct disposition, memorial services, cremation, do-it-yourself plans; body/organ donations; and relative costs of alternatives; (4) memorial societies; (5) prepayment and possible alternatives to prepayment; (6) cemeteries; (7) death benefits, including Social Security benefits, Veterans Administration benefits, and other death benefits; (8) cautions; and (9) a form to complete for recording one's wishes concerning one's own funeral. The section on cautions contains a list of 12 consumer, licensing, and professional groups that consumers may contact for assistance or information on funeral matters. A bibliography is included. (NB) ED 268 466 CG 019 025 Hotchkiss, Lawrence Dorsten, Linda Eberst Attitudes, Behavior, and Employability. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-National Inst. of Education (ED), Washington, DC. Pub Date—85 Grant—NIE-G-83-0005-P-1 Note—129p.; Some pages may be marginally legible due to small print. Pub Type- Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Adolescents, Career Guidance, Drop outs, *Employment Potential, High Schools, *High School Students, Institutional Characteristics, School Guidance, Self Esteem, *Student Attitudes, *Student Behavior, *Unemployment, Wages, Working Hours This report summarizes the findings of three studies related to the effects of schooling on the employability development of youth. The first two studies described investigate determinants of attitudes and misbehavior in high school that are presumed to affect labor market outcomes later. The third study is presented as a complement to the first two studies and examines the effects of misbehavior in school, attitudinal variables developed while in school, and school characteristics on employment experience after leaving high school. An executive summary and introductory chapter are included. Chapter 2 assesses the effects of an active school guidance program on the development of positive self-esteem, on a sense of agency (internal locus of control), and on the congruence among career aspirations and abilities. Chapter 3 reports a study of factors that account for mild forms of deviance in high school (truancy, tardiness, cutting class, coming to class unprepared, and droppping out of school). The fourth chapter summarizes findings regarding the effects of attitudes, deviance in high school, school services, and staff attitudes on wages, hours at work, and employment after high school.
ED 268 467 CG 019 026 Softley, Teddi L. Consulting Psychologists Perceptions of Role Boundaries and Ethical Issues. Spons Agency-Texas Univ., Austin. Research Inst. Pub Date Aug 85 Note-22p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type-Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Consultants, Counseling Services, *Counselor Attitudes, *Counselor Role, *Psychologists, *Role Perception Psychologists have expanded their role by becoming consulting psychologists. New roles include assessment specialist, psychoeducational therapist, psychosituational assessor, curriculum developer, and program evaluator. A lack of consensus exists regarding norms for individual work situations. To investigate this issue, 177 randomly selected consulting psychology division members of the American Psychological Association were asked nine questions concerning their perceptions of ethical and role boundary issues. None of the items was perceived by the respondents to be highly appropriate. Functions reported to be of least importance were sharing confidential data, partisan involvement in organizational politics, and documenting evidence for firing employees. Functions considered most important were helping clients with problems unrelated to work, taking a therapist role with the client, making decisions as to what actions clients should take, and giving negative feedback to a client's employer. Limitations of the study include the low response rate (44 percent), possible newcomer bias, and an uneven response rate from different areas of psychology. Four pages of references are included. (ABL) ED 268 468 CG 019 027 Polivka, Larry Juvenile Justice, Education and Employment. Children and Youth Issue Paper Series, Report I. Florida State Office of the Governor, Tallahassee. Pub Date — [86] Note-35p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Adolescents, Correctional Institu tions, *Delinquency Prevention, *Education, *Employment, Juvenile Courts, Policy, Program Effectiveness, Program Evaluation Identifiers—*Juvenile Justice This document is a report of the Florida Department of Health and Rehabilitative Services on juvenile justice, education, and employment designed to present policy formation, identify major policy implications, document the extent to which former deficiencies have been remedied, and establish a policy foundation for future program development. The major findings of the report are described as the following: (1) current preventive efforts in the juvenile justice system are limited and there is little evidence that even these limited prevention programs are effective; (2) the single intake system has not increased diversion rates or lowered detention rates; (3) youth services have made enormous progress over the past several years in the development of community program alternatives to training schools; (4) educational resources, such as reading development, can greatly reduce or prevent juvenile crime; and (5) the creation of employment opportunities represents another resource for preventing delinquency. (ABL) ED 268 469 CG 019 028 Polivka, Larry The Past, Present and Future of the Florida Juvenile Justice System: A Multiagency Policy Analysis. Florida State Office of the Governor, Tallahassee. Pub Date—28 Oct 83 Note-58p. Pub Type Reports - Descriptive (141) EDRS Price - NF01/PC03 Plus Postage. Descriptors-Adolescents, * Agency Cooperation, *Correctional Institutions, Cost Effectiveness, *Delinquency, Education, Employment, Juvenile Courts, *Policy, *Program Effectiveness, Statistical Analysis
ED 268 470 CG 019 029 Schneider, Paul A. Conger, Anthony J. The Impact of Manipulated Self Disclosures on Dating Choice. Pub Date-Nov 85 Note-17p.; Paper presented at the Annual Meet ing of the Association for Advancement of Behavior Therapy (19th, Houston, TX, November 14-17, 1985). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Dating (Social), *Interpersonal At traction, Interpersonal Relationship, Life Style, Predictor Variables, *Sex Differences, Sex Role One overlooked aspect of heterosocial skills is the selection of appropriate goal objects or partners. The tenet of interpersonal attraction that "like attracts like” suggests that individuals could maximize gains by avoiding dissimilar others. Recent findings suggest that variables relating to lifestyle and sensation seeking are more influential than traditionally investigated variables. A study was conducted to rigorously assess the impact of informational cues on dating choices while avoiding problems associated with post hoc analyses, simulated stranger designs, and heightened saliency effects. Forty-five females and 45 males role played customers at a videodating service. Target tapes included manipulated responses which were read off of cue cards by target subjects. Response alternatives were completely crossed with target subjects. Order effects were controlled through a Latin squares design. The results showed that females preferred males who espoused conservative views on premarital sex, alcohol, and marijuana use by a three to one margin. While also most responsive to lifestyle manipulations, valences of male rating changes were more evenly distributed. Target by manipulation interactions are attributed to swift elimination of some candidates. Cues generated were sorted into a hierarchical coding system. Category frequencies were differentially associated with sex of rater. Males cited appearance and sex role incongruency more frequently while females were more likely to cite interests, values and sense of humor. Six tables and a list of references are included. (Author/ABL)
ED 268 471 CG 019 030 Dorr, Aimee And Others Beliefs about the Realism of Television Programs Featuring Families. Spons Agency-National Inst. of Mental Health (DHEW), Rockville, Md. Pub Date 26 Aug 85 Grant-MH-38234 Note—31p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Age Differences, Children, *Fam ily (Sociological Unit), Perception, *Realism, *Television Research, Television Surveys, *Test Validity Identifiers—*Reality Research When children watch television, they can assess Descriptors Administrators, Child Welfare, Co
operative Planning, Cooperative Programs, *Foster Care, Foster Children, *Policy Formation, *Research Methodology, Social Workers Since there has been little research in the area of children in long-term foster care, it is not clear how these children differ from those who successfuly move out of care. A study was undertaken to discover which factors account for the phenomenon of long-term foster care. Four organizations were involved: (1) private social services agency (research group); (2) State Department of Children and Youth Services (study population); (3) a university school of social work (project co-leadership); and (4) the state chapter of a national organization of volunteers (subject interviews). To involve policymakers in this project, the evaluators scheduled meetings with administrators of regional offices to receive their ideas, suggestions, and commitment that findings would be used in their policy decision-making. To involve state social workers in the projects, evaluators met the social workers face-to-face in friendly meetings, made the social workers' role an active rather than a passive one, solicited interview items of personal significance, attempted to instill curiosity about results, stressed previous successful projects completed together, and read a project endorsement statement from the social workers' central office. These efforts resulted in a project in which the workers, on the whole, were cooperative and gave thoughtful responses to the questions. (NB)
Pub Date—Nov 85 vention of the American Psychological Associa tion (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type— Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors–Affective Behavior, *Cognitive Pro cesses, *Depression (Psychology), *Holidays, *Psychopathology, Relationship Researchers and theorists have been discussing the relationship between cognition and affect for many years, contemplating whether or not thought is necessary to emotion. A study was undertaken to gain information about the relationship between cognition and affect with reference to psychopathology. To examine the relationship between cognitive distortion and change in depressed mood over time, data were collected from two samples of clinic outpatients. Fifteen outpatients who were being treated without medication for depressed mood were recruited from a community mental health center during the Christmas/New Year's period of 1983-84. Fourteen subjects came from a university clinical center during the Christmas/New Year's holiday of 1984-85. Both samples were administered pre-holiday, holiday, and post-holiday testings of Eīlis' Irrational Beliefs, a measure of Beck's Cognitive Distortions, a Depression Scale, and the State Form of the State-Trait Anxiety Scale. No significant differences were found between the two samples on these measures, so they were treated as one sample. The results obtained suggest that no form of causal relationship exists between cognition and affect. The relationships found were similar to those obtained in the measurement of a multi-trait factor, and the hypothesis advanced is that both are aspects of a higher-order phenomenon. (NB) ED 268 460 CG 019 019 Heatherington, Laurie Validation of a Communication Process Measure for Coding Control in Counseling. Pub Date-Aug 85 Note-24p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type - Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Communication Research, *Coun seling, *Counselor Client Relationship, Individual Power, *Interpersonal Communication, Interpersonal Relationship, Measurement Objectives, *Measurement Techniques, *Observation The increasingly popular view of the counseling process from an interactional perspective necessitates the development of new measurement instruments which are suitable to the study of the reciprocal interaction between people. The validity of the Relational Communication Coding System, an instrument which operationalizes the constructs of complementarity and symmetry in human communication processes, was directly assessed in a two-factor design. Undergraduates (N=242) who were divided into 10 groups listened to one of five audiotaped interactions. Subjects were told that the persons on the tape were either a husband and wife or a counselor and client. Each interaction was loaded with one type of symmetrical or complementary communication pattern. The effects of pattern, context (marital versus counseling), and their interaction on subjects' perceptions of the relationship control were examined. The results revealed that interactions loaded with certain types of relational control patterns were reliably distinguished by outside observers. The context of the interaction was found to have little effect on how well observers' perceptions of relational control reflected the actual coded communication. These findings generally support the use of the Relational Communication Control Coding System in counseling process research. (NB)
ED 268 462 CG 019 021 Meese, Edwin, III Address of the Honorable Edwin Meese III, Attorney General of the United States, before the National Conference on Juvenile Justice Reform. Department of Justice, Washington, D.C. Pub Date—28 Apr 86 Note-13p. Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Accountability, *Drug Abuse, *Drug Education, Elementary Secondary Education, Federal Government, Government Role, Law Enforcement, *Prevention, *Responsibility, State Action Identifiers—*Juvenile Justice Drug law enforcement has become the number one criminal justice priority of the United States Department of Justice and is an area of great concern to those involved in the juvenile justice system. The new philosophy of juvenile justice holds juveniles responsible for their conduct, emphasizing an accountability or justice model which focuses on what the juvenile merits. This model incorporates proportionality, consistency, and predictability in an effort to provide fairness both to the juvenile and to society. Education is a second strategy being pursued in government efforts to control drug abuse which also focuses on individual responsibility. Education about the dangers of drug use will hopefully reduce the demand for drugs. While statistics on drug use trends show a decrease in marijuana and heroin use in recent years, the use of cocaine and the dangerous drugs of methamphetamine, PCP, and "designer drugs” has increased. In order to bring the drug problem under control, demand as well as supply must be addressed. The American government must move aggressively and pursue a drug education and prevention program that is both energetic and engaged. Administration efforts will be directed toward students from kindergarten through high school. While the responsibility lies with all citizens, it is especially important for state legislators to exercise moral and political leadership in the fight against drug abuse. (NB) ED 268 463 CG 019 022 Kozel, Nicholas J., Ed. Adams, Edgar H., Ed. Cocaine Use in America: Epidemiologic and Clini cal Perspectives. National Institute on Drug Abuse (NIDA) Research Monograph Series 61. National Inst. on Drug Abuse (DHHS/PHS), Rock ville, Md. Report No.-DHHS-ADM-85-1414 Pub Date-85 Note243p. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Pub Type— Reports - Research (143) — Collected Works - General (020)
EDRS Price - MF01/PC10 Plus Postage. Descriptors—*Adolescents, *Behavior Patterns, *Drug Abuse, *Illegal Drug Use, Individual Char acteristics, Trend Analysis, *Young Adults Identifiers—*Cocaine This monograph is based on papers presented at a technical review of patterns of cocaine use in the United States which was held in 1984. The foreword by Jerome H. Jaffe acknowledges that, over the past io years, cocaine has become a major public health threat in this country. Papers contained in this monograph include: (i) “Cocaine Use in America: Introduction and Overview" by Edgar H. Adams and Nicholas J. Kozel; (2) “Cocaine Use in the United States: In a Blizzard or Just Being Snowed?” by Richard R. Clayton; (3) “A Decade of Trends in Cocaine Use in the Household Population” by Herbert I. Abelson and Judith Droitcour Miller; (4) "Cocaine Use Among American Adolescents and Young Adults” by Patrick M. O'Malley, Lloyd D. Johnston, and Jerald G. Bachman; (5) "Cocaine Use in Young Adulthood: Patterns of Use and Psychosocial Correlates” by Denise B. Kandel, Debra Murphy, and Daniel Karus; (6) "Patterns and Consequences of Cocaine Use" by Dale D. Chitwood; (7) "Cocaine Abuse: Neurochemistry, Phenomenology, and Treatment" by Mark S. Gold, Arnold N. Washton, and Charles A. Dackis; (8) “Reinforcement and Rapid Delivery Systems: Understanding Adverse Consequences of Cocaine" by Sidney Cohen; (9) “Characteristics of Humans Volunteering for a Cocaine Research Project” by C.R. Schuster and M.W. Fischman; (10) "Characteristics of Cocaine Abusers Presenting for Treatment" by Sidney H. Schnoll, Judy Karrigan, Sarah B. Kitchen, Amid Daghestani, and Thomas Hansen; (11) "Cocaine Use in a Treatment Population: Patterns and Diagnostic Distinctions” by Frank H. Gawin and Herbert D. Kleber; (12) "Cocaine: Treatment Perspectives” by Donald R. Wesson and David E. Smith; (13) “New Patterns of Cocaine Use: Changing Doses and Routes" by Ronald K. Siegel; and (14) “Cocaine Use in America: Summary of Discussions and Recommendations" by Nicholas J. Kozel and Edgar H. Adams. The document concludes with a list of National Institute on Drug Abuse research monographs. (NB) ED 268 464 CG 019 023 Protecting America's Aged, Children, and Poor. Multi-Generational Needs; Multi-Generational Solutions. A Public Forum Presented by the Chairman of the Select Committee on Aging. House of Representatives, Ninety-Ninth Congress, Second Session, in conjunction with the Annual Meeting of the American Public Health Association. Congress of the U.S., Washington, D.C. House Se lect Committee on Aging. Report No.-House-Comm-Pub-99-540 Pub Date Feb 86 Note-63p. Pub Type-- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Budgeting, Children, *Disadvan taged, *Family Problems, Family Relationship, *Financial Problems, Government Role, *Health Needs, *Older Adults, Poverty, Public Health, Retrenchment Identifiers—Caregivers, Congress 99th, *Gramm Rudman Hollings Balanced Budget Amendment This document contains materials from a Congressional public forum which focused on multigenerational approaches to the health and economic problems of Americans. Introductory remarks are included from Fernando Torres-Gil, staff director of the House Select Committee on Aging; Victor Sidel, president of the American Public Health Association (APHA); and Pearl German, chairwoman of the APHA Gerontological Health Section. Anne Brushwood describes her experience of working to support her family while being the primary caregiver for three ailing relatives, and suggests ways of lessening the burden of care for families. Rosalie Kane, a University of Minnesota professor, discusses the interdependency of the aged and their families; the difficulties faced by families caring for a dependent elder; the impact of Medicare and Medicaid policies on the aged and their families; and priorities for reform. Jacob Clayman, chairman of the Leadership Council of Aging Organizations and president of the National Council of Senior Citizens describes how the health and financial needs of all Americans are interlocked and how actual budget cuts and those proposed under the
ED 268 461 CG 019 020 Fein, Edith And Others Setting the Stage for Use of Results by Practitio ners and Policymakers. Spons Agency-Department of Health and Human Services, Washington, D.C. Pub Date — [86] Grant-90-CW-0721 Note-13p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage.Page 7
(New Orleans, LA, November 22-26, 1985). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Age Differences, *Family Relation ship, *Generation Gap, *Grandchildren, *Grandparents, Parent Child Relationship, *Parents Identifiers—*Intergenerational Analysis Most American families consist of three or more generations. This study analyzes intergenerational relationships over time. In the past these relationships have been characterized in terms of a generation gap. In regard to this gap, this study seeks to compare and contrast perceptions of generational relations among grandparents, parents, and children; analyze how these perceptions change over time; and examine around what issues family members perceive generational conflict. Data for the analysis were part of a larger longitudinal study of three generation families over a period of time. Responses to a question about perceived gaps between generations were analyzed. Systematic differences between generations in their perceptions of the generation gap within the family were found. Grandparents saw less conflict within their families than did either children or grandchildren. Grandchildren reported the greatest distance between themselves and other family members. Qualitative responses reflected intergenerational disagreements over the meaning of work and finances. (ABL) ED 268 453 CG 019 012 Stewart, Krista J. Academic Consultation: Differences in Doctoral and Nondoctoral Training and Practice. Pub Date Aug 85 Note-15p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Consultants, Consultation Pro grams, *Counselor Training, *Doctoral Degrees, *Educational Psychology, Higher Education, *Relevance (Education), *School Psychologists Consultation describes a collaborative, indirect service that might address a variety of problems. The specific process used depends on the consultant's theoretical orientation. An academic consultation role has been proposed for the school psychologist in which he/she would function as an educational problem-solver who collaborates with teachers to make decisions regarding curriculum and educational program matters. Psychologists functioning in such a role would need skills in the process of consultation and would rely on educational psychology for content knowledge. This study evaluates whether or not school psychologists are trained in the process and content that would prepare them to do academic consultation and whether or not doctoral/nondoctoral differences exist in relevant training and actual practice. The results of a national survey of 151 training programs and 121 practitioners suggests that more doctoral than nondoctoral programs stress theory pertinent to academic consultation. Overall, however, few doctoral/nondoctoral differences in training and practice emerged. The results generally support the view that a number of training programs are not providing instruction in some of the areas basic to academic consultation. (Author/ABL) ED 268 454 CG 019 013 Chambless, Dianne L. Follow-Up Research on Agoraphobics. Pub Date —Nov 85 Note-11p.; Paper presented at the Annual Meet ing of the Association for Advancement of Behavior Therapy (Houston, TX, November 14-17, 1985) Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Anxiety, Counseling Effectiveness, Counseling Techniques, *Holistic Approach, Life Style, Maintenance, *Marriage Counseling, *Problem Solving, *Relaxation Training Identifiers–Agoraphobia, *Relapse In vivo exposure is the most commonly used and generally the most effective behavioral treatment for agoraphobia. Follow-up studies are difficult to interpret because additional treatment does not necessarily indicate relapse and non-treatment does not necessarily indicate non-relapse. Relapse rates are
difficult to estimate because of lack of consensus on the definition of relapse. Relapse factors include reliance on anti-depressant medication and such measures of personality and psychopathology as marital status, locus of control, social anxiety, depression, and early compliance with treatment. Other variables are work satisfaction, negative thinking, socioeconomic status, and frequency of panic attacks. Maintenance of agoraphobics has been shown to be enhanced through the use of the following techniques: (1) marital therapy for disstressed couples; (2) maintenance homework including exposure and applied relaxation; and (3) panic reduction, especially methods not using medication such as reducing marital conflict and increasing problem solving skills. Finally, agoraphobics need to be encouraged to adopt a healthy life style and to be self-nurturing. (ABL) ED 268 455 CG 019 014 Clark, W. Crawford Ferrer-Brechner, Theresa A Multidimensional Scaling (INDSCAL) Ap proach to Pain: Comparison of Cancer Patients and Healthy Volunteers. Spons Agency–National Inst. of Mental Health (DHHS), Rockville, MD. Pub Date Aug 85 Grant-MH30906-03; NIGM-26461 Note-15p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Affective Measures, *Cancer, *Mul tidimensional Scaling, *Sensory Experience, *Stimuli Identifiers—*Individual Differences Scaling, *Pain Multidimensional scaling (MDS) offers a rigorous approach to many problems in perception, emotion, personality, and cognition, where the stimuli are too complex to be quantified by other means. In these procedures similarity ratings of the stimulus objects are modeled as points in multidimensional space, such that perceived similarity is represented by spatial proximity. The stimulus objects may be physical stimuli or words describing qualities of pain. In this study, Individual Differences Scaling (ÎNDSCAL) was used to examine the dimensions of pain obtained from similarity judgments made to verbal descriptors of global pain by 16 patients suffering cancer-related pain and by 16 healthy volunteers. The INDSCAL analysis yielded similar two-dimensional solutions for both groups. The major dimension was magnitude of sensory pain: mild pain to intense pain. The second dimension, pain qualities, contained two components: a somatosensory attribute (e.g., burning) and an unpleasant affect attribute (e.g., miserable). The two groups differed in where they located certain descriptors in the space. For example, mild pain was more emotion laden for the cancer patients, but more of a somatosensory sensation for the healthy volunteers. Although much work remains to be done with a wider range of descriptors, it is clear that MDS procedures such as INDSCAL, have much to offer in the investigation of pain and other complex stimuli. (Author/ABL)
Questionnaire measures 17 sensations experienced during panic or high anxiety. These questionnaires were tested in 78 agoraphobics with panic attacks and 197 patients with other disorders including social phobia, generalized anxiety disorder, panic disorder, obsessive-compulsive disorder, and dysthmic and major depressive disorder. Additional data came from 23 normal subjects. Agoraphobics scored significantly higher on the Body Sensations Questionnaire and Agoraphobic Cognitions Questionnaire than did other subjects. Fear of fear may be related to treatment outcome for agoraphobic patients and imaginal exposure may be important in addressing fear of fear. (ABL) ED 268 457 CG 019 016 Felsman, J. Kirk Abandoned Children Reconsidered: Prevention, Social Policy and the Trouble with Sympath Pub Date 29 Apr 85 Note-17p.; Paper presented at the International Conference on Prevention, University of Mon treal, Canada, April 29, 1985. Pub Type - Opinion Papers (120) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adolescents, Child Advocacy, *Children, *Developing Nations, *Empathy, *Homeless People, *Policy Formation, Public Policy, Research Utilization, *Social Action The dimensions of the social problem of street children in developing countries is being recognized and the need for social action is being addressed. The tone of recent policy papers, however, is one of sympathy rather than of empathy. This sympathetic stance is prone to distortion and misrepresentation and may result in social action which is shortsighted and counterproductive. The failure to achieve empathic understanding of street children has resulted in a focus on weakness and pathology, ignoring the signs of strength and resiliency these children also possess. The sympathetic posture of recent policy papers has falsely assumed a great deal of knowledge about street children. Misconceptions exist in the definitions of street children, in the language and perspective applied to street children, and in the etiology of the condition of street children. Overcoming the lack of knowledge about the problem of street children is fundamental to informed social policy. Advocacy and applied research both play important roles in social policy formation, but reasonable distinctions between the two must be maintained. Policymakers must rely on researchers, clinicians, and advocates alike to inform policy formulation, while recognizing that the approach of each requires careful scrutiny. (NB) ED 268 458 CG 019 017 Felsman, J. Kirk Street Children: A Selected Bibliography, Pub Date-Dec 85 Note-21p. Pub Type-- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adolescents, *Children, Films, *History, *Homeless People, *Latin Americans, *Literature, *Research This document contains a bibliography of books, articles, and films which deal with the phenomenon of street children. The citations in this bibliography came from a literature search of several sources and from personal contacts with individuals who work with street children. Historical references, drawn primarily from North American and European sources, are included to provide some perspective and context for contemporary fieldworkers and researchers. This bibliography is intended as an experience-sharing resource for individuals who are working on behalf of street children and also as a resource for clinicians and academic researchers who are giving their attention to street children. Because of research conducted in Latin America, the bibliography contains references in both English and Spanish. A few references are included on street children in Asia. English language citations include 58 historical, 81 contemporary, and 7 literary references. Spanish and other language citations include 29 contemporary references and 1 literary reference. The bibliography concludes with a list of 11 references to films. (NB) ED 268 459 CG 019 018 Ringuette, Eugene L. Relationships between Cognition and Affect in Depressed Outpatients.
ED 268 456 CG 019 015 Chambless, Dianne L. Fear of Fear and the Anxiety Disorders. Pub Date—Nov 85 Note9p.; Paper presented at the Annual Conven tion of the Association for Advancement of Behavior Therapy (Houston, TX, November 14-17, 1985) Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Anxiety, Counseling Effectiveness, *Counseling Techniques, *Fear, *Psychological Testing, Tests The fear of fear present in agoraphobics can be broken down into a fear of the body sensations associated with the panic attacks that plague agoraphobics and maladaptive thoughts about the possible consequences of panic. In a retrospective examination of clinical files, 32 agoraphobic patients were compared to 36 patients with simple social phobias. Fear of fear was more often reported by the therapist for agoraphobics than for the other phobics. Two self-reporting measures were developed. The Agoraphobic Cognitions Questionnaire measures 14 maladaptive cognitions and the Body Sensations
competence to attractive females than females attributed to attractive males. This sex difference was minimal when behaviorally influenced attractiveness ratings were employed. These findings highlight the importance of considering the sex of the rater and ratee and the manner in which attractiveness ratings are obtained in studying the beauty-good relationship. (Author/NB) ED 268 446 CG 019 005 Seltzer, Mildred M. Teaching the Psychology of Aging: A Life-Span Perspective. Pub Date—25 Aug 85 Note-9p.; Paper presented at the Annual Conven tion of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Age Differences, * Aging (Individu als), Change, * Developmental Psychology, *Indi vidual Differences, *Teaching Methods Identifiers—*Life Span Development There is a vast body of literature devoted to an examination of life-span development. Several authors have described the characteristics of the life-span approach and have distinguished it from more traditional forms of psychology. Emphasis has been placed on the multidirectional and multidimensional nature of development and change, as well as on the multicausality of behaviors. The life-span approach has been characterized as focusing on basic issues in life-span developmental psychology, such as methodology and research design, cross-cultural and longitudinal studies, age-stage phenomena, and stability and change. In addition, this approach uses age divisions from infancy through late adulthood and emphasizes the developmental areas of physiology, cognition, language, perception, sex roles, and personality. The life-span approach brings a multidisciplinary perspective in its focus on different life stages with emphasis on change and continuity. This approach encapsulates a psychology of aging. When used in teaching a psychology of aging course, the life-span approach permits students to examine the complexities of development, to learn that there are no simple answers to complex questions, and to take responsibility for creating their futures. Such a perspective, while often difficult to communicate in teaching, is appropriate for the intellectually curious and for those able to live with ambiguity and uncertainty. (NB) ED 268 447 CG 019 006 Henderson, Cheryl Brown High Tech High Touch: A Statewide Approach to Career Guidance. Kansas State Dept. of Education, Topeka. Voca tional Education and Postsecondary Div. Pub Date-Mar 86 Note-8p.; Paper presented at the International Conference on Careers (Miami, FL, March 26-28, 1986). Pub Type-Reports - General (140) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Career Counseling, *Career Guid ance, Counselor Attitudes, *Counselor Educators, *Counselor Role, *High Schools, *Research and Development, School Counseling, School Counselors, State Aid, Student Attitudes, *Stu dent Needs Identifiers—*Kansas Recently, the need for increased career guidance and counseling services for high school students has been recognized. A major long-term commitment by school guidance programs must be made to assist students in setting career goals, planning education and work experience around those goals, developing effective work habits and interpersonal skills, and successfully completing their high school program. The Vocational Education Section of the Kansas State Department of Education has been gathering data and funding research activities on Kansas high school students, counselors, and counselor educators in order to determine how to strengthen vocational guidance and counseling. Results from a 1980 study revealed that: (1) secondary school guidance counselors had unclear role definitions; (2) the students, counselors, and counselor educators thought that more time was needed for counselors to be involved in vocational and career guidance activities with individuals and small groups; and (3) counselors wanted state leadership to support their efforts through workshops and technical and finan
cial assistance. Other projects in Kansas involved inservices for counselors, surveys of students to identify their needs, and the use of the Career Planning Program. Through the continued cooperation of the state, counselors, and counselor educators, further progress in assisting students through career guidance appears feasible. An occasional report, “Career Planning for Secondary Students," by C. Henderson, is attached. (NB) ED 268 448 CG 019 007 Scott, Shirley A. King, Jeanne C. Perceived Spousal Support for Women Who Re turn to College. Pub Date-[85] Note—21p.; Revision of a paper presented at the Annual Convention of the American Psychological Association (Los Angeles, CA, August 23-27, 1985). Pub Type-Reports - Research (143) - Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, Family Attitudes, Family Problems, *Family Relationship, *Females, Higher Education, Marital Satisfaction, Marriage, Married Students, Nontraditional Students, Reentry Students, Role Conflict, *Social Support Groups, *Spouses Increasing numbers of women are returning to college following an interruption of their education. Role strain is a common experience of these women. Most studies of role strain and family support among returning women have relied on the women's self-reports. A study was conducted using manipulated descriptions of family environments which were evaluated by 86 husbands of returning students. The results revealed that participants indicated greater support for the wife's education when she continued to meet all or part of her family's needs than when she neglected them. Further, husbands believed the woman who fit the "SuperMom” stereotype was more likely to obtain an advanced degree. The husband was perceived to experience greater stress when his wife neglected her household responsibilities and when she reneged on her commitment to spend time with him. Participants also perceived the wife who neglected her family to be under more stress, possibly because they believed she should feel guilty. The results imply that a returning woman earns support for her education by continuing to meet her family's and husband's needs. (Author/ABL) ED 268 449 CG 019 008 Sulzer-Azaroff, Beth Behavior Analysis and Education: Crowning Achievements and Crying Needs. Pub Date [85] Note33p. Pub Type Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Behavioral Objectives, Educational Improvement, Elementary Secondary Education, *Learning Strategies, *Learning Theories, Postsecondary Education Identifiers Behavior Analysis Behavior analysis has contributed dramatically toward educational improvement. It has helped to produce impressive increases in rates and durability of simple and complex learning among students with widely disparate capabilities and levels of preparation. Behavior analysis has demonstrated that: (1) everyone can learn; (2) complex skills can be taught; (3) precise, general, and durable performance can be taught; (4) behavioral instruction can be cost effective; and (5) barriers to learning can be overcome. It has discovered ways to remove barriers to learning, such as inadequate student preparation or interfering behaviors. Its methodological rigor and the generality of its findings lend further support to the value of behavioral analysis for education. Nevertheless, many areas of concern remain to be addressed. Among others, these include the need for increased emphasis on both basic and applied research on learning and retention, and methods for promoting dissemination and utilization of effective behavioral instructional strategies. There may be several factors currently preventing the wide acceptance of behavioral methods. Many educators are unaware of or misinformed about the advantages of behavioral strategies. Even those who are aware of the benefits of behavioral strategies may lack the skill to implement them successfully. In addition, current contingencies impede or fail to support implementation of behavioral methods. Procedures are needed to inform educators about behavioral strate
gies, to shape behavioral skills, and to identify and manage various impediments and supports. An 11-page reference list is appended. (Author/NB) ED 268 450 CG 019 009 Steil , Janice M. Turetsky, Beth Marital Influence Levels and Psychological Symp tomatology: Are There Psychic Costs to Ineq uity? Pub Date Apr 85 Note-21p.; Paper presented at the Annual Meet ing of the Eastern Psychological Association (Boston, MA, March 21-24, 1985). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Dual Career Family, Employed Women, *Individual Power, *Marital Satisfaction, Marriage, *Mothers, *Sex Differences, Sex Role, Spouses, Stress Variables Identifiers—*Egalitarianism Previous research has shown that among married couples, housewives experience the highest levels of psychological distress, employed husbands the least, and employed wives experience levels of stress somewhere in between. This study examines whether employed wives' symptomatology can be explained by the extent of their influence within the marriage relative to that of their husbands. Questionnaires which independently assessed husband's and wife's stresses were completed by 815 dual career couples. Questions measured educational and employment demographics, family and career satisfaction, allocation of domestic and decision making responsibilities, mental health symptomatology, and achievement concerns. Eighty-four percent of the subjects reported equal or almost equal relationships. For the most part, the more egalitarian the marriage, the greater was the wife's satisfaction with the marriage and the lower was her symptomatology. The exception to this was the finding that the greater the husband's responsibility for household tasks, the higher the level of the wife's symptomatology. Mothers tended to have less egalitarian marriages than wives without children. (ABL) ED 268 451 CG 019 010 Bleuer, Jeanne Walz, Garry R. Guide to Developing a Computer Enhanced Coun seling Program. ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date 85 Contract—400-83-0014 Note—136p.; Appendix C (computer search) con tains small print. Available from-ERIC/CAPS, 2108 School of Ed ucation, University of Michigan, Ann Arbor, MI 48109-1259 ($5.00). Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) – Guides Non-Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors Computer Assisted Testing, *Com puters, Computer Software, *Counseling, Counseling Services, *Counseling Techniques, Counselors, *Program Guides This document is a guide for computer enhanced counseling program development. An introductory overview on counselors and computers focuses on the use of microcomputers, the use of computers in test scoring and recordkeeping, and computer-assisted career guidance systems. Other chapters include the following: (1) Becoming a Computer Literate Counselor; (2) Designing a Computer Enhanced Counseling Program; (3) Locating Resources; (4) Putting Your Plan into Action; (5) Preparing for Accountability; (6) Sharing Ideas and Resources; and (7) Generalizations about Counseling and Computers. Appendices include a list of recommended resources, sample exercises in the BASIC computers language, an ERIC computer search, an ERIC reproduction release form, and a CAPS:HITECH electronic network application form. (ABL) ED 268 452 CG 019 011 Passuth, Patricia M. And Others Mapping the Gap: A Study of Intergenerational Perceptions. Pub Date [85] Note34p.; Paper presented at the Annual Meet ing of the Gerontological Society of America
tion in combating violence, the role of alcohol and drugs in violence, and the role of television in desensitizing the public to violence. Other witnesses include chairpersons of different sections of the Surgeon General's workshop. Lee Ann Hoff presents recommendations for the evaluation and treatment of victims of rape, Jean Goodwin examines the issue of child sexual abuse, and Douglas Sargent discusses the prevention of child abuse. Anne H. Flitcraft reports on the prevention of spouse abuse, Jordan I. Kosberg examines the issue of elder abuse, and John Waller discusses recommendations for the prevention of assault and homicide. Also included is à research study on knowledge and management strategies in incest cases which reports results of a survey of 108 physicians, psychologists, and family counselors. (NB)
ED 268 440 CG 018 999 Child Victims of Exploitation. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, Ninety-Ninth Congress, First Session (October 31, 1985). Congress of the U.S., Washington, DC. House Se lect Committee on Children, Youth, and Families. Pub Date-86 Note-170p.; Portions contain small print. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC07 Plus Postage. Descriptors—*Adolescents, *Child Abuse, *Chil dren, Crime Prevention, Hearings, *Pornogra phy, *Sexual Abuse, Victims of Crime Identifiers-Congress 99th This document contains witness testimonies and prepared statements from the Congressional hearing called to examine the plight of child victims of exploitation. The opening statement by Congresswoman Boggs outlines federal legislation and Congressional action regarding the exploitation of children. Representative McCain discusses legislation he has introduced which deals with child pornography. Kenneth V. Lanning, a special agent from the Behavioral Science Unit of the Federal Bureau of Investigation's Training Division, provides information concerning the law enforcement perspective of the problem of child victims of exploitation. Victoria Wagner, the executive director of the Seattle Youth and Community Services describes some of the youth who use her organization's services, how they get on the street, and what happens to them. Michael Jupp, executive director of Defense for Children International-U.S.A., discusses the commercial sexual exploitation of children. Thomas Berg, the director of clinical services with the Chesapeake Institute speaks to the perspective of the clinical or therapeutic side of the issue. Bruce Taylor, from the Citizens for Decency Through Law suggests ways to help solve the problem of child exploitation. Steven Finkelberg, a detective from the Washington, DC Metropolitan Police Department discusses his own experience in the ways children and young adolescents can be exploited for criminal purposes and what measures can be used to address the problem. Prepared statements from witnesses and committee members, letters, and supplemental materials appear throughout the text. (NB) ED 268 441 CG 019 000 Dokecki, Paul R. Public and Private Responsibility for Mental Health: Mental Health's Fourth Revolution. Pub Date—26 Aug 85 Note-17p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type - Opinion Papers (120) Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—*Deinstitutionalization (of Disabled), *Mental Health, *Mental Health Programs, *Pri vate Agencies, *Public Health, Responsibility Identifiers—*Private Sector Three revolutions in the history of mental health were identified by Nicholas Hobbs: the humane revolution, the scientific and therapeutic revolution, and the public health revolution. The shift of responsibilities for mental health and substance abuse services from the public to the private sector may constitute a fourth mental health revolution. The public-private issue can be viewed from two historical vantage points: developments in American med
icine and specific developments within mental health. The reprivatization of medical care in America involves a change in type of ownership and control; horizontal integration; diversification and corporate restructuring; vertical integration; and industry concentration. In the field of mental health, recent developments have been toward reprivatization and deinstitutionalization. There are differing views on what values will be emphasized as a result of the reprivatization of mental health, but the reassessment of public and private responsibility should be pursued within the context of history. The sense of realism and caution that history demands should prevail as the public interest in mental health is sought. (NB) ED 268 442 CG 019 001 Bolla-Wilson, Karen Bleecker, Margit L. Memory and Aging in a Cross Sectional Analysis. Pub Date [Nov 85] Note-23p.; Paper presented at the Annual Scien tific Meeting of the Gerontological Society (38th, New Orleans, LA, November 22-26, 1985). Pub Type-Reports - Research (143) — Speeches/- Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail- able from EDRS. Descriptors-Age Differences, *Aging (Individu als), *Cognitive Measurement, *Memory, *Sex Differences, *Test Validity, *Verbal Ability Identifiers—*Rey Auditory Verbal Learning Test Although the accuracy of the diagnosis of cognitive impairment in the elderly depends on the appropriateness of the norms for the neuropsychological tests used, the importance of examining health status, native intelligence, and gender when attempting to describe cognitive changes of aging has received little attention. The Rey Auditory Verbal Learning Test (RAVLT) is one widely used instrument for assessing memory dysfunction. The effects of age, education, verbal intelligence, and gender on the RAVLT were investigated in 114 healthy volunteers between the ages of 40 and 84 years. Subjects completed the RAVLT as part of a comprehensive neuropsychological evaluation. The vocabulary subtest from the Wechsler Adult Intelligence Scale was also administered. The results revealed that, in the best fitting regression model, verbal intelligence and gender accounted for a significant proportion of the variance in performance on every learning trial of the RAVLT. Age was only related to performance on the first two trials and education was not related to performance. Higher verbal intelligence was associated with better performance, and women consistently performed better than men. These results suggest that many tests reported to demonstrate an aging effect may actually only be reflecting heterogeneity in verbal intelligence and gender differences in the population studied. (Author/NB) ED 268 443 CG 019 002 Smith, Thomas E. Multi-Dimensional Therapeutic Intervention for Problemed Youth. Pub Date-Feb 86 Note-15p.; Best copy available. Pub Type- Reports - General (140) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adolescents, Child Abuse, *Counsel ing Techniques, Crisis Intervention, Decision Making, Group Counseling, Individual Counseling, *Residential Programs, *Sexual Abuse, *Therapeutic Environment, Victims of Crime, *Youth Programs Identifiers—*Behavior Management, *Multidimen sional Approach This report recognizes the problems faced by community-based placement as a result of deinstitutionalization of clients from rehabilitation and treatment centers for youth, and offers an alternative approach for serving these youth. The program described involves specialists in residential placement working with specialists in education/therapy work to provide a meaningful living and learning environment for youth. The Clearwater Youth Center/ Fresh Start School at Eagle River, Wisconsin, is depicted as offering an intensive therapeutic milieu living and learning placement for youth who have been sexually abused and/or exploited. The three main components of the program are explained and the three basic goals of the whole placement sequence at Fresh Start are listed. A figure illustrating the eight dimensions of the program of therapeutic intervention at Fresh Start is followed by a discussion of each of the eight dimensions: (1) individual
counseling; (2) one-to-one supportive relationships; (3) group counseling; (4) family meetings; (5) crisis intervention counseling; (6) behavior management systems; (7) consensus decision making groups; and (8) outdoor therapy. This multi-dimensional program of therapeutic intervention is advocated as a way of enhancing the growth, development, and adjustment of all youth-in-placement. (NB) ED 268 444 CG 019 003 Bachman, Jerald G. From “Youth in Transition” to “Monitoring the Future”: A Tale of Two Longitudinal Studies of Youth in the United States. Pub Date-17 Apr 86 Note-13p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Figures may be marginally reproducible due to small print. Pub Type-- Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adolescents, *Dropout Research, *Drug Use, Followup Studies, High Schools, *High School Seniors, *Longitudinal Studies, *Research Design, Research Methodology, *Trend Analysis, Young Adults This paper uses a case history approach to present the evolution of two longitudinal studies, Youth in Transition, which involved 8 years of data collection (1966-1974) and Monitoring the Future, for which data collection began in 1975 and continues in the present. The Youth in Transition project is described as a study of the causes and consequences of dropping out of high school. Five key decisions about research design made during the program planning phase are discussed. Expansions of the project over an 8-year period are explained. It is noted that the Youth in Transition study laid the groundwork for the Monitorig the Future project and that the studies share similarities in content and methodology. Eight lessons which were learned from the Youth in Transition study and which affected plans for the Monitoring the Future project are listed. The Monitoring the Future project is described as an attempt to extend many of the trend analyses from the first study. Funding, initial data collection from 16,000 seniors in 125 high schools, and follow-up data collections are briefly presented. It is noted that one important product of this project has been extensive descriptive reporting of drug use levels and trends among high school seniors. A continuation of the collection, analysis, and reporting of these data is recommended, especially since the lengthening span of time makes the analyses richer with each new year of data collection. (NB) ED 268 445 CG 019 004 Schneider, Paul A. And Others Sex as a Moderator of the Beauty-Good Relation ship. Pub Date[83] Note-17p.; Paper presented at the Annual Con vention of the American Association for Counseling and Development (Los Angeles, CA, April 20-23, 1986) Pub Type-Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Students, Higher Education, Interpersonal Communication, *Interpersonal Competence, *Measurement Techniques, *Rat ing Scales, *Sex Differences, Time Identifiers—*Conversation, *Physical Attractive ness The relationship between physical attractiveness and social competence is complex. A study was undertaken to assess the relationship between ratings of physical attractiveness and ratings of conversational skill. Sixty male and 60 female undergraduates viewed tapes depicting 18 heterosocial interactions. Subjects were asked to rate physical attractiveness, social competency, and their desire to date” for each member of the opposite sex depicted on the tapes. One group of raters based their ratings on a brief 5-second exposure, while the remaining raters viewed the entire 3-minute interaction before rating attractiveness. The results indicated that for females' ratings of male attractiveness there was a significant stimulus subject by rating condition interaction. Socially competent males were deemed more attrative provided they were seen in action. Males' ratings of female attractiveness were relatively independent of rating condition. Overall, males attributed higher levels of social
Alcohol and Drug Abuse Curriculum Guides for Pediatrics Faculty: Health Professions Educa tion Curriculum Resources Series, Medicine 4. National Inst. on Alcohol Abuse and Alcoholism (DHHS), Rockville, Md. Report No.-DHHS-ADM-85-1367 Pub Date-85 Note—117p.; For a related document, see ED 241 837. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Adolescents, Alcoholic Beverages, * Alcoholism, Children, Curriculum Guides, Drinking, *Drug Abuse, Higher Education, Marijuana, *Medical School Faculty, Medical Students, *Pediatrics This document provides two separate curriculum guides for pediatrics faculty to use in teaching medical students. The first section contains the alcohol abuse curriculum guide; the second section contains the drug abuse curriculum guide. The drug abuse guide concentrates on cannabis as a paradigm for all nonalcoholic drugs of abuse. Each guide includes an introduction and five chapters. Chapter 1 of each guide lists curriculum goals and objectives. Chapter 2 examines the pediatrician's role in the curriculum, focusing on subject matter, clinical skills, and attitude. Chapter 3 looks at several areas of core subject matter: history; epidemiology; definitions; biochemical, pharmacological, and physiological effects of alcohol (cannabis); psychological effects of alcohol (cannabis); psychological factors; and treatment. The alcohol abuse curriculum also contains a section on patterns of alcohol use in children and adolescents. Chapter 4 focuses on related drug issues. For the alcohol abuse curriculum, these issues include combined alcohol-polydrug use, management of acute intoxication and untoward reaction, the pregnant adolescent drinker, the fetal alcohol syndrome, and children of alcoholic parents. For the drug abuse curriculum, issues include multiple drug use, fetal drug syndromes, the drug-abusing mother, and management of untoward reactions and overdosage. Chapter 5 considers the problem of the student drinker (drug user). Both curricula conclude with several pages of references and appendices containing Attitudes and Opinions Questionnaires for students and annotated lists of curriculum material. (NB) ED 268 435 CG 018 994 Price, Reese E. A Delineation of Epistemic Possibilities in Expla nations of Cognitive Development. Pub Date—Aug 85 Note-38p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Behavior Theories, *Cognitive De velopment, *Cognitive Processes, * Epistemology, *Learning Theories, *Psychology Several epistemic formulations have been advanced to explain cognitive development. Many writers have divided the field of psychology into three basic underlying models: the mechanistic, organismic, and dialectic models. An examination of epistemic positions reveals five broadly defined positions on how behavior develops within a given organism. In position I, one can adhere to the notion that behavior and/or knowledge is innately inset. Within this position are the organismic viewpoints of Leibnitz, Gesell, and Descartes. In position II, the organizational elements necessary to a particular behavioral development are seen as either innately inset or as developing along epigenetic guidelines, while particular content displayed is seen as resulting from interaction with the external environment. Within position II are the organismic views of Kant and Piaget. Position III arises within the dialectical paradigm of Hegel and holds that factors intrinsic and extrinsic to the organism are necessary both to the organization and content of knowledge. Position IV, in the dialectical paradigm of Marx, holds that an active organism both generates changes in the structure and organization of the external environment and derives organization and content of its intellect from external sources. In position V, both form and content of behavior are derived passively from external sources, with some account being taken of the material realities as causal in the organism. This mechanistic view is found in more radical forms of behaviorism. (NB)
ED 268 436 CG 018 995 Lerman, Hannah From Freud to Feminist Personality Theory: Get ting Here from There. Pub Date—Aug 85 Note-35p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Developmental Psychology, *Evalu ation Criteria, *Feminism, *Individual Develop ment, *Psychiatry, Theories Identifiers—*Freud (Sigmund) Neither Freud's original theories nor modern revisions of psychoanalytic theory serve women well. Because assumptions about the inherent inferiority of women are embedded at the core of the structure of psychoanalytic theory, the theory cannot be adequately revised for women. A new theory is needed which would serve women's interests better. Certain meta-assumptions which a feminist personality theory would likely include can provide a set of criteria by which a woman-based theory of personality and personality development could be evaluated. Such a theory should: (1) have clinical usefulness; (2) encompass the diversity and complexity of women and their lives; (3) view women positively and centrally; (4) arise from women's experiences; (5) remain close to the data of experience; (6) recognize that the internal world is inextricably intertwined with the external world; (7) not confine concepts by particularistic terminology or in terms of other theories; and (8) support feminist (or at least non-sexist) modes of psychotherapy. These criteria can be used to evaluate Freudian theory, contemporary psychoanalytic theory, and the theories of many feminists. Based on these criteria, Freudian psychoanalytic theory fails to meet the prerequisites for a feminist theory of personality. The feminist viewpoints of Nancy Chodorow, Jean Baker Miller, Luise Eichenbaum, Suzy Orbach, and Miriam Greenspan can all be evaluated by these criteria. It is difficult to develop a fully formed perspective on the psychological development of women that is psychodynamically based but which does not use psychoanalytic concepts, but it can and is being done. (NB)
ED 268 438 CG 018 997 Private Sector Initiatives Regarding Missing Chil dren. Hearing before the Subcommittee on Juvenile Justice of the Committee on the Judiciary. United States Senate, Ninety-Ninth Congress, First Session on the issue of Missing Children: Runaways, Parental Abduction, and Kidnaping; and the Responses of the Private Sector to This Problem (May 22, 1985). Congress of the U.S., Washington, D.C. Senate Committee on the Judiciary. Report No.-Senate-Hrg-99-425 Pub Date86 Note—78p.; Serial No. J-99-26. Some pages contain small print. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adolescents, *Children, Child Wel fare, Federal Legislation, Hearings, *Information Dissemination, *Mass Media, *Publicity, Run aways, Television, *Victims of Crime Identifiers-Congress 99th, Kidnapping, *Missing Persons, *Private Sector This document contains witness testimonies and prepared statements from the Congressional hearing called to examine the issue of missing children and the initiatives taken by the private sector to help locate these children and return them to their homes. Opening statements by Senators Specter, Simon, McConnell, Metzenbaum, and Denton discuss federal legislation related to missing children and cite examples of private sector efforts. Witnesses include Jay Howell, the executive director of the National Center for Missing and Exploited Children; Ray Timothy, an official from the National Broadcasting Company; and Therese Rocco from the Pittsburgh Police Department. Also included are testimonies from three executives from the private sector who have assisted in the location of missing children. Executives from Wawa, Inc., Trailways Corporation, and V.G. Reed and Sons Printing describe the efforts of their companies in the area of locating missing children. Witnesses describe the nature of the missing children problem, the progress which has been made nationally, and efforts by the private sector whereby missing children's pictures have been put on milk cartons and posters in an effort to locate these children. Also discussed are some problems which have resulted from this focus of attention on missing children, such as the activities of charlatans and fraud artists who exploit the parents of missing children. Materials submitted for the record appear throughout the text and other relevant materials are appended. (NB) ED 268 439 CG 018 998 Domestic Violence and Public Health. Hearing before the Subcommittee on Children, Family, Drugs and Alcoholism of the Committee on Labor and Human Resources. United States Senate, Ninety-Ninth Congress, First Session on Examination of Recommendations Proposed to Help Victims of Domestic Violence Resulting from Health-Related Crimes (October 30, 1985). Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-Senate-Hrg-99-443 Pub Date-86 Note-102p.; Some pages contain small print. Pub Type Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Battered Women, *Child Abuse, *Elder Abuse, *Family Violence, Hearings, Prevention, *Public Health, *Sexual Abuse, Victims of Crime Identifiers-Congress 99th, Homicide This document contains witness testimonies from the Congressional hearing called to examine the issue of domestic violence and public health. Senator Hawkins' opening statement recognizes the work of Surgeon General C. Everett Koop in organizing a workshop of over 150 experts in the public health field to examine the problem of domestic violence. Dr. Koop's testimony reports the results of the Surgeon General's Workshop on Violence and Public Health. Recommendations from the working groups at the workshop are included for prevention and for evaluation and the treatment of victims in the areas of assault and homicide, child abuse, child sexual abuse, elder abuse, rape and sexual assault, and spouse abuse. Koop also discusses the role of educa
ED 268 437 CG 018 996 Compilation of the Juvenile Justice and Delin quency Prevention Act of 1974 as Amended through September 30, 1985. Prepared for Use by the Committee on Education and Labor. House of Representatives, Ninety-Ninth Con gress, Second Session. Congress of the U.S., Washington, D.C. House Committee on Education and Labor. Pub Date—1 Jan 86 Note-58p.; Serial No. 99-J. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adolescents, *Delinquency Preven tion, *Federal Aid, *Federal Legislation, *Runaways, *State Programs Identifiers-Congress 99th, *Juvenile Justice De linquency Prevention Act 1974 This document contains a compilation reflecting amendments made to the Juvenile Justice and Delinquency Prevention Act of 1974 by the Fiscal Year Adjustment Act; the Crime Control Act of 1976; the Juvenile Justice Amendments of 1977 and 1980; and the Juvenile Justice, Runaway Youth, and Missing Children's Act Amendments of 1984. Title I of this compilation presents findings, a declaration of purpose, and definitions. Title II looks at Juvenile Justice and Delinquency Prevention by examining: (1) the Juvenile Justice and Delinquency Prevention Office; (2) federal assistance for state and local programs; (3) the National Institute for Juvenile Justice and Delinquency Prevention; and (4) administrative provisions. Title III, Runaway and Homeless Youth, discusses the Grants Program, records, and the authorization of appropriations. Title IV, Missing Children, describes findings, duties and functions of the administrator, the advisory board, grants, criteria for grants, and authorization of appropriations. Related provisions of law included in this document are the Juvenile Justice Amendments of 1980 and Chapters 319 (National Institute of Corrections) and 403 (Juvenile Delinquency) of Title 18, United States Code. (NB)
Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Critical Thinking, *Curriculum Guides, *Decision Making Skills, Individual Power, *Obedience, Secondary Education, Sec ondary School Students, *Student Development Identifiers—*Authority This document is a curriculum guide on obedience to authority based on the assumption that informed, educated, thoughtful individuals are more likely to make intelligent decisions regarding obedience or disobedience to authority figures' requests than are uninformed individuals. The intent of this curriculum is to expose students to a small number of the variables that influence obedience to authority in the hope that this exposure will help them make intelligent decisions regarding obedience or disobedience to authority. Seven goals are described: (1) expose students to real life examples of obedience to authority; (2) expose students to experimental research on obedience to authority; (3) help students develop the capacity to think critically about authority; (4) help students recognize consequences of obedience to malevolent authority; (5) help students discriminate between just and unjust requests; (6) help students develop philosophies of obedience to authority; and (7) help students make intelligent decisions about obedience. Learning objectives, activities, and assignments are provided for each of the 6 days of the curriculum. Appendices include comprehension guides and a cause and exfect pattern guide to the texts used in the curriculum; the in-class final examination; and an instruction sheet for a take-home personal philosophy paper. (ABL) ED 268 428 CG 018 987 Sears, Robert R. Fantasy and Reality in Mark Twain's Aggression. Pub Date—25 Aug 85 Note-13p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Aggression, Competition, *Fantasy, *Letters (Correspondence), *Literature, *Psycho logical Patterns Identifiers—*Biographical Analysis, *Twain (Mark) Psychoanalysis, a favorite method for studying personality and motivation, cannot be used on the dead. Instead, biographical analysis must be employed. This study examines Mark Twain's aggression by analyzing his writings, social behavior, and environmental aspects of his life. In viewing Mark Twain's novels as representing fantasy, 17 categories of aggression are discernible. Mark Twain's letters to his wife, friends, and publishers may represent reality. Content analysis provides a quantitative measure of motivation of aggression. Three categories of motivation examined are self-aggression, moral outrage, and teasing. A comparison of Twain's fantasy and reality suggests that: (1) there is a dimension of overt versus non-overt aggression that provides a response hierarchy in which object-directed playful non-overt aggression is subordinate to serious overt aggression; (2) when the self is perceived as the frustrator, but there is constraint on the social expression of aggression, the aggression will be displaced in the form of self-aggressive fantasy; (3) when other persons or social institutions which have personal representatives are perceived as the frustrating agents, and there is serious constraint on social expression, the displacement will take the form, in fantasy, of moral outrage directed toward people in authority; and (4) when the frustrating circumstances are both implacable and relatively impersonal, constraint on expression of aggression will force its displacement into moral outrage and self-aggression in both fantasy and reality. (ABL) ED 268 429 CG 018 988 Heuser, James Paul The Problems and Needs of Juvenile Court Wards in Oregon. Oregon State Dept. of Justice, Salem. Crime Analy sis Center. Spons Agency-Marion County Family Court, Sa lem, OR. Pub Date—Oct 84 Note-106p.; Prepared under Marion County Agreement Number 3473. Pub Type— Reports • Descriptive (141)
