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ment, 'Educational Radio, Educational Television, Elementary Secondary Education, Resource Materials, State Curriculum Guides, State Pro grams, Statewide Planning, Teaching Methods Identificre–Basic Skills Assessment Program, *South Carolina This guide is intended for use by superintendents, organized by grade level (elementary, middle-junior high, or secondary), and information for each title includes the curriculum need addressed by the pro- gram, series_title and grade level, and descriptive comments. Resources having Basic Skills Assess- ment Program applications are also identified in the comments section. Two tables are provided for ref- crencing ITV and radio resources to BSAP continu- ing objectives in communications skills and mathematics. (JB) ED 268 981 IR 012 045 mentation, The Reactions of Business, Cultural Working Paper No. 2. nomics (Denmark). Pub Date Jan 86 Note-79p. Available from—–Department of Marketing, Aarhus School of Business Administration & Economics, (free). Pub Type Opinion Papers (120) — R orts - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Audiences, Communications Satel lites, *Consumer Economics, Cultural Context, Foreign countries, Mass Media, Policy, *Programing (Broadcast), Public Television, Purchasing, *Technological Advancement, Technological Literacy, *Television Commercials, Television Vicwing, "Video Equipment Identifiers Europe (West) This discussion of the influence of advertising on IR 012 046 Program in the Navy and Air Force. Final Report. McDonnell Douglas Astronautics Co. - East, St. Louis, Mo. Spons Agency Advanced Research Projects
Agency (DOD), Washington, D.C. Pub Date Nov 84 Report No.-NPRDC-SR-83-43 Grant-NIB-G-83-0003 Pub Date-Jun 83 Note-52p.; Revised version of a paper presented at Note48p. the Annual Meeting of the American Educational Pub Type Reports Evaluative (142) Research Association (New Orleans, LA, April 25, 1984). EDRS Price - MF01 P002 Plus Postage. Pub Type-Reports - Research (143) — Speeches/- Descriptors Armed Forces, *Computer Man- Meeting Papers (150) aged Instruction, «Evaluation Methods, *Inser- EDRS Price - MF01/PC03 Plus Postage. vice Teacher Education, Questionnaires, Descriptors Computer Science, *Employed Research Methodology, Student Attitudes, Ta- Women, Employment Practices, Equal Opportu- bles (Data), Teacher Attitudes, Teacher Behavior, nities (Jobs), •Salary Wage Differentials, Sex *Teacher Role, Teaching Methods, Technical Ed- Differences, Sex Discrimination, Tables (Data), ucation Technological Advancement Identifiers Occupational Segregation and their implications IR 012 051 Pub Date Sep 84 Note--136p. ED 268 983 IR 012 048 Available from-Planning Services Branch, Alberta Education, 11160 Jasper Ave., Edmonton, Al- Pub Type - Reports - Research (143) – Tests/ EDRS Price - MF01/P006 Plus Postage. Note-15p. Descriptors Analysis of Variance, Comparative Pub Type - Guides - Non-Classroom (055) Analysis, Computer Assisted Instruction, Com- EDRS Price - MF01/PC01 Plus Postage. puter Literacy, Gifted, Hypothesis Testing, Inser- Descriptors— Computer Assisted Instruction, vice Teacher Education, *Instructional *Computer Software, Elementary Secondary Ed- Effectiveness, Intermediate Grades, Junior High Material Evaluation, search Methodology, Student Attitudes, Stu- Identifiers—Alberta Identifiers—California, Software Evaluation Comparative rescarch was conducted using gifted instances of creative thinking on all sub-tests of the Test of Divergent Thinking (TDT) and scored ED 268 984 IR 012 050 higher on the reading comprehension sub-test of the Canadian Test of Basic Skills (CTBS) than the con- Thr Computer-Related Occupations. Project showed major trends toward enhanced literacy for Report No. 84-A27. both groups; (3) gifted students in the treatment group learned a greater number of mathematics conSpons Agency-National Inst. of Education (ED), cepts and expressed a greater degree of satisfaction Washington, DC. with programming and graphics activities than did Page 3
contains the textual information found on a supple- announcement services, and publishers' announce- cords Service, and additional information, including mentary disk, explains the format for various biblio- ments to identify new materials. (Author) significant related legislation and regulations; se graphic entries once the student has gathered the lected surveys and studies; elements of a comprereferences for the required bibliography. Explana- ED 269 017 IR 051 494 hensive government records program; principles for tions and sample bibliographic entries in Modem Breivik, Patricia Senn, Ed. state archival and records management agencies; Language Association format are provided for A Colorado Response to the Information Society: National Archives and Records Service appraisal books (reference texts, and books with one, two, or The Changing Academic Library. Proceedings of guidelines; and examples of federal government rethree or more authors) and articles (journals with a Conference (Denver, Colorado, October 6-7, cords schedules. An index is provided. (THC) continuous pagination throughout the volume, jour- 1983). nals which page every issue separately, weekly mag- Pub Date Oct 83 ED 269 019 IR 051 496 azines or newspapers, monthly magazines, and daily Note-62p. Bowden, Virginia M. And Others newspapers). The on-disk instructions for loading Pub Type - Collected Works - Proceedings (021) — Comparative Analysis of Monographic Collections the textual segments would have to be modified if a Opinion Papers (120) — Reports · Descriptive in Nursing different software package were used. A brief intro- (141) Pub Date-31 Jan 85 duction explains the use of the manual. (THC) EDRS Price - MF01/PC03 Plus Postage. Note467p. Descriptors—*Academic Libraries, Higher Educa- Pub Type-- Reports - Research (143) ED 269 015 IR 051 492 tion, History Instruction, *Library Role, *Library EDRS Price - MF01/PCO3 Plus Postage. Services, Microcomputers, North American His- Descriptors Academic Libraries, Cataloging, brary Collection Development, "Library CollecAssociation of Research Libraries, Washington, Identifiers-Colorado tions, Library Cooperation, Medical Libraries, D.C. Office of Management Studies. As suggested by a Colorado Academic Library *Nursing, Nursing Education, *Periodicals, UnPub Date-Feb 86 Master Plan developed in 1982, a statewide confer- ion Catalogs Note—122p.; For a related document, see ED 251 ence that brought together academicians and librari- The results of a project comparing the nursing 076. ans was held to explore the role of academic monograph collections of academic health science Available from Systems and Procedures Ex- libraries in the information society. People came in center libraries in the Southwest are reported. Rechange Center, Office of Management Studies, teams of three from institutions and included library cords for nursing monographs from the TALON 1527 New Hampshire Ave., NW, Washington, directors, academic vice presidents, and faculty (South Central Regional Medical Library Program) DC 20036 ($20.00 per issue; subscription services leaders. This report contains seven papers that were Union Catalog of Monographs from 1977-1983 available) presented at the conference: (1) “Not Cassandra, were analyzed to reveal the distribution by year, Pub Type Opinion Papers (120) — Reports - De- Pandora, or Polonius: Or, Aspects of Learning in publisher, and subject of titles cataloged during that scriptive (141) American History" (Harold M. Hyman, Rice Uni- time period. Overlap between library collections EDRS Price - MF01 Plus Postage. PC Not Avail- versity); (2) "The Microcomputer Revolution and was analyzed showing that overlap does increase able from EDRS. the New Role of the Library: From the Perspective over time. The effects upon overlap of both catalogDescriptorsAcademic Libraries, Computer As- of a University President/Chancellor" (Alan Gus- ing practices of individual libraries and the qumber sisted Instruction, Higher Education, Library Au- kin, University of Wisconsin at Parkside); (3) of years of cataloging studied are discussed. Various tomation, *Library Catalogs, *Library “What a College Administrator Expects of an Aca- methodologies used for overlap studies are comInstruction, "Library Planning, Library Research, demic Library” (Robert A. Plane, Clarkson College pared, and implications of the results of the study *Library Skills, Microcomputers, Research Li- of Technology); (4) “Raising Levels of Astonish- for academic nursing collections are discussed from braries ment: Criteria for Academic Library Leadership" the viewpoints of the nursing faculty, the student Identifiers Association of Research Libraries (Robert C. Spencer, Sangamon State University); user, and the librarian. (Author/THC) This Systems and Procedures Exchange Center (5) "Confessions of a Former Scenic Designer" (SPEC) kit on Bibliographic Instruction (BI) in As- (Richard Knaub, University of Colorado at Boul- ED 269 020 IR 051 497 sociation of Research Libraries (ARL) examines der); (6) “How the Library Helps Me as a Teacher Quan, Y. H. current developments as well as anticipated trends and Researcher" (Paul A. Lacey, Earlham College); Continuing Education of Library Science in the based on a SPEC telephone survey of 25 ARL li- and (7) “Using the Library to Teach History at the New China. braries with active BI programs. Two themes which United States Air Force Academy" (Carl W. Red- Pub Date—[84] ran through the mid-1985 interviews were the use of dell, U.S. Air Force Academy). Background infor- Note-8p. new technology in BI programs and the expansion mation on the conference and a definition of Pub Type Information Analyses (070) - Reports of programs to reach more diverse audiences. The information literacy introduce the papers. (THC) Descriptive (141) – Historical Materials (060) kit contains: (1) BI planning materials from seven EDRS Price - MF01/PC01 Plus Postage. libraries (Duke University, Ohio State University, ED 269 018 IR 051 495 Descriptors Continuing Education, CorresponMichigan State University, University of North Committee on the Records of Government. Report. dence Study, Foreign Countries, Higher EducaCarolina, Brown University, Temple University, American Council of Learned Societies, New York, tion, History, •Library Education, Library and University of California at Riverside); (2) three N.Y.; Council on Library Resources, loc., Wash- Personnel, *Library Science, Nontraditional Eduexamples of computer-assisted instruction (CAI) ington, D.C.; Social Science Research Council, cation, Position Papers, Teaching Methods programs and microcomputer-based instruction Washington, D.C. IdentifiersChina (University of Florida, University of Delaware, and Spons Agency-Alfred P. Sloan Foundation, New This overview of continuing education in the Peo. University of California at Berkeley); (3) two de- York, N.Y.; Andrew W. Mellon Foundation, New ple's Republic of China since 1949 delineates its scriptions of graduate student instruction (Ohio York, N.Y.; Rockefeller Foundation, New York, history, describes its current practices and needs, State University and Colorado State University); (4) N.Y. and discusses its future prospects. The paper opens one description of international student instruction Pub Date-Mar 85 with a discussion of the term "continuing educa(University of California at Davis); and (5) a select Note-182p. tion"; in China, adult education or spare-time edubibliography. (THC) Pub Type-- Opinion Papers (120) - Reports - De- cation are the usual nomenclature. A historic scriptive (141) background of China's library education system pre- ED 269 016 IR 051 493 EDRS Price - MF01/PC08 Plus Postage. cedes a discussion of the urgent need for a suppleStetson, Keith R. Descriptors Archives, Databases, Federal Gov. mentary form of education for professional and Book Reviews in the Core Journals of Library and ernment, Federal Legislation, Government (Ad- non-professional staff members. Five types of avail Information Science: A Bibliometric Compara- ministrative Body), "Government Publications, able continuing education courses are described: (1) tive Analysis. Opinion Papers, Preservation, Private Agencies, advanced study at regular universities; (2) attenPub Date-[85] *Technological Advancement dance at spare time schools; (3) short training Note-38p. Identifiers--İnformation Resources Management, courses; (4) on-the-job training; and (5) corresponPub Type- Reports - Research (143) *Records Management dence courses. It is noted that correspondence EDRS Price - MF01/PCO2 Plus Postage. A privately sponsored and privately funded com- courses are currently the most important and preDescriptors *Bibliometrics, *Book Reviews, mittee was organized to identify and propose means ferred mode of instruction, and their advantages and Comparative Analysis, Indexes, *Information Sci- by which governments at all levels might rid them- disadvantages are discussed. A discussion of the fuence, Library Collections, Library Material Selec- selves of needless and wasteful records while ensur- ture of library science continuing education in tion, *Library Science, *Periodicals, Position ing the preservation of that fraction of the China to the year 2000 concludes the paper. (THC) Papers documents deserving to be kept. The committee The core journals of library and information sci- concentrated on problems and solutions within the ED 269 021 IR 051 498 cnce were identified by overlap of coverage in Li- federal government, but the principles underlying Markey, Karen Demeyer, Anh N. brary Literature and Information Science Abstracts. the conclusions and recommendations can be Dewey Decimal Classification Online Project: Those core journals which review English language adopted by individual states and localities. This re- Evaluation of a Library Schedule and Index monographs in the field and are published by U.S. port of the committee includes an introduction and Integrated into the Subject Searching Capabilitrade or university presses were identified. Reviews sections on: Development of Records Management; ties of an Online Catalog. Final Report. for the 6-month period from July 1, 1984, to De- Records Management 1950-1984; Computer Gen- OCLC Online Computer Library Center, Inc., Dubcember 31, 1984, were examined. Relationships be- erated Records; Special Characteristics of Elec- lin, Ohio. tween reviews, publishers of books reviewed, and tronic Records; Information Resource Spons Agency Council on Library Resources, the review journals are described. Despite the num- Management; and Importance of Leadership. Five Inc., Washington, D.C. ber of reviews of current imprints in American Li. major conclusions and three detailed recommenda- Report No.-OCLC/OPR/RR-86/1 braries and Library Journal, the highest yield tions complete the report. A draft of a proposed Pub Date 28 Feb 86 journals, their percentage of the total reviews pub- executive order is attached as well as a list of partici- Note-505p.; For an interim report, see ED 266 lished in the core journals would not allow a selector pants and additional interviewees. Appendices in- 805. to rely on them alone. Only 32.7% of all 1983 and clude overviews of the government records Pub Type - Reports · Research (143) Tests/ 1984 titles revicwed were listed in Book Publishing programs and conservation efforts, a technology as- Questionnaires (160) Record. It is suggested that selectors use reviews, sessment report of the National Archives and Re- EDRS Price - MF02/PC21 Plus Postage. Page 4
of 98 institutions responded to the questionnaire, matter what the context. Background and sugges- grees of detail from cach college. For Central Comwhich was administered by the Pacific Northwest tions are set out within a perspective which looks munity College, figures are provided for numbers of Library Association (PNLА). Although the current first at the report as a form of written communica- full- and part-time, vocational and academic faculty, questionnaire follows past practice in order to pro- tion, then at the identification of purpose, topic, and total salary/benefit expenditures for full- and vide comparable data, some changes have been im- message. Structure and content are then examined, part-time faculty, and starting salary for full-time plemented. Questions dealing with online together with the selection of appropriate style, lan- faculty. For Metropolitan Technical College, a interlibrary loan capability were omitted and several guage, and tone. Methods and problems of copy 1985-86 salary schedule, charts showing minimum questions relating to usage were added; i.e., circula- preparation and reproduction are reviewed and the criteria by level for initial appointment and subsetion figures, reference transactions, gate counts, bib- special characteristics of reports for particular pur- quent promotion, and a list of instructor salaries by liographic instruction statistics, database poses are highlighted. The concluding chapter deals division are presented. Data for Mid-Plains Technitransactions, and hours of service. Divided by type with the distribution of the finished report. A list of cal Community College Area include, for each disciof institution, data tables include but are not limited references is included and an index to the complete pline, number of full- and part-time instructors, fullto the following topics: (1) rank by collection size; text is provided. (THC) and part-time salary, salary range, and number of (2) volumes held as of June 1985; (3) volumes per academic and vocational instructors. For Northeast full time student; (4) growth rate; (5) total micro Technical Community College, tables list total salform units; (6) audiovisual units (broken into cate JC ary for each instructional program; and daily and gories); (7) government documents; (8) number of annual salary, starting date of employment, educaitems borrowed; (9) current serials; (10) total library tional attainment, and teaching and occupational operating expenses; (11) professional staff; (12) ED 269 043 JC 860 110 experience for each faculty member in each instrucnon-professional, non-student staff; (13) number of tional program. Tables related to Southeast Commale/female professional staff; (14) number of Johnston, Thomas S Simpson, Mary Margaret munity College provide information on number of hours in professional work week; (15) beginning Evolution of the Nebraska Technical Community employees, salary, and benefits by employee classiprofessional salaries; and (16) director's salaries. College System. fication, individual faculty and non-faculty salaries The survey instrument, instructions for completing Nebraska Technical Community Coll. Association, and benefits by program. Finally, a salary schedule Lincoln. the questionnaire, and an index to respondents are and fiscal year 1985-86 projections for Westem Technical Community College area are provided with respect to number of full- and part-time, acaED 269 041 IR 051 318 demic and vocational faculty and total expenditures Wilson, Lizabeth 1986. for salaries/benefits for full- and part-time, acaLibrary Use Instruction: Syllabus, Lecture OutPub Type— Historical Materials (060) — Reports demic and vocational faculty. (RO) lines, Assignments, and Guest Presentations. Descriptive (141) ED 269 045 JC 860 131 and Information Science. Descriptors-Administrative Organization, Com Doherty, Frank Pub Date-85 munity Colleges, Educational History, Futures (of The Developmental Reading and Writing Student Note-63p. Society), Governance, 'Institutional Characteris- A Snapshot. tics, Organizational Climate, •Technical Educa Virginia Univ., Charlottesville. Evaluation Research EDRS Price · MF01/PCO3 Plus Postage. tion, Transfer Programs, Two Year Colleges, Center DescriptorsAcademic Libraries, Behavioral Ob Vocational Education Pub Date May 84 jectives, Course Descriptions, Graduate Students, Identifiers, Nebraska Note 44p. Higher Education, Instructional Materials, Li An overview is provided of the historical develop Pub Type - Reports - Research (143) brary Administration, *Library Education, *Li ment, organizational structure, and programs and EDRS Price - MF01/PCO2 Plus Postage. brary Instruction, *Library Science, *Teaching services of the Nebraska Technical Community DescriptorsAcademic Achievement, Commu- Methods College (TCC) System. First, statutory provisions nity Colleges, *Developmental Studies Programs, Identifiers_University of Illinois Urbana Cham establishing the TCC system and defining its priori- Outcomes of Education, Program Evaluation, paign ties are cited, explaining that the system was estab *Remedial Programs, *Student Characteristics, This document presents the syllabus, lecture out lished to create locally governed and supported Student Evaluation, Two Year Colleges, •Two lincs, student assignments, and special guest lec technical community college areas with the major Year College Students tures for a course offered for the second time at the educational emphasis on occupational education. A study was conducted at Piedmont Virginia University of Illinois at Urbana-Champaign Gradu Next, the historical development of the TCC system Community College (PVCC) to provide a profile of ate School of Library and Information Science dur- is traced, explaining the present system's evolution the characteristics and academic performance of ing summer semester 1985. The course was from three separate sources: two-year junior col- PVCC students in developmental reading and writdesigned to provide graduate students with the the- leges, state vocational/technical colleges, and area ing courses. Specifically, the study focused on stuoretical foundation and practical experience for the vocational/technical schools. The next section fo dent demographics, performance in developmental bibliographic instruction responsibilities included in cuses on the TCC's organizational structure, noting courses and college-level English courses, and the an increasing number of library positions. While li- that the organizing principle of the system is local relationship between performance in developmental brary educators and bibliographic instruction practi control and that the six TCC Areas are independent courses and college courses. Data from the trantioners have not reached a consensus on how best to political subdivisions responsible directly to the scripts of 191 students who took at least onc develeducate graduate students for bibliographic instrucState Legislature. This section also explains the role opmental course during fall 1981 were analyzed. tion positions, this course presented one alternative: of the State Board for Technical Community Col Study findings included the following: (1) 62% of a course combining practice and theory and taught leges and the Nebraska Technical Community Col- the sample group were under 22 years old, 86% by an active bibliographic instruction practitioner. lege Association in providing statewide matriculated within 1 year of their target year, and (Author/THC) coordination. Finally, the paper examines the pro- 50% were female; (2) almost 50% came from the three high schools closest to PVCC, and 83% were ED 269 042 IR 051 519 major roles of the system (i.e., vocational technical Virginia residents; (3) blacks accounted for 8% of Booth, Par F. programs and non-degree occupational education; the total PVCC student population, but 27% of the Report Writing: Guidelines for Information Work- general academic transfer programs; and avoca- developmental students; (4) curricular choices reens. tional recreational courses) are highlighted, along mained fairly stable from matriculation to the end of Report No.-ISBN-0-946139-30-X with other special roles (i.c., remedial programming, the student's course of study; (5) 41% of the group Pub Date Jan 85 including adult basic education and general educa- were in good academic standing at the end of their Note-610. tional development; general education; economic course of study, 30% were on academic warning Available from-Elm Publications, Seaton House, development activities, such as customized job status, 13% were on probation, and 13% took no Kings Ripton, Cambs PE17 2NÍ England (3.50 training, retraining, and upgrading; and in-depth ac- college-level courses; (b) over 50% of the students British pounds). ademic and career assessment and counseling). who took developmental courses eventually took Pub TypeGuides - General (050) - Opinion Pa- (EJV) college-level courses; (7) 74% of the students who pers (120) received a satisfactory final grade in their develop EDRS Price - MF01 Plus Postage. PC Not Avail ED 269 044 JC 860 112 mental course went on to take a college-level able from EDRS. Faculty Salaries and Benefits, 1985-86: Nebraska course, as opposed to 40% of those who received a Descriptors Communication (Thought Trang- Technical Community College Areas. final grade of “repeat”; and (8) 47% of those who fer), *Documentation, Guidelines, Information Nebraska Technical Community Coll. Association, received a satisfactory developmental course grade Scientists, "Librarians, Position Papers, *Techni- Lincoln. received an A or B in their first college-level course. cal Writing Pub Dato-86 (EJV) This publication is one in a series of booklets de- Note-s1p. signed to provide basic, practical guidance to infor- Pub Type-- Numerical/Quantitative Data (110) ED 269 046 JC 860 169 mation workers and students. It is intended to assist EDRS Price - MF01/PCO3 Plus Postage. Hartleb, David information workers (i.e., librarians, information Descriptors— College Faculty, *Community Col. The University College at Age Twenty-Five. scientists, archivists, indexers, bibliographers, data- leges, Compensation (Remuncration), Costs, Ed- Cincinnati Univ., Ohio. Univ. Coll. base managers, information officers and many ucational Finance, Expenditures, "Fringe Pub Date Mar 86 other titles by which these workers are known) and Benefits, •Full Time Faculty, Part Time Faculty, Note35p. those training to be information workers, who are Personnel Policy, State Surveys, *Teacher Sala- Pub Type - Reports - Descriptive (141) required to write reports on such topics as student ries, *Technical Institutes, Two Year Colleges EDRS Price · MF01/PCO2 Plus Postage. projects, research, professional or personal develop Identificrs - Nebraska Descriptors College Planning, College Programs, ment, financial matters, system evaluations, depart. In response to a legislative request, this report *College Role, Developmental Studies Programs, mental activities, meetings, and personnel. provides a compilation of information about full- Enrollment Trends, Institutional Characteristics, Guidelines for the production of reports in a variety and part-time faculty, and teacher salaries and bene- Program Evaluation, Self Evaluation (Groups), of information-oriented environments are sugo fits in the Nebraska Technical Community College Student Personnel Services, Transfer Programs, gested; in most cases the principles are the same no Areas. The compilation includes data in varying de- Two Year Colleges, 'Two Year College Students, Page 5
Note-107p.; Tables may be marginally legible due to small print. Pub Type-- Reports - Descriptive (141) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCOS Plus Postage. Descriptors Basic Skills, Community Colleges, Educational Assessment, *Educational Testing, English (Second Language), Enrollment Trends, Postsecondary Education, Program Effectiveness, *Remedial Instruction, School Policy, "State Standards, State Surveys, State Universities, *Student Placement, Two Year Colleges Identifiers New Jersey In 1984-85, as part of its annual assessment of the character of remedial programs in New Jersey, the New Jersey Basic Skills Council (NJBSC) administered the Basic Skills Questionnaire to all county and state colleges and universities and requested information on enrollments, placement testing, students identified as needing remediation, students enrolled in remedial coursework, placement policies, exit criteria, and English as a second language students. The study's findings, based on questionnaire responses from all institutions, included the following: (1) all colleges, except one, tested over 90% of their incoming students; (2) statewide, the colleges tested an average of 90% of the full-time students and 85% of the part-time students; (3) evcry college met or exceeded the Council's minimum placement standards in verbal skills, and almost all exceeded minimum placement standards in computation; (4) the colleges reported that increased percentages of students were identified as aceding remediation in reading (37% in 1984 vs. 34% in 1983), writing (32% in 1984 vs. 28% in 1983), and computation (35% in 1984 vs. 30% in 1983); and (5) compared to 1983 responses, the colleges enrolled more of their skills deficient full-time students in appropriate courses in reading (93%), writing (95%), computation (90%), and elementary algebra (74%), but no increase was seen for part-time students. The report includes extensive data tables, along with the the questionnaire, institutional profile form, a description of NJBSC proficiency levels, policy statements, a list of problems encountered in testing, placing, and instructing students in basic skills, and supplementary part-time student data. (MPH) ED 269 059 JC 860 203 Results of the New Jersey College Basic Skills Placement Testing. Fall, 1985. New Jersey State Dept. of Higher Education, Tren ton. New Jersey Basic Skills Council. Pub Date-21 Mar 86 Note-71p. Pub Type-- Reports - Descriptive (141) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Basic Skills, College Freshmen, Higher Education, Private Colleges, Public Education, *Screening Tests, "State Programs, State Universities, *Student Placement, *Testing Programs, Two Year Colleges Identifiers–New Jersey The New Jersey College Basic Skills Placement Test (NJCBSPT) is administered in a new form each year to all entering freshmen in New Jersey public colleges and 12 participating independent colleges. The NJCBSPT was taken by 44,344 students from March through December 1985. Test results revealed the following: (1) 26% were proficient in verbal skills, 32% in computation skills, and 12% in elementary algebra; (2) 34% of the students lacked proficiency in verbal skills, 44% in computation skills, and 39% in elementary algebra; (3) higher percentages of the recent high school graduates appeared to be proficient in each area than the test group as a whole; (4) the four-year state colleges and the university sectors traditionally enrolled better prepared students than the open-admission county colleges; and (5) over the past several years, while NJCBSPT results have remained fairly constant, Scholastic Aptitude Test (SAT) scores have begun to increase after declining for two decades. While efforts have been initiated in New Jersey to strengthen the preparation of new high school graduates, two demographic factors will have a negative effect on the basic skills problem in the more immediate future. First, colleges are increasingly recruiting students from older, nontraditional population, who typically have greater remediation needs than recent high school freshmen. Second, an increase is anticipated in the proportion of linguistically diverse students in future freshman classes. (AYC)
ED 269 060 JC 860 204 Excerpts from Daytona Beach Community College Institutional Audit. Daytona Beach Community Coll., FL. Mid-Florida Research and Business Center. Pub Date-7 Oct 85 Note-24p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Community Attitudes, Community Colleges, #Educational Attitudes, •Educational Needs, Institutional Advancement, Marketing, Needs Assessment, *School Community Rela- tionship, *Student Recruitment, Two Year Col- leges A study was conducted by Daytona Beach Community College's (DBCC's) Mid-Florida Research and Business Center to determine the market for the educational services which fall within the mission of DBCC, to identify target populations within that market, to explore educational needs and perceived desires, and to examine community opinions of DBCC and its academic services. Study findings, based on information provided by county residents, educators, employers, and high school juniors and seniors, revealed the following: (1) community members agreed that some type of higher education is important for success, and they expressed more confidence in the community college system as a whole than any other educational system in the state; (2) the vast majority of community members had positive opinions about DBCC's academic reputation, offering relevant educational opportunities, occupational and leisure programs, and value to the community; (3) while 25% of the community members had taken a class in the past year, more than 33% had not been in a classroom in 10 years; (4) working women were the most likely group to have taken a course during the past year; (5) many educators were unaware of DBCC's academic strengths and the scope of its programs and services; (6) most employers expressed a strong belief in DBCC's educational relevance; and (7) high school juniors and seniors felt DBCC was at least equal to other colleges and universities, and more than half planned to attend DBCC. Based on study findings, recommendations concerning marketing and institutional promotion were developed. (EJV) ED 269 061 JC 860 205 Ward, Daniel A. Useful Access to Planning Systems for Community Colleges. Pub Date - Apr 86 Note-22p.; Graduate seminar paper, University of Florida. Pub Type - Opinion Papers (120) Disserta tions/Theses - Undetermined (040) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Budgeting, College Planning, Com munity Colleges, Cost Effectiveness, Costs, Edu- cational Planning, Long Range Planning, *Management Systems, Prediction, Two Year Colleges Identifiers—*Strategic Planning Designed to clarify issues related to the definition and implementation of strategic planning, this paper presents an an examination of several themes that are central to the practical side of planning and budget development. Introductory material considers the utility of the strategic planning approach and points to three areas of higher education finance with particular relevance to strategic planning: planning methods, cost formulation, and projection. The next section considers the relationship between perceived institutional mission and sources of funding and the impact of this relationship on the determination of management policy. Next, the paper discusses the components of cost analysis that are relevant to planning and operations, using student financial aid and personnel management as examples. The final functions of administration considered relate to projecting future requirements and resources, modeling for the efficient and effective allocation of resources, and using simulations for contingency planning. Examples of organizational stress that can be alleviated through a strategic planning approach are discussed in relation to retrenchment, ensuring access to management information, and budgeting. Concluding comments stress that enhanced access to planning systems, as a compa nent of strategic approaches to management, must be seen as central to a sound institutional response to the economic uncertainty of the current period. (EJV)
ED 269 062 JC 860 206 EDRS Price - MF01/PC08 Plus Postage. Descriptors-Academic Education, College Ad-ministration, College Faculty, Community Col- leges, Educational Facilities, •Educational Finance, Financial Support, *Institutional Char- acteristics, "School Business Relationship, *School Community Relationship, School Per- sonnel, Student Personnel Services, Two Year Colleges, "Two Year College Students A descriptive profile is provided of Monroe Community College (MCC). Section I offers background information on the history, purpose, and facilities of the college. Section II contains a brief profile of MCC's service area, looking at the population and quality of life in Rochester, New York, and examining the school's relationship to the community. In section III, data are presented on the characteristics of MCC students, evening students, alumni, faculty, and staff. Section IV focuses on MCC's academic programs, covering transfer, business, technology, health science, and service programs. Evidence of excellence at MCC is cited in section V, which highlights the ways in which MCC, its programs, students, graduates, alumni, faculty and staff, and departments and programs have been honored and recognized. Section VI considers ways in which MCC relates to local businesses, the community of Monroe County, and other colleges and universities. An overview of campus services and activities is presented in section VII, which looks at the library, computer holdings, recent innovations, student services, campus communications, recreational and cultural events, facilities, administrative and instructional services, and faculty resources and development. Section VIII explains how MCC is organized, offering information on the board of trustees, administrative structure, academic governance organization, MCC Foundation, Inc., MCC Alumni Association, and MCC Association, Inc. Finally, Section IX presents financial data regarding tuition and fees, revenues and appropriations, and costs. (AYC) ED 269 063 JC 860 207 Osborn, Frances P. Recap of Marketing Information Available to Monroe Community College, 1984-85. Monroe Community Coll., Rochester, N.Y. Pub Date—5 Jun 85 Note 12p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Community Attitudes, Community Colleges, Institutional Advancement, Institutional Characteristics, “Marketing, Public Relations, School Community Relationship, Self Evaluation (Groups), *Student Attitudes, *Teacher Attitudes, Two Year Colleges Drawing from studies of major constituencies of Monroe Community College (MCC), this report provides an overview of available information on community, faculty, and student perceptions of MCC and of internal and external marketing strategies being considered by the college. The first sections highlight MCC's goal of promoting community awareness of the college's diversity, excellence, national recognition, and nontraditional qualities. The aext sections summarize research data showing that: (1) the community was unaware of the excellence of education, the transfer success, and the diversity of technical training at MCC; (2) few people, including MCC students, know of the colleges articulation agreements with high schools and four-year colleges; (3) parents tended to feel that it was important for their children to attend a four-year college to get a good job, and that MCC attracted a higher percentage of less intelligent, less academically oriented students; (4) high school students perceived a stigma attached to community college attendance, but saw advantages in more per. sonalized attention, cost benefits, and the retention of existing friendships; (5) adult women were less familiar with MCC than adult men; (6) while students had positive feelings about MCC and the quality of education provided, they felt that MCC was not appreciated by the community; and (7) faculty indicated that the community perceived MCC as a "high school with ashtrays." Discussions are pro
vided of issues related to internal and external mar. keting, the kind of image the MCC community wishes to create, and considerations in promoting the college. Finally, the paper identifies the information that should be disseminated to parents, high school students, adult women, MCC students, faculty and staff, and student leaders. (EJV) ED 269 064 JC 860 208 Osborn, Frances P. Current Job Outlook for MCC Students. Monroe Community Coll., Rochester, N.Y. Pub Date-Feb 86 Note-21p. Pub Type-- Numerical/Quantitative Data (110) — Reports - General (140) EDRS Price - MF01/PC01 Plus Postage. Descriptors Community Colleges, *Demand Occupations, *Employment Opportunities, •Employment Patterns, *Employment Projections, School Business Relationship, School Community Relationship, Two Year Colleges, Two Year Col. lege Students An analysis of the current job market for students at Monroe Community College (MCC) in Rochester, New York, was conducted to identify directions that would not only enhance MCC's contributions to the local community, but also to its students' future success. Job market data revealed the following trends: (1) the last decade has shown a profound shift away from manufacturing toward a service and information-based economy; (2) Rochester, which has always had a greater percentage of manufacturing employment than the national average, has also experienced a decline in manufacturing; (3) the Rochester industries that announced expansion plans between 1983-85 were not high technology industries; (4) a recent survey of job vacancies indicated that Rochester demands a highly educated workforce; and (5) though many of Rochester's industrial needs were being addressed by MCC programs, there were still gaps, including a need for greater international emphasis in programs. The bulk of the report consists of data tables showing changes in employment by industry; trends in Monroe County employment; company expansions announced, 1983-85; changes in employment in the Rochester area; manufacturing and non-manufacturing employment; unemployment rates; earnings; job vacancies; employment levels in high-technology and non-high-technology industries; export of manufactured products by county; and employment projections. (EJV) ED 269 065 JC 860 209 Osborn, Frances P. Demographic Problems and Opportunities. Monroe Community Coll., Rochester, N.Y. Pub Date—5 May 86 Note—7p.; Some pages may be marginally legible. Pub Type— Numerical/Quantitative Data (110) Reports - General (140) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Community Colleges, *Employment Projections, Enrollment, High School Graduates, *Institutional Advancement, *Population Trends, Program Development, *School Business Relationship, *School Community Relationship, Student Recruitment, Two Year Colleges A comparison of Monroe County projections of high school graduates and the March 1986 Rochester Labor Area Summary points to some excellent opportunities for marketing Monroe Community College (MCC). Projections of high school graduation rates show a 25% decrease in the number of graduates between 1989 and 1991, while the demand for entry-level service employees is expected to increase. MCC will not only be competing with other colleges for this pool of high school graduates, but also with service industries that will be offering graduates attractive entry-level jobs. To deal with these demographic and economic trends, MCC should: (1) position itself within the community as the school to go to while holding a job because of its convenient location and transferable education; (2) adapt its college services for working students; (3) intensify relationships with those local service industries in greatest need (e.g., department apparel, and grocery stores; restaurants; gasoline stations; hotels, motels, and campgrounds; and amusement and recreational services); (4) consider cooperative education programs that rotate work and education time periods; (5) schedule relevant courses and programs to correspond to the slack time of particular service industries; and (6) encourage industries to offer their staff opportunities to earn college degrees
through adjustable hours, tuition reimbursement, or alternative work/education. (EJV) ED 269 066 JC 860 210 Friedlander, Jack Employment Trends from 1984 to 1995 and Their Implications for Napa Valley College. Planning Report Number 1. Napa Valley Coll., Napa, CA. Pub Date-Apr 86 Note-26p.; Tables contain small print; colored pa per may affect legibility. Pub Type — Reports - Evaluative (142) — Guides Non-Classroom (055) EDRS Price - MF01/PC02 Plus Postage. Descriptors_College Planning, Community Col leges, Demand Occupations, Educational Needs, Education Work Relationship, *Employment Patterns, *Employment Projections, Job Training, "Long Range Planning, Two Year Colleges, Vocational Education Designed to assist staff at Napa Valley College (NVC) in their efforts to develop short and long-range plans for the institution, this report reviews recent reports by the Bureau of Labor Statistics regarding trends in the labor force. Following introductory material, the report looks at occupations with the largest job growth, the 20 fastest growing and fastest declining occupations from 1984 to 1995, and projected changes in employment for college-educated workers by occupation. Major trends in the labor force that may affect NVC are reviewed, including: (1) an increase in the importance of college degrees in the labor force; (2) increased participation of women in the labor force; (3) a decline in labor market participation among persons aged 55 or over; (4) increases in employment of electronics and engineering technical personnel; (5) increases in employment in health-related occupations; and (6) changes in employment prospects for office clerical workers, hotel and restaurant industry workers, protective service occupations, computer occupations, machine tool and welding occupations, education-related occupations, and scientific occupations. Finally, the report assesses the growing use of technology in the workplace. Each trend is discussed in terms of its implications for program and curriculum planning at NVC. (AEC)
secondary levels dealt with advanced placement/credit and access to college programs; and (6) the career programs most frequently identified as part of an articulated agreement were nursing, data processing, drafting, electrical technology, and automotive technology. The study report includes a sample of the questionnaire packet and a schematic of reported agreements. (AYC) ED 269 068 JC 860 212 Bozeman, William Hierstein, William J. Using the Computer to Improve Basic Skills, Pub Date-Apr 86 Note_29p.; Paper presented at the Annual National Convention of the American Association of Community and Junior Colleges (66th, Orlando, FL, April 12-16, 1986). Pub Type- Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction, *Correctional Education, Educational Bencfits, *Prisoners, Program Descriptions, «Remedial lostruction These presentations offer information on the benefits of using computer-assisted instruction (CAN) for remedial education. First, William J. Hierstein offers a summary of the Computer Assisted Basic Skills Project conducted by Southeastern Community College at the lowa State Penitentiary. Hierstein provides background on the funding for the project, the short time frame for planning and implementation, staffing, teacher training, software needs, and student reactions and outcomes. Quotations from project and prison staff, instructors, and inmates are provided, demonstrating the degree to which computer-assisted instruction gained support and generated enthusiasm even among those who were initially skeptical about the project. William C. Bozeman offers an overview of CAI, looking at different modes and features (e.g., drill and practice, tutorial programs, and simulations) and discussing the advantages and effectiveness of the approach. Finally, a software purchase list, including information on vendors and costs, is presented. (AYC) ED 269 069 JC 860 213 Young, Darroch F. Enriching the Transfer Effort: The Santa Monica College Scholars Program. Santa Monica Coll., CA. Pub Date --Feb 86 Note-12p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Articulation (Education), College Transfer Students, Community Colleges, Core Curriculum, Higher Education, *Honors Curriculum, *Intercollegiate Cooperation, Program Descriptions, Transfer Programs, Two Year Colleges, Two Year College Students A description is provided of the development, implementation, operation, and outcomes of the Santa Monica College Scholars Program, a partnership of six colleges and universities assisting students with demonstrated academic achievement to accomplish their goal of earning a baccalaureate degree. First, introductory material highlights selected program features, including: (1) guaranteed admission to any participating university; (2) a mandatory core cur. riculum with restricted enrollment; (3) discussions among faculty from each participating institution regarding curriculum content and rigor; and (4) a special support network for program participants. After delineating the purpose and objectives of the Scholars Program, the paper describes the following program features: student entrance and maintenance requirements; core curriculum; services to students provided by the University of California at Los Angeles (UCLA) and Santa Monica College; and interinstitutional activities. The steps in the im. plementation of the program are outlined, including determining program management, establishing the curriculum, developing brochures, recruiting and enrolling students, conducting a reception for students, and coordinating services and articulation with partner colleges. The next section looks at the results of the program, focusing on student characteristics and the qualitative assessments provided by participating students and faculty. Finally, program characteristics that make the Scholars Program a model for future efforts to strengthen postsecondary education are highlighted. (AYC) ED 269 070 JC 860 214 Parnell, Dale
ED 269 067 JC 860 211 Fadale, LaVerna M. And Others Articulation in Secondary and Postsecondary Oc cupational Education: Final Report. State Univ. of New York, Albany. Two Year Coll. Development Center. Spons Agency-New York State Education Dept., Albany. Bureau of Grants Administration, Pub Date-Sep 85 Grant-VEA-53-85-301-0370 Note—72p.; For related documents, see JC 860 156-157. Pub Type - Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors Advanced Placement Programs, * Articulation (Education), College School Cooperation, Community Colleges, Cooperative Programs, High Schools, Questionnaires, State Surveys, Two Year Colleges, *Vocational Educa tion Identifiers—New York A study was conducted of formal occupational education articulation agreements between secondary and postsecondary institutions in New York State. Specifically, the study investigated the administration of agreements; the characteristics, goals, and length of time of agreements; benefits; problems and barriers; costs; and characteristics associated with successful efforts. The study involved a statewide survey of 59 two-year colleges and 52 secondary institutions, requesting information on existing or upcoming agreements; and on-site visits and consultations at ten two-year colleges and seven secondary schools. Study findings, based on responses from 45 two-year colleges and 37 secondary schools, included the following: (1) 60% of the two-year colleges and 76% of the secondary schools reported having one or more articulation agreements; (2) the respondents identified 73 distinct agreements; (3) program coordinators indicated that contact was made with their counterparts at the cooperating institution once a semester; (4) advanced placement was the most common feature of the articulation agreements; (5) the most frequently reported objectives at both the secondary and post
Shaping the Environment. Pub Date-15 Apr 86 Noto-10p.; Paper presented at the Annual Na- tional Convention of the Amcrican Association of FL, April 13-16, 1986). Meeting Papers (150) EDRS Price • MF01/PC01 Plus Postage. Descriptors Articulation (Education), Associate Degrees, College School Cooperation, Commu- Colleges The future of the American community, techni. cal, and junior colleges will depend on the ability of educational leaders to shape the environment in which these institutions must function. The advent of the information-age, increasing competition for the recent high school graduate, and the current emphasis on education reform are examples of environmental changes which present community college leaders with many opportunities to determine the future of the open door colleges. The American Association of Community and Junior Colleges (AACJC) is making a significant national effort to shape the future environment. The priority aspects of AACJC's "game plan," as stated in its Public Policy Agenda, intend to: (1) promote the associate degree as an assurance of quality among employers and students; (2) enhance the high school/commu. nity college connection, by stressing academic standards and by developing articulated technical preparation training programs beginning during the junior year of high school and culminating with an associate degree; (3) develop employer /community college partnerships; and (4) build public understanding of community technical, and junior col. leges, especially by gaining attention from the national media. With this plan, the mission of opportunity with excellence in community, technical, and junior colleges can be strengthened and clari. fied. (MPH) ED 269 071 JC 860 215 Parrott, Marietta Faculty Articulation with Feeder High Schools and Local Employers. College of the Sequoias, Visalia, CA. Office of Insti tutional Research. Pub Date Mar 82 Note-29p. Pub Type Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price · MF01/PCO2 Plus Postage. Descriptors College Faculty, •College School Cooperation, Community Colleges, Cooperative Programs, Curriculum Development, High Schools, Questionnaires, "School Business Relationship, School Surveys, *Teacher Attitudes, *Teacher Role, Two Year Colleges As a first step in developing an articulation plan with fceder high schools, a College of the Sequoias (COS) task force developed and distributed a survey to all full-time faculty members to determine if indi. vidual faculty members were articulating with feeder high schools and local businesses, and if they would be willing to participate in an organized departmental effort for increasing communication with the high schools. Study findings, based on a 71% response rate (N=115), included the following: (1) 33% of the respondents had made visits to feeder high schools during the past year, with many attending specific events (c.8., plays or athletic events) or for personal reasons; (2) 30% had visitors from feeder high schools in their classrooms or had high school personnel communicate with them regarding curriculum; (3) 28% had contact with local businesses or industry to discuss curricular concerns; (4) the divisions with the largest number of faculty making visits were Physical Education and Administrative/Student Services, while the Divi. sion of Science, Mathematics, and Engineering ranked highest in the number of faculty receiving visitors; and (5) 77% of the respondents expressed willingness to participate in organized departmental efforts to increase articulation. Responses by divi. sion and the survey instrument are included. (EJV) ED 269 072 JC 860 216 (1978-1981).
tutional Research. Pub Date Mar 82 Note-17p. Pub Type - Reports - Research (143) EDRS Price - MF01/P001 Plus Postage. Descriptors—Community Colleges, Courses, De- velopmental Studies Programs, Enrollment Trends, *Program Costs, Remedial Mathematics, *Remedial Programs, Two Year Colleges In 1982, the California Postsecondary Education Commission conducted a statewide survey of remedial education in California's community colleges for the 3-year period, 1978-79, 1979-80, and 1980-81. College of the Sequoias's (COS's) response to this survey included the following information: (1) COS offered 6 remedial reading courses, 4 remedial writing courses, 14 remedial math courses, 1 English as a second language course, 3 remedial support courses, and 3 special programs; (2) entrance test scores of entering freshmen in 1980-81 showed an estimated 32% reading below the 6th grade level, 25% reading between the 6th and 9th grade levels, and 30% reading between the 10th and 11th grade levels; (3) the total number of students enrolled in remedial English courses increased from 37% of the enrollment in all English courses in 1978-79 to 54% in 1980-81; (4) in 1980-81, remedial courses comprised 36% of all English course offerings and 50% of all math course offerings; (5) of the total enrollment of 2,612 students in math courses, 65% were enrolled in remedial work; (6) expenditures on remedial courses and services increased by 45% from $544,615 in 1978-79 to $790,671 in 1980-81, representing 7% of the total operating budget of COS; and (7) 66% of the remedial reading sections were taught by the English Department and 34% by the Learning Assistance Center. (AYC) ED 269 073 JC 860 217 Parrott, Marietta Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores. College of the Sequoias, Visalia, CA. Office of Insti tutional Research. Pub Date -Jul 82 Note—28p. Pub Type Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Academic Achievement, Community Colleges, "Grades (Scholastic), "Predictor Variables, *Reading Achievement, *Reading Skills, Screening Tests, Social Sciences, Student Place ment, Two Year Colleges, *Writing Skills A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores and course grades of 409 students enrolled in spring 1982 in selected social science courses. Study findings included the following: (1) in five of seven courses, the mean reading score decreased as the course grade decreased; (2) the mean reading score for the 10 students who received an “F” was higher than the overall mean score for the entire sample; (3) for all courses, except the political science course, the mean reading score for the students receiving non-credit grades was lower than the mean reading score for students receiving credit grades; and (4) significant relationships were found between students' grade outcomes and their ability to read and write. (AYC) ED 269 074 JC 860 218 and Usage of COS Library Services. tutional Research. Pub Date-Jul 82 Note-44p.; Tables contain small print. Pub Type - Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price · MF01/PCO2 Plus Postage, Descriptors—*College Libraries, Community Col- leges, Library Services, Questionnaires, School Surveys, "Student Attitudes, *Teacher Attitudes, Two Year Colleges, Two Year College Students, *User Satisfaction (Information), Use Studies, *Vocational Education, *Vocational Education Teachers A study was conducted at College of the Sequoias (COS) to gather information about patterns of li-
brary utilization among vocational students. Specifically, the study focused on vocational students' attitudes toward libraries, differences between the attitudes of library users and con-users, factors influencing library use, vocational faculty use of and attitudes toward the COS library, and faculty perceptions of the importance of student use of the library and of the best approach to teaching library skills to vocational students. Survey instruments were administered in class to 226 students enrolled in business, industry and technology, and nursing classes; and to 37 vocational faculty members. Study findings included the following: (1) 88% of the students indicated that they felt very comfortable in libraries, 84% enjoyed reading, 55% indicated that their friends frequently used the library, 76% learned to use the library in high school, and 64% felt that libraries have information that is help. ful to carpenters, welders, electricians, and mechanics; (2) in comparison to students in other classes, business students agreed more strongly with the statement that their instructors felt library use was important; (3) as a whole, faculty respondents were making minimal to moderate use of the COS library; and (4) 73% of the faculty members indicated that while they cacouraged their students to use the library, they did not require it. The survey instruments are appended. (AYC) ED 269 075 JC 860 219 Parrott, Marietta A Comparison of Academic Status Statistics, Fall 1981 to Fall 1983. Report 83-3, College of the Sequoias, Visalia, CA. Office of Insti tutional Research. Pub Date-Jan 84 Note8p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Academic Achievement, *Aca demic Failure, Academic Probation, *Academic Standards, Community Colleges, School Policy, Two Year Colleges, *Two Year College Students A comparison of the number and percent of students subject to academic dismissal, academic pro bation, progress probation, the dean's list (GPA 2.00), and the president's list (GPA 3.00) at College of the Sequoias was drawn for the years 1981, 1982, and 1983. Statistics showed the following changes: (1) the number of students dismissed due to poor academic standing had increased by 80%, from 94 (1.2% of all students) in fall 1981 to 169 (2.3% of all students) in fall 1983; (2) the number of students placed on academic probation increased by 20%, from 758 (9.9% of all students) to 911 (12.5% of all students); (3) the number of students on progress probation decreased by 31%, from 454 (5.9% of all students) in fall 1981 to 315 (4.3% of all students) in fall 1983; and (4) the percentage of students appointed to the deans list decreased from 18.3% to 16.1%, while the percentage of students appointed to the president's list increased from 13.6% to 13.7%. Policy and program changes related to the increases in the numbers of students in academic difficulty and the decreases in the numbers achieving scholastic honors included a new requirement for instructors to submit their attendance policies in writing, a state-mandated drop fee, a decrease in tutorial services, the elimination of learning skills classes, and more stringent policies regarding course withdrawals and grading. (AYC) ED 269 076 JC 860 220 Webb, Elaine Followup Study of Transfer Students from C.O.S. to California State University, Fresno, & California Poly-Technic State University, San Luis Obispo, Fall 1984. College of the Sequoias, Visalia, CA. Office of Insti tutional Research. Pub Date-Jul 85 Note46p.; Tables contain small print. Pub Type Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors-—*Academic Achievement, College Transfer Students, Community Colleges, Grade Point Average, .Majors (Students), Postsecondary Education, State Universities, Transfer Policy, Two Year Colleges, *Two Year College Students A study was conducted at College of the Sequoias (COS) to assess the academic success of students transferring to California State University, Fresno (Fresno State), and California Poly-Technic State University, San Luis Obispo (Cal-Poly). The study focused on the number of units completed at COS, data are presented in part 4, which looks at full-/part-time faculty ratios, student/faculty ratios, and salary ranges. After part 5 examines community use of HCC facilities, part 6 reviews fiscal information with respect to the fiscal year (FY) 1987 proposed budget, FY 1987 proposed budget expenditures by function, FY 1987 sources of reve nue, sources of revenue during FY 1980 through FY 1986, projected changes in revenue sources, contributions made to or on behalf of Maryland community colleges, net cost per FTE student, unmet financial aid needs, and tuition. (AYC)
grade point average (GPA) at COS, COS units accepted at the transfer institution, present class level, units completed at the transfer institution, transfer GPA, and student major. Study findings, based on data on 65 Fresno State students and 14 Cal-Poly students, included the following: (1) Cal-Poly accepted 93%-94% of all courses taken at COS, while Fresno State accepted 85%-90%; (2) overall, the GPA of COS students dropped somewhere from .3 to .5 grade points after transferring; (3) students experienced a larger drop in GPA at Cal-Poly than at Fresno State; and (4) students transferring to the Social Science Department at Fresno State experienced a slight increase in GPA. The bulk of the study report consists of data tables and graphs illustrating data on the transfer students. (AYC) ED 269 077 JC 860 221 Goodyear, Don Enrollment Analysis, 1970-1985. College of the Sequoias, Visalia, CA. Office of Insti tutional Research. Pub Date-Nov 85 Note-38p. Pub Type Numerical/Quantitative Data (110) EDRS Price - MF01/PC02 Plus Postage. Descriptors College Programs, Community Col leges, *Enrollment Trends, Longitudinal Studies, *Majors (Students), *Student Characteristics, Trend Analysis, Two Year Colleges, *Two Year College Students A series of tables are presented, providing a 15-year analysis of enrollment, student demographic characteristics, and first census weekly student contact hours (WSCH) by division at College of the Sequoias (COS). Data indicate: (1) total enrollment increased from 5,447 in 1970 to 7,587 in 1985, peaking in 1981 with a high of 7,625 students; (2) the percentage of students under 21 years of age decreased from 47.1% in 1970 to 38.4% in 1985; (3) the percentage of males decreased from 51.7% in 1970 to 44.6% in 1985; and (4) social science courses represented 22.5% of the total course enrollment in 1970, but only 15.4% in 1985. Graphs showing enrollment trends by division comprise the bulk of the report. (AYC) ED 269 078 JC 860 222 Goodyear, Don Freshmen Survey. Fall 1985. College of the Sequoias, Visalia, CA. Office of Insti tutional Research. Pub Date Jan 86 Note—21p.; Cooperative Institutional Research Program conducted jointly by ACE and UCLA/ COS. Pub Type Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors College Freshmen, Community Col leges, National Surveys, Questionnaires, *Student Attitudes, *Student Characteristics, Two Year Colleges, *Two Year College Students In 1985, College of the Sequoias (COS) was asked by the Cooperative Institutional Rescarch Program (conducted jointly by the American Council on Education and the University of California, Los Angeles) to participate in a survey of incoming freshmen for the fall 1985 semester. During the summer counseling session, 259 new COS freshmen were interviewed. A comparison of COS and na. tionwide findings revealed that COS students differed substantially from other two-year college students in the following areas: (1) ethnicity; (2) average, grade in high school; (3) academic rank in high school; (4) miles from home to college; (5) estimated parental income; (6) dependency status for 1985; (7) activities engaged in during the year; (8) highest degree planned; (9) current religious preference; (10) met or exceeded recommended years of study in English, mathematics, foreign languages, computer science, and art or music; (11) self-assessment of drive to achieve, emotional health, leadership ability, self-confidence, and writing ability; (12) reasons for going to college; (13) influences on college choice; (14) number of colleges applied to for admission; (15) number of college acceptances this year; (16) probable field of study; (17) probable career occupation; (18) father's and mother's education, occupation, and religious preference; (19) sources for educational expenses; (20) financial aid which must be repaid; (21) concern about financing college; (22) planned and preferred residence during fall term; (23) students' perceptions of their chances for success; (24) essential or very important objectives; and (23) political orientation. The study report includes data tables
contrasting COS findings with results from all two-year colleges and public two-year colleges. In addition, responses to COS's supplemental survey items regarding degree goals, job-preparation training needs, planned use of COS services, evaluation and reputation of COS vocational programs, information sources, eligibility for admission to a state university, adequacy of information on COS programs and services, preferences regarding college orientation, and reasons for attending COS. (AYC) ED 269 079 JC 860 223 Reed, Cheryl B. Follow-Up of 1984 Graduates. Research Report Number 44, Howard Community Coll., Columbia, MD. Office on Institutional Research. Pub Date—Apr 86 Note—79p. Pub Type Reports - Research (143) Tests/ Questionnaires (160) – Numerical/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors—College Graduates, College Trans fer Students, *Employment Patterns, Followup Studies, Graduate Surveys, Outcomes of Education, “Participant Satisfaction, Questionnaires, School Surveys, Student Characteristics, Two Year Colleges, Two Year College Students, Vocational Followup A study was conducted at Howard Community College (HCC) to provide a comprehensive profile of all students who graduated with a degree or cer. tificate from HCC in 1984. Survey questionnaires were sent to all 267 graduates, requesting information on current employment/educational status, primary reason for attending HCC, achievement of goals, satisfaction with instructional quality and overall institutional quality, reason for enrolling at HCC, year of first attendance, full-/part-time enrollment status, transfer experiences, and employment. Study findings, based on a 56% response rate, included the following: (1) 93% of the responding graduates indicated that they had achieved their goals at HCC; (2) over 90% were extremely satisfied of satisfied with the quality of classroom instruction and the overall quality of the college; (3) the most popular programs were nursing, business management, secretarial science, data processing, biomedical engineering technology, business administration, and general studies; (4) 45% had entered HCC with the intention of taking courses without working towards a degree or certificate; (5) 37% transferred to another institution, representing 80% of the students who entered HCC with transfer as their major goal. The bulk of the study report consists of graphs showing HCC findings, often in contrast with statewide results. The survey instrument is appended. (AYC) ED 269 080 JC 860 224 Radcliffe, Susan K. Novak, Virginia E. Howard Community College 1986-87 Institutional Indicators for Proposed Operating Budget. Howard Community Coll., Columbia, MD. Office on Institutional Research. Pub Date--Apr 86 Note_76p. Pub Type-- Numerical/Quantitative Data (110) EDRS Price · MF01/PC04 Plus Postage. Descriptors—Budgets, College Faculty, Commu nity Colleges, Costs, Credit Courses, Degrees (Academic), "Educational Finance, *Enrollment Trends, Financial Support, *Institutional Characteristics, Noncredit Courses, School Community Relationship, *Student Characteristics, Tuition, Two Year Colleges, *Two Year College Students This report presents a series of graphs and tables, offering information on students, instruction, faculty, and finances at Howard Community College (HCC) in Columbia, Maryland. Part 1 provides profiles and projections of HCC's students, including a 10-year overview of full-time equivalent (FTE) enrollment, 1976-85; enrollment projections, 1980-90; enrollment by full-/part-time status, day/evening status, minority status, gender, age group, residence, average credit hour load, educational objectives, and influences on college choice. In part 2, charts illustrate longitudinal enrollment by program type, transfer program enrollment, occupational program cnrollment, cooperative education enrollment, pro jected instructional programs, ratings of HCC quality by 1984 graduates and their employers, and degrees and awards granted. Part 3 focuses on credit-free instruction, identifying continuing education sites and tracing enrollment trends. Faculty
ED 269 081 JC 860 226 Reinertson, Jacquelyn What Ever Happened to the Class of 1983? Charles Stewart Mott Community Coll., Flint, Mich. Pub Date-Feb 86 Note-20p. Pub Type Reports - Research (143) EDRS Price - MF01/P001 Plus Postage. Descriptors Academic Achievement, Academic Persistence, * Attendance Patterns, Basic Skills, Community Colleges, Educationally Disadvantaged, Enrollment Trends, Grade Point Average, *High Risk Students, Remedial Instruction, Remedial Programs, School Holding Power, *Student Characteristics, Two Year Colleges, Two Year College Students In 1982-83, a study conducted at Mott Community College (MCC) identified 322 students, or 6% of the student body, as "grossly skill deficient," (i.e., achieving at the junior high school level or below in all basic skill areas). In November 1985, the transcripts of those 322 students were assembled and analyzed to determine enrollment patterns and achievement levels. Study findings included the following: (1) of the skill-deficient students, 194 were males and 123 were females; (2) all 322 registered at MCC during the 2-year period; however, 7.8% dropped all of their classes soon after registration; (3) those who did register were successful in 67% of the classes they completed; (4) the students registered for an average of 2.3 semesters; (5) only four students accumulated 60 credits or more, with the entire group accumulating an average of 10.14 credits each; (6) 31.68% had a grade point average (GPA) of 2.0 or better; (7) only 14.28% followed advice to enroll in three remedial courses, 24.22% enrolled in two remedial classes, and 20.49% enrolled in one remedial class; (8) students who took and passed remedial classes in reading, writing, and mathematics had higher GPA's, persisted longer, completed more courses, and accumulated more credits than students who did not take remedial courses; and (9) in comparison with the MCC student body as a whole, the skills-deficient students were younger, more likely to be female, and more likely to be local residents. (RO) ED 269 082 JC 860 227 Academic Year Report, 1984-85. Washington Com munity Colleges. Washington State Board for Community Col. Edu cation, Olympia. Pub Date-86 Note—79p.; Prepared by the Division of Informa tion Services and Enrollment Planning. Data ta bles contain small print. Pub Type-- Numerical/Quantitative Data (110) – Reports · Descriptive (141) EDRS Price · MF01/PC04 Plus Postage. Descriptors-Administrators, Capital Outlay (for Fixed Assets), College Faculty, College Role, *Community Colleges, #Educational Facilities, *Enrollment, •Expenditures, Federal Aid, Financial Support, Part Time Faculty, Salaries, •School Personnel, State Aid, State Colleges, State Surveys, *Student Characteristics, Two Year Col leges Identifiers—*Washington Information on enrollments, personnel, finances, and facilities in Washington's community colleges is provided in this report for the four quarters of 1984-85 and for previous years. First, general infor. mation is presented on the colleges' role, mission, and history, and on the organization of the state system. Section I contains definitions related to student characteristics and full-time equivalent (FTE) enrollments, and data on: (1) student headcount by quarter, by source of funding, by age and sex, by ethnic background, and by full-/part-time status; (2) annualized statewide FTE enrollment by funding source, course intent (i.e., vocational, academic, or basic skills), and time and location of classes; and
and college graduates, percentage of individuals on unemployment, and percentage of individuals on work disability) were factor analyzed. Indices representing dimensions of economic deprivation and educational attainment were used to categorize zip codes as either high or low SES. Correlations of the SES indices with high-risk student behaviors, academic performance, and attrition were statistically significant in most analyses, albeit they offered only modest contributions to the explanation of overall variation. Institutional efforts to use the SES variables in counseling and recruitment have been extremely cautious, in recognition of the fact that SES data can only be used in the context of a holistic assessment. (RO) ED 269 085 JC 860 230 Gray, Michael D. Hardy, Robert C. A Preliminary Investigation of Grade Point Aver ages of Early and Late Applicants to Community Colleges. Pub DataApr 86 Noto 10p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (70th, San Francisco, CA, April 16-20, 1986). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Academic Persistence, College Ap plicants, Grade Point Average, *Grade Prediction, High Risk Students, Open Enrollment, School Holding Power, *Student Attrition, Two Year Colleges, Two Year College Students In 1981, a study was conducted at three rural community colleges in Maryland to determine whether there was a difference between the college grade point averages (GPAs) of first-time, full-time students who applied early for admissions and the GPAs of students who applied late. The study analyzed applications and GPA data for a total of 700 subjects, including 503 early applicants and 197 late applicants. The study revealed that the GPA of carly applicants was higher than that of late applicants at each institution. The results suggest that application timing may help to identify a potential at-risk population for whom early intervention and proper counseling might help decrease the rate of attrition. (RO)
(3) FTB enrollment by funding source and college. Section II offers information on faculty and staff, including data on annualized FTE faculty by funding source, FTE faculty and administrative personnel by employment status and assignment area, and classified employec annualized FTE's by employment status and assignment area. Section III examines facilities and capital planning for the system and cach college. Finally, section IV presents an overview of community college financial operations, including costs per FTE student, sources of funding, and expenditures by program, element, and object. Appendices include information on student tuition and fees, additional historial enrollment information, and a list of statistical publications. (AYC) ED 269 083 JC 860 228 Fall Quarter Report, 1985. Washington Commu nity Colleges. Washington State Board for Community Coll. Edu cation, Olympia. Pub Date(86] Note-49p.; Prepared by the Division for Informa tion Services & Enrollment Planning. Pub Type- Numerical/Quantitative Data (110) — Reports - Descriptive (141) EDRS Price • MF01/PC02 Plus Postage. Descriptors Academic Education, Administra tors, Age, College Faculty, "Community Colleges, Courses, •Enrollment Trends, Ethnic Groups, Females, Financial Support, Full Time Equivalency, Males, Personnel Data, Salaries, *School Personnel, State Surveys, *Student Char. acteristics, Trend Analysis, Two Year Colleges, Vocational Education Identifiers Washington Fall 1985 data on enrollments, student characteristics, and personnel at Washington's community colleges are provided in this report and contrasted with historical data for fall quarters 1980 through 1984. Report highlights are presented, indicating: (1) in fall 1985, the Washington community college system served 153,460 students, 130,498 of whom took at least one state-funded course; (2) there was a 1% drop in the full-time equivalent (FTE) enrollment of students under the age of 30, while the FTE enrollment of students 30 and over continued to increase; (3) enrollment in basic skills courses continued a 5-year pattern of growth; and (4) patterns of enrollment by full-/part-time status, sex, race, and on-/off-campus attendance were unchanged from the previous fall. The next section of the report focuses on student characteristics, including statewide and college data on enrollment by full./ part-time status, age, sex, and ethnic group, The report offers FTE enrollment data by funding source, course intent, instructional subject areas, and time and location of classes. The final section contains employment status data on faculty, administrators, and staff. (AYC) ED 269 084 JC 860 229 Grosset, Jane M. Hawk, Thomas R. Development of a Socio-Economic-Status Index Using United States Census Data. Pub Date-Apr 86 Note-12p.; 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—Census Figures, *Economic Factors, Factor Analysis, High Risk Students, Income, *Predictor Variables, Research Methodology, •Social Indicators, Socioeconomic Background, •Socioeconomic Status, Two Year Colleges, *Two Year College Students, Urban Education, Withdrawal (Education) The study reported here employed a quasi-factorial ecological approach to explore the possibility of using economic and social indicators available from the 1980 census to construct a socio-economic status (SES) index. The study hypothesized that if an appropriate factor analysis model could be identi. fied, factor score equations could be used to construct an SES index for each of the 49 zip codes in a large castern city. In turn, students attending a public two-year college in the city could be assigned an SES measure on the basis of their residential zip code. Using census data, seven economic and social indicators (i.c., mean per-capita income, median household income, percentage of persons below the poverty level, percentage of high-school graduates
institutional strategy, resource allocation, and institutional effectivencas. (RO) ED 269 087 JC 860 236 Alternative Methods for Funding Community Col lege Capital Outlay. A Report to the Legislature in Response to Supplemental Language in the 1985-86 Budget Act. California State Postsecondary Education Commis sion, Sacramento. Report No.-CPEC-85-42 Pub DatoDoc 85 Note_27p. Pub Type Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Capital Outlay (for Fixed Assets), •Community Colleges, Construction Costs, "Educational Finance, Facility Improvement, 'Facility Planning, "Financial Policy, Financial Support, Resource Allocation, Statewide Planning, Two Year Colleges Identifiera, California In response to legislative mandate, this report on current methods used to fund capital outlay projects in the California community colleges discusses the major problems with existing funding methods, analyzes various alternatives for improving these methods, and offers recommendations for legislative approval. Part 1 of the report traces the history of capital outlay funding in the community colleges, describing the major legislation that established the present system of capital outlay review. Part 2 de scribes tive problems with the state's present method of funding community college construction, while part 3 analyzes seven different alternatives to the present system. Finally, part 4 proposes principles that should guide selection of specific methods; offers conclusions about the present system, and presents the following recommendations: (1) the state's method of funding capital outlay in the community colleges should be considered by the legislature and the Governor as part of a comprehensive approach to make the overall finance system of these institutions more congruent with their goverdance structure; (2) some funds beyond those pro vided in the state's project-by-project review should be allocated as a “block grant"; and (3) the Chancellor's Office should develop a formula to distribute these grants in ways that would take into account the size of all districts, their relative needs for campus construction, and other factors that would assess campuses' needs for additional capital outlay. (RO) ED 269 088 JC 860 237 Tilton, Theodore Strategies for Maintaining Associate Degree Nurs ing Programs. Pub Date 15 Apr 86 Note-6p.; Paper presented at the Annual National Convention of the American Association of Community and Junior Colleges (66th, Orlando, FL, April 13-16, 1986). Opinion Papers (120) EDRS Price · MF01/PC01 Plus Postage. Descriptors Administrator Role, •Associate De- grees, Certification, College Presidents, Community Colleges, Government School Relationship, Nurses, Nursing Education, Practical Nursing, School Community Relationship, Standards, *State Legislation, Two Year Colleges As part of the national campaign of the American Nurses Association (ANA) to create two levels of nursing, one for bachelor of science nurses (BSN's) and one for associate degree nurses (ADN's), Illinois has been targeted for a legislative push to change the laws governing nurse licensure, which, if successful, would signal the beginning of the end of associate degree nursing in its present form. The President's Council in Illinois has recognized the critical nature of the coming fight over the law on licensure and has been actively engaged in designing an agenda of activities for implementation against the ANA's proposals. On the local level, support is being secured from ADN directors and faculty, lo cal hospitals and nursing homes; the success of ADN programs is being publicized; and community groups are being mobilized in support of ADN programs. On the state level, the Coalition for the Preservation of the Current Nurse Practice Act has been organized to apply pressure on state legislators. On the national level, ANA activities are being monitored, information is being shared with other groups involved in the same fight, and the ANA is being challenged to produce facts and figures to support
ED 269 086 JC 860 235 Zammuto, Raymond F. And Others Development of the Two-Year Version of the Institutional Performance Survey. National Center for Higher Education Management Systems, Boulder, Colo. Spons Agency-National Inst. of Education (ED), Washington, DC. Pub Date-Nov 85 Contract-400-83-0009 Note-113p. Pub Type Reports - Research (143) – Tests/ Questionnaires (160) — Numerical/ Quantitative Data (110) EDRS Price - MF01/PC05 Plus Postage. Descriptors College Faculty, Community Col leges, Employee Attitudes, Evaluation Criteria, •Evaluation Methods, Field Tests, *Institutional Evaluation, Institutional Research, Questionnaires, School Surveys, Student Attitudes, Teacher Attitudes, Test Validity, *Two Year Col leges, Two Year College Students Identifiers-Institutional Performance Survey (NCHEMS) The purpose of this report is to describe the development and field testing of a two-year college version of the National Center for Higher Education Management System's (NCHEMS) Institutional Performance Survey (IPS), an instrument designed to provide information on the perceptions of various groups about the overall functioning and performance of the institution. The report explains the impetus for developing the two-year IPS; steps in redesigning the instrument, which included the solicitation of comments from a panel of administrators, faculty, and staff in three community college systems; and the field testing of the modified IPS at Montgomery College (MC), Maryland. Appendix A presents the version of the IPS developed for the MC field test. Appendix B offers an extensive executive report on the MC study, presenting a digest of the responses of administrators, associate staff, support staff, tenured and untenured faculty, and faculty at each MC campus for questions related to changes in the college environment, enrollments, revenues, institutional functioning, college culture, Page 6
cation Work Relationship, *Enrollment, Fol- leges, Two Year College Students, Withdrawal (NVC) in fall 1984 with the educational objective of earning a degree or certificate. Persistence rates, JC 860 246 Pub Date-Apr 86 Note-—24p.; Paper presented at the Annual Meet- ED 269 095 JC 860 244 ing of the American Educational Research Asso ciation (70th, San Francisco, CA, April 16-20, 1986). ports - Research (143) Pub Date-Sep 85 EDRS Price - MF01/PC01 Plus Postage. Note-84p. Descriptors-Attitude Measures, College Faculty, Values, State Surveys, *Teacher Attitudes, Two EDRS Price - MF01/PC04 Plus Postage. Year Colleges, *Values fer Students, *Employment Patterns, Followup A study was conducted to investigate the instru- A formal evaluation of the academic programs of rity, Mature Love, and Salvation) life values of com- ED 269 098 JC 860 247 ED 269 096 JC 860 245 Digby, Kenneth E. The Use of the Language Usage Section of the Differential Aptitude Test as a Predictor of Success in Freshman Level English Courses. Pub Date-May 86 Pub Date-4 Mar 86 Note-8p. Note--18p.; Ed.D. practicum, Nova University. Pub Type-- Reports - Research (143) Pub Type - Reports - Research (143) — Disserta- EDRS Price - MF01/P001 Plus Postage. tions/Theses · Practicum Papers (043) Descriptors-Academic Persistence, Attendance EDRS Price · MF01/PC01 Plus Postage. Patterns, Community Colleges, Day Students, Descriptors-Admission (School), * Aptitude Tests, Dropouts, Evening Students, Full Time Students, College Students, Community Colleges, Grades *Grades (Scholastic), Part Time Students, School (Scholastic), 'Language Usage, *Predictor Vari- Holding Power, Student Attrition, Two Year Col- ables, Screening Tests, "Student Placement, Test
Use, "Test Validity, Two Year Colleges, Writing Skills The admissions process at Fayetteville Technical JC 860 248 Feasibility Study for Establishing Three Medical Record Related Programs. Research Report Se ries Volume XIV, No. 12. Planning and Research. Pub Date23 May 86 Note—33p. Pub Type Reports Evaluative (142) Tests/Questionnaires (160) EDRS Price - MF01/P 02 Plus Postage. Descriptors_Allied Health Occupations, Allied Health Occupations Education, Community Col- leges, Educational Demand, Employer Atti- tudes, Employment Opportunities, Feasibility Studies, Medical Record Technicians, Program Development, Two Year Colleges In November 1985, a survey was conducted at JC 860 249 College, Research Report Series Volume XIV, No. 13. Planning and Research. Pub Date2 Jun 86 Note—14p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, Commu- nity Colleges, Majors (Students), Participant Sat Page 7
Pub Date-Jun 85 Available from Greater Minneapolis Day Care Meeting Papers (150) Noto -59p.; Photographs may not reproduce Association, Lehman Center, 1006 West Lake EDRS Price • MF01/P001 Plus Postage. clearly. Street, Minneapolis, MN 55408 ($3.00). Descriptors Adolescents, Child Advocacy, Available from-American Correctional Associa- Pub Typem Guides . Non-Classroom (055) •Childhood Needs, Childrens Rights, Global tion, 4321 Hartwick Road, Suite L-208, College EDRS Price - MF01/P002 Plus Postage. Approach, History, Participation, Social Change, Park, MD 20740 (Non-members, $17.95; ACA Descriptors Behavior Change, Behavior Prob •Social Influences, Young Children members, $14.50. 2% discount when payment is lems, 'Child Abuse, Children, Day Care Centers, Identifiers-Korczak (Janusz), United Nations caclosed). Early Childhood Education, Elementary Educa- The United Nations' Convention on the Rights of Pub Type Reports - Descriptive (141) tion, .Emotional Deve ment, Guidelines, In- the Child is a major achievement in the struggle to EDRS Price - MF01 Plus Postage. PC Not Avail- tervention, Stress Variables, Teacher Response, extend human rights to children. Its antecedents able from EDRS. •Teacher Role include the efforts of Dan Mulock Houwer, EglanDescriptors Childhood Needs, Family Programs, Teachers receiving training about child abuse is. tync Jebb, Gustave Ador, and the work and words *Legal Responsibility, Legislation, Models, Par- sues raised many questions about what they could of Janusz Korczak (pioneer in residential care and ent Child Relationship, Prisoners, Program Ad- do in a classroom to facilitate the healing and director of an orphanage in Warsaw between 1912 ministration, *Program Content Program growth of an abused/ocglected child. The questions and 1942), whose writings can be of great help in Descriptions, Program Effectiveness, State Sur. centered on three main areas of concern: (1) How understanding children's emotional lives. Of historiveys are children's extreme behaviors to be interpreted? cal importance is Korczak's fresh look at the conThis book examines the history and experience of (2) What is the teacher's role? and (3) What can cept of childhood in which the similarity of programs for children of inmates. Section 1 dis- teachers do to promote more appropriate behaviors? children, particularly adolescents, and adults is emcusses parental tics, emphasizing bonding and the This booklet provides a responses to these ques. phasized. In contrast, children today as a whole are father's role. Section 2 describes prison purscrics, tions. The left-hand column of each page lists per- seca as having unique characteristics. A broad hisday care and children's centers, parenting classes, sonal, interpersonal, cognitive, and emotional issues torical view suggests that, whereas economic prosfurloughs, family and conjugal visits, community fa- likely to confront abused children. Such issues in- perity freed Western youth from the duty to cilities, visitation policies, support services, and pe- clude boundaries, trust, role reversals, safety, participate as adults in society, but now Western dal colonies. Focusing on legal issues, Section 3 self-esteem/self-identity, authority/power/control, youth, sometimes for economic reasons, are exdiscusses the best interests of the child and liability. shame/guilt/anger, loyalty/ denial, and confusion. cluded completely from participation in society. To Section 4 indicates matters raised by child psychol- The middle column of each page specifics problem- day many children and adolescents want to ogists which program planners should consider and atic behaviors related to each of the listed issucs. participate more in society on an equal basis with offers recommendations for program implementa- The right-hand column offers suggestions for deal- adults. For example, youth in Holland recently fortion and research. Section 5 provides a comprehen- ing with the behaviors in ways that control Degative mulated a constitution for schools and presented it sive table of types of programs for inmate parents behaviors and give special attention to needs of to the Minister of Education and Sciences. Curand their children, including prison purseries, over- abused children. To use this booklet effectively, a rently, hopeful and terrible signs simultaneously in. night stays, family and conjugal visits, children's teacher must recognize that interventions require dicate that the condition of the world's children is and day care centers, parenting classes, and fur- time and consistent application and that children both improving and deteriorating. In view of the loughs. The table also indicates the availability of under stress who have not been abused may behave problems Africa's children face, more voices de community facilities for mothers and children, num- in ways characteristic of abused children. (RH) manding children's rights must be heard. Three ber of female inmates surveyed, and lists the names pages of references conclude the document. (RH) and addresses of surveyed institutions and pro ED 269 126 PS 015 738 grams. Also provided in Section S are Section Allison, Ursula And Others ED 269 128 PS 015 741 4-1116 (Preserving Parental Relationships) of the Child Health Guidelines: Health, Nutrition, In- Rokoff. Sandra Abram, James K. Uniform Law Commissioners Model Sentencing fants and Toddlers. Revised Edition. Blueprint for Curriculum Design. and Corrections Act, a list of individuals contacted Greater Minncapolis Day Care Association, MN. New Mexico State Dept. of Education, Santa Fe. by survey or for expert opinion, and a bibliography Pub Date-Jan 85 Pub Date-Aug 85 of the literature concerning programs for incarcera- Note-70p. Note—79p. ted parents and children. (RH) Available from Greater Minneapolis Day Care Pub Type- Guides · Non-Classroom (055) Association, Lehman Center, 1006 West Lake EDRS Price - MF01/PC04 Plus Postage. ED 269 124 PS 015 736 Street, Minneapolis, MN 55408 ($3.00, plus Descriptors-Academic Standards, Curriculum Bates, Marlys Koskie, Beth $2.00 postage and handling). Design, "Curriculum Evaluation, Definitions, Child Abuse Issues for Child Care Providers. Pub Type- Guides . Non-Classroom (055) *Educational Objectives, Elementary Secondary Greater Minneapolis Day Care Association, MN.; EDRS Price · MF01/PCD3 Plus Postage. Education, *Minimum Competencies, *Needs Minnesota Univ., Minneapolis. Descriptors—Child Abuse, Childhood Needs, Assessment, Writing Skills Spons Agency-McKnight Foundation, Minneapo Child Neglect, "Day Care Centers, Early Child- Identifiers-New Mexico High School Proficiency lis, MN.; Northwest Arca Foundation, St. Paul, hood Education, Guidelines, "Health, 'Infants, Examination Minn. *Nutrition, Records (Forms), Sanitation, Tod- This guide contains information helpful in develPub Date-Jul 85 dlers oping curricula for grades K through 12 and pro Note34p.; For related document, sec PS 015 737. Identifiers--Food Preparation, Sick Child Care vides the following: (1) rationale for developing Available from-Greater Minneapolis Day Care Forms and guidelines presented in this manual school curricula; (2) a glossary of related educa Association, Lehman Center, 1006 West Lake were compiled and/or developed by staff of agen- tional terms, such as "competencies," "learning doStreet, Minneapolis, MN 55408 ($1.50, plus post- cies serving nursery schools, group day care centers, mains," and “needs assessment"; (3) a reference to age and handling). and family day care homes. The health and safety the availability of the New Mexico State Board of Pub Type- Guides . Non-Classroom (055) guidelines focus on excluding ill children and staff, Education's "Educational Standards for New MexEDRS Price - MF01/PC02 Plus Postage. caring for ill children, safety policies, emergency ico Schools" (ESNMS); (4) guidelines for conductDescriptors—Child Abuse, Child Caregivers, procedures, fire emergencies, pets, bites, and sanita- ing a needs assessment; (5) suggestions for Child Neglect, *Day Care Centers, *Discipline tion. Health forms provided include a health care developing exit level and checkpoint student comPolicy, Early Childhood Education, 'Identifica- summary and a health history for preschool/school petencies; (6) tips for curriculum evaluation; (7) tion, Personnel Evaluation, *Teacher Responsi- age children, an immunization exemption form, a sample curriculum pages for the composition strand bility, *Teacher Role, Young Children medication permission sheet, an emergency card, a of a grades K through 12 language arts curriculum; Identifiers-Physical Contact, Screening Proce- model parental consent form regarding accidental and (8) sample curriculum pages for some New dures, Self Defense ingestion and use of syrup of ipecac, a field trip Mexico State Department of Education competenWritten for child caregivers, this booklet provides permission form, and accident and fire drill logs. cies shown in a sequential, checkpoint-to-exit for. very basic information about child abuse and ne- Materials concerning child abuse include a child mat. The latter include competency statements in glect, discusses carly warnings that signal when a abuse/neglect statement for parents and employee the areas of science, social studies, health, art, mufamily is in trouble or when a child is at risk, and handbooks, suggested procedures for recording and sic, and mathematics. Appendix A contains instrucindicates how caregivers can helpfully intervenc. reporting child abuse, a list of barriers to reporting, tional program planning and implementation Also suggested are ways caregivers might protect recording to document suspected abuse/neglect, a guidelines from the ESNMS for language arts, themselves against the charge of child abuse. Sec- child abuse/neglect recording form, and a suspected mathematics, science, social studies, physical edutions of the booklet concern: (1) recognizing child child maltreatment reporting form. Material per. cation, and the fine and practical arts. Appendix B abuse; (2) interviewing and screening prospective taining to infants and toddlers offers guidelines for presents goals and objectives of the New Mexico employees and ongoing assessment of staff; (3) dis- diapering and toileting, health care summary and High School Proficiency Examination for the concipline and touch; (4) creating a written discipline health history forms, and an infant's daily record. tent areas of community resources, occupational and touch policy; (5) caring for a child who has been Food handling and nutrition is discussed in terms of knowledge, consumer economics, mental and physi. abused; and (6) a short program of self-defense for safe food for healthy children, sanitation, hints for cal health, and government and law. Also appended young children. The booklet contains numerous feeding infants, making baby food, and foods to are specifications for skills and tasks used in assessuggestions, such as teaching a very young child to avoid when feeding infants and toddlers. A 24-hour sing students' writing skills. (RH) memorize his or her telephone number by singing it food guide for infants is provided. Resources for to the tune of “Twinkle Twinkle Little Star." (RH) health and safety information are listed. (RH) ED 269 129 PS 015 742 Davenport, Amy And Others ED 269 125 PS 015 737 ED 269 127 PS 015 740 The Economics of Child Care: Taking Care of Vermont's Most Valuable Resource. Intervention Strategies with Abused Children. The Rights of the Child Today and in the Time of Vermont Governor's Commission on the Status of Greater Minneapolis Day Care Association, MN.; Janusz Korczak. Women's Childcare Task Force, Montpelier. Minnesota Univ., Minneapolis. Pub Date-20 Jun 85 Pub Date- Oct 85 Spons Agency-McKnight Foundation, Minneapo Note 13p.; Paper presented at the International Note-65p. lis, MN. Conference on the Training of Educators (Kib- Pub Type-- Reports - Research (143) Pub Date-85 butz Shefayim, Israel, June 20, 1985). EDRS Price · MF01/PCO3 Plus Postage. Note-35p.; Por related document, see PS 015 736. Pub Type - Opinion Papers (120) Speeches/ Descriptors-Costs, *Day Care, Demography, Page 8