Tests/Questionnaires (160) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Adolescents, *Individual Needs, *Juvenile Courts, *Needs Assessment, *Policy Formation, Problems, *Social Services IdentifiersOregon This document is an assessment of the service needs of one state's juvenile court wards written by a group of representatives of private and governmental agencies involved in working with children in the juvenile justice system. The group's goals were to generate accurate program and fiscal information about the juvenile justice and juvenile service systems in Oregon and to use this information to guide analyses of state policies and to develop policy recommendations. The document describes research design, sampling design, and census. Results of a needs assessment survey on a representative sample of juvenile court wards are discussed; questions investigated included the following: (1) characteristics of sample court wards; (2) problems in client profiles related to juvenile court status or referral history; (3) the child's past or present danger of abuse, neglect or exploitation; (4) treatment settings needed by the wards; (5) the need to remove a child from his own home; (6) needed services; and (7) other information availability. Suggested areas of future research conclude the report. The survey instruments are appended. (ABL) ED 268 430 CG 018 989 Heuser, James Paul Juveniles Arrested for Serious Felony Crimes in Oregon and "Remanded” to Adult Criminal Courts: A Statistical Study. Oregon State Dept. of Justice, Salem. Crime Analy sis Center. Spons Agency–Department of Justice, Washing ton, D.C. Bureau of Justice Statistics. Pub Date—Mar 85 Grant—83-BJ-CX-K420 Note76p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Adolescents, *Courts, Crime, *Criminals, *Delinquency, *Sentencing, Statisti cal Analysis, Youth Problems Identifiers—*Felony Cases, Oregon This document concerns the problem of juveniles arrested for or accused of serious criminal acts who are referred out of the juvenile justice system and into the adult criminal court system. The first section discusses the identification of the juvenile remand cases including their arrests, proportion of males, ethnic background, ages, and subsequent arrests. The second section discusses arrest dispositions and sentences and includes a comparison of juvenile and adult arrest outcomes, arrest disposition varying by type of charge or offense, probabilities of various sentences or penalties, and incarceration as part of the sentencing outcome. The last section discusses the research analysis of the identified juvenile remand cases including juveniles' place of residence, juvenile court involvement, most serious charge in prior juvenile court referrals, consequences of prior referrals, previous commitment to state training schools, factors involved in the decision to remand to adult system, and ages of remanded juveniles at earliest known juvenile court referral. Appendices include data forms and listing of key variables for arrests studied and tracked. (ABL) ED 268 431 CG 018 990 Manese, Jeanne E. And Others Needs and Perceptions of Female and Male Inter national Undergraduate Students. Research Report #10-84. Maryland Univ., College Park. Counseling Center. Pub Date— [84] Note—14p.; For related document, see CG 018 980. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Foreign Students, Higher Educa tion, *Sex Differences, Student Attitudes, *Student Needs, *Undergraduate Students The number of international students on college campuses is increasing rapidly. It has been projected that as many as one million such students will be attending United States colleges and universities by the turn of the century. Most research on international students has been descriptive, has focused on problem areas, and has studied these students in general. This study explores differences in the needs and perceptions between male and female interna
tional undergraduate students. Incoming international undergraduate students (N=96) attending a required fall orientation at the University of Maryland, College Park, completed a questionnaire on their background, perceptions, and needs. Subjects included students from Asia (54%), the Middle East (20%), Europe (10%), Latin America (5%), Africa (4%), and other (6%). To investigate sex differences, 43 items related to perceptions and 25 items related to career and academic needs were analyzed using multivariate analysis. The results revealed that females expected to have a harder time than most students at the university and that they were more easily discouraged than were males. Males were more likely than females to see themselves as leaders and males also viewed themselves as acting more strongly on things they believed in than females. Females expressed a greater need to talk to a counselor for career planning, and indicated greater needs for improving note taking and classroom speaking than males. These results have implications for both program planning and research concerning international students. (ABL) ED 268 432 CG 018 991 Pfeifer, Jerilyn K. Teenage Suicide: What Can the Schools Do? Fastback 234. Phi Delta Kappa Educational Foundation, Bloo mington, Ind. Pub Date86 Note-38p.; This fastback was sponsored by the Mid Cities/UTA Chapter of Phi Delta Kappa. Available from Phi Delta Kappa, Eighth and Un ion, Box 789, Bloomington, IN 47402 ($.75/copy; quantity discounts). Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Adolescents, Coping, Prevention, *School Role, Secondary Education, *Secondary School Curriculum, *Suicide, Youth Problems This document is a short summary of teenage suicide issues intended for use by teachers. Possible causes for teenage suicide are discussed, including: (1) chemical abuse; (2) unrealistic view of death; (3) the nuclear threat; (4) societal changes; (5) family changes; (6) lifestyle decisions; (7) academic pressures; and (8) the success code. Warning signs of potential suicide, a stress index for teenagers, and suggested measures for dealing with suicidal teenagers are discussed. Suggestions for a school curriculum which would prepare students to approach life with confidence are presented, including respecting life and people, coping and decision-making skills, and defining success as one's best effort. Resource agencies at national and community levıls are listed. References are included. (ABL) ED 268 433 CG 018 992 State Dropout Prevention Funds. Annual Report. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date-Apr 86 Note-46p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Dropout Prevention, Educational Finance, Financial Support, *Program Descriptions, *School District Spending, *State Aid, *State School District Relationship Identifiers—*North Carolina The purpose of this report is to identify the use of North Carolina's dropout prevention funds by local school systems and to define the types of services provided to students. Part I of the report contains a summary of funding by program type. A chart lists the total amount of funds obligated from state dropout prevention and other program sources to operate the different types of programs. Part II cortains charts which list the amount of funds obligated to date, the types of programs supported by the funds, and the numbers of students receiving services. Part III provides a summary of individual program types, including ojbectives, approaches, evaluation procedures, and implementation data. Information in this section was obtained from surveys completed by the state's 141 local school systems. The program types described include in-school suspension, job placement, alternative school, extended school day, high-risk counseling, academic remediation, transition programs, and other programs. The state dropout prevention funds annual report form is appended. (NB) ED 268 434 CG 018 993 Milman, Doris H. And Others Page 8
sources, *Family Structure, *Life Satisfaction, Parent Attitudes, *Quality of Life, Trend Analysis Studies conducted in the 1960s (Aldous and Hill, 1969) examining the quality of life in families based on their affective and financial resources identified the childbearing stage and the stage when adolescents were present as especially stressful periods. Findings from the 1978 Quality of American Life survey (Campbell and Converse, 1980) were compared with results from these earlier studies using analogous quality of life indicators and dividing subjects into seven life cycle stages: (1) newly established marriages (N=143); (2) childbearing families (N=221); (3) families with school-aged children (N=309); (4) families with adolescents (N=181); (5) families with young adult children (N=306); (6) postparental families (N=300); and (7) aging families (N=178). The 1978 results were similar to earlier studies in that, on indicators of both sentimental and instrumental resources, older couples tended to be more content and persons in the childrearing years reported being statistically significantly less satisfied than other groups. The most striking difference between the results of the 1969 and the 1978 studies was the perception of 1978 couples in newly established marriages of fewer expressive and financial resources. This finding suggests that couples in new marriages who stay married and have children may lack the build-up of resources in this first stage that could buffer the loss of financial and sentimental assets in the child-present stages. A comparison of groups differing on occupation, gender, wife's employment, and the presence of husbands within stages helped to specify which groups were particularly liable to instrumental and expressive deficits and surpluses in which stages. References, tables and figures are attached. An appendix gives the operationalization of the study variables. (NB)
Higher educational institutions in the United States have reported increased enrollment of international students in recent years. The Institute of International Education projects that, by 1990, on million international students may be attending colleges and universities in the United States. A study was conducted to determine the needs, interests, and goals of undergraduate international students at the University of Maryland, College Park. Entering undergraduate international students (N=56) from Asia, Latin America, Africa, and the Mideast completed an anonymous questionnaire concerning their backgrounds, goals, perceptions, and attitudes regarding their education, vocational plans, social issues, and self-perceptions. The results suggest that the international undergraduate students come from diverse cultural backgrounds. The students sampled tended to be supported by family members, both economically and psychologically. Students reported feeling that meeting U.S. students and learning to think independently would be difficult adjustments. International students reported high hopes and expectations of success. Since many international students experience financial, personal, and interpersonal difficulties at U.S. institutions, appropriate support services should be provided in order to facilitate their adjustment to the United States. (NB) ED 268 422 CG 018 981 Carter, Robert T. Sedlacek, William E. Interracial Contact, Background and Attitudes: Implications for Campus Programs. Research Report #13-84. Maryland Univ., College Park. Counseling Center. Pub Date-[84] Note-15p.; Best copy available. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Black Students, *College Environ ment, College Freshmen, Higher Education, Interpersonal Relationship, Racial Differences, *Racial Relations, Sex Differences, *Student Attitudes, *Student College Relationship, *White Students If educators, counselors, and student personnel workers are to provide services to students which would be perceived positively by various racial groups, an understanding of interracial perceptions and attitudes is extremely important. A study was conducted to examine the current state of interracial attitudes among students at the University of Maryland in College Park, and to determine whether or not there have been any changes in interracial attitudes and perceptions among black and white students since the 1970's. An anonymous questionnaire on interracial attitudes was completed by 437 college freshmen. Twelve percent of the sample were black; 88 percent were white. In general, it was found that whites and blacks who had racially isolated backgrounds seemed to have similar interracial attitudes, while blacks who had racially mixed experiences held different attitudes regarding interracial contact. Subjects who had little interracial contact in their pasts tended to report that minorities were treated no differently by the university than were white students. Blacks who had more interracial contact believed that minorities were treated differently by the university than were whites, and these subjects were more likely than racially homogeneous blacks to feel that the university did not foster respect for cultural differences. These findings suggest that intraracial differences may be more variable than interracial differences. (NB) ED 268 423 CG 018 982 Goebel, Barbara L. Johanson, Thomas T. A Re-Examination of Age Preferences in Relation ships Important to Life Satisfaction: Compari sons of American and English Older Adults. Pub Date-Aug 85 Note-43p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adults, * Age Differences, Attitudes, *Cross Cultural Studies, *Interpersonal Relation ship, *Life Satisfaction, *Older Adults Identifiers—*England, United States A study conducted in England (Goebel, 1982) showed that older English adults preferred mid
dle-aged and older persons over young persons in important relationships. Since research has shown Americans to have negative attitudes toward the elderly, it was hypothesized that older Americans might not share the English sample's preferences. To examine this issue, the English study was replicated in the United States with 66 adults ranging in age from 60 to 89. Eight subjects sorted photographs into age and attractiveness categories. The photograph age range used in England (early 20s to early 70s) was extended to include old-olds (early 20s to late 80s). The remaining 58 subjects rated photographs of young, middle-aged, young-old, and old-old persons, controlled for sex and attractiveness. The results showed that both American and English samples preferred middle-aged and young-old over young persons, but that the Americans preferred old-olds least of all ages. For both groups, preferences were more pronounced for instrumental than for expressive relationships. The cross-cultural similarities obtained suggest that the age bias demonstrated by Americans against the old-old may have been a function of the expanded research design as opposed to cross-cultural differences. In America, young-old subjects were compared with old-old subjects, and subjects perceiving themselves as younger were compared with subjects perceiving their age accurately. Rating differences were found between both chronological and perceived age groups. (NB) ED 268 424 CG 018 983 Abbott, Douglas A. Meredith, William H. Minority Families: Strengths of Four Ethnic Groups. Spons Agency-Nebraska Univ., Lincoln. Research Council. Pub Date—[Nov 85] Note-25p.; Paper presented at the Annual Meet ing of the National Council on Family Relations (Dallas, TX, November 4-8, 1985). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—American Indians, Blacks, *Cross Cultural Studies, *Ethnic Groups, *Family (Sociological Unit), *Marital Satisfaction, *Parent Attitudes, *Values, Whites Identifiers Chicanos, Hmong While healthy families and minority family systems are two areas of family research currently getting attention, little is known about what various ethnic families consider to be important traits of healthy families. To examine this issue and to assess family strengths and marital and parenting satisfaction for different ethnic samples, parents from four American ethnic groups (57 American Indians, 80 Hmong refugees, 105 Chicanos, 103 Blacks), and a white comparison group (N=210) were surveyed by questionnaire and by interview concerning those characteristics that promote a strong and healthy family. The results showed that the majority of parents across all ethnic groups considered a strong family to be one in which trust, support, and effective communication are present and in which a sense of right and wrong behavior are taught. Family members reported feeling responsibility for the welfare of each other, yet expressed respect for individuality and personal privacy. Strong families were reported to spend time together. Though not reported by the white parents, other ethnic parents valued financial security and respect for elders as additional sources of family strength. The parents also evaluated their own marital and parental satisfactions and their family strength. The white and Hmong parents reported the highest scores on all family measures, while the Indian parents had the lowest levels of family satisfaction. The interpretation of these results, however, is tentative because the validity of these family scales for ethnic parents has not been established. (NB) ED 268 425 CG 018 984 Aldous, Joan And Others The Quality of Life over the Family Life Cycle. Pub Date-Nov 85 Note-32p.; Paper presented at the Annual Meet ing of the National Council on Family Relations (Dallas, TX, November 4-8, 1985). Best copy available. Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Affective Measures, *Age Differ ences, *Child Rearing, Comparative Analysis, *Family (Sociological Unit), Family Financial Re
ED 268 426 CG 018 985 The Role of the Entertainment Industry in De glamorizing Drug Use. Hearing before the Permanent Subcommittee on Investigations of the Committee on Governmental Affairs. United States Senate, Ninety-Ninth Congress, First Session. Congress of the U.S., Washington, D.C. Senate Committee on Governmental Affairs. Report No.-Senate-Hrg-99-107 Pub Date—20 Mar 85 Note-187p.; Some pages contain small print. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Pub Type— Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Broadcast Industry, *Drug Abuse, Hearings, *Information Dissemination, *Mass Media Effects, *Programing (Broadcast), *Televi sion Identifiers-Congress 99th, Media Characteristics, *Media Role The text of a Senate hearing is presented in this document. In opening remarks, Senators William Roth and Sam Nunn discuss the serious nature of the problem of drug abuse and the crime it fosters. Margaret Heckler, Secretary of the Department of Health and Human Services gives testimony on the statistics of drug abuse, the activities of the National Institute on Drug Abuse, and anti-drug media campaigns. Gerald McRaney, costar of the TV show "Simon and Simon” and board director of the Entertainment Industries Council, testifies about media portrayal of drug abuse and the anti-drug activities of the Entertainment Industries Council. Susan Kendall Newman of the Scott Newman Center and Larry Stewart of the Caucus for Producers, Writers, and Directors testify about awards given to television programs portraying drug abuse accurately and about media efforts to do the same. Thomas Leahy of CBS Broadcast Group, Irwin Segelstein of the National Broacasting Company, and Alfred Schneider of the American Broadcasting Company testify about methods their companies use in reviewing programming regarding drug abuse. (ABL)
ED 268 427 CG 018 986 Bushman, Brad J. A Curriculum on Obedience to Authority. Pub Date-85 Note—46p.; Project for Master's Thesis, Utah State University/Weber State College. Pub Type - Guides - Classroom - Teacher (052) — bogus, standardized feedback statements was given to the subjects after the session. Subjects rated the accuracy, desirability, and helpfulness of each item of feedback and the competence of the person giving the feedback. Therapist’s and client's ratings of feedback accuracy and effectiveness were found to be similar, contradicting the idea that persons try to enhance their self-esteem. Clients rated feedback about observable behavior as more accurate than feedback about unobservable behavior. Individuals' reactions to negative behavior was influenced by several factors including the observability of behavior and the individual being evaluated. (ABL)
ED 268 414 CG 018 973 Harden, Neva N. And Others Choosing What's Best for You. New Mexico Univ., Albuquerque. Coll. of Educa tion. Spons Agency–Department of Education, Wash ington, D.C. Pub Date—Sep 82 Grant-G008100600 Note-52p. Available from Program for Assistance in Equity, Department of Technology and Occupational Education, University of New Mexico, Albuquerque, NM 87131 ($5.50/copy; discount on quantity orders). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Career Exploration, #Educational Environment, Interpersonal Relationship, *Self Concept, *Self Evaluation (Individuals), *Sex Bias, *Sex Stereotypes, *Student Development This document is a manual designed to help the user explore life relationships and choices. The manual is divided into the following sections: (1) Self-Image: How Do I View Myself? (2) Relationships: How Do I View Others? (3) Education: How Do I View My School? and (4) New Futures: How Do I View My World? The sections include checklists, discussion questions, and activities. The manual focuses on sex bias and sex stereotypes. (ABL) ED 268 415 CG 018 974 Harden, Neva N. And Others Frustration Is....A Handbook fo Managing Conflict in the Classroom. New Mexico Univ., Albuquerque. Coll. of Educa tion. Spons Agency-Department of Education, Wash ington, D.C. Pub Date-Mar 84 Grant-G008302119 Note-44p. Available from-Program of Assistance in Equity, Department of Technology and Occupational Education, University of New Mexico, NM 87131 ($5.50/copy; quantity discount). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Change Strategies, Classroom Envi ronment, *Classroom Techniques, Conflict, *Conflict Resolution, Coping, Elementary Secondary Education, Prevention, Teacher Morale, *Teacher Role This manual presents an operational approach for teachers for dealing with classroom conflict. The first section discusses the dynamics of conflict including factors responsible for conflict such as differing value systems, individuals in conflict with authority, peer group disagreement, and turnover of students. The second section discusses managing classroom conflict and includes the topics of prevention, discipline, and mediation. The third section discusses activities for coping with conflict. A bibliography is included. (ABL)
ED 268 417 CG 018 976 Kenkel, Mary Beth Rural Outreach: Connecting Distant Networks. Pub Date-Aug 85 Note-10p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Counseling Techniques, *Delivery Systems, *Mental Health Programs, *Outreach Programs, Rural Environment, *Rural Population, *Rural Urban Differences Rural outreach in community mental health centers involves staff commuting from a central agency to surrounding rural towns to provide clinical andlor community service. The problem for outreach staff is how to best provide services to a rural network that is distant and different from the urban network. In general the greater the distance, the fewer the interconnections between the rural community and the city. The amount of overlap between rural and urban networks affects the outreach worker's role. With fewer connections to the city, rural people depend more on the outreach worker's information about and referral to nonlocal services. Rural communities have distinct social networks characterized by close-knit families and homogeneous populations. Rural individuals expect more personal and informal mental health care and rely more on primary care physicians than do urbanites. Outreach workers must adapt to local procedures, evaluate services in light of the rural clientele, and effectively inform clients about local services. (ABL)
Note-10p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Counseling Techniques, *Counselor Training, Perspective Taking, *Psychotherapy, *Role Playing, Skill Development, *Teaching Methods, Workshops Identifiers--*Hypnotherapy A model has been developed for using role play in the supervision and training of hypnotherapy. Specific techniques can be role played by trainee and supervisor which can enable the trainee to develop skill and confidence in the use of hypnotic techniques. Hypnotic induction, listening, observing and providing feedback, relaxation, problem-solving, cognitive restructuring, and metaphor can all be role played, with the supervisor taking on the role of the hypnotherapist and the trainee taking on the role of the client. In addition, role play can be used to help the trainee to gain mastery of a new technique or to unblock the work with a particular patient. Role play also permits exploration of transference and countertransference. Finally, the trainee may use the role play experience to foster his/her own growth and development since role play constitutes in vivo experience. (Author/NB) ED 268 420 CG 018 979 Watterson, John A. Psychological Consultation: A Comparison of Pre doctoral Training and Actual Practice. Spons Agency-American Psychological Associa tion, Washington, D.C. Pub Date-Aug 85 Note—27p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type-- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Consultants, *Counselor Training, *Education Work Relationship, *Graduate Students, Higher Education, *Job Skills, *Psychologists, Relevance (Education), Skill Development Few studies have been conducted which pertain to the consultation training backgrounds of psychologists and many questions remain unanswered. One study (Gallessich and Watterson, 1984) attempted to identify the current patterns of predoctoral education and training in consultation. Another study was undertaken to determine the extent to which these patterns of predoctoral consultation training are congruent with the opinions and actual practices of consulting psychologists. A survey assessing the availability and characteristics of consultation education and training from American Psychological Association (APA) accredited predoctoral training programs was completed by 332 program directors. A second survey, completed by 177 psychological consultants who were members of APA Division 13, Consulting Psychology, assessed the characteristic practices, training backgrounds, and salient concerns of consulting psychologists. A comparison of results from these two surveys revealed that there were many incongruences between predoctoral consultation training patterns and the recommendations of experienced consultants regarding training practices. The limited availability of formalized consultation training reported by program directors was in contrast to the strong endorsement by consultants that specialized preparation is needed for consultative effectiveness. There seemed to be agreement that the most important job of predoctoral training programs is to establish in their trainees a solid base of clinical skills which would underlie later consultation work. (NRB) ED 268 421 CG 018 980 Carter, Robert T. Sedlacek, William E. Needs and Characteristics of Undergraduate Inter national Students. Research Report #1-86. Maryland Univ., College Park. Counseling Center. Pub Date [85] Note-11p.; Best copy available. For a related doc ument, see CG 018 990. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adjustment (to Environment), *Col lege Role, *Foreign Students, Higher Education, Student Attitudes, *Student Characteristics, *Student Needs, *Undergraduate Students
ED 268 416 CG 018 975 Kenkel, Mary Beth Reactions to Negative Feedback: Reasonable or Resistive. Pub Date-Apr 81 Note21p.; Paper presented at the Annual Meet ing of the Western Psychological Association (61st, Los Angeles, CA, April, 1981). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, Evaluation, *Feedback, Higher Education, *Interpersonal Communication, Student Attitudes, Student Motivation Identifiers—Criticism, *Negativism Interpersonal feedback, telling an individual how others perceive and react to his performance or behavior, is often used in skills training to produce some change in the individual's performance. This study investigated the effects of different types of negative feedback on the subjects' ratings of the accuracy of the feedback and their motivation to change their behavior. Subjects were 48 male and 48 female college students who signed up for an experiment involving counseling skills. Two subjects, unacquainted and of the same sex, played roles of therapist and client in each session. One of three
ED 268 418 CG 018 977 Schulz, William E. Structured Group Counseling for Employment Counselors. Pub Date-21 Apr 86 Note—23p.; Paper presented at the Annual Con vention of the American Association for Counseling and Development (Los Angeles, CA, April 21-23, 1986). Pub Type- Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Counseling, *Counseling Techniques, Counselor Role, Foreign countries, *Group Counseling, *Job Applicants, *Leader ship Styles, Leadership Training Identifiers-Canada Structured, homogeneous group employment counseling is a process of group interaction where the functions of the group members are to make decisions, give each other assistance, and group teach. This type of counseling is appropriate for such groups as high school students or displaced homemakers. The concepts of situational leadership can be adapted to the skill training of the leader of a structured, task-oriented group. This situatonal leadership approach is based on the relationship among these factors: (1) the amount of direction (directive behavior) a leader gives; (2) the amount of support and encouragement (supportive behavior) a leader provides; and (3) the competence and commitment (developmental level) that a follower exhibits in performing a specific task. Many counselors have been occupationologists, others have been therapists. Job-seeking people need a group leader who can use a directing/coaching leadership style to help them develop new attitudes and methods for gaining employment. (ABL)
ED 268 419 CG 018 978 Sanders, Shirley The Use of Role Play in the Training of Hypno therapy. Pub Date-Aug 85
Bill 2755); a summary of interviews with Juvenile Justice System practitioners and others; extensive exerpts from California criminal record security statutes and regulations; a policy statement on release of offender information; and sample Justice Department forms. A reference list is also provided. (ABL) ED 268 408 CG 018 967 Lee, Thomas R. Maxwell, Joseph W. Sibling Interaction in Adulthood. Pub Date-Nov 85 Note-45p.; Paper presented at the Annual Meet ing of the National Council on Family Relations (Dallas, TX, November 4-8, 1985). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Adults, * Affection, *Family Rela tionship, Interpersonal Relationship, *Proximity, *Responsibility, *Siblings Although relationships between siblings potentially have the longest duration of any human relationship, research has not yet established the salient, relevant features of the sibling role in adulthood. An investigation was conducted to identify and examine the influences on the frequency of, and motivation for, contact with adult siblings. Twenty-one variables identified by the literature as affecting the frequency of contact between adult siblings were examined. These included relationship, sibling structure, family structure, demographic, and proximity variables. Using a two-stage systematic sampling procedure of telephone and mail surveys, a sample of 313 adults over age 25 who had living siblings was obtained. Subjects completed mailed questionnaires measuring the 21 variables, the frequency of sibling contact, obligation to have contact, and desire for contact. Regression analyses showed that nine variables accounted for the majority of the explained variance. Of these, geographic proximity, emotional closeness, and the sense of obligation towards siblings were the most important predictors. Future research needs to account for differences between voluntary and obligatory contact in order to further understanding of how adult siblings affect one another's lives. (NB) ED 268 409 CG 018 968 Lampron, Dennis Using Life Development Visualization with High School Students and Recent Graduates for Ca reer Exploration. Pub Date-29 Oct 85 Note-15p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Career Counseling, *Counseling Techniques, Freehand Drawing, Goal Orientation, Group Counseling, High Schools, *High School Students, *Imagery, Individual Development, *School Counselors, Values Clarification, *Visualization This document presents Life Development Visualization as an effective counseling technique to be used in combination with other career exploration activities with groups of high school students or recent graduates. Visualization is described as a process orientation which blends an individual's personality and spiritual levels into a comprehensive whole and which provides a growth model for human development. It is emphasized that specific counseling techniques within visualization should be selected according to the individual and general situation, personality types, unique goals, and desired path of development of the students. Suggested techniques include guided imagery, awareness activities, symbolic art, meditation, well development, journal keeping, centering, focusing, and mind play. A set of four exercises, designed to aid students in examining some questions relative to what is of value and importance in their lives is described. The exercises presented, which can be completed in a 2 to 3 hour session, involve relaxation techniques, visualization, and imagery. Four questions to ask students are given: (1) where am I now in my life; (2) where do I want to go in my life; (3) what is blocking me; and (4) how can I get there. Instructions are given for helping students to relax, answer each question with a symbol, draw their symbols, and share their drawings. Materials needed are listed and it is noted that counselors using visualization will need student volunteers and support from both administrators and parents. (NB)
Meiselman, Karin C. Disturbances in Adolescents and Young Adults. Pub Date-Aug 85 Note-18p.; Paper presented at the Annual Con- vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type- Reports • Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adolescent Development, Adoles cents, *Females, *Incest, Mothers, Parent Child Relationship, *Psychological Needs, Psychological Patterns, *Psychotherapy, Sexual Abuse, Vic tims of Crime, Young Adults Identifiers-Defense Mechanisms, *Denial (Psy chology) In late adolescence and early adulthood, an ideally developing woman learns to cope with the world outside her family of origin and acquires a sense of identity that is stable and largely positive. Individuals with severe early trauma may have difficulty completing adolescence. Incest is one childhood trauma that can either be mastered in late adolescence or carried into adulthood with the potential for creating disturbances. Late adolescence-early adulthood would appear to be the age when incest victims are least likely to seek psychotherapy, instead relying on repression or suppression to cope with the incest experience. Incest victims may also use avoidance, acting out, and denial mechanisms and may resort to drugs and alcohol. Interpersonal crises during late adolescence may cause victims to be briefly shaken out of their denial stance. Case studies of incest victims in psychotherapy illustrate the use of denial mechanisms which were destined to break down. A victim may feel strongly attached to her mother, and at the same time, feel deeply ambivalent about her. The therapist must allow the client to work through her feelings about the mother-daughter relationship. Other themes that might be uncovered during psychotherapy include the repeated occurrence of intense romantic relationships which are ultimately destructive, and the repetition of rescue fantasies. Whether in group or individual therapy, the young incest victim needs a caring adult to relate to as she separates from her mother and revises her faulty identity formation. (NB)
ED 268 412 CG 018 971 Bailey, Bruce E. And Others Social Action Research and Prevention of Un planned Pregnancies. Pub Date-Aug 85 Note-26p.; Paper presented at the Annual Convention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Behavior Modification, *College Students, *Contraception, Females, Higher Education, *Intervention, *Knowledge Level, Pregnancy, Prevention, *Sexuality, Social Action, Student Attitudes Many teenagers have unplanned, unwanted pregnancies. Research has shown that effective contraceptive use is hampered by a lack of knowledge and by negative attitudes. Providing accurate information does not necessarily lead to contraceptive use. This two-phase study attempted to assess contraceptive behavior, knowledge, and beliefs. In the first phase, four studies asked university students (N=505) about sexual activity, methods of contraception, past contraception education, sexual partners, natural family planning, sexual behavior attitudes, and knowledge of sexual myths. Thirty to 60 percent of respondents reported being ineffective users or nonusers of contraception. Reasons for ineffective use or nonuse included lack of a steady partner and infrequency of sexual intercourse. In the second phase of the study, an intervention method was attempted. Experimental subjects (N=74) were undergraduate women students; control subjects (N=78) were students in a human sexuality course and psychology students. Experimental subjects participated in a workshop covering the topics of risk of pregnancy, types of contraceptive methods, and effective use of contraception. In the second part of the workshop, women participated in behavioral-rehearsal tasks. Comparisons with control groups showed participation in the treatment significantly improved contraceptive responsibility. The combination of didactic information exchange, increased communication skills through behavioral rehearsal, and motivation by behavioral contracting seemed to be an effective intervention. (ABL) ED 268 413 CG 018 972 O'Keefe, Edward J. Castaldo, Christine Multimodal Therapy for Anorexia Nervosa: An Holistic Approach to Treatment. Pub Date—Nov 85 Note-12p.; Paper presented at the Annual An orexia and Bulimia Conference (New York, NY, November 16-17, 1985). Journal Cit—Psychotherapy in Private Practice; v3 n2 p19-29 Sum 1985 Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) - Journal Arti cles (080) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Anorexia Nervosa, Behavior Modi fication, *Counseling Effectiveness, *Counseling Techniques, *Holistic Approach, Psychological Patterns Anorexia nervosa has received considerable attention lately because of its increased incidence, potential danger, and resistance to treatment. A review of the literature on anorexia nervosa suggests that, although it is characterized by complex interrelated psychological and physiological processes, it is often conceptualized and treated in unifocal or unimodal terms. Even when more eclectic, multi-dimensional orientations are employed, they fail to provide a conceptual framework or a systematic approach. Perhaps for these reasons, treatment effects have been circumscribed and relapse rates high. The multimodal therapy model of Arnold Lazarus obviates many of the deficits cited, in offering a comprehensive, systematic, holistic approach to assessment and treatment. This multimodal approach focuses on the areas of behavior, affect, sensory, imagery, cognitive, interpersonal, and drugs. Therapy methods include identifying the triggering modalities, “bridging" the client from one modality to another, and tracking the intervening modalities. A multimodal case study employing the Lazarus method for an adolescent anorexic girl is discussed. (ABL)
ED 268 411 CG 018 970 Anderson, Wayne Andersen, Blake Counselor Self-Disclosure. Pub Date-Aug 85 Note34p.; Paper presented at the Annual Con vention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985) Pub Type - Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Client Characteristics (Human Ser vices), *Counseling Techniques, Counselor Attitudes, *Counselor Characteristics, *Counselor Client Relationship, Individual Needs, *Interpersonal Communication, Self Disclosure (Individuals) The act of counselor self-disclosure has been regarded favorably by humanistic practitioners, while psychoanalytic figures have generally regarded the sharing of this type of information negatively. Counselor self-disclosure may be a useful means of eliciting reciprocal disclosure by the client or communicating that the counselor is willing to share therapeutic control with the client. In addition, self-disclosure can be used to help the client learn how he impacts on others and to normalize and support behaviors or feelings that the client may feel are unacceptable. By revealing information the counselor may be able to prime the client's expectations for changes; moreover, the counselor can manage the image he projects and derive personal benefit by discretely sharing aspects of himself. Different types of counselor disclosure can be identified in terms of their intimacy value, positive/negative value, and the degree to which the information is similar to the client's experience. Some types of counselor self-disclosure include demographic information, professional identity, world view, attitudes/beliefs, emotional responses, personal experiences, and counselor fantasies. The sharing of information by the counselor must be considered in light of the counselor's style, client expectations, and most importantly, the specific needs of the clients. (Author/NB)
health programs, and state and federal governments in providing care. Prepared statements and additional question-and-answer materials are included. (NRB)
copies free; additional copies $2.00; prepaid to the Superintendent of Documents). Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Children, *Crime, *State Legislation Identifiers—*Missing Children Assistance Act 1984, *Missing Persons This document is a fact sheet on missing children data collected by the National Crime Information Center (NCIC). The document contains details on the design of the NCIC system, state control for management and use of the system, access to the system, criteria for missing persons, number of active cases, and the unidentified persons file of the NCIC. The requirements of the Missing Children's Assistance Act of 1984 to be implemented by the Office of Juvenile Justice and Delinquency Prevention are described. A table gives data on whether individual states have state laws requiring entry into the NCIC, if there is a timeframe for entry, and what the timeframe is for each state. (ABL)
before the Subcommittee on Retirement Income and Employment of the Select Committee on Aging. House of Representatives, Ninety-Ninth Congress, First Session (Toms River, NJ). Congress of the U.S., Washington, D.C. House Se lect Committee on Aging. Report No.--House-Comm-Pub-99-535 Pub Date-24 Jun 85 Note-135p.; Portions of document contain small print. Pub Type Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Aging (Individuals), *Delivery Sys tems, Health Needs, *Health Services, Hearings, *Veterans Identifiers—Congress 99th, *Health Care Costs, New Jersey This document contains the text of a Congressional hearing called to examine the status of aging veterans and health care issues. Opening statements are given by Congressmen Jim Saxton, Thomas J. Tauke, and Christopher H. Smith, and testimonies are presented from 20 witnesses. Members of veterans' associations testifying include representatives from a Veterans' Administration medical center, the New Jersey Veterans' Memorial Home, Disabled American Veterans, and the Veterans' Administration Clinic Task Force. Witnesses from New Jersey include the director of the Home Health Agency Assembly of New Jersey, a representative of the mayor of Hamilton Township, the deputy commissioner of the New Jersey State Department of Health, an administrator with the Garden State Rehabilitation Hospital, the public health coordinator and a public health nurse with the Ocean County Health Department, and a member of the Ocean County Board of Social Services. Other witnesses include a representative of the Health Care Financing Administration, the president of Community Memorial Hospital, a counsel for the American Association of Retired Persons, an aide to Congressman James J. Howard, a senior citizen, and two veterans. Issues examined and discussed include limits on veterans health care benefits, alternatives to institutionalization, reimbursement rates, and health care costs. (NRB) ED 268 402 CG 018 961 Barriers to Health Care for the Mentally II. Hearing before the Committee on Labor and Human Resources. United States Senate, Ninety-Ninth Congress, First Session on Oversight on Various Barriers to Health Care for the Chronically Mentally Ill (October 9, 1985). Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-Senate-Hrg-99-393 Pub Date-86 Note-200p.; Some pages may be marginally repro ducible due to small print. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Community Services, Delivery Sys tems, *Family Involvement, *Federal Legislation, *Health Needs, Hearings, *Medical Services, *Mental Disorders, State Action Identifiers-Congress 99th This document contains the text of a Senate hearing on barriers to health care for the chronically mentally ill. Senator Orrin Hatch discusses the history of health care for the mentally ill and the changing role of the federal government, and Senator Edward Kennedy summarizes legislation initiated for the chronically mentally ill. The superintendent of the Mental Health Institute in Independence, Iowa, a professor of psychiatry at the University of Wisconsin, and a chronically mentally ill person testify on behalf of the National Mental Health Association. Testimonies are also included from the director of the National Institute of Mental Health; an officer of the National Alliance for the Mentally Ill; the executive director of the Davis County Mental Health Center in Farmington, Utah; and the director of the Institute of Psychiatry and Human Behavior at the University of Maryland. Two witnesses discuss their children's mental illnesses. Prepared statements are included from an executive officer of the American Psychological Association and from the president of the International Association of Psychosocial Rehabilitation. Witnesses discuss their concerns regarding the barriers to care for persons with chronic mental illness and explore the roles of family, community mental
ED 268 403 CG 018 962 Children's Justice Act. Report to Accompany S. 140. United States Senate, Ninety-Ninth Con gress, First Session. Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-Senate-R-99-123 Pub Date—31 Jul 85 Note37p. Pub Type - Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Child Abuse, Children, "Child Welfare, Crime Prevention, *Federal Legislation Identifiers-Congress 99th This document is a report on the Children's Justice Act. The summary of the bill describes this act as a set of amendments to the Child Abuse Prevention and Treatment Act designed to assist the states in (1) reducing trauma to the child victim of abuse; (2) improving the chances of successful prosecution of legal action against child abusers and molesters; and (3) improving procedures for protecting children from abuse. The document contains the background, hearings, history, text, committee views, committee votes cast, budget estimates, regulatory impact, section by section analysis, and changes in existing law related to the bill. (ABL) ED 268 404 CG 018 963 Crimes against the Elderly. Hearing before the Subcommittee on Children, Family, Drugs and Alcoholism of the Committee on Labor and Human Resources. United States Senate, Ninety-Ninth Congress, First Session on Oversight of the Problem of Crimes Committed against Senior Citizens and What Measures May Be Taken to Help Prevent Such from Happening (St. Petersburg, FL, December 9, 1985). Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-Senate-Hrg-99-432 Pub Date-86 Note-39p. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Adult Day Care, *Crime Prevention, *Elder Abuse, Hearings, *Older Adults, *Victims of Crime, *Violence Identifiers-Congress 99th, Florida This document contains the text of a Senate hearing on crimes against the elderly. Senator Paula Hawkins examines funding for day care of the elderly and discusses the crime of elder abuse and other crimes against the elderly. Two victims of abuse testify about their abuse, a victim of violent crime describes her victimization, and a pursesnatching victim who formed the Citizens Council on Crime discusses her experiences. The administrator of the South County Day Care Center in St. Petersburg, Florida testifies about elder abuse and explains her center's policy on reporting cases of suspected abuse. A doctor from the Department of Gerontology, University of South Florida testifies about the problems associated with reporting elder abuse. A former city police chief who is presently the director of the Bureau of Justice Assistance presents the findings of a study on elder abuse. The president of the Florida Crime Prevention Association examines crime prevention activities. An administrator with the United States Securities and Exchange Commission testifies about the targeting of the elderly for crime, an assistant chief postal inspector describes mail order crimes against the elderly, and a consumer affairs official discusses consumer fraud against the elderly. A prepared statement is included from the American Association of Retired Persons. (NRB) ED 268 405 CG 018 964 Missing Children. Missing Children Data Col lected by the National Crime Information Center. Fact Sheet for the Honorable Alfonse M. D'Amato, United States Senate. General Accounting Office, Washington, D.C. Report No.-GAO7GGD-86-41FS Pub Date-28 Jan 86 Note-10p. Available from—U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20877 (first 5
ED 268 406 CG 018 965 Lewis, Jeffrey R. The Parent's Handbook: Understanding Child Sexual Abuse. Oregon Governor's Office, Salem. Pub Date-Jun 85 Note-52p. Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Child Abuse, Children, Crime Pre vention, *Parent Child Relationship, *Sexual Abuse, *Social Services Identifiers—*Oregon This document, a resource tool on child sexual abuse for parents, was prepared by the state of Oregon. An introductory section defines child sexual abuse and discusses methods of prevention of such abuse. The prevention practices described include the following: (1) teaching children that they have the right to control who touches their bodies; (2) knowing where children are at all times; (3) not placing a child's name on his clothing; (4) giving children passwords; and (5) teaching children to deal safely with strangers. Tips for selecting a preschool or child care center are discussed. Indications of how to spot sexual abuse and ways of dealing with known abuse are discussed. Public and private agencies dealing with child abuse are listed for each county in Oregon. (ABL) ED 268 407 CG 018 966 Rooney, Teresa L. Tracking Juvenile Recidivists: Three Options for Creating Statewide, Longitudinal Records of Juvenile Offenders. California State Dept. of Justice, Sacramento. Spons Agency-California State Legislature, Sacra mento. Assembly. Pub Date-Aug 85 Note-193p.; Portions printed on colored paper. Appended forms contain small print. Available from-Bureau of Criminal Statistics and Special Services, P.O. Box 13427, Sacramento, CA 95813. Pub Type— Reports - General (140) — Legal/Leg islative/Regulatory Materials (090) EDRS Price - MFOI/PC08 Plus Postage. Descriptors—*Adolescents, Crime, *Delinquency, Delinquent Rehabilitation, Juvenile Courts, Recidivism, *Recordkeeping, State Action, Statistical Data This document describes three options for a statewide statistical system for tracking recidivism of juvenile delinquents placed outside their homes in treatment programs. The information is intended for use by the state in allocating resources. The options described involve potential use of juvenile court records, placement data, and/or fingerprinting. The background of the legislation requiring a report on tracking juveniles and the project methodology are described. The issues to be evaluated are discussed, including information needs and definitions of recidivism and rehabilitation treatment programs. Current laws, regulations, and practices pertaining to recordkeeping on criminals and delinquents are described with emphasis on fingerprinting, collection of juvenile records, confidentiality of records, authorizing statutes, the Bureau of Criminal Identification, automated criminal history system, and current operating statistical systems. The three options are described in detail with related materials included on access to juvenile records, required legislation, and projected costs. Appendices include a copy of the relevant legislation (Assembly tients, psychological and educational interventions are needed to reduce staff's discomfort and thereby facilitate optimal care of AIDS patients. (Author/ABL)
ED 268 395 CG 018 953 Damico, Sandra Bowman Social Interactions in Middle Schools: Effects of Organizational Structure. Pub Date-Apr 85 Note-45p.; Paper presented at the Annual Meet ing of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Pub Type-Reports - Research (143)-Speeches Meeting Papers (150) EDRS Price - MFÒ1/PCO2 Plus Postage. Descriptors—*Black Students, *Desegregation Ef fects, Grade 7, Junior High Schools, Junior High School Students, Middle Schools, Peer Relationship, *Racial Relations, *School Desegregation, *School Organization, School Policy, Social Networks, *White Students School desegregation has been promoted as a means for decreasing racial hostility and for raising minority achievement. A study was conducted to explore the effects of school organizational structure on the race/gender composition of interacting social networks of adolescents attending two middle schools. While the schools varied in the opportunities provided for interactions among classmates, each had a student body similar in socioeconomic status and percentages of white and black students. Middle School (MS) had interdisciplinary, multigrade team organization with random assignment of students resulting in a heterogeneous student population. Junior High (JH) had ability tracking with limited student interaction. Data were collected from 345 seventh graders at JH and 332 seventh graders at MS. Students rated how often they talked with all other students in their grade. Factor analysis was used to describe the social networks existing at each of the schools. By controlling opportunities for interactions, school structure was found to affect the size, race, and gender of social groups and linkages between them. The results indicated that: (1) black males were better represented in white social networks at MS than at JH; (2) black females were equally accepted in both schools; and (3) acceptance of whites by blacks was generally better at MS than at JH. These results suggest that a school's structure is important in fostering interracial relationships. References and data tables are appended. (Author/NRB) ED 268 396 CG 018 954 Treiber, Frank A. Shaw, Darlene Acquired Immune Deficiency Syndrome (AIDS): Psychological Impact on Health Personnel. Pub Date-Apr 86 Note-21p.; Paper presented at the Annual Con vention of the American Association for Counseling and Development (Los Angeles, CA, April 20-23, 1986). Pub Type-- Reports - Research (143) --Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Attitudes, Diseases, *Nurses, *Physi cian Patient Relationship, *Physicians, *Psychological Patterns, Special Health Problems, *Stress Variables Identifiers—*Acquired Immune Deficiency Syn drome Acquired Immune Deficiency Syndrome (AIDS) has been receiving considerable attention by the medical community as well as by the public. This attention is due to the rapid increase in cases of AIDS, the uncertain etiology of the disease, and the poor prognosis of the disease. Although some research has investigated the psychological impact of AIDS on its victims, little research has been conducted on the psychological impact of AIDS on the medical staff caring for AIDS patients. In an attempt to examine this impact, eight nurses and four physicians involved in the care of an AIDS patient and a matched, non-AIDS patient responded to four self-report measures which assessed the psychological distress associated with working with each patient. Compared to working with the non-AIDS patient, the physicians and nurses reported experiencing increased anxiety, greater interference in non-work activities, more frequent negative ruminations, and negative perceptions regarding the patient's behavior while working with the AIDS patient. These findings support previous anecdotal reports that medical staff do experience psychological distress when working with an AIDS patient. Because of the fears and concerns engendered in medical personnel by providing care to AIDS pa
ED 268 397 CG 018 955 Schulz, William Using Computers in Counselor Training. Pub Date Feb 85 Note-12p.; Paper presented at the International Conference of the Association for the Development of Computer-Based Instructional Systems (New Orleans, LA, February 3-6, 1986). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Counseling, *Computer As sisted Instruction, *Computer Software, *Counseling Techniques, Counselor Characteristics, *Counselor Training, Foreign countries, *Microcounseling, Objectives Identifiers—Canada This document, written for counselors and educators, describes a computer-assisted program for career counselors. The ten tasks of a counselor-client goal setting process formulated by Philip Patsula and incorporated into this program are presented. The areas of experiencing a positive atmosphere, elaborating on constraints, and evaluating employability strengths are discussed. Field testing of the program throughout Canada is briefly discussed. Two videotape demonstrations of the ten tasks which were developed to complement the computer program are described. A micro-counseling training approach used to present the program is outlined. This document focuses on the computer program designed to outline the tasks and skills needed by the counselor in setting counseling goals and in moving toward action plans. The first part of the introduction from the one-hour computer program and a section from the middle of the program dealing with specific counselor skills are appended. (NRB) ED 268 398 CG 018 956 Wolfe, David A. LaRose, Louise A Video-Simulated Stress Procedure for Abusive Parents: Multi-Modal Assessment of Parental Tolerance, Arousal, and Coping. Pub Date-Nov 85 Note—8p.; Paper presented at the Annual Meeting of the Association for Advancement of Behavior Therapy (Houston, TX, November 14-17, 1985). Pub Type Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Child Abuse, Children, Counseling Techniques, Emotional Response, Foreign Countries, Parent Child Relationship, *Parenting Skills, *Parent Role, Parents, *Stress Variables, *Videotape Recordings Identifiers-Canada Child abuse involves more than the use of corporal punishment with a child. Investigators have measured parents' emotional reactivity and attributions in relation to aversive child behavior. A “video recall” procedure has been used for assessing affective responding of adults engaged in marital conflict and has been valid for obtaining self-reports of affect in marital interaction. Another approach to studying emotional reactivity uses imagery to recreate sensory cues that precede or accompany anger and arousal. A third variation for bridging the gap between parental recall and realistic situations precipitating abuse involves a video-simulated stress procedure allowing the examiner to record parental responses to a number of stress-inducing child situations that closely resemble abusive circumstances. In this technique, eight videotaped scenes of toddlers and preschoolers which simulate stressful childrearing situations in which the child demonstrates either excessive or deficient behavior, are shown to subjects. Subjects viewing the scenes assume the role of the hidden parent in the scene. Responses to the scenes are measured by recording the subjects' verbal and behavioral indices of emotion, coping statements, and physiological changes. Subjects also provide self-reports of negative affect, sense of control, and choice of intervention or discipline. Pilot results have shown promise in detecting differential reactions to common child-related stress. (ABL) ED 268 399 CG 018 957 Ingoldsby, Bron B. A Theory for the Development of Machismo. Pub Date-Nov 85 Note-13p.; Paper presented at the Annual Meet
ing of the National Council on Family Relations (Dallas, TX, November 4-8, 1985). Pub Type Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Individual Development, "Males, *Parent Child Relationship, Psychological Patterns, *Self Concept, Self Esteem, Sex Role, Sex Stereotypes, Socialization, Theories Identifiers—*Machismo With changes in sex role expectations in marriage, family researchers have begun to examine the concept of machismo. Two characteristics dominant in the study of machismo are aggressiveness and hypersexuality. A biological model of machismo asserts that males everywhere tend to be more aggressive than females, a sex difference which appears to have a genetic base. A modern theory of sociobiology offers another explanation for macho behavior. According to this theory, much of animal, and perhaps human, behavior is influenced by the drive for one's genes to reproduce themselves. A generally accepted psychological theory views machismo as an expression of an inferiority complex. Most research on machismo is restricted to the lower classes. Research from Mexico, Puerto Rico, England, and the United States suggests that lower class males suffer from job insecurity and compensate for their feelings of inferiority by exaggerating their masculinity and by subordinating women. Other studies point to distant father-son relationships as one factor leading to feelings of inferiority and to the development of machismo. Women may support machismo by being submissive, dependent, and passive. The combination of feeling inferior and acting superior is machismo, a trait that is repeated generation after generation. If men can be socialized toward male parental investment, the incidence of machismo may decline and the incidences of men feeling self-esteem and women feeling equal to men may rise. (NRB) ED 268 400 CG 018 958 Wolfe, David A. Manion, Ian G. Service Delivery Modifications in Behavior Ther apy Programs for Families At-Risk for Abuse and Neglect. Pub Date—Apr 86 Note9p.; Paper presented at the Annual Conven tion of the American Association for Counseling and Development (Los Angeles, CA, April 20-23, 1986) Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors Attrition (Research Studies), Child Abuse, Child Rearing, *Disadvantaged, Fatherless Family, Foreign countries, *High Risk Persons, Mother Attitudes, Mothers, Parent Child Relationship, *Parent Education, Parenting Skills, Stress Variables Identifiers-Canada Standard procedures for teaching child management skills to parents may be inadequate for disadvantaged populations. The Parent/Child Early Education Program was developed to serve parents at risk of child abuse. Parent and child variables were measured at pretest in 41 families referred to this program. A profile of the families revealed that, in general, these families were single-female-headed households living on welfare support. Parents had an unstimulating, noneducational home environment for childrearing, more negative than positive parent-child interactions, a significant number of problems reported on the Child Abuse Potential Inventory, and a significant number of affective symptoms based on the Beck Depression Inventory. Children were described by their mothers as showing below average levels of adaptive behavior. The most common form of dropouts were no-starts who failed to attend sessions following the pretest assessment period. A discriminant function analysis of pretest data was conducted to determine which factors were the best predictors of finishing treatment. The results suggest that parents who are more likely to follow through with this form of training report more distress at pretest and show a more balanced ratio of positive to negative interaction with their children. In response to these client characteristics, a format for parent training has evolved which is tailored to the compatibility of the therapist, the extent of training/knowledge covered, and the target problems to address. (NRB)
ED 268 401 CG 018 960 Aging Veterans and Health Care Issues. Hearing Page 9
Retraining, *Two Year Colleges, Vocational Education Developed for those actively involved with planning the future of two-year postsecondary educational institutions, this publication synthesizes information from the literature with the knowledge and practice in the field regarding the impact of the new adult majority. Chapter I summarizes the issues. Chapter II provides an overview of some of the forces driving institutional change. It discusses external demands for change which center around three key issues-appropriateness, effectiveness, and accountability-as well as internal pressures such as student demands, need to update equipment and faculty, and low student enrollments. Chapter III focuses upon the changing clientele and the changing institutional relationships with the different client groups. Chapter IV evaluates changing institutional goals, governance, structure, and funding. Chapter V provides an analysis of possible changes in the programs and program-related components of the institution. These components are discussed: admissions and assessment, academic module, occupational module, placement, evaluation and outcomes, and auxiliary services. Faculty issues directly affecting institutions are also considered. Chapter VI presents a model and implications for institutional change. Each of six program areas are analyzed by seven program components. Chapter VII summarizes general, client-related, institution-related, and program-related issues and trends. (YLB)
Helping the Dislocated Worker: Employer and Employee Perceptions. Research and Develop ment Series No. 243D. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date—85 Contract-300-83-0016 Note—97p.; For related documents, see ED 241 740-742. Available from-National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (RD243D-$8.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adults, Career Change, *Coping, *Dislocated Workers, Employee Attitudes, Employer Attitudes, Employment Practices, *Employment Services, Guidelines, Human Services, Job Placement, Job Training, Outplacement Services (Employment), Retraining, *Unemployment, *Vocational Adjustment This publication presents employer and employee perceptions regarding life and job adjustment patterns of dislocated workers. Its intended audience includes the various groups who work with dislocated workers, including service providers and outplacing and hiring employers, and the displaced workers themselves. Chapter I provides an overview of the problem of occupational adjustment. Chapter II analyzes job and life adjustment experiences of 120 blue-collar, dislocated workers. Seven categories of adjustments that workers reported making on new jobs are addressed. Eight worker profiles are included. Chapter III provides information from 17 employers who had hired dislocated workers. Information is presented regarding characteristics of reemployed workers and employer practices related to hiring, orienting, training, and supporting dislocated workers. Employers' observations concerning dislocated workers job adjustment are also presented. Chapter IV reviews major problems dislocated workers experienced during unemployment and the assistance and services they sought and received. Workers' perceptions and recommendations are examined for three categories of services: informal assistance, government transfer payments, and special programs. Chapter V reviews worker and employer recommendations for service improvement. Guidelines for easing the unemploymentto-reemployment transition are offered for dislocated workers, hiring employers, and service providers. (YLB)