about stress, group process, counseling, child devel- Identifiers Japan, *Scarch Behavior and related activities was sent to 54 local centers. opment, and parenting and who can deal effectively The purpose of this study was to longitudinally Respondents were instructed to indicate whether with individuals experiencng high levels of anxiety, examine the development of anticipatory visual they engaged in the listed activities frequently, stress, or even crisis in their lives. (RH) search and to find out the effects of preceding expe- sometimes, or never. Overall, findings indicated riences upon the search during the second year of that the day care centers and preschools appeared to ED 269 149 PS 015 774 life. The sample consisted of 18 Japanese firstbom be implementing appropriate prereading activities. Conroyd, S. Danielle nonretarded children from middle-class families Discussion emphasizes the importance of develop Employer Sponsored Child Care: Issues and Op- who were individually tested at 11, 12, 14, 16, 22, mentally appropriate activities, and recommendations. and 24 months. At each test session, each subject tions are offered for guiding the introduction of Pub Date-25 Mar 86 received 2 trials at a task in which an object disap- prereading into the preschool setting. (RH) Note9p.; Paper presented at the "Employer- peared at a tunnel entrance and reappeared at an Sponsored Child Care: Issues and Options" Con- exit. The child's visual fixation toward the object ED 269 154 PS 015 810 ference (Detroit, MI, March 25, 1986). and the entrance, the exit, and other zones of the Gerold, Roberta A. Barnes, Donna R. Pub Type Reports Descriptive (141) tunnel was measured and the entire procedure was Elementary School Level Students' Perceptions of Speeches/Meeting Papers (150) videotaped. Visual search during occlusion of the Their Scbool World. EDRS Price - MF01 Plus Postage. PC Not Avail. object was assigned to five levels of anticipation. Pub Date—Apr 86 able from EDRS. Findings indicated a developmental sequence from Note_33p.; Paper presented at the Annual ConDescriptors Day Care Centers, Early Childhood level I to level III and a transition period of 14 vention of the American Educational Research Education, Employer Supported Day Care, Hos- months. Within level III, change occurred from Association (70th, San Francisco, CA, April pitals, *Program Administration, *Program Con- level III-1 to level III-3 across a period of 22 16-20, 1986). tent, Program Descriptions months. Level II and level III-2 were regarded as Pub Type - Reports - Research (143) - Speeches/This presentation describes the child care center transitional levels despite their limted emergence Meeting Papers (150) at Detroit's Mount Carmel Hospital, a division of due to the decrement of their occurrence at later EDRS Price · MF01/PC02 Plus Postage. the Sisters of Mercy Health Corporation employing months. Such development was interpreted as the Descriptors— Comparative Analysis, •Disabilities, approximately 1,550 women. Discussion focuses on reflection of the process of coordination between *Educational Environment, Educational Facilireasons for establishing the center, facility acquisi- spatial and temporal information in object perma- ties, Elementary Education, *Elementary School tion, program details, program management, devel- nence. (RH) Students, Perception, Photographs opmental philosophy, parent involvement, policy Identifiers—Normal Children issues, employee morale, and accreditation. The ED 269 152 PS 015 789 A total of 168 elementary school students with child care center is seen as an important benefit for Chauliac, M. Masse-Raimbault, A. M. and without mild to moderately handicapping conemployees and one which clearly communicates the Women's Lives, Mothers' Health. Children in the ditions participated in a study on the visual percephospital's commitment to improving the quality of Tropics No. 159. tions that pupils have of their schools. The study work life for employees. (RH) International Children's Centre, Paris (France). sought, in part, to determine whether mainstreamed Pub Date-85 students see their school differently than peers withED 269 150 PS 015 776 Note-68p. out handicaps. Subjects were asked to photograph Hughes, Dana And Others Available from--"Children in the Tropics,” Inter- aspects of their schools which they considered illusMaternal and Child Health Data Book: The national Children's Centre, Chateau de Long- trative. A thematic categorization of the resulting Health of America's Children. champ, Bois de Boulogne, 75016 Paris, France 1,415 photographs was conducted and results were Children's Defense Fund, Washington, D.C. ($5.00 or 30 French Francs). statistically analyzed. Very few statistically signifiSpons Agency-Charles H. Revson Foundation, Journal Cit-Children in the Tropics; n 159 1985 cant differences were found among the pictures of Inc., New York, NY.; March of Dimes Birth De- Pub Type Opinion Papers (120) Collected control, resource room, and special class groups. fects Foundation, Washington, D.C. Works - Serials (022) None of the statistically significant differences were Report No.-ISBN-938008-49-8 EDRS Price - MF01/PCO3 Plus Postage. considered as having practical significance. Results Pub Date-86 Descriptors Adolescents, Birth Rate, Developed suggested that elementary school students, regardNote_320p. Nations, *Developing Nations, *Females, less of placement or possession of a mild to moderAvailable from-Children's Defense Fund, 122 C *Health, "Intervention, *Mothers, Nutrition, ate handicapping condition, have similar visual Street, N.W., Washington, DC 20001 ($9.95). Physical Development, Pregnancy, Rural Areas, perspectives of their school. The finding of so few Pub Type— Numerical Quantitative Data (110) Tables (Data) significant differences was considered to be a potenEDRS Price - MF01 Plus Postage. PC Not Avail- Identifiers-Life Expectancy, Mortality Rates tially important finding in itself. (Author/RH) able from EDRS. Part of a program of publications concerning the PS 015 812 Parenthood, Federal Programs, *Health, *Infant four journals by the Group for Initiatives on Women Metzger, Mary Ann Freund, Lisa Mortality, National Surveys, *Neonates, *Prema- and Development, this issue of "Children in the Rule-Governed and Contingency-Shaped Behavior ture Infants, Program Effectiveness, State Sur. Tropics" focuses on mothers' health. Section I de- of Learning-Disabled, Hyperactive, and Nonseveys, Tables (Data), Unwed Mothers scribes factors conditioning the health and nutri- lected Elementary School Children. Identifiers-Fact Sheets, National Goals, *Prenatal tional status of women and girls. Discussion centers Pub Date-Apr 86 Care on life expectancy at birth, maternal mortality rate, Note-15p.; Paper presented at the Meeting of the This databook describes the status of maternal and birth rate. Section II focuses on aspects of ma- Eastern Psychological Association (New York, and child health in America; the nation's progress in ternal and child health, including nutritional re- NY, April 17-20, 1986). reducing infant mortality, low birth weight babies, quirements of pregnant and lactating women; Pub Type - Reports - Research (143) —Speeches/and the percentage of pregnant women who receive weight gain during pregnancy; mothers' age, num- Meeting Papers (150) late or no prenatal care; patterns of teenage and ber of children, and interbirth interval; maternal pu- EDRS Price · MF01/PC01 Plus Postage. out-of-wedlock childbearing; and the extent to tritional status, breast-feeding, and interbirth Descriptors Comparative Analysis, Contingency which certain safety net programs, such as Aid to interval; anemia; work and women's health; preg. Management, Elementary Education, *ElemenFamilies with Dependent Children, Medicaid, and nancy in adolescents; abortion; the growth of girl tary School Students, Grade 2, Grade 4, *Hyperthe Women, Infants, and Children Supplemental children, starting in the intrauterine period, and activity, Kindergarten Children, Learning Food Program, are meeting the needs of the poorest their ability to bring pregnancies to term when they Disabilities, •Performance Factors, *Student Bewomen and children. Data for the years 1978-1983 reach childbearing age; and sexual mutilations. Sec- havior are based on published and unpublished statistics tion III briefly reports actions aimed at improving Identifiers_Instructions, Normal Children, Rule from the National Center for Health Statistics. All women's health in the areas of education, surveil- Governed Behavior 1984 data are based on published and unpublished lance of pregnant women, food supplementation, The major purpose of this study was to describe data from 40 state vital statistics offices. After an planned parenthood, appropriate technology, and the rule-governed and contingency-shaped behavior overview of findings, Part 1 focuses on national legislation. In conclusion, health problems facing of learning-disabled, hyperactive, and nonselected findings and Part 2 reports highlights of state find- rural women are pointed out. Numerous tables and elementary school children working on a computings. Included in Part 2 are tables ranking states on graphs are provided. (RH) er-managed task. Hypotheses tested were (1) that their problems and programmatic responses, as well the children would differ in the degree to which as the Surgeon General's 1990 Objectives Maps ED 269 153 PS 015 791 either instructions or external contingencies conwhich indicate states' progress toward meeting esFuchs, Lucy trolled their behavior, with the hyperactive children tablished goals. Approximately half of the databook Pre-Reading and Reading Skills in Pre-Schools: A being more sensitive to external contingencies, the consists of state fact sheets. Related tables and tech- Preliminary Study. learning disabled children more sensitive to instrucnical notes are appended. (RH) Pub Date-Mar 86 tions, and the nonselected children responding Note--16p.; Paper presented at the Annual Confer- somewhere between; and (2) that the hyperactive ED 269 151 PS 015 785 ence of the Southern Association on Children Un- children would show more response inconsistency Shimade, Shoko Sano, Ryogoro der Six (37th, Orlando, FL, March 5-8, 1986). and inappropriate responding than the other two Development of Anticipatory Visual Search in Pub Type Reports - Research (143) — Speeches/- groups. Ranging in age from 94 to 132 months, subOne-Year-Olds. Meeting Papers (150) jects were 20 referred hyperactive and/or attention Tokyo Gakugei Univ. (Japan). Research Inst. for EDRS Price · MFÒI/P001 Plus Postage. deficit disordered children, 20 seconds and the Education of Exceptional Children. Descriptors—Check Lists, *Day Care Centers, fourth-grade learning disabled children, and 20 secReport No.-RRB-22 Early Childhood Education, Incidence, *Pre- ond- and fourth-grade nonselected children. Ten Pub Date-Dec 85 reading Experience, “Preschool Curriculum, nonselected kindergarten children were involved in Reading Readiness, *Reading Skills a concurrent developmental comparison study. RePub Type-- Reports - Research (143) Identifiers—Florida (Saint Leo) sults revealed no interactions of diagnosis or grade EDRS Price · MF01/P001 Plus Postage. A total of 26 preschools and day care centers in with type of instructions. However, a fine-grained Descriptors Behavior Development, •Expecta- Saint Leo, Florida indicated the extent to which analysis of task performance yielded variables tion, Foreign countries, *Infant Behavior, *In- they were involved in teaching prereading and read- which discriminated grade levels and diagnostic cat. fants, Longitudinal Studies, •Visual Stimuli ing skills, when a questionnaire listing 50 reading egories. (RH) Page 9
ED 269 186 RC 015 688 ED 269 188 RC 015 691 ED 269 190 RC 015 693 Bratlie, Ron tion of Rural Administrators and Rural Teachers Pub Data-Apr 86 Washington State Univ., Pullman. Dept. of Rural in New Mexico. Noto-9p.; Paper presented at the Minncsota Rural Sociology. Pub Dato—May 86 Education Association Conference (2nd, North Pub Date- Oct 85 Note-104p.; Ph.D. Dissertation, New Mexico Mankato, MN, April 9-10, 1986). Noto_37p.; Revision of a paper presented at the State University. Pub Type Guides - Non-Classroom (055) Annual Meeting of the Rural Sociological Society Pub Type Dissertations/Theses - Doctoral Dis- Speeches/Meeting Papers (150) (Blacksburg, VĂ, August 21-25, 1985). sertations (041) - Reports - Research (143) EDRS Price - MP01/P001 Plus Postage. Pub Type Reports - Research (143) EDRS Price · MF01/PCOS Plus Postage. Descriptors Administrator Guides, Costs, EduEDRS Price · MF01/PC02 Plus Postage. DescriptorsAdministrator Education, Adminis- cational Economics, Educational Equipment, Ed. Descriptors_*Budgeting, County Officials, Deci. trator Qualifications, Elementary Secondary Edu- ucational Facilities, •Educational Finance, sion Making, "Human Services, Local Govern- cation, Higher Education, *Preservice Teacher Financial Problems, Fund Raising, Money Man- ment, *Public Agencies, *Retrenchment, Rural Education, Public Schools, Questionnaires, *Ru- agement, Operating Expenses, Retrenchment, Areas, *Rural Urban Differences, Social Services ral Education, *Rural Schools, •Student Teacher School District Spending, School Funds, School tion, Teacher Education Curriculum, *Teacher This paper is a checklist on ways to save money Three metropolitan and five rural counties in Education Programs, Teacher Recruitment, targeted to administrators of small rural schools but Washington State were studied to determine rela- Teaching Conditions, Teaching Experience appropriate to schools of any size. Tips concerning tionships between budget change decisions-particu- Identifiers—New Mexico staff include salary issues, early retirement, time larly expenditure decreases-and public service Teachers and administrators in rural New Mexico management techniques, involving staff in budget consequences. Demographic, economic, social, and schools and preservice teachers at New Mexico and facilities planning, and utilizing limited-experibudget data for 1979-1982 from census sources, State University were surveyed to determine com- ence teachers, teacher-administrators, and volunstate and county agency reports, and 214 question- ponents that could be included in teacher education teers. Adjusting length of school day and year, naire responses from public services officials were programs to augment prospective rural teachers' eliminating study balls, combining small enrollment used. Annual expenditures were found to have in- skills and to ease problems of recruitment/retention grades, offering some secondary classes in alternate creased for most agencies throughout the period. of certified personnel in rural schools. Question- years and reducing time spent on testing and disciJudicial, law enforcement, and correctional units re- naires from 169 rural public elementary/secondary pline are mentioned. Tips on equipment and faciliceived consistent increases; environmental protec- school teachers provided information on experi- ties include contracting specialty and janitorial tion, parks, and recreation tended to be cut ence, certification, training, teaching conditions, services, using mobile libraries and portable classdrastically. General government, social/health ser- and ways of staying up-to-date professionally. Ques- rooms, leasing school buildings, reducing vandalism vices, physical services, education, planning, and tionnaires from 16 administrators addressed prepa- and fuel consumption, and employing student help. community development remained relatively stable. ration for administering rural schools, Suggestions for generating funds include school State-mandated requirements and priorities of local teaching/administrative experience, staying profes- stores, vocational class products, adult evening officials were among the major factors in budget sionally current, and acquisition and retention of classes, wise investments, cooperative buying, coopallocations. In general, public officials perceived certified teachers. Opinionnaires from 108 preser- crative application for federal aid programs, comthat little had been lost in service quality or quan- vice teachers addressed adequacy of teacher train- munity support of school projects, and local tity, although maintenance of plant, equipment, and ing for rural educators, students' perceptions of donations. Other tips cover materials selection, capital outlays were thought to have suffered seri- rural schools, number of credits camned in special- community involvement, and school board policies. ously. While no definitive conclusions could be ties, and professional development. The study found (LPL) drawn from the study, improvements in staff effi- that: 98.2% of teachers and 75% of administrators ciency and creativity and greater cooperation were certified, rural educators tended not to be tran- ED 269 191 RC 015 694 among county departments, along with a worsened sient, certification requirements did not adversely Emerging Issues in the Rural Economy of the staff client ratio and less ability for long-range plan- affect rural educators, 43.8% of the respondents South. Proceedings of a Regional Workshop ning were some noted outcomes. Variables such as taught multigrade classes, and 54.4% of respondents (Birmingham, Alabama, January 13-14, 1980). urbanness, socioeconomic conditions, expenditure felt teacher training prepared them for rural teach- SRDC Series No. 81. changes, and outcomes perceptions showed less in- ing. Data on the surveyed population, schools, and Southern Rural Development Center, Mississippi tercorrelation than anticipated. Tables provide professional characteristics are presented in sum- State, Miss. county and budget data, categories and comparisons mary and tabular form. Questionnaires and lists of Pub Dato-Apr 86 of outcome variables, and correlation matrices of school districts form the appendix. (LFL) Note--146p. antecedent, intervening, and outcome factors. Available from Southern Rural Development (LFL) ED 269 189 RC 015 692 Center, Box 5406, Mississippi State, MS 39762 ($5.00). ED 269 187 RC 015 690 South Dakotans on the Move: Characteristics of Pub Type - Collected Works - Proceedings (021) PC06 Plus Postage. 1980. Update Series C229, No. 14. Descriptors-Adult Education, Agricultural Pub Date—85 South Dakota State Univ., Brookings. Agricultural Trends, Attitude Change, Community Resources, Note-16p.; An extensive revision of a paper pres- Experiment Station.; South Dakota State Univ., Elementary Secondary Education, Employment ented at the Annual Meeting of the Rural Socio- Brookings. Dept. of Rural Sociology. Patterns, *Futures (of Society), Higher Educalogical Society (Blacksburg, VA, August 21-25, Pub Date Oct 84 tion, Regional Attitudes, •Regional Characteris1985). Note-27p. tics, •Rural Development, *Rural Economics, Pub Type - Opinion Papers (120) Pub Type— Numerical/Quantitative Data (110) - Rural Education, Social Values, Transportation EDRS Price - MF01/PC01 Plus Postage. Reports - Research (143) Identifiers Issues Approach, United States Descriptors Change, Change Agents, Change EDRS Price - MF01/PC02 Plus Postage. (South) Strategies, "Intellectual Disciplines, Professional Descriptors Census Figures, Demography, Mi. The papers in this monograph represent the colRecognition, Rural Areas, •Social Change, *So- gration Patterns, "Population Distribution, Rural lective comments of speakers at a January 1986 cial Theories, Sociology Population, Rural Resettlement, Statistical Data, conference addressing emerging issues in the rural Identifiers–Rural Sociology, Sociologists *Trend Analysis economy of the South. The opening paper suggests Rural sociology needs a conceptualization of so- Identifiers-Counties, *South Dakota that prospects for rural southern economic developcial change and its implications for the discipline. Based primarily on 1980 census data, the bulletin ment are tied to new business development, new Scientifically adequate conceptualization would en- presents five sets of tables which describe changes agricultural products, automated traditional manuable rural sociologists to understand their own and in population which have occurred in South Dakota facturing, tourist and retirement development, others' social roles as activities which are aspects of as a result of migration into and out of the state. growth industries, foreign investment, vocational social change. With this understanding the rural so- Table 1 provides state of origin/destination, rank, education and retraining, financial services, defense ciologist could conceive of his practical experience number, and percentage data on migration into and spending, and foreign markets. Next, employment not just as effort to implement policy or achieve out of South Dakota from 1975-80. Figures indicate patterns in the nonmetropolitan South are presgoals but as raw evidence pertinent to generaliza- 69,514 persons moved to the state and 90,019 ented and discussed. The third paper reviews the tions about social change and significant for the dis- moved out of the state during this period, with Min- role of agriculture in the transformation of the nacipline of general sociology as well as for his own nesota being the leading state of both origin and tional and southern economy since World War II degree of success or failure as a rural sociologist. destination. Table 2 shows the age, number, and rate and provides statistical data and tables illustrating Five related orders of social change have relevance of net migration for South Dakota from 1960-70 changes in unemployment, manufacturing, mining, to the performance of rural sociologists. First order and 1970-80. For both decades, statistics indicate farm debt-asset ratios, and land values. The remainchanges pertain to bases for motivation viewed from that the highest rate of migration occurred among ing papers focus on four areas of concern: infrastruca psycho-social perspective on individuals. Second, 25-29 year-olds leaving the state. Table 3 contains ture and transportation, education, values and third, and fourth order changes encompass aspects net migration figures for South Dakota by age and attitudes, and agriculture and the community reof relationship between and among people in the sex for 1970-80. Table 4 presents numbers and rates source base. These papers suggest the need for recontext of a society. Fifth order changes embody of population change by county from 1970-80, re- gional planning and collaboration; greater changes in systems of symbols used to legitimize vealing that 13 of 66 counties experienced increases commitment to education, continuing education, behavior. This conceptualization of social change is in population ranging from 1.7% to 23.7%, while the and adult literacy; inclusion of racial and sex disrelevant for rural sociologists insofar as they use it remaining 53 counties witnessed population de- crimination issues in economic development policy to take perspective both on their participation in creases ranging from 1.5% to 28.5%. Table 5 enu- formation; and attention to issues such as farm/ur. social change while contributing to the achievement merates numbers and rates of net migration by age ban conflicts, land use, environmental regulation, of imperative functions and on change which they group and sex for each South Dakota county from local government finance, and changes in the price engender in others whom they influence. (JHZ) 1970-80. (NEC) and/or availability of inputs. (NEC) Page 10
teaching methods, and curriculum); high school bi- nale and philosophy, with active learning, problem cations, Mathematical Enrichment, .Mathematology (student characteristics, teaching methods, solving, and technology emphasized. Goals and ob- ics Education, Motivation, •Problem Solving, and others); high school chemistry (student concep- jectives are stated and desirable characteristics of Student Attitudes, Teaching Methods tions/misconceptions, testing, and others); high elementary mathematics programs are presented. Identifiers Challenge of the Unknown (Film) school physics (student conceptions/misconcep- The following program elements are discussed: This teaching guide accompanies the film series tions, student attitudes, teaching methods, curricu- problem-solving skills, attitudes, and mathematical “Challenge of the Unknown," which focuses on lum, and testing); university, geology; university concepts for five strands: aumeration, operations problem solving in the real world. The guide is debiology (student characteristics, textbooks, prob- and properties, measurement, geometry, and graph- signed to bridge the gap between the concepts preso lem-solving, curriculum, and others); university ing. Program structure, allocation of time, and pre- ented in the films and their classroom applications, chemistry (teaching methods, curriculum, text- scried resources are noted, the objectives, by strand, by answering teachers' questions and needs and probooks, and others); university physics (student con- are listed for grades 1 through 6, and instructional viding a variety of possible activities. Seven Chap ceptions/misconceptions, problem-solving, and approaches are discussed. Appendices present the ters, each corresponding to one of the films, concern others); informal science education; specific inter- National Council of Teachers of Mathematics rec- orienteering, information, restatement, outcomes, ests; preservice teacher education; inservice teacher ommendations, study notes and comments for each management, estimation, and argument. Chapters education; and research methodology (clinical in- grade level by objective, some suggested ideas for contain sections, each developing differing aspects terviews, time-series, aptitude-treatment interac- extension and enrichment topics, and calculator of the film. The first part of each chapter is a preview tion, qualitative research, meta-analyses, and guidelines. (MNS) defining and explaining the problem-solving ideas attitude mcasures). A bibliography of studies re covered. A fact sheet, a classroom discussion situaviewed is included. (JN) ED 269 224 SE 046 533 tion, a brief rationale, and a group of short exercises Guidelines for the Use of Calculators, Grades 1-12. for getting started are included in this part. The ED 269 221 SE 046 511 Alberta Dept. of Education, Edmonton. second section, on problem creating, provides samGarmulewicz, Liza Ireland Pub Date-81 ple student-teacher dialogues, problem idcas from Holistic Environmental Education: Central to Note_27p.; For a related document, see SB 046 the film, and student problems. In the next section, Necessary Reform in Elementary Science Educa 532. the focus is on material in the films themselves, with tion. Pub Type Guides - Classroom - Teacher (052) answers to some questions and attention to some Pub Date 28 Mar 86 EDRS Price - MF01/PC02 Plus Postage. areas in which curiosity might be channeled in the Note--22p. Descriptors Calculators, Educational Research, classrooms. Each chapter closes with a selection of Pub Type Reports - Descriptive (141) Elementary Secondary Education, Foreign exercises related to the skill being addressed in the EDRS Price - MF01/PC01 Plus Postage. Countries, Guidelines, Mathematics Education, film. A bibliography is included. (MNS) Descriptors Curriculum Development, Elemen- *Mathematics Instruction tary Secondary Education, *Eovironmental Edu- Identifiera Alberta, Mathematics Education Re- ED 269 227 SE 046 541 cation, "Holistic Approach, Science and Society, search Long. James *Science Education, *Technology These guidelines were developed to provide as- The High School Science Competition Sponsored Holistic environmental education is viewed as a sistance to Alberta schools in the development of by Itawamba Junior College. means of assisting in a long-term resolution of envi. policy for the use of calculators in classrooms, and Itawamba Junior Coll., Tupelo, MS. Natural Scironmental degradation. Guidelines for a holistic en- also to provide some assistance to teachers in plan ence Div. vironmental science curriculum are outlined for ning appropriate experiences for students. A posi- Pub Date- Oct 85 teachers and curriculum developers in this docu- tion statement advocating the use of calculators as Note — бр. ment. Major areas addressed include: (1) world both instructional and computational aids is pres- Pub Type Reports - Descriptive (141) - Guides views (discussing current and emerging paradigms ented. Guidelines for their use are then given by · Non-Classroom (055) and ideologies); (2) science education (providing level (primary, intermediate, junior high, high EDRS Price · MF01/P01 Plus Postage. suggestions for curricular modifications and adapta- school). A research summary is included as Appen- Descriptors-Biology, Chemistry, Competition, tions); (3) holistic environmental science education dix A; Appendix B contains suggestions for calcula- High Schools, Physics, Science Education, Sci(presenting models for developing environmental tor selection; Appendix C details the National ence Instruction, Secondary School Science awareness, knowledge, skills, attitudes, and behav- Council of Teachers of Mathematics recommenda- Following discussions between Itawamba Junior iors); (4) pedagogy (explaining the benefits of out- tion on calculators; and Appendix D provides sum- College (Fulton, Mississippi) and local high school door/inquiry learning, simulations, and case maries of some individual research reports. Finally, science teachers, a periodic science competition was studies); (5) procedural frameworks (offering an ex- Appendix E presents the policy statement on the established for students in high schools located in ample of how topics, skills, concepts and attitudes use of calculators on provincial examinations. the college's five-county area. The first competition can be organized). (ML) (MNS) was held in 1983 during which students took written tests in biology, chemistry, and physics. In addition, ED 269 222 SE 046 512 ED 269 225 SE 046 534 a team competition was held between four member Garmulewicz Liza Ireland Metric Practice Guide for Teachers. Based on teams from each participating school. The purpose Bringing a Holistic Environmental Ideology into Accepted Canadian Standards. of the competition was to provide information to Our Shared National Culture through Language Alberta Dept. of Education, Edmonton.; Alberta teachers on the performance of their students and Arte. Government Services, Edmonton. Metric Branch. also to provide a means for teachers to come to Pub Date-9 Apr 86 Pub Date-15 Nov 82 gether to discuss problems confronting them in Noto-11p. Note-14p. teaching their science courses. General comments Pub Type Opinion Papers (120) Pub Type- Guides - Classroom - Teacher (052) about the competition and an outline of the 1985 EDRS Price · MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. high school competition are presented. The outline Descriptors Elementary Education, Environ- Descriptors--Elementary Secondary Education, includes information about the gencral and team mental Education, Holistic Approach, "Humani- Foreign countries, “Mathematics Education, competitions, instructions, and time schedule. (JN) ties Instruction, Instructional Improvement, Mathematics Instruction, Measurement, *Met*Lategrated Activities, "Language Arts, Philoso ric System, Reference Materials, Science Educa- ED 269 228 SE 046 542 phy tion, Science Instruction Treagust, David F. Fraser, Barry J. Identifiers Environmental Education Programs Identifiers-Alberta Validity and Use of a Classroom Environment An integration of the humanities and the sciences Information is provided on current metric prac- Instrument for Higher Education, is proposed as being essential for the creation of a tices accepted by the Standards Council of Canada. Pub Daten86 holistic environmental ideology. Language arts is Rules and examples are given for using units, sym- Noto—20p.; Paper presented at a symposium "Reidentified as the means for integrating other subjects bols, and numerals. A table of metric prefixes; a list search on Classroom and School Environment" at around environmental themes. The acculturative of units, prefixes and symbols; and a summary of the Annual Meeting of the National Association role of the language arts and its influence in devel- commonly used units are provided. Interrelation- for Research in Science Teaching (59th, San Franoping biological, cultural, and social understanding ships among units are noted. Information on numero cisco, CA, March 28-April 1, 1986). For related is explained. Specific suggestions are offered that ical dating and a 24-hour timekeeping system is also documents, sce SE 046 543-544. illustrate the integrative potential of the language provided. (MNS) Pub Type— Reports - Research (143) - Speeches/. arts. These include techniques involving: (1) reading Meeting Papers (150) – Tests/Questionnaires and comprehension skills; (2) listening activities; (3) ED 269 226 SE 046 535 (160) interviewing; (4) vocabulary, development; (5) Maddur, Hilary C., Ed. EDRS Price - MF01/P001 Plus Postage. speech and dramatics; and (6) creative writing. The Challenge of the Unknown. Teaching Guide. Descriptors Classroom Environment, Elemen(ML) American Association for the Advancement of Sci- tary Secondary Education, "Higher Education, ence, Washington, D.C. •Science Education, Science Instruction, SemiED 269 223 SE 046 532 Spons Agency–Phillips Petroleum Company, Bar- Dars, Test Construction Elementary Mathematics Curriculum Guide 1982. tlesville, Okla. Identifiers-Science Education Research (Revised 1977 Program of Studies). Report No.--ISBN-0-393-95536-2 Despite a strong tradition of rescarch and practiAlberta Dept. of Education, Edmonton. Pub Dato--86 cal applications involving perceptions of psychosoPub Date-82 Note-287p. cial environment in elementary and secondary Note-82p.; For a related document, see SE 046 Available from—W.W. Norton and Company, loc., science classes, surprisingly little analogous work 533. 500 Fifth Ave., New York, NY 10110 ($6.00). has been conducted at the tertiary level. Conse. Pub Type Guides - Classroom - Teacher (052) The accompanying film series is available from quently, in order to facilitate such work, a new inEDRS Price - MF01/PC04 Plus Postage. Karol Media, 22 Riverside Drive, Wayne, NJ strument called the College and University Descriptors Educational Objectives, Elementary 07470-3191 (S80.00). Classroom Environment loventory (CUCET) was Education, Elementary School Mathematics, Pub Type- Guides - Classroom - Teacher (052) developed to assess students' or teachers' percepForeign countries, Mathematics Instruction, EDRS Price - MF01/PC12 Plus Postage. tions of several dimensions of the actual or preferred *Teaching Methods Descriptors - Elementary Secondary Education, environment (for example, personalization, involveIdentifiers Alberta Humor, *Instructional Films, Instructional Mate- ment, task orientation, individualization) of small This guide opens with a brief statement on ratio- rials, Learning Activities, •Mathematical Appli- university or college classes often referred to as Page 11
different approach to teaching thinking in our schools. In the discussion of each, key questions are considered and summarized, concerning assumptions, goals, methods and materials, the target audi. cace, teacher qualifications, benefits, and special problems. The chapters focus on: (1) CORT Think. ing Lessons, (2) Productive Thinking Program, (3) Philosophy for Children, (4) Odyssey, (3) Instrumental Enrichment, (6) Problem Solving and Com. prehension, (7) Techniques of Learning, and (8) Thoughtful Teaching. A concluding chapter discusses 10 points on which most of the program developers agree, and 10 common hazards. (MNS) ED 269 236 SE 046 550 fects of Visual and Motion Simulation in SH-3 Postsecondary Education, *Simulation, Train- ing, "Vision Identifiers Helicopters A fly-only group (N=16) of Navy replacement (N=13); (2) no visual/no motion (N=14); and (3) one visual plus motion group (N=19). Groups were compared for their SH-3 helicopter performance in the transition stage of contact flight training. All criterion measures, such as trials-to-mastery, the number of flights and number of hours in the transi- tion stage of flight training, were generally consis- tent. Transfer ratios, averaged across the three criterion measures, resulted in the best transfer of training under visual plus motion conditions (TR=.31) and about equal transfer for motion only (TR=.22), visual only (TR=.23), and no visual/no motion groups (TR= 24). While all device features reduced the effort for pilot transition to the SH-3 helicopter, the particular task was more important in determining transfer than the device feature used in training the task. (Author/JN) ED 269 237 SE 046 551 tain, GA. Pub Date-86 Note7p. Journal Cit-Nature Naturally; v9 03 Spr 1986 Pub Type Guides - Classroom - Leamer (OST) – Collected Works - Serials (022) Identifiers Bees, *Insects The life patterns, behaviors, and functions of the social insects, the honeybees, are presented in this publication. Illustrations and information are offered on the topic areas of: (1) the honeybee society (explaining the jobs of the queen, worker, and drone bees); (2) the hive (describing how the hive is constructed, how new bees develop, and how honey is made); (3) flowers and honeybees (highlighting the process of pollination); (4) beekeeping (discussing the popularity and products of this hobby); and (5) funfacts (describing bee navigation, temperature regulation, use of beeswax and a recipe for a honey-based snack). (ML) ED 269 238 SE 046 552 the New Century. The Statement and Action New York Ave., NW, Washington, DC 20006. Pub Type-Collected Works - Proceedings (021)— Reports - Descriptive (141) Document Not Available from EDRS. Descriptors Conservation (Environment), De- pleted Resources, Ecology, Energy, *Environ-