students, a description of advisor qualities, and the role of the counselor illustrate the general thrust of the program. A student planning guide to help students plan their high school courses around their eventual career goals is included and requirements for five different high school pathways (honors, college, liberal arts, vocational/occupational, and general) are presented in table form. Also included are a list of ideal characteristics of an advisement program and a list of advisement resources. (NRB) ED 268 393 CG 018 951 Haley, Shirley C. Locus of Control in Alcoholics Undergoing Treat ment. Pub Date [83] Note—16p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Alcoholism, Behavior Modification, Cognitive Restructuring, *Counseling Techniques, Drinking, *Group Therapy, Individual Power, *Locus of Control, *Outcomes of Treatment, *Socialization Alcoholism is a complex behavior pattern. Social learning theory, which is concerned with the analysis of why individuals behave in certain ways and the effects of reinforcement patterns in their behaviors, offers an alternative to traditional treatments of alcoholics. Among alcoholics, drinking is a control issue. Locus of control is viewed as a measure of the degree of responsibility an individual perceives himself to have over meaningful life events. The Rotter Internal External (I-E) Locus of Control Scale represents the translation of generalized expectancies for locus of control into a measure of specific expectancies dealing with a variety of drinking behaviors. The I-E Scale was completed by 15 alcoholic clients before and after a 6-week treatment program which emphasized process-oriented small group therapy. Subjects were encouraged to take responsibility for making life changes which would increase the probabilities of their sobriety and general social and personal adjustment. Within this specific alcoholic patient population, the results showed a significant shift from externality as measured in the pretest toward internality in the posttest. These findings suggest that the alcoholics' greater internality was a function of exposure to treatment rather than a predisposing personality dimension and that externality was not a fixed trait of the alcoholic population since it was significantly changed following treatment. (Author/NRB)
ED 268 390 CE 044 354 Doty, Charles R. Preparing for High Technology: Model Programs in the USA. Research and Development Series No. 258. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date—85 Contract-300-83-0016 Note-109p. Available from National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (RD258-$8.00). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Automation, Computer Graphics, *Computer Oriented Programs, *Demonstration Programs, Electromechanical Technology, Electronics, Higher Education, *Manufacturing, Numerical Control, Program Descriptions, Robotics, *Technical Education, *Technological Advancement, Two Year Colleges, Vocational Education Identifiers—Computer Assisted Design, Computer Assisted Drafting, *Computer Assisted Manufacturing This publication identifies exemplary programs and human resources in the automated manufacturing technologies. Its purpose is to assist vocational education program planners and curriculum specialists in updating programs and staff skills to prepare for high technology. Chapter 1 is an introduction. Chapter 2 describes the seven U.S. Secretary of Education's exemplary programs in narrative form. Program name, institution, and the institution's location are highlighted at the beginning of each entry. The program description follows. Contact information, including mailing address and telephone number, is highlighted at the end. Chapter 3 presents in a graphic format exemplary programs identified in a nationwide survey. Programs represent 18 technical areas: avionics, biomedical equipment technology, computer-aided design and drafting, computer-aided manufacturing, computer engineering technology, computer numerical control, electrical technology, electronics technology, electromechanical technology, graphics technology, industrial optics, laser technology, mechanical engineering technology, process control and instrumentation technology, robotics, semiconductor technology, solar technology, and telecommunications. A heading at the top of each page identifies the area. Information presented in box-form includes program title; contact information, including mailing address and telephone number; whether assistance is available; whether a syllabus is available; whether the program is competency-based; start date; and a narrative program description. (YLB) ED 268 391 CE 044 355 Zahniser, Gale And Others
ED 268 394 CG 018 952 Lieberman, Morton A. McCall, Mary E. Self-Help Groups-Implications for the Elderly. Pub Date—[Nov 85] Note58p.; Paper presented at the Annual Scien tific Meeting of the Gerontological Society (38th, New Orleans, LA, November 22-26, 1985). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Age Differences, Group Counseling, *Group Therapy, Mental Health, National Surveys, *Older Adults, *Participant Characteristics, Participation, *Program Effectiveness, *Self Help Programs A recent review of published and unpublished data suggests that the elderly are underrepresented in most self-help groups. Some national groups, such as Alcoholics Anonymous do serve the aged but many others such as widow groups do not. A recent national survey of over 3,000 households conducted by Mellinger and Balter examined the use of psychotropic medication and the help-seeking patterns of troubled respondents. A secondary analysis of the Mellinger-Balter data was conducted to examine patterns of participation in self-help groups by the elderly, the effectiveness of self-help groups, and the differential patterns of participation based on problem or disease to determine what types of groups are most successful in serving the elderly. Critical policy issues raised by these analyses involve the following: (1) the relative value of age-homogeneous groups when compared with age-heterogeneous groups; (2) the best forms of legitimization of self-help groups; and (3) the role of the professional service system. These findings have implications for the different strategies of generating and maintaining self-help groups including professional transfer models, financial aid, and consultation models. A reference list and 15 data tables are appended. (Author/ABL)
ED 268 392 CG 018 950 Pergander, Barbara Harnagel, Ardis Advisor/Advisee Handbook, 1985-1986. Round Lake Senior High School. Round Lake Area School District 116, IL. Pub Date [Mar 85] Note-13p.; Document presented at the Interna tional Collaborative Conference on Careers (Miami, FL, March 26-28, 1986). Prepared at Round Lake Senior High School. Available from-Round Lake Senior High School, 800 North High School Drive, Round Lake, IL 60073 ($8.00/copy; $6.00 quantity price). Pub Type— Guides - Classroom - Teacher (052) — Guides - Classroom - Learner (051)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Guidance, Educational Plan ning, High Schools, *High School Students, *Pupil Personnel Services, School Counseling, School Counselors, *Secondary School Curriculum, *Student Development This information packet contains sections from a high school advisor/advisee handbook and the accompanying student planning guide. The introduction explains the roles and responsibilities of advisors, lists four goals of the advisement program, and lists three areas of focus of the program: (1) self-awareness; (2) career awareness; and (3) school awareness. Three objectives for the 1986-87 school year are also given. The structure of the 1985-86 advisement program is outlined briefly and responsibilities of program directors, the facilitator activity group, and the advisory teams are listed. Sections on questions and answers, advisement outcomes for
pendent local evaluation, and enhanced staff attitudes toward evaluation. (KC)
ED 268 384 CE 044 341 Coffey, Osa D. Carter, Dianne Improving Corrections Education: Two Perspec tives for Voc Ed. Occasional Paper No. 111. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Pub Date-86 Note38p. Available from National Center Publications, Na tional Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (OC111-$4.25). Pub Type— Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Correctional Education, Correctional Rehabilitation, High School Equivalency Programs, Postsecondary Education, Prisoners, Program Effectiveness, *Program Implementation, *Program Improvement, *Research Needs, *Research Utilization, *Vocational Education This paper conteins two addresses on improving the quality of correctional education through vocational education research and resources. In the first part, Osa Coffey, Executive Director of the Correctional Education Association, speaks of the need for research and resources in vocational education for incarcerated persons. She states that the field today lacks clear direction and purpose, but is nevertheless ready for improvement and change. She outlines corrections today, the educational needs of inmates, the scope of current educational service delivery, the cost of corrections, the goal of correctional education, and research and resource needs in correctional education. She concludes that the services of researchers and the National Center for Research in Vocational Education are greatly needed to ensure that inmates receive the education they need to change their lives. In the second part of the paper, Dianne Carter, a corrections programs specialist at the U.S. Department of Education, presents a summary of some of those characteristics that she believes are common among good correctional education programs. She divides these characteristics into four categories: environmental characteristics, administrative leadership, instructional personnel, and instructional content and strategies. Before discussing these, she briefly describes the offender population. She concludes that partnerships between educational researchers and correctional facilities are needed to improve programs. (The paper includes a record of the question-and-answer session, criminal justice and correctional education statistics, prison population statistics, a policy statement on correctional education by the U.S. Department of Education, and references.) (KC)
tional education and economic growth and their underlying theoretical foundations, (2) notes the historical context in which the connections were shaped, (3) lists policy initiatives that were stimulated by the various connections, and (4) suggests future vocational education policy issues to be resolved in order to maximize the effects of vocational education on economic growth. Throughout the paper, the ways in which vocational education supports growth are divided into four types that reflect different periods in the nation's economic history: traditional, locational, emerging, and potential. The discussion is restricted to vocational education provided by the public sector, on which public policy can have a direct effect. Questions and answers on school-business cooperation, entrepreneurship education, and skill training in relation to economic growth follow the presentation. (KC) ED 268 386 CE 044 343 Champagne, Audrey Teaching for Workplace Success. Occasional Pa per No. 113. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Pub Date—86 Note-29p. Available from National Center Publications, Na tional Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (OC113-$3.00) Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Basic Skills, *Cognitive Processes, Educational Philosophy, Education Work Relationship, Learning Strategies, Learning Theories, *Problem Solving, Secondary Education, *Skill Development, Teaching Methods, *Vocational Education Following some years of eclipse by the basics, imparting thinking ability to students is once again emerging as the primary goal of public education. How to teach thinking skills, is, however, subject to question. For example, not only is the domain of the higher order skills broad and imprecisely specified, there is also considerable naivete in the public's perception of the conditions under which thinking skills are learned. In particular, recent legislative actions are based on unexamined assumptions about the conditions under which these skills are learned. In response to the reform rhetoric, many states have mandated increased science and mathematics requirements for all students for high school graduation. These requirements are based on the belief that reasoning, problem solving, and learning skills are best taught in these courses. However, there are concepts that educators should be aware of; for example, (1) not all students have the ability to attain higher order cognitive skills; (2) mathematics and science are not the only ways for teaching these skills; (3) high school is too late to begin teaching thinking skills; (4) experiences with physical systems play a considerable part in development of basic mental operations; (5) less able students need detailed instruction; and (6) rote performance is inferior to performance with understanding. It is important that educators keep these ideas in mind as they look for ways to teach thinking skills. Vocational education can play an important role in teaching these skills; science and mathematics are not the only way. (Several problem-solving examples are provided in this paper.) (KC) ED 268 387 CE 044 344 Adult Literacy Programs: Services, Persons Served, and Volunteers. OERI Bulletin. Center for Statistics (OERI/ED), Washington, DC. Report No.-CS-86-2176 Pub Date—Apr 86 Note-18p.; Tables contain small type. Pub Type - Reports - Research (143) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Basic Education, * Adult Lit eracy, *Adult Reading Programs, Delivery Systems, Educational Practices, Educational Trends, Enrollment, Instructional Materials, *Literacy Education, National Surveys, Outcomes of Education, Program Content, *Volunteers, *Volunteer Training A study examined the services provided by and the role and training of volunteers in adult literacy programs in the United States. Data on a national probability sample of approximately 800 adult literacy programs that was collected by the Center for Statistics through its Fast Response Survey System
indicated that in spring 1985 adult literacy instruction was provided in an estimated 2,900 adult education programs offered through school districts, community colleges, and adult learning centers, as well as in an estimated 1,300 local adult literacy programs (LALPs), including volunteer groups, community-based organizations, other private literacy organizations, and libraries. About half of the adult education programs and nearly all the LALPs used volunteers. Five types of programs were offered: basic literacy, pre-General Educational Development (GED) examination, GED, oral English-as-a-second language (ESL), and oral and written ESL instruction. Approximately 729,000 persons received instruction during a 1-month period in 1985. Volunteers were used in the following capacities: one-to-one tutoring, teaching small groups, serving as teacher's aides, and teaching classes. Lack of people to volunteer was cited as the main barrier to using volunteers. Ninety-six percent of the programs using volunteers provided training for them, with 86 percent providing an average of 13 hours preservice training for new volunteers. In 80 percent of the programs training was conducted by program staff or other volunteers. Fifty-nine percent of the programs used Laubach Literacy Action materials and 43 percent used in-house materials. Forty percent of the programs surveyed rated their volunteers as excellent, 31 percent as good, 7 percent as fair, and 2 percent as poor. (MN) ED 268 388 CE 044 346 Pelzer, Dagmar F. Comparing Job Placement of Vocationally Trained and Untrained Inmates While Residing at a Community Correctional Center in Florida. Pub Date—30 Dec 85 Note-32p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Adult Education, Comparative Anal ysis, *Correctional Education, Correctional Institutions, *Educational Benefits, Educational Research, *Job Placement, Outcomes of Education, Participation, *Prisoners, *Vocational Education A study determined if there was a significant difference in job placement between inmates who had received vocational training while incarcerated at major institutions and inmates who had participated in no such training. A second purpose was to determine if a significant relationship existed between vocational training and job placement. The population was 94 inmate residents of the Miami North Community Correctional Center. Data were collected by an interview questionnaire. The Chi Square Test was used to test the difference between the two sample populations; the Chi Square Test of Independence was used to test for a relationship between vocational training and job placement in vocational fields. Results showed no significant difference in employment between trained and untrained inmates. Job placement was found to be independent of the vocational training received. These suggestions were made: vocational programs in the correctional system should be evaluated, a study should be initiated to determine if a significant difference in job retention exists between vocationally trained and untrained inmates after release, and a study should be made to determine if there is a significant difference in enrollment and program completion between inmates in the last five years of their sentence and inmates with more than five years to serve. (YLB) ED 268 389 CE 044 353 Smith, Billy G. The Adult Majority: Redefining the 2-Year Institu tion. Special Publication Series No. 51. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date85 Contract-300-83-0016 Note87p. Available from National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (SN51-$8.00). Pub Type Information Analyses (070) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adult Education, *Adults, Change, *Educational Change, *Institutional Characteristics, Job Training, Literature Reviews, Postsecondary Education, *Program Development,
ED 268 385 CE 044 342 Rosenfeld, Stuart Vocational Education and Economic Growth Con nections and Conundrums. Occasional Paper No. 112. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Pub Date—86 Note-27p. Available from National Center Publications, Na tional Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (OC112-$3.00). Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Economic Development, *Educa tional History, Educational Philosophy, Educational Policy, Educational Trends, Education Work Relationship, Entrepreneurship, Futures (of Society), Policy Formation, Program Improvement, *School Business Relationship, School Role, Secondary Education, *Vocational Education This paper notes that vocational education has been associated with economic growth since the turn of the century, when such growth was used as a justification for the funding of early vocational training. Today, vocational education's contributions to economic growth include efforts such as employer demand research, dislocated worker programs, strategies for school/business linkages, and entrepreneurship education. Following a short history and rationale for the connection between vocational education and economic growth, this paper (1) describes a variety of connections between voca
Application, *Job Performance, National Surveys, *Personnel Policy, *Personnel Selection, Productivity, *Recruitment A study examined the impact of recruitment policies on the flow of job applicants and quality of new workers. The process of determining a recrụitment and selection strategy appeared to be one of considering the trade-offs between engaging in extensive search (high number of applicants per offer) or intensive search (great amount of time spent per applicant) while minimizing the indirect costs of hiring. The number of job-seeker contacts was more responsive to variables describing the probability and number of vacancies than measures of attractiveness of the job. Most firms had a sufficiently autonomous flow of job seekers to avoid undertaking new recruitment efforts each time they had a vacancy. It appeared that since competition forces all firms to pay wages roughly equal to the market's assessment of a worker's generalized productivity, a firm can profit from hiring a worker only if (1) it has information about the worker not available to other employers that implies the worker is better than the market seems to think or (2) the worker has a comparative advantage in working at that firm. (Appendixes to this report include the second-wave report of the National Survey of Employer Hiring and Training Practices and the Employer Demand survey instrument.) (MN)
ucation, Personnel Policy, Personnel Selection, Policy Formation, Productivity, Promotion (Occupational), Recognition (Achievement), Rewards, *Salary Wage Differentials, Secondary Education, Unions Wage rates and earnings give misleading signals to public and private policymakers as to the benefits of certain kinds of education and training investments. These misleading signals result from the fact that (1) workers and employers prefer employment contracts that either do not recognize or only partially recognize differences in productivity among workers doing the same job and (2) important dimensions of education and training accomplishment are often not signaled to potential employers and therefore have limited influence on the allocation of workers to jobs. Consequently, there are significant productivity differentials between workers receiving the same pay for the same job, and some of these are related to educational and training achievements that are not efficiently signalled. In light of these findings, policymakers in the education and training sectors should learn to generate better signals of the learning that occurs in school or on the job on the assumption that if employers have access to information on the competency that job applicants have developed in school they will use it. The second response to the problem should be to restructure the system of rewards and recognition in high schools. (An appendix to this report describes the data collection measures and sample population on which the study's conclusions are based.) (MN) ED 268 378 CE 044 326 Bishop, John And Others Incentives, Learning, and Employability. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date --Nov 85 Grant-NIE-G-83-0005-P-5 Note-100p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Academic Achievement, Behavior Modification, Comparative Analysis, Competition, Cooperation, Credit No Credit Grading, *Employment Potential, *Incentives, *Learning Motivation, Models, *Motivation Techniques, Pass Fail Grading, Rewards, Secondary Education, *Student Motivation This collection contains three studies of the relationship between incentives, learning, and employability. The first study, “Incentives, Learning, and Employability,” by John Bishop, models students' choices concerning what to learn and how much effort to spend learning it in terms of the outcome of a comparison of benefits and expected costs and examines various strategies for use in increasing student motivation to learn. The second paper, “A Formal Model of School Reward Systems" by Suk Kang, examines pass-fail and graduated reward systems. The third paper, "The Design of Handicapping Systems for Rewarding Learning: A Mathematical Analysis of Intertemporal Issues" by John Bishop and Charles Wilson, examines alternative reward systems, a model of behavior, measures of cost-effectiveness, and student response to different reward systems. Appendixes to the third paper include the handicapping model and a discussion of the formulas used in the study; appendixes to the overall report include notes on the observational data collection procedure used, a discussion of the fair distribution rule in a cooperative enterprise, and an examination of the relationship between incentive schemes and effort level by the agents in a cooperative enterprise. (MN) ED 268 379 CE 044 327 Bishop, John And Others Recruiting Workers: How Recruitment Policies Affect the Flow of Applicants and Quality of New Workers. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Employment and Training Admin istration (DOL), Washington, D.C. Pub Date-Sep 83 Contract—99-2-2297-50-40 Note—241p.; For a related document, see CE 044 336. Pub Type Reports - Research (143) EDRS Price - MF01/PC10 Plus Postage. Descriptors—Competence, Employment Practices, *Employment Qualifications, Influences, *Job
ED 268 380 CE 044 328 Bishop, John And Others Training and Human Capital Formation. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Department of Labor, Washington, D.C. Pub Date-Jul 85 Note-297p. Pub Type- Reports - Research (143) - Collected Works - General (020) — Numerical/Quantita tive Data (110) EDRS Price - MF01/PC12 Plus Postage. Descriptors—Economic Development, Educational Economics, Education Work Relationship, *Human Capital, Human Resources, *Labor Force Development, Labor Market, Labor Turnover, National Surveys, *On the Job Training, *Outcomes of Education, Productivity, Promotion (Occupational), Salary Wage Differentials This collection contains studies of two large-scale national survey databases that have rich information on on-the-job training. The following papers are included: "On-the-Job Training/Sorting: Theory and Evidence,” by John Bishop and Suk Kang; “The Magnitude and Determinants of On-the-Job Training," by John Bishop; “Impacts of Training," by John Bishop; "Substitutability of Work-Related Preparation and On-the-Job Training," by Suk Kang; "The Nature and Impact of Training: Evidence from the Current Population Survey,” by Kevin Hollenbeck and Richard Willke; and "Implications and Policy Recommendations," by John Bishop. Seventy-eight data tables and eight figures are included. (MN) ED 268 381 CE 044 330 Bishop, John, Ed. Targeted Jobs Tax Credit: Findings from Employer Surveys. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washing ton, D.C. Pub Date-May 85 Grant-DHHS-113A-83 Note-224p. Pub Type Reports - Research (143) - Collected Works - General (020) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Demand Occupations, Employer At titudes, Employment Opportunities, *Employment Patterns, *Employment Practices, Employment Statistics, *Federal Legislation, Job Search Methods, Labor Market, Labor Needs, Models, National Surveys, *Personnel Policy, Personnel Selection, Program Effectiveness, *Public Policy, *Tax Credits Identifiers-Revenue Act 1978, *Targeted Jobs Tax Credit This collection includes eight reports of findings from a series of employer surveys designed to assess the effectiveness of the Targeted Jobs Tax Credit (TJTC). The following papers are included: "Introduction,” by John Bishop; “Utilization of the Tar
geted Jobs Tax Credit,” by John Bishop and Susan Ashbrook; "Multivariate Models of Employer Participation in TJTC and Its Effects upon hiring Policies,” by John Bishop and Kevin Hollenbeck; “Does Advertising One's Eligibility for TJTC Help One Get a Job?" by John Bishop and Kevin Hollenbeck; "How Do Employers Find TJTC Eligibles?” by John Bishop; “Impact of TJTC on Employment at Subsidized Firms,” by John Bishop; "How Should Government Promote TJTC?” by John Bishop; and "Summary and Policy Implications,” by John Bishop. (Appendixes to this collection include a brief description of the first wave of the employer survey, the employer survey questionnaire, detailed data concerning utilization of the Targeted Jobs Tax Credit, and a description of the employer hiring decisions survey.) (MN) ED 268 382 CE 044 336 Bishop, John Barron, John M. Stockpiling Job Applicants. Pub Date Dec 84 Note-12p.; For a related document, see CE 044 327. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Employment Practices, *Evaluation Criteria, *Job Applicants, *Personnel Policy, *Personnel Selection, Prerequisites, Professional Occupations, *Recruitment, Service Occupations, Unions Identifiers—*Stockpiling A study examined the way in which stockpiling job applications affects a firm's search for a new employee when an opening arises and the extent to which employers make use of applications they have stockpiled. Data on these questions were obtained from a survey of 2,264 employers that was sponsored by the National Institute of Education and the National Center for Research in Vocational Education in 1982. As hypothesized, stockpiling had a positive impact on extensive search as measured by the number of applicants interviewed. However, intensive search as measured by the number of hours spent per applicant significantly declined with stockpiling. Firms using the stockpiling strategy received 33 percent more phone calls and 35 percent more visits, and they accepted 44 percent more applications. When filling a job vacancy, larger firms called prior applicants at a much higher rate (58 percent for firms with more than 250 employees versus 27 percent for firms with fewer than 10 employees). Stockpiling was most common for service jobs and least common for professional and managerial jobs. Thus, likelihood of job vacancy and lack of specialized job requirements were associated with use of the stockpiling strategy. Unionized firms were significantly more likely to interview prior applicants. (MN) ED 268 383 CE 044 340 Schell, John W. Brauchle, Paul E. Using a High Technology Process Evaluation in Employment and Training Programs. Pub Date [86] Note28p. Pub Type-- Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Computer Oriented Programs, Em ployment Programs, *Evaluation Methods, Evaluation Utilization, *Federal Programs, *Formative Evaluation, *Job Training, Microcomputers, Postsecondary Education, *Program Evaluation, Program Improvement, Self Evaluation (Groups) Identifiers—*Job Training Partnership Act 1982 Process evaluation has great potential to meet the needs of managers who are charged with operating employment and training programs under the Job Training Partnership Act (JTPA). One adaptation of process evaluation could make use of a personal computer to enhance the cost-effectiveness and quick turn-around time of this method of assessing the progress of job training programs. Advantages of process evaluation include the following: (1) it is helpful in diagnosing problems before they become serious; (2) it is cost effective; and (3) it closes the performance feedback loop quickly. JTPA managers implementing a process evaluation system must make choices, such as choosing what to evaluate, selecting appropriate evaluation measures, selecting an evaluation procedure, and integrating evaluation findings for program improvement. Solving the problems encountered during process evaluation requires computerization of evaluation activities, standardization of process evaluation criteria, inde approach. Two innovative approaches are presented: aggregate program review and peer review. The chapter ends with the postcard model-an abbreviated method of evaluating very short programs. Four pages of references conclude the document. (YLB)
Contract-300-83-0016 Note-131p. Available from National Center Publications, Box F, National Center for Research in Vocational 43210-1090 (Order No. RD260-$10.50). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors Abstracts, Educational Resources, — Guidelines, *Peer Teaching, Postsecondary Education, Program Descriptions, *Program Development, *Program Evaluation, *Program Implementation, Resource Materials, Secondary Education, *Tutoring, *Vocational Education This publication presents guidelines for planning, implementing, and evaluating a peer tutoring program within a vocational setting. Chapter 1 discusses benefits of peer tutoring and presents a compilation of guidelines, suggestions, and examples for planning, developing, and evaluating a peer tutoring program. Tasks in each area-program planning, development, and evaluation-are described. Chapter 2 presents an indepth look at 13 individual, diverse peer tutoring programs. They demonstrate the many program options, formats, and procedures available to those wanting to establish a new peer tutoring program or modify an existing one. The programs represent secondary and postsecondary institutions that typically offer both academic and vocational or technical education. The following areas are discussed for each program: development and administration, functions and operation, and evaluation and improvement. Chapter 3 provides a listing of selected resources and materials available for the vocational educator interested in implementing peer tutoring programs for special learner populations in vocational programs. Citations are arranged by type of document: program description, program handbook, and tutor handbook. The citations supply information regarding title, authors or developers, source, purpose, and annotation of the material or resource. Appendixes include sample forms and a list of books and sample handouts. (YLB) ED 268 373 CE 044 309 Dubravcic, Elizabeth V. And Others Evaluating Short-Term Skill Training. Research and Development Series No. 261. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date-86 Contract-300-83-0016 Note-65p. Available from National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (Order No. RD261-$6.25). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adult Education, Adult Programs, *Employment Programs, *Evaluation Criteria, *Evaluation Methods, Federal Legislation, Federal Programs, Guidelines, Inplant Programs, Job Skills, *Job Training, Models, Planning, Postsecondary Education, *Program Evaluation, Standards, Vocational Education Identifiers—Job Training Partnership Act 1982, *Short Term Training This guidebook for vocational planners and evaluators describes the many possibilities in evaluating short-term programs. It is intended for use by educators in postsecondary institutions developing and implementing short-term programs, those providing service under the Job Training Partnership Act, and employers who provide in-house skill training. An introduction provides an overview of the project on which the guidebook is based. Chapter 2 compares short- and long-term training programs in terms of duration, philosophy, organizational context, purpose, clientele, instructional staff, curriculum, and linkage with employers. Chapter 3 reviews evaluation models. Various ways to design an evaluation and evaluation criteria and standards are presented. The chapter also offers an evaluation framework that incorporates evaluative criteria appropriate for short-term programs. Chapter 4 discusses key administrative concerns in planning and implementing evaluation. It presents guidelines for conducting all types of evaluation-evaluability assessment, needs assessment, input evaluation, process evaluation, outcome evaluation, impact evaluation, and cost benefit/cost effectiveness analysis. Chapter 5 presents additional guidelines for selecting an evaluation
ED 268 374 CE 044 310 Glover, Robert W. Apprenticeship Lessons from Abroad. Information Series No. 305. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed. ucation (ED), Washington, DC. Pub Date-86 Contract-300-83-0016 Note—66p. Available from-National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (Order No. IN 305_$6.25). Pub Type- Information Analyses (070) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Access to Education, * Apprentice ships, Cost Effectiveness, *Developed Nations, Educational Cooperation, Financial Support, Foreign countries, Industrialization, *International Educational Exchange, Postsecondary Education, Program Administration, *Program Effectiveness, *Program Improvement, Sex Fairness, Vocational Education This publication reviews available literature regarding apprenticeship in the United States and 17 other industrialized market-economy nations. It notes outstanding practices that may be replicated or transferred to strengthen U.S. apprenticeship. The publication begins by defining apprenticeships and outlining the unique features of U.S. apprenticeship, citing both its strengths and deficiencies. In the remainder of the work attention is given to improvements in seven deficiencies of U.S. apprenticeship: variable quality of training offered, inadequacies in the administration of apprenticeship, inadequate numbers trained, concerns about the cost effectiveness of apprenticeship, inadequate financing for certain apprenticeship programs, limited access to apprenticeships, and unclear role and relationship to other training. Promising practices are detailed that may help remedy the problems identified. Recommendations regarding the transferability of practices are suggested, including broader training, regular curriculum review and updating, development of trade examinations, establishment of a resource center, Federal leadership, adoption of a system of Industrial Training Boards, recruitment of women, promotion of alternant training, and collaboration between vocational education and apprenticeship. The paper calls for communication and dialogue with other industrialized countries on the subject of apprenticeship and industrial training. Nine pages of references conclude the report. (YLB) ED 268 375 CE 044 311 Parnes, Herbert S. Developing Human Capital, Information Series No. 306. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date—86 Contract-300-83-0016 Note55p. Available from-National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (Order No. IN306-$5.50). Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Adult Education, Adult Programs, Compensatory Education, Dislocated Workers, *Education Work Relationship, Elementary Secondary Education, Employment Programs, Federal Aid, Federal Government, Federal Programs, Government Role, Government School Relationship, *Human Capital, *Job Training, *Labor Force Development, Policy Formation, Preschool Education, *Program Effectiveness, *Public Policy This policy paper explores the nature and significance of human capital development. Its intended audience includes policymakers, students and researchers, and citizens who bear the ultimate responsibility for public policy. An introductory
section defines human capital broadly to include all productive capacities acquired at some cost and emphasizes the diversity of the processes that develop such capacities. The remainder of the paper focuses exclusively on educational and training processes that contribute to preparation for work. Section 2 is a descriptive inventory of the extent and nature of such processes. Four major categories of institutions that play a role in these processes are described: formal preschool programs, regular education, adult education and training, and federally financed employment and training programs. Section 3 reports the best available evidence on the effectiveness of four major systems of human capital development: Head Start, public primary and secondary education, federally financed employment and training programs for economically disadvantaged persons, and training for dislocated workers. Section 4 presents recommendations for public policy: increasing human resource flexibility, expanding compensatory preschool education, increasing the Federal role in primary and secondary education, expanding employment and training programs, and attaining efficiency and equity in social policy. Seven pages of references conclude the report. (YLB) ED 268 376 CE 044 320 Bishop, John The Recognition and Reward of Employee Perfor mance. Spons Agency-Department of Education, Washington, DC.; Department of Labor, Washington, D.C. Pub Date-Apr 86 Note-55p.; Paper presented at a conference on the New Economics of Personnel (Tempe, AZ, April 10-11, 1986). For a related document, see CE 044 321. Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Compensation (Remuneration), Employee Attitudes, Employer Attitudes, Employment Practices, *Job Performance, Labor Market, Labor Turnover, Merit Pay, Personnel Policy, Productivity, Promotion (Occupational), *Recognition (Achievement), *Rewards, *Salary Wage Differentials, Unions Identifiers—Impact Studies A study compared different firms' methods of recognizing and rewarding employee performance and examined the impact of such recognition and reward on such factors as involuntary and voluntary labor turnover and worker productivity. Data from a survey of 3,412 employers that was sponsored by the National Institute of Education and the National Center for Research in Vocational Education in 1982 indicated important differentials between firms with respect to the prevalence and power of merit-based pay. Although workers' reported productivity relative to peers had important and reasonably rapid effects on relative wage rates at smalland medium-sized nonunion establishments, it had almost no effect at unionized establishments with more than 100 employees and at nonunion establishments with more than 400 employees. Relative wage rates did respond positively to the large differences in productivity between workers doing the same job; however, these responses were incomplete. When considered against the background of the inevitability of significant errors in measuring productivity, the wage differentials of employees with about 1 year of tenure create a strong a priori case that compensation for greater productivity is often only partial. (An appendix to this report describes the data collection measures and sample population on which the study's conclusions are based.) (MN) ED 268 377 CE 044 321 Bishop, John The Recognition and Reward of Employee Perfor mance: Implications for Education and Training Policy. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Pub Date—86 Note-42p.; For a related document, see CE 044 320. Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Academic Achievement, *Compen sation (Remuneration), *Educational Benefits, *Educational Policy, Employment Practices, *High School Graduates, Job Performance, Labor Turnover, On the Job Training, *Outcomes of Eddressed the ways in which the issues of skill obsolescence, unemployment, illiteracy, displacement, and finance of career development affect adult learners, employers, and providers of education and training. The first section lists the conference objectives. Reported next are the opening remarks delivered by Tony Carnevale, an economist who spoke of the natural tension between U.S. educational and other (especially economic) institutions. The next section includes brief descriptions and contact persons of 32 exemplary collaborative projects and national resource organizations serving adult clients including the following: Arizona Business-Industry-Education Council Career Advancement Project; Boston College Worker Education for the 1980s; Career Development Council Worker Retraining Project; Compact for Lifelong Educational Opportunities Educational Maintenance Organization; Tuition Aid Project of the Industry Education Council of Contra Costa County, California; Public Investment in Higher Education project of the New England Board of Higher Education; Job Training Partnership Act (JTPA)-Adult Basic Education project of Rio Salado Community College; Rural Educational Adult Development in Idaho (READI) Project; National Committee for Reschooling the Adult Worker; and Human Resources Development Institute of the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO). The final section of the report summarizes the closing remarks, which were delivered by Arlon Elser. (MN)
National Inst. for Work and Learning, Washington, D.C. Pub Date-84 Note-150p.; For a related document, see CE 044 300. Parts of document contain small print. Available from National Institute for Work and Learning, 1200-18th St., N.W., Suite 316, Wash ington, DC 20036 ($20.00). Pub Type- Reports - Research (143) — Tests/ / Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Educational Attainment, Education Work Relationship, *Employee Attitudes, *Employment Experience, Employment Patterns, Employment Potential, *Employment Practices, Employment Qualifications, *Food Service, Job Performance, Job Training, Labor Market, National Surveys, *Occupational Mobility, Salary Wage Differentials, Student Educational Objec tives, Transfer of Training, Work Attitudes Identifiers—*Fast Foods A study examined employment in the fast-food industry. The national survey collected data from employees at 279 fast-food restaurants from seven companies. Female employees outnumbered males by two to one. The ages of those fast-food employees in the survey sample ranged from 14 to 71, with fully 70 percent being in the 16- to 20-year-old age range. The sample had a higher percentage of Blacks than the 1980 census (16 versus 12 percent) and a lower percentage of whites (77 versus 83 percent) and Hispanics (5 versus 6 percent). For the vast majority of fast-food employees, there is no link between job and schooling. Despite employees' strong interest in being promoted to management-level jobs (especially among minority workers), most restaurants recruited their management trainees from outside the restaurant. As might be expected, the issue of "overworked and underpaid" was a clear concern among employees. On the positive side, employment in the fast-food industry did appear to offer an opportunity to develop a number of transferable, job-related skills. Employment in the fast-food industry appeared to have little effect on performance in school or the highest grade completed. (Appendixes to this report include the hourly employee questionnaire and selected anecdotes from the survey.) (MN)
restaurant and school for about one-fourth of the Hispanic respondents. As was true for their non-Hispanic counterparts in the survey, the Hispanic employees were able to learn a number of transferable job-related skills. (MN) ED 268 370 CE 044 304 Johnson, Faith A. Baca, Allen R. A Handbook for Establishing Adult Education Programs in County Jails of Texas. Central Texas Coll., Killeen. Pub Date-Aug 85 Note 14p. Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Education, Adult Programs, Basic Skills, *Correctional Education, Correctional Institutions, *County Programs, Curriculum Development, High School Equivalency Programs, Postsecondary Education, Prisoners, *Program Development, Program Implementation, Regional Planning, *Remedial Instruction, *Student Centered Curriculum Identifiers—Texas This handbook presents guidelines for establishing adult education programs in county jails while simultaneously describing the establishment of an adult education program in the Bell County Jail in Texas in 1980. The three chapters of the handbook describe the preliminary planning, staff selection, and curriculum development and delivery stages of the Bell County Jail program, which was designed to accomplish the following goals: motivate and inspire both long- and short-term students; offer a diversified curriculum based upon student needs; provide diagnostic testing and General Educational Development (GED) certification; and deliver basic skills remediation in reading, writing, and mathematics. In addition, the second chapter lists 12 steps on planning and implementing an adult education program in a county jail, and the third chapter offers 12 guidelines for establishing a student-centered curriculum and evaluating a county jail education program. (MN) ED 268 371 CE 044 305 Low-Level and Non-Reader Program “LNR." Adult Basic Education Reading Center, 310 Project. Report, July 1984-June 1985. J. F. Ingram State Technical Coll., Deatsville, AL. Spons Agency-Alabama State Dept. of Education, Montgomery. Pub Date-Jun 85 Note33p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Adult Liter acy, *Adult Reading Programs, *Beginning Reading, Behavioral Objectives, Objectives, Check Lists, *Correctional Education, Illiteracy, Individualized Instruction, Learning Activities, Lesson Plans, *Literacy Education, Outcomes of Education, Prisoners, Program Effectiveness, *Reading Centers, Records (Forms) Identifiers—310 Project, Alabama The “LNR” Program was established at J. F. Ingram State Technical College as an individualized reading program for low-level and nonreaders (LNRS) who are incarcerated at one of four prisons in central Alabama. The program combined the following instructional methods: individual work, group work, instructor/student interaction, lecture, and computer lab. The program was divided into six centers designed to help students develop and maintain a functional reading level of 6.0: decoding, vocabulary building, comprehension development, dictionary usage, reference, and filling out applications and giving and taking directions. The program was evaluated by a three-member evaluation team. The first appendix to this report contains lists of materials and equipment used at each of the six skills centers along with a list of objectives and evaluation criteria addressed at each center. Other appendixes include demographic information on the program participants, a sample personal data sheet, a test review form, and a student check list. (MN)
ED 268 367 CE 044 294 Charner, Ivan Fraser, Bryna Shore Different Strokes for Different Folks: Access and Barriers to Adult Education and Training. National Inst. for Work and Learning, Washington, D.C. Spons Agency-Congress of the U.S., Washington, D.C. Office of Technology Assessment. Report No.-ISBN-0-86510-05403 Pub Date—86 Contract—433-6020-0 Note-127p. Available from National Institute for Work and Learning, 1200-18th St., N.W., Suite 316, Washington, DC 20036 ($10.00). Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Access to Education, *Adult Educa tion, *Career Change, Demography, *Educational Opportunities, Educational Trends, *Enrollment Trends, Needs Assessment, Participation, Postsecondary Education, Program Effectiveness, Program Improvement, Research Needs, Retraining, School Effectiveness, Student Needs, Training, *Transitional Programs, Trend Analysis More than 2 million adults participate in programs provided by elementary and secondary schools, almost 8.5 million adults receive training from postsecondary schools, nearly 4.5 million participate in private employer-provided programs, and government agencies account for almost 4.5 million adult participants. Demographic data suggest that young, white, well-educated, higher-income, higher-occupational-status, employed adults have the highest participation rates. Reasons for nonparticipation are related to socioeconomic status, race, and prior educational attainments. Examination of training programs that have been successful in removing many of the barriers to participation in training, especially for adults in a career transition, indicate that successful programs are likely to involve collaboration or partnership among business, education, organized labor, and community agencies; offer flexible curricula and scheduling; offer supportive services; combine modes of instruction; offer remedial instruction; encourage peer support groups; gear programs to the wants and needs of those being served; and provide training for emerging, high-demand jobs or careers. A single, longitudinal database is needed to provide information on patterns, reasons for, and barriers to participation in education and training. Also needed are alternative methods of data collection to improve assessment of the sociopsychological, situational, and structural barriers to participation in adult education and a research agenda providing for hard evaluation of program outcomes. (MN) ED 268 368 CE 044 299 Charner, Ivan Fraser, Bryna Shore Fast Food Jobs. National Study of Fast Food Employment.
ED 268 369 CE 044 300 Charner, Ivan Fraser, Bryna Shore Hispanics in Fast Food Jobs. National Inst. for Work and Learning, Washington, D.C. Pub Date May 84 Note—27p.; For a related document, see CE 044 299. Available from National Institute for Work and Learning, 1200-18th St., N.W., Suite 316, Wash , ington, DC 20036 ($5.00). Pub Type— Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Educational Attainment, Education Work Relationship, *Employee Attitudes, *Employment Experience, *Employment Patterns, Employment Potential, *Employment Practices, Employment Qualifications, Food Service, *Hispanic Americans, Job Performance, Job Training, Labor Market, National Surveys, Occupational Mobility, Salary Wage Differentials, Student Educational Objectives, Transfer of Training, Work Attitudes A study examined the employment of Hispanics in the fast-food industry. Data were obtained from a national survey of employees at 279 fast-food restaurants from seven companies in which 194 (4.2 percent) of the 4,660 respondents reported being Hispanic. Compared with the total sample, Hispanic fast-food employees were slightly less likely to be female (62 versus 66 percent) and somewhat younger (75 versus 71 percent below the age of 20). More Hispanic fast-food industry employees were in general rather than vocational or academic programs, with fully 18 percent not knowing which program they were in. The grades of the respondents were fairly high, with only 14 percent reporting grade averages of C or below. The work ethic appeared to be alive and well among the Hispanic respondents, with 63 percent expecting work to be the central part of their lives and 85 percent saying they would work even if they didn't need to. Most planned to continue their education beyond high school. There was some link between employment in a fast-food
ED 268 372 CE 044 308 Ashley, William L. And Others Peer Tutoring: A Guide to Program Design. Re search and Development Series No. 260. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date-86 Page 10
Pub Date-Apr 86 ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986) Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors-Attitude Change, Business Responsi bility, *Educational Cooperation, Education Work Relationship, Elementary Secondary Education, Employer Attitudes, Motivation, *Outreach Programs, *Program Effectiveness, School Business Relationship Although there is widespread publicity about the involvement of businesses with schools, and as President Reagan as well as authors of reform reports continue to call upon the private sector to help education, it is unclear to what extent such relationships exist and what they are accomplishing. A 10-page, 55-question survey was mailed to the chief executive officers of a sample of 500 corporations on the Forbes 500 list, with a 69 percent return (345 usable responses). The questionnaire was intended to identify what kinds of corporations would be more likely to participate in collaborative efforts with schools, who initiates the collaboration, the kinds of partnerships, the motivations of the corporations to participate, and benefits of the partnership. Analysis of survey responses showed that 73 percent of corporations work with schools, a majority with Adopt-A-School programs. Banks, utility companies, and insurance companies are the most likely corporate participants, although many other industries also participate. Most of the relationships consist of sending speakers, giving tours, and donating equipment. Motivations of the corporations to participate in school affairs include improving student academic achievement, improving career education, providing business role models for students, and promoting a favorable business image in the community. The study also found that having a relationship with schools improves the schools' image in the corporate mind. The study concluded, however, that business participation in schools is minimal, sporadic, and has a small effect on education. (KC)
ED 268 362 CE 044 282 Savenye, Wilhelmina C. And Others Career Role Models in Two Media: Effects on Student Attitudes towards Non-Traditional Ca reers. Pub Date-Apr 86 Note-49p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Attitude Change, Audiovisual Aids, Career Education, Economically Disadvantaged, Females, Instructional Materials, Junior High Schools, Males, *Nontraditional Occupations, *Outcomes of Education, Program Effectiveness, *Reading Materials, Sex Fairness, Sex Stereotypes, *Slides, *Student Attitudes This study was conducted to investigate the attitudinal effects of presenting students with career information in two media forms, slide/tape and print. Subjects were 186 ninth-grade students from a junior high school in a lower-middle-class metropolitan area. Interviews with role models working in careers not traditional for their gender were used as a means of presenting the career information in both the slide/tape and print treatment groups. Students in a control group received no career information. All students completed an occupational survey to assess their attitudes about the suitability of eight jobs for both men and women and their own interest in and confidence of success in the jobs. The data were analyzed using three separate multivariate analyses of variance. Students in both the slide/tape and print treatments were significantly more positive about the careers being suitable for both men and women than were students in the control group. Subjects also showed more positive attitudes toward jobs they learned about than jobs they did not learn about. Attitudes of students in the print group did not differ significantly from those in the slide/tape group. Students were significantly more interested in and confident of success in jobs traditionally for their own gender, and neither presentation had a significant effect on interest and confidence. Although both types of presentations produced positive changes in attitudes towards suitability of
careers for both men and women, more comprehensive programs appear necessary to increase the probability of changes in interest and confidence of success in nontraditional careers. (Author/KC) ED 268 363 CE 044 285 Gold, Gerard G. Employment-Based Tuition Assistance: Decisions and Checklists for Employers, Educators, and Unions. National Inst. for Work and Learning, Washington, D.C. Spons Agency-Fund for the Improvement of Post secondary Education (ED), Washington, DC. Report No.-ISBN-0-86510-004-7 Pub Date—85 Note-77p. Available from National Institute for Work and Learning, 1200-18th St., N.W., Suite 316, Wash ington, DC 20036 ($6.00). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Check Lists, Decision Making, Em ployer Employee Relationship, Employment Practices, Financial Policy, *Fringe Benefits, Models, Networks, *Personnel Policy, *Policy Formation, Postsecondary Education, Program Development, *Student Financial Aid, Tax Credits, *Tuition Grants, *Unions This guide is intended to assist employers, educators, and union officials in understanding the rationale behind developing and implementing tuition assistance plans. Examined in the introductory section are the importance of tuition assistance programs in light of contemporary economic and labor market conditions. The first chapter outlines the past, present, and future directions of tuition assistance programs. Described next are the basics of tuition assistance. The third section contains tuition assistance program check lists for use by employers, education institutions, and labor unions. Problems in establishing and implementing tuition assistance programs and suggested solutions are covered next. The fifth section deals with taxes, policies, and tuition assistance. Community tuition assistance networks are the subject of the final section. (Appendixes to this guide include tables presenting industries paying employee educational assistance in 1982 and the percent of companies paying employee educational assistance benefits in selected years, a draft model statement on tuition aid, and a model tuition plan. A list of additional publications on tuition aid is also provided.) (MN) ED 268 364 CE 044 289 Women and Office Automation: Issues for the Decade Ahead. Women's Bureau (DOL), Washington, D.C. Pub Date—85 Note-55p. Pub Type Opinion Papers (120) — Information Analyses (070) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Automation, *Clerical Occupations, Computer Oriented Programs, Computers, Data Processing, *Employed Women, *Employment Practices, Equal Opportunities (Jobs), *Futures (of Society), Information Processing, Job Simplification, Job Training, Occupational Safety and Health, Office Occupations, Retraining, Sex Stereotypes, *Technological Advancement, Wages, Word Processing More than 7 million workers in the United States today use computer-based video display terminals to do word and data processing; an overwhelming number of these workers are women. Women make up most of the occupational groups identified as "administrative support," and they are particularly affected by the changes taking place in the work. place. The impact of new office technologies on clerical work is a subject of great concern to the Women's Bureau of the U.S. Department of Labor. This concern extends to a wide variety of issues posed by the electronic office, including the following: (1) quality and content of the new jobs; (2) wages and status; (3) opportunities for mobility; (4) training and retraining; (5) health and safety factors; (6) equal opportunity aspects; (7) electronic “telework” and remote office work; and (8) the quantity of jobs or clerical employment prospects. Current research suggests that clerical workers often are excluded from the planning and implementation decisions leading to technological change. Although office automation promises greater efficiency and productivity, decision makers should remember
that these outcomes are not independent of the people who operate the new equipment. (KC) ED 268 365 CE 044 291 Gold, Gerard G. Toward Local Collaborative Networks for Adult Learners. Final Report of the Adult Learner Project. National Inst. for Work and Learning, Washington, D.C. Spons Agency-Kellogg Foundation, Battle Creek, Mich. Report No.-ISBN-0-86510-049-7 Pub Date—85 Note-49p. Available from National Institute for Work and Learning, 1200-18th St., N.W., Suite 316, Washington, DC 20036 ($5.00). Pub Type Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Adult Education, *Adult Students, *Community Coordination, Community Organizations, Cooperative Planning, Cooperative Programs, Coordination, Economic Development, Educational Cooperation, *Information Networks, *Linking Agents, Older Adults, Postsecondary Education, Retirement, *School Business Relationship, Student Financial Aid, Tuition Grants The Adult Learner Project was a two-phase program in which a total of 10 community-level projects received funding to develop collaborative agendas that would meet the learning needs of adults in their respective communities. During the second phase of the project, the following community-level collaborative councils were also given $20,000 each: the Arizona Business-Industry-Education Council, serving the greater Phoenix area; the Career Development Council, serving the tricounty rural-industrial area around Corning and Elmira, New York; the Industry-Education Council of Contra Costa County, serving an area east of San Francisco Bay; San Mateo County Industry Education Council, serving the area surrounding San Francisco International Airport; and the Metropolitan Washington Work-Education Council, serving jurisdictions in Maryland, Virginia, and the District of Columbia. This time, however, grant recipients concentrated on the following areas: expanding adult learning through employment-based tuition aid programs, meeting learning needs of older and retired workers, and improving linkages between vocational-technical programs and economic development efforts. The projects demonstrated that most communities are rich in resources and opportunities to address adult learner issues and that these resources can be linked and tapped. Although communities tend to profess commitments to adult learner issues and support educational institutions, they tend to undervalue neutral third-party efforts to create institutional linkages. (MN) ED 268 366 CE 044 293 Caldwell, Melissa B. Report from the National Conference on Collabo rative Approaches to Serving Adult Learners (Racine, Wisconsin, April 29-May 1, 1984). Johnson Foundation, Inc., Racine, Wis.; Kellogg Foundation, Battle Creek, Mich.; National Inst. for Work and Learning, Washington, D.C. Pub Date-84 Note-17p.; Photographs may not reproduce clearly. Available from National Institute for Work and Learning, 1200-18th St., N.W., Suite 316, Washington, DC 20036 ($3.00). Pub Type - Collected Works - Proceedings (021) Opinion Papers (120) — Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, *Adult Programs, Career Development, *Cooperative Planning, *Cooperative Programs, Coordination, Delivery Systems, Dislocated Workers, Educational Cooperation, Educational Legislation, Federal Legislation, Financial Support, Illiteracy, *National Organizations, Policy Formation, Postsecondary Education, Program Descriptions, Retraining, *School Business Relationship, Skill Obsolescence, Training, Unemployment Identifiers-Job Training Partnership Act 1982 This report summarizes a national invitational conference at which 36 representatives from business, industry, education, and government adGED alumni organization are then discussed: supporting graduates as they pursue further education or seek a new job, assisting future GED students, planning social activities drawing new members, raising and organizing money, and publicizing through production of a newsletter. Following a summary of the project, descriptions are provided of three other 310 projects in Pennsylvania that also dealt with alumni associations. A final section provides annotations of available resources on developing an adult basic education/GED alumni association and a list of contacts for existing GED alumni associations. (YLB)
ED 268 355 CE 044 269 Walters, Norma J. Guidelines for Writing a News Release. Auburn Univ., Ala. Center for Vocational and Adult Education. Pub Date-85 Note-9p. Available from—Center for Vocational and Adult Education, Auburn University, Auburn, AL 36849. Pub Type-Guides - Classroom - Learner (051) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Allied Health Occupations Educa tion, *News Writing, *Publicity, Secondary Education, Student Organizations, *Technical Writing, *Writing Skills Identifiers—*Health Occupations Students of America This guide is intended to teach members of Health Occupations Students of America (HOSA) to write a news release. Discussed first are the content and purposes of a news release. The mechanics of writing news releases are outlined. Provided next are guidelines for selecting photographs to include with a news release. Concluding the guide is a brief examination of the importance of radio and television stations in publicizing HOSA activities. A sample news release is appended. (MN) ED 268 356 CE 044 274 Pierce, W. Lee And Others An Adult Basic Educator's Directory of Software for Microcomputers. University of Southern Mississippi, Hattiesburg. Pub Date-Jun 85 Note-176p. Pub Type- Reference Materials - Directories/Cat alogs (132) EDRŠ Price - MF01/PC08 Plus Postage. Descriptors—*Adult Basic Education, Adult Pro grams, Adult Students, Check Lists, *Computer Assisted Instruction, Computer Literacy, Computer Managed Instruction, *Computer Oriented Programs, *Computer Software, Daily Living Skills, *Evaluation Methods, Guidelines, *High School Equivalency Programs, Language Arts, Mathematics Instruction, Microcomputers, Problem Solving, Science Instruction, Social Sciences, Vocabulary, Word Processing Identifiers-310 Project, PLATO This document is a guide to an annotated bibliography of software for use with microcompuers in adult basic education (ABE) classes. Some materials also are suitable for use in General Educational Development (GED) classes. The directory contains software reviews in the following categories: tools (such as word processing, spreadsheets), computer literacy, language arts, life skills, mathematics, miscellaneous educational areas, problem solving, science, and social studies. Each review contains title, date, version, vendor, subject area, level, program type, price, computer needed, auxiliary equipment needed, availability of instructional manual, appropriateness for ABE and/or GED, recommendation for use, and comment. The document also contains guidelines for choosing hardware and educational software, and a description of the PLATO and PLATO/WISCAT systems. Appendixes include a bibliography, a software evaluation checklist, and a glossary. Software is indexed by title, by publisher, and by type. (KC) ED 268 357 CE 044 277 Geoffroy, Kevin Congruence, Locus of Control, and Readings of English College Students-An Application of John Holland's Theory of Vocational Choice. Pub Date Feb 85 Note-12p.; Paper presented at the Annual Meeting of the Eastern Educational Research Association (8th, Virginia Beach, VA, February 7-9, 1985).
Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Choice, *Congruence (Psychology), Higher Education, *Locus of Control, *Majors (Students), Occupational Aspiration, Predictive Measurement, Testing Problems, Test Reliability, Test Validity, *Undergraduate Stu dents Identifiers—*England, *Hollands Theory of Occu pational Choice, Holland Vocational Preference Inventory One hundred and five English undergraduate college students at two colleges in England completed the Holland Vocational Preference Inventory (VPI), the Barron Ego Strength Scale, the Adult Nowicki-Strickland Internal-External Control Scale, and the Occupational Values Q Sort. Congruent students were identified by matching their reading (major) with their scores on the six Holland type indicators. A multivariate analysis of variance (MANOVA) revealed that congruent subjects exhibited a higher level of internality, greater ego strength, and less affiliation than incongruent subjects. Results support Holland's theory that subjects whose personality types and interests match their occupational goals tend to have more ego strength and internal locus of control and subsequently to find more job satisfaction than those who lack this congruency. A question that was explored was the practicality of applying American measurement techniques to an undergraduate English college population. In this sample, the measures seemed to work and to satisfy the students. (Author/KC) ED 268 358 CE 044 278 Prediger, Dale J. Swaney, Kyle B. Role of Counselee Experiences in the Interpreta tion of Vocational Interest Scores. Research Report No. 86. American Coll. Testing Program, Iowa City, IA. Research Div. Pub Date Feb 85 Note-11p. Available from-ACT Publications, P.O. Box 168, Iowa City, IA 52243. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Choice, *Career Counseling, Counseling Techniques, Counselor Role, *Experience, *Interest Inventories, Interest Research, Occupational Information, Postsecondary Education, Predictive Measurement, Predictive Validity, Secondary Education, *Test Interpretation, Test Validity This study determined the validity of vocational interest scores for persons with high, medium, and low levels of experience appropriate to their predominant interests. The experiences and interests of a national sample of 1,380 young adults were assessed concurrently with scales paralleling Holland's types. The degree of congruence between inventoried interests and occupation pursued six years later was found to increase as interest-appropriate experience increased. Occupational group members who had a high level of interest-appropriate experience (i.e., those with “verified interests”) scored as expected on the interest inventory-in sharp contrast to those with a low level of interest-appropriate experience. Implications for counseling include the following: (1) when a counselee's predominant interests are not accompanied by relevant experiences, caution should be used in interest score interpretation; (2) the counselor and counselee may wish to review the extent to which experience and knowledge were brought to bear on responses to items on the interest scales with the highest scores; and (3) another approach would be to provide counselees with opportunities to engage in and evaluate the experiences they are lacking-and thereby evaluate their interests. (Author/KC) ED 268 359 CE 044 279 Moss, Jeffrey W., Comp. Summaries of Research and Development Activi ties in Agricultural Education in the United States of America, 1984-1985. Louisiana State Univ., Baton Rouge. Coll. of Agri culture. Pub Date Feb 86 Note-171p. Pub Type Reference Materials - Bibliographies (131) - Information Analyses (070) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Agribusiness, *Agricultural Educa
tion, Community Colleges, Computer Assisted Instruction, *Curriculum Development, Demography, Educational Needs, Educational Research, Farm Management, Needs Assessment, Outcomes of Education, Postsecondary Education, Program Descriptions, Program Effectiveness, Program Improvement, Public Relations, *Research and Development, Research Projects, Secondary Education, Student Characteristics, Student Organizations, Student Recruitment, *Vocational Education This document is the 11th annual summary of research and development projects in agricultural education. Included in the collection of 170 abstracts are 90 abstracts of master's papers or theses, 42 abstracts of doctoral dissertations, and 38 abstracts of funded or nonfunded staff studies. Research and development projects conducted at 30 institutions from 25 States are described. Abstracts are alphabetized by State, with each abstract including the name(s) and affiliation of the project's author(s) and a project summary. Also provided are a list of research and development activities in progress, ERIC accession numbers for previous regional summaries (1968-1974) and national summaries (1974-1984), a list of previous national editors, and author and subject indexes. Included among those topics addressed in the individual research and development efforts are the following: advisory councils, agribusiness, agricultural mechanics, attitudes, communication, community colleges, competency-based education, computers, continuing educational needs, cooperative vocational education, curriculum, educational opportunities, employer views, employment, entry-year assistance programs, farm management, 4-H, Future Farmers of America, horticulture, inservice programs, international programs, maternal employment, occupational status, orientation, public relations, recordkeeping, recruitment, safety, special needs, student characteristics, student teaching, summer programs, supervision, teacher characteristics, teacher education, and technical studies. (MN) ED 268 360 CE 044 280 Thomas, Dale F. Fees for Services: Principles and Practices among State Vocational Rehabilitation Agencies and Facilities. Research Report. Wisconsin Univ.-Stout, Menomonie. Stout Voca tional Rehabilitation Inst. Spons Agency–National Inst. of Handicapped Re search (ED), Washington, DC. Pub Date86 Note-100p. Available from Stout Vocational Rehabilitation Institute, University of Wisconsin-Stout, Menomonie, WI 54751 ($7.50). Pub Type Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors--Blindness, Comparative Analysis, *Fees, *Financial Policy, National Surveys, "Private Agencies, *Public Agencies, Services, *State Agencies, Vocational Rehabilitation A study examined current practices in purchasing nonmedical, vocational rehabilitation (VR) services from public and private VR facilities. Questionnaires were mailed to the 83 State VR agencies. The majority of the 57 respondents used the individual authorization without a contract or written agreement as a primary method of obtaining facilitybased services. Most of these agencies offered no assurance with this type of method. Most State agencies indicated satisfaction with the type of service arrangements being used. The most popular method of determining a rate for services involved a facility-specific rate. Purchasing a unit of time was the most popular way of quantifying services purchased. Most agencies allowed facilities to renegotiate costs associated with providing a service to the State agency after the terms of the service arrangement were agreed upon. Half the general agencies felt that a uniform nationwide system to determine costs associated with facility-based services should be established, whereas most of the agencies serving blind clients did not see a need for such a policy. (Appendixes to this report include the survey form, the survey followup letter, additional descriptive statistics, VR case status definitions, State agencies responding to the study, and a table summarizing sources of data for selected survey items.) (MN) ED 268 361 CE 044 281 Shakeshaft, Charol Trachtman, Roberta Business as Usual: Exploring Private Sector Par ticipation in American Public Schools.
counting occupations I-II, business communications, business data processing occupations I-II, business exploration, business law, business management/ownership, business math, computer applications, introduction to business, introduction to computers, office occupations I-II, recordkeeping, secretarial/word processing occupations I-II, shorthand I-II, and typewriting I/keyboarding and typewriting II. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(), and measure(3) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB) ED 268 349 CE 044 260 Health Occupations Education. Teacher Hand book. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date—85 Note-217p.; For related documents, see CE 044 254-261. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Allied Health Occupations, *Allied Health Occupations Education, *Allied Health Personnel, Behavioral Objectives, Biological Sciences, Career Education, *Competency Based Education, Course Descriptions, Dietetics, Dietitians, Evaluation Criteria, First Aid, Health Services, Interpersonal Communication, Job Search Methods, Job Skills, *Medical Services, Nutrition, Occupational Information, Program Descriptions, Secondary , Secondary Education, Student Evaluation, Vocational Education This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of health occupations education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For health occupations education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: introduction to health occupations education, health occupations education I, and health occupations education II. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB) ED 268 350 CE 044 261 Prevocational Program. Teacher Handbook. Voca tional Education. Grades 7-9. North Carolina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date-85 Note85p.; For related documents, see CE 044 254-260. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Behavioral Objectives, Career Choice, *Career Planning, *Competency Based Education, Course Descriptions, Employer Employee Relationship, Employment Interviews, Employment Opportunities, Employment Potential, Employment Practices, Evaluation Criteria, Job Application, Job Search Methods, Job Skills, Occupational Clusters, Occupational Information, *Prevocational Education, Program Descriptions, Resumes Resumes (Personal), (Personal), Secondary Education, Student Evaluation, Vocational Education This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of prevocational education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives,
and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For prevocational education are offered a program description, learning outcomes, and scope and sequence. In addition to the prevocational education course options for grades 7-9, the curriculum includes a prevocational education/pre-employability skills course. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB) ED 268 351 CE 044 263 Computers in the Workplace: Selected Issues. Report No. 19. National Commission for Employment Policy (DOL), Washington, D.C. Pub Date-Mar 86 Note-84p. Pub Type - Opinion Papers (120) - Reports - De scriptive (141) EDRŠ Price - MF01/PC04 Plus Postage. Descriptors-Adult Education, Adults, Career Ed ucation, Computer Literacy, *Computers, Computer Science Education, *Dislocated Workers, *Educational Change, Education Work Relationship, Employment Qualifications, *Job Skills, *Job Training, Position Papers, Postsecondary Education, Reduction in Force, Retraining, Role of Education, Secondary Education, *Technological Advancement This policy statement and report on computers and jobs examines some of the changes that are affecting jobs and the preparation of both young people and adults for those jobs. The policy statement addresses these selected issues: preparation of firms and new and experienced workers for the introduction of computers into the workplace, the role of schools and training institutions, and information needs to aid policymaking. Findings are that existing strategies for adopting computers are appropriate for handling human resource adjustments; careful planning is the key to effective integration; good basic skills continue to be critical; computer skills are an addition to, not a replacement for, other job skills; and education and training institutions should make changes in course offerings and procedures. The staff report that comprises most of this document assesses some employment consequences of the "computer revolution." Topics include the spread of computers, computers' effects on jobs, the role of human resource decisions, job loss and worker displacement, current estimates and projections of displaced workers, the amount of computer training workers need, and the role of educational institutions. Listings of reports and publications of the National Commission for Employment Policy are attached. (YLB) ED 268 352 CE 044 264 Older Workers: Prospects, Problems and Policies. 9th Annual Report. Report No. 17. National Commission for Employment Policy (DOL), Washington, D.C. Pub Date-85 Note76p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Age Discrimination, Aging (Individuals), Career Education, Dislocated Workers, Employment Opportunities, Employment Patterns, *Employment Practices, **Employment Problems, Employment Programs, Equal Opportunities (Jobs), Federal Programs, Income, Job Training, *Older Adults, *Personnel Policy, *Retirement, Unemployment Part A of this report examines the causes of the labor market problems of older workers and the policies that could alleviate these problems. Chapter I presents an overview of the report, including a summary of findings and conclusions and recommendations for improving the employment conditions of older workers. Chapter II describes the general population and labor force trends over the last several decades and those projected for the future. Chapter III examines older workers' employment, unemployment, earnings, and income. It describes the extent and causes of the employment problems of older workers. Chapter IV discusses employer pro
grams and practices and government programs designed to redress the employment problems of older Americans and to provide increased employment opportunities for these individuals. Chapter V describes the relationship of retirement decisions to various public and private policies. Chapter VI presents the major conclusions of the study. The report explains that for all older workers, decisions concerning training, employment, and retirement are interconnected; these interconnections are important because policies affecting any one of them have implications for the others. Part B briefly describes completed and ongoing projects, organized according to four National Commission for Employment Policy work groups: Programs and Policies Project, National Employment Policy and Older Americans Project, Changes in the Workplace Project, and Special Projects. (YLB) ED 268 353 CE 044 265 Raat, Jan H. Physics as Preparation for Technical and Voca tional Education. Research in the Netherlands. Pub Date-Dec 85 Note-17p.; Paper presented at the International Vocational Educational and Training Association/American Vocational Association Conven tion (Atlanta, GA, December 6-10, 1985). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Educational Development, Educa tional Research, Females, Foreign countries, *Physics, Science Curriculum, Sciences, Science Teachers, Secondary Education, Student Attitudes, Teacher Attitudes, Teacher Education, *Technical Education, *Technology Identifiers—*Netherlands For three reasons it is important to pay attention to the aspect of technology in the physics curriculum. First, physics and technology are closely related. Second, elements of technology in the physics curriculum can contribute to the process of career choice by pupils at general secondary schools when they think of going to a technical school later on. Third, starting from the physics curriculum, contributions can be made to the new, separate subject of technology. Two projects in the Education of Physics section of the Physics Faculty of the Eindhoven University of Technology address the relationship between physics and technology. The project Physics and Technology is considering elements of technology in the physics curriculum. Present activities concentrate on (1) what is technology and what is meant by technology in the physics curriculum, (2) what is the attitude of pupils and physics teachers toward technology, and (3) construction and evaluation of courses on physics and technology. The MENT (Meisjes en Natuurkunde en TechniekGirls and Science and Technology) project is contributing to the position of girls in physics and technology education. The Education of Physics section has two tasks: physics teacher training and research in the field of physics education. (YLB) ED 268 354 CE 044 266 Reiff, Tana Jamula, Melissa Operation Alumni: Finding Them, Organizing Them, Making the PAACE Connection, Reading Area Community Coll., Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Div. of Adult Basic Education. Pub Date—86 Note-25p. Pub Type Guides - General (050) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Basic Education, Adult Pro grams, Alumni, * Alumni Associations, Guides, *High School Equivalency Programs, Models, *Program Development Identifiers—310 Project, *General Educational De velopment Tests This booklet is both a description of activities to organize a General Educational Development program (GED) alumni association and a guide to starting an alumni group. It specifically focuses on "Operation Alumni," a project to establish a local GED alumni organization at Reading Area Community College that could serve as a state model for other GED programs. These steps in organizing the alumni association are described: getting started, contacting potential members, the first meeting, brainstorming regarding possible reasons for success and failure and analyzing the brainstorming, the big mailing, keeping records, and developing a structure to meet alumni needs. These roles assumed by the tion, Construction (Process), Course Descriptions, Electricity, *Electronics, Energy, Engineering Drawing, Evaluation Criteria, *Graphic Arts, *Industrial Arts, *Manufacturing, Metal Industry, Metals, Plastics, Power Technology, Program Descriptions, Secondary Education, Student Evaluation, Technology, Transportation, Voca
tional Education, Woodworking Identifiers—*Materials Processing This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of industrial arts. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For industrial arts, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: architectural drawing and planning, basic electricity/electronics technology, communications technology, construction technology, contemporary technology, energy/power and transportation, exploring technology, graphic arts technology, manufacturing technology, materials and processing, metals technology, plastics technology, technical drawing and planning, and wood technology. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB)
Student Evaluation, Vocational Education This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of marketing education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For marketing education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These topics are included in the curriculum: advertising and sales promotion, fashion merchandising, marketing and merchandising, ownership, management, and sales. Materials provided for each subject include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB) ED 268 344 CE 044 255 Home Economics Education. Teacher Handbook. Vocational Education. Grades 9-12. North Caro lina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date-85 Note368p.; For related documents, see CE 044 254-261. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC15 Plus Postage. Descriptors-Adults, Behavioral Objectives, Ca reers, Child Care Occupations, *Clothing, *Competency Based Education, Consumer Education, Consumer Protection, Course Descriptions, Day Care, Evaluation Criteria, *Food Service, Home Economics, Homemaking Skills, Human Services, *Interior Design, Money Management, Needle Trades, Occupational Home Economics, Program Descriptions, Responsibility, Secondary Education, Sewing Machine Operators, Student Evaluation, Vocational Education Identifiers—*Role This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of home economics education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For home economics education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: adult roles and functions, advanced home economics, applied home economics occupations III, child care services I and II, clothing services I and II, consumer management skills, exploratory/introductory home economics, food services I and II, home interiors services I and II, and human services. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB)
ED 268 346 CE 044 257 Agricultural Education. Teacher Handbook. Voca tional Education. Grades 9-12. North Carolina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date—85 Note—768p.; For related documents, see CE 044 254-261. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF04/PC31 Plus Postage. Descriptors—* Agricultural Education, *Agricul tural Production, Agriculture, Behavioral Objectives, *Competency Based Education, Course Descriptions, Environmental Education, Evaluation Criteria, Forestry, High Schools, *Natural Resources, *Ornamental Horticulture, Program Descriptions, Secondary Education, Student Evaluation, Vocational Education Identifiers-Gardening This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of agricultural education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For agricultural education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: agricultural machinery/equipment/ structures I-III, agricultural production I-III, forestry I-III, homestead and gardening skills, introduction to agriculture/natural resources, natural resources and environmental protection I-III, and ornamental horticulture I-III. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB) ED 268 347 CE 044 258 Trade and Industrial Education. Teacher Hand book. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction,
Raleigh. Div. of Vocational Education. Pub Date—85 Note-947p.; For related documents, see CE 044 254-261. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF06/PC38 Plus Postage. Descriptors Aerospace Technology, Auto Body Repairers, * Auto Mechanics, Aviation Technology, Behavioral Objectives, Cabinetmaking, Carpentry, *Competency Based Education, Cooperative Education, Cosmetology, Course Descriptions, Drafting, Electricians, Electronics, Evaluation Criteria, Furniture Industry, "Graphic Arts, Industrial Arts, *Machine Tools, Marine Technicians, Masonry, Needle Trades, Oceanography, Plumbing, Program Descriptions, Seafarers, Secondary Education, Sheet Metal Work, Small Engine Mechanics, Student Evaluation, Technical Illustration, Textiles Instruction, *Trade and Industrial Education, Vocational Education, Welding, *Woodworking Identifiers—Textile Industry, Upholsterers This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of trade and industrial education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For trade and industrial education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: aerospace, auto body repair, auto mechanics, cabinetmaking, carpentry, cosmetology, diesel mechanics, electrical trades, electronics, furniture, graphics and industrial communications, industrial cooperative training, machine shop, marine occupations, masonry, plumbing, sheet metal, small gasoline engines, tailoring, technical drafting, textiles, upholstery, and welding. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB) ED 268 348 CE 044 259 Business and Office Education. Teacher Hand book. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date-85 Note-287p.; For related documents, see CE 044 254-261. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC12 Plus Postage. Descriptors—Accounting, Behavioral Objectives, Business Administration, Business Communication, *Business Education, Career Exploration, Careers, *Competency Based Education, Computer Literacy, *Computer Oriented Programs, Course Descriptions, *Data Processing, Entrepreneurship, Evaluation Criteria, Keyboarding (Data Entry), *Office Occupations, Office Occupations Education, Program Descriptions, Recordkeeping, Secondary Education, Secretaries, Shorthand, Student Evaluation, Typewriting, Vocational Education, *Word Processing Identifiers—Business Law, *Business Mathematics This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of business and office education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For business and office education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: accounting I-II, computerized ac
ED 268 345 CE 044 256 Industrial Arts Education. Teacher Handbook. Vocational Education. Grades 9-12. North Caro lina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date—85 Note—339p.; For related documents, see CE 044 254-261. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC14 Plus Postage. Descriptors-Architectural Drafting, Behavioral Objectives, Building Plans, Career Exploration, *Communications, *Competency Based Educa
Available from Merrimack Education Center, 101 Mill Rd., Chelmsford, MA 01824 ($9.75). Pub Type Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Basic Education, Adult Educa tion, * Adult Programs, *Computer Assisted Instruction, *Computer Oriented Programs, *Computer Software, Educational Planning, Educational Resources, Guidelines, High School Equivalency Programs, Inservice Teacher Education, Postsecondary Education, *Program Development, Program Implementation, *Staff Development Identifiers-310 Project This guide was developed to assist adult education program directors and staff to integrate technology into their programs. Adapted from the original guidebook developed by the Merrimack Education Center's Adult Education Computer Applications Project, it focuses on major considerations in matching computer applications with instructional program goals. The guide is organized according to the four major steps in the process: (1) preliminary planning activities; (2) planning computer applications with an emphasis on selecting software for the instructional process; (3) hardware (equipment) considerations; and (4) planning for implementation. Appendixes to the guide contain a list of resources, a list of software especially useful for adult education applications, a software evaluation form, a software review guide order blank, and a bibliography. The guidebook can be used as a stand-alone manual or as part of a staff development program. (KC)
Covered in the individual volumes are laboratory procedures in clinical bacteriology (the history of bacteriology; aseptic techniques and sterilization procedures; bacterial morphology and physiology; innoculation of media for isolation of bacteria; antimicrobial agents, drug resistance, and susceptibility testing; gram-positive organisms, gram-negative cocci, coccoid forms, and bacilli; enteric organisms, mycobacterium and spirochetes); clinical parasitology (medical parasitology and protozoa, platyhelminthes, and nematodes infecting man); and laboratory procedures in clinical mycology (medical mycology, yeastlike fungi and monomorphic molds, pathogenic dimorphic fungi, saprophytic fungi, and laboratory diagnosis of viral rickettsial and chlamydial diseases. Each volume in the set contains a series of lessons, exercises at the end of each lesson, a bibliography, and answers to the exercises. Supplementary volume review exercises, a foldout, and a change supplement are also provided. (MN) ED 268 337 CE 044 219 Kille, Michael O. Optometry Specialist (AFSC 91255). Air Univ., Gunter AFS, Ala. Extension Course Inst. Pub Date 25 Jan 85 Note—352p. Pub Type Guides - Classroom - Learner (051) EDRS Price - MF01/PC15 Plus Postage. Descriptors—* Allied Health Occupations Educa tion, Behavioral Objectives, Correspondence Study, Distance Education, Eyes, Learning Activities, *Low Vision Aids, Medical Evaluation, Medical Services, Military Personnel, *Military Training, Optometrists, *Optometry, Postsecondary Education, *Vision Tests, Visual Acu ity, Visual Impairments Identifiers-Air Force This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for optometry specialists. Covered in the individual volumes are optometry clinic administration (optometry career and field training, ethical relationships and professionalism, eligibility for optometric care and appointment scheduling, facilities and personnel, administrative record keeping, equipment and supplies); preliminary clinical procedures (vision screening and additional preliminary tests); spectacle-related procedures (spectacle fitting and repairing, orders, and verification); and advanced optometry clinic procedures (specialized clinical techniques, visual programs, evaluation of ocular conditions, and classification of contact lenses). Each volume in the set contains a series of lessons, exercises at the end of each lesson, a bibliography, and answers to the exercises. Supplementary volume review exercises and a change supplement are also provided. (MN) ED 268 338 CE 044 220 Eling, David R. Dental Assistant Specialist. (AFSC 98150). Air Univ., Gunter AFS, Ala. Extension Course Inst. Pub Date—6 Feb 85 Note-637p. Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF03/PC26 Plus Postage. Descriptors—* Allied Health Occupations Educa tion, Behavioral Objectives, Biomedical Equipment, Correspondence Study, *Dental Assistants, *Dental Evaluation, *Dental Health, Distance Education, Equipment Utilization, Learning Activities, Medical Services, Military Personnel, *Military Training, Postsecondary Education, *Preventive Medicine, Radiology Identifiers-Air Force This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for dental assistant specialists. Covered in the individual volumes are an introduction to dental services (the mission and organization of medical/dental service, career ladder progressions, medical readiness/wartime training, and Air Force occupational safety and health); basic sciences (dental anatomy, physiology, and histology; oral pathology; dental materials; and dental therapeutics); administrative functions and chairside assisting (dental administration, publications and dental supply, dental instruments, housekeeping and equipment maintenance, professional standards and general assisting procedures, and specialty assisting procedures); and dental radiology and preventive dentistry). Each volume in the set contains a series of lessons, exercises at the end of each lesson, a bibliography, and answers to the exercises. Supplementary volume review exercises, series of foldouts,
and a change supplement are also provided. (MN) ED 268 339 CE 044 223 Walters, Norma J. Installation Ceremony. Auburn Univ., Ala. Center for Vocational and Adult Education. Pub Date-85 Note-12p. Available from Center for Vocational and Adult Education, Auburn University, Auburn, AL 36849. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Elementary Secondary Education, Equipment, Guidelines, *Leadership Training, *Parliamentary Procedures, Postsecondary Education, Student Organizations, Teacher Educa tion Identifiers—*Ceremonies This document provides instructions for conducting an installation ceremony for a student organization. The ceremony may be used as a sample in an inservice workshop for teachers and prospective teachers as well as in leadership training workshops for youth or teacher education programs. The instructions contain a list of suggested symbols and materials that may be included: the American flag, state flag, organization emblem, gavel, Robert's Rules of Order, ribbons, candles, and pins for officers. In addition, a sample installation procedure is explained. This sample installation ceremony was written to provide a typical ceremony that could be used with only a few specific terms inserted which apply to a particular organization or may be used as a guideline for an organization to write its own ceremony. (KC) ED 268 340 CE 044 227 Software Buyer's Guide. 3rd Edition. Region X Adult Education Software Consortium, The Dalles, OR. Pub Date—1 Apr 86 Note-57p. Pub Type Reference Materials - Directories/Cat alogs (132) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Adult Basic Education, Adult Pro grams, Adult Students, Annotated Bibliographies, *Computer Assisted Instruction, Computer Literacy, Computer Oriented Programs, Computer Software, Educational Resources, English Instruction, *High School Equivalency Programs, Mathematics Instruction, Problem Solving, Program Evaluation, Reading Instruction, Remedial Instruction, Science Instruction, Social Sciences, Vocabulary, Word Processing This buyer's guide is based upon more than 300 software reviews made by members of an educational consortium in Oregon, all of whom work with adult students. The guide represents the recommendations for a core program in adult basic education and is split into two parts: (1) an initial kit, which is designed for those who are just beginning to set up a computer-assisted instructional program and who have only a limited amount of funds; and (2) an advanced kit, which recommends more programs, including management systems that are more expensive. All the programs are being used currently in adult basic education, general educational development, and developmental education programs in the Northwest. The software catalog contains a curriculum guide, the listing of the software programs with annotations, price guidelines, and publishers' addresses. Curriculum areas covered by the programs listed include the following: computer literacy, English/grammar and usage, English/composition, mathematics, problem solving, reading, science, social science, spelling, teacher aids, vocabulary, and word processors. A sample blank rating form that the reviewers used to rate the software programs is included in the book. All programs reviewed are available for Apple Computers. (KC) ED 268 341 CE 044 228 Computers in Adult Education: A Planning Guide book. Merrimack Education Center, Chelmsford, Mass. Spons Agency-Massachusetts State Dept. of Education, Boston. Bureau of Student, Community and Adult Services. Pub Date [85] Note-56p.; For a related document, see CE 044
ED 268 342 CE 044 229 Software Reviews for Adult Education. Merrimack Education Center, Chelmsford, Mass. Spons Agency-Massachusetts State Dept. of Education, Boston. Bureau of Student, Community and Adult Services. Pub Date [85] Note-122p.; For a related document, see CE 044 228. Available from-Merrimack Education Center, 101 Mill Rd., Chelmsford, MA 01824 ($15.00). Pub Type Reference Materials - Directories/Cat alogs (132) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Adult Basic Education, Adult Pro grams, *Computer Assisted Instruction, Computer Literacy, Computer Oriented Programs, *Computer Software, Daily Living Skills, Educational Resources, *English (Second Language), *High School Equivalency Programs, Language Arts, Mathematics Instruction, Reading Instruction, Science Instruction, Second Language In struction, Social Sciences, Teaching Methods Identifiers-310 Project, *Courseware Evaluation This directory contains 111 reviews of computer software programs suitable for use in adult basic education, general educational development, and English as a second language (ESL) programs. Each one-page review contains the following information: program title, version, producer, cost, hardware requirements, typical run time, back-up disk, appropriate uses, specific subject/skill area, instructional mode, description, and rating of program quality, recommendation, and comments. Programs were reviewed by one to three reviewers. Curriculum areas covered by the software reviews are computer literacy, ESL, language arts, life skills, mathematics, reading, science, and social studies. A section of programs for the teacher is also reviewed. The final section of the guide contains a list of the most useful programs for adult education. (KC) ED 268 343 CE 044 254 Marketing Education. Teacher Handbook. Voca tional Education. Grades 9-12. North Carolina Competency-Based Curriculum. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Pub Date—85 Note-181p.; For related documents, see CE 044 255-261. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Advertising, Behavioral Objectives, *Competency Based Education, Course Descriptions, Evaluation Criteria, *Fashion Industry, Interpersonal Communication, Job Search Methods, *Job Skills, *Marketing, *Merchandising, Occupational Information, Program Descriptions, Salesmanship, Secondary Education, Page 11
computer-assisted instruction in special vocational education programs. Addressed in the individual units are the following topics: the basic principles of computer-assisted instruction (TRS-80 computers and typing on a computer keyboard); money management; basic spelling skills (basic and employment-related vocabulary); basic mathematics skills and a teacher's budget; and basic writing skills (completing employment applications, developing three different types of resumes, and writing a letter of application). Each section contains some or all of the following: instructional text, one or more learning activities, sample forms, sample computer programs, and answers to the learning activities. A bibliography of computer software concludes the booklet. (MN) ED 268 331 CE 044 210 Daniels, Dale And Others Using the Computer in Special Vocational Pro grams. Teacher's Guide. Hardin County Board of Education, Elizabethtown, Ky. Spons Agency-Kentucky State Dept. of Educa tion, Frankfort. Office of Vocational Education. Pub Date-85 Note—129p.; For a related document, see CE 044 209. Pub Type Guides - Classroom - Teacher (052) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Basic Skills, Behavioral Objectives, *Computer Assisted Instruction, *Daily Living Skills, Drug Use, Employment Potential, Evaluation Criteria, Fractions, Job Application, Job Search Methods, Language Arts, Learning Activities, Lesson Plans, Library Skills, Mathematics Skills, Money Management, Pretests Posttests, Problem Solving, Reading Skills, Records (Forms), Resumes (Personal), Secondary Education, *Special Education, Spelling, Student Evaluation, Teacher Developed Materials, Vocational Adjustment, *Vocational Education, Writing Skills Identifiers—TRS 80 This guide is intended to assist vocational educators in providing computer-assisted basic skills instruction to students in special vocational education programs. Addressed in the individual units of the curriculum are the following topics: components and use of the TRS-80; self-assessment; reading (job clusters); language arts (business letters and applications for secretarial and teacher's aide positions); employability skills and the value of education; mathematical operations; money and work (business math, checking accounts and check registers, proper money management, personal budgets); reasons for drug use and the drug scene; resume writing; library skills; community service and jobs; computation of mathematical averages; fractions; problem-solving skills, and job responsibility and goal setting. Each of these units contains some or all of the following: behavioral objectives, a list of resources needed, student evaluation criteria, instructional text, one or more learning activities or quizzes, sample computer programs, and answers to the activities provided. The guide also includes a pretest, posttest, and list of references. (MN) ED 268 332 CE 044 212 Mayer, Steven E. Guidelines for Effective Adult Literacy Programs. Rainbow Research, Inc., Minneapolis, Minn. Spons Agency-B. Dalton Bookseller, Minneapolis, MN. Pub Date-84 Note-63p.; Produced under the auspices of B. Dalton Bookseller, National Literacy Initiative with the collaboration of the Literacy Effective ness Project. Available from-Association for Community Based Education, 1806 Vernon St., NW, Washington, DC 20009; Council of State Directors of Adult Education, 229 State House, Indianapolis, IN 46204; Laubach Literacy Action, 1320 Jamesville, Syracuse, NY 13210; Literacy Volunteers of America, 404 Oak St., Syracuse, NY 13203. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Accountability, * Adult Basic Educa tion, Adult Learning, *Adult Literacy, *Adult Reading Programs, Budgeting, Community Involvement, Community Programs, Delivery Systems, Financial Support, Guidelines, Legal Responsibility, *Literacy_Education, Needs Assessment, Personnel Evaluation, Personnel Needs, Program Administration, *Program De
velopment, Program Evaluation, Recordkeeping, Recruitment, Staff Development, Staff Utilization, Student Evaluation, Student Participation, *Volunteers This guide is intended to assist individuals involved in the development, administration, and delivery of volunteer-based community adult literacy programs. Addressed in the individual sections of the guide are the following topics: community (community assessment, learner population, program purposes, public awareness, and partnerships and networking); adult learners (recruitment, initial interviews and assessment, use of assessment data, and linking adult learners to additional resources); staff resources (determination of staffing needs, staff recruitment, staff development and evaluation); instruction and support (instructional strategies and materials, adult learner support, and quality assurance); governance (accountability, legal issues, planning, and role of adult learners and staff); management (staff, financial, office, and records management and reporting); and evaluation (program and student evaluation). Appendixes to the guide contain checklists providing guidelines for collection and maintaining descriptive and performance data as well as a list of resources dealing with adult literacy and literacy programs. (MN) ED 268 333 CE 044 215 Hickey, Delina R. Collaboration, Cooperation and Coordination Toward a Definition for Educators and Job Trainers: A Case Study of State JTPA “Eight Percent” Plans. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date-86 Contract-300-83-0016 Note74p. Pub Type Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adult Education, Case Studies, *Co operative Planning, Coordination, Educational Administration, Educational Legislation, Educational Planning, Educational Policy, *Federal Legislation, Federal State Relationship, *Financial Support, *Job Training, Models, Policy Formation, Postsecondary Education, *School Business Relationship, Statewide Planning, Technical Assistance, Vocational Education Identifiers-Alaska, Colorado, Florida, *Job Train ing Partnership Act 1982, New Hampshire, Ohio, Texas, Washington A study examined the ways in which practitioners in four states were defining the terms coordination/cooperation/collaboration when directing the monies set aside in Job Training Partnership Act (JTPA) funding for use in coordination among educators and job training providers. Case studies of the use of 8 percent set-aside monies were conducted in Colorado, New Hampshire, Ohio, and Texas, and practitioners working with JTPA programs in Alaska, Florida, and Washington were contacted. Attempts at cooperation were being made; however, terminology should be clarified to help practitioners understand what is expected of them. Technical assistance between levels of government is necessary to provide effective policy transmission. When this technical assistance is provided, a delicate balance must be maintained between respect for a state's unique system of problem solving and the general values and goals created by Federal legislation. A circular model representing collaboration, cooperation, and coordination as concentric circles lying progressively closer to the central core of program outcomes was developed during the study. (Appendixes to this report include cross-references in the Carl D. Perkins Vocational Education Act and JTPA, a flowchart illustrating state levels of vocational education administration, sample questions asked during the study, information sources on the JTPA 8 percent set-aside, and five pages of references and suggested readings.) (MN)
Descriptors-Allied Health Occupations Educa tion, Behavioral Objectives, Biomedical Equipment, Correspondence Study, Distance Education, *Laboratory Procedures, *Laboratory Technology, Learning Activities, *Medical Evaluation, Medical Services, *Medical Technologists, Military Personnel, *Military Training, Postsecondary Education Identifiers-Air Force, Blood Transfusion, *Hema tology, Immunology, Serology This three-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for medical laboratory technicians. Covered in the individual volumes are hematology (the physiology of blood, complete blood counts and related studies, erythrocyte studies, leukocyte and thrombocyte maturation, and blood coagulation studies); laboratory procedures in blood banking and immunohematology (immunohematology, blood group systems, transfusion and transfusion practices, and the blood donor center); and serology (principles of immunology and serology; agglutination tests; latex-fixation, precipitin, and ASO tests; and serological tests for syphilis). Each volume in the set contains a series of lessons, exercises at the end of each lesson, a bibliography, and answers to the exercises. Supplementary volume review exercises and a change supplement are also provided. (MN) ED 268 335 CE 044 217 Sobczak, James Radiology Technician (AFSC 90370). Air Univ., Gunter AFS, Ala. Extension Course Inst. Pub Date—20 Apr 84 Note—591p.; Supersedes ED 226 207. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF03/PC24 Plus Postage. Descriptors—*Allied Health Occupations Educa tion, Behavioral Objectives, Biomedical Equipment, Correspondence Study, Distance Education, Equipment Utilization, Learning Activities, *Medical Evaluation, Medical Services, Military Personnel, *Military Training, *Nuclear Technology, Postsecondary Education, *Radiologic Technologists, *Radiology Identifiers-Air Force This five-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for radiology technicians. Covered in the individual volumes are radiographic fundamentals (x-ray production; primary beams; exposure devices; film, film holders, and darkrooms; control of film quality; and environmental safety); osteology and positioning (osteology positioning of the extremities, vertebral column, ribs, sternum, skull, facila bones, and paranasal sinuses and positioning of the upper and lower extremities, chest and abdomen, vertebral column, and skull); special techniques (mamography and zeroradiography, obstetrical radiography, ultrasonography, tomography, computer tomography, scanography and arthrography, bedside and surgical radiography, and film duplication and subtraction) special procedures (contrast studies of the digestive, urogenital, respiratory, cardiovascular, lymphatic, nervous, integumentary, and endocrine systems); and general information and radiation therapy (radiation therapy and management of department functions). Each volume in the set contains a series of lessons, exercises at the end of each lesson, a bibliography, and answers to the exercises. Supplementary volume review exercises and a change supplement are also provided. (MN) ED 268 336 CE 044 218 Thompson, Joselyn H. Medical Laboratory Technician-Microbiology (AFSC 90470). Air Univ., Gunter AFS, Ala. Extension Course Inst. Pub Date—28 Nov 83 Note-644p.; Supersedes ED 224 892. Pub Type - Guides - Classroom - Learner (051) EDRS Price - MF03/PC26 Plus Postage. Descriptors—* Allied Health Occupations Educa tion, Behavioral Objectives, Biomedical Equipment, Correspondence . Study, Distance Education, Laboratory Procedures, *Laboratory Technology, Learning Activities, *Medical Evaluation, Medical Services, *Medical Technologists, *Microbiology, Military Personnel, *Military Training, Postsecondary Education Identifiers-Air Force This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for medical laboratory technicians.
and Beyond Survey were compared to a sample from the National Longitudinal Survey of the High School Class of 1972. No clear evidence was found that the high school academic experience has led to the decline in labor market experience. For males, high school vocational programs improved dramatically between 1972 and 1980. Conversely, the cooperative vocational programs successful for the class of 1972 no longer functioned well by 1980. Only weak evidence supported the notion that better disciplined study habits improved labor market outcomes. Hours spent on a job during the senior year were very important for early work experiences of youth. However, a better academic record was generally rewarded in the labor market. A greater emphasis on academic credit hours consistently was related negatively to wage rates, employment, and earnings. Vocational courses had a positive payoff. (Eleven tables are appended.) (YLB)
Situation and Drivers 55-Plus: Comments by a Long-Interested Retired Traffic Engineer" (Burton W. Marsh), “Training and Retraining the Older Driver” (Adele M. Milone), "Impressions: An Amateur Looks at Senior Drivers" (Clifford C. Nelson), "The Older Driver and Highway Design" (David Solomon), “Musculo-Skeletal System Impairment Related to Safety and Comfort of Drivers 55+” (John D. States), “Learning and Motivational Characteristics of Older People Pertaining to Traffic Safety” (Darlene J. Winter), and "Interaction of Older Drivers with Pedestrians in Traffic" (Sam Yaksich, Jr.). Other contents include results of a survey to assess mobility and safety of older drivers in a report entitled “A Survey of the Traffic Safety Needs and Problems of Drivers Age 55 and Over" (Darlene Yee) and editor's comments. (YLB) ED 268 325 CE 044 200 Oversight Hearings on the New GI Bill. Hearings before the Subcommittee on Education, Training, and Employment of the Committee on Veterans' Affairs, House of Representatives, Ninety-Ninth Congress, First Session (November 19 and 21, 1985). Congress of the U.S., Washington, D.C. House Committee on Veterans' Affairs. Pub Date—Nov 85 Note—435p.; Serial No. 99-39. Document contains small print. Pub Type— Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC18 Plus Postage. Descriptors—*Federal Aid, *Federal Legislation, Hearings, Military Personnel, Military Service, Postsecondary Education, Program Administration, *Program Implementation, *Student Financial Aid, *Training Allowances, Veterans, *Veterans Education Identifiers—Congress 99th, *G I Bill This document reports on two congressional hearings to review the implementation, administration, and structure of the new GI Bill, contained in Public Law 98-525. Purpose is to evaluate the early stages of implementation and to determine changes that may be needed to maximize the GI Bill's effectiveness. Testimony includes statements and prepared statements from U.S. Representatives and individuals representing the U.S. Coast Guard, Department of Defense, U.S. Army, Air Force, Navy, National Association of Veterans Program Administrators, Marine Corps, Aircraft Owners and Pilots Association, American Association for Counseling and Development, Non Commissioned Officers Association, Veterans Administration, National Guard Bureau, National Guard Association, and National Home Study Council. Material submitted for the record includes written committee questions and their responses. (YLB) ED 268 326 CE 044 204 Berkowitz, Monroe, Ed. And Others Analysis of Costs and Benefits in Rehabilitation. Final Report. Rutgers, The State Univ., New Brunswick, N.J. Bu reau of Economic Research. Spons Agency-Department of Education, Wash ington, DC. Office of Planning, Budget, and Evaluation. Pub Date—Dec 85 Contract-300-84-0259 Note-482p. Pub Type- Reports - Research (143) — Collected Works - General (020) EDRS Price - MF02/PC20 Plus Postage. Descriptors-Adult Vocational Education, *Cost Effectiveness, Data Analysis, *Databases, Disabilities, Federal Programs, *Federal State Relationship, Models, Postsecondary Education, Secondary Education, State Programs, Vocational Education, *Vocational Rehabilitation This report suggests feasible alternatives to the present methods of calculating benefits and costs of the joint federal-state vocational rehabilitation program. "Summary and Guide to Reading This Report" (Monroe Berkowitz) appears first. Part I, Background, Theory and Models, includes “The Cost Benefit Tradition in Vocational Rehabilitation" (Edward Berkowitz), "Welfare Measurement for Benefit Cost Analysis” (Douglas Blair and William Milberg), “Benefit Cost Models” (Jack Worrall), and "Models Based on Individual Behavior" (Duncan Mann). Part II, Benefit Cost Analysis using R-300 Data, contains “The R-300 Data Set" (Ernest Gibbs and Anita Hall-Kane), "Simple Benefit Cost Ratios" (Ernest Gibbs), "Benefit Cost Ra
tios using Multivariate Analysis” (Ernest Gibbs), “Correcting for Zero Wages at Referral" (Anita Hall-Kane), and “Inputting Benefits to Persons Closed Not Rehabilitated” (David Dean and Robert Dolan). In Part III, Activity at the State Level, the chapters are “Benefit Cost Analyses Conducted by State Agencies” (Frederick Collignon) and "Collection of Data by State Agencies" (Stanley Portny). Part IV, Using Augmented Data Bases, includes "Using a Better Measure for Services” (David Dean and Robert Dolan), “Using Better Measures of Disability Status” (David Dean and William Milberg), “A Mini-Data Link” (David Dean and Robert Dolan), and a conclusion by Monroe Berkowitz. (YLB) ED 268 327 CE 044 205 Bishop, John Stevens, David W. Employer Provided Work Skills Enhancement in Most Recent Full-Time Job Held (Evidence from the 1984 Second Follow-up of the 1980 Senior Cohort of the High School and Beyond Survey Data Set). Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date85 Grant-NIE-G-83-0005-P-1 Note-39p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Opportunities, Employ ees, Females, *Incentives, Industrial Training, *Inplant Programs, Job Skills, *Job Training, Males, Off the Job Training, On the Job Training, Participation, *Sex Differences, Skill Develop ment Identifiers—*Employee Participation, High School and Beyond (NCES) Correlates of employer-provided training while in the most recent full-time job held were explored. Respondents were nearly 10,000 members of the 1980 high school seniors cohort of the High School and Beyond survey data set. Two types of forces expected to influence participation in employerprovided training were distinguished: incentive and opportunity. Five types of factors were components of these incentive and opportunity sets: education and work experience, personal and household characteristics, personal attitudes, location, and industry/occupational affiliation. Findings indicated 40 percent of the respondents had participated in some type of employer-provided training. No important difference in the overall participation patterns in training appeared between females and males. Females spent 52 percent as many hours and 68 percent as many weeks in training compared to males. Conclusions were that different factors affect the incentives and opportunities upon which females and males acted, education and work experience appear to be more consistent correlates of female participation in training, the industry and occupational affiliation factors appear to dominate as correlates of participation in training, and employers offer training support as a substitute for alternative external sources of work skills enhancement. (YLB) ED 268 328 CE 044 206 Bishop, John And Others High School Graduates in the Labor Market: A Comparison of the Class of 1972 and 1980. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date85 Grant-NIE-G-83-0005-P-1 Note-56p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Comparative Analysis, Cooperative Education, Educational Benefits, Educational Experience, Educational Trends, Education Work Relationship, Employment Patterns, High Schools, *Institutional Characteristics, Longitudinal Studies, *Student Characteristics, *Success, *Trend Analysis, *Vocational Education, Work Experience The high school/student qualities that lead to a more successful school-to-work transition were investigated. The project identified features of the high school experience correlated with initial labor market success/failure of young workers and determined if the conditions of a successful transition have changed in the last decade. Data for the high school senior class of 1980 from the High School
ED 268 329 CE 044 207 Loadman, William E. And Others Comparison Study of Vocational and Traditional Students on Mathematics and Science Achieve ment. Technical Report. Ohio State Univ., Columbus. Coll. of Education. Spons Agency-Ohio State Dept. of Education, Co lumbus. Div. of Vocational and Career Education. Pub Date—Apr 86 Note-136p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Academic Achievement, Academic Education, Achievement Tests, College Preparation, *Comparative Analysis, *Content Analysis, Feasibility Studies, Grade 11, Grade 12, High Schools, *High School Students, *Mathematics Achievement, Pilot Projects, Sciences, State Surveys, Test Items, Test Reliability, Test Validity, *Vocational Education Identifiers—Ohio, *Ohio Vocational Achievement Tests, *Science Achievement A project examined the mathematics and science performance of vocational students in Ohio. Part I of the study achieved the first objective-to report the science and mathematics content contained within the Ohio Vocational Achievement Tests for the 38 program areas. Each of the 38 tests was presented and found to have sound psychometric properties. In general, each test contained reasonable numbers of science and mathematics items. Part II achieved the second and third objectives-to determine the level of functioning and the proportion of correctly answered questions by juniors and seniors enrolled in vocational education programs in the areas of science and mathematics in each program area. In general, seniors outperformed juniors in each program area; the level of performance was at a reasonable level. Performance across the 38 levels on both science and mathematics varied among the different vocational groups. Part III achieved the fourth objective-a pilot study to determine the feasibility of experimentally comparing students enrolled in vocational education programs with students enrolled in traditional education programs on common paper and pencil indicators of science and mathematics performance. Performance of students in three vocational education programs compared favorably with students in college preparatory and general academic programs. (YLB) ED 268 330 CE 044 209 Lane, Kenneth Ward, Raymond Using the Computer in Special Vocational Pro grams. Inservice Activities. Hardin County Board of Education, Elizabethtown, Ky. Spons Agency-Kentucky State Dept. of Educa tion, Frankfort. Office of Vocational Education. Pub Date—85 Note48p.; For a related teacher's guide, see CE 044 210. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Basic Skills, Behavioral Objectives, Budgeting, *Computer Assisted Instruction, Courseware, *Inservice Teacher Education, *Job Search Methods, Learning Activities, Mathematics Skills, Money Management, Postsecondary Education, Resumes (Personal), Secondary Education, *Special Education, Spelling, Teacher Workshops, *Vocational Education, Writing Skills Identifiers-TRS 80 This inservice manual is intended to assist vocational education teachers in using the techniques of Part B contains the evaluation criteria in eight categories; reviewer ratings appear as yes, somewhat, no, and not applicable, with explanatory comments. Part C summarizes the evaluation. The strengths of this program are good graphics, concise presentation of information, and excellent reinforcement. Weaknesses include no printout capability, lack of documentation, and too long a list of objectives. Summary ratings in the eight categories include the following: subject matter, technical presentation, student interaction, and program interaction-yes; student evaluation and documentation-somewhat; work behaviors and application programs-not applicable. The program is recommended for individualized instruction in classrooms and informal settings such as doctors' offices. (SK) ED 268 319
CE 044 178 Palladino, Dolores Vocational Power Letters. Step-by-Step Proce dures in Writing a Letter to a Legislator. Sarasota County Vocational-Technical Center, Sar asota, Fla. Pub Date-[85] Note-13p.; For a related document, see CE 044 179. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Vocational Education, Inter personal Communication, *Legislators, *Letters (Correspondence), Postsecondary Education, Secondary Education, *Vocational Directors, Vocational Education, *Vocational Education Teachers, *Writing (Composition) Identifiers-Florida This packet for vocational educators contains information and materials on writing a letter to a state legislator. A step-by-step procedure is outlined and informative materials that expand upon the various steps are then provided. These materials include a sample Mailgram, a flowchart on how an idea becomes a state law, common sense rules for letter writing. samples of opening paragraphs, samples of closing paragraphs, sources of information on pending legislation, lists of members of the Education Committees of the Florida House of Representatives and Senate, a sample letter that was developed by following the steps outlined in the packet, and a guided letter form. (YLB)
Programs. Pub Date Jan 85 Note-225p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*Adult Counseling, Adult Education, Adult Programs, Behavioral Objectives, *Career Counseling, *Career Development, *Career Planning, Check Lists, Counseling Objectives, Counseling Services, *Counseling Techniques, Counselor Qualifications, Counselor Selection, Counselor Training, Employment Interviews, Job Application, Job Search Methods, Learning Activities, Lesson Plans, Postsecondary Education, Program Administration, Program Development, Program Implementation, Records (Forms), Resumes (Personal), Seminars Identifiers—310 Project, *New York This manual is intended to assist practitioners working in adult career counseling programs in implementing and expanding services. The first section, which is directed toward program administrators, discusses establishing and managing a career counseling service for adults and includes a checklist for administrators. Discussed next are the philosophical perspectives of counseling adults in career transition, characteristics of adults in a career transition, effective individual and group counseling techniques, and group counseling leadership skills. Counselor qualifications, selection, and training and staff development are covered in the third section. The final section, which is devoted to planning and presenting a career seminar, provides a seminar overview, a discussion of seminar procedures and materials, outlines for seven career seminar sessions, and materials for use in individual counseling sessions. Each session outline contains some or all of the following: session goals, one or more learning activities (together with an explanation of the given activity and counselor instructions), a list of materials needed, one or more handouts, and instructional text. An extensive appendix to the manual contains assorted forms, a 22-page book list, assessment instruments, and student handouts for use in the career seminars. (MN) ED 268 322 CE 044 185 The New GI Bill. Potential Impact of Ending It Early. Briefing Report to the Chairman, Veterans Affairs Committee, House of Representa tives. General Accounting Office, Washington, D.C. Report No.-GAONSIAD-86-80BR Pub Date-Mar 86 Note-18p. Available from U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20877 (first five copies free; additional copies $2.00 each; 100 or more-25% discount). Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Federal Aid, *Federal Legislation, Military Service, Postsecondary Education, *Program Costs, Recruitment, *Student Financial Aid, *Training Allowances, Veterans, *Veterans Edu cation Identifiers—*G I Bill, Military Enlistment, Military Recruitment, *Veterans Educational Assistance Program This briefing report provides an evaluation of Department of Defense (DOD) plans to terminate the new GI Bill and revert to the Veterans Educational Assistance Program (VEAP). Comments are made regarding the positions of the Office of the Secretary of Defense (OSD) and the military service. These findings are summarized: estimated cost to transition back to VEAP would be $5.4 million, estimated program savings over fiscal years 1987 to 1991 would be $194 million, comparing the new GI Bill educational costs to VEAP costs will always show the former to be more costly, Army statistics show a marked recruiting improvement since the new GI Bill was started, military service program managers believe a return to VEAP could have a negative effect on the services' ability to attract quality recruits, and participation in the new GI Bill is considerably higher than the VEAP it replaced. Other contents of this report are a summary of transition costs, an estimate of the net savings in governmental outlays by terminating the new GI Bill, and information on recruiting and retention impacts of the new GI Bill and returning to VEAP. (YLB) ED 268 323 CE 044 186 Prospectus: An Investor's Guide to Career and Vocational Technical Education in the Portland
Public Schools. Northwest Regional Educational Lab., Portland, Oreg. Spons Agency-Portland Public Schools, Oreg. Pub Date-Mar 86 Note-306p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC13 Plus Postage. Descriptors-Articulation (Education), *Career Education, Community Colleges, Delivery Systems, Educational Cooperation, Educational Opportunities, Educational Planning, Educational Policy, Enrollment Trends, Futures (of Society), *Labor Market, Occupational Clusters, *Outcomes of Education, Postsecondary Education, Program Administration, *Program Content, Program , Descriptions, Program Effectiveness, School Business Relationship, School Community Relationship, School Districts, School Holding Power, Secondary Education, Self Evaluation (Individuals), Teacher Attitudes, *Technical Educa tion, *Vocational Education Identifiers—*Portland School District OR This report describes current program offerings and activities in the areas of career, vocational, and technical education in the Portland Public Schools in Portland, Oregon, and assesses optional futures for program continuation and development. The information in the report is based on: student and faculty data, labor market trends, district organizational information, profiles of students and faculty within the district, and relationships with community colleges and neighboring school districts; summaries of more than 80 interviews with district and nondistrict staff covering the purposes, goals, and practices of vocational education; results of a detailed self-assessment process conducted by vocational instructors and advisory council members of cluster programs in the district; and profiles of both individual high school vocational programs and individual cluster programs throughout the district. The report's seven sections consist of an introduction, à descriptive report, interview findings, self-assessments, high school profiles, cluster profiles, and future directions. Appendixes to this guide include a list of persons interviewed, current program descriptions, composite list of vocational education interview questions, list of career interest areas, vocational faculty survey, evaluation survey of the self-assessment process, labor market information, Portland Community College vocational program offerings, references, ratings of alternative directions for vocational education, sounding board findings, list of members of the study steering committee, and student enrollment data for vocational education programs in 1986. (MN) ED 268 324 CE 044 198 Malfetti, James L., Ed. 55+ Drivers: Needs and Problems of Older Driv ers: Survey Results and Recommendations. Proceedings of the Older Driver Colloquium (Orlando, Florida, February 4-7, 1985). AAA Foundation for Traffic Safety, Falls Church, Va. Pub Date—Feb 85 Note-144p. Available from AAA Foundation for Traffic Safety, 2990 Telestar Court, Suite 100, Falls Church, VA 22042 (1 copy free, multiple copies $2.00). Pub Type - Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Aging (Individuals), *Driver Educa tion, Gerontology, Insurance, Middle Aged Adults, Motor Vehicles, *Older Adults, *Pedestrian Traffic, Surveys, *Traffic Accidents, *Traffic Safety These proceedings include 11 background papers that were presented by a panel of authorities in traffic safety and/or gerontology who were professionally concerned with older drivers and pedestrians. Papers focus on the needs and problems of older drivers and on what can and should be done to deal with them. Recommendations to improve safety for older-and all-drivers are provided first in three categories: driver, vehicle, and highway. The papers are “Vision of the Older Driver: Implications for Vehicle and Highway Design and for Driver Testing" (Merrill J. Allen), “Safer Cars for Seniors” (Roy C. Haeusler), “Licensing the Chronometrically Impaired Driver” (Newman W. Jackson), “Auto Insurance: Needs and Problems of Drivers 55 and Over" (Edward R. Klamm), "The Driving
ED 268 320 CE 044 179 Palladino, Dolores Writing a Letter to a Legislator: The Vocational Students' Guide. Sarasota County Vocational-Technical Center, Sar asota, Fla. Pub Date [85] Note-12p.; For a related document, see CE 044 178. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Interpersonal Communication, *Leg islators, *Letters (Correspondence), Postsecondary Education, Secondary Education, Secondary School Students, *Vocational Education, *Writ ing (Composition) Identifiers-Florida This booklet contains steps that will help the vocational student to acquire some letter writing skills quickly, the result of which will be the student's own personal letter to a legislator. Background information discusses the need for State or Federal financial support for vocational education and students' role in informing legislators about their concern for vocational education. A seven-step procedure for writing a letter to a legislator is outlined. Sample materials to aid in producing a letter by following those steps are then provided. These include a model letter, a guided letter form, and samples of opening, middle, and closing paragraphs. (YLB) ED 268 321 CE 044 183 Shapiro, Sonya Administering and Implementing Adult Career Counseling Services in Comprehensive Public Adult and Continuing Education Programs in New York State. A Manual for Administrators and Counselors in Managing Adult Career Counseling Services, Coordinating Adult Career Counseling Services with Community Funded Programs and Community Agencies and How To's of Career Counseling Process, Group Ses sions and Services. Port Washington Union Free District, NY. Spons Agency– New York State Education Dept., Albany. Div. of Adult and Continuing Education