mental Education, Futures (of Society), "Global are described. In chapter 3, lesson plans for eight Approach, International Cooperation, *Natural Resources, «Physical Environment, Urban Envi key topics illustrate the development of prob lem-solving strategies and attitudes through the use roament, World Problems Identifiers—Environmental Issues of concrete and semi-concrete materials. Pour les The relationships between earth's resources and son plans are then provided in which the content the human future and the challenges of maintaining arca is subordinate to the major focus on problem solving. Chapter 4 highlights strategies to encourage a sustainable environment were probed at an inter the use of instructional materials. Appendices innational conference sponsored by the World Re clude responses to a questionnaire concerning the sources Institute. A synthesis of the conference's mathematics curriculum, background information reports, perspectives, and plans for action are pres- on manipulative materials, and a summary of their ented in this document. The position supported by expected role. (MNS) SE 046 557 Years. development; (2) urban environment; (3) fresh wa- Pub Date(86) ter; (4) biological diversity; (5) tropical forests; (6) Note_25p.; Paper presented at the Annual Meetagricultural land; (7) living marine resources: (8) ing of the American Educational Research Assoenergy; (9) non-fuel minerals; (10) atmosphere and ciation (70th, San Francisco, CA, April 16-20, climate; (l) international assistance; (12) capabili- 1986). ties assessment; and (13) business, science, and citi- Pub Type-- Reports - Research (143) - Speeches/zens. (ML) Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. ED 269 239 SE 046 553 Descriptors – Academic Achievement, Arabs, *Biology, Cognitive Measurement, Ethnic Interdependence of Living Things: A Teacher's Groups, Jews, Science Education, Secondary Manual for General Level Program Develop- Education, Secondary School Science, Sex Difment-Grades 7 and 8. Science and Society ferences, *Student Evaluation Teaching Units. Informal Series/61. Identifiers Israel, Science Education Research Ontario Inst. for Studies in Education, Toronto. The study compares the achievement of Jewish Report No.-ISBN-0-7744-5073-8 and Arab students in the high school biology matricPub Date85 ulation examinations in Israel with special reference Note-61p. to differences between boys and girls. While Jewish Available from The Ontario Institute for Studies and Arab students follow the same syllabus and take in Education, 252 Bloor Street West, Toronto, identical matriculation examinations, significant Ontario M55 1V6, Canada ($7.50). differences exist in learning and achievement patPub Type- Guides - Classroom - Teacher (052) terns. Major differences reported include: (1) girlDocument Not Available from EDRS. :boy ratio of Jewish biology majors is 3:1 compared Descriptors – Animals, Decision Making Skills, with 1:1 for the Arab biology majors; (2) Arab and *Ecology, Elementary School Science, Environ- Jewish girls achieve generally as well as boys; (3) mental Education, Junior High Schools, Physical Jewish students achieve better especially on tasks Environment, Problem Solving, *Science Activi. which require higher cognitive abilities; (4) Arab ties, •Science and Society, Science Education, student have, on the average, more difficulty in han*Science. Instruction, Science Materials dling multiple choice items; (5) the differences beAn episodic and activity oriented approach is em- tween Jewish and Arab students in paper and pencil ployed in this unit that illustrates the theme of inter- tests are substantially larger than those obtained in dependence of living things. Concepts related to practical laboratory tests; and (6) the gap between dependence, competition, community, and ecosys- Jewish and Arab students appears to be closing estems are developed through a case study of a rac- pecially in tasks which require either lower cognicoon problem. Various means of solving the raccoon tive abilities or simple process laboratory skills. problem are explored within a societal context. Five Possible reasons for the differences found and episodes comprise the unit. Each episode contains: trends identified are discussed. (Author/ML) (1) a suggested time requirement; (2) curriculum summary (describing the content, objectives, ED 269 242 SE 046 558 behaviorial evaluation examples, and teaching es- Feher, Elsa sentials); and (3) a teaching approach (providing Conceptions of Light and Vision: Prom the Naive instructional suggestions). Teachers and student re- to the Expert. source sheets that were designed to accompany the Pub Date(86) cpisodes are included in the appendices. (ML) Note-14p.; Paper presented at the Annual Meet ing of the American Association of Physics ED 269 240 SE 046 554 Teachers (Atlanta, GA, January 27, 1986). matics, Final Report of the Regional Training Meeting Papers (150) Mathematics Education in Asia and the Pacific. Descriptors_College Students, *Comprehension, ementary School Students, *Light, «Misconcep Pub Date-84 tions, Preservice Teacher Education, Science Note--100p. Education, *Science Instruction, *Vision of light and vision that are held by naive learners EDRS Price · MF01/PCD4 Plus Postage. and about some promising instructional strategies Descriptors Computation, Decimal Practions, El- that emerge from this work. Naive learners are de ementary Education, Elementary School Mathe- fined as subjects that have not had formal exposure matics, Fractions, Geometric Concepts, to the physics of light, particularly elementary *Instructional Materials, Lesson Plans, Manipu- school children who were interviewed in the infor. lative Materials, Mathematics Instruction, Mea- mal setting of an interactive museum and prospecsurement, Number Concepts, *Problem Solving, tive elementary school teachers in a college science Teaching Methods, Workshops class. Sections of the paper discuss: (1) historical Identifiers-Asia (Southeast) aspects of explanations dealing with visual phenomThis document is the final report of the Regional cna; (2) children's conceptions which were elicited Training Workshop for the Development of Materi- during their experiences with museum exhibits (fo als for Mathematics Education in Asia and the Pa- cusing on intermittent and extended light sources); cific, using a problem-solving approach. The (3) research strategies used to identify children's workshop was committed to identifying materials preconceptions; and (4) a four-step prescription for which are readily available at low cost, in sufficient teaching. This prescription (which involves elicitquantities to be used by children in classrooms in ing, confronting, engaging, and extending) is used any country within the region. In the introductory with portable, easy-to-make versions of exhibits chapter, the objectives and procedures of the work. which are taken to children's workshops and to colshop are described. Chapter 2 discusses priorities in lege classes for preservice teachers. (JN) teaching and learning. Research and the rationale for using materials, what a problem-solving ap- ED 269 243 SE 046 559 proach mcans, key topics, and materials to be used Yore, Larry D. Page 12
French, Barbara A. Schmidt Sanford, Julie P. ucation, Learning Processes, *Models, Problem Academic Tasks in High School Biology: A Genet- National Science Supervisors Association, Wash- Solving, *Psychology, Undergraduate Study ics Unit. R&D Rep. 6197. ington, D.C.; New Jersey Science Teachers Asso- This paper outlines seven assumptions about Spons Agency–National Inst. of Education (ED), ciation, Inc., Hackensack. teaching conditions that best facilitate critical thinkWashington, DC. Spons Agency-New Jersey Science Supervisors ing in the undergraduate psychology curriculum; Pub Date Dec 85 Association. the main ideas proposed in a model of critical thinkContract-OB-NIE-83-0006-P1 Pub Date-86 ing developed by a network of psychologists across Note-126p. Note_27p.; For the 1981-82 report, see ED 219 the nation; and the application of this critical think. Pub Type Reports - Research (143) 284. ing model to the undergraduate curriculum. BeginEDRS Price - MF01/PC06 Plus Postage. Pub Type— Reports - Research (143) ning with students' "knowledge bases" (facts, Descriptors Biology, Classroom Techniques, EDRS Price · MF01/PC02 Plus Postage. beliefs, assumptions, and values), the model is based Cognitive Development, *Genetics, High Descriptors-Biology, Earth Science, Educational on tension-reduction theories in which the restoraSchools, Instructional Improvement, Science Ed- Trends, *Enrollment, Physical Sciences, Science tion of a sense of balance is the core idea. Once ucation, *Science Instruction, •Scientific Con- Curriculum, Science Education, Science Instruc- critical thinking is engaged, a student is likely to go cepts, •Secondary School Science, Teacher tion, *Science Teachers, *Secondary School Sci- through the following identifiable stages in the reso Influence ence, “State Surveys, *Textbooks lution of discrepancy: (1) motivating factors, involvIdentifiers Science Education Research Identifiers—*New Jersey, Science Education Re- ing whether or not the student is alert, engaged, and The relationship between classroom work and stu- search willing to take risks; (2) information-seeking skills, dent understanding of genetics content is examined Results of the 1986 survey of science teaching in involving ways in which the student organizes inforin this descriptive study of an introductory high the secondary schools of New Jersey are presented mation; (3) information-relating skills, in which stuschool biology class. Classroom observations and in this report. Data from 187 public and non-public dents make connections between original examnations of student assignments related to a ge- secondary schools are organized into the categories discrepancies and other ideas, culminating in the netics unit were made. Factors affecting the teach- of: (1) student enrollment in science courses; (2) construction of a revised, tentative, personal theory; er's management of the work system and the professional staffing; (3) program offerings; (4) (4) an evaluation phase, in which students purpose apparent consequences for student learning were teaching assignments; (5) science supervisor / fully examine their personal theories to determine explored. Particular attention was given to elements chairperson information; (6) curriculum revision; the adequacy or sufficiency of their resolution; (5) of the system that focused on higher order cognitive (7) textbooks; and (8) course organization. High- an expressing phase in which students put forth skills, that is, work that required application of lights of this survey, which is the fifth in a series by their new position for external feedback; and (6) the knowledge to novel situations. Specific questions the state since 1968 are reviewed. It was found that integrating phase, resulting when external feedback explored included: (1) how was the genetics content & slight increase occurred in the percentage of stu- is supportive and students both revise their personal translated into student assignments; (2) how were dents taking science and that instructional time has theories and expand their knowledge bases. Followassignments organized into a classroom work sys- increased in biology, chemistry, and physics. Per- ing the evaluation of the implementation of this tem and how was this system managed; and (3) what taining to staffing, respondents revealed that only model at Alverno College in Milwaukee, Wisconsin, were the consequences in terms of learning opportu- seven percent of current science teachers plan to insights about the various components of the model, nities for students. A summary is provided of the retire within the next four years and that recruit. including remaining discrepancies are presented. A work systems including consideration of the number ment of new science teachers is less difficult than it sample assignment is appended. (LH) and nature of assigned tasks, how time was allocated was four years ago. It was reported that more among classroom activities, and how tasks related to schools are developing safety programs and that an ED 269 282 SO 016 989 the grading system. A description of the genetics increase in the science requirement for graduation is Sweeney, Duane, Ed. content strands is included. It was found that stuplanned. (ML) The Peace Catalog: A Guidebook to a Positive dents experienced difficulties with the genetics con Future. tent and that explicit instructions along with ED 269 280 SE 046 614 Report No.--ISBN-9614103-0-2 sufficient novel problem-solving applications appear Science Competencies for Exit Level and Check- Pub Date—Dec 84 to be essential for an accurate understanding of ge- point Competencies for Levels 3, 5, & 8. Note_362p. netics. A topic list, task list, and task analysis are New Mexico State Dept. of Education, Santa Fe. Available from-Penichet Publishing Company, appended. (ML) Pub Date-85 2514 South Grand Avenue, Los Angeles, CA Note-35p. 90007 ($14.95 plus $2.00 shipping and handling). ED 269 278 SE 046 608 Pub Type-- Reports - Descriptive (141) Pub Type - Collected Works - General (020) University Funding: Assessing Federal Funding EDRS Price - MF01/PCO2 Plus Postage. Opinion Papers (120) Reference Materials Mechanisms for University Research. Report to Descriptors-Academic Standards, Basic Skills, Directories | Catalogs (132) the Chairman, Committee on Science and Tech *Elementary School Science, Elementary Sec EDRS Price - MF01 Plus Postage. PC Not Availnology, House of Representatives. ondary Education, Grade 3, Grade 5, Grade 8, able from EDRS. General Accounting Office, Washington, D.C. *Minimum Competencies, Science Education, Descriptors Directories, *Disarmament, Foreign Report No.-GAO7RCED-86-75 Science Instruction, *Secondary School Science, Policy, *Futures (of Society), International RelaPub Date Feb 86 *Skill Development, •State Standards tions, Nuclear Warfare, Organizations (Groups), Note-39p. Identifiers—*New Mexico Parent Responsibility, *Peace, Resource MateriAvailable from-U.S. General Accounting Office, Restatements of the educational standards and als, Social Action, Social Responsibility, Social P.O. Box 6013, Gaithersburg, MD 20877. (First the science competencies established by the New Support Groups, Violence, War five copies free, additional copies $2.00 each, 25% Mexico State Board of Education are provided in This guidebook to a positive future provides (1) discount on 100 or more to a single address). this document. Identified as basic and process skills, articles and essays covering all aspects of peace by Pub Type Reports - Evaluative (142) these checkpoint competencies are tied directly to leading experts on peace and nuclear war education, EDRS Price - MF01/PCO2 Plus Postage. the exit competencies for science. It is suggested (2) a directory and detailed information on over Descriptors College Science, Educational Fithat the checkpoint competencies be used as a 1,000 peace organizations, (3) a guide to socially nance, Federal Aid, *Financial Support, "Higher framework in developing a written and delivered responsible investing, and (4) a list of related referEducation, *Productivity, Research, *Research curriculum and be aimed at the ultimate mastery of ence books, publications, and films. The first of 14 and Development Centers, *Research Universithe exit competencies. The exit level competencies sections focuses on nuclear winter, the evolution ties, Science Education, Science Programs, Scien- as well as the third, fifth, and eighth grade compe and effects of ouclear weaponry, the arms race, and tific Research, Technology tency checkpoints are listed and classified into 13 space-based missile defense. Section 2, “Empower. An assessment of the impact that funding mechamajor skill areas. These include the processes of: (1) ment," contains poetry, a personal account of a denisms had on the productivity and performance observing; (2) classifying; (3) inferring; (4) predict spair and empowerment workshop, a description of university research is presented in this report. The ing: (5) measuring; (6) communicating; (7) inter a network called “Interhelp," and articles about reGeneral Accounting Office (GAO) study focused lating nuclear war to children and “Despair and preting data; (8) making operational definitions; (9) on five universities that had reputed improvement formulating questions and hypotheses; (10) experi Personal Power in the Nuclear Age." The next two in program quality. The GẠO study concentrated menting; (ů) modeling; (12) using quantitative ap sections contain articles on “How You Personally primarily on what funding and other strategies these Can Prevent Nuclear War" and "How the United plications; and (13) recognizing impact. (ML) universities used to improve selected departments States Can Prevent Nuclear War." Sections 5 and 6 and how these departments were able to finance examine alternatives to war and parenting for peace their improvement initiatives. Specific questions ex and justice. Sections 7, 8, and 9 deal with education amined were whether particular funding mecha SO in a nuclear age, mediation, and the need for edunisms played a role in helping universities improve cated awareness about the Soviet Union, citizen diprogram quality and whether two funding mecha plomacy, and east-west relations. Section 10, nisms, i.e., individual project grants and center ED 269 281 SO 016 959 dealing with the effects of military spending is folgrants had different effects on the performance of Halonen, Jane S lowed by sections on converting to a peacetime research. It was found that at the five universities Critical Thinking throughout the Undergraduate economy, socially responsible investing, and nonvi. GAO visited, the common element in improvement Psychology Curriculum. olent action. The final section, which focuses on was an explicit commitment from the university to Pub Date- Oct 85 working toward a positive future, concludes with a improve quality through increases in internal and- Note—27p.; Paper presented at the Mid-America directory of peace groups and print and nonprint lor external funding and personnel changes. Initial Conference for Teachers of Psychology (2nd, In- materials. (LH) funding was necessary for building quality, although diana, October 1985). Document contains light it came from a variety of sources. An appendix con- type. ED 269 283 SO 017 005 tains a summary of scientists' responses to selected Pub Type Opinion Papers (120) -- Speeches/ Garson, G. David questions on research funding. (ML) Meeting Papers (150) Computer Simulation in Social Science. EDRS Price · MF01/PCO2 Plus Postage. Pub Date 15 Oct 85 ED 269 279 SE 046 610 Descriptors—Cognitive Development, Critical Note_46p.; Some pages may be marginally legible Hull Mary Ann Sousa, David A. Thinking, Curriculum Development, •Develop- due to light, broken type. Page 13
uting to the curriculum guide. A list of holidays and time frame and a list of areas of study, each tagged the New Nation, the period of national conflict, and special days which might be covered in the social to learning objectives, suggested activities, and page 1876 to the present. (LP) studies curriculum at the first grade level is then correlations in several widely used social studies provided. The bulk of the document consists of a textbooks. For grade three, the areas of study cov- ED 269 322 SO 017 119 detailed outline of content and objectives to be cov- ered are: people in communities, differences in com- Social Studies Curriculum Guide: Grade 6. ered. The information, presented in matrix form, is munities, communities and their environment, Dependents Schools (DOD), Washington, D.C. divided by marking period and includes a suggested community resources, community change, and Report No.-DS-Manual-2110-6 time frame and a list of arcas of study, each tagged community government. (LP) Pub Date-May 84 to learning objectives, suggested classroom activi Noten-116p.; Por related documents, see SO 017 ties, and page correlations with several widely used ED 269 320 SO 017 117 113-125. social studies textbooks. For grade one, the areas of Social Studies Curriculum Guide: Grade 4. Pub TypeGuides - Classroom - Teacher (052) study covered are: rules, individuals, families, Dependents Schools (DOD), Washington, D.C. EDRS Price - MFOI/PC05 Plus Postage. schools, environment, skills, and communication. Report No.--DS-Manual-2110-4 Descriptors-Area Studies, Behavioral Objectives, (LP) Pub Date--May 84 Concept Formation, Cross Cultural Studies, Cur. Nota_174p.; For related documents, sec SO 017 riculum Guides, Economics Education, *GeoED 269 318 SO 017 115 113-125. graphic Regions, Geography Instruction, Grade Social Studies Curriculum Guide: Grade 2. Pub Type-- Guides - Classroom - Teacher (052) 6. History Instruction, Intermediate Grades, Dependents Schools (DOD), Washington, D.C. EDRS Price - MF01/P67 Plus Postage. Learning Activities, Outcomes of Education, Po Report No.-DS-Manual-21 10-2 Descriptors Area Studies, Behavioral Objectives, litical Science, Sequential Approach, Skill DevelPub Date Apr 84 Concept Formation, Curriculum Guides, Foreign opment, Units of Study, World Affairs, World Noto-—73p.; For related documents, sec SO 017 Countries, *Geographic Regions, Geography In- Problems 113-125. struction, Grade 4, Immigrants, Intermediate Identifiers-Dependents Schools Pub Type Guides - Classroom - Teacher (052) Grades, Learning Activities, Map Skills, Out- An outline of the knowledge and skills to be EDRS Price · MF01/PCO3 Plus Postage. comes of Education, «Physical Divisions (Geo- taught at grade six in order to meet the Department DescriptorsBehavioral Objectives, Citizenship graphic), «Political Divisions (Geographic), of Defense Dependents Schools (DoDDS) social Education, Communications, Community Char- Research Skills, Sequential Approach, Skill De- studies objectives is provided. Material is divided acteristics, Concept Formation, Curriculum velopment, Social Studies, Units of Study, World into four parts. Following an introduction, a one Guides, Environmental Education, Grade 2, Law Geography page description overviews the curriculum topic for Related Education, Laws, Learning Activities, Identifiers-Dependents Schools, Europe, United grade six, world cultures and geography, and speci*Neighborhoods, Outcomes of Education, Pri- States fies the major subject areas to be covered within the mary Education, Sequential Approach, Skill De- An outline of the knowledge and skills to be topic, time allotment, and other classroom specifics. velopment, Social Studies, Transportation, Units taught at grade four form in order to meet the De- A list of acknowledgments contains games and adof Study partment of Defense Dependents Schools dresses of all educators contributing to the curricuIdentifiers Dependents Schools (DoDDS) social studies objectives is provided. Ma- lum guide. A list of holidays and special days An outline of the knowledge and skills to be terial is divided into four parts. Following an intro- appropriate for classroom coverage are also outtaught at grade two in order to meet the Department duction, a one page description overviews the lined. The bulk of the document consists of a deof Defense Dependents Schools (DoDDS) social curriculum topic for grade four, regional studies, tailed outline of content and objectives to be studies objectives is provided. Material is divided and specifies the major subject areas to be covered covered. The information, provided in matrix form, into four parts. Following an introduction, a one within the topic, time allotment, and other class- is divided by marking period and includes suggested page description overviews the curriculum topic for room specifics. A list of acknowledgments contains time frame and a list of arcas of study, cach tagged grade two, neighborhoods, and specifies the major names and addresses of all educators contributing to to learning objectives, suggested activities, and page subject areas to be covered within the topic, time the curriculum guide. Holidays and special days ap correlations with several widely used social studies allotment, and other classroom specifics. A list of propriate for classroom coverage are also outlined. textbooks. For grade six, the areas of study covered acknowledgments contains names and addresses of The bulk of the document consists of a detailed are: overview of social studies, geography, history, all educators contributing to the curriculum guide. outline of content and objectives to be covered. The culture, economics, political science, and modern Holidays and special events which might be covered information, provided in matrix form, is divided by world problems. (LP) in class are also outlined. The bulk of the document marking period and includes suggested time frame consists of a detailed outline of content and objec- and a list of areas of study, each tagged to learning ED 269 323 SO 017 120 tives to be covered. The information, provided in objectives, suggested activities, and page correla- Social Studies Curriculum Guide: Grade 7. matrix form, is divided by marking period and in- tions in several widely used social studies textbooks. Dependents Schools (DOD), Washington, D.C. cludes suggested time frame and a list of arcas of For grade four, the areas of study covered are: map Report No.-DS-Manual-21107 study, each tagged to learning objectives, suggested and globe skills, research skills, Europe and Amer- Pub Date-Aug 84 activities, and page correlations with several widely ica, immigrants, regions of the United States, and Note-68p.; For related documents, see SO 017 used social studies textbooks. For grade two, the comparison of world and U.S. regions. (LP) 113-125. areas of study covered are: characteristics of neigh Pub Type— Guides - Classroom · Teacher (052) borhoods, neighborhoods depend on one another, ED 269 321 SO 017 118 EDRS Price - MF01/PC03 Plus Postage. physical environment, cultural environment, laws Social Studies Curriculum Guide: Grade 5. Descriptors Area Studies, Behavioral Objectives, and rules, transportation, communications, Dependents Schools (DOD), Washington, D.C. Concept Formation, Curriculum Guides, Envichanges, and problems of a community. A final sec- Report No.--DS-Manual-2110-5 ronmental Education, "Geographic Regions, Getion lists extra activities. (LP) Pub Date-May 84 ography Instruction, Grade 7, Junior High Note--92p.; For related documents, sec SO 017 Schools, Learning Activities, Map Skills, Natural ED 269 319 SO 017 116 113-125. Resources, Outcomes of Education, Physical GeSocial Studies Curriculum Guide: Grade 3. Pub Type- Guides - Classroom - Teacher (052) ography, Sequential Approach, Skill DevelopDependents Schools (DOD), Washington, D.C. EDRS Price - MF01/PCD4 Plus Postage. ment, Social Studies, Units of Study, "World Report No.-DS-Manual-21 10-3 Descriptors-Behavioral Objectives, Civil War Geography Pub Date--Apr 84 (United States), Colonial History (United States), Identifiers-Dependents Schools Note—58p.; For related documents, see SO 017 Concept Formation, Curriculum Guides, Geogra- An outline of the knowledge and skills to be 113-125. phy Instruction, Grade 5, Intermediate Grades, taught at grade seven in order to meet the DepartPub Type-- Guides - Classroom - Teacher (052) Learning Activities, Modern History, Outcomes ment of Defense Dependents Schools (DODDS) soEDRS Price - MF01/PCO3 Plus Postage. of Education, Revolutionary War (United States), cial studies objectives is provided. Material is Descriptors Behavioral Objectives, Community Sequential Approach, Skill Development, Social divided into four parts. Following an introduction, Change, Community Characteristics, Community Studies, United States History, Units of Study a one page description overviews the curriculum Resources, Community Study, Concept Forma- Identifiers-Dependents Schools topic for grade six, world cultures and geography, tion, Curriculum Guides, Government Role, An outline of the knowledge and skills to be and specifies the major subject areas to be covered Grade 3, Learning Activities, Outcomes of Edu- taught at grade five in order to meet the Department within the topic, time allotment, and other classcation, Physical Environment, Primary Educa- of Defense Dependents Schools (DoDDS) social room specifics. A list of acknowledgments contains tion, Sequential Approach, Skill Development, studies objectives is provided. Material is divided names and addresses of all educators contributing to *Social Studies, Units of Study into four parts. Following an introduction, a one the curriculum guide. A list of holidays and special IdentifiersDependents Schools page description overviews the curriculum topic for days appropriate for classroom coverage are also An outline of the knowledge and skills to be grade five, American geography and government, outlined. The bulk of the document consists of a taught at grade three in order to meet the Depart- and specifies the major subject areas to be covered detailed outline of content and objectives to be covment of Defense Dependents Schools (DoDDS) so- within the topic, time allotment, and other class- ered. The information, provided in matrix form, is cial studies objectives is provided. Material room specifics. A list of acknowledgments contains divided by marking period and includes suggested divided into three parts. Following an introduction, names and addresses of all educators contributing to time frame and a list of areas of study, cach tagged a onc page description overviews the curriculum the curriculum guide. A list of holidays and special to learning objectives, suggested activities, and page topic for grade three, communities, and specifies the days appropriate for classroom coverage is also pro correlations with several widely used social studies major subject areas to be covered within the topic, vided. The bulk of the document consists of a de- textbooks. For grade seven, the areas of study covtime allotment, and other classroom specifics. A list tailed outline of content and objectives to be ered are: an introduction to geography, the carth, of acknowledgments contains names and addresses covered. The information, provided in matrix form, maps and globes, global land and water forms, how of all educators contributing to the curriculum is divided by marking period and includes suggested the earth's surface changes, world climates, the guide. A list of holidays and special events appropri- time frame and a list of areas of study, each tagged earth's resources, people and the earth, North ate for coverage at the third grade level is also pro- to learning objectives, suggested activities, and page America, Latin America, Europe, Africa, and the vided. The bulk of the document consists of a correlations with several widely used social studies Pacific World. (LP) detailed outline of content and objectives to be cov. textbooks. For grade five, the areas of study covered ered. The information, provided in matrix form, is are: a geographic review of the United States, carly ED 269 324 SO 017 121 divided by marking period and includes suggested history, colonial history, the American Revolution, Social Studies Curriculum Guide: Grade 8. Page 14
Utah State Office of Education, Salt Lake City. sion, Salem. little of that knowledge is passed on to undergraduPub Dato Jan 84 Pub Data (85) ate students. Ten colleges and universities in WashNote-224p. Note-54p. ington and Idaho with teacher education programs Pub Typen Information Analyses (070) - Guides Pub Type-- Reports - Descriptive (141) - Informa- were selected for the study. A total of 62 teacher Non-Classroom (055) tion Analyses (070) cducators and 388 student teachers were polled by EDRS Price - MF01/P009 Plus Postage. EDRS Price - MF01/PC03 Plus Postage. questionnaires. Results indicated that both teacher Descriptors-Academic Achievement, Classroom Descriptors Academic Standards, Educational educators and student teachers thought that en Techniques, Elementary Secondary Education, Improvement, Program Improvement, •Teacher hancing creativity in children was an important *Literature Reviews, School Effectiveness, Education Programs, Teacher Orientation, topic to include in teacher education programs. Teaching Methods *Teacher Recruitment, •Teacher Shortage, However, both groups felt that it was not being This report is intended as a resource for educators Teaching Conditions taught to any great extent in the programs. Alon the subject of effective schools literature as it Identifiers_Oregon though many of the teacher educators rated their pertains specifically to classroom processes. The This paper reviews the various recommendations own teaching styles as being more divergent than first chapter presents some basic notions which un- for improving teacher education in the United convergent in nature, many of the student teachers derlic the effective schools literature and the class- States and compares them to educational conditions indicated that no classes they had taken had been room process aspects of that literature. A detailed in Oregon. Recommendations are made to the Ore- taught in a creative manner. (CB) analysis is offered in the second chapter of 11 class- gon Teacher Standards and Practices Commission room processes frequently cited in effective schools in four areas: supply of new teachers, assurance of ED 269 350 SP 027 162 literature: (1) academic expectations; (2) academic quality of teacher candidates, induction of new O'Keefe, Patti Johnston, Marilyn learning time; (3) classroom management; (4) cur. teachers into the public schools, and continued Differences in Teachers' Responsiveness to Sturicular congruencc; (5) direct teaching/instruction; competence of employed educators. Other changes dents: A Case Study. (6) monitoring and evaluative feedback; (7) home- may be needed in the way public schools in Oregon Pub Date 11 Oct 85 work; (8) parents' academic involvement with their are financed and teachers are compensated, but no Note-17p.; Papers presented at the Conference of children; (9) reinforcement of self-concept; (10) re- recommendations are made on reforms such as raig- the Northern Rocky Mountain Educational Rewards for achievement; and (11) teacher question. ing teachers' salaries, creating career ladders in search Association (Jackson Hole, WY, October ing practices. Chatper 3 presents abstracts of useful teaching, offering merit pay, or providing loans for 11, 1985). publications pertaining to the effective schools- college students planning carcers in education. Pub Type Speeches/Mecting Papers (150) — Reclassroom process literature. Io chapter 4, an article Changes in these areas are outside the jurisdiction ports - Research (143) by Donald E. Mackenzie, “Research for School Im- of the Commission. (Author) EDRS Price - MF01/PC01 Plus Postage. provement: An Appraisal of Some Recent Trends" Descriptors –Classroom Communication, Eleis reprinted. Chapter 5 is a comprehensive collec. ED 269 348 SP 027 144 mentary Secondary Education, Rescarch Methtion of effective schooling practices materials pro- Heckman, Paul E odology, Teacher Attitudes, *Teacher Behavior, duced by the Northwest Regional Laboratory. The Exploring the Concept of School Renewal: Cul- *Teacher Response, *Teacher Student Relationfinal chapter offers a list of materials currently avail- tural Differences and Similarities between More ship able at the Utah State Office of Education pertinent and Less Renewing Schools. A Study of School- The purpose of this study was to develop scoring to the effecitve schools literature. An appendix in- ing Technical Report No. 33. categories to assess differences in how teachers de cludes a report “Indicators of Quality Schools," pro- California Univ., Santa Barbara. Graduate School of scribe their communication patterns with students, duced by the Colorado State Department of Education, focusing on teachers' understandings rather than on Education. (JD) Spons Agency-Institute for Development of Edu- their behavior. Case study data was used to look at cational Activities, Dayton, Ohio. differences in teachers' responsiveness to students ED 269 346 SP 027 031 Pub Date-82 in their classrooms. Data came from three interBauch, Patricia A. Note-164p.; For an abridged version of this docu- views, two structured and one open-ended, in which Relationships between Typology of Teacher ment, see ED 214 302. teachers discussed their teaching and their interac. Educational Beliefs and Three Domains of the Pub Typem Reports - Research (143) — Informa- tions with students. Findings indicated that reliable Elementary Classroom Curriculum. A Study of tion Analyses (070) scoring categories related to the topic of interperSchooling Technical Report No. 34. EDRS Price - MF01/PC07 Plus Postage. sonal communication could be constructed from the California Univ., Santa Barbara. Graduate School of Descriptors Administrator Attitudes, •Educa- data. The two case study teachers, who had very Education tional Change, Educational Environment, Edu- different scores on a cognitive-developmental mcaSpons Agency-Institute for Development of Edu- cational Improvement, Elementary Secondary sure, had contrasting understandings about students cational Activities, Dayton, Ohio. Education, Institutional Characteristics, Job Sat. and described their interactions with them in ways Pub Date-82 isfaction, *Teacher Administrator Relationship, that were consistent for each teacher across the Note-243p. *Teacher Attitudes, *Teaching Conditions three interviews. Details of the interviews held with Pub Type - Reports - Research (143) Data collected on teacher, classroom, and school teachers are presented along with extracts from the EDRS Price - MF01/PC10 Plus Postage. characteristics from 38 schools participating in “A interviews. (CB) SP 027 247 organizations; (3) professionalism; (4) climate; (5) California Univ., Santa Barbara. Graduate School of Data analyses and interpretations presented in support and resources; (6) communication; (7) lead- Education. this report were obtained from a national data set ership; (8) goals; (9) roles and status; (10) rewards; Pub Date Nov 85 collected for "A Study of Schooling." Elementary (11) participation; (12) problem-solving orientation; Note-64p. teachers (N=286) responded to a questionnaire and (13) values and beliefs. A subsample of 18 Pub Type - Reports · Descriptive (141) asking them to indicate the extent to which they schools was selected for defining a school as "more" EDRS Price · MF01/PCO3 Plus Postage. agreed or disagreed with 12 statements of educa- or “less" renewing. A cluster analyses produced Descriptors - Academic Standards, 'Comparative tional beliefs concerning teacher control and stu- three sets of variables: personal/demographic fo- Analysis, Foreign Countries, Higher Education, dent participation. A typology of educational beliefs cused; school focused; and class/curriculum fo- *Institutional Characteristics, •Preservice was developed. Teacher groups were described as cused. Discriminant analysis was used to assess the Teacher Education, Secondary School Teachers, "autocrats, “strategists, "laissez-faires," and extent to which the sets of contextual variables *Teacher Education Programs "democrats." Classroom process variables were se- thought to be the most important in effecting school Identifiers-*England lected for comparison with the four teacher belief renewal differentiated among teachers in "more" as This paper presents a comparative analysis of types from perspectives representing three domains compared to those in "less" renewing schools. Find- teacher education in England and the United States. of the classroom curriculum -the instructional ings indicated that school-level variables, more than The fundamental focus is on the location of teacher (teacher perspective), operational (observer per. individual teacher characteristics, are more critical education in the educational system, and what efspective), and experiential (student perspective). for school change. Seven pages of references con- fect this has on teacher education programs. First The investigation focused on how teacher belief clude the report. (Author/JD) considered is the organizational setting in which types differed in the preactive behaviors (i.e., goals, secondary school teachers are trained, and in what intentions, decisions) and their interactive behav- ED 269 349 SP 027 160 sorts of institutions the training takes place. In this iors (i.e., instructional methods, grouping arrange- Mack, Richard Wayne area, the following questions are asked: (1) does ments, use of time, classroom leadership, and Are Methods of Enhancing Creativity Being training take place in research universities, compreaffective behavior). Student perceptions were used Taught in Teacher Education Programs as Per. hensive state colleges and universities, polytech. to assess the classroom learning environment. The ceived by Teacher Educators and Student Teach- nics, monotechnic teachers colleges, or in findings support the notion that teachers' educa ers? school-based institutions? and (2) in what sorts of cional beliefs have a distinct bearing on their teach- Pub Date—[85] units within these institutions teachers ing behaviors and thereby on their teaching Note--22p. trained separate professional schools, departments effectiveness. Questions are raised concerning Pub Type- Reports - Research (143) of education within colleges of letters, or mainteacher beliefs and their relationship to methods of EDRS Price · MF01/PC01 Plus Postage. stream disciplinary departments? The second diteacher selection, education, and evaluation. Impli- DescriptorsCreative Development, Creative mension of location considered is the normative cations are discussed. Ten pages of references con- Teaching, Education Majors, Higher Education, setting in which secondary school teachers are clude the report. (Author/JD) Preservice Teacher Education, *Student Teacher trained, to what extent a traditional academic ideol Attitudes, *Teacher Attitudes, *Teacher Educa- ogy prevails in the institutions, and the basic units ED 269 347 SP 027 038 tion Programs, *Teacher Educators in which they are trained. Reference is made to the Myton, David V. A study tested the general proposition that, al- values and beliefs typical of academics in the mainAverting a Teacher Crisis in Oregon. though professors of education courses possess stream college of letters and science departments: Oregon Teacher Standards and Practices Commis- knowledge concerning the concepts of creativity, beliefs about what type of educational content and Page 15