identify the vocational programs and support services needed, and planning a staff development program. Immediate professional development needs for deans of instruction by task priority include operating an equipment preventive maintenance program and planning demonstration, pilot, and exemplary programs, while their intermediate needs include ensuring continuing communication with advisory councils, constructing a schedule conflict matrix, and organizing a student learning resource center. The data may be useful in determining content to be included in professional development activities for vocational administrators. Five tables present detailed analyses of the study data. An appendix provides a list of tasks by competency area. (KC)
ployed nurses at Bess Kaiser Medical Center to transfer nursing process theory to practice. Eighty-two of 102 recently hired registered nurses were included in the audit sample. The newly hired nurses, whose previous experience varied from less than 6 to more than 10 years of nursing experience, were required to take a 4-hour nursing process class that addressed 12 objectives, including clarifying the relationship between the nursing process and delivery of nursing care, distinguishing between a medical and nursing diagnosis, utilizing interviewing techniques, utilizing assessment information, reassessing patients, documenting the nursing process, and integrating the nursing process into the unit's delivery of health care. Pre- and posttests were administered to the nurses to assess the effectiveness of the nursing process workshop. Overall, the study supported the position that the educational process for nurses must include not only the theory of nursing practice, but also a practical method of applying the theory to practice. For example, when the charting behavior of the nurses who attended the workshop was compared with that examined in a previous study, the workshop appeared to have a positive effect. (MN)
ED 268 313 CE 044 170 Crawford, Glinda B. And Others Life Skills: A Concerns Approach. North Dakota Junior High Home Economics Curriculum. North Dakota Univ., Grand Forks. Bureau of Edu cational Services and Applied Research. Spons Agency-North Dakota State Board for Vo cational Education, Bismarck. Pub Date-Aug 85 Note336p.; Teacher planning materials are printed on colored paper. Available from Bureau of Educational Services and Applied Research, Box 8158, University Station, University of North Dakota, Grand Forks, ND 58202 ($10.00). Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Behavioral Objectives, Change, Child Development, Child Rearing, Clothing, Curriculum Guides, *Daily Living Skills, Day Care, * Decision Making Skills, Food, Goal Orientation, Grade 7, Grade 8, Health, *Home Economics, Home Management, Housing, Individual Development, Interpersonal Relationship, Junior High Schools, Learning Activities, Money Management, Needs Assessment, Nutrition, Self Concept, Skill Development, *Student Needs, Student Organizations, Values This life skills curriculum for seventh and eighth grade is organized according to major concept areas. These concept areas are defined by concerns/specific needs of the students. Part I suggests a scope and sequence for five program options dependent on time spent in instruction. Part II discusses use of the concerns approach. Sample student and parent checklists to identify student needs/concerns are provided. Part III contains instructional strategies and materials. The nine major concepts of the curriculum begin with a "welcome” to home economics life skills and Future Homemakers of America/ Home Economics Related Occupations (FHA/ HERO), and continue as follows: making the most of one's resources, food and the individual, human development and relationships, caring for children, clothes and the individual, personal health, personal living space, and closing (review of material). Each concept is composed of one to six subconcepts. Within each major concept of the curriculum, the subconcept sections are organized as follows: teacher planning materials (objectives, concerns addressed, applications in mathematics and/or science, learning activities, additional resources) and student handouts and teacher reference materials. Part IV lists general references. Appendixes include concerns research data. (YLB) ED 268 314 CE 044 171 Johnson, C. Frances Hales, Loyde W. Implementation of Nursing Process: An Evalua tion of an Inservice Educational Program in an HMO Acute Care Hospital, Pub Date-Apr 86 Note-18p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Comparative Anal ysis, *Health Facilities, *Inservice Education, Medical Services, *Nurses, *Nursing, Outcomes of Education, Postsecondary Education, Pretests Posttests, * Program Effectiveness, *Staff Development Identifiers- Health Maintenance Organizations A study examined the effectiveness of the current inservice training process used to teach newly em
ED 268 315 CE 044 172 Nelson, Orville Competencies Developed in Industrial Arts That Are Relevant to Post-Secondary Programs. Pub Date-Dec 85 Note-31p.; Paper presented at the American Vo cational Association Convention (Atlanta, GA, December 1985). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Competence, Educational Research, High Schools, Industrial Arts, National Surveys, *Skill Development, Teacher Educators, *Teaching Skills, *Transfer of Training, Vocational Directors A study identified competencies high school industrial arts courses can develop that would be valuable to students who enroll in postsecondary programs. Its purpose was to develop a basis for recruiting students for high school industrial arts courses. Data were collected through a national survey of directors of one- and two-year postsecondary vocational programs, industrial arts teacher education programs, and industrial technology programs. The 10 most important competencies identified by the educators surveyed were problem-solving skills, effective work habits, responsibility, ability to work effectively with others, safe working procedures, interest in learning, self-confidence and self-esteem, ability to use mathematics and science to solve technical problems, oral and written communication skills, and role and impact of technology in the world. A number of skills unique to industrial arts courses were identified as important, including skill in using basic tools and machines, measurement, drafting, and processes skills. Industrial arts teacher educators also identified the most important teaching competencies that can be developed: desire to teach, ability to organize information and present it to others, concern for others, understanding of the teaching profession, and ability to demonstrate and teach skills to others. (The study instruments are appended.) (YLB) ED 268 316 CE 044 173 Swanson, Richard P. A Marketplace Assessment of Career Education Alternatives. Pub Date—Jun 86 Note-136p.; Doctoral dissertation, International Graduate School. Pub Type - Dissertations/Theses - Doctoral Dis sertations (041) - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Career Counseling, Comparative Analysis, *Counseling Services, Educational Strategies, Education Work Relationship, Employment Patterns, *Job Placement, National Surveys, Outcomes of Education, Postsecondary Education, *Private Colleges, *Proprietary Schools, *Public Colleges, School Holding Power A study compared public, private, and proprietary postsecondary institutions in terms of job placement activities and services for graduates and student retention. A 10-item questionnaire was mailed to 300 randomly selected colleges and universities from 4 geographical areas of the United States-Northeast, Midwest, South, and West. Data from the 160 usable responses indicated that the proprietary institu
tions were generally smaller and were more likely to offer only short-term, skill-intensive training programs. College-sponsored job interviews were the most beneficial form of job placement assistance provided. Graduates from proprietary institutions sought employment immediately following graduation at a significantly higher rate than did graduates from public and nonproprietary institutions. Graduates from proprietary institutions were most likely to gain employment and work in their selected career fields. Graduates from midwestern proprietary institutions gained employment in their selected career area at a rate of 93 percent compared with a rate of 53.46 for graduates from public institutions located in the South. Private and proprietary institutions were more likely to retain students until graduation, and graduates from proprietary institutions took an average of 4.61 weeks to find employment as opposed to 9.55 weeks from public and 11.21 weeks from private institutions. (A copy of the survey instrument is appended to this report.) (MN) ED 268 317 CE 044 175 Stohrer, Freda F. Reassessing Education's Role within the Global Village: Where in the World Are We? Pub Date-Mar 86 Note-10p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (37th, New Orleans, LA, March 13-15, 1986). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—*Communication Skills, *Corporate Education, #Educational Needs, Industrial Training, Job Training, Labor Needs, Retraining, Skill Development, * Technical Writing, Technological Advancement The rapid technological advancement that U.S. society is experiencing has increased the likelihood that workers will have to be trained and retrained throughout their working lives to meet continually changing job requirements. This situation has challenged instructors of technical communication who are faced with the overlap of traditional education and corporate education in the area of basic skills. Although it is not fair to insist that the schools take the responsibility for dealing with all the educational needs of the business-industry-government complex, instructors of college technical communications courses must reassess their programs in light of what industry and society really need and want. After examining some 10 surveys of the rhetorical needs of writers in all types of jobs, one researcher has concluded that rather than emphasizing such specific writing assignments as composing proposals or taking minutes of meetings, the basic technical writing course should focus on (1) those common rhetorical principles that underlie the design and development of all writing; (2) ways of adapting any communication to varying audiences; and (3) assignments that emphasize an integrated approach to communication, including team reports. (MN) ED 268 318 CE 044 177 Caffeine. Courseware Evaluation for Vocational and Technical Education. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date 9 May 86 Note-10p.; For a related document, see ED 244 058. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Allied Health Oc cupations Education, *Computer Assisted Instruction, *Courseware, *Food, *Home Economics, Instructional Material Evaluation, *Nutrition, Programed Tutoring, Secondary Edu cation Identifiers—*Caffeine, *Courseware Evaluation This courseware evaluation rates the “Caffeine" program developed by Lane Community College and sold by the Oregon Department of Education. (The program-not included in this document-is part of a computer-assisted instruction project with nursing applications.) Part A describes "Caffeine" in terms of topics (food and nutrition, allied health) and hardware requirements (Apple II and peripherals), indicates its suitability as a tutorial for 11th-grade to adult instruction, and estimates time for use (20-30 minutes). Availability information includes cost ($5.00), policies, and contact address. the learner, with relevant exercises and worksheets, case studies that students can discuss together; and posttest. In addition, a form for students to evaluate the materials is provided. The packets were designed to be flexible, to stress problem-solving techniques that can be transferred to other situations, and to use community resources. Materials can be used on an individual or group basis, and usually can be used independently with evaluation and reinforcement provided by the teacher. This packet, on coping with a tight money situation, covers problems such as job loss, budgeting, saving money, finding temporary financial help, family relationships, and finding a new job. (KC) ED 268 307
CE 044 162 Coleman, Trudy And Others When a Relationship Seems Rocky. Coping with Crisis. Luzerne Intermediate Unit 18, Kingston, Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Pub Date—85 Note-26p.; For the other modules in this series, see CE 044 161-165. Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Communica tion Problems, Communication Skills, Community Resources, Counseling, *Decision Making Skills, Divorce, Family Problems, Family Relationship, Learning Activities, *Marital Instability, *Marital Satisfaction, Marriage, Marriage Counseling, Need Gratification, Problems, *Problem Solving, Self Actualization, Self Evaluation (Indi viduals) Identifiers-310 Project This instructional packet is one of a series of five modules that emphasize a systematic decision-making model for common problematic situations. The steps of the model are identifying the problem, gathering information, developing and assessing alternatives, implementing a solution, and evaluating and modifying the solution. Aimed at adult basic education (ABĒ) students, each packet contains the following sections: pretest; objectives; information for the learner, with relevant exercises and worksheets, case studies that students can discuss together; and posttest. In addition, a form for students to evaluate the materials is provided. The packets were designed to be flexible, to stress problem-solving techniques that can be transferred to other situations, and to use community resources. Materials can be used on an individual or group basis, and usually can be used independently with evaluation and reinforcement provided by the teacher. This packet, on coping with a rocky relationship, covers marriage or relationship problems, goals, communications, divorce, marriage counseling, and self-actualization. (KC)
be used independently with evaluation and reinforcement provided by the teacher. This packet, on staying healthy, covers health care providers, health habits, safety, illness, medical quackery, and personal responsibility for healthy life-styles. (KC) ED 268 309 CE 044 164 Coleman, Trudy And Others What's a Parent to Do? Coping with Crisis. Luzerne Intermediate Unit 18, Kingston, Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Pub Date-85 Note37p.; For the other modules in this series, see CE 044 161-165. Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Child Devel opment, *Child Rearing, Communication Skills, *Decision Making Skills, Drug Abuse, Learning Activities, Parent Attitudes, *Parent Child Relationship, Parent Education, *Parenting Skills, Parent Responsibility, Parent Role, Problems, *Problem Solving, Sex Education Identifiers—310 Project This instructional packet is one of a series of five modules that emphasize a systematic decision-making model for common problematic situations. The steps of the model are identifying the problem, gathering information, developing and assessing alternatives, implementing a solution, and evaluating and modifying the solution. Aimed at adult basic education (ABĚ) students, each packet contains the following sections: pretest; objectives; information for the learner, with relevant exercises and worksheets, case studies that students can discuss together; and posttest. In addition, a form for students to evaluate the materials is provided. The packets were designed to be flexible, to stress problem-solving techniques that can be transferred to other situations, and to use community resources. Materials can be used on an individual or group basis, and usually can be used independently with evaluation and reinforcement provided by the teacher. This packet, on child rearing, covers reasons for having children, parenting styles, understanding children's development, potential school crises, positive communication, helping children to behave, punishment, dealing with sex, and substance abuse. (KC) ED 268 310 CE 044 165 Coleman, Trudy And Others Dealing with Death. Coping with Crisis. Luzerne Intermediate Unit 18, Kingston, Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Pub Date85 Note-24p.; For the other modules in this series, see CE 044 161-164. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Basic Education, Death, De cision Making Skills, Diseases, *Grief, Learning Activities, Problems, *Problem Solving Identifiers-310 Project This instructional packet is one of a series of five modules that emphasize a systematic decision-making model for common problematic situations. The steps of the model are identifying the problem, gathering information, developing and assessing alternatives, implementing a solution, and evaluating and modifying the solution. Aimed at adult basic education (ABĚ) students, each packet contains the following sections: pretest; objectives; information for the learner, with relevant exercises and worksheets, case studies that students can discuss together; and posttest. In addition, a form for students to evaluate the materials is provided. The packets were designed to be flexible, to stress problem-solving techniques that can be transferred to other situations, and to use community resources. Materials can be used on an individual or group basis, and usually can be used independently with evaluation and reinforcement provided by the teacher. This packet, on dealing with death, covers stages of the grief process, dealing with feelings, care for the dying person, wills, and funerals. (KC)
Note 18p. Adult Education, Auburn University, Auburn, AL 36849-3501 ($2.00). Pub Type - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Accreditation (Institutions), Ac crediting Agencies, *Administrator Attitudes, Administrator Characteristics, Agency Role, Educational Attitudes, Educational Quality, •Evaluation Criteria, Evaluation Methods, Postsecondary Education, Program Evaluation, *Standards, *Vocational Education Identifiers Southern Association of Colleges and Schools While attending the December 12, 1984, Commission on Occupational Education Institutions (COBI) Delegate Assembly of the Southern Association of Colleges and Schools, 79 school personnel responded to a questionnaire to determine their attitudes toward accreditation standards. Measured were the following: respondents' perceptions of the priorities for review/revision of COEI standards and the importance of the standards in relation to institutional quality and (2) any differences in their perceptions related to demographic variables describing the personnel. The study found three standards that should be given highest priority for review, and three standards that clearly ranked lowest in priority. This finding indicates that sufficient agreement exists among school representatives to use their perceptions as the basis for selecting clusters of standards for review and revision. Since only two or three standards can be addressed each year by the Committee on Standards, such information is important for the Committee. The study also found that the assignment of review priority ranks by school personnel is related to one demographic variable-type of school represented-and applies to less than half of the standards. The strategy used in this study offers a methodology that can be used by accreditation organizations to ascertain the perceptions of their clientele regarding evaluative standards and criteria. The results of such assessments can provide an objective basis for determining the sequence in which the review and revision of standards or criteria might be addressed. (KC)
ED 268 308 CE 044 163 Coleman, Trudy And Others Staying Healthy Is Up to You. Coping with Crisis. Luzerne Intermediate Unit 18, Kingston, Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Pub Date—85 Note-26p.; For the other modules in this series, see CE 044 161-165. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Clinics, *De cision Making Skills, *Family Health, Health Activities, Health Education, Health Needs, *Health Services, Learning Activities, Medical Care Evaluation, *Nutrition, Physical Health, Prenatal In fluences, Problems, Problem Solving, Safety Identifiers-310 Project This instructional packet is one of a series of five modules that emphasize a systematic decision-making model for common problematic situations. The steps of the model are identifying the problem, gathering information, developing and assessing alternatives, implementing a solution, and evaluating and modifying the solution. Aimed at adult basic education (ABE) students, each packet contains the following sections: pretest; objectives; information for the learner, with relevant exercises and worksheets, case studies that students can discuss together; and posttest. In addition, a form for students to evaluate the materials is provided. The packets were designed to be flexible, to stress problem-solving techniques that can be transferred to other situations, and to use community resources. Materials can be used on an individual or group basis, and usually can
ED 268 312 CE 044 167 Baker, Richard A. Selman, James W. An Assessment of Competencies Needed by Voca tional Education Administrators in Alabama with Implications for Professional Development Programs. Auburn Univ., Ala. Center for Vocational and Adult Education. Pub Date85 Note-49p.; Tables and appendix contain small print. Available from Department of Vocational and Adult Education, Auburn University, Auburn, AL 36849-3501 ($5.00). Pub Type - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Academic Deans, Administrator At titudes, Administrator Evaluation, Competency Based Teacher Education, *Educational Needs, *Management Development, Postsecondary Education, *Professional Development, Secondary Education, Staff Development, *Vocational Directors, Vocational Education One hundred vocational administrators in Alabama responded to a questionnaire designed to determine the following: (1) the administrative tasks performed by secondary-level vocational education administrators; (2) the administrator tasks performed by deans of instruction in teachnical colleges; (3) the perceived competency level of administrators and deans to perform the task; and (4) the extent of general agreement among superintendents of education, secondary-level vocational administrators, and the program review reports with regard to the importance of competency areas and the related need for program improvement. The study found that the immediate professional development needs for secondary vocational administrators by task priority included developing a complete plan to promote vocational education, conducting program promotional activities, developing a community involvement plan, and ensuring continuing communication with the advisory council, while intermediate needs included identifying alternative funding sources, influencing traditional funding sources to benefit the program, using needed data to
ED 268 311 CE 044 166 Bowman, Harry L. And Others A Process for Reviewing and Revising Accredita tion Standards in Occupational Education Pro grams. Auburn Univ., Ala. Dept. of Vocational and Adult Education. Pub Date—86 Page 12
are not formally taught, cultural adjustment may be more difficult for many LEP immigrants than leaming English. Activities that allow students to experience real-world situations in a nonthreatening environment are necessary to help LEP individuals build cultural self-confidence and adjust culturally. Techniques that have been found to be effective in VESL include introducing one concept at a time, using a slower pace in introducing information, using shorter lectures and more demonstrations, providing bilingual glossaries, explaining key concepts in the native language, using visual support materials, and modifying tests to evaluate mastery of content rather than English. The work experience and workplace training approaches are also effective in teaching employability skills. (MN)
puter-assisted instruction). Two main types of video technology are available: videotapes and videodiscs. Despite their higher cost, videodiscs overcome many of the drawbacks of videotapes, including slow access time, poor freeze-frame characteristics, and costly maintenance. Because video technology is fairly new, few programs are available. For this reason, teachers and trainers desiring to develop interactive video instructional materials will require training in the five-step process of instructional systems design (ISD): analysis, design, development, implementation, and evaluation. A research project conducted at the Ontario Institute for Studies in Education illustrated the successful use of ISD in developing interactive video materials to train machine lathe operators. Other examples of interactive video in training include those produced and used by General Motors, IBM, and the American Heart Association. (MN)
to implement the parenting class, they tested and sometimes modified existing policies and procedures; conversely, as the teachers experimented with ways of fitting the program into the existing school structure, the innovation itself was adapted to meet local needs. (MN) ED 268 301 CE 044 156 Imel, Susan Adult Literacy Volunteers. Overview. ERIC Digest No. 48. ERIC Clearinghouse on Adult, Career, and Voca tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-84-0011 Note-3p. Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Basic Education, *Adult Lit eracy, Adult Programs, Educational Benefits, Educational Needs, Educational Resources, *Literacy Education, *Program Administration, *Program Development, Program Implementa tion, *Volunteers Identifiers-ERIC Digests Although volunteer tutors traditionally have formed the basis of the programs of Laubach Literacy Action and Literacy Volunteers of America, volunteers have begun to play a greater role in adult literacy instruction provided through community-based organizations, correctional institutions, churches, and federally funded adult basic education. Ilsley has identified five elements common to all literacy volunteer programs: purpose, scope, organizational control, professionalism, and finance. No single combination of these variables is appropriate for every station; instead, programs should be tailored to the needs of the group or community to be served. Likewise, selecting an appropriate administrative approach is important. Criteria for selecting volunteers, clarification of the assumptions about volunteers that are held by the organization developing the literacy program, and specification of the relationship between organizational setting and the establishment of a climate for volunteer participation are some of the many considerations that must be addressed. Administrators deciding to incorporate volunteers into adult literacy programs must also consider the myths, advantages, and disadvantages associated with literacy volunteerism. There is no shortage of resources available for those wishing to develop administrative guidelines and procedures for adult literacy volunteer programs, with as much as three-fourths of the literature base being devoted to administrative aspects of program development. (MN)
ED 268 303 CE 044 158 Harrison, Cheryl Education and Employment. Overview. ERIC Di gest No. 50. ERIC Clearinghouse on Adult, Career, and Voca tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-84-0011 Note-3p. Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Basic Skills, *Educational Needs, *Education Work Relationship, *Employment Potential, Job Skills, *Outcomes of Education, Relevance (Education), Secondary Education, Skill Development, *Transfer of Training, *Voca tional Adjustment, Work Attitudes Identifiers-ERIC Digests A solid body of empirical research supports the view that educational level is strongly related to occupational attainment. In the final analysis, however, it appears that although education does lead to a better job, how much better is determined by one's gender and race. Research on the relative need for training in basic, general employability and transferable skills indicates that training in proper work habits, attitudes, and interpersonal skills is generally considered as important to job success as is training in the basic skills. At least one researcher has hypothesized that although the schools are teaching the transferable skills necessary for employment (mathematics, communication, interpersonal, reasoning, and manipulative skills), students are not being taught how to transfer these skills from school to work. Many young people and women entering or returning to the work force are not even aware of the transferability of their skills to the workplace. Most research indicates that the workplace remains the site of most learning concerning work. The current public education system must do more to show teachers how to teach transfer skills so that future workers will not see their skills as irrelevant, past accomplishments but will instead view them as tools for the future. (MN) ED 268 304 CE 044 159 Kerka, Sandra Interactive Video in Vocational Education. Over view. ERIC Digest No. 51. ERIC Clearinghouse on Adult, Career, and Voca tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract—400-84-0011 Note 3p. Pub Type Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors Case Studies, Classroom Techniques, *Computer Assisted Instruction, *Individualized Instruction, Instructional Materials, *Interactive Video, Machine Tool Operators, Machine Tools, Material Development, Production Techniques, Secondary Education, Training, *Videodisks, *Videotape Recordings, *Vocational Education Identifiers-ERIC Digests Interactive video, a combination of computer-assisted instruction and video technology, is an important new development in instructional media. Because interactive video has its roots in individualized instruction, it is particulary useful in personalizing instruction by allowing students to proceed at their own pace (one of the tenets of programmed instruction) and to receive immediate feedback (an advantage made possible by the advent of com
ED 268 305 CE 044 160 Miller, Juliet V. The Family-Career Connection. Overview. ERIC Digest No. 52. ERIC Clearinghouse on Adult, Career, and Voca tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract-400-84-0011 Note 3p. Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Counseling, Career Devel opment, Career Education, *Dual Career Family, *Employed Parents, Family Characteristics, *Family Counseling, Family Problems, Family Programs, *Family Relationship, Family Struc ture, Fathers, Females, Mothers, Parent Role Identifiers-ERIC Digests Recent changes in the family structure and in the work setting are forcing many families to reexamine and redefine the family-career relationship. Until recently, most research on career and family patterns has focused on traditional sex roles. Although competition between career and family roles has caused pain in many families, recent research addressing the nontraditional roles of men and women indicates that most women do derive a sense of personal accomplishment from work and that most fathers who are more actively involved in parenting report that they have a better relationship with their children because of this involvement. Persons in dual-career families need to recognize that planning for career roles and planning for family roles are closely related tasks. Career development programs are needed to help individuals develop career and family goals that are personally satisfying and mutually supportive of other family members. Such programs should focus on increasing awareness of current and future trends affecting the family-career connection, identifying and coping with family and career development stages that carry heavy role demands, addressing barriers to implementing family and career plans, and explaining the personal benefits of combining family and career. (MN) ED 268 306 CE 044 161 Coleman, Trudy And Others When Money Is Tight. Coping with Crisis. Luzerne Intermediate Unit 18, Kingston, Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Pub Date-85 Note-35p.; For the other modules in this series, see CE 044 162-165. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Basic Education, Community Resources, Consumer Economics, *Decision Making Skills, Employment Interviews, *Family Financial Resources, Family Problems, Family Relationship, Job Application, *Job Layoff, *Job Search Methods, Learning Activities, Money Management, *Problem Solving, Unemployment Identifiers-310 Project This instructional packet is one of a series of five modules that emphasize a systematic decision-making model for common problematic situations. The steps of the model are identifying the problem, gathering information, developing and assessing alternatives, implementing a solution, and evaluating and modifying the solution. Aimed at adult basic education (ABE) students, each packet contains the following sections: pretest; objectives; information for
ED 268 302 CE 044 157 Harrison, Cheryl Bilingual Vocational Education for Immigrants. Overview. ERIC Digest No. 49. ERIC Clearinghouse on Adult, Career, and Voca tional Education, Columbus, Ohio. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date [86] Contract—400-84-0011 Note3p. Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Basic Education, Adult Pro grams, Adult Students, *Bilingual Education, Classroom Techniques, Cultural Differences, Educational Needs, Employment Potential, *Immigrants, *Intercultural Communication, Postsecondary Education, Second Language Instruction, Student Needs, Teaching Methods, *Vocational Education, *Vocational English (Second Language) Identifiers—ERIC Digests Language problems are likely the strongest single barrier to success facing limited English proficient (LEP) immigrants to the United States. Therefore, instruction in English as a second language (ESL) for immigrants must be given a high priority. Vocational ESL (VESL) provides adult immigrants with English skills on an as-needed basis in cooperation with a program of vocational training. The ESL teacher and the vocational trainer coordinate their efforts, thereby allowing students to see the connection between their needs and their English lessons. Because cultural laws have not been codified and
programs. The reviews were made by vocational agriculture teachers in Kentucky. The reviews cover software on the following topics: farm management, crop production, livestock production, horticulture, agricultural mechanics, general agriculture, leadership, safety, environmental education, and miscellaneous (word processing, filing systems, spreadsheets, and so forth). Each review is a one-page outline containing program name, vendor, purchase point, cost, coverage, difficulty, program description, suggested user level, suggestions for application or use, time required for teacher preparation and use, program requirements for use-equipment, books, materials-and reviewer comments. The final section of the catalog lists programs by subject area and provides vendor names and addresses for each one. (KC)
This guide provides job relevant tasks, performance objectives, performance guides, resources, learning activitites, evaluation standards, and achievement testing in the occupation of environmental control system installer/servicer (residential air conditioning mechanic). It is designed to be used with any chosen teaching method. The course outline is divided into six duties: (1) brazing, cutting, fitting, soldering, and welding piping and tubing; (2) installing and servicing controls; (3) installing and servicing electrical circuits, components, and motors; (4) installing and servicing compressors, condensers, evaporators, and water towers; (5) installing and servicing refrigeration systems and domestic refrigerators; and (6) installing and servicing residential air conditioning and heating systems. A total of 154 performance objectives are categorized under these duties. The performance objective is defined in terms of task, conditions, standard, and source for standard. These components are provided for each performance objective: performance guide, enabling objectives(s), learning activities, resources, and evaluation (questions and answers). Appendixes include a cross-referenced table of duties, tasks, and performance objectives; tool and equipment list; sources of standards; state-of-the-art literature; a bibliography; and written evaluation questions and answers. (YLB) ED 268 295 CE 044 128 Owens, Thomas R. Oregon High School and Community College Vo cational Education Study. Final Report. Northwest Regional Educational Lab., Portland, Oreg. Spons Agency-Oregon State Dept. of Education, Salem. Div. of Vocational Education. Pub Date—Dec 85 Note-21p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Basic Skills, Career Choice, College Students, *Goal Orientation, High Schools, High School Seniors, *Occupational Aspiration, State Surveys, *Student Attitudes, *Student Educational Objectives, Two Year Colleges, *Vocational Education Identifiers-Oregon Data were collected from high school vocational education seniors and students enrolled in community college vocational programs for use as baseline for a longitudinal followup study over the next five years. Two Oregon high schools and three community colleges participated. Findings indicated over 70 percent of the high school seniors in college preparatory, vocational, and general education programs planned to be working full or part time one year after high school graduation. Over 70 percent planned to attend postsecondary education one year after graduation. Of the college preparatory students, 71 percent planned to attend a four-year college; 27 percent of vocational students and 5 percent of general curriculum students also planned to attend. Of vocational concentrators, 27 percent planned to take academic courses at a community college; the same percentage planned to take vocational courses. Vocational students at both levels rated the quality of instruction very high and career counseling relatively low. Community college students rated high school reading skills high in preparation for college work but rated mathematics much lower. Vocational students at community colleges gave high marks to college efforts to prepare them for needed technical skills, but rated much lower help in speaking skills. (Survey results are appended.) (YLB) ED 268 296 CE 044 134 Vocational Agriculture Computer Handbook. Kentucky State Dept. of Education, Frankfort. Pub Date—85 Note-140p. Pub Type Reference Materials - Directories/Cat alogs (132) EDRŠ Price - MF01/PC06 Plus Postage. Descriptors—*Agricultural Education, Agricultural Engineering, Agricultural Production, Agricultural Skills, Agriculture, Business Skills, Courseware, Environmental Education, Farm Management, Horticulture, Leadership, Postsecondary Education, Safety, Secondary Education, Student Organizations, *Vocational Education, Word Processing This document is a catalog of reviews of computer software suitable for use in vocational agriculture
ED 268 297 CE 044 136 Maday, John Develop and Field Test Written and Performance Student Achievement Measures for Gardening-Groundskeeping and Landscape Operations. Final Report. Florida Univ., Gainesville. Dept. of Agricultural and Extension Education. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational Education. Pub Date—31 Aug 85 Grant-011-1515-5-1611 Note-518p. Pub Type-- Reports - Descriptive (141) Tests/Questionnaires (160) EDRS Price - MF02/PC21 Plus Postage. Descriptors—*Competence, Competency Based Education, Criterion Referenced Tests, Field Tests, *Grounds Keepers, Job Analysis, *Landscaping, Postsecondary Education, Secondary Education, *Task Analysis, *Test Construction, Test Format, *Test Items, Vocational Education Identifiers-Florida A project was conducted in Florida between October 1, 1984, and August 31, 1985, to develop and field test criterion-referenced tests in the occupational areas of gardening/groundskeeping and landscape operations. The test instruments were constructed around the performance standards developed by the Florida Department of Vocational Education. These standards were first validated by incumbents in the field and a task analysis was constructed for all the standards verified. As a result of the project, two multiple-choice written tests of 193 questions each and performance standards to assess a student's competency in the occupational area of gardening-groundskeeping and landscape occupations and one test of 56 questions covering landscaping tasks not covered in the first two were constructed. The bulk of this document consists of appendices including the task list for gardeninggroundskeeping and the two forms of the mastery tests for that occupation; a task list and mastery test for landscape operations and performance tests for six jobs that must be demonstrated; a description of the field test sites; item analyses tables; and task analyses for the gardening-groundskeeping and landscape operations occupations. (KC) ED 268 298 CE 044 141 Commercial Fishing. Florida State Dept. of Education, Tallahassee. Div. of Vocational Education. Pub Date—86 Note—9p. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Competence, Competency Based Education, *Course Content, Course Descriptions, *Maritime Education, Occupational Information, Postsecondary Education, Seafarers, Secondary Education, State Curriculum Guides, Student Organizations, Trade and Industrial Edu cation Identifiers—*Fishing, Fishing Industry, *Florida This document is a curriculum framework for a program in commercial fishing to be taught in Florida secondary and postsecondary institutions. This outline covers the major concepts/content of the program, which is designed to prepare students for employment in occupations with titles such as net fishers, pot fishers, line fishers, shrimp boat deckhands; or to provide supplemental training for persons previously or currently employed in these occupations. The program outline also covers laboratory activities, student organizations, and cooperative education; and lists 14 intended outcomes for students completing the program, with student per
formance standards for each of the intended outcomes. (KC) ED 268 299 CE 044 142 Program Guide for Diesel Engine Mechanics 8742000 (IN47.060500) and Heavy Duty Truck and Bus Mechanics DIM0991 (IN47.060501). University of South Florida, Tampa. Coll. of Educa tion. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date-85 Note-154p. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors Audiovisual Aids, * Auto Mechanics, Community Colleges, *Competence, Competency Based Education, Course Content, *Diesel Engines, *Mechanics (Process), Motor Vehicles, Occupational Information, Postsecondary Education, Safety, Secondary Education, State Curriculum Guides, *State Standards, Student Organizations, Two Year Colleges, Vocational Education Identifiers—*Florida, Vocational Industrial Clubs of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in diesel engine mechanics and heavy duty truck and bus mechanics. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes the content of the diesel engine and truck and bus mechanics program, including occupational descriptions, program standards descriptions, competencies, curriculum frameworks and student performance standards for each occupation. The third section, on Diesel Mechanics, covers instructional approach, course outline and sample lesson plan, and information on student organizations. In the fourth section, student admission requirements and teacher certification and qualifications are spelled out, while the fifth section provides information on facilities and supplies for the diesel engine and truck and bus mechanics curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide consist of a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 300 CE 044 145 Langone, Christine A. Implementing Educational Change: A Qualitative Study of a Parenting Education Program. Pub Date-Nov 84 Note-19p.; Paper presented at the Annual Meet ing of the American Anthropological Association/Council on Anthropology and Education (Denver, CO, November 14-18, 1984). Docu ment contains some blurred type. Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Advisory Committees, *Change Strategies, Decision Making, *Educational Change, * Educational Innovation, Ethnography, *Home Economics, Influences, Inservice Teacher Education, Naturalistic Observation, Organizational Change, *Organizational Climate, *Parenthood Education, Resources, School Community Relationship, School Organization, Secondary Education, Teacher Attitudes, Teacher Characteristics, Teacher Role, Teacher Workshops A study examined the organizational factors inhibiting and facilitating implementation of an innovation in an educational setting. The innovative program selected as the subject of this ethnographic study was Georgia's parenting education program. Data were collected from field interviews of teachers, observations of parenting education classes, and analyses of various documents used in planning and implementing the parenthood education programs. The following eight education factors were found to influence the implementation of the innovations to which the parenthood education teachers were introduced in an inservice workshop: school structure, decision-making power, advisory committees, role of the workshop, resources, teacher commitment, and demands on teachers. The interaction of the innovation and the school setting resulted in an alteration of both. As individual teachers attempted lum materials that could be incorporated into an existing health assistant program to cover recent advances in health care technology. Area physicians' offices were toured and meetings were held with administrators of local hospitals in order to discover what kinds of advances in health care technology were in use locally. Next, equipment and instructional materials were developed to update health services training in the following areas: using computers, word processing, using electrocardiography equipment, and implementing blood-drawing and blood analysis techniques. In addition, courseware was obtained to supplement existing training in such areas as venereal disease, drugs, birth defects, health maintenance, nutrition, and typing and word processing skills. The bulk of the report consists of project
developed learning guides dealing with: mounting an electrocardiogram; performing blood sugar testing; assisting a physician in detecting and assessing heart muscle damage; analyzing blood; performing cholesterol, hemoglobin, blood glucose, and prothrombin time tests using the latest equipment; and mastering venipuncture. Each guide contains some or all of the following: task and purpose statements, a terminal performance objective, safety factors, a list of equipment and supplies needed, a performance guide, related information, a student assignment, vocabulary, review questions, and an instructor checklist. (MN)
ED 268 289 CE 044 105 Kapes, Jerome T. Welch, Frederick G. Review of the Scoring Procedures for the Occupa tional Competency Assessment Program in Pennsylvania. Final Report. Vocational-Techni cal Education Research Report. Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies. Spons Agency-Pennsylvania State Dept. of Education, Harrisburg. Bureau of Vocational and Adult Education. Pub Date- Oct 85 Note-21p. Pub Type-- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cutting Scores, Educational Policy, Error of Measurement, Evaluation Criteria, *Minimum Competency Testing, Norm Referenced Tests, Pass Fail Grading, Policy Formation, Postsecondary Education, Scoring, *Scoring Formulas, State Standards, *Statewide Planning, Tables (Data), Teacher Evaluation, Testing Programs, Test Interpretation, Test Norms, *Vocational Education, Vocational Education Teach ers Identifiers-National Occupational Competency Testing Institute, *Pennsylvania, *Teacher Competencies Procedures for establishing the cutoff scores for the occupational competency exams administered to individuals graduating from Pennsylvania vocational teacher education programs were reviewed. A total of 595 National Occupational Competency Testing Institute (NOCTI) Exams administered in 43 occupations or trades at three colleges between the years 1979 and 1984 were reviewed. Test scores were compared with respect to exam date, test site, exam code, percentage of correct responses for written and for performance tests, and pass/fail decision for written and performance tests respectively. It was concluded that Pennsylvania could and should use the national norms provided on those exams to make the pass/fail decisions for prospective vocational teachers. Whatever decision is made concerning a cutoff for the performance exam, it should be based on the same rationale and be consistent with the method used for the written exam. The 95 percent confidence interval (two standard errors (SE)) should be used in implementing any cutoff decisions. In those cases where the two ŠE cutoff does not result in a sufficient supply of vocational teachers, a mechanism should be implemented to permit individuals to teach temporarily while they improve their occupational knowledge until they meet minimum standards. (Appendixes to this report include six tables detailing the test score statistics compiled.) (MN) ED 268 290 CE 044 114 Youshock, Joseph Gilgannon, Nancy, Ed. A Vocational/Special Education I.E.P. Planner. Bloomsburg Univ., PA.; Hazleton Area School Dis trict, Pa. Spons Agency—Pennsylvania State Dept. of Edu cation, Harrisburg. Bureau of Vocational and Technical Education.
Pub Date— [84] Note88p. Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Behavioral Objectives, Carpentry, Check Lists, Educational Objectives, *Evaluation Criteria, Food Service, Horticulture, *Individualized Education Programs, *Minimum Competencies, Plumbing, Records (Forms), Secondary Education, Sewing Instruction, *Special Education, Student Evaluation, *Vocational Education This booklet is intended to serve as a mechanism whereby special educators and vocational instructors can work cooperatively in developing an Individualized Educational Plan (IEP) for special needs students. The planner identifies appropriate occupational areas (horticulture, apparel assembly, carpentry, food service, and plumbing) and then proceeds to determine the vocational, safety, mathematics, and vocabulary tasks necessary for minimum performance in the occupation. Each section of the planner contains some or all of the following: shop name and subject area; an educational objective; frustration, instructional, and independence levels; and a checklist that cross-references competencies to spaces provided for instructors to record information concerning whether students have attained a given educational objective as well as the student's frustration, instructional, and independence levels in attempting to accomplish the task. (MN) ED 268 291 CE 044 120 Rosenfeld, Vila M. And Others Grab a Byte. Courseware Evaluation for Vocational and Technical Education. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date27 Mar 86 Note-10p.; For a related document, see ED 244 058. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Courseware, Educational Games, *Food, *Home Economics, Instructional Material Evaluation, *Nutrition, Secondary Education Identifiers—*Courseware Evaluation, *Nutrients This courseware evaluation rates the “Grab a Byte” program developed by tne National Dairy Council. (The program-not included in this document-is divided into three sections: Grab-a-Grape uses a quiz-show format to examine students' knowledge of food groups; Nutrition Sleuth reinforces students' nutrient knowledge; and Havea-Byte analyzes meals in terms of students' nutrient needs.) Part A describes "Grab a Byte" in terms of subjects (food and nutrition) and hardware requirements (Apple II and peripherals), indicates its suitability for 7th-10th grade individual or small group instruction, and lists accompanying materials (instructor and user guides, food list) and time estimate (25-40 minutes). Availability information includes cost ($30.00) and contact address. Part B contains the evaluation criteria in eight categories; reviewer ratings appear as yes, somewhat, no, and not applicable, with explanatory comments. Part C summarizes the evaluation. The strengths of this program are its interesting, easy-to-follow game format and topic. A weakness is that answers are provided too readily in the Nutrition Sleuth section. Summary ratings in the eight categories include the following: subject matter, technical presentation, student interaction, and program interaction-yes; documentation-somewhat; and student evaluation, work behaviors and application programs-not applicable. The final rating highly recommends this courseware as a fun way to learn sound nutrition information. (SK) ED 268 292 CE 044 122 Manpower and Educational Requirements for Computer Integrated Manufacturing Technicians in the Columbus, Indiana Region. Man power Report 86-3. Purdue Univ., Lafayette, Ind. Office of Manpower Studies. Pub Date—30 Apr 86 Note-36p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, Career Education, *Computer Oriented Programs, Continuing Education, #Educational Needs, Employment Projections, Employment Qualifications, Labor Needs, *Manufacturing Industry, *Production Techni
cians, *Technical Education Identifiers—Computer Assisted Manufacturing, Indiana (Columbus) A labor force study ascertained the current and projected needs for the training of computer-integrated manufacturing (CIM) technicians and provided that information to administrators, faculty, and industrial advisors. Findings were that a decrease in the number of young people (24 years old and younger) was accompanied by a significant increase in the 35- to 49-year-old group. Educational attainments of adults were below state averages. A relatively substantial work force was employed in manufacturing industries, many where application of modern manufacturing methods are pertinent. Projections indicated a 30 percent growth for engineering technicians and technologists. The Indiana Commission for Higher Education favored expansion of needed programs in Southern Indiana and recognized the need for more technicians who can continue their studies to the baccalaureate level. A minimum annual recurring training requirement was calculated to be for 14 graduates as new labor force entrants into all types of manufacturing industries, plus related training needs for at least 15 adults now in the work force. Recommendations were for authorization to grant the CIM technology associate degree, adult continuing education and service courses to meet the CIM technology training needs, organization of an industrial advisory committee, and liaison with local high schools. (YLB) ED 268 293 CE 044 124 Gutknecht, Bruce Developing Successful Learning Experiences for Older Adults. Pub Date—24 Feb 86 Note-9p.; Paper presented at the Conference of the Association of Teacher Educators (Atlanta, GA, February 24, 1986). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, *Adult Programs, *Aging (Individuals), *Educational Gerontology, Individual Characteristics, *Older Adults, Program Development, Teaching Methods The aged are generally identified by such criteria as chronological age, economic condition, physical appearance, psychological behavior, mental conditions, and social roles. While the present population of aged is characterized by lower educational and economic levels, it is anticipated that as the number of aged grows, the educational and economic levels will increase. Most aged today are not poor, are in reasonable health, and live in urban areas. In terms of their mental abilities, researchers have found that crystalized intelligence remains constant, while fluid intelligence declines. One reason contributing toward the negative stereotype of the aged is the fact that most research has been focused on problems encountered by the aged. Education is one of the more positive aspects of aging. Recently, more attention has been given to educational gerontology. The focus of adult education is on problem finding and solving. Life problems found in later adulthood can provide topics that interest older adults and that they will probably seek in learning experiences. Recommended instructional techniques include ample mastery time, material repetition, positive reinforcement, short-term goal setting, and provision for learners with visual or auditory defects. Suggested types of discussion of reading materials are meta-cognitive, strategy, and postreading. (YLB) ED 268 294 CE 044 127 Meyer, Calvin F. Benson, Robert T. Environmental Control System Installer/Servicer (Residential Air Conditioning Mechanic). V-TECS Guide. South Carolina State Dept. of Education, Columbia. Office of Vocational Education. Pub Date—85 Note-383p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC16 Plus Postage. Descriptors-Achievement Tests, *Air Condition ing, Behavioral Objectives, Electricity, Evaluation Criteria, Heating, *Job Skills, Learning Activities, Postsecondary Education, Refrigeration, *Refrigeration Mechanics, Secondary Education, State Curriculum Guides, Student Evaluation, *Trade and Industrial Education Identifiers—*Vocational Technical Education Con sortium States
opment of a bibliography of currently available math resource books with materials appropriate for use with disadvantaged students, a school staff evaluation of the current electronics program with regard to students' math needs, evaluation of the remedial program currently in place for electronics students, and development of a student handbook that includes a step-by-step process for solving electronics-related algebra problems. Appendixes (the major portion of the report) include a discussion of the scope and sequence of electronics-related math concepts and processes; vocabulary, metric relationships, and mathematical formulas for electronic-related math; guidelines for using a three-prong model to plan instruction of electronics-related math; and a bibliography. (MN)
formation-, people, and equipment-related competencies. Occupational growth in Washington is expected to be modest through 1990, with demand centering mainly in the service industries (particularly marketing and sales, office/clerical occupations, and culinary/hospitality services): The State's community college system currently has as least five traditional programs in which supply exceeds demand by more than 300 percent. Three resource-sharing models calling for equipment sharing, equipment and facility exchange, and college consortia were suggested as possibly being feasible in Washington's community college system. (Appendixes to this report include a list of project goals, a copy of the overview of occupation clusters, the pilot and a copy of the mailed survey instrument, copies of the project's mailed survey instrument and personal visitation form, and personal visitation data.) (MN)
manual are an overview of 9 special needs populations; position statements of the American School Counseling Association and on rehabilitation and school counselors working together; guidelines for selecting, administering, scoring, and reporting results of tests used in assessing special needs students for educational programs; prevocational policy for mainstreamed students; lists of 40 occupations with the largest projected growth and 20 fastest growing occupations for 1982-1995; a description of typical course offerings in area vocational-technical schools; descriptions of 33 different programs offered in area vocational-technical schools; and guidelines for administering different types of standardized vocational tests. (MN)
ED 268 283 CE 044 064 Abendroth, Ruth B. Research Factors That Affect Skills Center Enroll ment. Final Report. Spokane Area Vocational Skills Center, WA. Spons Agency, Washington State Commission for Vocational Education, Olympia. Pub Date—31 Dec 85 Note-140p. Pub Type- Reports - Research (143) - Tests/ Questionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Enrollment Influences, Grade 10, Grade 11, High Schools, *High School Students, Regional Planning, *Regional Schools, *Student Attitudes, Student Recruitment, *Vocational Education, *Vocational Schools A study examined the attitudes of 546 randomly selected 10th- and 11th-grade students attending 14 public high schools serving the Spokane Area Vocational Skills Center to determine who and what influenced students' decisions to enroll in the center. Parents, friends, and counselors were ranked as people who influenced the students' interest and enrollment in the skills center, with attenders indicating a more positive influence than nonattenders. Half the students felt that students should first hear of the skills center in ninth grade whereas 26 percent felt they should be made aware of the center in the eighth grade. The center's general brochure, video presentation, and slide show were considered effective methods of informing students about the skills center. Responses from nonattenders indicated that the skills center's image is good. Among those areas of the center's operation that were mentioned as problems were credits for graduation, graduation and college requirements, lack of skills center offerings, science and math requirements, length of the skills center day, and the need for semester classes. A survey of selected members of the area's business community indicated that the curriculum offered at the skills center is now important and will continue to be important in 6 years. (This report includes the student and business survey instruments and the survey computer program.) (MN) ED 268 284 CE 044 066 Mitchell, Myrtle And Others Change and the Future of Vocational Education. Final Report. Gonzaga Univ., Spokane, Wash.; Washington State Vocational Director's Council, Seattle. Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date—Feb 86 Note-142p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Community Colleges, Cooperative Planning, Educational Change, Educational Cooperation, Educational Needs, Educational Trends, *Futures (of Society), Institutional Cooperation, Labor Market, Labor Needs, Needs Assessment, Questionnaires, *Shared Facilities, Shared Resources and Services, State Surveys, Statewide Planning, *Technical Education, *Technological Literacy, Two Year Colleges Identifiers- Washington A study examined the technological literacy needs of persons trained at community colleges, current labor market trends in the state of Washington, and possible resource-sharing models for use within the Washington State Community College system. Data were collected from 25 mail questionnaires, phone interviews with personnel from 114 companies throughout Washington, and site visits to 10 companies located in Spokane. Companies using advanced technology expressed the need for community college-trained personnel with data/in
ED 268 285 CE 044 068 Oertli, Gary Taylor, Helen L. Sally Telecourse: Family Day Care Provider Training. “Spoonful of Lovin." Final Report. Edmonds Community Coll., Lynnwood, WA. Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date-31 Dec 85 Note—97p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Adult Education, Audiovisual In struction, *Child Caregivers, *Curriculum Development, *Day Care, Distance Education, Educational Television, *Material Development, *Occupational Home Economics, Postsecondary Education, Pretests Posttests, *Telecourses, Two Year Colleges A course syllabus for one, two-, and four-year institutions was developed as a possible format for awarding credit for televised training of child care providers. “Spoonful of Lovin” was designed as a series of five 30-minute programs to develop child care skills necessary to family day care providers, parents, and teachers. Episodes explored fundamentals of establishing a home day care business, normal child development, guiding youngsters' behavior, planning activities for children, and creating safe, effective learning environments. Participants in televised course delivery were 15 training institutions-2 vocational technical institutes, 10 community colleges, and 3 universities. In addition to a telecourse offering, a wide variety of options was developed using the “Spoonful of Lovin" tapes, including combination with ongoing coursework, seminars, workshops, and graduate-level studies. The project provided access to training and training materials to 13,000 providers statewide at a cost of $4.00 per person. Pre- and post-tests administered to 45 students enrolled for credit in the telecourse series at Edmonds Community College indicated improved knowledge. (Appendixes, amounting to approximately two-thirds of this report, include survey responses, publicity, and teacher's guide to the telecourse with course description, objectives, and outline and study guides.) (YLB) ED 268 286 CE 044 077 Baggett , Connie D. Vocational Guidance for Special Needs Students: A Handbook for Helping Counselors Do a Better Job. Teacher Education Series, Vol. 26, No. 1. Pennsylvania State Univ., University Park. Dept. of Agricultural and Extension Education. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Bureau of Vocational and Adult Education. Pub Date—May 85 Note-63p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Career Guidance, Counseling Ob jectives, *Counseling Techniques, *Disabilities, Educational Diagnosis, Educational Legislation, Educational Opportunities, Employment Opportunities, Federal Legislation, *Mainstreaming, Prevocational Education, Program Content, Regional Schools, Secondary Education, Standardized Tests, *Student Evaluation, Test Interpretation, Test Results, Test Selection, Vocational Education, *Vocational Evaluation, Vocational Schools Identifiers—*Special Needs Students This handbook is intended to assist guidance counselors involved in helping special needs students choose vocational programs. Included in the
ED 268 287 CE 044 095 Baggett, Connie D. And Others Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Re port. Pennsylvania State Univ., University Park. Dept. of Agricultural and Extension Education. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Bureau of Vocational and Adult Education. Pub Date [84] Note-143p. Pub Type Reports - Descriptive (141) – Guides - Classroom - Teacher (052) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Agricultural Education, Agricul tural Engineering, Agricultural Production, Animal Husbandry, Behavioral Objectives, Check Lists, Competency Based Education, *Dairy Farmers, *Disabilities, Educational Needs, Evaluation Criteria, Horses, Instructional Materials, Job Skills, Learning Activities, Mainstreaming, Material Development Needs Assessment, , *Plant Growth, Secondary Education, Student Evaluation, Vocational Education This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production, horse husbandry, plant production, and agricultural mechanics; and sample task instruction sheets. Checklists for use in evaluating students' skills in the following areas are provided: employability; occupational safety; production economics, management, and mechanics; and broiler and egg, dairy, swine, and beef cattle production. Included among the topics covered in the sample task instruction sheets provided are various recordkeeping, technical, feeding, breeding, calving, grooming, handling, planting, and growing skills. Each task instruction sheet contains some or all of the following: a task statement, a task description, a list of materials and tools needed, a description of information to be provided to students, lists of skills addressed and new words, and student evaluation criteria in the form of task statements. During the course of the project, materials for use in teaching 53 separate skills in the 4 target subject areas were developed and field-tested. The personnel list, skills lists, and task instruction sheets are contained in appendixes which constitute the bulk of the document. (MN)
ED 268 288 CE 044 098 Klemovage, Shirley Implementation of Advanced Health Care Tech nology into Existing Competency-Based Health Care Program. Final Report. North Schuylkill Schuylkill Area Vocational-Technical School, Frackville, Pa. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Bureau of Vocational and Adult Education. Pub Date—20 Aug 85 Note-68p. Pub Type - Reports - Descriptive (141) - Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Allied Health Occupations Educa tion, Allied Health Personnel, Behavioral Objectives, *Biomedical Equipment, *Computer Literacy, *Curriculum Development, *Equipment Utilization, Learning Activities, Medical Services, Secondary Education, *Technological Advancement A project was undertaken to develop new curricuceptional Persons, *Inservice Teacher Education, *Needs Assessment, Participant Satisfaction, Postsecondary Education, Professional Development, Secondary Education, *Teacher Attitudes, *Vocational Education Teachers
The current professional development needs (identification and remediation) of vocational teachers who teach handicapped children were studied. Data collection and analysis were used to answer three questions regarding (1) positive change in vocational teachers' attitudes toward disabled persons when their needs are assessed and provided for in staff development sessions, (2) clustering of vocational teachers' needs around certain issues, and (3) staff development sessions requested by vocational teachers to prepare them to teach handicapped children. Three relationships were investigated: teacher attitudes and training effects, needs-assessment-driven inservice sessions and teacher satisfaction, and teacher attitudes and training suited to perceived needs. Results indicated that teacher attitudes changed after inservice sessions, but not to a large degree. The average increase was five points on the Attitude toward Disabled Persons Scale. Needs-assessment-driven inservice was satisfying to teachers and perceived training needs were related to teacher attitudes, but again in a less than robust fashion. The priority needs areas of vocational teachers were for more pupil information and pertinent didactic materials and strategies delivered by resource personnel in person and/or delivered through courses, seminars, workshops, or school visitations. (YLB)