This study used repeated measures of the Pupil Control Ideology (PCT) instrument to examine the change in studeat teacher orientation toward pupil control ideology occurring during a three semester field experience. The instrument was given to clementary and secondary education majors at Southcrn Ilinois University at Carbondale five different times during the field experience, and attempted to address two rescarch questions regarding: (1) the effect of participation at the different levels of the field experience on the student teachers' PCI scores; and (2) differences in PCI scores between the clementary and secondary education majors. Although the elementary education majors showed a significant decline in PCI scores during the first stage of the field experience, PCI scores for this group rose significantly by the end of the field experience. At any time during the field experience, secondary ed. ucation majors had higher ÉCI scores than the elementary education majors. The document concludes that preservice teachers shift from a relatively humanistic ideology toward a more custodial view of children as they gain experience in the schools. Two pages of references are included. (CB) ED 269 392 SP 027 569 Note-22p.; Paper presented at the Annual Meet- ing of the American Educational Research Asso- ciation (70th, San Franciso, CA, April 16-20, 1986). Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors Educational Philosophy, Elementary Secondary Education, *Humanism, Role Con- flict, •Teacher Attitudes, *Teacher Behavior, *Teaching Styles This study sought to describe, at the level of practice, one teacher's use of humanism in the classroom. Methods of participant observation were used to capture reflective contrasts between the subject's intended behavior (by formal and informal interviews), actual behavior (by direct observation), and ideal behavior (by readings from humanist authors). The constant-comparative method was used for data analysis. Results confirmed findings of inconsistencies between teachers' reported philosophies and their actual practices. It appeared that humanist teachers are not often distinguishable from other teachers in their methods. (Author/CB) ED 269 393 SP 027 573 Southeast. Selected Monographs in Educational Policy Research, Number 3. provement, Research Triangle Park, N.C. Washington, DC. Pub Date Nov 85 Note-142p. Pub Type-- Information Analyses (070) EDRS Price - MF01/P006 Plus Postage. Descriptors—*Educational Research, Faculty Mo-bility, Labor Market, “Policy Formation, Teacher Effectiveness, *Teacher Employment, Teacher Recruitment, Teacher Salaries, *Teacher Supply and Demand This monograph on teacher labor market research project components are discussed as subheadings under each major topic. The final section is a syn- thesis of the findings of the various research compo- nents which includes a discussion of policy implications and a summary of future research needs. Fourteen pages of references conclude the report. (JD) ED 269 394 SP 027 575 ers in the Southeast. Research Report. Occa
sional Papers in Educational Policy Analysis. Identifiers Indiana University of Pennsylvania search findings into teacher education programs vania. The major goal of the program was to imPub Date Nov 85 prove the clinical practice of supervision from both Note-217p.; Por executive summary, sce SP 027 thc public school faculty perspective and the univer576. sity supervisor role. A planned seminar series asPub Type Reports - Descriptive (141) sisted teachers, administrators, and university EDRS Price - MF01/PC09 Plus Postage. faculty in developing clinical supervision skills Teacher Recruitment, *Teacher Salaries, Teach- mentation of the program, 30 teachers, administra- tors, and university faculty examined issues and SP 027 580 ness, Teaching Methods This paper describes the elements that most ED 269 395 SP 027 576 clearly identify and are most critical to a mastery learning program. Ways in which teachers can eas- ers in the Southeast. Executive Summary. Occa- teaching and practices are outlined, along with pro sional Papers in Educational Policy Analysis. cedures for evaluating their effectiveness in improv- the elements most basic and crucial to the mastery back, correctives and enrichment activities, coupled Pub Date-Nov 85 with congruence with specific learning criteria and Note27p.; For the full report, see SP 027 575. the procedures used to evaluate learning. ImplicaPub Type- Reports . Descriptive (141) tions for the implementation of mastery learning are EDRS Price - MF01/PCO2 Plus Postage. discussed: (1) mastery learning can be very broadly tion (Remuncration), «Fringe Benefits, •Leisure what they are doing in their classrooms or the way learning has a positive effect on most student South Carolina, Tennessee, Virginia, and West Vir. ED 269 398 SP 027 582 of the student performance outcome (positive or negative), the ability of the students involved (high ED 269 396 SP 027 579 or low), and the scope of influence (single student or group of students). The results from studies in- and student ability on teachers' perceptions of effi. Pub Date Feb 86 cacy are summarized. The present study explored ing of the American Association of Colleges for perceptions. It was discovered that teachers do dis- March 1, 1986). Faint print will affect legibility. sults with a single student and those with a group of teachers expressed less personal responsibility and EDRS Price - MF01/P001 Plus Postage. efficacy for single students than for results from a Descriptors-Educational Research, Higher Educa- A four-page list of references is SP 027 583 ucation Programs, *Teacher Supervision Pigge, Fred L. Marso, Ronald N. Page 16
Note-9p. A Comparison of Alternate-Choice and True-Palae Pub Type-Reports - Descriptive (141) - Informa TM Item Forms Used in Classroom Examinations. tion Analyses - ERIC Information Analysis Prod Pub Dato-85 ucts (071) Note-49p.; Paper presented at the Annual ReEDRS Price - MF01/PC01 Plus Postage. ED 269 409 TM 840 300 searchers Meeting of the National Council on Descriptors_*Beginning Teachers, Inservice Blust, Ross S. Kohr, Richard L Measurement in Evaluation (Chicago, IL, April Teacher Education, Needs Assessment, Pro- Pennsylvania School District Testing Programs. 1-3, 1985). gram Development, Program Effectiveness, So Pennsylvania State Dept. of Education, Harrisburg. Pub Type Speeches/Meeting Papers (150) — Recialization, *Teacher Orientation Div. of Educational Testing and Evaluation. ports - Research (143) – Tests/Questionnaires Identifiers Beginning Teacher Induction Pub Date—Jan 84 (160) This digest focuses on the evolution of beginning Note-38p. EDRS Price - MF01/PCO2 Plus Postage. teacher induction programs over the past two dec- Pub Type-- Numerical/Quantitative Data (110) - Descriptors Classroom Environment, College ades, and discusses the reasons why such programs Reports - Descriptive (141) – Tests/Question- Freshmen, Comparative Analysis, *Comparative are essential to the professional development of naires (160) Testing, Correlation, •Difficulty Level, Higher teachers. An overview is presented of existing in- EDRS Price · MF01/PC02 Plus Postage. Education, Item Banks, *Multiple Choice Tests, duction programs, and observed outcomes of these Descriptors Achievement Tests, •Criterion Ref- *Objective Tests, Rescarch Methodology, Sciprograms are briefly discussed. In considering what erenced Tests, Elementary Secondary Education, ence Education, Tables (Data), Test Construcneeds to be done in the future, it is pointed out that *Norm Referenced Tests, School Demography, tion, *Test Format, *Test Items, Validity thus far there has been little research on common *School Districts, Scores, Socioeconomic Status, Identifiers Alternate Choice Questions, Latin program concerns, such as assessment, evaluation, Standardized Tests, *State Surveys, *Testing Pro Squares, Repeated Measures Design specification of induction contents, and the defini- grams, Test Results, Urban Schools A comparison is presented of alternate-choice and tion of program objectives. A bibliography is in- Identifiers_Pennsylvania, Pennsylvania Depart. true-false item forms used in an undergraduate natucluded. (ID) ment of Education ral science course. The alternate-choice item is a A survey to gather information concerning school modified two-choice multiple-choice item in which ED 269 407 SP 027 602 district testing programs in Pennsylvania is re- the two responses are included within the question discrimination level, reliability, and criterion related ERIC Clearinghouse on Teacher Education, Wash- referenced achievement tests, as well as locally pro- validity of the alternate-choice item form and conington, D.C. duced achievement tests used in the state's school tent equivalent true-false item form; (2) investigated Spons Agency-Office of Educational Research districts. The Pennsylvania Division of Educational if it is practical to judge whether the alternateand Improvement (ED), Washington, DC. Testing and Evaluation records of demographic choice item version with the correct answer listed Pub Date-86 data were merged with the results of the survey first or the version with the incorrect answer first is Contract-400-83-0022 administered to all state school districts. The results the better form of the item, and whether the true Note-10p. of the data analysis are reported in several ways, form of a truc-false item or the false form is the Pub Type - Reports - Descriptive (141) – Informa- including a breakdown by socioeconomic status, better type of this item version; and (3) examined tion Analyses - ERIC Information Analysis Prod- population density, and school district enrollment. the effects of placing the correct answer first or the ucts (071) The analysis indicates limited use of criterion refer- incorrect answer first on item difficulty, item disEDRS Price - MF01/PC01 Plus Postage. enced tests in Pennsylvania schools. A summary of crimination, reliability, and criterion related validity Descriptors—*Beginning Teachers, *Improvement information on district developed tests is also in- of the item. The correct answer and best distractor Programs, Inservice Teacher Education, Intern- cluded. The testing survey and directions for com- of a multiple-choice item (from a 400 question item ship Programs, Mentors, Program Content, *Pro- pletion are reproduced in their entirety. (DWH) pool) were converted to an alternate choice format gram Design, Teacher Orientation to produce two tests, a mid-term and a final exam. Identifiers~*Beginning Teacher Induction, ERIC ED 269 410 TM 850 274 The alternate-choice item was found less difficult Digests O'Neal, Sandra W. than the true-false item, replicating previous findThis monograph focuses upon how teacher induc- A Profile of Standardized Testing. ings for this item type. However, findings concerntion programs affect the professional maturation of Albuquerque Public Schools, NM. Instructional Re ing greater discrimination and higher reliability of the beginning teacher. In a discussion on the ele- search, Testing, and Evaluation. the alternate-choice item were not replicated. (PN) ments that make a good induction program, a Pub Date-84 checklist of eight program characteristics is pres- Note-30p.; Paper presented at the Annual Meet- ED 269 412 TM 850 542 ented. Four of these show the influence of other ing of the National Association of Test Directors Anderson, Scarvia B. professions, and the remaining four apply directly to (New Orleans, LA, Spring 1984). Appendix B On the ERS Standards. the needs of beginning teachers. The areas induction contains small print. Pub Date-11 Oct 84 programs should cover are discussed. In considering Pub Type Reports - Research (143) Tests/ Note-8p.; Paper presented at the Joint Meeting of how induction programs work, brief descriptions are Questionnaires (160) Speeches/Meeting Pa- the Evaluation Network and the Evaluation Represented of some of the most prevalent induction pers (150) search Society (San Francisco, CA, October 11, program components, e.g., internships, mentor EDRS Price · MF01/PC02 Plus Postage. 1984). teachers, induction committees, and orientation Descriptors—Charts, Elementary Secondary Edu- Pub Type - Opinion Papers (120) - Speeches/ seminars. A bibliography is included. (JD) cation, Norm Referenced Tests, "School Dis Meeting Papers (150) tricts, School Organization, School Size, School EDRS Price - MF01/PC01 Plus Postage. ED 269 408 SP 027 603 Statistics, School Surveys, *Scores, Standardized Descriptors Evaluation Methods, •Evaluation Data Needs on Teacher Supply and Demand. Tests, *State Programs, Tables (Data), *Testing Problems, *Evaluators, Financial Problems, Infor- ERIC Digest No. 6. Programs mation Utilization, Job Skills, *Program Evalua- ERIC Clearinghouse on Teacher Education, Wash- Identifiers-American College Testing Program, tion, Standards ington, D.C. California Achievement Tests, Comprehensive Identifiers—*Evaluation Research Society, •EvaluSpons Agency-Office of Educational Research Tests of Basic Skills, Scholastic Aptitude Test ation Standards and Improvement (ED), Washington, DC. To compile information on state and school dis- It has been two years since the Evaluation RePub Date-86 trict standardized testing programs, a survey instru- search Society (ERS) published its Standards for Contract-400-83-0022 ment was designed and sent to 135 members of the Program Evaluation. The standards have influenced Note--13p. National Association of Test Directors (NATD). professional activities, such as panel discussions, Pub Type - Information Analyses - ERIC Informa- Seventy responses (52%) were received in time to be and have been useful in training evaluators. Howtion Analysis Products (071) - Reports - De- included in the compilation. Most participating ever, the question arises as to whether the standards scriptive (141) school districts (n=61, 87%) had a program man. have been consulted by practicing evaluators or perEDRS Price - MF01/PC01 Plus Postage. dated by their own policies. Grade levels most typi- sons hiring evaluators. The ERS standards were Descriptors Employment Patterns, Enrollment cally tested were grades five (n=45) and eight sponsored by wealthy organizations with large Projections, *Information Needs, Teacher Certifi- (n=45), followed by grades three (n=42) and grade staffs, and reflect that bias. Careful adherence to the cation, Teacher Recruitment, *Teacher Shortage, six (n=42). Of the 61 districts administering a man- standards requires more resources than are often *Teacher Supply and Demand dated testing program, 28% used more than one available. Moreover, the standards suggest that This digest focuses upon what is known about publisher's test. The California Achievement Tests evaluators should be extraordinarily capable, and current and impending needs for teachers, data on (CAT) was most often the test of choice, followed possess many skills: (1) scientist/researcher / cliniwhich this knowledge is based, and what needs to be by the Comprehensive Tests of Basic Skills (CTBS). cian; (2) administrator/manager; (3) contractor/ done to create a solid foundation for projections on Fewer participating districts (n= 54, 77%) had a business partner; (4) humanist; and (5) communicafuture needs. It is pointed out that the data needed state mandated testing program. In a majority of tor/action agent. The standards need to be made to describe the market for teachers vary according cases (66%) the test used for state mandated testing more widely applicable for institutions with a small to how and by whom the information is used. A description is given of seven users of information on programs was either locally or state developed. budget as well as for wealthy organizations. Princi Grade levels that state programs concentrated on ples are needed which address the following issues: the supply and demand of teachers. Four national were grade three (n=32) and grade eight (n=31), choices faced by evaluators; ethical considerations agencies that provide the basic information for re- followed by grades five and ten (both with n=23). betwen the evaluator and the client; and context, search in the area of teacher supply and demand are listed. A brief discussion is presented of some pro Appendices include: (1) participating districts listed costs, and control. Considerations of these princi alphabetically, by number of students, and by grade ples could result in a set of standards which is even fessional organizations that are engaged in examin- unit structures; (2) scores from the CAT, the CTBS, better than a merger of the ERS standards and the ing the data requirements for the prediction of Science Research Associates, and lowa Tests of Ba- Joint Committee standards. The standards stimulate teacher demands in their fields of concern. A bibli- sic Skills/Tests of Achievement and Proficiency; reexamination of the practice of evaluation. (GDC) ography is included. (JD) and (3) the survey instrument. (LMO) ED 269 413 TM 850 639 ED 269 411 TM 850 475 Biegler, Walter Gillis, Craig Grade Repetition Study. School District #72, Page 17
lization factors, such as evaluator's willingness to those for within-mode score reliability range from item parameters. Overall, both programs produce involve users, evaluator's rapport with users, evalua- .37 to .69, and those for between-mode score reli- reasonable results for the larger data sets, but both tor's credibility, user's commitment to use, sub- ability are generally in the .30s. This study reports have problems for small sets of data. It is concluded stance of evaluation information, and evaluation several indicators of test validity: (1) measures of that if both programs are available, LOGIST would reporting. (Author/PN) prompt appropriateness and scoring protocol useful- still probably be the program of choice due to its ness; (2) evidence that the essays collected measure greater variety of usage options. (Author/PN) ED 269 454 TM 860 304 both small increments of growth and significant in- TM 860 312 Correlates of Cognitive Student Outcomes. in Texas. Pub Date-Apr 86 Pub Date-20 Apr 86 ED 269 456 TM 860 309 Note43p.; Paper presented at the Annual MeetNote-19p.; Paper presented at the Annual Meet- Peterson, Terry K. ing of the American Educational Research Assoing of the American Educational Research Asso Assessment and Administrator Quality. ciation (70th, San Francisco, CA, April 16-20, ciation (70th, San Francisco, CA, April 16-20, Pub Date-10 Jun 85 1986). Appendices contain small print. 1986). Notep.; Paper presented at the ECS/CDE As- Pub Type Speeches/Meeting Papers (150) — RePub Type - Speeches/Meeting Papers (150) - Re- sessment and Policy Conference (Boulder, Colo- ports - Research (143) ports - Descriptive (141) rado, June 10-13, 1985). EDRS Price - MF01/P 02 Plus Postage. EDRS Price · MF01/PC01 Plus Postage. Pub Type— Reports Descriptive (141) Descriptors–Academic Achievement, Cognitive Tests, Conventional Instruction, *Correlation, rion Referenced Tests, Dropout Prevention, EDRS Price - MF01/PC01 Plus Postage. Educational Assessment, Educational EnvironDropout Rescarch, *Dropouts, Elementary Sec- Descriptors-Administrative Problems, •Adminis- ment, Elementary Secondary Education, *Family ondary Education, "Graduation Requirements, trator Evaluation, Administrator Qualifications, Environment, Grade 5, Grade 8, Grade 11, PerHigh School Graduates, Intervention, *Minimum Adults, Assessment Centers (Personnel), *Edu- ception, Scores, Sex Differences, Sociocconomic Competency Testing, Minority Group Influences, cational Change, Educational Quality, Evalua- Status, Statewide Planning, Test Results Potential Dropouts, *Remedial Programs, Socio- tion Methods, Evaluation Utilization, State Identifiers—*Ecological Paradigm, Pennsylvania economic Influences, *State Programs, *Test Re- Programs, State School District Relationship Educational Quality Assessment sults, Withdrawal (Education) Many of the educational reform measures pro- A study of the correlates of cognitive achievement Identifiers—Texas Educational Assessment of posed during the last several years focus primarily in Pennsylvania's Educational Quality Assessment Minimum Skills on assessing students and teachers and increasing Program was conducted by examining both individ. Students failing to master minimum competency student and teacher standards. This paper offers a ual (student level) and ecological (building level) tests are categorized as dropouts in this description summary of the role of assessment in enhancing the correlations. Analyses were completed for grade of the results of and remediation efforts for the quality of administrators. A well thought out, coor- levels 5, 8 and 11 for the 1985 state assessment. statewide Texas Educational Assessment of Mini- dinated system of administrator assessments is sug- Twenty-four student derived condition variables or mum Skills (TEAMS) Testing Program. TEAMS gested as a powerful force in improving the quality education indicators, classified as home environassesses minimum competency in basic skills at of school and district administrators. When devel- ment, school environment and perception of ingrades 1, 3, 5, 7, 9 and 11-12 exit level. The first oping a coordinated system of assessments to im- structional processes served as correlates. The administration tested all eleventh graders prove the quality of administrators, an analysis of education indicators classified as school environ(n=191,556) in October 1985. Based on mastery of the uses of various assessments should be made. The ment were significantly associated with building 70 percent of curricula objectives the required mas- uses agreed to for inclusion in the system can then achievement at nearly each grade level. Partialling tery level was to correctly answer 36 of 72 math serve as building blocks for constructing the system. out the effect of socioeconomic status (SESO reitems and 45 of 72 English language items. While 88 Various uses that assessment can play in improving duced the relationship between achievement and percent and 91 percent of students mastered the administrator quality are outlined, and examples of student perception of study habits to non-signifimath and English portions respectively, 22,485 in- states using new assessment procedures to improve cance; however, perception of classroom discipline, dividuals failed in mathematics and 16,921 failed in administrator quality are cited; they include: Arkan- interest in school and self-concept exhibited reducEnglish. Among students at risk, 11,751 eligible sas, California, Florida, Michigan, Mississippi, New tions of just 1 to 7 percent of the variance, thereby eleventh graders did not take the October tests. Pre- Jersey, North Carolina, Pennsylvania, South Caro- retaining modest relationships with building vention programs generally focused on basic skills lina, Tennessee, Texas, and Wisconsin. A variety of achievement. Generally weak relationships were remediation. Tenth graders, identified by previous issues and problems, some technical and some polit- observed between building achievement and pertest scores, were given individual achievement pro- ical, can easily hinder attempts to develop assesg- ceptions of instructional process. A major exception files and encouraged to attend a six-week summer ment systems to improve administrator quality. A occurred for timely return of teacher tests at grade program. Community programs, media coverage number of questions that highlight issues which may 8, which exhibited a strong relationship with buildand tutorial classes prepared students for the need to be resolved for success in developing new ing achievement essentially unaffected by partiallTEAMS. Districtwide efforts helped to keep a low assessment systems are listed. (Author/PN) ing on SES. A summary of instruments for failure rate. Future studies will identify remediation measuring student achievement outcomes and a effects. (PN) ED 269 457 TM 860 310 chart describing condition variables or education indicators are appended. (Author/PN) ED 269 455 TM 860 306 A Comparison of ASCAL and LOGIST Parameter Cantor, Nancy K. Hoover, H. D. Estimation Programs. ED 269 459 TM 860 313 O'Neill, Kathleen A. ciation (70th, San Francisco, CA, April 16-20, Pub Date-Apr 86 Pub Date—Apr 86 1986). Note 16p.; Paper presented at the Annual MeetNote_41p.; Paper presented at the Annual Meet- Pub Type - Speeches/Meeting Papers (150) — Re- ing of the American Educational Research Assoing of the American Educational Research Asso- ports - Research (143) ciation (70th, San Francisco, CA, April 16-20, ciation (70th, San Francisco, CA, April 16-20, EDRS Price - MF01/PC01 Plus Postage. 1986). 1986). Descriptors--Algorithms, *Comparative Analysis, Pub Type Sineches/Meeting Papers (150) — RePub Type Speeches/Meeting Papers (150) — Re- *Computer Software, *Estimation (Mathemat. ports - Research (143) ports - Research (143) ics), Item Analysis, Item Banks, *Latent Trait EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF0i/PCO2 Plus Postage. Theory, *Maximum Likelihood Statistics, Pro- Descriptors-Abbreviations, Analysis of Variance, Descriptors--Academic Achievement, Cues, Ele- graming, Test Construction Drug Education, Graduate Medical Students, mentary Secondary Education, “Error of Mea- Identifiers—ASCAL Computer Program, Item Pa- Higher Education, *Item Analysis, "Language surement, *Essay Tests, Interrater Reliability, rameters, *LOGIST Computer Program, Three Skills, Multiple Choice Tests, Multivariate AnalyLanguage Proficiency, Scores, Standardized Parameter Model sis, Pharmaceutical Education, Symbols (Liter- Basic Skills, Iowa Tests of Basic Skills Writing item response theory. Item responses are generated Variables Supplement from a three-parameter model, and item parameter When test questions are not intended to measure This paper isolates and examines separately three estimates from ASCAL are compared to the gener- language skills, it is important to know if language distinct sources of error in essay scores: lack of ating item parameters and to estimates produced by is an extraneous characteristic that affects item peragreement between raters; inconsistencies in perfor- LOĞIST. ASCAL, part of an item banking/test formance. This study investigates whether certain mance within mode of discourse, and inconsisten- construction software package known as Mi. stylistic changes in the way items are presented afcies in performance between modes of discourse. croCAT, is described as a pseudo-Bayesian estima- fect item performance on examinations for a health Essay prompts in the lowa Tests of Basic Skills tion process. The program, like LOĠIST, is based profession. The subjects were medical residents tak(ITBS) Writing Supplement were designed to assess on a pseudo-maximum likelihood algorithm. Unlike ing a multiple-choice in-training examination. students' skills in five modes of discourse: the narra- LOGIST, convergence is achieved by postulating Twenty items were selected from the pretest section tive, the explanation, the description, the informa- prior distributions for cxamince ability, item dis- of the examination to cover three stylistic manipulative report, and the persuasive essay. A subsample crimination, and item lower asymptotes. Data are tions: (1) abbreviations; (2) symbols; and (3) generic of 46,000 students participated in the spring, 1985, generated for sample sizes of 2,000 and 500, test and proprietary drug names. Every item was tested standardization of the ITBS. One quarter of these lengths 35 an 15, narrow and wide ranges of in two versions (unedited, edited) and these item 46,000 were assigned to the standardization of the discrimination, and for centered and decentered pairs involved the same stylistic change for each ITBS Writing Supplement, and this report considers ability distributions. The results show that the out- pair. A Bonferroni test of significance was applied to data from 10 of 20 subsamples from this quarter. puts from the two programs are usually more closely the differences across forms for each item pair. A Estimates of reader reliability range from .83 to .95, related to each other than either is to the original two-way multivariate analysis of variance yielded Page 18
ED 269 477 TM 860 336 straints, that many of the school improvement mod. pared with respect to (1) experimentwisc error rate; Siskind, Teri G. Rose, Janet S. els currently in use may need to be adapted or tai. (2) power; (3) number of Type I crrors in experi lored to accommodate assumptions inherent in the ments with at least onc crror; and (4) for experiCRT Development: An Overview of Why and How-One District's Perspective. improvement package, and that TAC staff should ments with at least one false univariate hypothesis, Pub Date-Apr 86 take advantage of the diversity of approaches being the probability of rejecting at least onc of the true initiated to afford flexibility in promoting incremen- hypotheses. Onc method emerged as having the Note-15p.; Paper presented at the Annual Meet tal improvements in Chapter i projects. (PN) best all around performance. This method used reing of the American Educational Research Association (70th, San Francisco, CA, April 16-20, peated T-squared statistics and removed the variED 269 479 TM 860 339 able with maximum significant P statistic, providing 1986). For related document, see TM 860 339. Rose, Janet S. Gustin, William C. Pub Type- Speeches/Meeting Papers (150) - Re a good balance between power and Type 1 errors. It sion vs. High School Mathematics: Two Differ- p variables followed by ANOVAs; (2) reject the eat Approaches to CRT Development. hypothesis for the variable with the largest signifi. Descriptors Behavioral Objectives, •Criterion Pub Date Apr 86 cant F statistic and remove that variable; (3) Referenced Tests, Educational Objectives, *Edu Note--28p.; Paper presented at the Annual Meet- MANOVA on pol variables; (4) repeat Step 2 with cational Testing, Elementary Secondary Educa ing of the American Educational Research Asso- p-1 variables; (5) MANOVA on p-2 variables...and tion, Feedback, Language Tests, Mathematics ciation (70th, San Francisco, CA, April 16-20, 80 on until no MANOVAs are significant, no Tests, Measurement Objectives, Pilot Projects, 1986). For related document, see TM 860 336. ANOVAs are significant, or there are no variables Pretesting, *School Districts, Task Analysis, Pub Type Speeches/Meeting Papers (150) — Re- left. (Author/PN) *Test Construction, Test Format, Test Items, •Test Theory ports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. ED 269 481 TM 860 345 Identifiers—Charleston County School District Descriptors—*Criterion Referenced Tests, Curricu- Kerr, Michael And Others lum Development, Educational Objectives, Edu- Native American and Non-Native American Per cational Testing, Elementary Secondary formance Differences on the WISC-R and has recently begun development of criterion-refer Education, *Mathematics Tests, Measurement K-ABC. enced tests (CRT) in different subject areas and for Objectives, Pilot Projects, *Reading Comprehendifferent grade levels. This paper outlines the pro Pub Date—Apr 86 sion, Reading Tests, School Districts, Task Analy. cess that CCSD followed in the development of Note-18p.; Paper presented at the Annual Mect. sis, *Test Construction, Test Items ing of the American Educational Research Assomath and language arts tests for grades one through Identifiers/Charleston County School District ciation (70th, San Francisco, CA, April 16-20, eight and area exams for required high school SC, "Test Specifications 1986). courses. The test development process begins with a statement of instruction or an objective. Methods This paper details the development of the high Pub Type - Speeches/Meeting Papers (150) — Re school general mathematics examination and read. for making objectives testable include revision, cre ports - Research (143) ing comprehension tests for grades one through EDRS Price - MF01/PC01 Plus Postage. ation of new objectives, or grouping objectives into eight for the curriculum referenced testing program Descriptors, American Indian Education, Cognidomains. The test purpose and feedback desired in Charleston County School District, South Caro- tive Processes, Comparative Testing, Correlation, should be a guide in making objectives testable. lina. While the basic developmental approach was Blueprinting refers to outlining the content to be Cutting Scores, Diagnostic Tests, Elercentary Edsimilar, problems encountered in developing the ucation, "Intelligence Tests, Low Achievement, tested and requires the developer to decide which two types of tests were unique and inspired different Minority Groups, Multivariate Analysis, Placeobjectives to test and the number of items needed to strategies to accommodate the differences in the test each objective. Test and item specifications pro ment, *Psychological Testing. *Test Bias curricula. Begun in 1983 development of the ninth vide guidelines for writing items for a given objec Identifiers Kaufman Assessment Battery for grade mathematics examination involved identify- Children, *Wechsler Intelligence Scale for Chiltive. Objectives identification and specifications ing objectives and writing item specifications, fol- dren (Revised) development provide the foundation for item con lowed by four cycles of item writing, test The Kaufman Assessment Battery for Children struction. The pilot test tries out items and adminis production, and pilot-testing. Curriculum changes tration procedures, obtains empirical data for item (K-ABC) is purported to be less culturally biased by the North Office in 1983 necessitated recalibrat- than other, traditional measures of intellectual abilevaluation and test form composition, and obtains ing 468 items. After pilot testing a second set of test ity. The present study was designed to investigate performance data from students. Decisions to elimi forms in 1984, a consulting firm recalibrated the nate or retain items for future test forms depend three specific research questions: (1) Are there item bank, created four test forms and projected overall performance differences between Native upon the analysis of test data and the preference of student performance. The first official examination the instructional staff. (PN) American and non-Native American children on administration was postponed until 1986 and the the WISC-R and K-ABC? (2) Do the relationships 1985 administration became a field test. The examiED 269 478 TM 860 338 among K-ABC and WISC-R subtests differ between nation will account for 50 percent of the final course Native American and non-Native American chilYap, Kim Onn grade. The test development process goal for read- dren? (3) Using the standard criteria for special eduDiversity in Program Improvement Approaches: ing comprehension was to generate formative and cation placement, do the WISC-R and K-ABC Implications for Technical Assistance. summative tests to assess curricular objectives for Northwest Regional Educational Lab., Portland, scores lead to significantly different classifications? grades one through eight. Outside consultants as. Assessment differences between the Wechsler IntelOreg. sisted in identifying reading comprehension objecPub Date-Apr 86 ligence Scale for Children-Revised (WISC-R) and tives due to the different organization of existing Note-39p.; Paper presented at the Annual Meet the K-ABC were investigated with samples of 47 elementary and middle school objectives. Outside Native American and 45 non-Native American ing of the American Educational Research Asso contractors were also used to develop test specifica- children between 6 and 12 years of age. All of the ciation (70th, San Francisco, CA, April 16-20, tions and to train district teachers in writing the test children had been referred for assessment, based on 1986). items. Item review and revision by district staff took Pub Type-Speeches/Meeting Papers (150) — Re low achievement in reading or all academic areas. longer than anticipated, so a language arts content Overall differences between the two groups were ports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. expert completed the item review and prepared the minor, in terms of the global scores for both tests. 60 pilot test forms. Pilot testing was postponed until Descriptors Change Agents, Change Strategies, When the cutting scores for placement decisions the spring of 1986. (BS) Consultants, Consultation Programs, Educational were examined, significant differnces between the Change, Educational Improvement, Elementary two tests were found only for the Native American ED 269 480 TM 860 340 Secondary Education, Federal Programs, Models, group. It was concluded that the findings warrant Hummel, Thomas J. Johnston, Charles B. Professional Services, .Program Implementation, judicious use of either test by itself when making An Empirical Comparison of Size and Power of placement decisions regarding Native American *Program Improvement, School Districts, State Seven Methods for Analyzing Multivariate Data Departments of Education, *Technical Assist children. (Author/LMO) in the Two-Sample Case. ance, Workshops Pub Date–Apr 86 Identifiers— Education Consolidation Improve- Note—26p.; Paper presented at the Annual Meetment Act Chapter 1, Elementary Secondary Edu- ing of the American Educational Research Asso UD cation Act Title I, •Technical Assistance Centers ciation (70th, San Francisco, CA, April 16-20, Program improvement activities can be classified 1986). ED 269 482 UD 024 442 tus and the locus of the change agent: systematic, ports - Research (143) Hilliard, Asa G., III symbolic, opportunistic, and pragmatic. This paper EDRS Price - MF01/PCO2 Plus Postage. Historical Perspectives on Black Families. (1) describes the various approaches to implement- Descriptors—* Analysis of Variance, Comparative Pub Date-84 ing Chapter 1 program improvement activities at Analysis, Correlation, Differences, Effect Size, Note—20p.; Presented at the National Urban the state and local district levels in 13 western states Error of Measurement, Hypothesis Testing, League/National Association for the Advancethrough the provision of technical assistance by an Mathematical Models, Measurement Techniques, ment of Colored People Summit Conference on outside agency; (2) categorizes these approaches in *Monte Carlo Methods, *Multivariate Analysis, the Black Family (Nashville, TN., 1984). terms of essential ingredients for fostering change in Research Methodology, *Sample Size, Statistical Pub Type-- Opinion Papers (120) - Historical Maeducation; and (3) discusses implications of the Studies terials (060) — Speeches/Meeting Papers (150) findings for future work in program improvement. Identifiers-Bonferroni Procedure, “Empirical EDRS Price · MF01/PC01 Plus Postage. During 1982-85, the Region 4 Technical Assistance Analysis, Error Analysis (Statistics), *Power (Sta- Descriptors-Acculturation, African History, Center (TAC) provided over 300 workshops and tistics), Type 1 Errors, Univariate Analysis *Black Family, *Black History, Black Studies, consultations on program improvement topics This study investigated seven methods for analyz- *Cultural Awareness, Cultural Background, Culalone. A majority of the program improvement ac- ing multivariate group differences. Bonferroni t sta- tural Education, *Family Life, *Mass Media Eftivities are found in the opportunistic or pragmatic tistics, multivariate analysis of variance fects, Nonwestern Civilization category. This implies that understanding of and (MANOVA) followed by analysis of variance Identifiers-National Urban League expectations for program improvement in Chapter 1 (ANOVA), and five other methods were studied This transcription of the keynote speech delivered should be moderated in the face of reality con- using Monte Carlo methods. Methods were com- at a conference on the black family is a discussion Page 19