Nations, Educational Needs, Educational Research, Foreign countries, Lifelong Learning, Literacy Education, *Motivation, Nonformal Education, Program Evaluation, *Rural Develop ment Identifiers-India These proceedings contain 17 papers presented at a seminar to identify and evaluate research studies conducted in the past with a view to providing guidance and ready reference for those who wish to conduct research in the future. A summary of recommendations appears first. Issues, researchable questions, and suggestions are made in three areas: identification of profiles, resources, and needs of adult learners; motivation and mobilization techniques in adult education; and linkages of adult education programs with other development programs. These papers are presented: “The Nature and Scope of Research for Adult Education and Development” (V. Eswara Reddy), “Research in Adult Education" (S. C. Bhatia), “Questions in and Reflections on Adult Education Research" (James A. Draper), “Methodological Issues in Adult Education Research in India” (R. Jayagopal), "Profile Development of Target Groups for Adult Education and Action” (B. R. Patil), “Adult Education among the Tribal Communities in India: Problems and Prospects" (G. P. Reddy), “Participation of Rural Workers and Interface with Development Agencies” (Prayag Mehta), "Towards a Typology by Needs of Adult Learners” (Asha Dixit), “Linkages and Participation with Development Agencies" (S. C. Dutta), "Workers' Education in India" (B. R. Virmani), "Training Methodology" (K. S. Pillai), "Linkages with Development Agencies,” (C. N. V. Subba Reddy), “Evaluation Search and Research in Adult Education: Some Process Reflections” (T. V. Rao and R. Harihar), “Adult Education in Rural Development: A Study of the Process of Implementation of National Adult Education Programme" (B. C. Muthayya and Hemalatha Prasad), "Modernizing Evaluation in Adult Education" (Bishwa B. Catterjee), "A Comparative Study of the Relative Effectiveness of Four Methods of Teaching Literacy to Adults” (R. Krishna Rao), and "Research in Adult and Continuing Educaton, Non-Formal Education, and Life-Long Education" (D. Subba Rao). Appendixes include abstracts of research in adult education and a bibliography. (YLB) ED 268 277 CE 044 028 Newton, Greg Recruitment. Getting Customers for Employment and Training Programs. Center for Community Futures, Berkeley, CA. Pub Date—86 Note-74p. Available from—Center for Community Futures, Publications Dept., P.O. Box 5309, Berkeley, CA 94705 ($44.00, plus $5.00 shipping and handling unless payment is enclosed with order). Pub Type Guides - General (050) EDRS Price - MF01 Plus Postage. ÚC Not Avail able from EDRS. Descriptors-Adult Education, *Employment Pro grams, *Job Training, *Marketing, Mass Media, *Publicity, Public Relations, *Recruitment This workbook presents the essential principles of successful marketing and applies the proven strategies used by the private sector to attract customers for their products to the recruitment of clients for employment and training programs. It also provides the tools and how-to's to develop recruitment strategies. Informative materials, lists of guidelines or ideas, checklists, and some completion exercises are provided for the following topics: understanding marketing principles; promotion tactics; brochures, flyers, and posters; direct mail; other media; third-party recruiters; and recruitment tips. A final section describes more publications and seminars offered by the Center for Community Futures. (YLB)
EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Computer Simula tion, *Courseware, *Furniture Arrangement, *Home Economics, Instructional Material Evaluation, *Interior Design, Interior Space, Secondary Education This courseware evaluation rates the "Floor Plan” program developed by the Learning Seed. (The program-not included in this document-allows room design and arrangement to be performed on the computer screen.) The courseware was rated by a team of home economists participating in a network for the dissemination of courseware reviews. Part A describes “Floor Plan" in terms of topics interior design, furniture arrangement, floor plans) and hardware requirements (Apple II and printer with Grappler interfacing), indicates its suitability for grades 7-adult, and lists accompanying materials (instruction booklet, object number card). Availability information includes cost ($39.00), policies, and contact address. Part B contains the evaluation criteria in eight categories; reviewer ratings appear as yes, somewhat, no, and not applicable, with explanatory comments. Part C summarizes the evaluation in terms of strengths (allows creativity and basic skills integration, is practical) and weaknesses (slow and difficult to work with, weak documentation). Summary ratings in the eight categories include subject matter, student interaction, and work behaviors-yes; technical presentation, program interaciton, and documentation-somewhat; and student evaluation and application programs-not applicable. The program is recommended for teaching basic interior design, following directions, mapping, and measuring. (SK) ED 268 281 CE 044 043 Heath-Camp, Betty And Others Data Collection Techniques in Vocational Educa tion Research: A Comparative Analysis. A Symposium Conducted for the American Vocational Education Research Association (Atlanta, Geor gia, December 7, 1985). Pub Date85 Note-76p. Pub Type - Collected Works - Proceedings (021) Information Analyses (070) – Opinion Papers (120) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Audiotape Cassettes, Comparative Analysis, *Data Collection, #Educational Research, Field Interviews, *Interviews, *Questionnaires, * Research Methodology, Research Needs, Research Problems, Surveys, Telephone Communications Systems, *Vocational Education This document consists of four symposium papers each providing a critical examination of a particular data collection technique in vocational education research. Texts of the following presentations are provided: “Mail Survey Research,” by Betty Heath-Camp; "The Telephone Interview as a Data Collection Technique," by James P. Key; "The Personal Interview as a Data Collection Technique," by Maureen E. Kelly; and "The Audio Cassette Tape as a Data Collection Technique," by Ismail bin Yahya. (MN)
ED 268 279 CE 044 032 Lamberth, Edwin E. Determining Perceptions of Vocational Agricul ture Teachers toward Supervised Occupational Experience Programs in Tennessee. Research Report Series No. 9. Tennessee Technological Univ., Cookeville. Coll. of Agriculture and Home Economics. Pub Date-Apr 86 Note—44p. Pub Type - Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Agricultural Education, Enrollment, High Schools, School Policy, Student Organizations, Student Participation, *Supervised Farm Practice, *Teacher Attitudes, *Vocational Educa tion, *Vocational Education Teachers Identifiers-Future Farmers of America, Tennessee A study investigated perceptions of high school vocational agriculture teachers of supervised occupational experience programs (SOEPS) in Tennessee. Specific objectives were to determine school policies related to SOEPs, number of students and types of SOEPs, and perceptions of various aspects of SOEPs. Mailed surveys were completed by 84 of 214 teachers. Findings indicated that the average 1984-85 enrollment for the responding departments was 98 students. SOEPs were required for enrollment in 35 percent of the programs. Major factors that hindered vocational agriculture departments from having SOEPs were: too many students with weak agricultural background or inadequate resources; large student-teacher ratios; and competing school activities. Departments with a high percentage of students in Future Farmers of America (FFA) had a high percentage of FFA members completing SOEPs. Five objectives for SOEP were rated above average in importance: enhance classroom instruction, develop management skills, prepare students for careers in agriculture/agribusiness, provide a link between vocational agriculture and FFA, and build character. Production agriculture was the most common type of SOEP conducted by students. Supervised farming programs and placement on farms were major types of SOEP alternatives teachers rated as most suitable. Teachers felt that the SOEP assistance they provided students was inadequate. (The instrument is appended.) (YLB) ED 268 280 CE 044 040 Rosenfeld, Vila M. And Others Floor Plan. Courseware Evaluation for Vocational and Technical Education. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date 6 Mar 86 Note-10p.; For a related document, see ED 244 058. Pub Type— Reports - Evaluative (142)
ED 268 282 CE 044 045 Rodewald, Dave Math Basic Skills Module for Disadvantaged Elec tronic Students. Final Report. Lake Washington Vocational Technical Inst., Kirk land, WA. Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date 31 Dec 85 Note-109p.; Student Handbook and Electronics Math Processes and Solutions for Basic Mathematics for Electronics listed in document are not available from ERIC. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors Basic Skills, Behavioral Objectives, Curriculum Development, *Disadvantaged, *Electronics, Instructional Materials, Learning Activities, Learning Modules, Lesson Plans, Material Development, Mathematical Formulas, *Mathematics Skills, Metric System, *Remedial Instruction, Secondary Education,' *Technical Education, Vocabulary, Vocabulary Development A project was undertaken to develop a remedial academic curriculum and materials that would help disadvantaged students gain the basic mathematics skills necessary to succeed in an electronics program. Major activities of the project included devel
ED 268 278 CE 044 030 McGettigan, James F. Influencing Vocational Teachers' Attitudes toward Special Needs/Handicapped Children through Needs-Assessment-Driven Inservice Training. Pub Date Oct 85 Note—28p.; Paper presented at the International Conference of the Division of Career Develop ment (Las Vegas, NV, October 10-12, 1985). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Attitude Change, *Disabilities, Ex Page 13
interests were more effective than recruitment strategies attempted through institutional measures (outreach recruitment, advertisements, media approaches). Students cited interest in their program and enjoyment of what they were doing as the two biggest reasons for completing programs, whereas faculty considered instructional-based support the primary factor responsible for retaining students in nontraditional programs. Situational barriers were more of a problem than were attitudinal and institutional barriers. These results suggest that faculty members should (1) become involved with institutional recruitment teams, (2) develop and implement individual recruitment strategies, (3) present a meaningful and accurate picture of their institution and concentrate on factors that are within the institution's control, and (4) encourage potential employers to hire nontraditional students at adequate salaries and with adequate opportunities for job advancement. (Appendixes to this report include samples of the correspondence, permission forms, guide sheets, and instruments used in the study.) (MN)
and Vocational Education. Spons Agency–Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date-85 Note-169p. Pub Type-Guides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Admission Criteria, Audiovisual Aids, * Auto Body Repairers, Community Colleges, *Competence, Competency Based Éducation, Compliance (Legal), *Course Content, *Course Organization, Occupational Information, Secondary Education, State Curriculum Guides, State Legislation, *State Standards, Student Organizations, Teacher Certification, Teacher Qualifications, Two Year Colleges, Vocational Education Identifiers—*Florida, Vocational Industrial Clubs of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in basic automotive body repair and refinishing and automotive body repair and refinishing. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes the content of the automotive body repair and refinishing program, including occupational descriptions, program standards description, competencies, curriculum frameworks and student performance standards for each occupation, instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section provides information on facilities and supplies for the automotive body repair and refinishing curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC)
on variables that can influence acceptance and use. Opportunities for obtaining feedback on design and design decisions are identified and the advantages and disadvantages of each opportunity are discussed. Appendixes include descriptions of five scenarios and the Purposes by Environments Matrix and a listing of references. (Author/KC) ED 268 273 CE 043 979 Fardig, Glen E. Identification and Description of Barriers to the Implementation of Competency-based Vocational Education in Secondary Schools. Final Report from September 1, 1984 to August 31, 1985. University of Central Florida, Orlando. Coll. of Ed ucation. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date—31 Aug 85 Note-63p.; For a related study, see ED 250 489. Pub Type - Reports - Research (143) — Tests/ Questionnaires (160) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Competency Based Education, Edu cational Research, *Program Implementation, Secondary Education, State Surveys, *Vocational Education Identifiers--Florida The purpose of this study was to identify and describe barriers to the implementation of competency-based vocational education (CBVE) in Florida's secondary schools and to recommend strategies/solutions to overcome these barriers. Implications for policy formation and for administrative action were to be drawn. This project used as its basis the information gained in an earlier study of postsecondary barriers to CBVE. To gain an insightful view of present implementation strategies, major emphasis was placed on gathering data by observation and interview in secondary vocational programs in a range of implementation settings. Project staff visited CBVE sites, estimated degree of implementation through a program assessment instrument, and noted program instructional procedures and management techniques. Interviews were conducted with school personnel to ascertain responses to a list of tentative barriers statements and to obtain recommendations for solutions. A final list of 57 perceived barriers to CBVE implementation was identified and verified. The barriers statements were organized into an 11-category grouping of convenience: administration, teachers, support staff, students, physical resources, program operation, school procedures, school climate, teacher training, state education agencies, and research and evaluation base. (The program description instrument for occupational vocational education programs is appended.) (YLB) ED 268 274 CE 043 981 Robinson, Dolores M. And Others Identification and Assessment of Factors That Hinder, Prevent, or Discourage Individuals from Enrolling in or Completing Nontraditional Programs in Postsecondary Institutions in Florida. Final Report from September 1, 1984-August 31, 1985. Florida State Univ., Tallahassee. Dept. of Voca tional Education. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational Education. Pub Date—[85] Note-94p. Pub Type Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Access to Education, Dropout Atti tudes, *Dropout Characteristics, Dropout Prevention, Dropout Rate, Educational Strategies, *Enrollment Influences, *Nontraditional Occupations, Postsecondary Education, School Holding Power, State Surveys, *Statewide Planning, Student Attitudes, Student Recruitment, *Voca tional Education Identifiers—*Florida Between September 1, 1984, and August 31, 1985, a study examined the barriers to enrollment in and completion of postsecondary-level nontraditional vocational education programs in Florida. Data were collected from students and faculty members at 36 of Florida's 59 area vocational-technical centers and community colleges as well as from on-site visits to institutions in Florida's five educational regions. Students indicated that recruitment strategies designed to appeal to their personal
ED 268 272 CE 043 978 Stakenas, Robert G. And Others A Project to Design a System for Evaluating R&D Products and Providing Feedback to Production and Dissemination Personnel. Florida State Univ., Tallahassee. Learning Systems Inst. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date-Mar 86 Note76p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Attitudes, Educational Innovation, *Evaluation Methods, *Evaluation Utilization, Formative Evaluation, Instructional Materials, Material Development, *Models, Postsecondary Education, Program Effectiveness, Program Improvement, *Research and Development, *Research Utilization, Secondary Education, State Programs, Summative Evaluation Identifiers—*Florida The research and development (R&D) projects funded by the Florida Division of Vocational Education are intended to have utility for vocational educators in their efforts to improve vocational education programs and practices. This project was conducted to determine why some R&D products are accepted by potential users while others are not and to find alternative methods, procedures, and opportunities for providing feedback to media designers and diffusion personnel regarding the effectiveness of their decisions. decisions. The following procedures were used to achieve a holistic approach: (1) reviews of the literature on instructional design and diffusion of innovations; (2) interviews with professionals knowledgeable about the packaging and dissemination of instructional materials; (3) qualitative descriptions (scenarios) of “ideal" procedures; and (4) analysis of the flow of activities depicted in the scenarios to determine alternative opportunities for obtaining feedback. As a result of the project, a model was constructed that can be used by instructional designers and specialists. The model describes events that can have an impact on instructional materials usage and focuses attention
ED 268 275 CE 044 021 Clark, Donald L. Field Experience in Teacher Education. A Model for Industrial Arts/Technology Education. Spe cial Publication Series No. 52. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Office of Vocational and Adult Ed ucation (ED), Washington, DC. Pub Date -85 Contract-300-83-0016 Note-80p. Available from National Center Publications, Box F, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (Order No. SN52-$7.25). Pub Type— Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors Beginning Teachers, Behavioral Ob jectives, Case Studies, Cooperative Planning, Cooperative Programs, Coordination, Curriculum Development, Educational Practices, *Field Experience Programs, Higher Education, *Industrial Arts, Learning Activities, Linking Agents, Mentors, *Models, Program Design, Student Teachers, *Teacher Education, *Technical Education Five exemplary university field experience programs for individuals studying to become teachers were identified and examined in order to develop a model field experience program in teacher education. Programs at the following universities were examined: Ball State University (Indiana), Illinois State University, Millersville University (Pennsylvania), the State University of New York at Öswego, and the University of Wisconsin-Stout. The model field experience program called for the following three components: 100 contact hours of early field experience (a program, consisting of highly structured yet varied experiences that are closely coordinated with each of the courses in the professional sequence); a semester-long, full-time student teaching experience (a program involving eight weeks in a junior high school and eight weeks in a senior high school setting under the supervision of full-time faculty members in the university's industrial arts or technology education departments); and a first-year teacher program (a coordinated activity in which a university supervisor and a local mentor provide support to the new teacher). (This report includes a detailed description of the model with information concerning the linkages, objectives, activities, and contact hours involved in each stage in the proposed field experience program. Supportive information includes comments by case study participants.) (MN) ED 268 276 CE 044 027 Bhatia, S. C., Ed. Patil, B. R., Ed. Research in Adult Education. Proceedings of the National Seminar (Hyderabad, India, February 28-March 3, 1982). Indian Adult Education Association, New Delhi. Pub Date—83 Note-183p. Available from Indian Adult Education Associa tion, 17-B Indraprastha Estate, New Delhi, India 110002 ($7.00). Pub Type - Collected Works - Proceedings (021) Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—*Adult Education, Adult Literacy, * Adult Programs, *Adult Students, Conference Proceedings, Continuing Education, Developing scription, competencies for residential plumbing and residential and commercial plumbing, curriculum frameworks and student performance standards for both types of plumbing, instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section provides information on facilities and supplies for the plumbing curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 266
CE 043 971 Program Guide for Brick and Block Laying 8721200 (IN46.011200) and Masonry BCT0400 (IN46.010200). University of South Florida, Tampa. Dept. of Adult and Vocational Education. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date—85 Note-156p. Pub TypeGuides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Admission Criteria, Audiovisual Aids, *Bricklaying, Community Colleges, *Competence, Competency Based Education, Compliance (Legal), (Legal), *Course Content, *Course Organization, *Masonry, Occupational Information, Secondary Education, *State Curriculum Guides, State Legislation, *State Standards, Student Organizations, Teacher Certification, Teacher Qualifications, Two Year Colleges, Voca tional Education Identifiers—*Florida, Vocational Industrial Clubs of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in brick and block laying and masonry. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes content of the brick and block laying and masonry program, including occupational descriptions, program standards description, competencies, curriculum frameworks and student performance standards for each occupation, instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section vides information on facilities and supplies for the brick and block laying and masonry curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 267 CE 043 972 Program Guide for Electronics 8730000 (IN47.012500) and Industrial Electronics EST0100 (IN47.010500) and Electronic Technology EET0001 (IN15.030300). University of South Florida, Tampa. Dept. of Adult and Vocational Education. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date—85 Note-168p. Pub Type - Guides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Admission Criteria, Community Col leges, *Competence, Competency Based Education, Compliance (Legal), *Course Content, *Course Organization, *Electromechanical Technology, Electronics, Occupational Information, Secondary Education, State Curriculum Guides, State Legislation, *State Standards, Student Organizations, Teacher Certification, Teacher Qualifications, Technical Occupations, Two Year Colleges, Vocational Education Identifiers—*Florida, Vocational Industrial Clubs
of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in electronics and industrial electronics and electronic technology. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes the content of the electronics and electronic technology program, including occupational descriptions, program standards description, competencies, curriculum frameworks and student performance standards for each occupation instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section provides information on facilities and supplies for the electronic and electronic technology curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 268 CE 043 973 Program Guide for Industrial Electricity 8727000 (IN47.013902) and Commercial and Industrial Electricity ETI0810 (IN47.019902). University of South Florida, Tampa. Dept. of Adult and Vocational Education. Spons Agency–Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date-85 Note-161p. Pub Type-Guides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Admission Criteria, Audiovisual Aids, Community Colleges, *Competence, Competency Based Education, Compliance (Legal), *Course Content, *Course Organization, *Electricians, *Electricity, Occupational Information, Secondary Education, State Curriculum Guides, State Legislation, *State Standards, Student Organizations, Teacher Certification, Teacher Qualifications, Two Year Colleges, Vocational Education Identifiers_*Florida, Vocational Industrial Clubs of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in industrial electricity and commercial and industrial electricity. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes the content of the commercial and industrial electricity program, including occupational descriptions, program standards description, competencies, curriculum frameworks and student performance standards for each occupation, instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section provides information on facilities and supplies for the commercial and industrial electricity curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 269 CE 043 974 Program Guide for Basic Marine Mechanics 8751000 (IN49.032600) and Marine Mechanics MTE0991 (IN47.030600). University of South Florida, Tampa. Dept. of Adult and Vocational Education. Spons Agency–Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date85 Note-172p. Pub Type-- Guides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Admission Criteria, Audiovisual
Aids, Community Colleges, Competence, Competency Based Education, Compliance (Legal), *Course Content, Course Organization, Machine Repairers, *Maritime Education, *Mechanics (Process), Occupational Information, Secondary Education, State Curriculum Guides, State Legislation, *State Standards, Student Organizations, Teacher Certification, Teacher Qualifications, Two Year Colleges, Vocational Education Identifiers—*Florida, *Marine Occupations, Voca tional Industrial Clubs of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in basic marine mechanics and marine mechanics. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes the content of the two types of marine mechanics programs, including occupational descriptions, program standards description, competencies, curriculum frameworks and student performance standards for each occupation, instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section provides information on facilities and supplies for the marine mechanics curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 270 CE 043 975 Program Guide for Basic Precision Machining 8754000 (IN48.052300) and Precision Machin ing MTR0470 (IN48.050300). University of South Florida, Tampa. Dept. of Adult and Vocational Education. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date-85 Note-152p. Pub Type - Guides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors Admission Criteria, Audiovisual Aids, Community Colleges, *Competence, Competency Based Éducation, Compliance (Legal), * Course Content, *Course Organization, *Machine Tools, *Machinists, Occupational Information, Secondary Education, State Curriculum Guides, State Legislation, *State Standards, Student Organizations, Teacher Certification, Teacher Qualifications, Two Year Colleges, Voca tional Education Identifiers—*Florida, Vocational Industrial Clubs of America This competency-based program guide provides course content information and procedures for secondary schools, postsecondary vocational schools, and community colleges in Florida that conduct programs in basic precision machining and precision machining. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes the content of the precision machining program, including occupational descriptions, program standards description, competencies, curriculum frameworks and student performance standards for each occupation, instructional approach, course outline and sample lesson plan, and information on student organizations. In the third section, student admission requirements and teacher certification and qualifications are spelled out, while the fourth section provides information on facilities and supplies for the precision machining curriculum. The final section lists instructor resources (both printed and audiovisual materials), and professional organizations and support services. Appendixes to the guide contain a diagram of facilities needed for the program and an organization chart for the student organization, Vocational Industrial Clubs of America. (KC) ED 268 271 CE 043 976 Program Guide for Basic Automotive Body Repair and Refinishing 8709000 (IN47.062300) and Automotive Body Repair and Refinishing ARR0900 (IN47.060300). University of South Florida, Tampa. Dept. of Adult a section summary. The fourth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) keys, self-checks and answer keys, and a summary. Topics include uses and nature of statistics, “on the average," grouped data, and the spread values. Part E contains performance checks-an end check to be completed alone and a tutor check and work-based project. Part F consists of a brief unit review, extensions (print sources of additional information, such as units or sections in books), and a list of references. (YLB) ED 268 249
Stirling, John trial Relations. The Choice Series #85. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-07-4 Pub Date-85 Note—87p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from-Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom · Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, * Arbitration, Be havioral Objectives, Check Lists, *Collective Bargaining, *Employer Employee Relationship, Labor Legislation, *Labor Relations, Laws, Learning Activities, Legal Responsibility, Management Development, Postsecondary Education, *Supervisory Training, *Unions Identifiers—*Great Britain This student guide is intended to assist persons employed as supervisors in learning the principles of industrial relations. Discussed in the first eight sections are the following topics: the nature and scope of industrial relations, management organizations and employers' associations, unions, the rights and roles of union representatives, the organization of unions, individual and collective matters, and Great Britain's Advisory Conciliation and Arbitration Service. Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The ninth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 261 CE 043 946 Harrison, Rosemary Equality at Work. Supervising: Industrial Rela tions. The Choice Series #86. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-30-9 Pub Date-85 Note-95p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Age Discrimina tion, Behavioral Objectives, Check Lists, *Employer Employee Relationship, *Equal Opportunities (Jobs), *Equal Protection, Labor Legislation, *Labor Relations, Laws, Learning Activities, Legal Responsibility, *Management Development, Personnel Integration, Postsecondary Education, Racial Discrimination, Sex Discrimination, Supervisory Training Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in ensuring equality of treatment and opportunity in the workplace. Discussed in the first three sections are the following topics: equality at work (the meaning of the term equality, the importance of equality at work, inequality and unfairness at work, and procedures to determine whether inequality has occurred); laws relating to equality (who the law protects, what it aims to achieve and what it says, types of unlawful discrimination, and how to decide whether the law has been broken); ways of achieving equality in the workplace (preventing unlawful discrimination, making a commitment to equality, and achieving real equality). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and
ED 268 262 CE 043 947 Holden, Richard J. Hiring People. Supervising: Industrial Relations. The Choice Series #87. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-09-0 Pub Date—85 Note-63p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Check Lists, *Employer Employee Relationship, Employment Interviews, Employment Practices, *Labor Relations, Learning Activities, Management Development, Personnel Policy, *Personnel Selection, Postsecondary Education, *Recruitment, *Staff Orientation, *Supervisory Training This student guide is intended to assist persons employed as supervisors in recruiting, selecting, and inducting employees. Discussed in the first three sections are the following topics: the staffing process and the importance of good staff; recruitment and selection (job and ideal person profiles and job interview procedures); and induction (induction into the workplace, school leavers, and followup). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fourth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 263 CE 043 948 McCall, Matthew S. Supervising and the Law. Supervising: Industrial Relations. The Choice Series #88. A Self Learn ing Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-16-3 Pub Date-85 Note76p.; For related documents, see ED 266 310-312 and CE 043 921-947. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Check Lists, Contracts, Dismissal (Personnel), *Employer Employee Relationship, *Employment Practices, *Labor Legislation, *Labor Relations, Laws, Learning Activities, *Legal Responsibility, Management Development, Occupational Safety and Health, Postsecondary Ed ucation, *Supervisory Training Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in understanding the legal aspects of supervision. Discussed in the first four sections are the following topics: the nature of the law (criminal and civil law, why people obey the law, and the law and supervisors); health and safety at work (safety in the workplace, ways of encouraging safety, consequences of violating the law, and what the law can expect); employment contracts (spoken and written contracts, rights and obliga
tions, changes in employment contracts, and breach of contract); and dismissal (circumstances for dismissal, dismissal procedures, and constructive dismissals). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fifth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 264 CE 043 952 Technology and Structural Unemployment: Reem ploying Displaced Adults. Congress of the U.S., Washington, D.C. Office of Technology Assessment. Report No.-OTA-ITE-250 Pub Date Feb 86 Note—448p. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Pub Type- Reports - Research (143) EDRS Price - MF01/PC18 Plus Postage. Descriptors—*Adult Education, Adult Programs, Competition, *Dislocated Workers, *Displaced Homemakers, Educational Technology, *Employment Programs, *Federal Programs, International Trade, Job Training, National Programs, Program Design, *Program Effectiveness, Program Evaluation, Retraining, Structural Unemployment, Technological Advancement, Unemployment This report concentrates on problems of displaced blue-collar and nonprofessional white collar workers. Chapter 1 is a summary. Chapter 2 discusses policy issues and options focused on helping people prepare for worklife changes and helping workers to cope if displacement occurs. A definition and description of worker displacement are offered in chapter 3. Chapter 4 provides information on the relationship between displacement and economic growth, job losses, and job creation. National displaced worker programs are described and evaluated in chapter 5. Chapter 6 analyzes some of the more experienced displaced worker projects to illuminate common ingredients of success, issues in project design, and issues of concern to policymakers. Chapter 7 focuses on adult education services most likely to be useful to workers vulnerable to displacement. The potential of instructional technologies in delivering adult education is addressed in some detail. Barriers to adult education are also discussed. Chapters 8 and 9 address two causes of displacement-technological change and international competition. Chapter 10 focuses on causes and effects of displacement on homemakers and programs for displaced homemakers. (YLB) ED 268 265 CE 043 970 Program Guide for Residential Plumbing 8721700 (IN46.052300) and Residential and Commercial Plumbing BCT0580 (IN46.050300). University of South Florida, Tampa. Dept. of Adult and Vocational Education. Spons Agency-Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Com munity Education. Pub Date-85 Note-141p. Pub Type- Guides - Classroom - Teacher (052) Guides - Non-Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Admission Criteria, Audiovisual Aids, Community Colleges, *Competence, Competency Based Éducation, Compliance (Legal), *Course Content, *Course Organization, Occupational Information, * Plumbing, Secondary Education, *State Curriculum Guides, State Legislation, *State Standards, Teacher Certification, Teacher Qualifications, Two Year Colleges, Vocational Education Identifiers—*Florida, Vocational Industrial Clubs of America This competency-based program guide provides course content information and procedures for Florida secondary schools, postsecondary vocational schools, and community colleges conducting programs in residential and commercial plumbing. The first section is on legal authority, which applies to all vocational education programs in Florida. The second section describes program content, including occupational descriptions, program standards de
levels, and method of pay and wage levels); main payment systems not linking payment to results (time rates, flexitime, fixed wages, and incremental payment systems); main payment systems linking pay to results (piecework and commission, basic pay plus bonus, and other systems linked to results); and fair pay (fringe benefits, fair pay, and the role of job evaluation). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fifth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 255 CE 043 940 Rosser, John The National Economy. Supervising: Economic and Financial Aspects. The Choice Series #74. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-66-X Pub Date—85 Note87p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from—Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Check Lists, Economic Factors, Economics, *Economics Education, Financial Support, Government Role, Investment, Learning Activities, *Management Development, *Monetary Systems, Postsecondary Education, Private Agencies, Public Agencies, *Public Policy, *Supervisory Training Identifiers Great Britain, *Private Sector, *Public Sector This student guide is intended to assist persons employed as supervisors in understanding the main sectors in the national economy. Discussed in the first four sections are the following topics: the economic system (economic decisions and types of economies), the public sector (extent and control of the public sector, finance of the public sector, and provision of public services); the private sector (types of private sector organizations, the stock exchange, and sources of investment finance for the private company); and government economic policy (general economic aims and fiscal, monetary, and income policy). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fifth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 256 CE 043 941 Holden, Richard J. Training Plans. Supervising: Industrial Relations. The Choice Series #80. A Self Learning Oppor tunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-03-1 Pub Date-85 Note-57p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Check Lists, Classroom Techniques, *Employer Employee Relationship, *Industrial
Training, Instructional Development, Labor Relations, Learning Activities, Lesson Plans, Management Development, Planning, Postsecondary Education, Program Evaluation, Student Evaluation, *Supervisory Training, *Training Methods, Training Objectives Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in developing training plans. Discussed in the first two sections are the importance of training (the nature and benefits of a planned approach to training) and training plans (identifying training needs and preparing a training plan). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The third part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 257 CE 043 942 Holden, Richard J. Training Sessions. Supervising: Industrial Rela tions. The Choice Series #81. A Self Learning Opportunity Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-10-4 Pub Date-85 Note-68p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Adult Education, Behavioral Objec tives, Check Lists, Classroom Techniques, *Employer Employee Relationship, *Industrial Training, Instructional Development, *Labor Relations, Learning Activities, *Management Development, Postsecondary Education, Program Evaluation, Student Evaluation, *Supervisory Training, Training Methods, Training Objectives Identifiers—Great Britain This student guide is intended to assist persons employed as supervisors in planning and implementing training sessions. Discussed in the first three sections are the following topics: the importance of a planned approach to training; implementation of instruction (job instruction and the learning process, the step-by-step approach to training, active learning, reinforcement, motivation, and adaptation of instruction to suit the learner); and follow-up and feedback (checking progress and assessing the effectiveness of training). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fourth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 258 CE 043 943 Stirling, John Discipline and the Law. Supervising: Industrial Relations. The Choice Series #82. A Self Learn ing Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-04-X Pub Date—85 Note-93p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS.
Descriptors-Adult Education, Behavioral Objec tives, Check Lists, Discipline, Discipline Policy, Dismissal (Personnel), *Employer Employee Relationship, Employment Practices, *Labor Legislation, *Labor Relations, Laws, Learning Activities, Legal Responsibility, Management Development, Personnel Management, *Personnel Policy, Postsecondary Education, *Supervi sory Training, Work Environment Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in understanding the law relating to discipline and implementing disciplinary procedures. Discussed in the first five sections are the following topics: knowing the rules pertaining to employee discipline (getting information and making judgments); handling discipline (getting the facts; understanding Great Britain's Advisory, Conciliation, and Arbitration Service (ACAS] codes of practice; maintaining written records; and conducting a disciplinary interview); implementing disciplinary procedures (parts to (parts to a disciplinary procedure and their scope, sound procedures, warnings, appeals, and records); unfair dismissal and ACAS (Industrial Tribunals and unfair dismissal statistics); and unfair dismissal and the law. Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The sixth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 259 CE 043 944 McCall, Matthew S. Health and Safety. Supervising: Industrial Rela tions. The Choice Series #84. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-01-5 Pub Date—85 Note-97p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type-- Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Accident Prevention, Adult Educa tion, Behavioral Objectives, Check Lists, Employee Responsibility, *Employer Employee Relationship, Employment Practices, Inspection, *Labor Legislation, *Labor Relations, Laws, Learning Activities, Legal Responsibility, *Management Development, Occupational Diseases, *Occupational Safety and Health, Postsecondary Education, Safety Education, *Supervisory Train ing, Work Environment Identifiers—*Great Britain This student guide is intended to assist persons employed as supervisors in understanding and practicing principles of occupational health and safety. Discussed in the first three sections are the following topics: health and safety at work (causes of accidents, ways of dealing with and reporting accidents, procedures for preventing accidents and inspecting workplaces, work rules on health and safety, strategies for training and encouraging safety consciousness, and ill health brought about through work); Great Britain's Health and Safety at Work Act (employer responsibility for health and safety, personnel with special health and safety interests, information that employers must provide, and employee responsibilities for health and safety); and enforcement of the law and the powers of the Health and Safety Inspectorate. Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fourth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN)
CE 043 934 Johnson, David W. Supervisors & Marketing. Supervising: Technical Aspects of Supervision. The Choice Series #45. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-27-9 Pub Date-85 Note—68p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, *Consumer Economics, Learning Activities, Management Development, Marketing, Needs Assessment, Self Evaluation (Individuals), Student Evaluation, *Supervision, Supervisor Qualifications, *Supervisory Methods, *Supervisory Training Identifiers-Great Britain, Supply and Demand This learning unit on supervisors and marketing is one in the Choice Series, a self-learning development program for supervisors. Purpose stated for the approximately eight-hour-long unit is to enable the supervisor to understand the nature of marketing both to the organization and to the individual in it, understand how customer needs are met by proper use of company resources, and apply his/her skills as a supervisor to positively putting into effect marketing strategies in his/her area. An introduction provides an overview of the unit and lists unit objectives. Parts A through D contain informative material, activities and answer keys, self-checks and answer keys, and a summary. Topics include the right goods at the right price, customer needs and satisfaction, marketing and customer choice, and marketing priorities. Part E contains performance checks-an end check to be completed alone and a tutor check and work-based project. Part F consists of a brief unit review, extensions (print sources of additional information, such as units or sections in books), and a list of references. (YLB) ED 268 250 CE 043 935 Lane, Steven Communicating. Supervising: Communication. The Choice Series #60. A Self Learning Opportu nity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-02-3 Pub Date-85 Note-52p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Business Communication, Check Lists, *Communication (Thought Transfer), *Communication Skills, *Interpersonal Communication, Learning Activities, Management Development, *Nonverbal Communication, Postsecondary Education, Skill Development, Speech Skills, *Supervisory Training, *Verbal Communication, Writing Skills Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in developing communication skills. Discussed in the first two sections are the
nature of communication communication skills and processes and planning communications) and the skills of communication (writing, speaking, and behavioral skills). Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The third part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 251 CE 043 936 Thomas, Diana Writing Skills. Supervising: Communication. The Choice Series #62. A Self Learning Opportu nity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-17-1 Pub Date—85 Note_97p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, *Business Communication, *Business Correspondence, Check Lists, Communication Skills, Learning Activities, *Management Development, Postsecondary Education, Skill Development, *Supervisory Training, Technical Writing, Writing (Composition), *Writing Skills Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in developing writing skills. Discussed in the first four sections are the following topics: when to write (writing versus talking, writing as backup, writing for efficiency and to overcome time lags, and passing the message); how to write (making writing simple, clear, and direct; writing honestly; sustaining interest and readability; and sounding human); getting ideas organized; and using checklists for writing letters, memoranda, reports, and minutes of meetings. Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fifth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 252 CE 043 937 Thomas, Diana Orders and Instructions. Supervising: Communica tion. The Choice Series #64. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-08-2 Pub Date-85 Note—90p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub TypeGuides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Business Communication, Check Lists, *Communication Skills, *Employer Employee Relationship, Interpersonal Communication, Learning Activities, Management Development, Postsecondary Education, Skill Development, *Supervisory Methods, *Supervisory Training, Verbal Communication, Writing (Composition) Identifiers—Great Britain, *Instructions This student guide is intended to assist persons employed as supervisors in giving orders and in
structions. Discussed in the first four sections are the following topics: good instructions, ways of asking people to do things, followup after giving instructions, and written instructions. Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fifth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 253 CE 043 938 Bainbridge, Dennis Accounting for Money. Supervising: Economic and Financial Aspects. The Choice Series #70. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-18-X Pub Date85 Note—70p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Accounting, Adult Education, Be havioral Objectives, Budgeting, *Business Education, Check Lists, Economics Education, * Learning Activities, *Management Development, *Money Management, Postsecondary Education, *Supervisory Training Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in accounting for money. Discussed in the first four sections are the following topics: the need for accounts; financial accounting (basics of financial accounting, creditors and debtors, assets and liabilities, and balance sheets); cost and management accounting (company, labor, material, and stock costs); and management accounting and spending plans. Each of these sections contains an introduction, sections of instructional text that are interspersed with reinforcing learning activities, and a section summary. The fifth part of the guide includes a series of performance checks (an end check, a tutor check, and a work-based project). Concluding the guide is a unit review that reviews the objectives addressed in the guide, describes related extension courses, and lists recommended reference materials. (MN) ED 268 254 CE 043 939 Carlisle, Ysanne Wage Payment Systems. Supervising: Economic and Financial Aspects. The Choice Series #73. A Self Learning Opportunity. Northern Regional Management Centre, Washing ton (England). Spons Agency-Manpower Services Commission, London (England). Report No.-ISBN-0-948023-51-1 Pub Date—85 Note—74p.; For related documents, see ED 266 310-312 and CE 043 921-948. Available from Northern Regional Management Centre, Derwent House, Washington Town Centre, Washington, Tyne & Wear NE38 7ST, England ($15.00 plus postage; 15% discount on 50, 25% on 100; includes audiotape). Pub Type-Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Behavioral Objec tives, Check Lists, *Economics Education, Employment Practices, Learning Activities, *Management Development, Personnel Policy, Postsecondary Education, *Salaries, Salary * Wage Differentials, *Supervisory Training, *Wages Identifiers-Great Britain This student guide is intended to assist persons employed as supervisors in understanding various wage payment systems. Discussed in the first four sections are the following topics: the aims and determination of payment (aims of a payment system, the economy and wage levels, the government and wage Page 14
The document resumes in this section are arranged in numerical order by ED number, and also alphanumerically by Clearinghouse prefix and Clearinghouse accession number. As explained in the Introduction, each Clearinghouse focuses on a specific aspect of education. The reader who is interested in one of these major aspects (e.g., Reading) may, however, find pertinent resumes among the entries of virtually any Clearinghouse, dependent on the orientation of the document. For this reason, it is important to consult the Subject Index if a comprehensive search is desired. The following is a list of Clearinghouse prefixes and names used in this Section, together with the page on which each Clearinghouse's entries begin: Page Page AA-ERIC Processing and Reference Facility 1 JC-Junior Colleges ... .. 133 CE-Adult , Career, and Vocational Education. .... 1 PS-Elementary and Early Childhood Education 146 CG-Counseling and Personnel Services 30 RC-Rural Education and Small Schools..... 154 CS—Reading and Communication Skills. 43 SE-Science, Mathematics, and EA-Educational Management.. 67 Environmental Education. 162 EC-Handicapped and Gifted Children.... 80 SO—Social Studies/Social Science Education .... 171 FL-Languages and Linguistics .. 90 SP-Teacher Education..... 180 HE-Higher Education 100 TM-Tests, Measurement, and Evaluation. 189 IR - Information Resources 117 UD-Urban Education. 201
ED 268 222 AA 001 150 Resources in Education (RIE). Volume 21, Num ber 9. Educational Resources Information Center (ED), Washington, DC.; ORI, Inc., Bethesda, Md. In formation Systems Div. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Sep 86 Available fromSuperintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. On annual subscription, $56.00 (Do- mestic), $70.00 (Foreign). Pub Type - Reference Materials - Bibliographies (131) - Collected Works - Serials (022) EDRS Price - MF03 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Abstracts, Catalogs, Education, *Educational Resources, *Indexes, Resource Ma terials Identifiers—*Resources in Education Resources in Education (RIE) is a monthly abstract journal that announces (catalogs, indexes, abstracts) documents of interest to the educational community (including researchers, teachers, students, school board members, school administrators, counselors, etc.). Each issue announces approximately 1,100 documents and provides indexes by Subject, Personal Author, Institution, Publication Type, and ERIC Clearinghouse Number. This special Computer Output Microfiche (COM) edition is prepared directly from the ERIC magnetic tape database prior to publication of the printed journal and therefore is lacking the cover and other regular introductory and advertising matter contained in the printed journal. The first accession in each issue of ŘIE is the issue itself. In this way, the monthly microfiche collection for each issue is immediately preceded by a microfiche index to that collection. This practice began with the RIE issue for May 1979. (LRS/WTB)
Report No.-ISBN-92-820-1039-2 Pub Date-84 Note-213p. Pub Type - Reports - Research (143) — Collected Works - General (020) cation, Comparative Analysis, Continuing Edu- cation, Delivery Systems, Developing Nations, Distance Education, *Economic Development, Educational Benefits, Educational Media, Educa- tional Needs, Educational Planning, *Learning Strategies, Lifelong Learning, Needs Assessment, Nonformal Education, Outcomes of Education, Postsecondary Education, Program Develop- ment, Rural Areas, Rural Education, Teaching Methods Identifiers-Mali, Niger, Post Literacy Education, Senegal, Upper Volta This collection contains four papers discussing the CE 043 369 and Exemplary Projects: State of the Art and Supplements. cational Research and Services. Pub Date—85 Note—79p. Available from—Bureau of Educational Services and Applied Research, Box 8158, University Sta- ND 58202. Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Computer Assisted Instruction, Com- puter Literacy, Computer Managed Instruction, Computer Oriented Programs, *Computers, Courseware, *Demonstration Programs, Educa- tional Research, *Home Economics Education, *Needs Assessment, Postsecondary Education, *Research Projects, Secondary Education,
Teacher Attitudes, Teacher Education, Teacher Educators A study determined computer research and exem- plary project needs in home economics education, identified such projects, and analyzed the relation- ship of research and exemplary project needs to projects identified. The questionnaire instructed re- spondents to describe their perceptions of research needs and exemplary project needs related to com- puters in home economics education and to identify and describe computer-related research and exem- plary projects completed, underway, or planned in home economics education. The 381 responses (out of a possible 809) included 218 questionnaires and 163 follow-up postcards. Of the 218 respondents, 77% were teacher educators, 15% state supervisors, and 8% "other.” The most frequently cited per- ceived research needs related to the concepts of computers and learning and instructional software. The most frequently perceived exemplary project needs were computers and learning and instruc- tional software. Analysis of research projects de- scribed indicated that action research studies were the most common, that the most common research subjects were inservice home economics teachers, and that most projects were comprehensive in con- tent covered. Analysis of exemplary projects de- scribed showed that most provided inservice for teachers and dealt with software or courseware ap- plications at the secondary level. In general, the directions of research projects identified were con- sistent with needs identified by professionals. The exemplary projects described appeared to be pro- gressing toward stated needs for such programs. Ap- pendixes include summary tables and the survey instrument. The attached supplements to this report consist of two lists of respondent names (including institutions and addresses) and two sets of outline descriptions for the research and exemplary projects respectively. (YLB) ED 268 225 CE 043 822 Guide. olis. Div. of Adult and Community Education. Spons Agency Department of Education, Wash- ington, DC Pub Date—Jan 86 Note—77p. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adult Basic Education, *Adult Edu- cation, *Adult Literacy, *Illiteracy, *Literacy Ed- ucation, *Program Development Program Implementation, *State Programs Identifiers—Indiana, *Indiana Adult Literacy Co- alition, Indiana Adult Literacy Initiative
ED 268 223 CE 042 624 ing Education in Mali, Niger, Senegal, and Upper Volta. UIE Studies on Post-Literacy and Continuing Education 2. United Nations Educational, Scientific, and Cul- tural Organization, Hamburg (West Germany). Inst. for Education. Page 15
Clearinghouse Accession Number.
ERIC Accession Number-identification number sequentially assigned to documents as they are processed.
Sponsoring Agency-agency re sponsible for initiating, funding, and managing the research project.
Organization where document originated.
report Number-assigned by originator.
Descriptive Note (pagination first).
Contract or Grant Number.
Alternate source for obtaining! document.
Descriptors-subject terms found in the Thesaurus of ERIC Descriptors that characterize substantive content Only the major terms, preceded by an asterisk, are printed in the subject index
Language of Document-documents written entirely in English are not designated, although "English" is carried in their computerized records.
Publication Type-broad categories indicating the form or organization of the document, as contrasted to its subject matter. The category name is followed by the category code.
ED 654 321 CE 123 456 Spons Agency- National Inst. of Education (ED), Washington, DC. Report No. — CU-2081-S Pub Date - May 83 Contract- NIE-C-83-0001 Note 129p.; Paper presented at the National Conference on Career Education (3rd, Chicago, IL, May 15-17, 1983). Available from—Campus Bookstore, 123 College Ave., Chicago, IL 60690 ($3.25). Language English, French Pub Type-Speeches/Meeting Papers (150) EDRS Price-MF01/PC06 Plus Postage. Descriptors — Career Guidance, * Career Planning,Careers, *Demand Occupations, *Employed Women, *Employment Opportunities, Females, Labor Force, Labor Market, *Labor Needs, Oc- cupational Aspiration, Occupations Identifiers - Consortium of States, *National Oc cupational Competency Testing Institute Women's opportunities for employment will be directly related to their level of skill and experience and also to the labor market demands through the remainder of the decade. The number of workers needed for all major occupational categories is expected to increase by about one-fifth between 1980 and 1990, but the growth rate will vary by occupational group. Professional and technical workers are expected to have the highest predicted rate (39 percent), followed by service workers (35 percent), clerical workers (26 percent), sales workers (24 percent), craft workers and supervisors (20 percent), managers and administrators (15 percent), and operatives (11 percent). This publication contains a brief discussion and employment information concerning occupations for professional and technical workers, managers and administrators, skilled trades, sales workers, clerical workers, and service workers. In order for women to take advantage of increased labor market demands, employer attitudes toward working women need to change and women must: (1) receive better career planning and counseling, (2) change their career aspirations, and (3) fully utilize the sources of legal protection and assistance that are available to them. (SB)
Identifiers-additional identifying terms not found in the Thesaurus. Only the major terms, preceded by an asterisk, are printed in the subject index
ERIC Document Reproduction Service (EDRS) Availability-"MF” means microfiche; "PC" means reproduced paper copy. When de scribed as “Document Not Available from EDRS,” alternate sources are cited above. Prices are subject to change; for latest price code schedule see section on "How to Order ERIC Documents," in the most recent issue of RIE
Sleator, Esther K. Childhood Education, Urbana, Ill.; 122p. EDRS Price - MF01/PC05 Plus Postage. Alternate Availability-ERIC Clearinghouse on El- ementary and Early Childhood Education, Uni- Avenue, Urbana, IL 61801 (Cat. No. 199, $8.95). ED 269 192 RC 015 695 Grades 3-10. ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, N. Mex.; 101p. EDRS Price - MF01/PC05 Plus Postage. Alternate Availability-ERIC Clearinghouse on Rural Education and Small Schools, Box 3AP (Dept. RIE), New Mexico State University, Las Cruces, NM 88003-0042 ($5.50).
ERIC Clearinghouse Publications
This page highlights publications announced in this issue of Resources in Education which were created by the ERIC Clearinghouses and which have been selected as having special significance for educators. For each brief citation appearing here, there is a full abstract appearing under the same ED number in the pages of the issue. In addition to collecting the literature of education for announcement in Resources in Education and Current Index to Journals in Education, the ERIC Clearinghouses analyze and synthesize the literature in a number of different formats designed to compress the vast amount of information available and to meet the varying needs of ERIC users. These formats include research reviews, state-of-the-art studies, interpretive studies on topics of high current interest, research briefs, annotated bibliographies, and compilations. While some publications are compre hensive reviews designed for those who are interested in pursuing a subject in depth, others are brief analyses designed for the busy practitioner whose time for staying abreast of new developments in education is limited. ERIC publications are published either by the ERIC Clearinghouses responsible for producing them or through cooperative arrangements with other organizations. Copies are usually available directly from the responsible Clearinghouse or from the source listed in the citation. In addition, the publications announced in Resources in Education are contained in all ERIC microfiche collections, and are available in paper copy and/or microfiche from the ERIC Document Reproduction Service (EDRS), 3900 Wheeler Avenue, Alexandria, Virginia 22304.
Citations (By Clearinghouse)
EDRS Price - MF01/PC04 Plus Postage. ers of English, 1111 Kenyon Rd., Urbana, IL
ED 268 451 CG 019 010 seling Program. ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich.; 136p. of Education, University of Michigan, Ann Arbor,
ED 268 548 CS 209 690 ERIC Clearinghouse on Reading and Communica- tion Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, III.; 86p. ers of English, 1111 Kenyon Rd., Urbana, IL
ED 268 666 EA 018 408 Preventing Dropouts. The Best of ERIC on Educa tional Management, Number 83. ERIC Clearinghouse on Educational Management, Eugene, Oreg.; 5p. Clearinghouse on Educational Management, Uni-
ED 268 333 CS 209 652 tion Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, Ill.; 44p. ers of English, 1111 Kenyon Rd., Urbana, IL CS 209 689 7-13. tion Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, III.; 87p.
ED 268 702 EC 182 305 ondary School Level. What Research and Experi ence Say to the Teacher of Exceptional Children. Council for Exceptional Children, Reston, Va.; ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va.; 51p. EDRS Price - MF01/PC03 Plus Postage. Alternate Availability-The Council for Excep- tional Children, Publication Sales, 1920 Associa- tion Dr., Reston, VA 22091 (6.00, member price $5.10; Publication No. 305). Page 16
There are currently sixteen (16) ERIC Clearinghouses, each responsible for a major area of the field of education. Clearinghouses acquire, select, catalog, abstract, and index the documents announced in Resources in Education (RIE). They also prepare interpretive summaries and annotated bibliographies dealing with high interest topics and based on the documents analyzed for RIE; these information analysis products are also announced in Resources in Education.
ERIC Clearinghouses: ADULT, CAREER, AND VOCATIONAL EDUCATION (CE) LANGUAGES AND LINGUISTICS (FL) Ohio State University Center for Applied Linguistics 1118 22nd Street, N.W. 1960 Kenny Road Washington, D.C. 20037 Columbus, Ohio 43210 Telephone: (202) 429-9551 Telephone: (614) 486-3655; (800) 848-4815 READING AND COMMUNICATION SKILLS (CS) COUNSELING AND PERSONNEL SERVICES (CG) National Council of Teachers of English University of Michigan 1111 Kenyon Road School of Education, Room 2108 Urbana, Illinois 61801 610 East University Street Telephone: (217) 328-3870 Ann Arbor, Michigan 48109 Telephone: (313) 764-9492 RURAL EDUCATION AND SMALL SCHOOLS (RC) New Mexico State University EDUCATIONAL MANAGEMENT (EA) Computer Center, Room 218, Stewart Street University of Oregon Box 3 AP 1787 Agate Street Las Cruces, New Mexico 88003 Eugene, Oregon 97403 Telephone: (505) 646-2623 Telephone: (503) 686-5043 SCIENCE, MATHEMATICS, AND ELEMENTARY AND EARLY CHILDHOOD EDUCATION (PS) ENVIRONMENTAL EDUCATION (SE) University of Illinois Ohio State University College of Education 1200 Chambers Road, Room 310 805 West Pennsylvania Avenue Columbus, Ohio 43212 Urbana, Illinois 61801 Telephone: (614) 422-6717 Telephone: (217) 333-1386 HANDICAPPED AND GIFTED CHILDREN (EC) SOCIAL STUDIES/SOCIAL SCIENCE EDUCATION (SO) Indiana University Council for Exceptional Children Social Studies Development Center 1920 Association Drive 2805 East 10th Street Reston, Virginia 22091 Bloomington, Indiana 47405 Telephone: (703) 620-3660 Telephone: (812) 335-3838 HIGHER EDUCATION (HE) TEACHER EDUCATION (SP) George Washington University American Association of Colleges for Teacher Education One Dupont Circle, N.W., Suite 630 One Dupont Circle, N.W., Suite 610 Washington, D.C. 20036 Washington, D.C. 20036 Telephone: (202) 296-2597 Telephone: (202) 293-2450 INFORMATION RESOURCES (IR) TESTS, MEASUREMENT, AND EVALUATION (TM) Syracuse University Educational Testing Service School of Education Rosedale Road Huntington Hall, Room 030 Princeton, New Jersey 08541 Syracuse, New York 13210 Telephone: (609) 734-5176 Telephone: (315) 423-3640 URBAN EDUCATION (UD) JUNIOR COLLEGES (JC) Columbia University University of California at Los Angeles Teachers College Mathematical Sciences Building, Room 8118 Box 40 405 Hilgard Avenue 525 West 120th Street Los Angeles, California 90024 New York, New York 10027 Telephone: (213) 825-3931 Telephone: (212) 678-3433
Sponsor EDUCATIONAL RESOURCES INFORMATION CENTER Telephone: (202) 254-5500 Centralized Database Management: ERIC PROCESSING & REFERENCE FACILITY ORI, Inc., Information Systems 4833 Rugby Avenue, Suite 301 Bethesda, Maryland 20814 Telephone: (301) 656-9723
Document Delivery: ERIC DOCUMENT REPRODUCTION SERVICE Computer Microfilm Corporation 3900 Wheeler Avenue Alexandria, Virginia 22304 Telephone: (703) 823-0500; (800) 227-3742 Commercial Publishing: ORYX PRESS Page 17
ERIC DIGESTS ONLINE (EDO) A New Full Text Database
ERIC DIGESTS ONLINE (EDO), a full text database of short topical reports on education (called “Digests”) from the 16 ERIC Clearinghouses, is now available on EDLINE (an online information service for educators) via the online network known as The Source.
Users of EDO are able to access ERIC Digests through either menus or key words. A special feature permits users to comment on (or to read others' comments on) Digests in a field called "User Notespace." Examples of titles in the new file are: "Full Day or Half Day Kindergarten?," “Qualities of Effective Writing Programs,” “Dismissing Incompetent Tenured Teachers," and “Part-Time Faculty: Higher Education at a Crossroads." New Digests will be added to the EDO file on a monthly basis. EDO is coordinated by project staff at the ERIC Clearinghouse on Elementary and Early Childhood Education, with the cooperation of the 15 other ERIC Clearinghouses. Funding for EDO is provided by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. Additional information and sample Digests may be obtained by writing to EDO Project, ERIC Clearinghouse on Elementary and Early Childhood Education, 805 W. Pennsylvania, Urbana, IL 61801 (217-333-1386).