that little is being done in teacher education pro in the U.S. Army. ARI Research Report 1349 Ascher, Carol grams in Wisconsin to address ethnocentric atti- Revised. Creating Racial Integration in a Desegregated tudes or to prepare teachers for work in the Army Research Inst. for the Behavioral and Social Magnet School. ERIC/CUE Digest, Number 29. multicultural classroom. (CG) Sciences, Alexandria, Va. ERIC Clearinghouse on Urban Education, New Report No.-ARI-RR-1349 York, N.Y. ED 269 514 UD 024 857 Pub Date-Apr 84 Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. The Extrinsic Cultural Traits of Chinese Immi- Note 60p.; Supersedes ED 244 040. Pub Date Feb 86 grants as Compared with Chinese in Taiwan and Pub Type- Numerical/Quantitative Data (110) -- Contract-400-82-0012 Other Non-Chinese in the U.S.A. Reports - Research (143) Note3p. Pub Date-17 Feb 84 EDRS Price · MF01/PCO3 Plus Postage. Pub Type - Information Analyses - ERIC Informa- ing of the Society for Cross Cultural Rescarch panic Americans, *Limited English Speaking, EDRS Price - MF01/P001 Plus Postage. (Boulder, CO, February 17, 1986). *Military Personnel, •Population Trends, Sex Descriptors Ability Grouping, Blacks, *DesegrePub Type-- Reports - Rescarch (143) Differences gation Methods, "Magnet Schools, *Racial DifEDRS Price - MF01/PC01 Plus Postage. Identifiers-Army, *Demographic Projections ferences, Racial Integration, *Racially Balanced Descriptors--Acculturation, Chinese Americans, This report presents background, methodology, Schools, Racial Relations, School Desegrega Cultural Differences, Cultural Traits, English findings, and implications regarding the generation rion, *School Resegregation, Suspension, Urban ited-English-proficient (LEP) Hispanic accessions Identifiers-Cooperative Learning, ERIC Digests This paper reports on a study whose purpose was in the U.S. Army who are eligible for English- This brief digest reviews research findings on to examine the speed of changing extrinsic cultural as-a-Second-Language (ESL) instruction. Results achieving racial integration in desegregated magnet traits of Chinese immigrants in the United States show that the U.S. Hispanic population is projected schools. Studies show that resegregation tends to and to determine cultural commonality among the to grow substantially between 1980 and the end of occur in most schools after desegregation as a result groups. Three groups were selected for the study: the century. The growth rate for Hispanics in the of tracking and ability grouping; furthermore, as the 150 recent Chinese immigrants, 209 non-Chinese accession age range of 17.35 is projected to be over numbers of blacks rise in a school, the resegregation Americans, and 95 prospective Chinese immigrants three times the rate for Blacks. In 1961, Hispanic in classrooms tends to risc. A number of cooperative from Taiwan. An attitude inventory scale was used accession rates were higher for males than females learning techniques have recently been developed to measure the sample's extrinsic cultural traits in and were highest of all for insular Puerto Ricans. which seem to work well in the integrated, heterogefour major areas: social interaction, English profi- These accession rates were patterned differently acous classroom and are found to have a positive ciency, American life-style, and future prospectives. from projections, with non-Puerto Rican Hispanics effect on race relations and achievement. Newly It was found that extrinsic cultural traits of Chinese projected to have higher accession rates than Puerto desegregated schools are found to expel a disproporimmigrants are significantly different from those of Ricans in the period 1980-2000. ESL cligibility tionately high qumber of black students and, in genthe other two groups. Statistical analysis indicated rates in 1981 were found to be much higher for cral, discipline of these students is found to be more that Chinese immigrants are not significantly differ- Hispanic males than females and Puerto Ricans had severe than with white students. Here again, coop ent from prospective Chinese immigrants in the way higher ESL eligibility rates than other Hispanics, crative learning techniques are found to build a they assess their social interaction with the core consistent with projections. The proportion of His- more positive climate and reduce suspensions. society and lifestyle in the United States. It was also panic accessions eligible for ESL instruction was not Blacks and other minorities are heavily represented found that prospective Chinese immigrants were projected to change dramatically between 1980 and in compensatory education classes which, because very enthusiastic about the prospect of living in the the end of the century. Results point to the need for they are pull-out programs, tend to increase resegreUnited States. The only cultural commonalilty continued, high quality English instruction, suitable gation. In planning desegregated magnet schools, it found to be shared by all three groups was an inter- selection and classification procedures, awareness appears useful to: (1) maintain a mixed stable stuest in the availability to desirable clothing styles. of cultural differences, and improved data collection dent body, (2) include children of different abilities (CG) methods. (Author/CG) in each classroom, (3) avoid tracking, (4) encourage interracial contact in academic and extracurricular ED 269 515 UD 024 858 ED 269 517 UD 024 870 activities, (5) recruit teachers and principals who are concerned with racial equality, (6) initiate staff deFamily Environment for Children's Bilingual De- Improving Schooling to Reduce Teenage Preg- velopment programs dealing with descgregation, velopment-A Case of Middle-Class Chinese nancy. ERIC/CUE Digest, Number 28. and (7) involve parents in classroom instruction. Americans. ERIC Clearinghouse on Urban Education, New (CG) Pub Date-Feb 83 York, N.Y. UD 024 872 tional Bilingual/Bicultural Education Conference and Improvement (ED), Washington, DC. Keith, Timothy Z (12th, Washington, DC., February 15-18, 1983). Pub Date Dec 85 Does Bilingual Education Improve Hispanics' Pub Type- Reports - Research (143) Contract-400-82-0012 Achievement? A Large-Sample Path Analysis. EDRS Price - MF01/PC01 Plus Postage. Note-3p. Pub Date-21 Apr 84 ation of School Psychologists Convention (Phila*Language Acquisition, Middle Class, *Parent In- EDRS Price · MF01/PC01 Plus Postage. delphia, PA, April 21, 1984). fluence, Social Influences Descriptors Academic Aspiration, *Adolescents, Pub Type— Reports - Research (143) - Speeches/Identifiers—Texas (Houston) Blacks, Desegregation Effects, *Early Parent- Meeting Papers (150) This paper reports on a study of the effect of the hood, .Educational Benefits, Elementary Second- EDRS Price - MF01/PC01 Plus Postage. family environment on a child's bilingual develop- ary Education, Emotional Disturbances, Job Descriptors Academic Achievement, *Bilingual ment, specifically the middle-class Chinese Ameri- Training, •Pregnancy, Preschool Education, Un- Education Programs, Elementary Secondary Edcan. The sample consisted of 86 parents attending a employment, Youth Problems ucation, Followup Studies, *Hispanic Americans, show celebrating the Chinese New Year in Hous- This brief digest discusses teenage pregnancy and Language Maintenance, *Native Language Inton, Texas. They were asked to fill out a question- various educational strategies that appear to affect struction, Outcomes of Education, Path Analysis naire consisting of 24 items dealing with parent's pregnancy rates. While pregnancy among white This study concerns the influence of native lanand children's demographic data, children's early teenagers has increased since the 1970s, the birth- guage instruction in grades one through six on bilinlanguage experience, parent's expectations, and the rate among black teenagers is still five to cight times gual Hispanics' high school achievement. A degree of bilingualism in the home. It was found that higher. Teenage mothers and fathers have lower ed- nationally representative sample of 58,000 high the majority of the parents spoke Chinese with their ucational attainment and income than their peers school sophomores and seniors (the High School children in the home; more than half taught their who delay childbearing. Early parenthood has and Beyond data set) was used as the data source. children the English alphabet prior to kindergarten; short and long-term consequences for the children Path analytic techniques were used to determine the and a majority claimed that their children had no as well. Babies of teenage mothers are at risk for low magnitude of the effect of early native language inlearning or social problems in kindergarten. Fur- birth weight and high infant mortality; moreover, struction, while controlling for other relevant influthermore, three-quarters of the parents said that children of adolescent parents tend to become teen- ences which included ethnic origin, mother's years their children's reading ability in school was good. age parents themselves. Some studies show that in the United States, family background, intellectual It is concluded that the role of the family environ- teenage parents risk alienation from school, unem- ability, Hispanicity, English proficiency, and extent ment in children's bilingualism cannot be com- ployment, or underemployment. In contrast, posi- of native language instruction. Results suggest that pletely separated from external language influences tive school experiences and steady progress toward the extent of native language instruction a bilingual such as TV, reading materials, and social contacts. employment reduce the changes of teenage preg- Hispanic student receives has a negative influence Unless these factors can be completely controlled or nancy. Preschool education has been found to cor- on his or her later achievement. Other direct influexcluded, the role of the family cannot be deter- relate positively with later lower delinquency and ences were ability, English proficiency, family backmined. Imitation and reinforcement are found to pregnancy rates in teenagers. Desegregation was ground, mother's years in the United States play an important part in English acquisition even also found to correlate positively with a reduction in (negative) and Hispanicity (negative). Results were though 87% of the sample's first language was Chin- pregnancy before the age of 18. High educational consistent across different measures of extent of naese. It is possible, however, that parental education goals appear to be related to a lower incidence of tive language instruction. These preliminary and and economic conditions provide a favorable envi- adolescent pregnancy. Finally, several studies of job tentative results suggest that a transitional approach ronment for the children's English acquisition. training programs show that for those students who to bilingual education may be more fruitful than a (CG) do not have aspirations towards higher education, maintenance approach. (CG) appropriate preparation for employment may serve ED 269 516 UD 024 859 the same positive purpose in reducing teenage prego ED 269 520 UD 024 873 Oxford-Carpenter, Rebecca And Others nancy. (CG) Hawkins, J. David And Others Demographic Projections to the Year 2000 of A Typology of Cause-Focused Strategies of DelinLimited English Proficient Hispanic Accessions ED 269 518 UD 024 871 quency Prevention. Reports of the National Page 20
in social studies courses. The following recommen- lationship, Urban Schools final section speculates about likely future trends in dations are suggested for program improvement: (1) A brief questionnaire examining how teachers' the racial wage gap. The 40-year record clearly formulate a policy for teaching Haitian Creole and rules of conduct facilitate learning was answered by points to a large improvement in the relative eco French that considers both the students' level of 20 teachers in a Northeastern urban elementary nomic status of black men. Although black poverty proficiency and state foreign language require- school. Only two of these, from the upper levels, persists, a large black middle class has emerged. The ments; (2) supplement the teaching of Haitian Cre- posted written rules. Verbal rules regarding inappro- largest wage improvements were found among ole with intensive instruction in Creole writing; (3) priate talking and seat leaving behavior were most younger blacks and college-educated blacks. Educaattempt to acquire materials in Haitian Creole for frequently issued across all grades. Also issued but tion has helped significantly to close the income classroom use; (4) provide staff development activi- at a lesser frequency were rules emphasizing courte- gap, particularly through the narrowing of educaties to improve teachers' skills in Creole writing; and ousness in the hope it would generalize to other tion disparities between the races and the improved (5) increase paraprofessional's contributions to indi- situations. Specific techniques for dealing with economic return to black schooling. (KH) vidualizing instruction. (KH) problem behaviors were offered by half the teachers. UD 024 884 ED 269 526 UD 024 879 chological work focused on behavior modification, Unrealized Potential: Case Management in the Multilingual Survival Skills Program. George W. while much educational material examined teacher U.S. Refugee Program. Final Report. Wingate High School, 1983-1984. OEA Evalua. characteristics plus teaching styles. Both the litera- American Institutes for Research in the Behavioral tion Report ture and responses to the questionnaire indicate that Sciences, Washington, D.C.; Berkeley Planning New York City Board of Education, Brooklyn. Of- behavior modification is of little value in dealing Associates, Calif.; Lewin and Associates, Inc., fice of Educational Assessment. with discipline problems. It is more effective to state Washington, D.C.; Refugee Policy Group, WashPub Date-86 rules of conduct clearly at the outset and enforce ington, DC. Note--50p. them consistently. (KH) Spons Agency-Office of Refugee Resettlement Available from New York City Board of Educa (DHHS), Washington, D.C. tion, 110 Livingston St., Brooklyn, NY 11201 ED 269 529 UD 024 882 Pub Data31 May 85 Pub Type-- Reports - Evaluative (142) A Dream Remembered! Martin Luther King Contract-600-84-0231 EDRS Price - MF01/PC02 Plus Postage. Birthday Celebration January 1986. Combined Note-116p. Descriptors Academic Achievement, «Bilingual Bibliography. Pub Type-- Reports - Evaluative (142) Education Programs, English (Second Language), Anchorage Municipal Libraries, AK.; Anchorage EDRS Price - MF01/PCOS Plus Postage. Haitian Creole, Haitians, High Schools, *His- School District, AK. Descriptors Agency Cooperation, Delivery panic Americans, *Limited English Speaking, Na- Pub Date—85 Systems, «Federal Programs, Land Settlement, tive Language Instruction, Urban Schools Note-28p. *Refugees, *Social Services, Social Workers Identifiers Multilingual Survival Skills Program Pub Type- Reference Materials - Bibliographies Identifiers-Case Management, Refugec AssistNY, New York City Board of Education (131) In 1983-1984, the Multilingual Survival Skills EDRS Price - MF01/P002 Plus Postage. This report presents findings of a study of case Program provided support services and instruction Descriptors Biographics, *Books, Films, *Holi- management in the United States refugee program. in English as a Second Language (ESL) and native days, *Public Libraries, •Videotape Recordings "Case management” is defined as a coordinated aclanguage skills to approximately 360 students of Identifiers-Alaska (Anchorage), *King (Martin tivity designed to improve use of services and assist. limited English proficiency (LEP) in Grades 9-12 at Luther Jr) ance programs by providing for formal linkages Wingate High School (Brooklyn, New York). Bilin- This bibliography of print and non-print materials between multiple service providers and by designatgual instruction in mathematics, science, and social on Dr. Martin Luther King, Jr., was prepared by the ing a single individual or agency to be responsible studies was also provided. Eighty-one percent of the Anchorage, Alaska School District and the Anchor- for each client. The report is divided into four chap students spoke Haitian Creole as their native lan- age Municipal Libraries. The resource list is divided ters. Chapter 1 presents background information guage. The remaining 19% were Hispanic, mainly into two sections according to its availability from and describes the purpose and methodology of the from the Dominican Republic and Panama. Among these two organizations. Each resource is listed by study. Chapter 2 outlines a generic model of case the major goals of the project were to help students call number and, for those available through the management. Chapter 3 describes variations in case pass courses required for graduation; to develop and school district, a location code number is given. management design and implementation, divided implement a pilot program in native language arts (CG) into sections dealing with the goals of and impetus for Haitian students; and to develop curriculum ma for case management, client service delivery issues, terials to reinforce skills for illiterate or semi-literate ED 269 530 UD 024 883 institutional relationships, state administration of Haitian and Hispanic students in required con- Smith, James P. Welch, Finis R. case management programs, and financing and cost tent-area courses. An assessment of first-year stu- Closing the Gap: Forty Years of Economic Progress issues. Chapter 4 presents a summary of findings dent achievement found that program students were for Blacks. and conclusions. For the most part case manageable to achieve proposed instructional achievements Rand Corp., Santa Monica, Calif.; Unicon Research ment can have beneficial effects on refugee prosin ESL, Spanish language arts, and social studies. Corp., Santa Monica, CA. pects for self-sufficiency. However, current Performance in mathematics, biology, and French Spons Agency-Department of Labor, Washington, programs are often marked by confusion about the was lower and program objectives were not met. D.C. roles to be played by providers, duplication of effort, Specific areas of improvement for consideration by Report No.--ISBN-0-8330-0707-6; Rand-R- and a lack of linkages between the case manager and the bilingual project include: recruitment of bilin- 3330-DOL service providers. Thus, refugee case management gual content-arca teachers (Spanish/English), em- Pub Date--Feb 86 appears to be an approach with unrealized potential. phasis on the parental component, and in-service Contract-J-9-M-2-0126 Appendices contain an explanation of refugee case training for personnel working with the program's Note-163p. management practices in selected states and a short LEP students. (KH) Available from-Rand Corporation, 1700 Main bibliography. (KH) Street, P.O. Box 2138, Santa Monica, CA ED 269 527 UD 024 880 90406-2138 ($10.00). ED 269 532 UD 024 885 Joseph, Carole Berotte Pub Type-- Reports - Descriptive (141) — Numeri- Hallman, Clemens L. And Others Adult and Children's Books about Haiti, Haitians, cal/Quantitative Data (110) Haitian Value Orientations. Cultural Monograph and Creole (in English and Creole). EDRS Price - MF01 Plus Postage. PC Not Avail Number 2. Bilingual Multicultural Education Pub Date-86 able from EDRS. Training Project for School Psychologists and Note--14p. Descriptors–Affirmative Action, Black Education, Guidance Counselors. Language-English; Creoles *Black Employment, Black Family, 'Blacks, Eco- Florida Univ., Gainesville. Pub Type Reference Materials • Bibliographies nomic Opportunities, •Economic Progress, "Edu- Spons Agency-Office of Bilingual Education and (131) cational Benefits, Equal Opportunities (Jobs), Minority Languages Affairs (ED), Washington, EDRS Price - MF01/PC01 Plus Postage. Geographic Location, Government Role, Labor DC. ture, Foreign countries, Foreign Language Books, ences, Relocation, Role of Education, *Salary Grant-G008102500 •Haitian Creole, Haitians Wage Differentials, Unemployment, United Note 48p. Identifiers—Haiti States History Pub Type - Reports - Descriptive (141) Divided into four sections, this bibliography lists: This report presents the findings on the long-term EDRS Price - MF01/PC02 Plus Postage. (1) books in Creole or books about Haitian Creole; economic progress of American blacks. The report Descriptors-Acculturation, Cultural Background, (2) books on adult literacy and Haitian adults; (3) consists of seven sections. The first is a general in- Cultural Traits, •Educational Experience, Elebooks written in English and related to Haiti; and troduction. Section 2 describes major changes in the mentary Secondary Education, Family Role, For(4) children's and adolescents' books with Haitian racial wage gap for males from 1940 to 1980 and eign Countries, "Haitian Creole, Haitians, themes or about Haiti. (KH) identifies the distribution of wage gains among im- Immigrants, Religion, Student Needs, •Values portant subgroups in the black population. Section Identifiers—Haiti ED 269 528 UD 024 881 3 describes differential racial trends in schooling A value orientations approach is used in this reSigmon, Scott B. and the income benefits associated with education. port to construct an overview of Haitian culture and Questioning Urban Elementary Public School Section 4 deals with the influence of two dimensions its relation to education. The paper consists of five Teachers on Classroom Control Rules. of geographic location: black migration to the North major sections. The first introduces cultural value Pub Date-82 and the increasing urbanization of the black popula- orientations as a conceptual scheme. Culture is deNote—23p. tion. The extent to which education and place of fined as the learned patterns of thinking, feeling and Pub Type-- Reports - Research (143) residence "explain" trends in black-white wage ra- behaving that make life meaningful for a particular EDRS Price - MF01/PC01 Plus Postage. tios are summarized in Section 5. Section / dis- group of human beings. All cultures contain values Descriptors—Behavioral Objectives, °Classroom cusses the implications of three historical that can be organized into six "clusters": nature, the Communication, Classroom Techniques, *Disci. developments in recent black economic history: the self, society, the supernatural, human nature, and pline, Elementary Education, Elementary invention of the mechanical cotton picker, the de- the family. Section 2 provides axiological definiSchool Teachers, Public Schools, *Student Behave clining workforce participation rates of low-income tions of the basic value orientations, outlining them ior, *Teacher Effectiveness, Teacher Student Re- blacks during the 1970s, and affirmative action. The as a range of choices toward solving life's problems Page 21
Activities were undertaken to analyze the mathe- appropriate. These activities may be sample test translates mathematics goals/indicators into related matics/science and vocational education areas to items and/or practical applications of skills learned. vocational skills for the wood technology course in determine where the mathematics/vocational and (YLB) the secondary vocational education curriculum. The science/vocational aspects occupy common chart contains three columns that correlate (1) voground. Following the identification of their similar. ED 269 561 CE 043 784 cational education performance indicators, (2) voities, curriculum alignment charts for cach selected Textiles Math. Haywood County's Vocational- cational education competency and mathematics course in the vocational education curriculum were Math-Science Curriculum Alignment Project. skill/concept, and (3) relevant mathematics compecreated. Charts contained three columns: vocational Haywood County Consolidated Schools, Waynes- tency indicators. A page that corresponds to the education performance indicator, vocational educa- ville, N.C. chart provides suggestions for instructing students tion competency and mathematics or science skill- Spons Agency, North Carolina State Dept. of Pub- in the skills listed on the chart and activities that Iconcept, and relevant mathematics or science lic Instruction, Raleigh. Div. of Vocational Edu- might be appropriate. These activities may be samcompetency indicator. The reverse side contained cation. ple test items and/or practical applications of skills suggestions for instructing students in the skills Pub Date-85 learned. (YLB) listed on the front and activities which might be Note-53p.; For other guides in this series, see CE appropriate. (Appendixes, amounting to approxi. 043 781-792. Portions may be marginally legible ED 269 564 CE 043 787 mately one-half of the report, include charts of per- due to small type. Construction Science. Haywood County's Voca. formance indicators for mathematics and science, Pub Type- Guides - Classroom - Teacher (052) tional-Math-Science Curriculum Alignment process for determining the percentage of mathe- EDRS Price - MF01 Plus Postage, PC Not Avail Project. matics/science contained in vocational competen- able from EDRS. Haywood County Consolidated Schools, Waynescics and charts showing the percentage of Descriptors Behavioral Objectives, Curriculum ville, N.C. mathematics/science contained in vocational com- Development, Design, *Evaluation Criteria, Inte- Spons Agency-North Carolina State Dept. of Pubpetencies before and after editing, sample voca- grated Curriculum, Manufacturing, *Mathemat- lic Instruction, Raleigh. Div. of Vocational Edutional competency statements related to science and ics Skills, Secondary Education, Textiles cation. mathematics, and examples of curriculum align- Instruction, *Trade and Industrial Education Pub Date-85 ment charts for vocational education in manufactur. Identifiers Textile Industry, •Textiles Note-32p.; For other manuals in this series, see CE ing with relevant math competency indicators, A curriculum alignment chart is presented that 043 781-792. relevant science competency indicators, and se- translates mathematics goals/indicators into related Pub Type- Guides - Classroom - Teacher (052) lected teacher helps in each instance.) (YLB) vocational skills for the textiles course in the sec- EDRS Price - MF01/PCO2 Plus Postage. ondary vocational education curriculum. The chart Descriptors—*Articulation (Education), BehavED 269 559 CE 043 782 contains three columns that correlate (1) vocational ioral Objectives, "Building Trades, Competency Energy and Power-Math. Haywood County's Vo education performance indicators, (2) vocational Based Education, Construction (Process), Coor cational-Math-Science Curriculum Alignment education competency and mathematics skill/con- dination, Course Content, *Fused Curriculum, Project. cept, and (3) relevant mathematics competency in- Learning Activities, Program Content, Relevance Haywood County Consolidated Schools, Waynes- dicators. A page that corresponds to the chart (Education), Science Curriculum, •Science Eduville, N.C. provides suggestions for instructing students in the cation, Secondary School Science, Statewide Spons Agency–North Carolina State Dept. of Pub skills listed on the chart and activities that might be Planning, *Vocational Education lic Instruction, Raleigh. Div. of Vocational Edu- appropriate. These activities may be sample test IdentificrsNorth Carolina cation. items and/or practical applications of skills learned. This guide is intended to assist vocational educaPub Date-85 (YLB) tors teaching a course in construction to relate the Note71p.; For other guides in this series, see CE skills addressed in science courses to a particular 043 781-792. Portions may be marginally legible ED 269 562 CE 043 785 vocational education course. The guide consists of due to small, light type. Welding-Math. Haywood County's Voca- a curriculum alignment chart that cross-references Pub Type— Guides - Classroom - Teacher (052) tional-Math-Science Curriculum Alignment vocational performance indicators to science EDRS Price - MF01 Plus Postage. PC Not Avail. Project. skills/competencies. The science competency indiable from EDRS. Haywood County Consolidated Schools, Waynes- cators presented for each vocational education perDescriptors Behavioral Objectives, Curriculum ville, N.C. formance indicator are broken down according to Development, *Energy, *Evaluation Criteria, In- Spons Agency–North Carolina State Dept. of Pub- science course and grade level. Selected teacher dustrial Arts, Integrated Curriculum, Mathemat- lic Instruction, Raleigh. Div. of Vocational Edu- helps, including student exercises, suggested learnics Skills, Power Technology, Secondary cation. ing activities, and listings of recommended instrucEducation, *Trade and Industrial Education Pub Date—85 tional materials, are also provided for cach A curriculum alignment chart is presented that Note-27p.; For other guides in this series, see CE performance indicator listed in the curriculum translates mathematics goals/indicators into related 043 781-792. alignment chart. (MN) vocational skills for the energy and power course in Pub Type - Guides - Classroom - Teacher (052) the secondary vocational education curriculum. The EDRS Price - MF01/PCO2 Plus Postage. ED 269 565 CE 043 788 chart contains three columns that correlate (1) vo- Descriptors—Behavioral Objectives, Curriculum Cosmetology Science. Haywood County's Vocacational education performance indicators, (2) vo- Development, •Evaluation Criteria, Industrial tional-Math-Science Curriculum Alignment cational education competency and mathematics Arts, Integrated Curriculum, “Mathematics Project. skill/concept, and (3) relevant mathematics compe- Skills, Secondary Education, *Trade and Indug- Haywood County Consolidated Schools, Wayncstency indicators. A page that corresponds to the trial Education, *Welding ville, N.C. chart provides suggestions for instructing students A curriculum alignment chart is presented that Spons Agency-North Carolina State Dept. of Pub in the skills listed on the chart and activities that translates mathematics goals/indicators into related lic Instruction, Raleigh. Div. of Vocational Edumight be appropriate. These activities may be sam- vocational skills for the welding course in the sec- cation. ple test items and/or practical applications of skills ondary vocational education curriculum. The chart Pub Date-85 learned. (YLB) contains three columns that correlate (1) vocational Note-72p.; For other guides in this series, sce CE education performance indicators, (2) vocational 043 782-792. ED 269 560 CE 043 783 education competency and mathematics skill/con- Pub Type-- Guides - Classroom - Teacher (052) Carpentry-Math. Haywood County's Vocation- cept, and (3) relevant mathematics competency in- EDRS Price - MF01/PC03 Plus Postage. al-Math-Science Curriculum Alignment Project. dicators. A page that corresponds to the chart Descriptors Articulation (Education), Behav. Haywood County Consolidated Schools, Waynes- provides suggestions for instructing students in the ioral Objectives, Competency Based Education, ville, N.C. skills listed on the chart and activities that might be Coordination, *Cosmetology, "Course Content, Spons Agency–North Carolina State Dept. of Pub appropriate. These activities may be sample test *Fused Curriculum, Learning Activities, Program lic Instruction, Raleigh. Div. of Vocational Edu- items and/or practical applications of skills learned. Content, Relevance (Education), Science Curriccation. (YLB) ulum, •Science Education, Secondary Education, Pub Date-85 Secondary School Science, Statewide Planning, Noto56p.; For other guides in this series, sec CE ED 269 563 CE 043 786 *Vocational Education 043 781-792. Portions may be marginally legible Wood Technology-Math. Haywood County's Vo- Identifiers North Carolina due to small, light type. cational-Math-Science Curriculum Alignment This guide is intended to assist vocational educaPub Type Guides . Classroom - Teacher (052) Project. tors teaching a course in cosmetology to relate the EDRS Price - MP01 Plus Postage. PC Not Avail. Haywood County Consolidated Schools, Waynes- skills addressed in science courses to a particular able from EDRS. ville, N.C. vocational education course. The guide consists of Descriptors Behavioral Objectives, "Building Spons Agency-North Carolina State Dept. of Pub- a curriculum alignment chart that cross-references Trades, "Carpentry, Curriculum Development, lic Instruction, Raleigh. Div. of Vocational Edu- vocational performance indicators to science •Evaluation Criteria, Integrated Curriculum, cation. skills/competencies. The science competency indi. *Mathematics Skills, Secondary Education, Pub Date-85 cators presented for each vocational education per*Trade and Industrial Education Note—72p.; For other guides in this series, see CE formance indicator are broken down according to A curriculum alignment chart is presented that 043 781-792. Portions may be marginally legible science course and grade level. Selected teacher translates mathematics goals/indicators into related due to small, light type. helps in the form of suggested references are invocational skills for the carpentry course in the sec- Pub Type- Guides - Classroom · Teacher (052) cluded for most of the performance indicators listed ondary vocational education curriculum. The chart EDRS Price - MF01 Plus Postage. PC Not Avall. in the curriculum alignment chart, and student becontains three columns that correlate (1) vocational able from EDRS. havior checklists are included for some of the pereducation performance indicators, (2) vocational Descriptors—Behavioral Objectives, Curriculum formance indicators. (MN) education competency and mathematics skill/con- Development, •Evaluation Criteria, Industrial cept, and (3) relevant mathematics competency in- Arts, Integrated Curriculum, Machine Tools, ED 269 566 CE 043 789 dicators. A page that corresponds to the chart *Mathematics Skills, Secondary Education, Construction-Math. Haywood County's Vocaprovides suggestions for instructing students in the *Trade and Industrial Education, "Woodworking tional-Math-Science Curriculum Alignment skills listed on the chart and activities that might be A curriculum alignment chert is presented that Project Page 22
ED 269 600 CE 044 395 115. Research in Vocational Education. Pub Date-86 Note—18p. Available from-National Center Publications, Na- tional Center for Research in Vocational Educa- tion, 1960 Kenny Road, Columbus, OH 43210-1090 (OC115-$2.75). Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Education, •Career Edu- cation, Cooperative Planning, Coordination, Ed- ucational Change, Educational Cooperation, Educational Needs, *Education Work Relation- ship, Elementary Secondary Education, Needs Assessment, Program Improvement, School Role, Transitional Programs, Vocational Adjust- ment, *Vocational Education The changing nature of available work and the
Counseling, Career Education, Career Explora- Randolph County Board of Education, Elkins, WV. *Remedial Programs, *Shared Resources and Ser. Materials - Directories/Catalogs (132) vices, Student Alienation, "Student Placement, EDRS Price - MF01/PC04 Plus Postage. Two Year Colleges, Vocational EducationDescriptors—Accounting, *Business Education, Identifiers Alternate Learning Centers *Business Skills, Computer Assisted Instruction, Two exemplary projects developed to maximize *Courseware, Instructional Material Evaluation, student options through the sharing of facilities, *Microcomputers, Office Occupations Educaprograms, and options were evaluated. The Reme- tion, Secondary Education, State Surveys, dial-Developmental Program developed a commu- Teacher Attitudes, Typewriting, Word Processing nications network between McKinley and Identifiers—*West Virginia Roosevelt High Schools and Kapiolani Community A project was undertaken to evaluate software College to share student information and use it for available for teaching business and office skills and individual student followup. An Articulated School to determine which software products are currently Alienation Program integrated the existing Hawaii being used by business and office occupations teachDepartment of Education Special Motivation coun- ers throughout West Virginia. Ninety-four of the seling services and appropriate academic courses at 164 West Virginia teachers to whom a questionnaire McKinley and Roosevelt High Schools with the vo- was mailed responded to the survey. Although most cational training program at the Employment Train- of the teachers were very interested in using miing Office in order to promote vocational crocomputer courseware, most schools represented exploration placements for alienated students. did not have computers in the business department Analyses of scores of the Stanford TASK (Tests of even though computers were located in the matheAcademic Skills and Knowledge) and Community matics or science departments. Software purchased College Placement Tests for Roosevelt and McKin. and used in the business classroom also appeared to ley students did not confirm or disconfirm the need be limited. Respondents to the survey complained for remedial courses at the community college level. that the software that is available for business and An evaluation of the Articulated School Alienation office programs is limited to instruction in typing, Program indicated that students received vocational accounting, and word processing and that software exploration experiences in the Employment Train- companies frequently take as long as 4 to 6 weeks ing Facilities and practical career exploration expe- to fill orders for courseware. (This package includes riences in community settings. The integration of evaluations of 29 software products that are curcareer relevant skills (such as arithmetic skills) in rently being used in business and office occupations the courses received favorable evaluation. All objec- classrooms in West Virginia high schools and 14 tives of both projects were met or partially met. additional pieces of courseware that were purchased (Appendixes, amounting to approximately two- for evaluation during the study. Each review inthirds of the report, include scattergrams of test re- cludes information about the company producing sults, correspondence, and evaluation instruments.) the software, the machine(s) on which it will run, (YLB) memory requirements, price, program content, and weaknesses and strengths of the individual prodED 269 597 CE 044 390 uct.) (MN) CE 044 394 Related Occupations. Final Report. Hayes, Chris Mercer County Schools, Princeton, W. Va. Four National Training Systems Compared: Spons Agency-West Virginia Research Coordinat- Achievements and Issues. Occasional Paper No. ing Unit for Vocational Education, Huntington. 114. Pub Date84 Ohio State Univ., Columbus. National Center for Note-19p. Research in Vocational Education. Pub Type - Reports - Descriptive (141) Pub Date—86 EDRS Price - MF01/PC01 Plus Postage. Note-23p. Descriptors Business Skills, *Computer Assisted Available from-National Center Publications, Na- Instruction, Courseware, Educational Needs, tional Center for Research in Vocational Educa- Equipment Utilization, Instructional Material tion, 1960 Kenny Road, Columbus, OH Evaluation, Machine Tools, *Machinists, "Mi- 43210-1090 (OC114-$2.75). crocomputers, Patternmaking, Secondary Educa- Pub Type- Opinion Papers (120) tion, State Surveys, Teacher Attitudes, •Tool and EDRS Price · MF01/PC01 Plus Postage. Die Makers, *Trade and Industrial Education Descriptors—Comparative Analysis, Delivery Sys- Identifiers_West Virginia tems, Educational Needs, *Educational Objec- A project was undertaken to identify machine tives, Educational Practices, Education Work shop occupations requiring workers to use comput- Relationship, *Foreign Countries, *Job Training, ers, identify the computer skills needed to perform *National Programs, Needs Assessment, *Out- machine shop tasks, and determine which software comes of Education, Postsecondary Education, products are currently being used in machine shop Program Effectiveness, Program Improvement, programs. A search of the Dictionary of Occupa- *Vocational Education tional Titles revealed that computer skills will be- Identifiers-Great Britain, Japan, United States, come increasingly important for machine tool West Germany operators, machinists, patternmakers, tool and die A comparison of the vocational education and makers, and setup operators. Students in machine training (VET) offered in Japan, the Federal Repub- shop programs should also become comfortable op- lic of Germany, and the United States revealed that erating a computer and should develop computer programs in all three nations emphasized the follow- literacy skills for the unskilled programmer. A sur- ing aims: competence at work, commitment of all to vey mailed to 23 West Virginia machine shop teach- achieve excellence, and capacity to contribute to ers was completed by only 7 instructors. Of these, change. Organizations in all three nations were in- only two reported using a computer system in their creasingly looking for, and prepared to help de- machine shop program, and although all seven re- velop, people with the ability to use acquired spondents liked the idea of using a computer liter- knowledge and skills effectively in changing circum- acy text statewide, they could not agree on a stances and in an integrated system. Although the suitable text. All of the data gathered during the United States appeared to be well tuned to a climate project indicate that there is a definite need to de- of moderate change, it appeared much less reflective velop training systems for use in machine shop pro- about the future and appeared to lack an educational grams in West Virginia and to supplement such strategy, especially at the secondary level. Germany programs with instruction in technical math. (Ap- had systems that work well and in a stable environ- pendixes to this report include samples of the sur- ment; however, change appeared to be slow. Al- veys sent to teachers and software companies, though Japan's VET strategies have given the sample software evaluation forms, and lists of ma- country a highly educated working population, the chine shops and companies included in the survey.) downside of its success in corporate organization (MN) and individual service for the greater good is proba bly an underdevelopment in the kind of creativity ED 269 598 CE 044 392 that flourishes with wayward individual opportuniConrad, Debra ties. Great Britain's imperial past, on the other Using Microcomputers in Vocational Education to hand, appears to continue to hamper the country's Teach Skills Needed in Business and Office. progress in the area of VET. (MN)
ED 269 601 CE 044 396 and Technical Education. Research in Vocational Education. ucation (ED), Washington, DC. 058. Pub Type-- Reports - Evaluative (142) EDRS Price · MF01/PC01 Plus Postage. Descriptors--Adult Education, *Courseware, Food, *Home Economics, Instructional Material Evaluation, *Nutrition, *Nutrition Instruction, Secondary Education Identifiers-Caloric Values (Nutrition), *Software Evaluation This courseware evaluation rates the Nutri-Calc Apple II, MacIntosh, or TR$80) and indicates its suitability for use with students in grade 11 and up. Listed next are accompanying materials (manual) and time estimate (30 minutes). Availability infor- mation includes cost ($99.95), 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. This program could supplement a nutrition class, but classroom discussion is needed. Instructors were found to be difficult to follow and unclear. More- over, some program commands do not work, it is difficult to exit, and the manual is not clearly writ- ten. A summary section shows that this courseware received overall ratings of “yes” for subject matter and application programs; "somewhat" for techni- cal presentation, student interaction, and documen- tation; and "not applicable" for Page 23