For information on subscribing to The Source and ED-LINE, call ED-LINE at (703) 528-5840. Page 18
RESOURCES IN EDUCATION, monthly abstract journal covering education documents Subscription (12 issues/year) Domestic: $56.00 Foreign: $70.00 Single Issue Domestic: $8.50 Foreign: $10.63 Domestic: $20.00 Foreign: $25.00 Single Issue Domestic: $15.00 Foreign: $18.75
Note: Prices subject to change without notice
Address inquiries about missing issues or other service problems to: Customer Service Section Washington, D.C. 20402 Phone: (202) 275-3054 Depository Libraries should contact: Library Program Service Phone: (703) 557-9026
System Development Corporation (SDC)
Reports from the Resources in Education (RIE) portion of the ERIC database, available from the ERIC Document Reproduction Service (EDRS), are available through the ORBDOCUM Online Ordering Service. The ONLINE ERIC Command can be used to order these documents. (Documents indexed in Current Index to Journals in Education (CIJE) can be ordered through University Microfilms. See ORDER UMI.)
Here are important details for using ORDER ERIC:
Deposit Account. A deposit account is not required but users may establish one through EDRS at the address given below.
Ordering and Shipping Information. Include the following: - Deposit Account Number (if established) or - Billing information (if deposit account is not used): name, organization and complete address. - Ship to: same as billing information, or name, organization, and complete address. ERIC EDRS ships microfiche documents via airmail. Paper copies are shipped via VIA: UPS BLUE LABEL.
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Only ERIC report documents (i.e., ED numbered items only) are supplied by the ERIC Document Reproduction Service. To be sure that you are requesting only publications that are available from EDRS, the following procedures are recommended:
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3. TYPE set 99 in a short format to view for accuracy. Delete unwanted items using KEEP-EDnnnnnn if necessary. (When using DIALOG Version 2, the KEEP set is O. TYPE 0/611-4.)
4. Enter.ORDER ERIC (MF or PC) (number of copies) (special shipping instructions, if any). All ERIC orders must include an indication of MF or PC. The period (.) preceding the ORDER command is optional on DIALOG Version 2.
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EDRS supplies only the ED-numbered items in the ERIC database. ERIC ED-numbered documents have three levels of availability: 1) Document available in both microfiche (MF) and paper copy (PC) form, 2) Document available only in MF form, or 3) Document not available from EDRS. The prices and level are shown with each ED record in the ERIC database.
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Page 19
GENERAL INFORMATION 1. PRICE LIST 8. CHANGES The prices set forth herein may be changed without notice; however, any No waiver, alteration, or modification of any of the provisions hereof shall price change will be subject to the approval of the Contracting Officer/ be binding unless in writing and signed by an officer of CMC. USED/Office of Educational Research & Improvement/Contracts and Grants Management Division. 9. DEFAULT AND WAIVER a. If Customer fails with respect to this or any other agreement with 2. PAYMENT CMC to pay any invoice when due or to accept any shipment as The prices set forth herein do not include any sales, use, excise, or similar ordered, CMC may without prejudice to other remedies defer any taxes which may apply to the sale of microfiche or hard copy to the Customer. further shipments until the default is corrected, or cancel this PurThe cost of such taxes, if any shall be borne by the Customer. chase Order. Payment shall be made net thirty (30) days from date of invoice. Payment b. No course of conduct nor any delay of CMC in exercising any right shall be without expense to CMC. hereunder shall waive any rights of CMC or modify this Agreement. 3. REPRODUCTION 10. GOVERNING LAW Express permission to reproduce a copyrighted document provided This Agreement shall be construed to be between merchants. Any question hereunder must be obtained in writing from the copyright holder noted on concerning its validity, construction, or performance shall be governed by the title page of such copyrighted document. the laws of the State of New York. 4. CONTINGENCIES 11. DEPOSIT ACCOUNTS CMC shall not be liable to Customer or any other person for any failure or Customers who have a continuing need for ERIC documents may open a delay in the performance of any obligation if such failure of delay (a) is due Deposit account by depositing a minimum of $250.00. Once a deposit acto events beyond the control of CMC including, but not limited to, fire, storm, counts is opened, ERIC documents will be sent upon request, and the acflood, earthquake, explosion, accident, acts of the public enemy, strikes, count charged for the actual cost and postage. A monthly statement of the lockouts, labor disputes, labor shortage, work stoppages, transportation em account will be furnished. bargoes or delays, failure or shortage of materials, supplies or machinery, acts of God, or acts or regulations or priorities of the federal, state, or local 12. STANDING ORDER ACCOUNTS governments; (b) is due to failures of performances of subcontractors beyond Customers who desire to receive microfiche copies of all ERIC reports anCMC's control and without negligence on the part of CMC; or (c) is due to nounced in each issue of Resources in Education may do so by depositing erroneous or incomplete information furnished by Customer. $1,600.00 or submitting an executed purchase order. The cost of each issue and postage will be charged against the account. A monthly statement of 5. LIABILITY the account will be furnished. CMC's liability, if any, arising hereunder shall not exceed restitution of charges. 13. PAPER COPY (PC) A paper copy (PC) is a xerographic reproduction, on paper, of the original In no event shall CMC be liable for special, consequential, or liquidated document. Each paper copy has a Vellum Bristol cover to identify and prodamages arising from the provision of services hereunder. tect the document. 6. WARRANTY 14. FOREIGN POSTAGE CMC MAKES NO WARRANTY, EXPRESS OR IMPLIED, AS TO ANY MAT Postage for all countries other than the United States is based on the interTEA WHATSOEVER, INCLUDING ANY WARRANTY OR MERCHANTABILI national Postage Rates in effect at the time the order is shipped. To deterTY OR FITNESS FOR ANY PARTICULAR PURPOSE. mine postage allow 160 microfiche or 75 (PC) pages per pound. Customers 7. QUALITY must specify the exact classification of mail desired, and include the postage CMC will replace products returned because of reproduction defects or in for that classification with their order. Payment must be in United States completeness. The quality of the input document is not the responsibility funds. of CMC. Best available copy will be supplied.
OTHER ERIC COLLECTIONS AVAILABLE FROM EDRS STANDING ORDERS Subscription orders for microfiche copies of all ERIC reports announced in each issue of Resources in Education average $130.00 per month.
BACK COLLECTIONS (Postage extra) 0.075/fiche Reports in Research in Education for 1966 and 1967
$ 331.96 1,025.95 1,192.45 1,214.13 1,417.01 1,466.65 1,277.34 1,335.04 1,495.38 1.566.86 1,493.36 1,551.70 1,678.39 1,698.41 1,592.51 1,441.01 1,407.93 1,473.85 1,322.74
AIM/ARM MICROFICHE COLLECTIONS (postage extra) CLEARINGHOUSE MICROFICHE COLLECTIONS (postage extra) SPECIAL COLLECTIONS (postage extra). Office of Education Research Reports 1956-65 Manpower Research: Inventory for Fiscal Year 1969 ERIC CLEARINGHOUSE PUBLICATIONS (postage included) 1975 - 1977... 1978. 1980, 1981, 1982 1983 1984
.$0.186/fiche 152.87 185.37 118.55 353.46 162.28 84.24 46.96 61.02 Page 20
THESAURUS ADDITIONS AND CHANGES
The following additions and modifications have been made to the ERIC controlled vocabulary since October 1983. They are, therefore, not included in the 10th (1984) edition of the Thesaurus of ERIC Descriptors.
ADAPTIVE TESTING Feb. 1984 SN Testing that involves selecting test items ac cording to the examinee's ability as shown by responses to earlier test items UF Flexilevel Testing Response Contingent Testing Stradaptive Testing Tailored Testing
ment-this restriction was not carried prior to Jun84 under the former term "Computer Programs"—if appropriate, use the more specific term “Courseware") UF Computer Program Documentation Software (Computers) Computerized Adaptive Testing USE ADAPTIVE TESTING; COMPUTER AS SISTED TESTING (Replaces "Computer Adaptive Testing” as USE Reference) Computerized Tailored Testing USE ADAPTIVE TESTING; COMPUTER AS- SISTED TESTING (Replaces "Computer Tailored Testing" as USE Reference)
Aerobic Dance USE AEROBICS; DANCE
BREASTFEEDING Apr. 1986 BRITISH INFANT SCHOOLS Dec. 1985 SN Lower-division schools of the British pri mary system for children 5 to 7 or 8, often associated with an informal, open approach 10 teaching and student-selected learning ac- tivities (note: coordinate non-U.S., including British, applications with geographic Iden- tifiers) UF Infant Schools (British Primary System) Budget Cuts USE BUDGETING; RETRENCHMENT BULIMIA Apr. 1986 SN Disorder characterized by recurrent binge eating, usually followed by self-induced purging-attended by depressed moods and self-deprecating thoughts UF Bulimarexia CARDIOPULMONARY RESUSCITATION Apr. 1986 SN Procedure to restore normal breathing and heartbeat following cardiac arrest-may include mouth-to-mouth ventilation, external chest compression, and use of drugs UF CPR (Medicine)
Conference Skills (Communication) USE COMMUNICATION SKILLS
AEROBICS Jun. 1984 SN Method of achieving physical conditioning and fitness by stimulating heart (pulse rate) and lung (oxygen intake) activity through successively longer periods of vigorous exercise, thereby gradually expanding the capacity of the cardiovascular and respiratory systems AIR TRAFFIC CONTROL Jan. 1985 SN Scheduling and monitoring the flow of air traffic at airports, during approaches, and en route ALTERNATIVE ENERGY SOURCES Oct. 1984 SN Sources of energy other than conventional fossil fuels (petroleum, coal, natural gas) or nuclear fission/fusion (note: see also related Identifiers such as “Renewable Resources” and “Synthetic Fuels”) ANDRAGOGY Mar. 1984 SN The art and science of the facilitation of adult learning. distinguished from childoriented “Pedagogy” in terms of learner selfdirection, application of knowledge and experience, learning readiness, orientation to ihe present, and problem-centeredness UF Androgogy AQUATIC SPORTS Jan. 1985 UF Water Sports
CONSERVATISM Jan. 1985 SN Philosophy or disposition that generally sup ports the preservation or reinstatement of traditional values and statuses in social or political affairs
Church State Separation USE STATE CHURCH SEPARATION
Arithmetic Tests USE ARITHMETIC; MATHEMATICS TESTS ASSISTIVE DEVICES (FOR DISABLED) Apr. 1986 SN Devices to aid the disabled to perform nor mal living or vocational tasks UF Adaptive Equipment (Disabled) Self Help Devices (Disabled)
COURSEWARE Jun. 1984 SN Computer software and accompanying docu mentation written for instructional applications (note: prior to Jun84, this concept was indexed by "Computer Programs," postings of which have since been merged to "Computer Software") UF Instructional Software DATA ANALYSIS Jul. 1966 SN (Scope Note Changed) Preparation of factual information items for dissemination or further treatment (includes compiling, verify ing, ordering, classifying, and interpreting) DATA INTERPRETATION Jan. 1985 SN Explanation of the meaning, implications, or limitations of factual information DATABASE MANAGEMENT SYSTEMS Apr. 1986 SN Software used to create, organize, secure, access, and update databases UF DBMS File Management Systems DATABASE PRODUCERS Apr. 1986 Publishers, businesses, government agencies, or other organizations that create computer-readable information files, often for pub lic access DISLOCATED WORKERS Mar. 1984 SN Workers who have lost their jobs because of economic and technological changes in a business or industry, e.g., plant closings or relocation, increased competition, automa tion, or market fluctuations UF Disemployment Displaced Workers
CLIENT CHARACTERISTICS (HUMAN SERVICES) Oct. 1984 Distinguishing traits or qualities of persons who engage the assistance of human service workers (counselors, psychologists, physi cians, nurses, social workers, etc.) UF Client Background (Human Services) COGNITIVE PSYCHOLOGY Dec. 1985 SN Branch of psychology concerned with the nature and structure of complex "knowledge processes” (e.g., recognizing, conceiving, judging, and reasoning) and their effects on, or interactions with, behavior-particularly identified with “information processing” models of human cognition, usually simu lated on computers COMMUNITY PSYCHOLOGY Apr. 1986 SN The application of psychological methods (in collaboration with psychiatry, sociology, social work, etc.) to problems arising in a community and soluble only through a community-wide approach-attention is given to problems of mental health, social welfare, group relationships, education, social action, etc., involving the well-being of all community members COMPARABLE WORTH Jan. 1986 SN Principle of equal pay for work of com parable value, i.e., equal pay for jobs that well) UF Pay Equity Computer Programs (Del Jun84) USE COMPUTER SOFTWARE COMPUTER SOFTWARE Jun. 1984 SN Logical sequences of instructions used to di rect the actions of a computer system, and accompanying documentation (note: corresponds to Pubtype code 101 and should not be used except as the subject of a docu
BIBLIOGRAPHIC UTILITIES Apr. 1986 SN Online library networking organizations with large bibliographic databases that are shared by participating libraries for a variety of technical purposes, including cataloging, interlibrary loans, acquisitions, and authority file control (note: see also such Identifiers as “OCLC," “Research Libraries Information Network," "Washington Library Network," and "University of Toronto Li brary Automation Systems“) BIOETHICS Jan. 1985 SN Discipline dealing with the moral and social implications of practices and developments in the biological sciences and medicine BOWLING Apr. 1985 SN (note: do not confuse with the identifiers "Lawn Bowling" and "Cricket (Sport)") UF Tenpins BRAINSTORMING Dec. 1985 SN Activity or technique to encourage the creative generation of ideas-usually a group process, in which group members contribute suggestions in a spontaneous, noncritical manner 4/86
DIVING Jan. 1985 SN Plunging into water in a prescribed manner (note: do not confuse with “Underwater Diving") UF Platform Diving Springboard Diving Tower Diving DOCUMENTATION Jul. 1966 SN (Scope Note Changed) Techniques used to collect, process, organize, store, and retrieve documents (note: use “Computer Software” for computer program documentation) Drawing (Computerized) USE COMPUTER GRAPHICS
TM860178 BD268156 TM860179 BD268157 TM860180 ED268158 TM860182 ED 268159 TM860185 BD268160 TM860221 ED268161 TM860222 ED268162 TM860224 ED268163 TM860225 ED268164 TM860226 ED268165 TM860227 ED268166 TM860228 BD268167 TM860229 ED268168 TM860232 BD268169 TM860233 ED268170 TM860234 ED268171 TM860235 ED268172 TM860236 ED268173 TM860237 ED268174 TM860238 ED268175 TM860240 ED268176 TM860243 ED268177 TM860244 ED268178 TM860245 ED268179 TM860247 ED268180 TM860248 ED268181 TM860249 ED268182 TM860255 ED268183 TM860257 ED268184 TM860259 ED268185
UDO23960 ED268186 UDO24577 ED268187 UDO24605 ED268188 UDO24699 ED268189 UDO24746 ED268190 UDO24764 ED 268191 UDO24765 ED268192 UDO24766 ED26819311 UDO24768 ED268194 UDO24785 ED 268195 UDO24789 BD268196 UDO24799 ED268197 UDO24800 ED268198 UDO24802 ED268199 UD024807 ED268200 UDO24808 ED268201 UDO24809 ED268202 UDO24813 ED268203 UDO24815 ED268204// UDO24816 ED268205 UDO24818 ED268206 UDO24821 ED268207 UDO24822 BD268208 UDO24830 ED268209 UDO24831 ED268210 UDO24832 ED268211 UDO24860 ED268212 UDO24861 ED268213 UDO24862 ED268214 UDO24863 ED268215 UDO24864 ED268216 UDO24865 ED268217 UDO24866 ED268218 UDO24867 ED268219 UDO24868 ED268220 UDO24869 ED268221
JC860180 ED267876 JC860181 ED267877 JC860182 ED267878 JC860183 ED267879 JC860184 ED267880 JC860185 ED267881 JC860187 ED267882 JC860188 ED267883 JC860191 ED267884 JC860192 ED267885
s0017082 ED268063 SO017083 ED268064 so017084 ED268065 S0017085 ED268066 S0017086 ED268067 S0017087 ED268068 SO017088 ED268069 S0017092ED268070 S0017107 ED268071 S0017108 ED268072
IR012149 ED267781 IR012150 ED267782 IRO12151 ED267783 IR012152 ED267784 IR012153 ED267785 IR012154 ED267786 IR012155 ED267787 IR012156 ED267788 IR012157 ED267789 IR012158 ED267790 IR012159 ED267791 IR012160 ED267792 IR012161 ED267793 IR012162 ED267794 IR012163 ED267795 IRO12164 ED267796 IR012165 ED267797 IR012166 ED267798 IR012167 ED267799 IR012168 ED267800 IR051233 BD267801 IR051462 ED 267802 IR051464 ED267803 IROS1465 ED267804 IR051466 BD267805 IR051467 ED267806 IROS1468 ED267807 IRO51469ED267808 IR051470 ED267809 IR051471 ED267810 IR051472 ED267811 IR051473 ED267812 IRO51474 ED267813 IR051475 ED267814 IR051476 ED 267815 IR051477 ED267816 IR051478 ED 267817 IR051479 ED267818 IR051480 ED267819 IR051481ED267820 IR051482 ED267821 IR051483 ED267822 IR051484 ED267823 IR051485 ED267824 IR051486 ED267825 IR051487 ED267826 IR051488 ED267827 IRO51489 ED267828
PS015562 ED267886 PS015563 ED267887 PS015597 ED267888 PS015621 BD267889 PS015628 ED267890 PS015662 ED267891 PS015663 ED267892 PS015667 ED267893 PS015671 ED267894 PS015676 ED267895 PS015679 ED267896 PS015681 ED267897 PS015682 ED267898 PS015684 ED267899 PS015685 ED267900 PS015687 ED267901 PS015689 ED267902 PS015693 ED267903 PS015695 ED267904 PS015697 ED267905 PS015704 ED267906 PS015705 ED267907 PS015707 ED267908 PS015708 ED267909 PS015709 ED267910 PS015710 ED267911 PS015711 ED267912 PS015713 ED267913 PS015714 ED267914 PS015715 ED267915 PS015716 ED267916 PS015717 ED267917 PS015718 ED267918 PS015719 ED267919 PS015722 ED267920 PSO15724 ED267921 PS015725 BD267922 PS015726 ED267923 PS015727 ED267924 PS015729 ED267925 PS015730 ED267926 PS015732 ED267927 PS015733 ED267928 PS015745 ED267929 PS015746 ED267930 PS015747 ED267931 PS015748 ED 267932 PS015749 ED267933
SE046490 ED267968 SE046491 ED267969 SE046492 ED267970 SE046493 ED267971 SE046494 ED267972 SE046495 ED267973 SE046496 ED267974 SE046497 ED267975 SE046498 ED267976 SE046499 ED267977 SE046500 ED267978 SE046501ED267979 SE046502 ED267980 SE046503 ED267981 SE046504 ED 267982 SE046505 ED267983 SE046506 ED267984 SE046507 ED267985 SE046508 ED267986 SE046509 BD267987 SE046510 ED267988 SE046513 ED267989 SE046514 ED267990 SE046515 ED267991 SE046516 ED267992 SE046517 ED267993 SE046518 ED267994 SE046519 ED267995 SE046520 ED267996 SE046521ED267997 SE046522 ED267998 SE046523 ED267999 SE046524 ED268000 SE046525 ED268001 SE046526 ED268002 SE046527 ED268003 SE046528 ED268004 SE046529 ED268005 SE046530 ED 268006 SE046531 ED268007 SE046536 ED268008 SE046537 ED268009 SE046538 ED 268010 SE046539 ED268011 SE046540 ED268012 SE046555 ED268013 SE046556 ED268014
SP026713 ED268073 SPO26812 ED268074 SP027044 ED268075 SP027145 ED268076 SP027163 ED268077 SP027172 ED268078 SP027272 ED268079 SP027279 ED268080 SPO27295 ED268081 SP027303 ED268082 SP027325 ED268083 SP027328 ED268084 SP027333 ED268085 SP027334 ED268086 SP027340 ED268087 SP027342 ED268088 SP027384 ED268089 SP027386 ED268090 SP027387 ED268091 SP027391 ED268092 SP027392 ED268093 SP027393 ED268094 SP027394 ED268095 SP027408 ED268096 SP027412 ED268097 SP027414 ED268098 SP027415 ED268099 SP027419 ED268100 SP027423 ED268101 SP027429 ED268102 SP027431 ED268103 SP027432 ED268104 SP027438 ED268105 SP027440 ED268106 SP027453 ED268107 SP027456 ED268108 SP027461 ED268109 SP027464 ED268110 SP027467 ED268111 SP027468 ED268112 SP027469 ED268113 SP027470 ED268114 SP027471 ED268115 SP027482 ED268116 SP027484 ED268117 SP027496 ED268118 SPO27523 ED268119 SPO27598 ED268120
JC850102 ED267829 JC850103 ED267830 JC850104 ED267831 JC850105 ED267832 JC860095 ED267833 JC860099 ED267834 JC860100 ED267835 JC860101 ED267836 JC860102 ED267837 JC860103 ED267838 JC860104 ED267839 JC860130 ED267840 JC860135 ED267841 JC860140 ED267842 JC860141 ED267843 JC860142 ED267844 JC860143 ED267845 JC860144 ED267846 JC860145 ED267847 JC860146 ED267848 JC860147 ED267849 JC860148 ED267850 JC860149 ED267851 JC860150 ED267852 JC860151 ED267853 JC860152 ED267854 JC860155 ED267855 JC860156 ED267856 JC860157 ED267857 JC860158 ED267858 JC860159 ED267859 JC860160 ED267860 JC860161 ED267861 JC860162 ED267862 JC860163 ED267863 JC860165 ED267864 JC860168 ED267865 JC860170 ED267866 JC860171 ED267867 JC860172ED267868 JC860173 ED267869 JC860174 ED267870 JC860175 BD267871 JC860176 ED267872 JC860177 ED267873 JC860178 ED267874 JC860179 ED267875
RC015410 ED267934 RC015438 ED267935 RC015563 ED267936 RC015564 ED267937 RC015657 ED267938 RC015659 ED267939 RC015660 ED 267940 RC015661 ED267941 RC015668 ED267942 RC015669 ED267943 RC015670 ED267944 RC015671 ED267945 RC015672 ED267946 RC015673 ED267947 RC015674 ED267948 RC015675 ED267949 RC015676 ED 267950 RC015677 ED267951 RC015678 ED267952 RC015679 ED267953 RC015680 ED267954 RC015681 ED267955 RC015682 ED267956 RC015687 ED267957
SO016843 ED 268015 S0016973 ED268016 S0016974 ED268017 S0016975 ED268018 S0016976 ED 268019 SO016977 ED268020 S0016978 ED268021 S0016979 ED268022 so016982 BD268023 S0016988 ED268024 SO017001 ED268025 SO017002 ED268026 S0017003 ED268027 S0017004 ED268028 So017006 ED268029 SO017010 ED268030 s0017012 ED268031 S0017013 ED 268032 S0017014 ED268033 SO017017 ED268034 so017021 BD268035 so017022ED268036 S0017024 ED268037 SO017027 ED268038 SO017028 ED268039 SO017029 ED268040 S0017030 BD268041 S0017031 ED268042 S0017034 ED268043 S0017035 ED268044 so017037 ED268045 S0017038 ED268046 S0017039 ED268047 S0017041 ED 268048 so017042ED268049 so017043 ED 268050 SO017044 ED268051 s0017047 ED268052 so017048 ED 268053 so017051 ED 268054 SO017052ED268055 SO017053 ED268056 SO017055 ED268057 S0017069 ED 268058 so017070 ED268059 s0017073 ED268060 so017078 ED 268061 S0017081 ED268062
TM840294 ED268121 TM840298 ED268122 TM840299 ED268123 TM840792 ED268124 TM850387 ED268125 TM850655 ED268126 TM850656 ED268127 TM850673 ED268128 TM850693 ED268129 TM850727 ED268130 TM850729 ED268131 TM850730 ED268132 TM850732 ED268133 TM850735 ED268134 TM850736 ED268135 TM850737 ED268136 TM850739 ED268137 TM850775 ED268138 TM850778 ED268139 TM850783 ED268140 TM850786 ED268141 TM860035 ED268142 TM860057 ED268143 TM860059 ED 268144 TM860070 ED268145 TM860072 ED268146 TM860074 ED268147 TM860138 ED268148 TM860140 ED268149 TM860144 ED268150 TM860151 ED268151 TM860153 ED268152 TM860155 ED268153 TM860175 ED268154 TM860177 ED268155
SE046451 ED267958 SE046481 ED267959 SE046482 ED267960 SE046483 ED267961 SE046484 ED267962 SE046485 ED267963 SE046486 ED267964 SE046487 ED267965 SE046488 ED267966 SE046489 BD267967 //
EA018295 ED267498 BA018296 ED267499 EA018297 ED267500 EA018298 ED267501 EA018300 ED267502 EA018301 ED267503 EA018302 ED267504 EA018305 ED267505 EA018306 ED267506/1 EA018307 ED2675071/ EA018308 ED 267508// EA018309 ED267509// EA018310 ED267510 EA018311 ED267511 EA018315 ED267512 EA018325 ED267513 EA018331 ED267514 BA018334 BD267515 EA018344 BD267516 EA018345 ED267517 EA018346 ED267518 EA018354 ED267519 EA018356 ED267520
CS209569 ED267403 CS209570 ED267404 CS209571 ED 267405 CS209577 ED267406 CS209586 ED267407 CS209587 ED267408 CS209588 ED267409 CS209592ED267410 CS209593 ED267411 CS209594 ED267412 CS209596 ED267413 CS209597 ED267414 CS209599 ED267415 CS209600 ED267416 CS209602 ED267417 CS209603 ED267418 CS209604 ED267419 CS209605 ED267420 CS209606 ED267421 CS209607 ED267422 CS209608 ED267423 CS209611 ED267424 CS209612 ED267425 CS209613 ED267426 CS209614 ED267427 CS209615 BD267428 CS209616 ED267429 CS209617 ED267430 CS209618 ED267431 CS209619 ED267432 CS209620 ED267433 CS209621 ED267434 CS209622 BD267435 CS209624 ED267436 CS209625 ED 267437 CS209626 ED267438 CS209627 BD267439 CS209628 ED267440 CS209630 ED267441 CS209631ED267442 CS209633 ED267443 CS209634 ED267444 CS209635 ED 267445 CS209636 ED267446 CS209637 ED267447 CS209642 BD267448 CS209643 ED267449 CS209645 BD267450 CS209646 ED267451 CS505102 ED267452 CS505138 ED267453 CS505198 BD267454 CS505204 ED267455 CS505212 ED267456 CS505217 ED267457 CS505221 ED267458 CS505222 ED267459 CS505223 BD267460 CS505224 ED267461 CS505225 ED267462 CS505228 ED267463 CS505229 ED267464 CS505234 ED267465 CS505235 ED267466 CS505236 ED267467 CS505237 ED267468 CS505238 ED267469 CS505239 ED267470 CS505240 BD267471 CS505241 ED267472 CS505242 BD267473 CS505243 ED267474 CS505244 ED267475 CS505245 ED267476
FL015467 ED267591 FL015479 ED267592 FL015486 ED267593 FL015487 BD267594 FL015489 BD267595 FL015490 ED267596 FL015491 BD267597 FL015500 ED267598 FL015525 ED267599 FL015530 ED267600 FL015531 ED267601 FL015532 ED267602 FL015533 ED267603 FL015534ED267604 FL015535 ED267605 FL015536 ED267606 FL015550 ED 267607 FL015551 BD267608 FL015553 ED267609 FL015554 BD267610 FL015556 ED 267611 FL015557 BD267612 FL015558 BD267613 FL015560 ED267614 FL015562 ED267615 FL015566 ED267616 FL015568 ED267617 FL015570 ED 267618 FL015571 ED267619 FL015572ED267620 FL015573 ED267621 FL015574 ED 267622 FL015575 ED 267623 FL015576 ED 267624 FL015577 ED267625 FL015578 ED 267626 FL015579 ED267627 FL015580 ED 267628 FL015581 ED267629 FL015582 BD267630 FL015583 ED 267631 FL015584 ED 267632 FL015585 ED267633 FL015586 ED267634 FL015587 ED267635 FL015588 ED267636 FL015589 ED267637 FL015590 ED 267638 FL015592ED267639 FL015593 ED 267640 FL015594 ED 267641 FL015619 ED 267642 FL015622 BD267643 FL015623 ED 267644 FL015627 ED 267645 FL015628 ED267646 FL015629 ED 267647 FL015630 ED 267648 FL015631 ED 267649 FL015632ED267650 FL015638 ED267651 FL015640 ED267652 FL015641 ED267653 FL015642 ED 267654 FL015643 ED267655 FL015645 BD267656 FL015646 ED267657 FL015647 ED 267658
HE019154 ED267686 HE019155 ED267687 HE019156 BD267688 HE019157 ED267689 HE019158 ED267690 HE019159 BD267691 HE019160 ED 267692 HB019161 BD267693 HE019162 ED 267694 HE019163 ED 267695 HE019164 ED 267696 HE019165 ED 267697 HE019166 BD267698 HE019167 ED267699 HE019184 ED267700 HE019185 ED267701// HE019186 ED267702// HE019187 ED267703 HE019188 ED267704 HE019189 ED267705 HE019190 ED267706 HE019192 ED267707 HE019193 ED267708 HE019194 ED267709 HE019195 ED267710 HE019196 ED267711 HE019197 ED267712 HE019198 ED267713 HE019199 ED267714 HE019200 ED267715 HE019201 ED267716 HE019202ED267717 HE019203 ED267718 HE019204 BD267719 HE019205 ED267720 HE019206 ED267721 HE019207 BD267722 HE019208 ED267723 HE019209 ED267724 HE019210 ED267725 HE019211 ED267726 HE019212 ED267727 HE019213 ED267728
EC182030 ED267521 EC182041 ED267522 EC182042 ED267523 EC182043 ED267524 EC182044 ED267525 EC182046 ED 267526 EC182047 ED267527 EC182048 ED267528 EC182049 BD267529 EC182050 ED 267530 EC182051 ED267531 EC182052ED267532 EC182053 ED267533 EC182054 ED267534 EC182055 ED267535 EC182056 ED267536 EC182057 ED267537 EC182058 ED267538 EC182059 ED267539 EC182060 ED267540 EC182061 ED267541 EC182062 ED267542 EC182063 ED267543 EC182064 ED267544 EC182065 ED257545 EC182066 ED 267546/7 EC182067 ED267547/1 EC182068 ED267548 EC182069 ED267549 EC182070 BD267550 EC182071 ED267551 EC182072 ED267552 EC182073 ED267553 EC182074 ED267554 EC182075 ED 267555 EC182076 ED267556 EC182077 ED267557 EC182078 ED267558 EC182079 ED267559 EC182080 ED267560 EC182082 ED267561 EC182083 ED267562 EC182084 ED267563 EC182085 ED267564 EC182086 BD267565 EC182087 ED267566 EC182088 BD267567 EC182089 ED267568 EC182090 ED267569 EC182091 BD267570 EC182092ED267571 EC182093 ED267572 EC182094 ED267573 EC182095 ED267574 EC182096 ED267575 EC182097 ED267576 EC182098 ED267577 EC182099 ED267578 EC182100 ED267579 EC182724 BD267580
IR011886 ED267729 IR011998 ED267730 IR011999 ED267731 IR012002 ED267732 IR012006 ED267733 IR012021 ED267734 IR012026 ED267735 IR012032 BD267736 IR012040 ED267737 IR012044 ED267738 IR012047 BD267739 IR012049 ED267740 IR012061ED267741 IR012062 ED267742 IR012063 ED267743 IRO12064 ED267744 IR012065 ED267745 IR012066 ED267746 IR012067 ED267747 IR012068 ED267748 IR012069 ED267749 IR012071 ED267750 IR012072 ED267751 IR012080 ED267752 IR012121ED267753 IR012122 ED267754 IR012123 ED267755 IRO12124 ED267756 IR012125 ED267757 IR012126 ED267758 IR012127 ED267759 IRO12128 ED267760 IR012129 ED267761 IR012130 ED267762 IR012131 ED267763 IR012132 ED267764 IR012133 ED267765 IR012134 ED267766 IRO12135 ED267767 IR012136 ED267768 IR012137 ED267769 IR012138 ED267770 IR012139 ED267771 IR012140 ED267772 IR012141ED267773 IR012142 ED267774 IR012143 ED267775 IRO12144 ED267776 IR012145 ED267777 IR012146 ED267778 IR012147 ED267779 IR012148 ED267780
HE018034 ED 267659 HE018063 ED 267660 HE018287 ED267661 HEO18836 ED267662 HE018879 ED 267663// HE018963 ED 267664 HE019038 ED267665 HE019062 ED 267666 HE019117 ED267667 HE019118 ED 267668 HE019119 ED267669 HE019121 ED 267670 HE019125 ED 267671 HE019126 ED267672 HE019127 ED267673 HE019129 ED267674 HE019140 ED267675 HE019144 ED 267676 HE019145 ED267677 HE019146 ED 267678 HE019147 ED267679 HE019148 ED267680 HE019149 ED267681 HE019150 ED 267682 HE019151 ED 2676831; HE019152 ED 267684 HE019153 ED 267685
BA018154 ED267477 BA018179 ED267478 BA018182 ED267479 EA018183 ED267480 BA018184 ED267481// BA018185 ED267482 EA018186 ED267483 EA018190 ED267484 EA018191 ED267485 EA018195 ED267486 BA018196 ED267487 EA018197 BD267488 EA018198 ED267489 BA018199 ED267490 BA018200 ED 267491 BA018202 ED 267492 EA018203 BD267493 EA018204 ED267494 BA018206 ED267495 EA018259 ED267496 EA018261 ED267497
FL015297 ED267581 FL015341 ED267582 FL015397 ED267583 FLO15460 ED267584 FL015461 ED267585 FL015462 ED267586 FL015463 ED267587 FL015464 ED267588 FL015465 ED267589 FL015466 ED267590
Clearinghouse Number/ED Number Cross-Reference Index
This index cross-references the temporary ERIC Clearinghouse accession number to the permanent ERIC Document (ED) accession numbers by which resumes are arranged in Resources in Education (RIE). Readers who have only Clearinghouse numbers for a given document may use this index to trace the item to its ED number and hence to its location in RIE. The symbol // appearing after an accession number identifies a document that is not available from the ERIC Document Reproduction Service and that is not in the ERIC Microfiche Collection. The following Clearinghouse prefixes are used in this index:
AA --ERIC Processing and Reference Facility CE --Adult, Career, and Vocational Education CG-Counseling and Personnel Services CS ----Reading and Communication Skills EA - Educational Management EC ---Handicapped and Gifted Children FL ---Languages and Linguistics HE - Higher Education IR --Information Resources
JC --Junior Colleges PS --Elementary and Early Childhood Education RC--Rural Education and Small Schools SE --Science, Mathematics, and Environmental Education
CE043987 ED267287 CE043989 ED267288 CE043995 ED267289 CE043996 ED267290 CE043997 ED267291 CE044008 ED267292 CE044010 ED267293 CE044015 ED267294 CE044017 BD267295 CE044029 BD267296 CE044033 ED 267297 CE044034 ED267298 CE044035 ED267299 CE044036 ED267300 CE044037 ED267301 CE044038 ED267302
CG018925 ED267345 CG018926 ED267346 CG018927 ED267347 CG018928 ED267348 CG018929 ED 267349 CG018930 ED267350 CG018932ED267351 CG018933 ED267352 CG018934 ED267353 CG018935 ED267354 CG018936 ED267355 CG018937 ED267356 CG018938 ED267357 CG018939 ED267358 CG018940 ED267359 CG018941 ED267360 CG018942 ED267361 CG018943 ED267362 CG018944 BD267363 CG018945 ED267364 CG018946 ED267365 CG018947 ED267366 CG018948 ED267367 CG018949 ED267368
CE042371 ED267170 CB042797 ED267171 CE043013 ED267172 CE043145 ED267173 CE043366 ED267174 CE043565 ED267175 CE043581 ED267176 CE043596 ED267177 CE043598 ED267178 CE043600 ED267179 CE043602 ED267180 CE043679 ED267181 CE043692ED267182 CE043693 BD267183 CE043694 ED267184 CE043698 BD267185 CE043699 ED267186 CE043701 ED267187 CE043703 ED 267188 CE043708 ED267189 CE043709 ED267190 CE043710 ED267191 CE043711 ED267192 CB043712 ED267193 CE043713 ED267194 CE043714 ED267195 CE043715 ED267196 CE043716 ED267197 CE043717 ED267198 CE043718 ED267199 CE043719 ED267200 CE043720 ED267201 CB043721 ED267202 CE043722 BD267203 CE043723 ED267204 CB043724 ED267205 CE043725 ED267206 CE043726 ED267207 CE043727 ED267208 CE043728 ED267209 CE043729 ED267210 CB043730 ED 267211 CE043731 BD267212 CE043732 ED 267213 CE043733 ED267214 CE043734 BD267215 CE043735 ED267216 CE043736 ED 267217 CE043737 ED267218 CE043738 ED267219 CE043739 BD267220 CE043740 ED267221 CE043741 ED267222 CE043742 BD267223 CE043743 ED267224 CE043745 ED267225 CE043751 ED267226
CE043753 ED267227 CB043754 ED267228 CE043755 ED267229 CE043756 BD267230 CE043757 ED267231 CE043758 ED267232 CE043760 ED267233 CE043765 ED267234 CE043766 ED267235 CE043771 ED267236 CB043772 BD267237 CE043773 ED267238 CE043774 ED267239 CE043775 ED267240 CE043776 ED 267241 CE043777 ED267242 CE043778 BD267243 CE043779 ED267244 CB043780 ED267245 CE043806 ED267246 CE043807 ED267247 CE043810 ED267248 CE043812 ED267249 CE043813 BD267250 CE043814 BD267251 CE043815 BD267252 CE043816 ED 267253 CB043817 ED267254 CE043818 ED267255 CE043819 ED267256 CE043820 ED267257 CE043825 ED267258 CB043826 BD267259 CE043838 ED267260 CB043839 ED 267261 CE043840 ED267262 CE043843 ED267263 CE043886 ED 267264 CB043888 BD267265 CE043890 ED267266 CE043893 ED267267 CE043894 ED267268 CE043910 BD267269 CE043913 ED267270 CE043916 ED267271 CE043917 ED267272 CE043918 ED267273 CE043919 BD267274 CE043920 ED267275 CE043949 ED267276 CE043950 ED267277 CE043953 ED267278 CE043954 BD267279 CE043955 ED267280 CE043956 ED267281 CE043959 ED267282 CE043963 ED267283 CE043984 ED267284 CE043985 ED267285 CE043986 ED267286
CG018883 ED267303 CG018884 ED267304 CG018885 BD267305 CG018886 ED267306 CG018887 BD267307 CG018888 ED267308 CG018889 ED267309 CG018890 ED267310 CG018891 ED267311 CG018892 BD267312 CG018893 ED267313 CG018894 BD267314 CG018895 BD267315 CG018896 ED267316 CG018897 ED267317 CG018898 BD267318 CG018899ED267319 CG018900 ED267320 CG018901 ED267321 CG018902 ED267322 CG018903 BD267323 CG018904 ED267324 CG018905 ED267325 CG018906 BD267326 CG018907 ED267327 CG018908 ED267328 CG018909 ED267329 CG018910 ED267330 CG018911 ED267331 CG018912 ED267332 CG018913 BD267333 CG018914 ED267334 CG018915 ED267335 CG018916 ED267336 CG018917 ED267337 CG018918 ED267338 CG018919 BD267339 CG018920 ED267340 CG018921 ED267341 CG018922 BD267342 CG018923 ED267343 CG018924 ED267344
CS008019 ED267369 CS008258 ED267370 CS008274 ED267371 CS008275 ED267372 CS008280 ED 267373 CS008323 ED267374 CS008332 ED267375 CS008335 ED 267376 CS008351 ED267377 CS008352 ED267378 CS008353 ED267379 CS008356 ED267380 CS008357 ED267381 CS008358 ED267382 CS008360 ED267383 CS008363 ED267384 CS008364 ED267385 CS008366 BD267386 CS008367 BD267387// CS008368 BD267388 CS008369ED267389 CS008370 ED267390 CS008372 BD267391 CS008375 ED267392 CS008377 ED267393 CS008380 ED267394 CS209186 ED267395 CS209264 ED267396 CS209482 ED267397 CS209503 ED267398 CS209527 ED267399 CS209544 ED267400 CS209565 ED267401 CS209568 ED267402Page 21
ED 267 943 Examination Development for Candidates in Educational Administration. ED 268 164 An Examination of Job-Specific Communication in the Computer Industry. ED 267 465 The Expanding State and the U.S. "Civic Culture”: The Changing Character of Political Participation and Legitimation in the Post-War U.S. Polity. ED 268 029 An Experimental Test of the LEADER MATCH Training Program. ED 267 329 Exploring the Composing Process with Microcomputers. ED 267 424 Extending Graduate Level Education: A Management Model. ED 267 771 External Pacing as an Instructional Strategy for the Design of Micro-Computer Based Instructional Programs to Improve Performance on Higher Level Instructional Objectives. ED 267 758 Factors Associated with Changes in Youths' Attitudes Toward Economic Issues. ED 268 016 Farmers' Opinions about Third-Wave Technologics. ED 267 950 Feasibility Study of Bulletin Board and Electronic Mail Technologies for the Improvement of Student/Instructor Communications Used in “Distant” Education Course Offerings. ED 267 767 Federal Public Policy and the Education of American Indian Exceptional Children and Youth: Current Status and Future Directions. ED 267 953 Female and Male Emotional Dependency and Its Relation to Eroticism in the Therapist-Client Relationship. ED 267 342 Feminism, Communication and the Politics of Knowledge. ED 267 456 The Feminization of the Teaching Profession in Singapore. ED 268 214 The First Amendment, Schools and the Press: A Current Issue. ED 267 439 Five Realms of Educational Rights in the People's Republic of China. ED 268 066 A Five-Year Analysis of Basic Skill Competencies of Two-Year College Freshmen. ED 267 850 The Four-Card Problem Resolved? Proportional Reasoning and Reasoning to a Contradiction. ED 267 970 From Cutlass to Agribusiness: Caribbean Food and Agriculture in Transition within a Global System. ED 268 026 Future Challenges in Library Science. ED 267 817 "The Future Isn't What It Used to Bel” or, Long-Range Planning in Our Local School Systems Holds the Key. ED 267 495 GaIN: The Georgia Interactive Network for Medical Information. ED 267 816 Gaming: A Curriculum Technique for Elementary Counselors. ED 267 327 Gender and Ethnic Effects in Describing Toddler Behavior. ED 267 920 Gifted/Talented Education: An Exercise in Measured Enthusiasm. ED 267 560 Global Education for National and International Survival. ED 268 052 Good Readers/Poor Writers: Some Implications for Classroom Practices. ED 267 388 Governing Academic Organizations: The Academic Dean and the President Review the Cur.
rent State of College Governance. ED 267 570 ED 267 707 An Investigation of How Teachers Establish StaGraduate Student Contributions to AECT and to ble Use and Generalization of Memory Strategies the Future of Educational Technology. through the Use of Effective Training TechED 267 798 niques. Hearts and Minds: The Freshman Challenge. ED 267 930 ED 267 718 Involvement and Empowerment of Minorities Helen Astin's Model of Career Choice for and Women in the Accrediting Process. Women and Men: Some Missing Pieces. ED 267 698 ED 267 355 The Iowa Program to Provide Coordinated SerThe Heuristic and Measurement Models during vices for Children Who Need Technical Medical a Study of Reading Comprehension Develop Care in Their Home/Community: A Network ment and Science Knowledge. Technical Report Approach No. 382. ED 267 571 Is Formal Thought Required for Solving Classical Hidden Rape: Incidence and Prevalence of Sex Genetics Problems? ual Aggression and Victimization in a National ED 267 971 Sample of Students in Higher Education. Issues Regarding the Establishment of Criteria ED 267 321 for the Analysis and Selection of Science TextHistorical Developments of Language Arts Ma books. terials in American Schools. ED 267 987 ED 267 431 Job Satisfaction of Developmentally Disabled History of Reading: Resources and References Workers in Competitive Employment. for Someone Like Me. ED 267 535 ED 267 391 Knowledge, Attitudes and Beliefs Regarding NuHomework: The Human Relations Bridge be clear "Weapons": A Survey of Registered Voters tween School and Home. in Los Angeles County in 1985. ED 268 106 ED 267 304 How Communication about Stress is Conceptual Language Planning, Channel Management, and ized: A Comparative Disciplinary Literature Re ESP. view. ED 267 582 ED 267 467 Language Problems of Black Exceptional ChilHow Deviant Listening Perceptions Can Im dren: Diagnosis and Treatment Alternatives. prove the Practice and Teaching of Acting. ED 267 572 ED 267 461 Leadership Can Create Excellence. How Much Do We Know about Rural Educa- ED 267 848 tion? What Do We Need to Find Out? Leadership Training for Women. ED 267 944 ED 267 312 Learner-Environment Fit: University Students in ED 268 055 a Computer Room. A Hunt for Tennyson: Teaching Poetry through ED 267 800 Painting. Let Your Students Do the Talking: Pattern PracED 267 438 tices in a Partner System. The Immersion Approach: Principle and Prac ED 267 633 tice. The Library Profession in the 21st Century: ED 267 626 Transformation for Survival. ED 267 818 ED 267 814 ED 268 005 Lifecareer Counseling. Implications of Discourse Strategy for Listening. ED 267 357 ED 267 458 Listening Ability: Check It or Wreck It. Improving Teacher Education through Program ED 267 630 Evaluation. Listening and Learning: Protocols and Processes. ED 268 172 ED 267 629 Incidental Language Teaching: Research and Listening: What's Really Going on in the ClassClinical Perspectives. room? ED 267 522 ED 267 628 ED 267 780 ED 267 641 ers. Literature in Translation. ED 267 450 therapy. ED 267 341 ED 267 345 ED 267 737 tional Design and Educational Psychology Doc- ED 267 777 ED 267 894 ships in Political Communication Research. ED 267 793 ED 268 136 Instructional Strategies in CAI: Instructional De- Making the Computer Fit the Child Rather than sign Theory Needs. the Child Fit the Computer: Conversations be ED 267 786 tween Children and Robots. ED 267 931 haviors of College Students. Map Out a Public Preschool Care and Education ED 268 180 Plan: Multiphased Need Assessment for Program Interactive Cable Television: An Evaluation Decisions. (Draft). Study. ED 268 174 ED 267 616 ED 267 995 ED 267 516 Current Achievement and Reactions of SecondCommunicating Intrapersonally about Stress: ary School Students to Their Experiences in an The Dynamics on Self. Page 22
ED 267 840 A Survey of U.S. Senators Regarding Their High School Education. ED 267 956 Systematic Representation of Biology Knowledge. ED 268 009 Systematic Representation of Knowledge of Ecology: Concepts and Relationships. ED 268 012 Systematic Representation of Molecular Biology Knowledge. ED 268 010 Teacher Unionism: Factors That Motivate Membership. ED 268 089 Teaching and Research: Independent, Parallel, Unequal. ED 268 150 Teaching for Critical Thinking. ED 268 109 Teaching Reading to Bilingual Children Study. Final Report. ED 267 624 Teaching Strategies Which Enable or Limit Prekindergarten Written Language Learning. ED 267 924 Teaching the Severely Mentally Retarded and Elderly to Stand. ED 267 577 Technical Characteristics of an Instrument to Measure Computer Anxiety of Upper Elementary and Secondary School Students. ED 268 176 Teenage Pregnancy: The Problem That Hasn't Gone Away. ED 267 350 Tennessee Technological University Teacher Evaluation Model-Year XII. Study of the Teacher Preparation Progams of Tennessee Technological University Report 85-2. ED 268 080 Testing Practices and Test Item Preferences of Classroom Teachers. ED 268 145 Three Models of Discussion: A Sociolinguistic Analysis Examining Relationships among Models of Discussion and Verbal Interactional Patterns. Third Draft. ED 267 454 Throwing the Baby out with the Bathwater: The Impact of Curriculum and Promotion Requirements on a Successful Business Education Program. ED 267 277 A Time Management Study. ED 267 769 Time Management Study in Academic Libraries. Final Report. ED 267 802 Time-Series Analysis of Therapeutic Process and Outcome: An Eating Disorder. ED 267 363 The Toddler's Transition from Attachment to Self: The Role of Self Comforting. ED 267 918 Toward a Self-Evaluaton Maintenance Model of Social Behavior. ED 267 303 Trainee Impairment in APA Approved Internship and Graduate Programs. ED 267 315 Transfer Students at Berkeley. ED 267 679 The Two-Predictor Validity Curve. Resarch Report. ED 268 128 The Type A Coronary Prone Behavior Pattern: Articulated Thoughts and Attributions in Achievement Situations. ED 267 347 Undergraduates Studying Science: Views on STS of Future Scientists and Non-Scientists. ED 267 993 Unit Cost Report, Fiscal Year 1985, for the Public Community Colleges of Illinois. ED 267 863 University Library Experience with Remote Access to Online Catalogs. ED 267 805 The Use of Microcomputers in New York State Early Childhood Special Education Programs. ED 267 538
The Use of Student Financial Aid to Attract Pro ED 268 183 spective Teachers: A Survey of State Efforts. Applying Criterion-Referenced Measurement to ED 267 687 School Psychology: A Handbook. ED 267 349 Assessing Reading, Mathematics, and Language Applying Play to Therapy. Skills Needed for Vocational Training and Place- ED 267 550 ment in Child Care Services. Are Debate Handbooks Proper Educational Ma BD 267 923 terials for High School Debates - Con? Using Cooperatives to Transport Rural Passen ED 267 470 gers. Are Middle-Class Whites Beginning to Occupy ED 267 951 Two-Year Colleges? Values and Educational Success among Disad- ED 267 849 vantaged Students. Aspects of Programming Courses That Foster ED 268 068 Problem Solving. ED 267 908 An Assessment of Nursing Attitudes toward ED 267 330 Computers in Health Care. ED 267 759 ED 267 440 ED 267 503 Attaining Familyhood through Family Confer- Varieties of English and Women's Language: encing. Culture and Creativity. ED 267 904 ED 267 290 vey of Salaries and Wages in Public Schools. ERS Attitudes Toward Teaching of High Aptitude Report. High School Seniors. BD 268 092 Attributions to the Self and Partner in Distressed of Explanatory Labels in a Science Museum. and Nondistressed Couples. ED 267 966 ED 267 337 Who Uses Institutional Research and Why? Re- Authentic Camera-Produced Materials for Ransearch Report No. 85-22. dom-Access Video Delivery. ED 267 879 ED 267 627 Word Processing and the Writing Process: En Behavioral, Affective, and Cognitive Differences hancement or Distraction? between High and Low Procrastinators as an Ac ED 267 763 ademic Deadline Approaches. 16 PF Profiles of Academically Able High School ED 267 368 Students. Boosting Teachers' Self-Esteem: A Dropout Pre ED 267 568 vention Strategy. ED 267 316 Brazilian Portuguese Requests and the Role of ED 267 781 Deixis in Politeness. (150) Speeches/ Meeting Papers ED 267 608 The Academic Quality of Teacher Certification Building Program Awareness through Adult Marketing and Distributive Education. ED 267 265 Building Reading Vocabulary through Inference: Memory as a Determinant of Attitude-Behavior A Better Classification of Context Clues. Consistency. ED 267 634 ED 267 323 But Based on What? Village Primary Education The Accuracy of Cognitive Monitoring during and Urban Educationists in India. Computer-Based Instruction. ED 268 219 ED 267 768 Career Education from the Employers' ViewAce: Action-Communication-Expression. IM point. PACT II: Houston's Teacher-to-Teacher Net ED 267 552 work. The Career Ladder Program in Tennessee. ED 267 464 ED 268 073 ED 268 094 ED 267 903 Characteristics of Consulting Psychologists and Achieving Proficiency Goals through Compe Their Practices. tency Guidelines. ED 267 361 Borrowing. ED 268 213 ED 267 632 Curriculum. Classroom-tested Recommendations for Teach ED 267 636 ing Problem Solving within a Traditional College Age and Obsolescence: A Review and Discus Course: Genetics. sion. ED 267 992 Much Do We Know? ED 267 320 ED 268 090 egies with Preschool Children. Cognitive Aging Research: What Does It Say ED 267 919 about Cognition? Aging? ED 267 331 the Single Parent Dilemma. Cognitive Maps of a College Campus: A MultidiED 267 334 mensional Scaling Analysis. Answers That Raise Questions: Report on a Sur ED 267 352 vey of Computer Use in Composition Instruction. A Collaborative Computer Technology Project. ED 267 398 ED 268 115 The Anti-intellectualism of the Intellectuals: Per- Collection Mapping in School Library Media spectives from Liberal Journalism. Centers. ED 268 061 ED 267 775 An Application of the Rasch Model to Comput- The Coming Teacher Shortage: What Schools erized Adaptive Testing. Can Do about It. Page 23
Principles for the Preservation and Conservation of Library Materials. IFLA Professional Reports, No. 8. ED 267 823 Problems Court: The Role of the Reading Educator in the Training of Elementary School Principals. ED 267 380 Problems, Perplexities, and Politics of Program Evaluation. ED 267 518 The Problem with "Formal" Research Papers. ED 267 591 Proceedings of Selected Research Paper Presentations at the 1986 Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division (Las Vegas, NV, January 16-21, 1986). ED 267 753 Reading and Information Skills-A Functional Approach. ED 267 386 Relation Definition Theory. ED 267 408 Rhetorical Problem Solving: Cognition and Professional Writing. ED 267 400 Slouching toward Bethlehem: Where Are We Going? Working Draft. ED 267 407 Social Psychology and Social Context. Draft. ED 267 483 State of the World 1986. A Worldwatch Institute Report on Progress toward a Sustainable Society. ED 268 037 Stereotype and Identity: The Italian Case. ED 268 191 Student Intellectual Development. A Symposium. ED 267 708 Summary of Regional Conferences: Increasing Minority Access to the Licensed Professions through Two-Year College Programs. ED 267 858 Supporting Real Innovation in the 80's Characteristics of ID Units That Will Make It Happen. A DID/AECT Occasional Paper. ED 267 729 Teacher as Researcher and Evaluator-One Suggested Solution to Some Recurrent Problems in ĒLT and ESP. ED 267 583 Technical Education in South Carolina. The Imperative Need for Educational Changes. A Position Paper Resulting from a Study Committee. ED 267 279 Technology in Science and Mathematics Education. ED 268 007 Telecommunications: Making Sense of New Technology and New Legislation. Papers Presented at the 1984 Clinic on Library Applications of Data Processing (April 14-16, 1984). ED 267 735 Television and Young Children: The Effects of Television on Dramatic Play. ED 267 929 To Compose: Teaching Writing in the High School. ED 267 415 Today's Changing Families and their Needs. ED 267 909 Toward Excellence in California's Community Colleges. ED 267 884 Toward Further Discussion: Equality in the High School Foreign Language Classroom. ED 267 642 The Training and Professional Development of Academic Staff in the People's Republic of China. ED 267 713 Trends and Issues in English Instruction, 1986 Seven Summaries. ED 267 413 Unionization and Academic Excellence. Proceedings of the Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions (13th, New York, New York, April 1985). ED 267 728 The Use and Abuse of the Hired Judge Pool. ED 267 462
Use of Personal Space in Libraries: A Review. ED 267 703 ED 267 806 Non-Annotated Bibliography on Societal and Using an Electronic Spreadsheet Simulator to Educational Futures: Classroom Resources and Teach Neural Modeling of Visual Phenomena. Media. Microcomputing Working Paper Series. ED 267 487 ED 267 750 North American Indian Women: Selected Using Television to Develop "The High School Sources. of the Future". ED 267 937 ative Bibliography. cal Thinking. ED 267 978 General Reader. ED 268 195 Passages to Family History: A Guide to Genea(130) Reference Materials logical Research in the Dartmouth College LiRecent Graduate Works and Programs in Envi- brary. ronmental Education and Communications. Vol ED 268 018 ume VIII. Perspectives on Comparative Higher Education: ED 267 979 A Survey of Research and Literature. ICED Oc- ED 267 662 ED 267 269 Preschool Education 1982: Selective Bibliogra- Toxicants in Consumer Products. Household phy. Hazardous Waste Disposal Project. Metro Toxi- ED 267 886 cant Program No. 1B. Re-Entry Women: Annotated Bibliography. ED 267 984 ED 267 344 (131) Reference Materials - Bibliographies A Reference Guide to Program Evaluation in Adult Education. Adventure, Wilderness, Outward Bound, Thera- ED 267 246 peutic Camping, Experiental Learning, Ropes Resources for the Future; A Short Non-AnnoCourses & Games. tated Bibliography: Societal Futures, Educational ED 267 935 Futures, Information Groups, Magazines, ClassAfro-Brazilian Literature: A New Dimension for room Resources, Media. Black and Latin American Studies Curricula. ED 267 488 ED 268 206 Resources in Education (RIE). Volume 21, NumBridges to Knowledge: Foreign Students in Com ber 8. parative Perspective. ED 267 169 China Under Mao. ED 267 410 ED 268 046 Data Book of Social Studies Materials and Re- Sneak Previews: An Annotated Bibliography. sources. Volume 11. ED 267 432 ED 267 985 tin, Supplement No. 17. Staff Development and Desegregation: A De ED 267 887 cade of Research, 1975-1985. An Annotated Bib- A Family Meeting Handbook. Achieving Family liography, Harmony Happily. ED 268 197 ED 267 913 Food for Thought: An Annotated Bibliography. (132) Reference Materials - Directo- ED 267 428 ries/Catalogs ED 267 525 ED 267 260 ED 267 421 Contemporary American Indian Women: Ca- A Helpful Guide for Writing Instruction: A Bibli- reers And Contributions. ography of Resources for Teachers. 1985 Edition. ED 267 936 ED 267 940 ED 267 696 ED 267 821 phy. Handicapped Children's Early Education Pro ED 267 827 gram. Directory: 1983-84. Edition. An Introductory Annotated Bibliography on (1) ED 267 543 Societal Futures, (2) Educational Futures, (3) Handicapped Children's Early Education Pro- Educational Alternatives and Change. gram. 1982-83 Overview and Directory. ED 267 486 ED 267 542 Job Placement and Development. Procedures Microcomputers for Early Childhood Special EdManual and Bibliography of Resources. ucation. Monograph Number 2. ED 267 235 ED 267 559 The Kodaly Concept: A Bibliography for Music NCATE Thirty-second Annual List of AccredEducation. Kodaly: A Dynamic Tradition I. ited Programs. 1985-86. ED 268 054 ED 268 079 Learning about the Soviets: Selected Teaching Postsecondary Educational Supply and OccupaResources. tional Demand in Texas, Spring 1985. ED 268 031 ED 267 706 Menu for Mealtimes: An Annotated List of Sto- Small Business Management Training Tools Diries and Activities to Teach Nutrition. rectory. ED 267 889 ED 267 851 The New Liberal Learning: Technology and the Sources of Braille Reading Materials. Reference Liberal arts. Circular No. 86-2. Page 24
IUS Seminar (1st Cranfield, England, July 27-30, chological Framework. 1984). ED 267 962 ED 267 803 A Second Look at the Validity of Readability. Instructional Film Research and the Learner. ED 267 385 ED 267 757 Sentence Combining: Some Questions. Instructional Simulation: Research, Theory, and ED 267 602 a Case Study. Serving More Than Students: A Critical Need for ED 267 793 College Student Personnel Services. ASHEInstructional Strategies in CAI: Instructional De- ERIC Higher Education Report No. 7, 1985. sign Theory Needs. ED 267 678 ED 267 786 Student Engagement and Skill Development in Issues and Problems in Professional Develop- Writing at the Secondary Level. Final Report. ment. A Review of Selected Literature Pertaining ED 267 504 to the Recruitment and Initial, Inductive, and Technological Education in the United States: Present and Emerging Patterns. ED 268 103 ED 267 256 Television and Reading: A Research Synthesis. nale and Use. ED 267 389 ED 268 114 Testimony of the Project Director, Head Start Latchkey Programs: A Research Review. Mental Health National Discretionary Grant on ED 267 900 Behalf of the American Psychological AssociaLeadership Can Create Excellence. tion before the United States Senate, Subcommit ED 267 848 tee on Children, Family Drugs and Alcoholism, Lesbianism: Affirming Non-Traditional Roles. Committee on Labor and Human Resources on ED 267 367 the Subject of Mental Health for Head Start ChilLinguistics and High Technology. dren and Families. ED 267 604 ED 267 912 Common Individual on Socio-Cultural Change: ED 267 641 A Bibliographic Essay. Literature Review on Improving Secondary Vo- ED 268 067 cational Education Effectiveness. To Compose: Teaching Writing in the High ED 267 276 School. ED 267 415 ments Suggested by a Review of the Organiza- Trends and Issues in English Instruction, tional Literature. 1986-Seven Summaries. ED 267 498 ED 267 413 Merit, Motivation, and Mythology. Use of Personal Space in Libraries: A Review. ED 268 112 ED 267 806 Micmac Literacy and Cognitive Assimilation. The Varied Uses of Readability Measurement. ED 267 384 Microcomputer Software for Language Arts: Sur- What Research Has to say about Latchkey Provey and Analysis. Informal Series: 63. grams. ED 267 619 ED 267 922 On-Line Help: Design Issues for Authoring Sys (071) Information Analyses - ERIC IAPS tems. CDC Technical Report No. 18. ED 267 810 Affecting Critical Thinking through Speech. Oral Language Games and Activities: A Litera ED 267 476 ture Review. Au Courant: Teaching French Vocabulary and ED 267 888 Culture Using the Mass Media. Language in Edu- Organizational Climate: Myth and Measure- cation: Theory and Practice 65. ment. ED 267 644 ED 267 343 Choosing Software for Children. Organized Labor's Linkage with Vocational Edu- ED 267 914 cation. Occasional Paper No. 110. Community Study. ERIC Digest No. 28. ED 268 065 [Participation of Disabled People in JTPA.) Controversies and Decision Making in Difficult ED 267 553 Economic Times. New Directions for Commu- ED 267 847 casional Paper Number 16. Counseling Hispanic College-Bound High School ED 267 662 Students. Private Education: Studies in Choice and Public ED 268 188 Policy. Yale Studies on Nonprofit Organizations. Data Book of Social Studies Materials and Re ED 267 701/1 sources. Volume 11. Review of Factors Affecting Learning of Mexi ED 268 022 can-Americans. Faculty Bargaining and Campus Governance: ED 267 946 Rhetoric v. Research. Review of Monitoring Procedures with Mildly ED 267 727 Handicapped Students. Faculty Participation in Decision Making: Ne ED 268 181 cessity or Luxury? ASHE-ERIC Higher EducaReview of Related Literature and Research: His- tion Report No. 8, 1985. tory of Merit Pay, Differentiated Staffing, and ED 267 694 Incentive Pay Programs. Faculty Research Performance: Lessons from the ED 267 513 Sciences and the Social Sciences. ASHE-ERIC A Review of Research Affecting Educational Higher Education Report No. 4, 1985. Programming for Bilingual Handicapped Stu ED 267 677 dents. Executive Summary. Grade Retention and Promotion. ED 267 899 phy. ED 267 555 ED 267 827 ED 267 510 ED 267 556 Leadership. ERIC Digest No. 26. Scholastics and Intercollegiate Sport Participa- ED 268 063 tion: Males and Females. Outdoor Education: Definition and Philosophy. ED 267 674 ED 267 941 School Buses & Seat Belts: A Discussion. Serving More Than Students: A Critical Need for ED 267 494 College Student Personnel Services. ASHEScience Curriculum Design: Views from a Psy- ERIC Higher Education Report No. 7, 1985.
ED 267 678 Social Studies Research: Theory into Practice. ERIC Digest No. 27. ED 268 064 Teaching about Peace and Nuclear War: A Balanced Approach. ED 268 025 Testing in Literature. ERIC Digest. ED 267 435 (080) Journal Articles Can You Really Be Both? Some Thoughts on the ED 267 717 Choosing a Chief Information Officer: The Myth of the Computer Czar. ED 267 719 Computers and Autistic Learners: An Evolving Technology. ED 267 575 Hearts and Minds: The Freshman Challenge. ED 267 718 Modern Technology and Urban Schools. ED 268 203 (090) Legal Legislative/Regulatory Materials The Acts, Economic and Political Conditions and Committee Work That Led to the Passage of the Smith-Hughes Act of 1917. ED 267 297 Child Health and Fitness. Hearing before the Subcommittee on Children, Family, Drugs and Alcoholism of the Committee on Labor and Human Resources. United States Senate, Ninety-ninth Congress, First Session on Examining Problems Confronting the Physical Condition of Our Children and Ways to Help Them. ED 268 085 Constitutional Protections of Teachers and Other Public Employees. ED 267 511 The Constitution in the Twentieth Century: Implications for Citizenship Education. ED 268 041 Copyright Policy. Microcomputing Working Paper Series. Revised. ED 267 741 The Definitions, Purposes, and Objectives of Federal Funded Vocational Education through the Various Vocational Acts 1917-1976. ED 267 298 Early Intervention Advisory Group Workbook: A Guide for Writing Local Comprehensive Plans for Early Intervention. ED 267 532 Electronic Collection and Dissemination of Information by Federal Agencies. Hearings before a Subcommittee of the Committee on Government Operations, House of Representatives, Ninety-Ninth Congress, First Session (April 29, June 26, October 18, 1985). ED 267 752 The Factors That Led to the Passage of the 1963 Vocational Education Act and How the 1968 and 1976 Amendments Changed This Act. ED 267 299 Families with Disabled Children: Issues for the 1980's. Hearing before the Select Committee on Children, Youth, and Families, House of Representatives, Ninety-Ninth Congress, First Session (April 19, 1985, Anaheim, CA). ED 267 548 Home Health Care for Chronically Ill Children: Hearing before the Committee on Labor and Human Resources, United States Senate, Ninety-Ninth Congress, First Session on Examining the Needs for Pediatric Home Care for Children with Long-Term Illnesses and Disabilities. ED 267 541 Illinois Department of Children and Family Services Text of Adopted Rules. Subchapter e: Requirements for Licensure. Part 406: Licensing Standards for Day Care Homes. ED 267 891 Illinois Department of Children and Family Services Text of Adopted Rules. Subchapter e: Requirements for Licensure. Part 407: Licensing Standards for Day Care Centers. ED 267 892 The Importance and Impact of Three Significant Political Decisions upon Higher Education in Tennessee. Page 25
(Dialogue Theory and Polyphony: Proceedings Unionization and Academic Excellence. Pro- tional Center for the Study of Collective ED 267 651 Bargaining in Higher Education and the Profes- ED 267 728 (022) Collected Works - Serials ED 267 887 Four Curriculum Models. Coming Together An Approach to Dictation with Young Children. ED 267 426 ED 267 600 ED 267 516 1985 Summer Institute. Constitutional Protections of Teachers and Other ED 268 036 Public Employees. ED 267 511 of a Colloquium, Neuchatel, Switzerland, Sep ED 267 803 tember 27-28, 1985). ED 267 651 ED 267 445 ED 267 958 Integrating Reading and Language Arts. International Perspectives on Environmental Ed- ED 267 375 ED 268 015 ber 5-9, 1984). It Is Time for Principals to Share the Responsibil- ED 267 969 ity for Instructional Leadership with Others. ED 267 510 ume XVIII, 1985. Journal of College Reading and Learning, Vol- ED 267 376 ume XVIII, 1985. ED 267 376 The Journal of the Society for Accelerative Learning and Teaching, Volume 9, 1984. ing Workshop ED 267 610 Keeping Sex Equity Issues "In The News." A Collection of Brief Articles for Reprints in School Campus. A Symposium. Newsletters and Bulletins. ED 268 050 Perspectives on Higher Education: Eight Disci- plinary and Comparative Views. Papers pres- Obscenity and Cable Television: A Regulatory Approach. Journalism Monographs. Number California, Los Angeles, California 1982). Ninety-Five. ED 267 443 On Teaching Critical Thinking. Cognitive Strate- gies for Teaching: Poetry, Short Story, Composi- tion, the Research Paper, Critical Reading. ED 267 447 ED 268 047 Peace Studies. ED 268 044 Research in Science Education, Volume 15. Se- lections of Papers from the Annual Conference of ogy and Sponsored by the Research and Theory the Australian Science Education Research AsDivision (Las Vegas, NV, January 16-21, 1986). sociation (16th, Rockhampton, Queensland, Australia, May 1985). ED 267 974 Resources in Education (RIE). Volume 21, Num- ED 268 187 ber 8. ED 267 169 lections of Papers from the Annual Conference of Social Sciences in Forestry. A Current Selected the Australian Science Education Research As Bibliography and Index, No. 66. sociation (16th, Rockhampton, Queensland, ED 267 985 Australia, May 1985). TECFORS, A Newsletter for Instructors of Writ- ED 267 974 ing and Reading to ESL and Bi-Lingual Adult Students. Volume 4, 1981. morrow. Selected Papers from the Annual Meet ED 267 647 ing of the Central States Conference on the TECFORS, A Newsletter for Instructors of WritTeaching of Foreign Languages (Milwaukee, ing and Reading to ESL and Bi-Lingual Adult Wisconsin, April 3-5, 1986). Students. Volume 5, 1982. ED 267 625 ED 267 648 TECFORS, A Newsletter for Instructors of Writ- Students. Volume 6, 1983. ED 268 027 ED 267 649 Southwest Park and Recreation Training Insti- TECFORS: A Newsletter for Instructors of Writ- tute Proceedings (29th, Kingston, Oklahoma, ing and Reading to ESL and Bi-Lingual Adult February 5-8, 1984). Students. Volume 7, 1984. ED 267 581 TECFORS, A Newsletter for Instructors of Writ- ED 267 650 ED 268 182 Unionization among College Faculty. ED 267 963 ED 267 711
(040) Dissertations/Theses - Undetermined The Effects of Preconscious Cues upon the Automatic Activation of Self-Esteem of Selected Middle School Students. ED 268 153 (041) Dissertations/Theses - Doctoral Dissertations The Development of the Concept of Temperature When Assessed via Three Developmental Models. Tel-Aviv University Unit on Human Development and Education. Working Paper No. 46. ED 267 968 Research Interactions between Industry and Higher Education: An Examination of the Major Legal Issues Involved in Four Representative Contracts. ED 267 689 Guidelines for Prospective EFL Teachers in Saudi Arabia. ED 267 611 ED 267 675 Oral Language Games and Activities: A Literature Review. ED 267 888 The Problem of Evaluating Sex Bias in Textbooks and an Analysis and Evaluation of Sex Bias in Selected Editions of “Rise of the American Nation." ED 268 028 A Study of Tenth and Eleventh Grade Students Who Failed the New Jersey Minimum Basic Skills Test in Reading. ED 267 393 (043) Dissertations/Theses - Practicum Papers Development of a Strategic Plan for the Harold ED 267 813 ED 267 932 Providing Human and Material Resources to Remediate and Enrich Math Skills of Second Grade Students. ED 267 960 (050) Guides - General Career Passport. Experience Profile Guide. ED 267 263 Data User Guide to the National Science Foundation's Academic Science and Engineering Statistics Survey Data Tapes, Version 5. ED 268 003 External Video for the Macintosh. Microcomputing Working Paper Series. ED 267 751 Guidelines for Equity Issues in Technology Education. ED 268 205 Principles for the Preservation and Conservation of Library Materials. IFLA Professional Reports, No. 8. ED 267 823 Programme Communication: A Handbook on Communication Strategy Development for Child Survival and Development Programmes. Handbooks in Communication and Training for CSDR No. 1. ED 267 460 Technical Assistance Guide to Developing Employment Competencies at the Local Level. ED 267 171 Telecommunications: Making Sense of New Technology and New Legislation. Papers Presented at the 1984 Clinic on Library Applications of Data Processing (April 14-16, 1984). ED 267 735 Toward Hazardless Waste: A Guide for Safe Use and Disposal of Hazardous Household Products. ED 267 981 Page 26
Analysis of FY-1986 310 Projects. ED 267 294 Employing Retired Military Personnel as Vocational Education Teachers. ED 267 232 Summary of State-Administered Program Improvement Projects in FY 1985. ED 267 231 Ohio State Dept. of Education, Columbus. Div. of Elementary and Secondary Education. English Language Arts Curriculum. Minimum Standards Leadership Series. ED 267 417 Integrating Language Arts. Minimun Standards Leadership Series. ED 267 416 Ohio State Univ., Columbus. National Center for Research in Vocational Education, Develop Program Goals and Objectives. Second Edition. Module A-6 of Category A-Program Planning, Development, and Evaluation. Professional Teacher Education Module Series. ED 267 227 Employing Retired Military Personnel as Vocational Education Teachers. ED 267 2:32 Organized Labor's Linkage with Vocational Ed :cation. Occasional Paper No. 110. ED 267 270 Summary of State-Administered Program Improvement Projects in FY 1985. ED 267 231 Ohio Valley Philosophy of Education Society, Terre Haute, Ind. Philosophical Studies in Education. Proceedings of the Annual Meeting of the Ohio Valley Philosophy of Education Society (Cincinnati, Ohio, November 15, 1984). ED 268 047 Ontario Educational Research Council, Toronto. The Self-Concept of the Learning Disabled Adolescent: Mainstreamed versus Self-Contained Program. ED 267 526 Ontario Inst. for Studies in Education, Toronto. Microcomputer Software for Language Arts: Survey and Analysis. Informal Series: 63. ED 267 619 Oregon School Study Council, Eugene. The Coming Teacher Shortage: What Schools Can Do about It. ED 267 516 It Is Time for Principals to Share the Responsibility for Instructional Leadership with Others. ED 267 510 Oregon State Board of Education, Salem, Kindergarten Handbook. For Oregon Public Schools. ED 267 933 Oregon State Dept. of Education, Salem. Essential Learning Skills. ED 267 422 Follow-up Study of 1983-84 Community College Vocational Program Students. ED 267 268 Kindergarten Handbook. For Oregon Public Schools. ED 267 933 Oregon Statewide Assessment: Writing, Grade 8, 1985. ED 267 423 Oregon State Dept. of Education, Salem. Div. of Vocational Education. Feasibility Study, Regional Planning, and Initiation of a Regional Approach to Offering Vocational Technical Education in Douglas County. Joint and Cooperative Vocational Education Program. Final Report. ED 267 284 Oregon Univ., Eugene. Center for Educational Policy and Management. Change in the Governance of the School's In
structional Program: A Study of Multiunit Elementary Schools. ED 267 500 Effective Environments for Secondary Schooling: Modelling the Process of Choosing between Public and Private Schools. Final Report. ED 267 499 Effects on Teacher Practice of a Staff Development Program for Integrating Teaching and Testing in High School Courses. Final Report. ED 267 501 High School Procedures for Managing Student Absenteeism: Staff Implementation and Satisfaction and Student Response. Final Report. ED 267 502 Labor Policy in School Districts: Its Diffusion and Impact on Work Structures. ED 267 505 Measures of School Climate: Needed Improvements Suggested by a Review of the Organizational Literature. ED 267 498 Student Engagement and Skill Development in Writing at the Secondary Level. Final Report. ED 267 504 Variation in Student Skipping: A Study of Six High Schools. Final Report. ED 267 503 Oregon Univ., Eugene. Center on Human Development. Psychometric Evaluation of the Comprehensive Early Evaluation and Programming System (CEÉPS). Final Report. ED 267 536 Organisation for Economic Cooperation and Development, Paris (France). New Policies for the Young. ED 267 292 Organization of American Kodaly Educators, Whitewater, WI. The Kodaly Concept: A Bibliography for Music Education. Kodaly: A Dynamic Tradition I. ED 268 054 ORI, Inc., Bethesda, Md. Information Systems Div. Resources in Education (RIE). Volume 21, Number 8. ED 267 169 Pennsylvania State Dept. of Education, Harrisburg. Adult Basic Education Programs in the Commonwealth of Pennsylvania. Evaluation Report: Fiscal Year 1984-85. ED 267 280 Pennsylvania State Dept. of Education, Harrisburg. Bureau of Vocational and Technical Education, A Catalog of Performance Objectives and Performance Guides for Laser Systems Technician for the Job Titles of Laser Technician D.O.T. 019.181-010, Laser Systems Technician D.O.T.-N/A ED 267 225 Pennsylvania State Univ., University Park, Center for Rural Women, Rural Women of Pennsylvania: A Demographic Profile. ED 267 939 Pennsylvania State Univ., University Park, Center for the Study of Higher Education, Building Academic Quality in Distance Higher Education. A Monograph in Higher Education Evaluation and Policy. ED 267 673 Pennsylvania State Univ., University Park. Coll. of Agriculture. Rural Women of Pennsylvania: A Demographic Profile. ED 267 939 Peralta Community Coll. District, Oakland, CA. Office of Research, Planning and Development. Fall 1984 Retention Study. ED 267 881
Peralta Community Coll. System, Berkeley, Calif. Vista Coll. Surveying Student Goals to Aid Institutional Effectiveness: Student Goals Survey Research Report. ED 267 865 Phi Delta Kappa Educational Foundation, Bloomington, Ind. The Induction of New Teachers. Fastback 237. ED 268 117 Teaching and Teacher Education: Implementing Reform. Fastback 240. ED 268 116 Philadelphia Community Coll., Pa. Badminton: Course Proposal. ED 267 829 Principles and Applications of Physical Fitness: Course Proposal. ED 267 830 Tennis: Course Proposal. ED 267 831 Volleyball: Course Proposal. ED 267 832 Phil Hardin Foundation, Meridian, MS. Physics Demonstrations and Experiments for High School ED 267 998 Phoenix Univ., San Jose, CA. Orem's Self-Care Model of Nursing: An Enumerative Bibliography. ED 267 978 Pitt Community Coll., Greenville, NC. A Model for Recruiting the New Community College Student. ED 267 187 Polaroid/Inner City, Inc., Roxbury, MA. Polaroid/Inner City, Inc. A Review of Job Placements 1982-1984. ED 267 176 Portland Community Coll., OR. Research and Planning Dept. Characteristics of Students and Programs at Portland Community College. ED 267 842 Portland Public Schools, OR. Evaluation Dept. HOSTS Program in the Portland Public Schools. 1984-85 Evaluation Report. ED 268 167 Indian Education Act Project in the Portland Public Schools. 1984-85 Evaluation Report. ED 268 168 Portland State Univ., Oreg. Regional Research Inst. for Human Services. Community Shares: Corporate Financing of a Child Care Information Service. A Final Report (Revised Edition). ED 267 893 President's Committee on Employment of the Handicapped, Washington, D.C. [Participation of Disabled People in JTPA.) ED 267 553 Supervising Adults with Learning Disabilities. ED 267 524 Professional Secretaries International, Kansas City, MO. The Causes of Stress on the Modern Secretary. ED 267 184 The Evolving Role of the Secretary in the Information Age. ED 267 182 Secretaries...Who Earns What? and Why? ED 267 183 Puerto Rico State Dept. of Education, Hato Rey. English: A Bridge to Communication and Understanding. Curriculum Guide for the Teaching of English in the Public Schools of Puerto Rico, Grades One to Twelve. ED 267 395 Quantum Research Corp., Chevy Chase, MD.
ED 267 236 Linear Equations. (Student Worksheets for Vocational Agricultural Courses). ED 267 244 Mathematics Competencies in Vocational Education. Business and Office Education, Consumer and Homemaking Education, Marketing and Distributive Education. ED 267 252 Mathematics for Drafting. ED 267 249 Mathematics for Electronics. ED 267 250 The Metric System. (Student Worksheets for Vocational Agricultural Courses). ED 267 243 Percent and Percentages. (Student Worksheets for Vocational Agricultural Courses]. ED 267 239 Perimeter, Area, and Volume. (Student Worksheets for Vocational Agricultural Courses]. ED 267 241 Ratios and Proportions. (Student Worksheets for Vocational Agricultural Courses). ED 267 240 Reading a Rule. (Student Worksheets for Vocational Agricultural Courses]. ED 267 242 Science Competencies for Health Occupations Education. ED 267 255 Science Competencies in Vocational Education. Business and Office Education, Consumer and Homemaking Education, Marketing and Distributive Education. ED 267 253 Teaching Science in Vocational Agriculture: An Identification of Science Competencies Taught in Ornamental Horticulture [and] Introduction to Agriculture/Natural Resources. ED 267 251 Whole Numbers. (Student Worksheets for Vocational Agricultural Courses]. ED 267 245 North Carolina State Univ., Raleigh. Dept. of Occupational Education. Analysis of Follow-up Results from Completers and Leavers of Secondary Vocational Agriculture Programs. Final Report. ED 267 254 Common Fractions. (Student Worksheets for Vocational Agricultural Courses). ED 267 238 Decimals. (Student Worksheets for Vocational Agricultural Courses]. ED 267 237 Interpretation and Analysis of Data. [Student Worksheets for Vocational Agricultural Courses). ED 267 236 Linear Equations. [Student Worksheets for Vocational Agricultural Courses]. ED 267 244 Mathematics for Drafting. ED 267 249 Mathematics for Electronics. ED 267 250 The Metric System. (Student Worksheets for Vocational Agricultural Courses). ED 267 243 Percent and Percentages. [Student Worksheets for Vocational Agricultural Courses]. ED 267 239 Perimeter, Area, and Volume. (Student Worksheets for Vocational Agricultural Courses). ED 267 241 Ratios and Proportions. (Student Worksheets for Vocational Agricultural Courses). ED 267 240 Reading a Rule. (Student Worksheets for Vocational Agricultural Courses). ED 267 242 Science Competencies for Health Occupations Education. ED 267 255 Teaching Science in Vocational Agriculture: An Identification of Science Competencies Taught in Ornamental Horticulture [and] Introduction to Agriculture/Natural Resources. ED 267 251 Whole Numbers. (Student Worksheets for Vocational Agricultural Courses]. ED 267 245
North Carolina Univ., Chapel Hill. Technical Assistance Development System. A Guide to Measures of Social Support and Family Behaviors. Monograph Number 1. ED 267 558 Handicapped Children's Early Education Program. Directory: 1983-84. Edition. ED 267 543 Handicapped Children's Early Education Program. 1982-83 Overview and Directory. ED 267 542 Microcomputers for Early Childhood Special Education. Monograph Number 2. ED 267 559 North Carolina Univ., Greensboro. Manual of Research Procedures for Longitudinal Follow-Up of Low-Income Youth. Cooperative Regional Project S-171. Dynamics of Life Plans and Attainment of Low-Income Youth: A Longitudinal Analysis. ED 268 173 North Central Regional Educational Lab., Elmhurst, IL. Issues and Problems in Professional Development. A Review of Selected Literature Pertaining to the Recruitment and Initial, Inductive, and Inservice Education of Teachers. ED 268 103 North Dakota Univ., Grand Forks. Center for Teaching and Learning. An Approach to Dictation with Young Children. ED 267 426 "I Like the Long Name": Young Children Using Literate Language. ED 267 445 Peace Studies. ED 268 044 Northeast Regional Exchange, Inc., Chelmsford, MA. Computers in the Classroom: Experiences Teaching with Flexible Tools. Teachers Writing to Teachers Series. ED 268 013 Mathematics, Science, and Computer Education, Grades 7-12. A Report on the New Hampshire Mathematics and Science Education 1983 Status Survey. ED 267 959 Teaching Mathematics: Strategies that Work. Teachers Writing to Teachers Series. ED 268 014 To Compose: Teaching Writing in the High School. ED 267 415 Northern Iowa Univ., Cedar Falls. Recent Graduate Works and Programs in Environmental Education and Communications. Volume VIII. ED 267 979 Northwest Regional Educational Lab., Portland, OR, Education and Work Program. Literature Review on Improving Secondary Vocational Education Effectiveness. ED 267 276 Northwest Regional Educational Lab., Portland, OR. Northwest Center for State Educational Policy Studies. Choice within the System: An Issue Analysis Paper. Discussion Draft. ED 267 496 Office of Educational Research and Improvement (ED), Washington, DC. Au Courant: Teaching French Vocabulary and Culture Using the Mass Media. Language in Education: Theory and Practice 65. ED 267 644 Choosing Software for Children. ED 267 914 Grade Retention and Promotion. ED 267 899 Institutions of Higher Education: Index by State and Congressional District, 1984-85. ED 267 716 Literature Review on Improving Secondary Voca
tional Education Effectiveness. ED 267 276 Outdoor Education: Definition and Philosophy. ED 267 941 Resources in Education (RIE). Volume 21, Number 8. ED 267 169 Office of Elementary and Secondary Education (ED), Washington, DC. Indian Education Programs. Hooghan Baahane' = A Book about the Hogan. Revised Edition. ED 267 934 Office of Naval Research, Arlington, Va. Personnel and Training Research Programs Office GUIDON-WATCH: A Graphic Interface for Viewing a Knowledge-Based System. Technical Report # 14. ED 267 732 On Learning the Past Tenses of English Verbs. ED 267 419 On Looking into the Black Box: Prospects and Limits in the Search for Mental Models. ED 268 131 Office of Postsecondary Education (ED), Washington, DC. Education in the U.S.S.R.: Current Status of Secondary Education. ED 268 030 Office of Refugee Resettlement (DHHS), Washington, D.C. An Evaluation of the Favorable Alternate Sites Project. Final Report. ED 268 201 Refugee Earnings and Utilization of Financial Assistance Programs. ED 268 200 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Handicapped Children as Tutors. Final Report (1984-85)." ED 267 545 A Review of Research Affecting Educational Programming for Bilingual Handicapped Students. Executive Summary. ED 267 557 A Review of Research Affecting Educational Programming for Bilingual Handicapped Students. Final Report, Volume 1. ED 267 555 A Review of Research Affecting Educational Programming for Bilingual Handicapped Students. Final Report, Volume 2. ED 267 556 Teaching the Severely Mentally Retarded and Elderly to Stand. ED 267 577 Training District Personnel as Peer Consultants and Inservice Leaders: Implementation and Evaluation of a Training Program. ED 267 569 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation. Microcomputer Useage for Data Based Psychomotor Performance Measures in Adapted Physical Education. ED 267 539 Office of Student Financial Assistance (ED), Washington, DC. Counselor's Handbook. A Federal Student Aid Reference, Part 1. ED 267 710 Logistics and Sampling Plan for Task 2: 1979-1980 IRS Comparison Study. Quality Control Analysis of Selected Aspects of Programs Administered by the Bureau of Student Financial Assistance. ED 267 686 Statistical Match of the VA 1979-1980 Recipient File against the 1979-1980 Basic Grant Recipient File. Revised. ED 267 685 Office of Vocational and Adult Education (ED), Washington, DC.
Teaching Mathematics: Strategies that Work. Teachers Writing to Teachers Series. ED 268 014 Teaching Reading to Bilingual Children Study." Final Report. ED 267 624 Testing in Literature. ERIC Digest. ED 267 435 To Compose: Teaching Writing in the High School. ED 267 415 Variation in Student Skipping: A Study of Six High Schools. Final Report. ED 267 503 National Inst. of Handicapped Research (ED), Washington, DC. Employment Alternatives for Workers with Disabilities: An International Perspective. Research Report. ED 267 228 National Inst. of Mental Health (DHHS), Bethesda, Md. On Learning the Past Tenses of English Verbs. ED 267 419 National Inst. of Mental Health (DHHS), Rockville, Md. National Center for the Control and Prevention of Rape. Clinical Treatment of Nonrecent Rape: How Much Do We Know? ED 267 320 Hidden Rape: Incidence and Prevalence of Sexual Aggression and Victimization in a National Sample of Students in Higher Education. ED 267 321 National Inst. on Aging (DHHS/PHS), Bethesda, MD. Aging and Episodic Priming: The Propositional Structure of Sentences. ED 267 336 National Opinion Research Center, Chi
An Evaluation of the Impact on Attitudes and Values of the Text, “Our Economy: How It Works." NORC Project 4420. ED 268 017 Factors Associated with Changes in Youths' Attitudes Toward Economic Issues. ED 268 016 National Science Foundation, Washington, D.C. Cognitive Modelling and Intelligent Tutoring. ED 267 977 A Math-Science Workshop: Mathematics and Science-Language, Communication and Problem Solving. ED 268 002 Problems Relating Mathematics and Science in the High School. ED 268 001 Science Curriculum Design: Views from a Psychological Framework. ED 267 962 A Study of Uncertainties in the Meta-Analysis of Research on the Effectiveness of “New” Science Curricula. Preliminary Report. ED 267 988 National Science Foundation, Washington, D.C. Div. of Science Resources Studies. Data User Guide to the National Science Foundation's Academic Science and Engineering Statistics Survey Data Tapes, Version 5. ED 268 003 Summary Statistics on Academic Science/Engineering Resources - Early Release. ED 268 000 National Swedish Board of Education, Stockholm. Education Society; Curricular Theory. ED 267 520 Neuchatel Univ. (Switzerland). Dialogisme et polyphonie: Actes du colloque (Dialogue Theory and Polyphony: Proceedings of a Colloquium, Neuchatel, Switzerland, September 27-28, 1985). ED 267 651 New Environments for Women, Inc., Bos
ton, MA. How Will I Support My Baby? Administrator's Guide to Vocational Programming for Adolescent Parents. A Report on the Design and Implementation of the Parent Employment Program of 735, Inc. An SETC Demonstration Project. ED 267 288 New Hampshire State Dept. of Education, Concord, Div. of Instruction, Mathematics, Science, and Computer Education, Grades 7-12. A Report on the New Hampshire Mathematics and Science Education 1983 Status Survey. ED 267 959 New Hampshire Univ., Durham. Dept. of Education, Collaborative Action Research: A Two Year Study of Teachers' Stages of Development and School Contexts. Executive Summary. ED 267 512 New Jersey State Council on the Arts, Trenton. Creative Writing: A Manual for Teachers. ED 267 433 New Jersey State Dept. of Human Services, Trenton. Voucher Subsidized Child Care: The Hudson County Project. ED 267 897 New Mexico Association of Community and Junior Colleges, Santa Fe. Position Paper for Community Colleges in New Mexico. ED 267 885 New York City Board of Education, Brooklyn, Office of Educational Assessment. Family Living Including Sex Education 1984-85. OEA Evaluation Report. ED 267 325 Flushing High School Project CERCA 19831984. OEA Evaluation Report. ED 268 207 Teacher Summer Business Training and Employment Program 1984-85. Final Report. OEA Ēvaluation Report. ED 268 101 New York City Office of the Mayor, N.Y. Take a Giant Step: An Equal Start in Éducation for All New York City Four-Year-Olds. Final Report of the Early Childhood Education Commission. ED 267 911 New York State Dept. of Agriculture and Markets, Albany. Using Cooperatives to Transport Rural Passengers. ED 267 951 New York State Dept. of Correctional Services, Albany. Small Engine Repair Modules (Workbook) = Reparacion de Motores Pequenos (Guia de Trabajo) ED 267 170 New York State Education Dept., Albany. Bureau of Grants Administration, Data Summary: Articulation between Secondary and Postsecondary Occupational Education Programs. ED 267 856 A Guide for Articulation between Postsecondary and Secondary Occupational Programs. ED 267 857 Summary of Regional Conferences: Increasing Minority Access to the Licensed Professions through Two-Year College Programs. ED 267 858 New York State Education Dept., Albany. Bureau of Higher Education Opportunity Programs. Higher Education Opportunity Program. Annual Report, 1983-84. ED 267 660 New York State Education Dept., Albany.
Div. of Civil Rights and Intercultural Relations. Women's History, Women's Future: A Teacher Resource Guide. ED 268 060 New York State Education Dept., Albany. Gifted Education. Widening Horizons: Using Community Resources in the Education of Gifted Students. ED 267 521 New York State Education Dept., Albany. Information Center on Education, Racial/Ethnic Distribution of Public School Students and Staff. New York State 1983-84. ED 268 186 North American Association for Environmental Education, Troy, OH. International Perspectives on Environmental Education: Issues and Actions. Proceedings of the 1st International and 13th Annual Conference of the North American Association for Environmental Education (Banff, Alberta, Canada, October 5-9, 1984). ED 267 969 Recent Graduate Works and Programs in Environmental Education and Communications. Volume VIII. ED 267 979 North Bay Cooperative Library System, Santa Rosa, Calif. A Packet of Information to Assist Libraries in Data Collection and Interpretation of Statistics for Coordinated Cooperative Collection Development. ED 267 828 North Canton City Schools, Ohio. Amateur Radio Satellite Communications. ED 267 994 North Carolina Commission of Indian Affairs, Raleigh. Program Evaluation and Implementation Report-Adult Basic Education Program. ED 267 938 North Carolina State Dept. of Community Colleges, Raleigh. A Model for Recruiting the New Community College Student. ED 267 187 A Model to Improve the Success Rate of Students in Selected Health Career Programs in the North Carolina Community College System. Final Report. ED 267 186 Program Evaluation and Implementation Report-Adult Basic Education Program. ED 267 938 Quality Circle Training for Community College Educators and Students and the Businesses They Serve. Final Report. ED 267 188 North Carolina State Dept. of Community Colleges, Raleigh. Occupational Education Research Services. The Establishment of a Centralized Institutional Unit for Job Development, Placement, and Data Monitoring. Occupational Education Research Project. Final Report. ED 267 234 Job Placement and Development. Procedures Manual and Bibliography of Resources. ED 267 235 North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education. Analysis of Follow-up Results from Completers and Leavers of Secondary Vocational Agriculture Programs. Final Report. ED 267 254 Common Fractions. [Student Worksheets for Vocational Agricultural Courses). ED 267 238 Decimals. (Student Worksheets for Vocational Agricultural Courses). ED 267 237 Interpretation and Analysis of Data. (Student Worksheets for Vocational Agricultural Courses). Urban Horticulture: Scope and Sequence.
ED 267 190 Vocational Office Education Co-op: Scope and Sequence. ED 267 191 Vocational Office Education: Scope and Sequence. ED 267 205 VOE Accounting: Scope and Sequence. ED 267 200 VOB Clerical: Scope and Sequence. ED 267 201 VOE Computer Programming: Scope and Sequence. ED 267 202 VOE Data Processing: Scope and Sequence. ED 267 203 VOE Stenographic: Scope and Sequence. ED 267 204 Welding: Scope and Sequence. ED 267 223 National Academy of Sciences - National Research Council, Washington, D.C. Committee on Scholarly Communication with the People's Republic of China. Population Mobility in the People's Republic of China. Papers of the East-West Population Institute, No. 95. ED 268 021 National Association of Secondary School Principals, Reston, Va. Constitutional Protections of Teachers and Other Public Employees. ED 267 511 The Principal's Guide to the Educational Rights of Handicapped Students. ED 267 549 National Cancer Inst. (NIH), Bethesda, Md, A Guide for Developing Public Education Programs on Breast Cancer. Revised. ED 268 096 National Catholic Educational Association, Washington, D.C. Extension Program: The Catholic Elementary School. A “7 to 6" School for Children of “9 to 5” Parents. ED 267 928 National Center for Policy Analysis, Dallas, TX. Pension Plans at Risk: A Potential Hazard of Deficit Reduction and Tax Reform. ED 267 484 National Commission on Libraries and Information Science, Washington, D. C. Information and Productivity-Implications for Education and Training. Report of a Joint UK/US Seminar (1st Cranfield, England, July 27-30, 1984). ED 267 803 The NABRIN Report. Report of the National Advisory Board on Rural Information Needs Planning Committee. ED 267 804 National Council for Accreditation of Teacher Education, Washington, D.C. NCATE Thirty-second Annual List of Accredited Programs. 1985-86. ED 268 079 National Council for Geographic Education. Textbook Evaluation Form: World Geography/Global Studies. ED 268 032 National Council of Supervisors of Mathematics. Professional Development for Teachers of Mathematics: A Handbook. ED 267 967/1 National Council of Teachers of English, Urbana, II. Guidelines for the Preparation of Teachers of English Language Arts. ED 267 418
Trends and Issues in English Instruction, 1986-Seven Summaries. ED 267 413 National Council of Teachers of Mathematics, Inc., Reston, Va. Professional Development for Teachers of Mathematics: A Handbook. ED 267 967/1 National Data Service for Higher Education, Boulder, CO. Management Ratios 1. For Colleges & Universities. ED 267 720 National Endowment for the Arts, Washington, D.C. Planets and Pulleys: Studies of Class Visits to Science Museums. ED 267 965 What's in a Name? A Study of the Effectiveness of Explanatory Labels in a Science Museum. ED 267 966 National Endowment for the Humanities (NFAH), Washington, D.C. Folklore in the Classroom. Workbook. ED 267 397 Preservation at Stony Brook. Preservation Planning Program. Study Report. ED 267 809 A Preservation Program for the Colorado State University Libraries. The Final Report of the ARL/OMS Preservation Planning Program. ED 267 808 National Inst. of Child Health and Human Development (NIH), Bethesda, Md. Attributions to the Self and Partner in Distressed and Nondistressed Couples. ED 267 337 Incidental Language Teaching: Research and Clinical Perspectives. ED 267 522 National Inst. of Education (ED), Washington, DC. Affecting Critical Thinking through Speech. ED 267 476 Assessment Processes and the Management of the School's Curricula. Final Report. ED 267 519 Bilingual Inservice Teacher Education Research Project. ESOL Teacher Training Module. ED 267 592 Change in the Governance of the School's Instructional Program: A Study of Multiunit Elementary Schools. ED 267 500 Children and Metaphors. Technical Report No. 370. ED 267 378 Choice within the System: An Issue Analysis Paper. Discussion Draft. ED 267 496 Collaborative Action Research: A Two Year Study of Teachers' Stages of Development and School Contexts. Executive Summary. ED 267 512 Community Study. ERIC Digest No. 28. ED 268 065 Computers in the Classroom: Experiences Teaching with Flexible Tools. Teachers Writing to Teachers Series. ED 268 013 Conceptual Change Learning and Student Processing of Science Texts. ED 267 980 Controversies and Decision Making in Difficult Economic Times. New Directions for Community Colleges, Number 53. ED 267 847 Counseling Hispanic College-Bound High School Students. ED 268 188 Data Book of Social Studies Materials and Resources. Volume 11. ED 268 022 Educational Microcomputing at Home: A Comparative Case Analysis of Twenty Families with Children. ED 267 730 Educational Software Best-Sellers in the Home
Market. ED 267 731 Effective Environments for Secondary Schooling: Modelling the Process of Choosing between Public and Private Schools. Final Report. ED 267 499 Effects on Teacher Practice of a Staff Development Program for Integrating Teaching and Testing in High School Courses. Final Report. ED 267 501 Faculty Participation in Decision Making: Necessity or Luxury? ASHE-ERIC Higher Education Report No. 8, 1985. ED 267 694 Faculty Research Performance: Lessons from the Sciences and the Social Sciences. ASHE-ERIC Higher Education Report No. 4, 1985. ED 267 677 A Helpful Guide for Teaching Literature: A Bibliography. ED 267 421 A Helpful Guide for Writing Instruction: A Bibliography of Resources for Teachers. 1985 Edition. ED 267 420 The Heuristic and Measurement Models during a Study of Reading Comprehension Development and Science Knowledge. Technical Report No. 382. ED 267 382 High School Procedures for Managing Student Absenteeism: Staff Implementation and Satisfaction and Student Response. Final Report. ED 267 502 Information Resources on Online Searching in Secondary Schools. A Selected ERIC Bibliography. ED 267 827 Interactions of Text and Illustration in Beginning Reading. Technical Report No. 355. ED 267 394 An Investigation of How Teachers Establish Stable Use and Generalization of Memory Strategies through the Use of Effective Training Techniques. ED 267 930 Issues and Problems in Professional Development. A Review of Selected Literature Pertaining to the Recruitment and Initial, Inductive, and Inservice Education of Teachers. ED 268 103 Labor Policy in School Districts: Its Diffusion and Impact on Work Structures. ED 267 505 Leadership. ERIC Digest No. 26. ED 268 063 Learning Decimal Numbers: A Study of Knowledge Acquisition. Final Report. ED 267 973 Learning with QUILL: Lessons for Students, Teachers and Software Designers. Reading Education Report No. 60. ED 267 437 Managing Academic Tasks in High School Science and English Classes: Background and Methods. (R&D Report 6192). ED 268 171 Measures of School Climate: Needed Improvements Suggested by a Review of the Organiza а tional Literature. ED 267 498 Professional Development Roles and Relationships: Principles and skills of “Advising.” ED 267 515 The Role of Derivational Suffixes in Sentence Comprehension. Technical Report No. 357. ED 267 381 Serving More Than Students: A Critical Need for College Student Personnel Services. ASHE-ERIC Higher Education Report No. 7, 1985. ED 267 678 The Social Context of Instruction. Group Organization and Group Processes. (Papers Presented at a Conference Held at The Wisconsin Center for Education Research (Madison, May 1982).] ED 268 075 Social Studies Research: Theory into Practice. ERIC Digest No. 27. ED 268 064 Student Engagement and Skill Development in Writing at the Secondary Level. Final Report. ED 267 504 Teaching about Peace and Nuclear War: A Balanced Approach. ED 268 025 No. 84-12.
ED 267 867 Improving CLAST Scores through Attention to Test Taking Strategies. Research Report No. 85-02. ED 267 872 Miami-Dade Community College Scholarship Program: A Descriptive Analysis. Research Report No. 85-17. ED 267 877 Performance of Public High School Graduates on the Comparative Guidance and Placement Test for Basic Skills Assessment, Fall Term 1983. Research Report No. 84-05. ED 267 866 Pre-College and Post-Matriculation Predictors of Attrition at Miami-Dade Community College. Research Report No. 84-33. ED 267 871 Raising the Grade Point Average Standards at Miami-Dade Community College: An Impact Study. Research Report No. 85-28. ED 267 880 The Reliability of the CLAST. Research Report No. 84-19. ED 267 869 The Role of Developmental Courses in Improving CLAST Performance. Research Report No. 85-04. ED 267 874 Student Appraisal of College: The Second Miami-Dade Sophomore Survey. Research Report No. 84-15. ED 267 868 Survey of Placement Offices in Florida Community Colleges. Research Report No. 85-16. ED 267 876 Who Uses Institutional Research and Why? Research Report No. 85-22. ED 267 879 Michigan State Board of Education, Lansing. Office for Sex Equity in Education. Keeping Sex Equity Issues "In The News." A Collection of Brief Articles for Reprints in School Newsletters and Bulletins. ED 268 050 Michigan State Dept. of Education, Lansing. Div. of Special Education. The Work Interest Inventory for Special Education. WIISE Manual. ED 267 332 Michigan State Univ., East Lansing. Inst. for Research on Teaching. Conceptual Change Learning and Student Processing of Science Texts. ED 267 980 Michigan Univ., Ann Arbor. School of Education. Academic Renewal: Advancing Higher Education toward the Nineties. A Collection of Essays Based upon Presentations at the Conference on Academic Renewal Held at the University of Michigan (Ann Arbor, MI, June 1983). ED 267 680 Michigan Univ., Ann Arbor. Survey Research Center. Comparison of Alternative Approaches to Causal Analysis with Panel Data. ED 268 177 Mid-America Vocational Curriculum Consortium, Stillwater, Okla. Advanced Microcomputer Service Technician. Teacher Edition ED 267 286 Basic Microcomputer Service Technician. . Teacher Edition ED 267 285 Microcomputer Peripheral Service Technician. Teacher Edition. ED 267 287 Mid-Continent Regional Educational Lab., Aurora, CO. An Evaluation of the McRel Thinking Skills Program. ED 267 907 Integrated Instruction in Thinking Skills, Learning Strategies, Traditional Content and Basic Beliefs: A Necessary Unity.
ED 267 906 Middlesex Community Coll., Middletown, Conn. Everything You Ever Wanted to know about the MxCC Class of '85 (and More). ED 267 859 Midwest Race Desegregation Assistance Center, Manhattan, Kans. Staff Development and Desegregation: A Decade of Research, 1975-1985. An Annotated Bibliography. ED 268 197 Minnesota Chippewa Tribe, Cass Lake. Contemporary American Indian Women: Careers And Contributions. ED 267 936 Minnesota State Dept. of Energy and Economic Development, St. Paul. Identifying Low Cost Energy Improvements for School Buildings: An Energy Audit Manual. ED 267 481/1 Minnesota Univ., Minneapolis. General Coll. Composition, Word Processing, and the Learning Disabled College Writer: An Annotated Bibliography. ED 267 410 A Guide to Selecting Word-Processing Software for Learning Disabled College Writers. Working Paper. ED 267 412 Testimony from Learning Disabled College Writers on the Efficacy of Word Processing in their Writing Process. Working Paper. ED 267 411 Minnesota Univ., Minneapolis. Graduate School. Smoothed Residual Plots for Generalized Linear Models. Technical Report #450. ED 268 137 Minnesota Univ., Minneapolis. School of Statistics. Likelihood Methods for Adaptive Filtering and Smoothing. Technical Report #455. ED 268 132 Smoothed Residual Plots for Generalized Linear Models. Technical Report #450. ED 268 137 Minnesota Univ., St. Paul, Coll, of Forestry. Social Sciences in Forestry. A Current Selected Bibliography and Index, No. 66. ED 267 985 Minnesota Univ., St. Paul. Dept. of Vocational and Technical Education. Validation of the Benefit Forecasting Method: Organization Development Program to Increase Health Organization Membership. Training and Development Research Center, Project Number Eleven. ED 267 275 Mississippi State Univ., Mississippi State. Dept. of Physics. Physics Demonstrations and Experiments for High School. ED 267 998 Modern Language Association of America, New York, N.Y. Modern Language Association Statement on the Use of Part-Time Faculty. ED 267 670 Montana Univ., Missoula. Microcomputer Useage for Data Based Psychomotor Performance Measures in Adapted Physical Education. ED 267 539 Montgomery County Public Schools, Rockville, Md. Health Supplement to Social Studies, Grades K-6. ED 268 098 Rhythms and Dance. Games of Low Organization. ED 268 088
Montgomery County Public Schools, The Writing Skills Workbook-In Preparation for the GED Test. Test I: The Writing Skills Test. Revised Edition. ED 267 434 Municipality of Metropolitan Seattle, WA. Water Quality Div. Household Hazardous Waste Disposal Project. Summary Report. Metro Toxicant Program Report No. 14. ED 267 982 SLEUTH (Strategies and Lessons to Eliminate Unused Toxicants: Help!). Educational Activities on the Disposal of Household Hazardous Waste. Household Hazardous Waste Disposal Project. Metro Toxicant Program Report No. 1D. ED 267 983 Toward Hazardless Waste: A Guide for Safe Use and Disposal of Hazardous Household Products. ED 267 981 Toxicants in Consumer Products. Household Hazardous Waste Disposal Project. Metro Toxicant Program No. 1B. ED 267 984 Museum of Science, Boston, MA. Planets and Pulleys: Studies of Class Visits to Science Museums. ED 267 965 Nashville - Davidson County Metropolitan Public Schools, Tenn. Agriculture: Scope and Sequence. ED 267 189 Air Conditioning, Heating, and Refrigeration: Scope and Sequence. ED 267 206 Aircraft Mechanics: Scope and Sequence. ED 267 207 Auto Body Repair: Scope and Sequence. ED 267 208 Auto Mechanics: Scope and Sequence. ED 267 209 Child Care and Guidance: Scope and Sequence. ED 267 196 Clothing and Textiles: Scope and Sequence. ED 267 198 Commercial Art: Scope and Sequence. ED 267 210 Commercial Foods: Scope and Sequence. ED 267 211 Commercial Photography: Scope and Sequence. ED 267 212 Comprehensive Home Economics: Scope and Sequence. ED 267 197 Consumer and Homemaking Food and Nutrition: Scope and Sequence. ED 267 199 Cosmetology: Scope and Sequence. ED 267 213 Diesel Mechanics: Scope and Sequence. ED 267 214 Drafting: Scope and Sequence. ED 267 215 Electricity/Electronics: Scope and Sequence ED 267 216 Electronic Recording: Scope and Sequence. ED 267 217 Food Management, Production and Services: Scope and Sequence. ED 267 195 General Building Trades: Scope and Sequence. ED 267 218 General Metals: Scope and Sequence. ED 267 219 Health Occupations: Scope and Sequence. ED 267 194 Industrial Cooperative Education Co-op: Scope and Sequence. ED 267 192 Machine Shop: Scope and Sequence. ED 267 220 Marketing and Distributive Education: Scope and Sequence. ED 267 193 Printing (Graphic Arts): Scope and Sequence. ED 267 221 Trowel Trades: Scope and Sequence. ED 267 222 |
At present, the publics perception of the ethics of corporate executives in america is ________.
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