Secondary Education, Skill Development, Special Education, Student Evaluation, *Test Items, Vocational Education This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The packages also includes complete directions for the student and the instructor, plus answer keys and a guide for evaluating the tests. Suggestions for adapting the tests for special needs students are provided. These tests cover writing resumes and letters of applica. tion. (This competency test package can be coordinated with a slide/tape module.) (KC)
ED 269 615 CE 044 421 Office Occupations. Instructor's Guide. East Texas State Univ., Commerce. Occupational Curriculum Lab. ogy. Pub Date-84 Note-45p.; For related documents, see ED 222 722, ED 222 729, ED 226 162, and CE 044 414-420. Available from-Occupational Curriculum Labora tory, East Texas State University, Commerce, TX 75428 (test package and slide/tape). Pub Type - Guides - Classroom - Teacher (052) Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Behavioral Objectives, *Business Correspondence, Business Skills, Clerical Occupations, *Competence, Competency Based Education, Evaluation Criteria, Learning Modules, Office Occupations Education, *Office Practice, Postsecondary Education, Secondary Education, Skill Development, Special Education, Student Evaluation, *Test Items, Vocational Education This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the student and the instructor, plus answer keys and a guide for evaluating the tests. Suggestions for adapting the tests for special needs students are provided. These tests cover spelling as it applies to business correspondence such as memorandums, reports, letters, and stationery masters. (This competency test pack. age can be coordinated with a slide/tape module.) (KC) ED 269 616 CE 044 424 Evaluate Your Instructional Effectiveness. Second Edition. Module D-6 of Category D-Instruc- tion Module Series. Ohio State Univ., Columbus. National Center for Research in Vocational Education. Spons Agency-Department of Education, Wash ington, DC Report No.-ISBN-0-89606-205-8 Pub Date-86 Note-33p.; For related documents, see ED 266 275-279, ED 266 300, and ED 266 320-321. Available from-American Association for Voca tional Instructional Materials, 120 Driftmier Engineering Center, University of Georgia, Athens, GA 30602. Pub Type— Guides · Classroom - Learner (051) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Behavioral Objectives, Check Lists, Competency Based Teacher Education, Evaluation Criteria, *Evaluation Methods, Feedback, Information Sources, Learning Activities, Learning Modules, Lesson Plans, Postsecondary Education, Records (Forms), *Self Evaluation (Individ. uals), .Teacher Effectiveness, *Teacher Evaluation, *Vocational Education, Vocational Education Teachers This module, which is one in a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers, trains teachers in how to evaluate their instructional effectiveness. Addressed in the individual learning experiences included in the module are the following topics: sources of feedback (teachers, state department of
education supervisors and university faculty, oneself, and students); evaluation methods (observations, checklists, videotaping, assessments of student performance, and anecdotal records); and use of feedback results. Each learning experience includes some or all of the following: an overview, an enabling objective, instructional text, one or more learning activities, a feedback activity, and model answers to the feedback activity. (MN) ED 269 617 CE 044 426 Fox, Shirley New PIC/Postsecondary Partnerships: How Postsecondary Institutions and Private Industry Councils Are Working Together to Boost Economic Development and Put People Back to Work. National Association of Private Industry Councils, Washington, DC.; 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-0-86510-050-0 Pub Date—[85] Note_31p.; For a related document, see CE 044 427. Available from—The National Institute for Work and Learning, 1200 - 18th St., N.W., Suite 316, Washington, DC 20036 ($8.95). Pub Type - Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail- able from EDRS. Descriptors“Colleges, •Cooperation, Coopera tive Programs, Dislocated Workers, *Economic Development, *Employment Programs, Federal Legislation, Federal Programs, Job Development, *Job Training, *Nontraditional Students, Postsecondary Education, Unemployment, Universi ties Identifiers—Job Training Partnership Act 1982, *Private Industry Councils A project sought ways in which colleges and universities can work more closely with the federally funded Job Training Partnership Act to help the unemployed find work and to encourage business startups and expansion. Partnerships between postsecondary educational institutions and Private Industry Councils (PICs) at six sites were encouraged during a two-year demonstration project. Participating PICs developed improved training programs, especially for dislocated workers, and created new jobs through economic development activities with local colleges. Postsecondary institutions learned how to integrate nontraditional students on their campuses, became more involved with community development, and, for the first time, met with other higher educational institutions to discuss community problems. Some joined new PIC educational advisory committees. The creation of new joint economic development projects and PIC education advisory councils indicated that interaction between PICs and higher education will continue after the project expires. (Summaries of activities at the six sites are presented. An appendix provides names and addresses of principal contacts of the PICI Higher Education Collaboration Project and names, addresses, and brief descriptions of principal contacts from related projects funded by the Fund for the Improvement of Postsecondary Education.) (YLB)
Students, Postsecondary Education, Unemploy ment, Universities Identifiers—Job Training Partnership Act 1982, *Private Industry Councils Case studies are provided of the six sites involved in a demonstration project to cncourage partner. ships between postsecondary educational institutions and Private Industry Councils (PICs). These programs represent instances of collaborations between colleges/universities and the Job Training Partnership Act to help the unemployed find work and encourage business startups and expansion. The six programs are the (1) Chautauqua County PIC (Mayville, New York)/State University College of New York at Fredonia; (2) Franklin-Adams Employment and Training Consortium (Chambersburg, Pennsylvania)/Shippensburg University, Wilson College, and Monte Alto Campus of Pennsylvania State University; (3) Gencsce/Shiawassee Employment and Training (Flint, Michigan)/University of Michigan--Flint, Mott Community College, Baker Community College, GMI Engineering and Management Institute; (4) Northwest Pennsylvania Training Partnership Consortium (Franklin, Pennsylvania)/Alliance College, Thiel College, and the Shenango Valley Campus of Pennsylvania State University; (5) the PIC of Columbus and Franklin County, Inc. (Columbus, Ohio)/National Center for Research in Vocational Education at the Ohio State University; and (6) (Region I) North Idaho PIC (Coeur d'Alene, Idaho)/North Idaho College. Each case study consists of a brief overview of activities, area profile, historical perspective, project goals and implementation, and outcomes. (YLB) ED 269 619 CE 044 432 New Trends. No. 6. Bulletin of CDCC Project No. 9 “Adult Education and Community Develop ment," Council of Europe, Strasbourg (France). Pub Date-Feb 86 Note-17p.; For related documents, see ED 248 321, ED 251 608, and ED 264 425-429. Pub Type— Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors - Adult Education, Community De velopment, Conferences, *Educational Cooperation, Foreign Countries, Guidelines, *International Cooperation, Multimedia Instruc tion Identifiers–Europe This issue reports the final activities of a project on adult education and community development. It begins by describing the activities carried out following the visits to various locations, including the opening up of the cooperative monitoring process through three meetings (two seminars and one hear. ing) and a series of joint seminars in cooperation with the authorities of member states to test to what extent the instruments proposed for action and ex. perimentation could be applied in different social, cultural, and economic contexts. General policy guidelines originated by project activities concerning the methods used in local and regional employ. ment projects are also set forth. The results of the project are addressed, namely the action proposals that comprise practical development instruments that can be adapted to different situations and used as reference in the practical implementation of innovative experiments. Possible exploitation of project results are then considered. The conference on “Adult Education and Community Development: Challenges and Responses" which will mark the end of the project is described. Finally, documents issued in the framework of the project are listed. (YLB) ED 269 620 CE 044 433 View. Virginia Occupational Information Coordinating Committee, Richmond.; Virginia Univ., Char lottesville. Tayloe Murphy Inst. Spons Agency-National Occupational Information Coordinating Committee (DOL/ETA), Washington, DC.; Virginia State Dept. of Education, Richmond. Div. of Vocational and Adult Ed. ucation.; Virginia State Govemor's Office, Richmond. Pub Date—(85) Note-165p. Pub Type - Reports · Research (143) EDRS Price · MF01/P007 Plus Postage. Descriptors—Basic Skills, Career Education,
ED 269 618 CE 044 427 New PIC/Postsecondary Alliances. How Post secondary Institutions and Private Industry Councils Are Working Together to Boost Economic Development and Put People Back to Work. Six Case Studies. National Association of Private Industry Councils, Washington, DC.; National Inst. for Work and Learning, Washington, D.C. Spons Agency--Fund for the Improvement of Post secondary Education (ED), Washington, DC. Pub Date—(85) Note--53p.; For a related document, see CE 044 426. Available from— The National Institute for Work and Learning, 1200 - 18th St., N.W., Suite 316, Washington, DC 20036 ($11.95). Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Case Studies, •Colleges, *Coopera tion, Cooperative Programs, Dislocated Workers, *Economic Development, *Employment Programs, Federal Legislation, Federal Programs, Job Development, *Job Training, *Nontraditional
*Change, Computer Science, Educational Needs, veys Identifiers—Virginia This report organizes findings of an exploration of changing job skills in Virginia which combined the points of view of various analysts with information provided by employers. Part One contains some background material: a brief history of occupations in Virginia, a description of recent trends, an explanation of the mechanisms that bring about occupational change, and summary of how the study was carried out. Part Two groups related occupations into 10 clusters, each including an introduction, a description of what the literature and interviews said about each occupation, and a general conclusion about the occupational group. Part Three summarizes what employers, said about trends and changing job skills in the workplace. Six interrelated trends are identified: required skills are becoming more technical, computers are an important tool, occupations are becoming more specialized, teamwork is becoming more important, employers are becoming more client, and customer-oriented, and the pace of change is rapid. Part Four summarizes what employers said about their successes and failures in communicating training needs to educators and their suggestions for improving communication. Part Five summarizes the study and gives recommendations for enhancing training for changing job skills and employer-educator communications in Virginia. (YLB) ED 269 621 CE 044 435 the New Hampshire Technical Institute and the 1945 to 1977. New Hampshire State Dept. of Education, Con cord. Pub Date-Apr 82 Note 40p. Pub Type Historical Materials (060) EDRS Price - MF01/PC02 Plus Postage. Descriptors College Programs, Educational Change, *Educational History, Educational Needs, Educational Opportunities, Enrollment, Outcomes of Education, Program Development, *Statewide Planning, *Technical Education, *Two Year Colleges, *Vocational Education, *Vocational Schools Identifiers—*New Hampshire New Hampshire's system of postsecondary vocational-technical education developed toward the end of World War II when it was realized that many of the military personnel soon to be demobilized would need retraining for civilian life. Two trade schools, one in Portsmouth and the other in Manchester, were established in 1945. Today, that system has grown to seven institutions, the New Hampshire Technical Institute, and six New Hampshire Vocational-Technical Colleges. In 1949 the original two trade schools became known as the New Hampshire Technical Institutes and a great many incremental changes were made, all tending toward more theoretical work and less work in the shop area. To relieve overcrowding in the system, the New Hampshire State Legislature authorized the development of five vocational institutes and one technical institute in 1961. By the end of the sixties these schools were well established, with good placement rates and average starting salaries for graduates. Vocational-technical colleges were established at Berlin, Claremont, Laconia, and Nashua. By 1975, the system had developed into its present form, offering programs to train technicians, tradespersons, businesspersons, and health care specialists. (Appendixes to this report include a statistical overview of New Hampshire's postsecondary system as of 1981 and a list of the system's administrators.) (MN)
EDRS Price - MF01/PC10 Plus Postage. Descriptors—Adult Basic Education, Case Stud- ies, •Educational Needs, *Educational Policy, grams, Student Attitudes, Teacher Attitudes Identifiers—310 Project, *North Carolina An evaluation of adult basic education (ABE) programs was conducted in North Carolina, using a case study approach. Research was done by six teams that collected information from taped interviews with participants in six programs chosen to represent rural and urban areas and various demographic and racial mixes of students. Materials and records provided by the programs were also studied. The result is an extensive narrative report of the students' feelings and opinions as well as feedback from instructors. In addition, conclusions were drawn and recommendations made. Some of the conclusions were that ABE in North Carolina is meeting the needs of a percentage of those adults in the state who appear to be appropriate for the services. However, the study suggests that some policy and programmatic changes are necessary. The study found that students appreciate the program's existence and the instructors' concern; instructors like their jobs and their administrators. Administrators are committed to ABE and like the state personnel's responsiveness. However, instructors in local programs are unaware of how their efforts compare with those of other instructors, administrators often are not aware of how their programs compare with others; and the state staff questions the usefulness of lessons to be learned from other states. There is a theme of isolation in the name of autonomy. Therefore, recommendations have been made in regard to both training and policy. New funds are necessary to make these changes. Three pages of references and copies of the design proposal, the interview and observation guide, and the participants' interview guide and data sheets are appended. (KC)
Pub Type-- Reports - Research (143) EDRS Price - MF01/PC11 Plus Postage. Descriptors-Adults, Blacks, *Demography, *Edu- cationally Disadvantaged, Ethnic Groups, *Fam- ily Characteristics, Family Problems, Hispanic Americans, *Intelligence Quotient, *Learning Disabilities, Minority Groups, * Prisoners, Whites In order to determine the nature and prevalence of learning deficiencies among adult inmates in U.S. correctional institutions, a sample of subjects was drawn from three institutions in each of the states of Louisiana, Pennsylvania, and Washington. One male maximum security, one male medium security, and one women's prison were selected in each of the three states. Subjects were administered an academic achievement test and an individual intelligence test. Those scoring at or below the fifth-grade level on one of the subtests were deemed to be “learning deficient" and administered a learning disabilities screening test. Subjects with a full-scale IQ of less than 75 were given an adaptive behavior checklist. Data were collected on demographic, family, educational, and criminal justice variables. Findings indicated that the average inmate left school after 10th grade but was performing more than 3 years below this level. At least 42 percent of inmates have some form of learning deficiency, and, of those, 82 percent had indications of specific learning disabilities, especially in the area of auditory and visual discrimination. A substantial number of those identified as learning deficient had been identified previously but little appears to have been done to intervene. It was further found that 70 percent came from unstable home environments and many indicated childhood problems including drug and alcohol abuse and delinquency. Half had no regular employment prior to incarceration. When the relationship between the variables was explored, the most consistent predictor of achievement and measured ability was the highest grade completed. When the analyses were done for the learning deficient versus non-learning deficient sample, ethnic group was the most consistent in explaining the variance. A number of policy recommendations were made as a result of the study. (Author/KC)
ED 269 623 CE 044 444 Molek, Carol Establishment and Development of a Mifflin County GED Alumni Association. Final Report. Tuscarora Intermediate Unit #11, McVeytown, PA. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Pub Date 27 Jun 86 Note-101p.; Some figures contain small type. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adult Education, Adult Programs, * Alumni, * Alumni Associations, Alumni Education, Educational Needs, Graduate Surveys, *High School Equivalency Programs, Individual Needs, *Program Development, Program Imple mentation Identifiers—*Pennsylvania (Mifflin County) Because General Educational Development (GED) graduates in Mifflin County, Pennsylvania, were in need of an association to encourage their further educational development and enhance their newly established feelings of self-worth, an alumni association was formed. Within this peer group, alumni vented frustrations, obtained special training, learned job search skills, worked with career counselors, organized social activities, and further promoted GEĎ activities and stature in the community. The target audience was the graduates of GED programs in the county. Activities to establish the organization included recruitment and public relations. Activities conducted by the group included an alumna speaker, creation of a logo and a pamphlet describing the group, questionnaires, meetings, newsletters, writing workshop, graduations, job search helps, kid connections, a mid-winter conference, promotion of adult education legislation, and dropout prevention efforts. After the 10-month project, the group was firmly established and was prepared to function autonomously in the future. (KC)
ED 269 625 CE 044 447 Sgro, Joseph A. And Others Development of a Performance-Based Program for U.S. Army ROTC Leadership Training. Research Report 1419. Virginia Polytechnic Inst. and State Univ., Blacks burg. Spons Agency--Army Research Inst. for the Be havioral and Social Sciences, Alexandria, Va. Pub Date-- Jan 86 Contract-MDA-903-80-C-0492 Note-169p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC07 Plus Postage. Descriptors Higher Education, *Instructional Materials, Leadership, *Leadership Training, Management Development, *Material Development, Military Personnel, *Military Training, • Program Effectiveness, Program Evaluation, Program Improvement, *Student Leadership Identifiers-Army Reserve Officers Training Corps This report describes the steps that were taken in developing and evaluating a conceptual and experiential approach to leadership training at the Reserve Officer Training Corps (ROTC) level. “U.S. Army ROTC Leadership Development: A Performance-Based Program" consists of two documents: a student manual and an instructor manual. The student manual includes the following: (1) the platoon leadership experience; (2) the theoretical basis for effective platoon leadership; and (3) instruction and exercises in the skills that are necessary for effective platoon leadership. The instructor manual provides lesson plans and guidance for using the program. The program received field evaluations during 1981, 1982, and 1983. The report presents the reactions to the program and a discussion of changes that were made. In addition, a description of the teaching materials currently being used for leadership training by ROTC detachments is presented. (Extensive appendixes to the report contain materials about leadership qualities and the questionnaires used in the research.) (Author/KC)
ED 269 622 CE 044 442 Fingeret, Arlene And Others North Carolina Adult Basic Education Instruc tional Program Evaluation, 1985. North Carolina State Univ., Raleigh. Dept. of Adult and Community Coll. Education. Spons Agency-North Carolina State Dept. of Community Colleges, Raleigh. Pub Date-85 Note-227p. Pub Type - Reports - Evaluative (142)
ED 269 624 CE 044 446 Bell, Raymond And Others The Nature and Prevalence of Learning Deficien cies among Adult Inmates. Lehigh Univ., Bethlehem, Pa. Spons Agency-Department of Justice, Washing ton, D.C. National Inst. of Justice. Pub Date-Jun 83 Grant—81-1J-CS-0014 Note-259p.
ED 269 626 CE 044 448 Stern, David And Others One Million Hours a Day: Vocational Education in California Public Secondary Schools. Policy Paper No. PP86-3-2.
Policy Analysis for California Education, Berkeley, CA. Spons Agency-William and Flora Hewlett Foun dation, Palo Alto, Calif. Report No.-PACE-PP-86-3-2 Pub Date-Mar 86 Note-68p. Available from—Policy Analysis for California Ed ucation, 3659 Tolman Hall, University of California, Berkeley, CA 94720 ($3.50; 10 or more-10% discount). Pub Type - Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Academic Education, Dropout Pre vention, *Educational Needs, Educational Philosophy, • Educational Policy, Employment Patterns, High Schools, High School Students, Integrated Curriculum, Job Skills, Job Training, *Outcomes of Education, Program Effectiveness, Program Improvement, *Public Schools, Skill Development, *State Programs, Unemployment, *Vocational Education, Vocational Schools Identifiers-California Eleventh- and twelfth-grade students in California comprehensive high schools and Regional Occupational Centers/Programs spend about one million hours a day on vocational education. California students who took a concentrated sequence of high school vocational subjects during 1981 had a 26 percent unemployment rate in the spring of 1982, compared to a 23 percent unemployment rate among all 16- to 19-year-olds and 27 percent unemployment rate among high school dropouts. Evidently, high school vocational training did not give students any relative advantage in finding jobs after they graduated, nor was it effective in dropout prevention. Furthermore, there is no evident way in which reallocating resources among existing high school vocational programs would bring about much improvement in labor market outcomes for graduates. Instead, fundamental changes should be made in vocational education at the secondary level. Comprehensive high schools should stop trying to provide skill training for entry-level jobs and instead should use vocational education to prepare young people for a working life of continual learning, problem solving, and communicating. To accomplish this broader purpose, vocational education should include all students at some point in their high school career. The success of vocational education in high schools should be measured by improved performance in academic subjects, lower dropout rates, and lifelong gains in productivity at work. (KC)
for special education students is expected to enhance all aspects of vocational education for special students and promote building-level support teams for high school teachers involved in the project. (Author/KC) ED 269 628 CE 044 451 Smith, Ellen R. Custodial Curriculum. Curriculum Development Project. Final Report, Renton Vocational Inst., Wash. Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date-30 Apr 86 Note-158p. Pub Type - Guides - Classroom - Learner (051) EDRS Price - MF01/PC07 Plus Postage. Descriptors—*Cleaning, Custodian Training, *Ed. ucationally Disadvantaged, Equipment Maintenance, Housekeepers, *Job Skills, *Job Training, Learning Activities, Learning Modules, .Maintenance, Postsecondary Education, Sanitation, Sec. ondary Education, Skill Development, Vocational Education This curriculum guide contains 10 units on custodial training that have been prepared for use by students who are academically disadvantaged. The packets, suitable for individualized instruction, have been written at an average reading level of seventh grade. Each packet contains an overview, learning objectives, pretest, written exercises, practice exercises, posttests, answers to tests, and a summary. The 10 units cover the following topics: the custodial industry; chemicals in the cleaning industry; restroom sanitation; cleaning an office area; safety and security; wall cleaning; hard and resiliant floor care; rug, carpet, and upholstery cleaning; window cleaning; and cleaning equipment. (KC) ED 269 629 CE 044 452 Buche, Fred Cox, Charles Development of Competency-Based Articulated Automotive Program, Big Bend Community Col. lege and Area High Schools. Final Report. Big Bend Community Coll., Moses Lake, WA. Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date--18 Apr 86 Note-141p. Pub Type- Reports - Descriptive (141) – Guides Classroom - Teacher (052) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Advanced Placement, * Articulation (Education), * Auto Mechanics, Behavioral Objectives, Community Colleges, *Competence, Competency Based Education, Curriculum Development, High Schools, Learning Modules, Material Development, *Student Evaluation, Two Year Colleges A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics instructors, in conjunction with the joint advisory committee and Moses Lake High School automotive mechanics instructors, reviewed exemplary curricula, compiled competency lists, and had competencies rated and varified by advisory committee members. The final curriculum consists of six modules. An assessment form and procedures for advanced placement for students and adults also was developed. (Most of this document consists of a section of student learning objectives and an automotive mechanics competency-based curriculum handbook. The objectives are divided into first-year and second-year programs and cover the subjects of the modules. The curriculum handbook explains the procedure for advanced placement, and provides an automotive mechanics assessment form and a list of competencies. It contains six competency modules that cover the following topics: shop skills and safety; engine service; brakes, suspension, and steering; electrical systems; fuel system; and power trains. Each competency module contains a list of tasks, a performance objective, and enabling objectives that show successful performance of the task.) (KC)
Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date-31 Dec 85 Note-43p. Pub Type-- Reports - Descriptive (141) – Guides Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors_Articulation (Education), Commu nity Colleges, Competence, Competency Based Education, Evaluation Methods, Graphic Arts, *Material Development, *Student Evaluation, Test Items, Two Year Colleges, Visual Aids, Vocational Education This project was conducted to create visual media technology competencies for articulation in order to (1) provide a basis from which to assess similar instructional efforts at other vocational and prevocational institutions; (2) provide a detailed listing of competencies required by Spokane Falls Community College (Washington) for instructors teaching at other institutions; (3) provide equal assessment of all students transfering into the visual media technology, program; and (4) provide an objective method of assessing students' prior experience. After meeting with local prevocational training program instructors, the developer examined their programs, identified similarities, and then established the competencies needed by persons who have finished a two-year college program in visual media technology. The result of the project (con. tained in this document) was the development of a detailed listing of competencies for introduction to visual media and the method for measuring mastery of those competencies. The program contains 10 competencies. Each competency consists of a task, directions, standards for acceptable performance, test items, and teacher's key. An individual student record is also included in the packet. (KC) ED 269 631 CE 044 459 Friedel Janice N. Papik, Norma J. The Eastern Iowa Community College District Program Evaluation Process. Revised. Eastern lowa Community Coll. District, Bettendorf. Pub Date-Jun 86 Note-67p.; Some pages printed in small type on colored paper. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO3 Plus Postage, Descriptors-Administrator Attitudes, Advisory Committees, *Community Colleges, *Data Col. lection, Postsecondary Education, “Program Descriptions, *Program Evaluation, Self Evaluation (Groups), Student Attitudes, Surveys, Teacher Attitudes, Two Year Colleges, Vocational Education This report describes the program evaluation process as developed by the Eastern lowa Community College District (EICCD). Introductory materials include EICCD's intent and purpose of program evaluation, a discussion of the three stages/components of program evaluation, and an evaluation flowchart. The report is comprised of three sections, each devoted to one of the three components-collection of program descriptive data, surveys, and internal evaluation team duties. Section I on collection of program descriptive data contains a selfstudy document to be completed by program/department faculty. This self-study requests information on the curriculum, course development, articulation agreement, equipment, facilities, advisory committee, faculty, students, placement, and testing as well as a cost analysis of the program. Section II provides the surveys (forms) of current students, graduates, faculty, administrators, advisory committee members, and employers. Section III focuses on the roles and responsibilities of the internal evaluation team. Contents include a list of duties of a team member, a team evaluation report form with a rating form for physical facilities, and a form for a summary of the internal evaluation. (YLB) ED 269 632 CE 044 480 Posner, Roni D. Halbrook, Diane R. Women in Vocational Education Administration. American Vocational Association, Alexandria, VA. Spons Agency-Women's Educational Equity Act Program (ED), Washington, DC. Pub Date—Nov 85 Note-268p. Available from-American Vocational Association, 1410 King Street, Alexandria, VA 22206. Pub Type- Reference Materials - Directories/Cat alogs (132) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS.
ED 269 627 CE 044 449 Robey. Mike Project Interface. Curriculum Development Project. Final Report. Central Valley School District # 356, Spokane, WA. Spons Agency-Washington State Commission for Vocational Education, Olympia. Pub Date--31 Dec 85 Note--19p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cooperative Planning, Curriculum Development, Educational Planning, *Exceptional Persons, High Schools, Individualized Education Programs, Instructional Materials, *Integrated Curriculum, *Mainstreaming, Models, Program Development, *Special Education, Student Evaluation, *Vocational Education Project Interface was designed to bring together the two distinct fields of special education and vocational education in order to blend the efforts of the two fields to overcome several problems: differing vocabularies, methods, content, vocational evaluation, appropriate placement, teacher preparation, and the differing expectations of special education and vocational personnel. To bridge these disparate elements, Project Interface brought together vocational and special education personnel from three different school districts in the state of Washington. These educators designed and implemented a vocational education model to increase access to vocational training programs by special education/special needs students and to assist mainstreamed students while they are enrolled in vocational education classes. The vocational education model prepared by Project Interface encompasses the following elements: (1) vocational assessment, (2) entry-level skills, (3) materials, (4) curriculum, and (5) individualized educational plan (IEP) in. volvement. This standardized life-centered model
ED 269 630 CE 044 453 Visual Media. Final Report. Spokane Falls Community Coll., WA.
Descriptors Administrator Characteristics, Di. rectories, *Educational Background, *Females, Postsecondary Education, Secondary Education, Teacher Educators, Vocational Directors, Vocational Education This directory of women in vocational education administration is divided into three major sections. The first-"Careers, Concerns, and Challenges"provides insights and personal perspectives on administration written by cight outstanding women in vocational education administration. These cight represent the general administrative positions of State Director of Vocational Education (or equivalent), Teacher Educator, Large City Director, Head of State Association in American Vocational Association, Dean of Community College, Administrator of Local Vocational-Technical School, and National Leader. The second section presents 359 women, nationwide, working in a range of administrative positions within vocational education. The alphabetical individual profiles provide this information: name, address, and telephone number; highest academic degree; years of experience; current and previous positions; largest staff and budget supervised; leadership positions; major achievement; area of expertise; and consulting skills. Cross references correlate women administrators with arcas of expertise and consulting skills. State rosters list them alphabetically by states, also in alphabetical order. This presentation design (individual profiles, cross references, and state rosters) enables the directory user to identify potential job candidates, consultants, etc., both in terms of capability and geography. The appendix includes various communiques and forms used to identify these women. (KC)
Youth, and Families (DHHS), Washington, D.C. Pub Date-Sep 85 Grant-90-CY-0377 Note—160p.; Document is printed on colored pa per. Portions of appended material contains small print. Pub Type - Guides - Non-Classroom (055) EDRS Price · MF01/PC07 Plus Postage. Descriptors-Adolescents, Child Welfare, Coop erative Planning, Counseling Objectives, Counseling Techniques, Counselor Role, Demonstration Programs, Educational Cooperation, Educational Legislation, Educational Opportunities, *Employment Counselors, Employment Opportunities, *Employment Ser: vices, Federal Legislation, Financial Support, High Risk Students, Information Networks, Job Training, Linking Agents, Statewide Planning, Youth Programs Identifiers-Connecticut, Job Opportunities for Youth Project, *Job Training Partnership Act 1982, Massachusetts This manual is intended to assist child welfare and training professionals in working collaboratively to make employment and training opportunities available for adolescents served by the child welfare system. Discussed first are the child welfare system, the Job Training Partnership Act (JTPA), and the need for collaboration among professionals involved in each of them. The next section consists of seven chapters of strategies for collaboration and methods for providing access to employment and training for high-risk youth (recruitment techniques, funding sources, eligibility of child welfare youth under JTPA, and recommendations for statewide implementation). Section 3 contains 3 chapters on the background, programs, and youth profiles of the Job Opportunities for Youth (JOY) Project. (The JOY Project was a model demonstration program linking private industry councils, employment programs, child welfare agencies, and youth service providers in target sites in Connecticut and Massachusetts for the purpose of helping older adolescents prepare for independent living.) Appendixes to this manual contain 23 exhibits, including the results of an emergency shelter employment survey, lists of New England JTPA administrators and service delivery areas, project eligibility policies, program orientation packets and correspondence, a questionnaire covering the needs of youth, materials describing the policies and activities of the Montachusett Area Community Improvement Team Program, and information on the Targeted Jobs Tax Credit. Provided also is an addendum to the JOY project manual detailing the continuing work in each of three Massachusetts project sites and offering further recommendations for those considering replication. (MN)
er's name, address, and phone number. Concluding the booklet is an alphabetical index of tests. (MN) ED 269 636 CE 044 484 Middleton, Marsha Women in Job Training Report. Implementation of the Job Training Partnership Act in Selected Communities. League of Women Voters Education Fund, Wash ington, D.C. Pub Date Jan 86 Note-12p. Available from-League of Women Voters of the United States, 1730 M Street, NW, Washington, DC 20036 (free). Pub Type - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors Comparative Analysis, Educational Legislation, Educational Needs, •Employment mentation Identifiers—*Job Training Partnership Act 1982 A study examined the implementation of the Job Training Partnership Act (JTPA) in 12 communities across the country. Despite the impressive numbers cited by those who proclaim that the JTPA is a remarkable success, the program's critics, and even some of its supporters, acknowledge major concerns about the program's ability to address the special needs of women. As women attempt to enter the job market, they are confronted by special problems. They are clustered in the work force in the lowest-paying and most nontechnical occupations, often face discriminatory attitudes by employers, and lack adequate supportive services. Although female participation in JTPA was found to be high (ranging between 46 and 70 percent), female representation on private industry councils was critically low. Nine of the 13 JTPA sites monitored provided money for supportive services; however, only one site used the full 15 percent of the total budget that is permissible under the law. The average hourly wage for program graduates from the sites monitored ($5.30) translated into an annual income of $11,024, which, while above the poverty level, still leaves program graduates in the ranks of the working poor. Furthermore, despite the JTPA's off of nontraditional training, few women studied were being placed in nontraditional jobs. A list of additional resources concludes the report. (MN)
ED 269 633 CE 044 481 Davis-Newton, Hazel C. The Impact of Enrichment Activities upon the Self-Concept of Secondary Cooperative Office Education Students. Louisiana State Univ., Baton Rouge. Spons Agency--Louisiana State Dept. of Educa tion, Baton Rouge. Div. of Vocational Education. Pub Date—(86) Note_34p. Pub Type - Reports - Research (143) EDRS Price · MF01/PCO2 Plus Postage. Descriptors Communication Skills, Comparative Analysis, Conflict Resolution, Cooperative Education, Coping, “Enrichment Activities, Human Relations, Motivation, Office Occupations Education, *Outcomes of Education, Physical Fitness, Secondary Education, *Secondary School Students, Self Concept, Self Evaluation (Individuals), Stress Management, Time Management Identifiers-Impact Študies, Louisiana A study examined the effect of a series of enrichment activities on the self-concept of 34 cooperative office education students in the East Baton Rouge School Parish (Louisiana). The students participated in an enrichment program consisting of 10 55-minute class periods of instruction in human relations and communication skills, ways of coping with stress and conflict, time management, physical fitness, success in the business environment, and motivation. A diagnostic tool called Personal Profile System was used to assess the self-concept of the 34 students. Next, the Tennessee Self-Concept Scale was used to compare the self-concept of the students in the treatment group with that of cooperative office education students in a control group. Although there were no statistically significant differences between the treatment and control groups, students in the treatment group liked the enrichment activities and found them to be useful self-assessment tools. The fact that the materials helped the students view themselves critically, identify their weaknesses, and formulate plans for improvement might explain why their self-concept scores did not increase between the pre- and posttests. (Appendixes to this report include discussions of the Personal Profile Instrument and Tennessee Self-Concept Scale and an analysis of the study's covariance source tables.) (MN) ED 269 634 CE 044 482 Agencies through the Employment and Job Professionals.
ED 269 635 CE 044 483 Zellers, Robert W. A Resource Guide of Tests for Adult Basic Educa tion Teachers. Spons Agency-Pennsylvania State Dept. of Edu cation, Harrisburg. Div. of Adult Basic Education. Pub Date-[86] Note-127p.; A project conducted by Robert Wil liam Zellers Educational Services, Johnstown, PA. Available from-Advance, The Adult Education Clearinghouse, PDE Resource Center, Pennsylvania Dept. of Education, 333 Market Street, Harrisburg, PA 17126-0333. Pub Type- Reference Materials - Directories/Cat alogs (132) EDRS Price · MF01/PC06 Plus Postage. Descriptors_Achievement Tests, •Adult Basic Education, 'Diagnostic Tests, *Intelligence Tests, *Interest Inventories, Screening Tests, "Student Evaluation, Vocational Evaluation Identifiers-310 Project This booklet provides adult basic education teachers with information on 77 tests and measurement instruments currently available that were mentioned as useful and effective on a survey of approximately 350 adult education teachers in Pennsylvania and others throughout the country. The tests are listed under the categories of diagnostic, placement, achievement, intelligence, and interest tests, and some tests are listed in more than one section. Some or all of the following information is included for each of the tests; test title; purpose of the test; test description; type of test; grade level range; subject area(s); time for administration; number of items; number of forms; scoring procedure; date of publication; cost of materials; and publish
ED 269 637 CE 044 485 JTPA Youth Employment Competency System: A Model, Revised. Kansas State Dept. of Human Resources, Topeka. Pub Date-Jul 85 Note-52p.; Prepared by Kansas Task Force on Youth Competency. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors Basic Skills, Behavioral Objectives, Check Lists, Competence, Educational Legislation, Evaluation Criteria, Federal Legislation, *Job Performance, Job Search Methods, •Job Skills, *Job Training, Learning Activities, Mod. els, Personnel Evaluation, Postsecondary Education, *Statewide Planning, Student Evaluation, Vocational Adjustment Identifiers--*Job Training Partnership Act 1982, •Kansas This report describes a youth competency model that was developed to help trainers involved in Job Training Partnership Act (JTPA) programs in Kansas to evaluate program participants' competency in four major areas: pre-employment, work maturity, basic education, and job-specific skills. Discussed in the first section, which provides background on youth employment competencies, are the four competency areas, the workings of a youth competency system, the foundation for such a system in the JTPA and regulations, advantages and disadvantages of such a system, roles and responsibilities of program practitioners, and steps in establishing a youth competency system. The second half of the report describes the model's provisions for documentation and certification/credentialing and includes a section on assessing youth competency in each of the four competency areas. Included in each of the individual sections are a basic description of the competency arca; a method for preassessment; appropriate program activities; competency mea. sures; criteria for attainment of the given competency area; and worksheets, assessment forms, and
ED 269 638 CE 044 489 Welcome to the World of Computers. Part 1. Education Service Center Region 20, San Antonio, Tex. Pub Date-86 Note--213p.; For part 2, see CE 044 490. Pub Type -- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Adult Basic Education, *Adult Edu cation, Adult Students, Classroom Techniques, *Computer Literacy, Computer Software, History, Integrated Curriculum, *Learning Activi. ties, 'Microcomputers, Postsecondary Education, Pretests Posttests, Programing, Units of Study, Vocabulary Identifiers-310 Project This manual was developed to help adult education teachers teach their students about computers as part of other courses in English, mathematics, social studies, or in a computer literacy course. Much of the manual has been written so that instruction can be given with or without the use of a computer. Although the manual is designed for use by the teacher, many of the activities and much of the information presented in it can be used directly by students. The manual contains nine sections. The first eight sections cover the following topics: history and development of computers; use of computers now and in the future; computer use and problems in society; computer-related careers; what a computer is; communicating instructions to a computer; how to use a computer; and computer words. Each of these sections contains information, vocabulary, student activities, and questions to answer. Materials are illustrated with line drawings. Many of the activities have specified reading levels (grades 1 through 8 or grades 9 through 12), and some have suggestions for types of subject matter in which the activities could be included. The final section contains two pretests and two posttests, one set for grade 8 and one set for grade 10 reading level. (KC)
Note--15p.; A revision of ED 248 717. ucation Programs, Classroom Techniques, Educational Research, •Educational Resources, *English (Second Language), Job Training, Limited English Speaking, Research Utilization, Second Language Instruction, Teaching Methods, Vocational Education, *Vocational English (Second Language) Limited English proficient adults represent a special population group served by the federally funded Adult Education Act. Usually, limited English speakers attend English as a second language (ESL) classes offered by state and local agencies. In the last decade, changes in the approach to ESL instruction have deemphasized academic ESL and focused instead on providing job-related English as a second language. Many parallels exist between program designs for bilingual vocational training and adult basic education-English as a second language classes because the adult learners in both cases are of limited English proficiency and because their educational needs or goals are similar. The overall purpose of adult education is to enable participants to function better in society. For most adults, second language learning should be based on the communication and life coping skills needed on the job and outside the classroom. The products developed for the federally funded bilingual vocational training program are valuable resources for use by educators who work with limited English proficient adults. Because the products have been field tested with limited English proficient adults-and have been shown to work-the job-related English as a second language program strategies and practices described in these products are valuable to ESL teachers. These strategies can improve adult basic education and ESL classes for adults who are limited English proficient. Research and programs concerning teaching limited English speaking persons are described in this paper. A bibliography is appended. (KC)
ED 269 639 CE 044 490 Welcome to the World of Computers. Part 2. Education Service Center Region 20, San Antonio, Tex. . Pub Date-86 Note—311p.; For part 1, see CE 044 489. Portions of reprinted material contain small or broken type. . Pub Type -- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC13 Plus Postage. Descriptors - Adult Education, Classroom Tech niques, Computer Assisted Instruction, Computer Literacy, Computer Oriented Programs, •Computer Software, Databases, Integrated Curriculum, *Learning Activities, *Microcomputers, Postsecondary Education, Program Evaluation, Word Processing Identifiers--BASIC Programing Language, Spread sheets A continuation of an earlier manual, this guide was written to help adult education teachers and their students to go beyond the information of part 1 and learn more about the uses of computers. Although this manual is directed more toward teachers and administrators than toward students, activities for students are provided. As in part 1, some of the manual has been written so that instruction can be given with or without a computer; it can be used in a computer literacy class or as part of a class in some other area, such as English or mathematics. This manual is organized in six sections. The first five sections cover the following topics: computer review; software applications (word processing, database, spreadsheets, and BASIC programming); evaluation of software (including an annotated resource guide and a software buyer's guide), graphics, and computer-assisted instruction. Each section contains information (including reprints of materials from a variety of sources), learning activities for students, and test items. Materials are illustrated with line drawings. The final section contains reprints of brief articles about computer literacy. (KC)
ED 269 641 CE 044 492 Elliott, Ronald T. Benson, Robert T. V-TECS Guide for Word Processing. South Carolina State Dept. of Education, Columbia. Office of Vocational Education. Pub Date-86 Note-108p. Pub Type-- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors— Behavioral Objectives, Check Lists, Criterion Referenced Tests, *Job Skills, Learning Activities, *Office Occupations Education, Secondary Education, State Curriculum Guides, Stu dent Evaluation, Word Processing Identifiers-Vocational Technical Education Con sortium States This Vocational-Technical Education Consortium of States (V-TECS) curriculum guide is designed to provide job relevant tasks, performance objectives, performance guides, resources, learning activities, evaluation standards, and achievement testing in word processing. It may be used with any teaching method chosen by the instructor. The guide covers six duties of the occupation: organizing and planning, supervising and implementing, performing clerical activities, performing mail-handling activities, performing transcription activities, and performing keyboarding (typewriting) activities. Each duty is divided into from 1 to 10 performance objectives. Noted under each performance objective are the task, conditions, standard, source for standard, performance guide, enabling objective(s), resources, suggested teaching activities, a criterion-referenced measure, and a checklist for performance objective evaluation. Student worksheets, answer keys, and samples are included as needed. Appendixes include definitions of terms, a bibliography, a cross-reference table of duties and tasks, and equipment lists. (YLB)
Pub Type - Guides - Classroom - Learner (051) EDRS Price - MF01/PC16 Plus Postage. Descriptors Apprenticeships, Correspondence Study, *Electrical Occupations, Electrical Sys- tems, *Electric Circuits, "Electricians, *Electric- ity, Electric Motors, Instructional Materials, Measurement Equipment, Postsecondary Educa- tion, *Trade and Industrial Education This course is intended to be a common core of instruction for both electrical meter workers and station wirer apprentices and, in some cases, power station operators, in their first two years of training. It is designed to be used either in formal classroom work or for home study on a correspondence basis. Introductory materials include a list of references and information on apprenticeship. The eight units consist of one to four lessons each. Unit topics include introduction to electricity, direct current cir. cuits, alternating current, meters and instruments, power sources, electric motors, and electrical drawings and diagrams. At the beginning of each unit a list of the lesson goals, directions, and self-help questions are provided. Each lesson cites the required reference or references, provides any additional information needed, and presents check-up questions. The answers provided in the appended Answer Book follow the same order as the course book, and supply both questions and answers. (YLB) ED 269 643 CE 044 494 Electrical Power Station Theory. A Course of Technical Information for Electrical Power Sta tion Wireman Apprentices. Revised Edition. Lane Community Coll., Eugene, Oreg. Spons Agency-Oregon State Dept. of Education, Salem. Pub Date-86 Note-195p.; For related documents, see CE 044 493 and CE 044 496. Pub Type-Guides - Classroom - Learner (051) EDRS Price - MF01/PC08 Plus Postage. Descriptors—* Apprenticeships, Electric Circuits, Electric Motors, Electronics, *Equipment Maintenance, Industrial Education, Instructional Ma terials, Postsecondary Education Identifiers-Electric Power Generation This third-year course for electrical power station wirer apprentices is a foundation for the study of all aspects of installation and maintenance of power station equipment. It also provides a good technical background as well as the general knowledge essential to power station operator trainees. The course is intended to be equivalent to a classroom course requiring a minimum of 5 hours of class attendance each week for 36 weeks. The seven units consist of one to six lessons each. Unit topics include care and maintenance of electric motors and generators, insulating materials for electrical machinery, electrical drawings, switches and circuit breakers, protective devices and relays, insulating oil, system voltage regulation and power capacitors, and control electronics. Each lesson provides a brief rationale for the content to be learned, lists directions, cites the required reference, lists check-up questions, and provides information sheets. (YLB) ED 269 644 CE 044 496 Curriculum Revision-Electrical Meterman and Station Wireman Apprentice. Final Report. Salem. 493-494. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Apprenticeships, *Curriculum De- velopment, *Electrical Occupations, *Electri- cians, Electricity, Job Skills, *Occupational Information, Postsecondary Education, *Trade and Industrial Education This report describes a project to revise curriculum for the apprenticeship and other training programs preparing students for journeyman status in the electrical meter worker and station wirer trades. Products were a lineworker course information guide and revised copies of the electrical theory course for electrical meter worker and station wirer apprentices, an answer book for the electrical theory course, and electrical power station theory course. This final report also provides task listings for the three years of lineworkers apprenticeship training. Jobs, tasks, descriptions, and recommendations for method of instruction/introduction-school instruc
ED 269 640 CE 044 491 Smith, Nancy E. Teaching Job-Related English as a Second Lan guage. Revised. Office of Vocational and Adult Education (ED), Washington, DC. Pub Date-Jan 86
ED 269 642 CE 044 493 Electrical Theory. A Course of Technical Informa tion for Electrical Meterman and Station Wireman Apprentices, Revised Edition, and Answer Book, Revised Edition. Lane Community Coll., Eugene, Oreg. Spons Agency-Oregon State Dept. of Education, Salem Pub Date-86 Note—399p.; For related documents, see CE 044 Page 24
concluded that gifted children have significantly Identifiers-Life Planning, North Carolina *Residential Programs, *Self Esteem fewer social and emotional problems than does the This handbook on guidance is one of several sub- Identifiers-Bridge Independent Living Project general population. Experimental flaws in the Ter- ject-area curriculum guides resulting from the A federally-funded research project for the Bridge man studies, and recent data concerning relation- North Carolina Department of Public Instruction's Independent Living Project was designed to deterships between giftedness and depression, pcer and efforts to revise the "North Carolina Standard mine whether this structured residential program sibling problems, suicide, underachievement, and Course of Study” and to develop the "Teacher would have significant impact on the lives of 16-and delinquency suggest that psychologists need to di- Handbook" for the competency-based curriculum. 17-year-old homeless youth as compared to a simirect more attention toward problems of the gifted. The background, overview, philosophy, and ratio- lar control group. A non-equivalent control group Unfortunately, the lack of emphasis within psychol- nale of thse efforts are explained and sections are design was employed in which youth referred to the ogy concerning gifted children reflects a similar ne- provided on thinking skills, programs for excep- independent living project were assessed on several glect in society at large. Only one-half of the gifted tional children, and notes for handbook users. The personality dimensions before entering the program children in the United States have been identified purpose and overview of the guidance curriculum is and at a 6-14 month follow-up. Instruments used and only one-third of these are served by special explained and four basic goals are identified as help- were the Rosenberg Self Esteem Scale, the Lanyon school programs. A program to counsel parents of ing students to: (1) demonstrate a positive self-atti- Psychological Screening Inventory, and the Rotter gifted children was developed which focuses on tude; (2) gain life-planning skills consistent with Locus of Control Scale. Data were also collected on identification; motivation; discipline; peer, sibling, needs, interests, and abilities; (3) develop responsi- education and employment status, living situation, and parent relationships; stress management; de- ble social skills; and (4) understand and appreciate and behavior problems. Control youth from whom pression; tradition-breaking; and communication of lifelong learning, growth, and change. Descriptions the same data were collected received other services feelings. The counseling program appears to have of developmental tasks and coping behaviors are from Bridge including counseling, General Educabeen therapeutic and effective in changing parent- presented for early childhood, middle childhood, tional Development, and vocational programs, but ing perceptions and behaviors and in promoting in- and adolescence in the areas of educational career, were living at home, with friends, or in other resisight into gifted children's perceptions. (NB) personal/emotional, and social maturation. Antici- dential programs. Demographic data and entry as pated learning outcomes are listed. The remainder sessment information were collected on 21 program ED 269 658 CG 019 043 of this guide is divided into sections by grade level and 36 control youth. One year follow-up data were Tori, Christopher D. Cervantes, Oscar F. (K-3, 4-6, 7-8, 9-12). Major emphases of the pro- available for 12 program and 18 control youth. At The Academic Evaluation of Minority Graduate gram are given for each section. Outlines are pro- follow-up, program youth showed statistically sig. Students in Psychology: Problems and Challen- vided individually for each grade, K-12. The nificant gains in self-concept and became signifiges. program goals are again listed for each grade and, cantly less defensive than control youth. There was Pub Date- (1 May 86] for each goal, objectives and measures are provided a trend in program youth toward less alienation or Note-61p.; Paper presented at the Annual Meet- at each grade level. Materials related to educational emotional problems compared to control youth, but ing of the Western Psychological Association policy in North Carolina-including legislation-are no significant changes in sense of personal control for program youth. Program youth were found to be Pub Type Reports - Research (143) —Speeches/ significantly more often employed and in school or Meeting Papers (150) Tests/Questionnaires ED 269 660 CG 019 045 had oblained a high school diploma, and were signif(160) Herlihy, Barbara Sheeley, Vernon Lee icantly more often in stable living situations than EDRS Price - MF01/PC03 Plus Postage. Privileged Communication: Legal Status & Ethical were control youth. Numerous tables and the sur- Descriptors-Academic Achievement, Academic Issues. vey forms are included. (NB) Failure, * Academic Records, *Ethnic Bias, Eth- Pub Date—Apr 86 nic Groups, Graduate Students, Higher Educa- Note-- 13p.; Paper presented at the Annual Con- ED 269 662 CG 019 047 Project Evaluation, Second Year Follow-Up Reagainst racial and ethnic prejudice in the education Pub Type- Reports - Research (143) - Speeches/- port. of future practitioners, it is important to systemati- Meeting Papers (150) Bridge, Inc., Boston, MA. cally scrutinize training programs to determine if EDRS Price · MF01/PC01 Plus Postage. Spons Agency-Office of Human Development they are biased against minority persons. Such an Descriptors-— *Confidentiality, Counselor Client Services (DHHS), Washington, D.C. invesigation was conducted with a sample of gradu- Relationship, Counselors, "Court Litigation, Pub Date--Feb 86 ate students from the California School of Profes- Disclosure, *Ethics, Family Counseling, *Legal Note—24p.; Paper presented at the Annual Consional Psychology at Berkeley and at Fresno. The Responsibility, Marriage Counseling. Psycholo- vention of the American Psychological Associaquantitative grade point average (GPA), entrance, gists, School Counselors, Social Workers, *State tion (93rd, Los Angeles, CA, August 23-27, 1985). grade, and dropout data on 74 Berkeley subjects Legislation For related document, see CG 019 046. were obtained from school records; comprehensive This report presents findings of research regarding Pub Type - Reports - Research (143) — Speeches/examination scores were also recorded. The extant privileged communication statutes in the 50 Meeting Papers (150) Cross-Cultural Training Experience Questionnaire states for selected helping professionals: psycholo- EDRS Price · MF01/PC01 Plus Postage. was completed by 138 Berkeley students, 21 Fresno gists, social workers, marriage and family thera- Descriptors-- Adolescents, Behavior Problems, students, and 11 Berkeley faculty members. Individ- pists/counselors, school counselors, and licensed *Education, Emotional Problems, *Employment, ual interviews were conducted with 20 minority stu- professional counselors. Data are reported regard- *Homeless People, Life Style, Locus of Control, dents. Following a review of the historical factors ing the extent to which each of these professional *Residential Programs, *Self Esteem which influenced the evaluative array of measure- groups has been successful in establishing that their Identifiers-Bridge Independent Living Project ments used at this institution, it was predicted that communications with clients are entitled to legal The Bridge, Inc.'s Independent Living Demonsignificant differences would be found between mi- privilege, the scope of privilege extended, and speci- stration Project, a residential project assisting 16nority and nonminority students on pre-admission fied exceptions to privilege. Implications for prac- and 17-year-old runaways and throwaways to live GPA data; graduate school grades; scores on an tice are addressed. Counselors are cautioned that successfully on their own after receiving 6-8 months objective, multiple-choice comprehensive examina- existing statutes do not represent absolute guaran- of project services, served 10 male and 12 female tion; and incidence of academic failure and with- tees, and that there are certain circumstances under adolescents during its second year of operation. drawal. While results generally supported these which they are always obligated to breach confiden- Youth were from high, middle, and lower income hypotheses, academic differences between groups tiality. Finally, four strategies are discussed for families; 50 percent were runaways and 41 percent were often not as great as expected. It was further counselors desiring to maintain confidentiality were throwaways. Over one-third had been physi. predicted and confirmed that monocultural bias when called upon to testify in court: (1) they may cally or sexually abused by their families and anwould be recognized as a serious issue by many explain their code of ethics to the presiding judge other one-third had been neglected. Status of 11 students and would be intensely experienced by mi- and request that privilege be extended to them; (2) youth who had been out of the project an average of nority students. These findings suggest that racial if a request for privilege is denied, they may ask that 5.7 months showed that project youth had statistiand ethnic bias remains a serious problem in the their testimony be heard in camera; (3) they may cally significantly better records in achieving emeducation of future psychologists. A six-page list of enter into an attorney-client relationship with the ployment and stable living situations compared to references is included. The appendices consists of: lawyer representing the client's case; and (4) they 18 control group youth receiving other types of ser. (1) the Student Evaluation Form used at the Berke- may testify, or refuse to testify and risk being held vices. Project youth also had school achievements ley campus; (2) the Cross-Cultural Training Experi- in contempt of court. (Author/NB) showing a trend in the direction of significance. ence Questionnaire; and (3) the interview questions Pre-post means on measures of self-concept, locus used in this study with minority students at Berke- ED 269 661 CG 019 046 of control, and a personality profile did not show ley. (NB) Upshur, Carole C. significant change. A concurrent follow-up of the CG 019 044 tion, Research Report. average of 15.9 months revealed that these youth Guidance Grades K-12. Teacher Handbook. North Bridge, Inc., Boston, MA. continued to maintain a strong record of success: Carolina Competency-Based Curriculum. Spons Agency-Office of Human Development 81.8 percent were in stable living situations; 81.8 North Carolina State Dept. of Public Instruction, Services (DHHS), Washington, D.C. percent were employed; and 90.9 percent were in Raleigh. Pub Date--Mar 85 school or had graduated from high school. The rePub Date -85 Note—53p.; Paper presented at the Annual Con- sults suggest that the Bridge, Inc. Residential IndeNote-129p vention of the American Psychological Associa- pendent Living Demonstration Project has shown Pub Type Guides - Classroom Teacher (052) tion (93rd, Los Angeles, CA, August 23-27, 1985). marked success in assisting runaways and homeless EDRS Price - MF01/PC06 Plus Postage. For a related document, see CG 019 047. youth to achieve employment, stable living situaDescriptors-Competency Based Education, Pub Type— Reports - Research (143) — Speeches/- tions, and educational progress. (NB) *Curriculum Guides, *Developmental Programs, Meeting Papers (150) Elementary Secondary Education, Interpersonal EDRS Price · MF01/PCO3 Plus Postage. ED 269 663 CG 019 048 Competence, Lifelong Learning, •School Guid- Descriptors-- Adolescents, Behavior Problems, Ageton, Suzanne S ance, Self Esteem, *Student Development, *Education, Emotional Problems, *Employment, A Research Report for Adults Who Work with *Teaching Guides *Homeless People, Life Style, Locus of Control, Teenagers, Facts about Sexual Assault. Page 25
corded. Four expert voice stress examiners, blind to Depression Inventory and were classified as either the telephone condition, reported less stress in the depressed (N=16) or conduct disordered telephone charts than in the original charts. There (N=16). Children also completed the Nowickiwas little relationship between the stress rating for Strickland Locus of Control Scale for Children and the same charts in their original and telephone the aggression scale of the Frost Self-Description forms. Reliability estimates were low for both the Questionnaire. Parents completed the Beck Depresoriginal and telephone stress ratings. Summing over sion Inventory, the Maryland Parent Attitude Surthe stress ratings from individual questions and ad- vey, and the Family Adaptability and Cohesion vanced training on the part of the examiners both Evaluation Scales II. A two-group discriminant appeared to improve the reliability estimates. The function analysis identified five variables that maxicontinued use of telephone recorded tapes as substi- mally differentiated the depressed/acting out group tutes for the original tapes is highly questionable. In from the conduct disordered group: parental disicaddition, these results suggest that voice analysis pline, locus of control, parental depression, interalratings, as they are currently used, do not show ized aggression, and family adaptability. These sufficient reliability to warrant their continued use variables support research suggesting that depressed as a selection procedure for employment. (NB) children often have a depressed parent; receive harsh, power-assertive discipline from their parents; ED 269 682 CG 019 067 have a rigidly adaptive family style; have a more Thomas, Cher Carrie internal locus of control; and tend to internalize Social Power: Effect on Spouses' Quality of Per- aggression more than do non- depressed conduct sonal Life, disordered children. (NB) Pub Date (Aug 85) Note--28p.; Paper presented at the Annual Con- ED 269 684 CG 019 069 Methodological Framework and Initial Findings. Pub Type - Reports - Research (143) — Speeches/- Pub Date-5 Apr 86 Meeting Papers (150) Note-10p.; Paper presented at the Conference on EDRS Price · MF01/PC02 Plus Postage. Human Development (Nashville, TN, April 3-5, Descriptors—Dual Career Family, Employed Par- 1986). ents, Family Relationship, *Individual Power, Pub Type— Reports - Research (143) - Speeches/- Descriptors-Adolescents, *Children, "Mental Health, Mental Health Programs, Policy, *Policy It is the dimension of power or control, either in Formation, *Research Methodology, Standards, the workplace or in the family, that determines the *State Programs degree to which social relations are alienating. The Fischer presented a methodological framework consequences of social inequality for the quality of which combined empirical methods of data collecpersonal life were examined in 314 married couples, tion with interpretive and philosophical approaches of whom 70 were dual-earning non-parents, 123 to provide a useful model for studying mental health were dual-earning parents, and 41 were single-earn- policy for children and adolescents. The levels of ing parents. Subjects completed a quality of in- the method include: (1) study of cause-effect relatra-personal life measure, love and liking scales, and tionships; (2) phenomenological analysis to intera family alienation measure. In addition, class back- pret situations; (3) behavioral systems approach to ground, sex-role identity, achievement orientations, relate values and system variables; and (4) political and social relations at work and in the family were and social philosophy comparisons of political and assessed. The results showed that dual-employed social life. This study used Fischer's framework to couples had a significant impact on each other, but survey state mental health agencies about the status traditional couples did not. For the employed wife, of child and adolescent mental health standards in her husband's characteristics accounted for 16% of each state. In the first level, a state-level survey of the variance in her mental health status while her community mental health directors and children's own characteristics had no effect. Her characteris- service coordinators used an empirical approach to tics explained 23% of her husband's quality of inter- rank factors influencing policy and service systems. personal life as compared to 13% explained by his At the second level, interviews with stakeholders in own characteristics. Overall, these results suggest the mental health system probed for factors influthat a husband's power has positive consequences encing policy. For the third level, the national stanfor both himself and his wife, when they are both dards survey provided a glimpse of system-wide employed. The total pattern of results suggests that behavior on the use of mental health standards. A mental health status is associated with an individu- fourth level values analysis was not undertaken. Fual's relations to those in authority in their social ture research might combine Fischer's framework relationships. (References and data tables are ap- with Elmore's backward mapping approach. (ABL) pended.) (NB) ED 269 685 CG 019 070 ED 269 683 CG 019 068 Flick, Louise H. McSweeney, Maryellen King, Richard B. And Others The Developmental Nature of Parental Awareness Differentiating Conduct Disorder from Depressive in Adolescent Mothers. Disorders in School Age Children. Saint Louis Univ., MO. School of Nursing. Pub Date-Apr 86 Spons Agency-National Inst. of Mental Health ing of the American Educational Research Asso- Pregnancy Programs (PHS), Washington, DC. Grant-1-ROI-MH-36915; 1-R01-PG00136 ence of the American Nurses' Association (San EDRS Price - MF01/PC02 Plus Postage. Diego, CA, December 4-7, 1985). For related Descriptors Adolescents, * Aggression, *Behavior document, see CG 019 071. Disorders, Children, *Depression (Psychology), Pub Type— Reports - Research (143) — Speeches/- Descriptors—*Adolescent Development, * Adoles-
from two inner-city programs. The subjects were cently delivered their first child (N=57). Inter- views were tape recorded in the home and were scored blind. PA was found to increase with age independently of the effects of social status, vocabu- lary acquisition, social support, recent negative life changes, or length of parental experience. Older ad- olescent mothers showed greater flexibility in their thought and a greater capacity for considering com- plex circumstances when making judgments about child rearing than did younger mothers. These find- ings support the potential of PA as a developmental dimension to be considered when providing care to young mothers. (Author/ABL) ED 269 686 CG 019 071 tion of Adolescent Mother-Child Interaction. Pregnancy Programs (PHS), Washington, DC. Pub Date-Nov 85 Grant--1-ROI-MH-36915; 1-R01-PG00136 Note—30p.; Also sponsored by Sigma Theta Tau. Paper presented at the Annual Meeting of the related document, see CG 019 070. Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors--Adolescent Development, *Adoles- cents, Cognitive Ability, *Early Parenthood, *Mothers, Parent Child Relationship, *Parenting Skills, *Social Cognition Identifiers—*Parental Awareness Model (New- berger) The role of psychosocial immaturity in the behavior of adolescent mothers remains unexplained. This project explores the validity of Newberger's Parental Awareness (PA) model which outlines the development of parents' conceptions of their parental role. Pa distinguishes parents reported to be abusive from non-abusive parents. This study tests the previously untested hypothesis that, among adolescents, PA is positively associated with mother-child interaction. An age-stratified sample of 136 mothers aged 15-20 with a first-born child aged 9-27 months, was drawn from two urban programs. During two home visits, PA interviews were conducted and observations made of mother-child interactions. Three methods for recording behavior were used and data were reduced to 27 variables. Multiple regression analyses allowed controlling potential confounders prior to hypothesis testing. Pa proved associated with more of the mother-child interaction variables than any other variable, including socioeconomic status, presence of mate, recent life changes and verbal ability. These findings suggest PA is an important developmental dimension for service programs which could either promote development or accommodate an achieved level of awareness. (Author/ABL)
ED 269 687 CG 019 072 fits Ratio. Pub Date--[Aug 85) Note-10p.; Paper presented at the Annual Con- vention of the American Psychological Associa- tion (93rd, Los Angeles, CA, August 23-27, 1985). Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors - Career Counseling, •Cost Effective- ness, Counseling Effectiveness, *Counseling Ob- jectives, "Counseling Services, •Vocational Rehabilitation Demonstrating cost effectiveness for vocational Page 26
Descriptors—*Discussion, *Discussion (Teaching stration of its founding philosophy, "love in deed The students read orally a social studies passage and Technique), •English Instruction, High Schools, and truth," this conference focused on literacy and identified within-sentence breaks in the passage. AfLanguage Skills, *Literature Appreciation, languages from cross-cultural and instructional per- ter a buffer task, they were asked to retell all they *Reading Ability, Reading Instruction, Second- spectives. The papers selected for this yearbook and could remember from the passage, then completed ary School Students their authors are as follows: (1) “Designing Tasks a multiple choice comprehension measure and a One segment of a larger study (which explores for Slow Learners in L2" (R.B. Somerville-Ryan); standardized reading achievement test. A model uswhether secondary teachers and their students alter (2) “How Children Cope with the Sentential Mode ing the variables was then hypothesized, fitted to their discussant roles after being made aware of of Representation in Writing" (Yuji Moro); (3) the study data, and tested using structural equation their classroom interaction) examined the extent to “Cross-Cultural Comparisons of the Cognitive Pro- modeling. The findings suggest that the variables are which reading the textbook is necessary for engage cesses Used by United States, European, and Asian valid surface level factors involved in fluent reading, ing in discussion. Three English teachers and their Students in Constructing Text: Focus on Asia" (Eu- that they interact in leading to comprehension, and classes were selected as participants. The teacher nice Schmidt and Randall Schmidt); (4) “The Rela- that the nature of their interrelationship was not with low reading ability students received supervi. tionships among Alternative Measures of Reading static, since developmental changes occurred. (FL) sory intervention, which consisted of a preobserva- Comprehension in Learning Disabled Students" tion conference, videotaped observation of 12 (Lynn Z. Lang); (5) "Ten Years of Reading Re- ED 269 722 CS 008 399 postreading discussions, a stimulated recall session search: Applications for the Classroom Teacher" Mavrogenes, Nancy A. while both watched the videotape of the lesson, and (Stinson E. Worley and Bruce W. Mossman); (6) William S. Gray and the Dick and Jane Readers. a postlesson conference. The other two teachers and "Influencing Change in Language Teaching Strate- Pub Date[85] their classes served as controls. Observations made gies through Inservice Education” (Claudia Sulli- Note-33p. during taping, interviews, questionnaires, content van); (7) "Role of Li Literacy in L2 Reading Pub Type-Opinion Papers (120) - Historical Maanalysis of textbooks, and the students' written Comprehension” (Safiah Osman); (8) “The Korean terials (060) work provided data which showed (1) that the inter- Bilingualism in China and U.S.S.R." (Youngsoon EDRS Price - MF01/PCO2 Plus Postage. vention did not alter teacher-student roles or pat- Park); and (9) “English as an International Lan- Descriptors—*Basal Reading, Cultural Influences, terns of verbal interaction, and (2) that a move away guage: Implications and Issues” (Uhn-kyung Choi). *Educational History, *Elementary Education, from literal-level discussion resulted in a decreased (Included are the Bylaws of Literacy and Languages Instructional Materials, Phonics, «Reading Inreliance on the textbook for participation in discus- in Asia as well as addresses by Lyun Joon Kim of struction, *Reading Materials, Sex Bias, Stereosions. The study raises questions about discussion as Hanyang University and Sung-Ok Cho of Unesco.) types, Teaching Methods, Textbook Content, a language art, a focus for research, and a classroom (HOD) Vocabulary Development, Word Recognition activity about which teachers' expectations may Identifiers—Dick and Jane Readers, •Gray (Wilvary depending on their students' reading abilities. ED 269 720 CS 008 397 liam S), Scott Foresman Company (Attachments include the timeline of the study, the Ribowsky, Helene William S. Gray, Professor of Education and coding system for transcriptions of student-teacher The Effects of a Code Emphasis Approach and a Dean of the College of Education at the University interactions, samples of observation data, and pri- Whole Language Approach upon Emergent Lit- of Chicago, began work in 1929 on a major revision mary and secondary data sources with resulting hy. eracy of Kindergarten Children. of the "Elson Řeaders," a popular basal series pubpotheses.) (LLZ) Pub Date—[85] lished by Scott, Foresman and Company. Organized Note—28p. around the daily life of two ordinary children, the ED 269 718 CS 008 373 Pub Type-- Reports - Research (143) “Dick and Jane" readers ultimately became the Bartelo, Dennise M. Wheeler, Thomas S. EDRS Price - MF01/PC02 Plus Postage. most widely used reading books in the country. BeStory-time Connections: A Cognitive Map of Com- Descriptors—Comparative Analysis, Kindergarten, ginning in the 1940s, however, education critics munication Processes. Language Experience Approach, *Phonics, Pri- claimed that the books contained stereotyped charPub Date [85] mary Education, *Reading Instruction, Reading acters, and were sexist and racist. Although the Note-26p.; Parts may be marginally legible. Readiness, *Reading Research, Teaching Meth- books merely reflected the social aspirations of the Pub Type - Reports - Descriptive (141) ods, Writing Readiness time, Gray admitted that the upper-class, suburban EDRS Price - MF01/PCO2 Plus Postage. Identifiers—*Emergent Literacy, Print Awareness, setting was irrelevant to the lives of increasing numDescriptors Cognitive Processes, Elementary Ed. *Whole Language Approach bers of children, and that this might be a factor in ucation, *Language Acquisition, Language Pro- A year-long, quasi-experimental study investi- the poor reading progress of black and lower-class cessing, *Reading Aloud to Others, Reading gated the comparative effects of a whole language children. The controlled vocabulary and phonics Processes, Story Grammar, *Story Reading, approach and a code emphasis approach upon the method in the readers were also criticized, but these *Story Telling, Teacher Student Relationship, emergent literacy of 53 girls in two kindergarten techniques were grounded in research, and Gray Verbal Development, Writing Processes classes in an all girls' parochial school in the North- believed that phonics was an aid (not an end) to Identifiers Story Structure east. Subjects in the experimental class received in- word recognition. If the offensive qualities of the The nature of children's communication pro- struction in Holdaway's Shared Book Experience Dick and Jane readers are seen in context-in terms cesses of listening, speaking, reading, and drawing/- Program, a whole language approach, while subjects of the entirety of Gray's work, in comparison with writing that occur during story time is explored in in the comparison class received instruction in Lip- what preceded, in the contemporary society, and in this paper, which describes story time as a literacy pincott's Beginning to Read, Write, and Listen Pro- educational knowledge-and not judged in terms of event. The framework that children develop during gram, & code emphasis approach. Emergent later standards and according to an adult point of story-time can serve as a vehicle for language arts literacy-the concepts about reading and writing re- view, the complaints are less supportable. Guided instruction. In helping children cultivate literacy sulting from a child's first encounters with printed by his goal of producing basals readable by children skills, teachers must provide opportunities for chil- material-was divided into three subsets: linguistic, and suitable for teaching them to read, Gray prodren to make use of all available possibilities for orthographic, and grapho-phonemic literacy. Post- duced a series of books which, more than any other communication. Stories should not merely repre- test results for each of these literacy sets indicated series, incorporated recent developments in readsent a literary experience but should also be an in- a significant treatment effect favoring the whole lan- ing, introduced new stories using established juveteractive experience between the child, teacher, and guage group. The results corroborated Holdaway's nile authors and noted artists, and correlated text. The story-time experience shows the child as research, which indicated a high level of success content area reading with basal reading by means of a “meaning-sceker," and this search for meaning in with the Shared Book Experiences in comparison interesting stories relating to children's own lives. language must be enhanced if language is to be expe- with a code emphasis approach. The study showed Seven pages of references, including articles, letters, rienced as a natural, meaningful, and whole entity. a naturalistic learning model to be structured and and readers by William Gray are appended. (HTH) A four-page bibliography concludes the report. viable within a school instructional environment (DF) that was informal, relaxed, and supportive. (HTH) ED 269 723 CS 008 403 Miller, Joan S. ED 269 719 CS 008 389 ED 269 721 CS 008 398 Story Structure: A Missing Ingredient in Basal Reader Stories? Literacy and Languages. The Second Yearbook of Developing Models of Reading Fluency. Pub Date—[86) Literacy and Languages in Asia, International Pub Date ——(84) Note-80p. Reading Association Special Interest Group. Note-35p. Pub Type-- Reports - Research (143) Selection of Speeches and Papers From the Pub Type-- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. International Conference on Literacy and Lan- EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Basal Reading, Inferences, Junior guages (1st, Seoul, South Korea, August 12-14, Descriptors Associative Learning, Context Clues, High Schools, *Reading Comprehension, Reading 1985). Developmental Stages, Elementary Education, Improvement, *Reading Research, Reading StratHanyang Univ., Seoul (South Korea).; Literacy and Grade 3, Grade 5, Integrated Activities, .Models, egies, Recall (Psychology), *Remedial Reading, Languages in Asia. Oral Reading, Reader Text Relationship, *Read- *Story Grammar Pub Date85 ing Achievement, Reading Comprehension, Working on the assumption that story structure Note-152p.; For the first LLA yearbook, see ED Reading Instruction, *Reading Processes, *Read- contributes to the reading comprehension of stu261 338. ing Research, *Reading Skills, Theory Practice dents, a study assessed the comprehension and rePub Type - Collected Works - Proceedings (021) Relationship call of 12 seventh and eighth grade remedial reading EDRS Price - MF01/P007 Plus Postage. Identifiers-Model Development, *Reading Flu- students. Subjects read a basal story revised to conDescriptors~*Bilingualism, Cognitive Processes, ency form to a familiar story grammar and the original, *Cross Cultural Studies, Foreign countries, Inser- Recent reading research has identified three unrevised, basal story. The two original stories were vice Teacher Education, International Relations, reader variables involved in fluent reading: auto- published by the Houghton Mifflin Company in *Language Acquisition, *Learning Disabilities, matic word identification, contextual word identifi- their 1979 basal reading series. The revised stories *Literacy, Native Language Instruction, *Read- cation, and text phrasing. To confirm the validity of conformed to a story grammar that consists of two ing Comprehension, Reading Research, Reading these variables in the reading process, to test read- parts-the setting plus one or two episodes-and three Writing Relationship, Semiotics, Teaching Meth- ing models employing them in an integrated and types of intercategory connectives. After reading ods interactive manner, and to identify developmental both stories, students answered five literal and five Identifiers Asia changes in the models, a study was undertaken in- inferential questions for each story that reconCosponsored by Hanyang University as a demon- volving 77 third grade and 65 fifth grade students. structed the story according to the categories of the |
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